Part 2: Explore Implementation Needs

Chapter 6: BHSS Curriculum Map

Learning Objectives

  • Recognize how the BHSS curriculum concepts are organized in the BHSS Curriculum Map.
  • Prepare to conduct a gap analysis between your program and the BHSS curriculum standards.

Chapter Overview

This overview of the BHSS Curriculum Map is to provide the information your program needs to understand the scope of the BHSS curriculum and begin planning implementation of a BHSS program at your organization. Parts of the BHSS Curriculum Map likely exist in your current curriculum. In the sections below, we will orient you to the structure and organization of the BHSS Curriculum Map, including the relationship of learning objectives to competencies, how learning objectives are sequenced, and examples of assessments for BHSS curriculum.

Use the links below to jump to a particular section:

Background & Development
Structure & Organization
How to View the BHSS Curriculum Map
Things to Consider

BHSS Curriculum Map

Background & Development

Curriculum maps have been used widely for decades to define, refine, and communicate where, why, how, and when learning occurs (English, 1980; Watson et al., 2020; Jacobs, 2004). More recently, health professions programs have built their curriculum maps around program- or licensure-required competencies to meet the needs of aligning to the requirements of accrediting bodies (Harden 2001; Watson et al., 2020; Figueroa et al., 2015). Guided by this prior work, the BHSS Project Team, led by experienced instructional designers with backgrounds in developing behavioral health workforce training and higher education curriculum and instruction, created the BHSS Curriculum Map. The BHSS Curriculum Map is the product of an iterative process, balancing subject matter expertise with evidence-based best practices in curriculum development. It was refined through focus group feedback.

To develop the BHSS Curriculum Map, we chose to use a Backward Design framework. Backward Design is a widely used methodology for curriculum development that follows an intentional, stepwise process (Wiggins & McTighe, 2005). The first step in this framework is to identify desired results or outcomes related to learning.

To help define the desired results, the BHSS Project Team utilized a Competency Framework to organize the components into a cohesive system. This term “competency framework” differs from competency-based education. In competency-based education, programs are organized around the competencies rather than around courses and curricula. Students generally progress at their own pace and demonstrate proficiency for each competency following standardized criteria. Competency-based education is often the model for apprenticeship programs. We adopted the term “competency framework” to allow for fluid experimentation with different types of educational and preparatory experiences. Colleges and universities will likely continue to follow the organizational framework of offering time-based courses standard for all students. A registered apprenticeship may shape the learning experience to the developmental level of the student resulting in varying levels of time commitment for students engaged in study and learning.

The BHSS Project Team intends to study and evaluate various models of learning for efficacy. Additionally, we will continue to evaluate the validity of the competencies based on the work that a BHSS engages in post-graduation or post-certificate.

Using these two approaches (Backward Design and Competency Framework), we identified desired results or outcomes, defining them first as competencies and then grouping by likeness to create big picture meta-competencies. Competencies were written as measurable verbs, which follows best practice and aligns with Bloom’s Taxonomy (Bloom’s Taxonomy, n.d.). Competencies were further delineated by individual learning objectives to describe the underlying knowledge, skills, and attitudes of each competency (Dave, 1970).

Further aligning with Bloom’s Taxonomy and utilizing a spiral curriculum approach (Harden, 1999), we sequenced the learning objectives to represent where in the BHSS curriculum timeline (Foundations, Advanced, Practicum) we anticipate they would be introduced, reinforced, and by when we would expect learners to be proficient. The terms “introduce,” “reinforce,” and “proficient” are commonly used in curriculum mapping processes (Hundey & Watson, 2019). We have also provided, when applicable, where we assume learning will have taken place prior to a BHSS curriculum (indicated as “Pre-BHSS”), likely in courses that may be prerequisites to a BHSS program and already required as part of your program’s existing pathways (e.g., via Abnormal Psychology, Human Development). We are providing this additional information to ensure unexpected gaps aren’t created as you plan to implement a BHSS curriculum.

Structure & Organization

In this section, we will step through the structure and organization of information in the BHSS Curriculum Map.

Numbering System

We used a numbering system to generate a quick reference point for detailed information in the curriculum map. At the highest level, there are 8 meta-competencies, which are indicated by the letters MC and denoted as MC1-MC8. Each meta-competency is then divided into competencies, which are denoted by a lowercase letter, ranging anywhere from a-g. Finally, specific learning objectives within the competency have a unique number/letter combination; the learning objective’s numeral has a suffix of “K,” “S,” or “A,” which indicates if the learning objective targets knowledge (K), skill (S), or attitude (A).

Image 5 below shows an example of the numbering system for MC4: Team-Based Care and Collaboration, with specific learning objectives for the competency MC4-b – Practice interprofessional communication. In this image, you can see three sample learning objectives and their unique identifying numbers and K/S/A suffixes: 4b2-K, 4b4-S, and 4b6-A.

