1. Preparing for the Curriculum Inventory
Terri Cameron, MA Director, Curriculum Management AAMC

2. We will cover: Quick Introduction to MedAPS
MedBiquitous Curriculum Inventory Standard
AAMC Business Rules for Curriculum Inventory data
What curriculum management system data should be included in the XML export to the Curriculum Inventory
Vendor / Sender Onboarding Process
Data Upload Process
Data Verification Process

3. Accreditation Standard Self-Evaluation Tool Curriculum Management
Curriculum Inventory
Accreditation Standard Self-Evaluation Tool
(ASSET)
Institutionally-developed competencies will be matched to Physician Competency Reference Set (PCRS)
Part II
Vendor
and
School –developed
Curriculum Management
Systems
MedBiquitous Data Exchange Standard
Curriculum Inventory
Standardized Vocabulary for Instructional Methods, Assessment Methods, and Resources
MedAPS Reports
Terry will cover
Curriculum data mapped to a competency hierarchy (competencies to course objectives to session objectives) are uploaded to the Curriculum Inventory (CI) from school systems using the MedBiquitous CI data exchange standard (

4. MedAPS: Medical Academic Performance Services

5. MedAPS: Suite of Services
Provide AAMC member medical schools with the tools necessary to assess, maintain and fulfill accreditation standards and promote continuous quality improvement.
Curriculum Inventory
(Replacing CurrMIT)
MedAPS Reporting Tool (Dashboard)
ASSET (Accreditation Standards Self-Evaluation Tool)
A quick introduction to MedAPS: The AAMC is developing a new suite of tools utilizing the vast amount of data collected by the AAMC and LCME annually. These new tools will enable member medical schools to monitor their performance on a regular basis as opposed to just during the LCME accreditation process.
These new services include the Curriculum Inventory and Reports that will replace CurrMIT. The Curriculum Inventory and Reports will serve as both a repository and an enhanced reporting tool that will streamline and simplify data collection for benchmarking and educational research in medical education in the US and Canada. While the Curriculum Inventory is being built, a subset of the Curriculum Reports based on the LCME Annual Questionnaire Part II data are currently available. The curriculum reports are graphical interpretations of aggregate and historical curriculum-related data and represent 100% of U.S. medical schools. Curriculum Inventory & Reports Projected Launch Date: January 2014
The second service is ASSET which stands for Accreditation Standards Self-Evaluation Tool. ASSET will serve as a pre-populated accreditation database utilizing data collected by the AAMC and LCME annually. This new tool will reduce the work needed by the schools to prepare for accreditation and drastically reduce the need for paper documentation. ASSET Projected Launch Date: Summer 2014
The third service is an online ASSET Dashboard that will utilize AAMC and LCME data to enhance a school’s ability to conduct regular reviews of all of their missions—clinical, educational, and research—and compare their performance and their curricula against national and peer institutions. The Dashboard will make it easier for schools to monitor their performance regularly, rather than every eight years. For example, schools will be able to conduct "mini-reviews" and monitor compliance with LCME Accreditation Standards on an annual, two-year, or four-year cycle, rather than waiting until scheduled for a site visit. ASSET Dashboard Projected Launch Date: January 2014

6. Graduation Questionnaire
Populating MedAPS
(1/4 Pre-Populated)
ASSET
Data Sources
LCME AQ Part II
LCME AQ Part I-A
LCME AQ Part I-B
Curriculum Inventory
AAMC Data Warehouse
MedAPS Reporting Tool
Student Record System
Graduation Questionnaire
Faculty Database

7. MedAPS Goals
Empower Curriculum Administrators and Committees with data to support curriculum oversight and reform.
Streamline AAMC’s data collection and reporting.
Reduce the work needed for schools to produce accreditation documentation.
Enable medical schools to enhance continuous quality improvement efforts.
Provide medical schools with resources/solutions to address deficiencies.
Serve as the premier source for benchmarking and educational research in medical education.

