curriculum inventory workshop terri cameron, aamc valerie smothers, medbiquitous ye chen, university...
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 ObjectivesBy 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 2010-
2013• 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
http://medbiq.org/curriculum/vocabularies.pdf
http://www.medbiq.org/sites/default/files/files/CurriculumInventorySpecification.pdf
http://ns.medbiq.org/curriculuminventory/v1/curriculuminventory.xsd
http://medbiq.org/sites/default/files/files/CI_ImplementationGuidelines.pdf
https://www.aamc.org/download/348854/data/cibusinessrules.pdf
Curriculum InventoryA
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Competency framework
Expectations
Events
Sequence blocks
Integration blocks
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Events
• A curriculum is made up of many educational events
• Events have metadata, descriptive information about the events
• IDs required!
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Expectations
• Curricula may reference objectives , competencies, learning outcomes, or milestones. These are called competency objects.
• IDs required!
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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
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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!
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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!
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Sequence
• Sequence blocks can be put together to form a the main structure of the curriculum (a sequence of courses, modules, phases, clerkships)
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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
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BlockSequence=ordered
Required=true
Types of blocks: ordered
BlockRequired
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BlockRequired
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BlockRequired
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- All sub-blocks within an ordered block happen with a prescribed sequence
BlockSequence=unordered
Required=true
Types of blocks: unordered
BlockRequired
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BlockRequired
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BlockRequired
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BlockRequired
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- All sub-blocks within an unordered block happen for all students, but students may encounter them in a variable order
BlockRequired = RequiredOrder=Unordered
Minimum=1
Types of blocks: selectives
BlockOptional
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BlockOptional
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BlockOptional
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OR OR
- Every student must participate in [specify number] of the blocks, and the order is variable
Sequence BlockRequired = OptionalOrder =Unordered
Minimum=0
Types of blocks: electives
Sequence BlockOptional
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Sequence BlockOptional
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Sequence BlockOptional
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YOR OR
- Students may or may not participate in any of the blocks
Sequence BlockRequired = Required
Order = Parallel
Types of blocks: parallel
Sequence BlockRequired
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Sequence BlockRequired
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- 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
Elective21 daysrequired
Level 1 Main Track, required = Optional, track = true
Ambulatory 128 days
required in track
Neurology28 daysrequired
Psychiatry28 daysrequired
Anesthesiology7 days
required
Surg 156 days
required in track
Med/Geri 184 days
required in track
Pediatrics 142 days
required in track
Level 1 Ambulatory Track, required = Optional, track = true
Ambulatory 277 days
required in track
Surg 242 days
required in track
Med/Geri 263 days
required in track
Ob/Gyn42 daysrequired
Pediatrics 228 days
required in track
NeuroScience28 daysoptional
Level 2 Clerkships, July 4, 2011– April 27, 2012
Level 2 Clerkships Variable time, July 4, 2011 – April 27, 2012
order = unordered
Critical CareRequired14 days
Anatomic RadiologyRequired
14 days or online course
Subinternshiprequired28 days
Emergency Med
required28 days
Level 2 Clerkships, second half of the year, January 1, 2012 – April 27, 2012
Into to Internshiprequired14 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 RulesProgram-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 <Relation> tag must have an <Includes> 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 *
Vocab 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)
PCRS Program 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
• <Competency Object> tags must be used to identify competencies, along with their <Category> (level)
• Program-level• Sequence block-level• Event-level
