Presentation on theme: "Curriculum Inventory Workshop Terri Cameron, AAMC Valerie Smothers, MedBiquitous Ye Chen, University of Virginia James Galt, Rutgers Robert Wood Johnson."— Presentation transcript:
Curriculum Inventory Workshop Terri Cameron, AAMC Valerie Smothers, MedBiquitous Ye Chen, University of Virginia James Galt, Rutgers Robert Wood Johnson Medical School Saniya Saifee, New York University School of Medicine
Workshop Objectives By the end of the workshop, participants should be able to: Describe and implement the CI Specification, Competency Framework, AAMC Business Rules, and Developer Resources Create XML code that includes PCRS to Program Competencies Mapping Create XML code that includes Event to Program Competency Mapping Create XML code that includes Sequence Block and Event Data Elements Upload a successful XML file to CI Staging
MedBiquitous Curriculum Inventory V1 Working Group launched in December 2010 Susan Albright and Marc Triola, co-chairs Charter: “to develop XML standards for the exchange of curriculum data for benchmarking and educational research.” (Not just for AAMC Curriculum Inventory) Reasons for Undertaking Work: Enable local curriculum management systems to upload data to a central Curriculum Inventory Identify curricular trends Support curriculum benchmarking and reform
Curriculum Inventory A E B F C G DH I J K L A 1 M E O N C G SH I J P R Q Competency framework Expectations Events Sequence blocks Integration blocks
A E B Events A curriculum is made up of many educational events Events have metadata, descriptive information about the events IDs required! F C G DH I J K L
Expectations Curricula may reference objectives, competencies, learning outcomes, or milestones. These are called competency objects. IDs required!
Competency Objects and Events An event may be intended to address one or more competency objects (learning objectives, competencies, and milestones) A competency object may be associated with many events G K
Sequence Blocks Events can be organized into blocks of instruction, called Sequence Blocks (think course/module/ year/phase/clerkship etc) A recurring event may be associated with more than one Sequence Block Sequence blocks may be associated with competency objects (competencies, objectives, etc) Sequence blocks have metadata, too IDs required! A E B F C G DH I J K L A 1 2 7
Integration Blocks Curricular themes, or Integration Blocks, may apply to many sequence blocks, events, or objectives/ competencies and describe how the curriculum is semantically integrated. An event or block may link to many Integration Blocks and an Integration Block may link to many events, blocks or competency objects IDs required! A E B F C G DH I J K L A M E O N C G SH I J P R Q 1 3 2
Sequence Sequence blocks can be put together to form a the main structure of the curriculum (a sequence of courses, modules, phases, clerkships) A E B F C G DH I J K L A M E O N C G SH I J P R Q 1 2 3
Sequence Block Nesting Sequence blocks can be nested: a module or clerkship might be in a year which is within a phase and so on … Blocks will inherit any relations to competency objects from their sub-blocks No restriction on the number of nest levels Recursion explicitly forbidden A E B F I J 1 2 A E B F I J 1 2 A E B F I J 1 2 A E B F I J 1 2
Block Sequence=ordered Required=true Types of blocks: ordered Block Required A E B F I J Block Required C J Q Z R D Block Required A X M B T Y - All sub-blocks within an ordered block happen with a prescribed sequence
Block Sequence=unordered Required=true Types of blocks: unordered Block Required A E B F I J Block Required C J Q Z R D Block Required A X M B T Y Block Required D K N S L C - All sub-blocks within an unordered block happen for all students, but students may encounter them in a variable order
Block Required = Required Order=Unordered Minimum=1 Types of blocks: selectives Block Optional A E B F I J Block Optional C J Q Z R D Block Optional A X M B T Y OR - Every student must participate in [specify number] of the blocks, and the order is variable
Sequence Block Required = Optional Order =Unordered Minimum=0 Types of blocks: electives Sequence Block Optional A E B F I J Sequence Block Optional C J Q Z R D Sequence Block Optional A X M B T Y OR - Students may or may not participate in any of the blocks