8. Curriculum Inventory Timeline
Focus Groups (Summer/Fall 2010)
MedBiquitous CI Working Group ( )
CI Standards Release (March 2012)
CMS Vendor Retreat (2011, 2012, 2013)
Begin CI Development (Summer 2012)
Access databases of CurrMIT data generated for schools (by request) (Summer / Fall 2013)
CurrMIT taken offline (January 2014)
Begin Uploading Data (August 1)
Portal Close (September 30)
Produce Reports (November 1)

9. Questions?
Please use Q & A option to submit questions.

10. Learning Check: MedAPS Pre-population
Which of the following data sources will NOT be used to pre-populate MedAPS?
LCME Annual Questionnaires
Student Record System
Graduation Questionnaire
CurrMIT

11. Learning Check: MedAPS Pre-population
Which of the following data sources will NOT be used to pre-populate MedAPS?
LCME Annual Questionnaires
Student Record System
Graduation Questionnaire
CurrMIT
Send request to to request CurrMIT data in Access database

12. Terminology

13. Terminology
Previous Academic Year (LCME model – if current year is , previous academic year is )
Academic Level / Phase (formerly called ‘year of curriculum’)
Sequence Block /Nested Sequence Block (Course, Module, Unit, Block, Clerkship)
Integration Block (Theme, Vertical / Horizontal Integration)
Event (Instructional or Assessment Session) (e.g., Lecture, Lab, Discussion, Assessment)
Expectations / Competency Framework
(Competency / Objective / Milestone / EPA)
MedBiquitous (
Terry will review.
Part II

14. Standardized Vocabulary
Use local terms for institutional data entry and reporting; match to standardized vocabulary to upload to CIR for aggregate reporting
Instructional Methods
Assessment Methods
Resources
UIDs available at
Detailed descriptions available at

16. Matching Local Terminology to CI Standardized Terminology
Local Terminology: Instructional Methods
CI Standardized Terminology
Clinical Skills
Clinical Experience - Outpatient
Procedure Training
Clinical Experience - Inpatient
Resource Session
Lecture
Standardized Patient
Simulation (with Resource: Standardized Patient)
Wrap-Up Session
Discussion, Small Group
The MedBiquitous Curriculum Inventory Standardized Terminology Subcommittee reviews the terminology each year, based on literature and terminology schools report as difficult to match (challenges)
Submit matching ‘challenges’ to or post comments in iCollaborative
Matching is school-specific: at some schools, Clinical Skills might be matched to the above example shown in the slide; at other schools, Clinical Skills might be done as a demonstration or simulation. Asking faculty to match to the CI Standardized Terminology at the event level would likely provide more clarity in matching, but that may not be possible at all schools and the matching may need to be done at the program level by a Curriculum Committee, Curriculum Dean, or Curriuclum Staff.

17. Physician Competency Reference Set (PCRS)
Compared/mapped healthcare profession competency sets to create a set of ‘core’ competencies for aggregate reporting in MedAPS and MedEdPORTAL
ACGME (including RRCs)
CanMEDS
Scottish Doctor
Tomorrow’s Doctors
Healthcare Professions
Specialty Objectives (ABMS, Clerkships)
Process and complete list of competencies published in August 2013 Academic Medicine
URI available at

19. Physician Competency Reference Set (PCRS)
Partial URI
Physician Competency Reference Set (AAMC 2013)
aamc-pcrs-comp-c0100
PATIENT CARE: Provide patient-centered care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health
aamc-pcrs-comp-c0101
Perform all medical, diagnostic, and surgical procedures considered essential for the area of practice
aamc-pcrs-comp-c0102
Gather essential and accurate information about patients and their condition through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
aamc-pcrs-comp-c0103
Organize and prioritize responsibilities to provide care that is safe, effective, and efficient
aamc-pcrs-comp-c0104
Interpret laboratory data, imaging studies, and other tests required for the area of practice
aamc-pcrs-comp-c0105
Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment

20. Matching School Expectations to PCRS
Program-Level (School) Expectations must be mapped to PCRS competencies
May NOT be mapped to PCRS domains
‘Other’ provided for instances where there is not a direct match between expectations
Event- and Sequence Block-Level Expectations may NOT be mapped to PCRS
Event and Sequence Block Expectations may be mapped to each other or to Program Expectations or not at all
This mapping is pulled from your curriculum management system
PCRS
Program
Sequence Block
Event
For PCRS to work as an aggregate tool, schools should map Program Level Expectations to PCRS competencies. Mapping to domains does not provide a specific enough match for reporting purposes. For those competencies that truly cannot be mapped to a PCRS competency, an ‘Other’ Competency is provided under each PCRS domain.
Because Event and Sequence Block Level Competencies are school specific and often number in the thousands, they should NOT be mapped to PCRS. If they are mapped, they should be mapped to Program-Level Competencies. The CI will be able to track PCRS down to the Event level for reporting purposes based on mapping from Event and /or Sequence Block to Program Level Competencies.

21. Matching Program Objectives to PCRS (Crosswalk)
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
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.

22. Competencies vs Objectives
Competencies, Learning Objectives, Milestones, and Entrustable Professional Activities (EPAs) are all separate concepts with explicit definitions and purposes.
For the Curriculum Inventory, they are all “Expectations”.
The category element can be used to distinguish whether an Expectation is a learning objective, competency, etc., but there are no requirements to use that option at this time.
Competencies
Milestones
Objectives
EPAs
Expectations

23. Questions?
Please use Q & A option to submit questions.

24. Learning Check: Previous Academic Year
What start and end dates are required for a CI report on 2014 – 2015 Academic Year (CI Previous Academic Year) data?
January 1, 2014 – December 31, 2014
July 1, 2014 – June 30, 2015
July 1, 2013 – June 30, 2014
July 1, 2015 – June 30, 2016

25. Learning Check: Previous Academic Year
What start and end dates are required for a CI report on 2014 – 2015 Academic Year (CI Previous Academic Year) data?
January 1, 2014 – December 31, 2014
July 1, 2014 – June 30, 2015
July 1, 2013 – June 30, 2014
July 1, 2015 – June 30, 2016

26. Learning Check: Expectations
Which of the following can be listed as Expectations for Sequence Blocks and Events?
Competencies
Objectives
Milestones
EPAs
All of the above

27. Learning Check: Expectations
Which of the following can be listed as Expectations for Sequence Blocks and Events?
Competencies
Objectives
Milestones
EPAs
All of the above

28. The Curriculum Inventory Standard

29. Mission: To develop and promote technology standards for the health professions that advance lifelong learning, continuous improvement, and better patient outcomes. 
Not-for-profit, member-driven, standards development organization
Thank everyone. Valerie will review.

30. Building the Foundation: The MedBiquitous Architecture (www. medbiq
Building the Foundation: The MedBiquitous Architecture (
This is the MedBiquitous Architecture. The intent is to show that we are developing a standards ecosystem, where certain things like Competency Frameworks serve as the foundation for other standards. All of specifications are available for download on the MedBiquitous website. The ones with asterisks are all American National Standards. All of the standards on the left are related to competency-based learning and assessment. And Curriculum Inventory is right in the middle of that cluster.
* American National Standards
† Candidate standard

31. MedBiquitous Curriculum Inventory Working Group
Susan Albright and Marc Triola, co-chairs
Launched in December 2010
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

32. Curriculum Inventory: Events
A curriculum is made up of many education and assessment events
Events have metadata, descriptive information about the events I A E J B F K C G L D H

33. Curriculum Inventory: Expectations
Curricula may reference objectives, competencies, or learning outcomes 3 1 2 6 4 5 9 7 8 12 10 11

34. Curriculum Inventory: Expectations and Events
An event may be intended to address one or more expectation (learning objectives, competencies, etc.)
An expectation may be associated with many events G 1 2 K 6 2

35. Curriculum Inventory: 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 expectations (competencies, objectives, etc.)
Sequence blocks have metadata, too I A E J B F 2 1 K C A L G D H 7

36. Curriculum Inventory: Integration Blocks
Curricular themes, or Integration Blocks, may apply to many sequence blocks, events, or expectations and describe how the curriculum is semantically integrated
An Integration Block may link to many events, blocks or objects A E B F C G D H I J K L 1 M E O N C G S H I J P R Q 3 2

37. Curriculum Inventory: Sequence
Sequence blocks can be put together to form the main structure of the curriculum (a sequence of courses, modules, phases, clerkships) A E B F C G D H I J K L 1 M E O N C G S H I J P R Q 3 2

38. Curriculum Inventory: Expectations
Includes Competency objects and frameworks

39. Curriculum Inventory:
Instructional and / or Assessment methods Resources (virtual patient, etc.) Keywords Objectives (expectations)

41. Questions?
Please use Q & A option to submit questions.

42. Learning Check: Objectives and Competencies
Which of the following is true about objectives and competencies in the Curriculum Inventory?
Objectives and Competencies are documented in the Curriculum Inventory using the MedBiquitous Competency Framework
Objectives and Competencies are documented as Expectations for Events
Objectives and Competencies are documented as Expectations for Sequence Blocks
All of the above

43. Learning Check: Objectives and Competencies
Which of the following is true about objectives and competencies in the Curriculum Inventory?
Objectives and Competencies are documented in the Curriculum Inventory using the MedBiquitous Competency Framework
Objectives and Competencies are documented as Expectations for Events
Objectives and Competencies are documented as Expectations for Sequence Blocks
All of the above

44. AAMC Business Rules for the Curriculum Inventory

45. AAMC Business Rules
Are designed for specific use of the MedBiquitous Curriculum Inventory Standard for use in the AAMC Curriculum Inventory
Are not designed to replicate the MedBiquitous Curriculum Inventory Standard or the MedBiquitous Curriculum Inventory Implementation Guidelines (
Should be used as a major part of the CI Developers Toolkit, but not in isolation

46. AAMC Business Rules Core Rules (CR)
Core rules must be met before additional rules for the competency framework and the curriculum inventory structure are applied. If it is detected that a submission does not meet a core rule: a) processing of the submission discontinues immediately and b) an error notification is generated that describes the invalid core rule.

47. AAMC Business Rules Core Rules (CR) CR01: Approved Sender
Senders must be certified via AAMC’s on- boarding process before the web service will allow them to send submissions.
CR02: Selected Sender
Schools must select their Sender via the School CI Portal ‘Manage Vendor’ page.
Vendor
School
A submission attempt from an uncertified Sender is rejected. It is not possible to send an error notification for this rule error.
Note: Unlike subsequent rules, this rule is evaluated as soon as a Sender attempts to connect to the web service before a submission is sent and the MedBiquitous XML schema validation is applied. If an uncertified Sender attempts to connect to the service, it is immediately rejected. An error notification is not sent.
Before an XML submission is validated against core rules of the MedAPS CI profile, the AAMC web service will verify that the Sender (e.g., a vendor) has been selected by the school as their associated Sender.

48. AAMC Business Rules Core Rules (CR) CR03: One Inventory for One School
A submission, or XML file sent to the web service, must include data for only one curriculum inventory for one school.
CR04: Institution ID
The <InstitutionID> must match an AAMC institution ID for a school.
AAMC EIS Code
Each submission therefore must have one <CurriculumInventory> tag, which is related to one <InstitutionID>. A submission that attempts to include data for multiple schools or curriculum inventories is rejected.
If the institution ID does not match the an AAMC-provided institution ID, the submission is rejected.

49. AAMC Business Rules Core Rules (CR) CR05: Submission File Size
The file size cannot exceed 19mg
An error will be generated if data in any field exceeds the record length
Zip files accepted
CR06: Data Dictionary
Each field in the XML has a specific length limit, which is documented in the AAMC Business Rules.
An error will be generated if data in any field exceeds its maximum allowable length
Note: Each file is checked against the MedBiq XML schema first; if the AAMC CI has a length limit that is not included in the XML MedBiq schema, an AAMC Business Rule Error is generated.