• Competency object URIs must be unique• <Competency Object> 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: relatedskos: related
P2
S5
PCRS 6.99PCRS 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 CompetencyS = Sequence Block Level CompetencyE = Event Level Competency A
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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 CompetencyS = Sequence Block Level CompetencyE = Event Level Competency
skos: narrower
skos: narrower
skos: relatedskos: related
P2
S1
S2
PCRS 6.99PCRS 1.5
S3
skos: narrower
E4
skos: narrower
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/ http://ns.medbiq.org/curriculuminventory/v1/curriculuminventory.xsd"
• Use namespace prefixes for competencies and competency framework
• Use AAMC ids for schools
• Competency Object identifiers must be URIs1. 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
<Expectations>
<CompetencyObject> </CompetencyObject>
<CompetencyFramework> <cf:Includes> </cf:Includes> <cf:Includes> </cf:Includes> <cf:Relation> </cf:Relation> <cf:Relation> </cf:Relation> </CompetencyFramework>
</Expectations>
Insert one of your program competencies
<CompetencyObject><lom:lom><lom:general><lom:identifier><lom:catalog>URI</lom:catalog><lom:entry>http://libraries.rutgers.edu/rwj/RWJMS_Competencies2.html#V.A.2.b</lom:entry></lom:identifier><lom:title><lom:string>Students will convey information honestly and tactfully; will engage in truthful interactions with patients, peers, and in professional work.</lom:string></lom:title></lom:general></lom:lom><co:Category term="program-level-competency"/></CompetencyObject>
<Expectations>
<CompetencyFramework> <cf:Includes> </cf:Includes> <cf:Includes> </cf:Includes> </CompetencyFramework>
</Expectations>
Insert one of your program competencies
Insert one PCRS
<cf:Includes><cf:Catalog>URI</cf:Catalog><cf:Entry>http://libraries.rutgers.edu/rwj/RWJMS_Competencies2.html#II.B</cf:Entry></cf:Includes>
<cf:Includes><cf:Catalog>URI</cf:Catalog><cf:Entry>https://services.aamc.org/30/ci-school-web/pcrs/PCRS.html#aamc-pcrs-comp-c0108</cf:Entry></cf:Includes>
<Expectations>
<CompetencyFramework> <cf:Relation> </cf:Relation>
</CompetencyFramework>
</Expectations>
Show the relationship between your program competency & PCRS
<cf:Relation> <cf:Reference1> <cf:Catalog>URI</cf:Catalog> <cf:Entry>http://libraries.rutgers.edu/rwj/RWJMS_Competencies2.html#I.C.2.d</cf:Entry> </cf:Reference1> <cf:Relationship>http://www.w3.org/2004/02/skos/core#related</cf:Relationship> <cf:Reference2> <cf:Catalog>URI</cf:Catalog> <cf:Entry>https://services.aamc.org/30/ci-school-web/pcrs/PCRS.html#aamc-pcrs-comp-c0108</cf:Entry> </cf:Reference2> </cf:Relation>
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
<CurriculumInventory > <ReportID> </ReportID><Institution></Institution> <Program> </Program><Title> </Title> <ReportDate> </ReportDate> <ReportingStartDate> </ReportingStartDate> <ReportingEndDate> </ReportingEndDate> <Language> </Language> <Description> </Description> <Events> <Event> </Event> </Events>
<Expectations> <CompetencyObject> </CompetencyObject> <CompetencyFramework> </CompetencyFramework> </Expectations>
<AcademicLevels></AcademicLevels> <Sequence> <SequenceBlock > </SequenceBlock> </Sequence></CurriculumInventory>
XML File Structure
Event (E1): White Coat Ceremony Event (E2): Orientation Lecture Event (E3): Peds Part 1 Event (E4): Peds Part 2
Describe the three functionshttp://nosuchdomain.edu/event_competency/4
Gather, synthesize, and organize patient information.http://nosuchdomain.edu/course_competency/3
Professionalismhttp://nosuchdomain.edu/program_competency/1
Perform all medical, diagnostichttp://nosuchdomain.edu/program_competency/2
List the organization,http://nosuchdomain.edu/event_competency/5
Events and Competencies
List All Competencies
<Expectations> <CompetencyObject> List competencies </CompetencyObject> <CompetencyFramework> </CompetencyFramework> </Expectations>
<CompetencyObject><lom:lom>
<lom:general><lom:identifier>
<lom:catalog>URI</lom:catalog>
<lom:entry>http://nosuchdomain.edu/program_competency/1</lom:entry>
</lom:identifier><lom:title>
<lom:string>Professionalism</lom:string></lom:title>
</lom:general></lom:lom><co:Category term="program-level-competency"/>
</CompetencyObject>
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
<Expectations> <CompetencyObject> List competencies </CompetencyObject> <CompetencyFramework>Show relationships</CompetencyFramework> </Expectations>
other information for competencyFrameWork <lom:lom>------</lom:lom><cf:Includes>
<cf:Catalog>URI</cf:Catalog><cf:Entry>http://nosuchdomain.edu/program_competency/1</cf:Entry>
</cf:Includes><cf:Includes>
<cf:Catalog>URI</cf:Catalog><cf:Entry>http://nosuchdomain.edu/program_competency/2</cf:Entry>
</cf:Includes><cf:Includes>
<cf:Catalog>URI</cf:Catalog><cf:Entry>http://nosuchdomain.edu/course_competency/3</cf:Entry>
</cf:Includes><cf:Includes>
<cf:Catalog>URI</cf:Catalog><cf:Entry>http://nosuchdomain.edu/event_competency/4</cf:Entry>
</cf:Includes>
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.)