Sequence Block Required = Required Order = Parallel Types of blocks: parallel Sequence Block Required A E B F I J Sequence Block Required C J Q Z R D - All sub-blocks within a parallel block happen at the same time, but are distinct educational units
Clerkships, required = Required, minimum = 2, maximum = 2 Level 1 Common Clerkships, required = Required Elective 21 days required Level 1 Main Track, required = Optional, track = true Ambulatory 1 28 days required in track Neurology 28 days required Psychiatry 28 days required Anesthesiology 7 days required Surg 1 56 days required in track Med/Geri 1 84 days required in track Pediatrics 1 42 days required in track Level 1 Ambulatory Track, required = Optional, track = true Ambulatory 2 77 days required in track Surg 2 42 days required in track Med/Geri 2 63 days required in track Ob/Gyn 42 days required Pediatrics 2 28 days required in track NeuroScience 28 days optional
Level 2 Clerkships, July 4, 2011– April 27, 2012 Level 2 Clerkships Variable time, July 4, 2011 – April 27, 2012 order = unordered Critical Care Required 14 days Anatomic Radiology Required 14 days or online course Subinternship required 28 days Emergency Med required 28 days Level 2 Clerkships, second half of the year, January 1, 2012 – April 27, 2012 Into to Internship required 14 days Electives 147 days (21 are usually taken during level 1 and the rest during the level 2 variable time
Statement A competency object... Relates to other competency objects... Which can relate to external resources... Learning Object Assess- ment Performance data Competency Framework
Business Rules Program-level competencies are required and must be mapped to PCRS using #related All competencies, including PCRS, program-level, sequence-block level, and event level competencies used in a tag must have an tag
Spec Required Elements Curriculum Inventory ReportID Institution Program Title ReportDate ReportingStartDate ReportingEndDate Language Description Events Event Title EventDuration in hours and min Instructionalmethod (primary=true/false) or AssessmentMethod (purpose=formative/ summative) Expectations CompetencyObject identifier title Category * AcademicLevels Sequence * Voca b ids
SequenceBlock Requirements Attributes: id, required Title Timing (either duration in days or start and end dates – clerkships must specify both) Level SequenceBlockEvent SequenceBlockReference
Matching Program Objectives to PCRS (Crosswalk) PCRSProgram Objectives 2. Knowledge for Practice: Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and social-behavioral sciences, as well as the application of this knowledge to patient care. 2.1 Demonstrate an investigatory and analytic approach to clinical situations 2.2 Apply established and emerging bio-physical scientific principles fundamental to health care for patients and populations 2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision- making, clinical problem-solving, and other aspects of evidence-based health care 2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations 2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care-seeking, care compliance, and barriers to and attitudes toward care 2.6 Contribute to the creation, dissemination, application, and translation of new health care knowledge and practices 2.99 Other knowledge for practice 2.Demonstrate a broad working knowledge of the fundamental science, principles, and processes basic to the practice of medicine. 2.1 Understand the clinical relevance of scientific inquiry. 2.2 Apply this knowledge in a judicious and consistent manner to prevent common health problems and achieve effective and safe patient care. 2.3 Demonstrate the ability to evaluate emerging knowledge and research as it applies to diagnosis, treatment and the prevention of disease. 2.4 Utilize state of the art information technology and tools to retrieve, manage and use biomedical information in the care of individuals. 2.5 Utilize state of the art information technology and tools to retrieve, manage and use biomedical information in the care of populations. 2.6 Understand the indications, contraindications, and potential complications of common clinical procedures. 2.7 Perform the basic clinical procedures expected of a new PGY-1.
