A Moodle-Based E-Syllabus with Database Activity Module

  • Yoshikazu Asada Jichi Medical University http://orcid.org/0000-0001-8032-1100
  • Hitoaki Okazaki Jichi Medical University
  • Naohiro Sata Jichi Medical University
  • Hiroshi Kawahira Jichi Medical University
  • Shinichi Yamamoto Jichi Medical University
  • Yasushi Matsuyama Jichi Medical University
Keywords: E-syllabus, Competencies, Curriculum Mapping, Medical Education, Model Core Curriculum, Moodle


Institutional research is an essential topic in the medical education field. To achieve global standards, curriculum mapping and competency assessments based on the model core curriculum (MCC) and diploma policies (DP) must be discussed. This study investigated initial practices using a Moodle-based e-syllabus to gather and analyze curriculum information. Although several classes had some MCC elements, the results showed that others had no such connections. Since the Japanese MCC is defined as “a common, national, systematically organized curriculum taught in each medical faculty/university,” it is crucial that each MCC element be fulfilled throughout the entire curriculum. Although the Moodle-based e-syllabus needs to be improved in some ways, especially in ease of use, the data integration and analytics aspects were better than those of the previous Excel-based syllabus.


Basic Medical Education WFME Global Standards for Quality Improvement, http://wfme.org/standards/bme/ (Accessed Dec. 8, 2020)

Y. Asada, “The trend of institutional research in Japanese medical education: a case study from Jichi Medical University,” International Journal of Institutional Research and Management, Vol. 3, No.2, 2019, pp. 1-18.

Model Core Curriculum for Medical Education in Japan, AY 2016 Revision (in English), http://www.mext.go.jp/component/a_menu/education/detail/__icsFiles/afieldfile/2018/06/18/1325989_30.pdf. (Accessed Dec. 8, 2020)

Moodle.org, https://moodle.org/ (Accessed Dec. 8, 2020)

manaba, https://manaba.jp/ (Accessed Dec. 8, 2020)

Configurable Reports, https://moodle.org/plugins/block_configurable_reports (Accessed Dec. 8, 2020)

Y. Asada, M. Yagi, “Moodle for Learning Analytics and Institutional Research: Exporting Data via SQLs and Plugins,” International Journal of Institutional Research and Management, Vol. 4, No.2, 2020, pp. 30-43.

M. Saqr, U. Fors, M. Tedre, “How learning analytics can early predict under-achieving students in a blended medical education course,” Medical Teacher, Vol. 39, No. 7, 2017, pp. 757-767.

Y. Asada, H. Okazaki, N. Sata, H. Kawahira, S. Yamamoto, and Y. Matsuyama, “A Moodlebased e-syllabus for institutional research: curriculum Mapping and Competency Assessments,” Proc. 9th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI), 2020, pp. 312-315.

Database activity, https://docs.moodle.org/38/en/Database_activity (Accessed Dec. 8, 2020)

SetMoodlePlainTextEditMode.user.js, https://gist.github.com/jcchurch/7e6265ce1a77ab9ab604 (Accessed Dec. 8, 2020)

B. Nielsen, “Competency-based education features in Moodle,” Proceedings of MoodleMoot Japan 2019 Annual Conference, pp. 6-18.

I. Ko, H. Chang, “Interactive Visualization of Healthcare Data Using Tableau,” Healthcare Informatics Research, Vol. 23, No. 4, 2017, pp. 349-354.

Online learning, teaching and education continuity planning for schools, https://www.ibo.org/globalassets/news-assets/coronavirus/online-learning-continuity-planningen.pdf (Accessed Dec. 8, 2020)

Moodle App, https://moodle.com/app/ (Accessed Dec. 8, 2020)

Practical Papers