<cf:Relation><cf:Reference1>
<cf:Catalog>URI</cf:Catalog><cf:Entry>http://nosuchdomain.edu/program_competency/1</cf:Entry>
</cf:Reference1>
<cf:Relationship>http://www.w3.org/2004/02/skos/core#narrower</cf:Relationship><cf:Reference2>
<cf:Catalog>URI</cf:Catalog><cf:Entry>http://nosuchdomain.edu/course_competency/3</cf:Entry>
</cf:Reference2></cf:Relation><cf:Relation>
<cf:Reference1><cf:Catalog>URI</cf:Catalog><cf:Entry>http://nosuchdomain.edu/course_competency/3</cf:Entry>
</cf:Reference1><cf:Relationship>http://www.w3.org/2004/02/skos/core#narrower</cf:Relationship><cf:Reference2>
<cf:Catalog>URI</cf:Catalog><cf:Entry>http://nosuchdomain.edu/event_competency/4</cf:Entry>
</cf:Reference2></cf:Relation>
Describe the three functionshttp://nosuchdomain.edu/event_competency/4
Gather, synthesize, and organize patient information.http://nosuchdomain.edu/course_competency/3
Professionalismhttp://nosuchdomain.edu/program_competency/1
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 Lecture Event (E3): Peds Part 1 Event (E4): Peds Part 2
Describe the three functionshttp://nosuchdomain.edu/event_competency/4
Perform all medical, diagnostichttp://nosuchdomain.edu/program_competency/2
List the organization,http://nosuchdomain.edu/event_competency/5
<Event id="E1"><Title>White Coat Ceremony</Title>----------<CompetencyObjectReference>/CurriculumInventory/Expectations/CompetencyObject[lom:lom/lom:general/lom:identifier/lom:entry='http://nosuchdomain.edu/event_competency/4’]</CompetencyObjectReference><InstructionalMethod primary="true">IM013</InstructionalMethod>
</Event>
/CurriculumInventory/Expectations/CompetencyObject[lom:lom/lom:general/lom:identifier/lom:entry= ]
'http://nosuchdomain.edu/event_competency/4’
inside <Event id=“E2”><Event id=“E3”>, there should be <CompetencyObjectReference> with different entry value.
Curriculum Inventory
Event and SequenceBlock
Saniya SaifeeNYU School of Medicine
Event
Event contains sub elements that describe a
single education or assessment event
Event
Title
EventDuration
Description
Keyword
CompetencyObjectReference
ResourceType
ID
InstructionalMethod
AssessmentMethod
0..∞
0..∞
0..∞
Required
Optional
Event-Subelements
Event XML<Events> <Event id="E1"> <Title>White Coat Ceremony</Title> <EventDuration>PT2H</EventDuration> <Description>First year students are given </Description>
<Keyword hx:source="MeSH" hx:id="D010817"> <lom:string>Physician-Patient Relations</lom:string> </Keyword> <Interprofessional>false</Interprofessional> <CompetencyObjectReference>/CurriculumInventory
/Expectations/CompetencyObject[lom:lom/lom:general/lom:identifier/lom:entry='http://nosuchdomain.edu/zxcvb']
</CompetencyObjectReference>
<InstructionalMethod primary="true">IM013
</InstructionalMethod> </Event><Events>
Competency Object<Expectations> <CompetencyObject> <lom:lom> <lom:general> <lom:identifier> <lom:catalog>URI</lom:catalog> <lom:entry>http://nosuchdomain.edu/ event_competency/4 </lom:entry> </lom:identifier> <lom:title> <lom:string>Describe the three functions of the medical interview </lom:string> </lom:title> </lom:general> </lom:lom> <co:Category term="event-level-competency"/> </CompetencyObject></Expectations>
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 <Event> tags, the <AssessmentMethod> and <InstructionalMethod> 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
ICombined
When
Events
Sequence Block
2
3
1
Expectations
SequenceBlock
Title
Timing
Level
ClerkshipModelCompetencyObjectRef
…
ID
Required
SequenceBlockEvent
0..∞
0..∞
ID
SequenceBlockReference
1..∞Required
Optional
SequenceBlock-Subelements
Timing
Timing