PCRS Mapping and Sequence Block or Event-level Competencies Mapping of Sequence Block-level or Event-level objectives / competencies directly to PCRS is not allowed. Sequence Block and / or Event Objectives / Competencies, if mapped, are mapped to each other and to Program Objectives / Competencies
Competency Object Rules tags must be used to identify competencies, along with their (level) Program-level Sequence block-level Event-level Competency object URIs must be unique tags must not be used to identify PCRS competencies
Competency Objects and the Curriculum Structure All sequence block-level and event-level competencies must be referenced by at least one Sequence Block or Event (that was identified in the curriculum structure) skos: narrower skos: related P2 S5 PCRS 6.99 PCRS 1.5 Competency Framework Curriculum Inventory The Sequence Block References the Program-level Competency The Sequence Block References the Sequence Block-level Competency P = Program Level Competency S = Sequence Block Level Competency E = Event Level Competency A E B F I J S5 P2
Circular References Relationships must not result in circular references. A circular reference occurs when a child element draws a hierarchical relationship to its parent that infers the parent is lower- level than the child. P = Program Level Competency S = Sequence Block Level Competency E = Event Level Competency skos: narrower skos: related P2 S1 S2 PCRS 6.99 PCRS 1.5 S3 skos: narrower E4 skos: narrower This relationship is not allowed because it creates a “Circular Reference” and violates a Business Rule.
Other notes Set the schema location to public copy: xsi:schemaLocation="http://ns.medbiq.org/curriculuminventory/v1/ Use namespace prefixes for competencies and competency framework Use AAMC ids for schools Competency Object identifiers must be URIs 1. URLs do not have to be resolvable. As long as they uniquely identify, it will work. 2. Add anchors to the URL so that each objective can be distinguished using the URL with the anchor included. Duration uses xsd format, for example, P40D, PT2H 1 week = 5 days
PCRS -- Physician Competency Reference Set “…a list of common learner expectations” What competencies schools are incorporating into their curricula; Where in their curricula schools are incorporating expectations and competencies; How schools are teaching and assessing competencies; and In what context and/or content competencies are being taught.
Step 1: Match Competencies PCRS
Step 2: Create XML File
Insert one of your program competencies
URI mpetencies2.html#V.A.2.b Students will convey information honestly and tactfully; will engage in truthful interactions with patients, peers, and in professional work.
Insert one of your program competencies Insert one PCRS
URI URI https://services.aamc.org/30/ci-school- web/pcrs/PCRS.html#aamc-pcrs-comp-c0108
Show the relationship between your program competency & PCRS
URI URI https://services.aamc.org/30/ci-school-web/pcrs/PCRS.html#aamc- pcrs-comp-c0108
Lessons Learned Some benefit to moving a bit slow Having more than one person understanding the specifications is important Humans are not the weakest link Networking is vital Carving out dedicated time is crucial Explaining the big picture to faculty is important Developing a functioning end product is vital Developing tools not just a product is key for the future
Show Events Mapping in XML File Ye Chen
XML File Structure
Event (E1): White Coat Ceremony Event (E2): Orientation LectureEvent (E3): Peds Part 1Event (E4): Peds Part 2 Describe the three functions Gather, synthesize, and organize patient information. Professionalism Perform all medical, diagnostic List the organization, Events and Competencies
List All Competencies List competencies URI Professionalism This value will be refered in several places (event, include, and relationship) Repeat the same format for other 4 competencies
Show the relationships among competencies List competencies Show relationships other information for competencyFrameWork URI URI URI URI Include all program level competencies, include sequence block level competencies and event level competencies if they have mappings with other competencies.
Show the relationships among competencies (cont.) URI narrower URI URI URI Describe the three functions ncy/4 Gather, synthesize, and organize patient information. Professionalism program level comptetencies to PCRS……..