50. AAMC Business Rules
Competency Framework and Competency Object Rules (CF)
These rules are evaluated only once all core rules have been met.
These rules and their application are covered in CI Developers Workshop Part II.
If it is detected that a submission does not meet a curriculum structure rule, a) processing of the submission continues to the extent possible and b) upon completion of processing an error notification is generated that summarizes all errors with competency framework and curriculum inventory structure rules.

51. AAMC Business Rules Curriculum Structure Rules (CS)
These rules are evaluated only once all core rules have been met.
If it is detected that a submission does not meet a curriculum structure rule, a) processing of the submission continues to the extent possible and b) upon completion of processing an error notification is generated that summarizes all errors with competency framework and curriculum inventory structure rules.

52. AAMC Business Rules Curriculum Structure Rules (CS)
CS01: Unique Report ID
The <ReportID> sub-element must be unique for each of a school’s submissions.
If a Curriculum Inventory Upload is rejected, the next uploaded file must not have the same ReportID.
The <ReportID> sub-element must be alphanumeric
The Report ID must not include dashes, underscores or other special characters
An error is generated if a school’s submission uses the same <ReportID> as one of its
prior submissions.

53. AAMC Business Rules Curriculum Structure Rules (CS)
CS02: Previous Academic Year
Submissions are checked to ensure they contain information for only the previous academic year (AY). Schools must submit data with <ReportingStartDate> and <ReportingEndDate> between July (of the previous year) and June (of the current year).
Note: Dates at the sequence block or event level are not checked to ensure they are within the previous academic year. Dates specified at these levels that fall outside of the date range for a previous academic year will not cause an error or rejection.
For example, in a submission for AY 2013, it would be an error if the reporting start date is before July An error is generated if a submission contains information for any other AY.

54. AAMC Business Rules Curriculum Structure Rules (CS)
CS03: Number of Academic Levels
The number of academic levels, or phases, are defined by <LevelsInProgram>.
Each academic level is defined as a <Level> within the <AcademicLevels> tag.
CS05: Academic Level Numbers
<Level> sub-elements of the <AcademicLevels> tag must have sequential numbers (i.e., the number attribute) starting with 1.
Errors are generated if there is a mismatch between <LevelsInProgram> and the number of <Level> tags AND / OR if a submission has academic levels that are not in a sequence or the sequence does not start with 1.

55. AAMC Business Rules Curriculum Structure Rules (CS)
CS04: Academic Levels and Sequence Blocks
A <Level> that is not defined within the <AcademicLevels> tag cannot be referenced by a sequence block.
CS06: Academic Levels and Sequence Blocks
Each academic level must be referenced by at least one sequence block.
Errors are generated if a <SequenceBlock> attempts to refer to an undefined level AND / OR a <Level> tag is not referenced by at least one <SequenceBlock> tag.

56. AAMC Business Rules Sequence Blocks
CS07: <SequenceBlock> tags must have unique identifiers (i.e., the id attribute).
CS08: <SequenceBlock> tags must be associated to a defined academic level using the required <Level> sub- element.
CS09: The <Timing> sub-element of all <SequenceBlocks> tags with a ClerkshipModel attribute must specify <Dates> and <Duration>.
Document start and end dates for entire iteration period (e.g., 07/01/12 – 06/30/13).
CS16: If it is provided, the duration of a sequence block must be specified as a number of days.
For clerkships, 5 days = 1 week
Errors are generated if:
a <SequenceBlock> identifier is duplicated
a sequence block is associated with a level number that has not been defined within <AcademicLevels>
the duration, start date, and end date is not specified for a clerkship sequence block
the <Duration> (sub-element of <Timing>) for a sequence block includes any units of time other than days

57. AAMC Business Rules Curriculum Structure Rules (CS)
CS10: Nested Sequence Blocks
When nesting sequence blocks, <SequenceBlockReference> must not result in circular references.
See “Note about Hierarchical Conflict” section (pp ) of the Competency Framework Specification, version 1.0.
An error is generated if a circular reference between sequence blocks is detected.