Date
StartDate EndDate
Duration
SequenceBlockEvent
SequenceBlockEvent
EventReference
StartDate
EndDate
required
AcademicLevels
<AcademicLevels> <LevelsInProgram>2</LevelsInProgram> <Level number="1"> <Label>Year 1</Label> <Description>Preclinical</Description> </Level> <Level number="2"> <Label>Year 2</Label> <Description>Preclinical</Description> </Level></AcademicLevels>
Sequence Block<Sequence> <SequenceBlock id="e" required="Required"> <Title>Introduction to Medicine</Title> <Timing><Duration>P1M</Duration></Timing> <Level> /CurriculumInventory/AcademicLevels/Level[@number='1'] </Level> <SequenceBlockEvent required="true"> <EventReference>
/CurriculumInventory/Events/Event[@id='E1'] </EventReference> </SequenceBlockEvent> </SequenceBlock></Sequence>
Nested SequenceBlock<SequenceBlock id="c" required="Required"> <Title>Year 1</Title> <Timing> <Duration>P12M</Duration> </Timing> <Level> /CurriculumInventory/AcademicLevels/Level[@number='1'] </Level> <CompetencyObjectReference> /CurriculumInventory/Expectations/CompetencyObject [lom:lom/lom:general/lom:identifier/lom:entry= 'http://nosuchdomain.edu/course_competency/3'] </CompetencyObjectReference> <SequenceBlockReference> /CurriculumInventory/Sequence/SequenceBlock[@id='e'] </SequenceBlockReference> <SequenceBlockReference> /CurriculumInventory/Sequence/SequenceBlock[@id='f'] </SequenceBlockReference></SequenceBlock>
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 <AcademicLevels>
The <Timing> subelement of <SequenceBlocks> tags with a ClerkshipModel attribute must specify <Dates> and <Duration>
Is this a valid Event?
<Event id="E2"> <Title>Orientation Lecture</Title> <EventDuration>PT4H</EventDuration> <Description> Faculty discuss what the students are to expect in the coming year. </Description> <InstructionalMethod primary="true">Lecture </InstructionalMethod></Event>
It is not a valid event
<Event id="E2"> <Title>Orientation Lecture</Title> <EventDuration>PT4H</EventDuration> <Description> Faculty discuss what the students are to expect in the coming year. </Description> <InstructionalMethod primary="true">Lecture </InstructionalMethod></Event>
IM013
Best Practices and project insights
Saniya SaifeeNYU School of Medicine
Process followed
Software program that creates XML
CurriculumManagement System (CuRIE)
<CurriculumInventory>……..….</<CurriculumInventory
Validate XML against XSD
CI Portal
Send XMLAAMC Business rules errors
RefactorAnd repeat
Lessons learned -1
<CurriculumInventory>
….“Including ALL Academic levels, courses, events,Expectations in your first attempt while uploading file on CI portal”
….</CurriculumInventory>
<CurriculumInventory>
….“Including ONE Academic levels, courses, events,Expectations in your first attempt while uploading file on CI portal”
….</CurriculumInventory>
Create a checklist of minimum requirements
Lesson learned -3
Lesson learned -3
Lesson learned - 4
Keep doing frequent and repeated submission
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’
ResourcesCurriculum Inventory Implementers’ Listserv: http://medbiq.org/mailman/listinfo/ciimplementer_medbiq.org
Competency Framework Specs and Schemas: http://www.medbiq.org/working_groups/competencies/index.html
AAMC Curriculum Inventory Developer Resources: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/icollaborative/resource/793
SKOS: Simple Knowledge Organization Systemhttp://www.w3.org/2004/02/skos/
MedBiquitous: www.medbiq.org
Curriculum Inventory Working Group:http://www.medbiq.org/curriculum_inventory
Competencies Working Group:http://www.medbiq.org/working_groups/competencies/index.html
Questions?