Map event to competencies Only show the direct mappings. Non direct mapping is taken care by the relationship. Event (E1): White Coat Ceremony Event (E2): Orientation LectureEvent (E3): Peds Part 1Event (E4): Peds Part 2 Describe the three functions _competency/4 Perform all medical, diagnostic m_competency/2 List the organization, _competency/5 White Coat Ceremony /CurriculumInventory/Expectations/CompetencyObject[lom:lom/lom:general/lom:identifier/lom: entry='http://nosuchdomain.edu/event_competency/4’] IM013 /CurriculumInventory/Expectations/CompetencyObject[lom:lom/lom:genera l/lom:identifier/lom:entry= ] 'http://nosuchdomain.edu/event_competency/4’ inside, there should be with different entry value.
Curriculum Inventory Event and SequenceBlock Saniya Saifee NYU School of Medicine
Event Event contains sub elements that describe a single education or assessment event
Event XML White Coat Ceremony PT2H First year students are given Physician-Patient Relations false /CurriculumInventory /Expectations/CompetencyObject[lom:lom/lom:general/lom:identifier/lom:entr y='http://nosuchdomain.edu/zxcvb'] IM013
Competency Object URI event_competency/4 Describe the three functions of the medical interview
Events-checklist An event must have at least one instructional OR assessment method. An event can only be reported if we can report timing. An event may have multiple instructional or assessment methods, but if it’s an instructional session, only one method can be primary. All assessment methods must be marked as formative or summative. Within tags, the and tags must reference a unique ID from their respective vocabularies
SequenceBlock A B G F H E D I A B G F H E D I Combined When Events Sequence Block Expectations
SequenceBlock Title Timing Level ClerkshipModel CompetencyObjectRef… ID Required SequenceBlockEvent 0..∞ ID SequenceBlockReference 1..∞ Required Optional SequenceBlock-Subelements
AcademicLevels 2 Year 1 Preclinical Year 2 Preclinical
Sequence Block Introduction to Medicine P1M
Nested SequenceBlock Year 1 P12M /CurriculumInventory/Expectations/CompetencyObject [lom:lom/lom:general/lom:identifier/lom:entry= 'http://nosuchdomain.edu/course_competency/3']
SB-checklist A SequenceBlock (Year, course, module) can only be reported if it has at least one “valid” event. The id attribute in the SB must be unique. SB should not be associated with a level number that has not been defined in The subelement of tags with a ClerkshipModel attribute must specify and
Is this a valid Event? Orientation Lecture PT4H Faculty discuss what the students are to expect in the coming year. Lecture
It is not a valid event Orientation Lecture PT4H Faculty discuss what the students are to expect in the coming year. Lecture IM013
Best Practices and project insights Saniya Saifee NYU School of Medicine
Process followed Software program that creates XML Curriculum Managemen t System (CuRIE) …….. ….
"name": "Process followed Software program that creates XML Curriculum Managemen t System (CuRIE) ……..",
Lessons learned-1 …. “Including ALL Academic levels, courses, events, Expectations in your first attempt while uploading file on CI portal” …. …. “Including ONE Academic levels, courses, events, Expectations in your first attempt while uploading file on CI portal” ….
Create a checklist of minimum requirements Lesson learned -3
CI Process Validate XML against MedBiq CI Standard Upload to CI Successful submission results in ‘Submitted Status’ Log into School Portal Download and Review Verification Report Download results in ‘Review Status’ Reject or Verify Data Rejection returns Status to ‘No Response’ Verification results in ‘Verified Status’
Resources Curriculum Inventory Implementers’ Listserv: Competency Framework Specs and Schemas: AAMC Curriculum Inventory Developer Resources: https://www.aamc.org/initiatives/cir/about/349624/fordevelopers.html https://www.aamc.org/initiatives/cir/about/349624/fordevelopers.html Physician Competency Reference Set URIs: https://www.aamc.org/external/348732?url=https://www.mededportal.org/i collaborative/resource/793 https://www.aamc.org/external/348732?url=https://www.mededportal.org/i collaborative/resource/793 SKOS: Simple Knowledge Organization System MedBiquitous: Curriculum Inventory Working Group: Competencies Working Group: