AAMC: Curriculum Inventory and Reports (CIR)

Curriculum Inventory and Reports (CIR)

Curriculum Inventory and Reports (CIR), part of the AAMC's Medical Academic Performance Services (MedAPS) initiative, is designed to serve as the premier benchmarking and reporting tool on content, structure, delivery, and assessment of medical school curricula.

• The Curriculum Inventory serves as the centralized database of AAMC-member medical school curricula, including content, structure, delivery, and assessment in the U.S. and Canada.

• Curriculum Reports provide graphical interpretations of both aggregate and historical curriculum-related data that:

• assist in curriculum benchmarking and continuous quality improvement;
• provide resources to curriculum committees and faculty;
• enhance medical education research; and
• inform legislators and the general public.

Report Title	Category
Assessment of Professional Behavior	Professional Behavior
Avenues for Reporting Mistreatments and Breaches of Professionalism in the School Community
Average Number of Elective Weeks by Curriculum Year	Weeks of Instruction
Average Number of Hospitals Used as Major Inpatient Sites For Clerkships per Medical School	Clerkships
Average Number of Inpatient and Outpatient Sites for Clerkships per Medical School	Clerkships
Average Number of Required Weeks by Discipline	Clerkships
Average Number of Weeks That Students in the Most Recent Graduating Class Spent Taking Electives at Another Institution	Electives
Average Required Weeks of Instruction and Average Required Contact Hours	Required Weeks/Hours of Instruction
Characteristics of Longitudinal Integrated Clerkships	Clerkships
Combined Degrees and Early Acceptance Programs
Curriculum Change in U.S. Medical Schools
Faculty Academies at U.S. Medical Schools
Finding Inpatient Clinical Clerkship Placements	Clerkships
General Goals of Interprofessional Education	Interprofessional
Hospital Night Call Requirements for Students in Clinical Clerkships	Clerkships
Instructional Formats Used in the Curriculum	Clerkships
Interview Processes Used in Medical School Admissions	Admissions
Level of Medical Student Access to EHR (Electronic Health Record) System	Electronic Health Records
Medical School Expansion Plans for Regional Campuses	Regional Campus
Medical School Program Expectations Linked to PCRS Competencies	Competency Mapping
Medical Schools Having a Policy about the Maximum Number of Weeks or Maximum Number of Elective Rotations a Medical Student can take at Another Institution	Electives
Medical Schools Offering International Elective Courses	Electives
Medical Schools Providing Some or All of the Curriculum at a Regional Campus	Regional Campus
Medical Schools Reporting Use of Selected Teaching Formats, by Topic Area	Instructional Formats
Medical Schools Sending Follow-Up Questionnaires to Program Directors	Graduate Follow-Up
Medical Schools Sending Graduate Follow-Up Questionnaires	Graduate Follow-Up
Medical Student Research Requirement	Research
Medical Student Use of Electronic Health Record (EHR) System in Required Clerkship Training	Electronic Health Records
Methods Used for Formative and/or Summative Assessment in Clinical Clerkship Experiences	Clerkships
Minimum Number of Weeks of Instruction Required for the M.D. Degree	Required Weeks/Hours of Instruction
Nature of Information Collected on Graduate or Residency Program Director Questionnaires	Graduate Follow-Up
Number of Medical Schools Implementing Selected PCRS Competencies by Curriculum Phase	Competency Mapping
Number of Medical Schools Including Topic as an Independent Course or Part of an Integrated Course	Content Coverage
Number of Medical Schools Including Topic in Required Courses and Elective Courses	Content Coverage
Number of Medical Schools Organizing Students into Colleges or Mentorship Groups	College/Mentorship Group
Number of Medical Schools Requiring a Final SP/OSCE Examinations	Assessment
Number of Medical Schools Requiring an NBME Subject Exam	Assessment
Number of Medical Schools Requiring Students to Take Components of the United States Medical Licensing Examination (USMLE)	USMLE
Number of Medical Schools Requiring the United States Medical Licensing Examination (USMLE) for Advancement/Promotion or Graduation	USMLE
Number of Medical Schools Using Selected Grading Systems	Grading Systems
Number of Medical Schools with Quality Assurance Personnel	Accreditation
Number of Schools Offering Longitudinal Integrated Clerkships	Clerkships
Percent of Schools Requiring Interprofessional Education Experiences with Students from Other Health Programs by Program Type	Interprofessional
Percentage of Schools With Separate Required Clerkships by Discipline	Clerkships
Reasons Medical Students are not Permitted Access to EHR (Electronic Health Record) System in Clerkships	Electronic Health Records
Regional Campus Offering Curriculum	Regional Campus
Required Clerkship Weeks by Year of Curriculum	Clerkships
Required Interprofessional Education	Interprofessional
Resources for Learning Anatomy	Anatomy Resources
Scheduled Hours per Week That Students Spend in Required Activities During the First and Second Years	Required Weeks/Hours of Instruction
Setting of Required Interprofessional Education	Interprofessional
Simulation Center Use at Medical Schools	Simulation
The Maximum Number of Weeks and the Maximum Number of Elective Rotations a Medical Student Spend Taking Electives at Another Institution	Electives
The Purposes of the College/Mentorship Group	College/Mentorship Group
Timing of Follow-Up Questionnaires to Program Directors	Graduate Follow-Up
Timing of Graduate Follow-Up Questionnaires to Graduates	Graduate Follow-Up
Typical Total Size of a Group Where the Medical Schools Organize Mentorship Groups	College/Mentorship Group
Use of Assessment Methods by US and Canadian Medical Schools	Assessment
Volunteer Faculty Retention	Faculty
Where Interprofessional Education Occurs in the Curriculum	Interprofessional
Years or Phases of the Curriculum in Which Medical Schools Require Students to Take the United States Medical Licensing Examinations (USMLE)	USMLE