58. AAMC Business Rules Curriculum Structure Rules (CS) Events
CS11: <Event> tags must have unique identifiers (i.e., the id attribute).
CS12: Within <Event> tags, the <AssessmentMethod> and <InstructionalMethod> tags must reference a unique ID from the Curriculum Inventory Standardized Vocabulary.
CS13: At a minimum, each <Event> must reference at least one <AssessmentMethod> or <InstructionalMethod>.
CS14: If one or more <InstructionalMethod> tags are provided, one and only one must be denoted as primary.
CS15: All <Event> tags must be referenced by at least one <SequenceBlockReference> tag within a <SequenceBlock>.
Note: An <Event> may contain one or more of only <AssessmentMethod> tags, only <InstructionalMethod> tags, or both <AssessmentMethod> and <InstructionalMethod> tags.
Errors are generated if:
an <Event> identifier is duplicated
an <AssessmentMethod> does not match the unique ID of an assessment method or an <InstructionalMethod> does not match the unique ID of an instructional method
an <Event> does not reference any <AssessmentMethod> or <InstructionalMethod>.
if two or more <InstructionalMethod> tags are marked as primary.
if an <Event> is not referenced by one or more <SequenceBlock>

59. Questions?
Please use Q & A option to submit questions.

60. Learning Check: Instructional and Assessment Methods
Which of the following statements is NOT TRUE?
An event must have at least one Instructional Method or Assessment Method
An event can have multiple Instructional Methods but one must be designated Primary
An event can have multiple Assessment Methods but one must be designated Primary
An event can have both Instructional and Assessment Methods

61. Learning Check: Instructional and Assessment Methods
Which of the following statements is NOT TRUE?
An event must have at least one Instructional Method or Assessment Method
An event can have multiple Instructional Methods but one must be designated Primary
An event can have multiple Assessment Methods but one must be designated Primary
An event can have both Instructional and Assessment Methods

62. Curriculum Inventory Process

63. Curriculum Inventory Process
Portal
Manage Data (Home Screen)
Download Verification Report
After successful data upload
Reject or Verify Data
Manage Users
Schools will be encouraged add Vendor with CI Viewer role
Manage Vendors
Vendor must be selected by school in Portal or data will not upload

64. Curriculum Inventory Process
Data
Submit Data
‘Portal Open’ Notification sent 08/01
System Check for (MB CI Standard, Terminology, Competencies)
Verify Data
Verification Report available as soon as data is successfully submitted
Deadline for verifying data is 09/30
‘Portal Closed’ Notification sent 10/01
Create Snapshot of data
Reports process begins immediately

65. Curriculum Inventory Process
Reminders and Notifications
Curriculum Dean / Primary CI Admin
Dean
Ramifications
MedAPS Reports
LCME
Portal
Only available actions:
Download Verification Report
Manage Users
Manage Vendors

66. Upload Process Vendor / Sender Dependent
CMS stores data on School server
CMS exports XML file
File is manually uploaded by School (or Vendor if Vendor has CI Primary Admin role)
CMS stores data on Vendor server
Web services upload from Sender to AAMC

67. Questions?
Please use Q & A option to submit questions.

68. Learning Check: User Roles
Which of the following Curriculum Inventory User Roles can verify curriculum data?
Curriculum Dean
CI Admin
CI Viewer
All of the above

69. Learning Check: User Roles
Which of the following Curriculum Inventory User Roles can verify curriculum data?
Curriculum Dean
CI Admin
CI Viewer
All of the above

70. Learning Check: Vendor User Role
Which of the following User Roles should be assigned to Curriculum Management System vendors?
Curriculum Dean
CI Admin
CI Viewer
All of the above

71. Learning Check: Vendor User Role
Which of the following User Roles should be assigned to Curriculum Management System vendors?
Curriculum Dean
CI Admin
CI Viewer
All of the above

72. School Portal

73. Curriculum Inventory Process
An activity log displays all activity – data upload attempts and status, Verification Report downloads, and data rejections and verifications.