Please note that the images of the BHSS Curriculum Map in this chapter are to demonstrate the structure of the map. The competency or learning objectives shown in the example images may have been updated; please refer to the BHSS Curriculum Map for the complete and up-to-date language of all competencies and learning objectives.

Screenshot of the BHSS Curriculum Map showing example keyword and learning objective information.
Image 5

Sequencing System

Image 6 below shows further details of the BHSS Curriculum Map, specifically the columns to the right of the KSA column. These columns, labeled Pre-BHSS, Foundations, Advanced, and Practicum, describe the phases in which we expect each learning objective to have some form of representation. That representation is further delineated by the labels, Introduce (I), Reinforce (R), and Proficient (P), in which we expect a learning objective to follow a trajectory of being introduced, then reinforced, and finally when the learner would be expected to reach proficiency with that specific objective. Note that the label NA indicates that the learning objective is Not Addressed in a particular phase.

Screenshot of the BHSS Curriculum Map showing learning sequence information (“Introduce,” “Reinforce,” “Proficient,” and “NA”) provided across 4 columns: “Pre-BHSS,” “Foundations,” “Advanced,” and “Practicum".
Image 6

Subject matter experts for the BHSS Project Team have validated the learning objective sequencing represented in the BHSS Curriculum Map, providing guidance on areas of misalignment. A learning objective may be introduced, reinforced, and then marked as proficient, at any point in the phases of Pre-BHSS, Foundations, Advanced, and Practicum. Some learning objectives may reach all 3 phases during one course; this may be especially common for learning objectives that address knowledge. Some learning objectives may be listed as fully proficient in Pre-BHSS, in which the BHSS Project Team anticipates these learning objectives would most likely be covered by existing foundational courses, such as Abnormal Psychology, Developmental Psychology, etc.

Assessment Examples

Assessments help to determine the degree to which learning objectives are being met, formally and informally. They may also be referred to as “evaluation.” To assess learning, a critical step is to define what the “acceptable evidence” of learning is, and how that evidence will be collected and measured. This is Step 2 in the Backward Design process: determining acceptable evidence.

The BHSS Project Team has created assessment examples that include ideas for how the learning objectives might be assessed, with the assessment type aligning to the learning objective type (K, S, or A). Image 7 below provides an example of possible assessments that align to the learning objectives in MC4-b: Practice interprofessional communication.

The BHSS Project Team plans to create detailed assessment examples and rubrics that your program can use. We will make these available in BHSS educator support materials. For now, we hope the existing examples provide the information you need to plan course additions or revisions. Image 7 shows how the assessment examples appear in the curriculum map.

Screenshot of the BHSS Curriculum Map showing the “Assessment Examples” column.”
Image 7

How to View the BHSS Curriculum Map

The BHSS Curriculum Map is available for download via the link below and in the Appendix of this Implementation Guide. The complete list of learning objectives is extensive, and you aren’t expected to fully adopt all of them; rather, we are providing them to you to give context about what the BHSS Project Team accounted for during development, as well as to give you a starting point for any additional content or courses, as needed, your program may need to develop to implement a BHSS curriculum. Our rationale for including the BHSS Curriculum Map in its entirety is to be comprehensive of what all is included in a BHSS curriculum.

Creative Commons Information

The BHSS Curriculum Map is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 International License.

Please reach out to the BHSS Project Team at bhsswa@uw.edu if you have questions about making changes or modifications to these materials for your program’s purposes.

Things to Consider

The BHSS Curriculum Map serves as a tool for you to look for alignment between your curriculum and the new BHSS curriculum, a process we will refer to as a gap analysis. This process will be unique for each program in that what needs to be prioritized for your program may look quite different from what other programs need to prioritize. As you begin the process of conducting a gap analysis between your program and the BHSS curriculum, keep in mind that your program doesn’t need to be structured in the same way that is described in the BHSS Curriculum Map. The language used in the BHSS Curriculum Map serves as a guidepost and is not intended to be strictly followed. Instead, we encourage you to use the tools provided to look for alignment between your program’s existing curriculum and the spirit of what we’re describing in the BHSS Curriculum Map. If you are unsure about any areas, please contact the BHSS Project Team to discuss and clarify.

Summary

  • The BHSS Curriculum Map was created using evidence-based approaches by a team of adult education and subject matter experts.
  • The BHSS Curriculum Map outlines the competencies and learning objectives that may be included in a BHSS curriculum and provides useful sequencing and prerequisite information for education partners to refer to.

Up Next

The next chapter – Chapter 7. Guidance for Working with Faculty – outlines a suggested approach to starting conversations about implementing a BHSS curriculum in your program and provides suggested solutions to potential challenges that may arise when planning for implementation of a BHSS curriculum.

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