Introduction: We designed a curriculum mapping tool which enables medical students to access intended learning outcomes (ILOs) on their iPads in the workplace. Students were encouraged to use the online curriculum map in a specially planned teaching session: question-based collaborative learning (QBCL). The aim of the session was to empower medical students to constructively align their experiential learning with the learning outcomes of the undergraduate curriculum. In doing so, our session aimed to provide students with a greater understanding of the curriculum, improve their insights into assessment and their question-writing abilities.
Methods: The QBCL pre-session preparation involved reviewing a patient with a presentation that aligned to the year-specific ILOs. During a 150 minute QBCL session, students received training on how to write high quality multiple choice questions (MCQs) delivered by a faculty member of Imperial College School of Medicine. They then worked collaboratively in groups and created MCQs based on their clinical encounters. Their questions were tagged to the relevant learning objective and submitted online via the curriculum map. The student-generated MCQs were analyzed using an adjusted version of Bloom’s taxonomy. We also conducted a quantitative evaluation of the session.
Results: One hundred and sixty-three questions were submitted, with 81% of questions being tagged to ILOs considered to show evidence of learning consistent with the “Apply” tier of Bloom’s taxonomy. The majority of students agreed that the session was interactive (80%), thought-provoking (77%) and improved their team-working skills (70%). It gave them a greater understanding of the undergraduate curriculum (65%), improved their question-writing and insight into assessments (76%), and provided an opportunity to learn from their peers (86%). Students agreed that this session covered a variety of cases (82%) and deepened their understanding of medical conditions and presentations (87%).
Conclusion: We encouraged students to actively interact with the curriculum map. Students were able to achieve their own constructive alignment by writing assessment items based on real patients and linking them to the appropriate intended learning outcomes.

Keywords: constructive alignment, multiple choice question

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中文翻译：

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基于问题的协作学习建设性课程调整

简介：我们设计了一个课程映射工具，使医学生能够在工作场所的 iPad 上访问预期学习成果 (ILO)。鼓励学生在特别计划的教学环节中使用在线课程地图：基于问题的协作学习（QBCL）。本次会议的目的是使医学生能够建设性地将他们的体验式学习与本科课程的学习成果相结合。在此过程中，我们的课程旨在让学生对课程有更深入的了解，提高他们对评估的洞察力和他们的问题写作能力。
方法：QBCL 会前准备包括审查患者，其陈述与特定年份的 ILO 一致。在 150 分钟的 QBCL 课程中，学生们接受了由帝国理工学院的一名教员提供的如何编写高质量多项选择题 (MCQ) 的培训。然后，他们分组协作，并根据他们的临床遭遇创建 MCQ。他们的问题被标记为相关的学习目标，并通过课程地图在线提交。学生生成的 MCQ 使用调整后的 Bloom 分类法进行分析。我们还对会议进行了定量评估。
结果：提交了 163 个问题，其中 81% 的问题被标记给 ILO，被认为显示了与 Bloom 分类的“应用”层级一致的学习证据。大多数学生认为该课程具有互动性（80%）、发人深省（77%）并提高了他们的团队合作能力（70%）。这让他们对本科课程有了更深入的了解（65%），提高了他们的问题写作能力和对评估的洞察力（76%），并提供了向同龄人学习的机会（86%）。学生们一致认为本次会议涵盖了各种案例（82%）并加深了他们对医疗状况和演示的理解（87%）。
结论：我们鼓励学生积极与课程图互动。学生们能够通过编写基于真实患者的评估项目并将它们与适当的预期学习成果联系起来来实现自己的建设性对齐。

关键词：建设性对齐，多项选择题

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