74. Curriculum Inventory Process

75. Curriculum Inventory Process

76. Curriculum Inventory Process
The data and Verification Report will remain available until the upload process for the next academic year begins

77. Questions?
Please use Q & A option to submit questions.

78. Learning Check: Counting Assessments
Which of the following statements is NOT TRUE For an assessment to be counted in the Verification Report Assessment Table?
The event can have both Instructional and Assessment Methods
The event should have only Assessment Methods
The event can include multiple Assessment Methods
The event can include an Assessment Method that is tagged as Formative

79. Learning Check: Counting Assessments
Which of the following statements is NOT TRUE For an assessment to be counted in the Verification Report Assessment Table?
The event can have both Instructional and Assessment Methods
The event should have only Assessment Methods
The event can include multiple Assessment Methods
The event can include an Assessment Method that is tagged as Formative

80. Pearls A Sequence Block Week is 5 Days
Clerkships are Sequence Blocks with Clerkship Model (Rotation or Longitudinal)
<ClerkshipModel>rotation</ClerkshipModel>
Check date / duration formats
<ReportDate> </ReportDate>
<ReportingStartDate> </ReportingStartDate>
<ReportingEndDate> </ReportingEndDate>
<EventDuration>PT2H</EventDuration>
<EventDuration>PT90M</EventDuration>
<EventDuration>PT1H30M</EventDuration>
<Duration>P13D</Duration>
<Duration>P12M</Duration>

81. Pearls
Events must have Instructional Method OR Assessment Method(s) OR Both
Use Instructional Method and Assessment Method UIDs!!!!
<InstructionalMethod primary="true">IM013</InstructionalMethod>
<AssessmentMethod purpose="Summative">AM012</AssessmentMethod>
Can have multiple Instructional Methods but one must be Primary
Can have multiple Assessment Methods – no Primary
Must have Duration
Formative / Summative
Assessment Events
No Instructional Methods

84. Pearls Country Code: 3-character code (USA, CAN) <a:Country>
<a:CountryCode>USA</a:CountryCode>
</a:Country>

85. Pearls Program Code: 2-character code (MD, DO, PA)
</Institution>
<Program>
<ProgramName>M.D.</ProgramName>
<ProgramID domain="idd:aamc.org:cip">5678</ProgramID>
Parallel Tracks
Denote same cohort of students in separate tracks (should not be used to designate concurrent Academic Levels for multiple cohorts of students)

86. <ReportID domain="idd:nosuch
<ReportID domain="idd:nosuch.edu:cip">12345</ReportID> <Institution> <m:InstitutionName>NoSuch University School of Medicine</m:InstitutionName> <m:InstitutionID domain="idd:aamc.org:institution">987</m:InstitutionID> <m:Address> <a:StreetAddressLine>720 Main Street</a:StreetAddressLine> <a:City>Baltimore</a:City> <a:StateOrProvince>MD</a:StateOrProvince> <a:PostalCode>21205</a:PostalCode> <a:Country> <a:CountryCode>US</a:CountryCode> </a:Country> </m:Address> </Institution> <Program> <ProgramName>M.D.</ProgramName> <ProgramID domain="idd:aamc.org:program">5678</ProgramID> </Program> <Title>NoSuch School of Medicine Curriculum </Title> <ReportDate> </ReportDate> <ReportingStartDate> </ReportingStartDate> <ReportingEndDate> </ReportingEndDate> <Language>en-us</Language> <Description>The NoSuch curriculum reframes the context of health and illness to encourage students to explore a larger, integrated system.</Description> <SupportingLink>

87. Questions?
Please use Q & A option to submit questions.

88. 2014-2015 Schedule Staging available now School Portal Opens: August 1
School Portal Closes: September 30
Status sent to CI Primary Admin, Curriculum Dean, and School Dean: September 30
Data clean-up/reporting starts: November 1

89. Resources
Curriculum Inventory Implementers’ Listserv:
Competency Framework Specs and Schemas:
AAMC Curriculum Inventory Developer Resources:
Physician Competency Reference Set URIs:
MedBiquitous:
Curriculum Inventory Working Group:
Competencies Working Group:

91. Questions?
List of upcoming Curriculum Inventory Webinars and materials from today’s session: