symposium on medical curriculum harmonization the optimed project
TRANSCRIPT
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SYMPOSIUM ON MEDICAL CURRICULUM
HARMONIZATION
THE OPTIMED PROJECT
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
INVITED SPEAKERSJulie Bienertová Vašků (FMed MU)
Comprehensive innovation of medical education
Martin Komenda (IBA MU)
OPTIMED portal platform in practical use
Jan Švancara (IBA MU)
Advanced data-analytical reports mined from medical curriculum mapping tools
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Comprehensive Innovation of Medical EducationJ. Bienertová Vašků, M. Komenda, J. Štěrba,
J. Mayer, L. Dušek
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Motivation
• The need for a well-balanced medical curriculum
• Re-engineering education-associated activities• Providing a clear overview of curriculum structure• Simple in-depth curriculum management
• Proven methodological background
• Outcome-based paradigm
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Curriculum – preparation for practice
Students
Content – what we teach
Strategies – how we teach
Evaluation – do we teach well?
Educational environment – where we teach
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Educational process objectives
1
2
3
4
5
The graduate will be able to…
Practitioner, scientist….
Ability to interpret X-ray image
Student capable of interpreting x-ray image of the knee
Student capable of describing typical signs of arthrosis on knee X-ray
General educational target
Target role
Curriculum outcomes
Detailed curriculum outcomes
Study outcomes
Source: Scottish Doctor
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Primary objectives
• Comprehensive innovation of the General Medicine field of study
• Mapping the existing state at the Faculty of Medicine
• Improving orientation and transparency across learning with the use of suitable ICT technologies
• Providing better links secondary education outcomes
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Target group
• Faculty of Medicine academic employees
• Teachers• Curriculum designers• Guarantors• Supervisors• Faculty management
• Students
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Content harmonizationof the medical curriculum
?
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The OPTIMED project
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Medical section overview
Internal medicine Surgical sciences Theoretic sciences DIA a neurosciences
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Formal structure of the medical curriculum
• Surgical sciences
Section
• VLCH0731c - Surgery I - practice
Course
• Pediatric Urology
Learning unit
• Student describes most common manifestations, diagnosis, surgery and prognosis of Wilms tumour
Learning outcome
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OPTIMED in numbers
Total number of General Medicine
Modules 4Courses 144Learning units 1,347Learning outcomes 8,063Teachers and guarantors 385Students over 2,000
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Courses according to sections
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Curriculum harmonization planning model
1. Setting up the composition of curriculum in accordance with formal structure
2. Definition of the medical curriculum (learning units, learning outcomes and all metadata)
3. Vertical harmonisation covering verification and further discussion within the individual module
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Curriculum harmonization planning model
4. Horizontal harmonisation based on follow-up discussions across all modules
5. Evaluation of all available content with the use of multidimensional standardised assessment forms
6. Creation of educational content according to the defined learning outcomes
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Multidimensional curriculum evaluation and validation
Student opinion
Teachers’ opinions
Methodologists’ opinions
Opinion of thesenior guarantor
Analysts’ opinions
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Student evaluation
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Teacher evaluation
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Methodological evaluation
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Curriculum designer evaluation
• Set of modeling terms and learning outcomes
• Inspiration by proven standards
• …
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Analytical overview
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Google analytics reportApril 1, 2014 to date
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Possible uses of OPTIMED
OPTIMED - optimalizovaná výuka všeobecného lékařství: http://med.muni.cz/optimed
OPTIMED
Definition of requirements
for study
Educational resources
Evaluation of graduates
Selection of candidates for study
Curriculum definition
Evaluation and changes to curriculum
Educational management
and QA
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Conclusion
1. Providing a unique description of the study content in the field of medical education in the Czech Republic
2. Defining the medical curriculum (learning units, learning outcomes and all metadata) for the General Medicine field of study
3. Definition continuity of information throughout the study
4. Identifying inconsistencies in studies, providing tools for correcting identified deficiencies
5. Defining connections between the General Medicine field of study curriculum and secondary education in the Czech Republic
6. Providing a methodological platform for study description
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Conclusions
1. Clarifying connections between prerequisite fields of study
2. Monitoring the sequence of specific issues throughout the entire duration of studies (Identifying missing and duplicit information)
3. Providing a link to the MU Information System by interconnecting curricula records and study materials
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Thank you for you attention
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
OPTIMED portal platform in practical
useM. Komenda, D. Schwarz, J. Bienertová Vašků,
J. Štěrba, J. Mayer, L. Dušek
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Outline
• Engineering background
• OPTIMED portal platform – modular architecture
• Use case: How to work with OPTIMED
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Motivation
• To propose a curriculum planning model
• To support an outcome-based approach
• To develop a robust web-oriented platform
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Formal description of medical curriculum • The base of OPTIMED platform
• No other formal specification exists
• Independent on technologies
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Formal description of medical curriculum
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Engineering background
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Modular architecture
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Curriculum browser
Students• Discover what knowledge shall be obtained during studies• Identify which topics will be covered repeatedly• Find clear information about overlaps (desirable or not)
Lecturers• Easy way of
• a describing their lessons clearly• a browsing curriculum data of all available courses
Management• On-line transparent overview of curriculum• Decision support of curriculum building and innovation
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Reporting tools
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Reporting tools
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
OPTIMED in practical use
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Coloured pictographs make the first look more transparent.
Internal medicine
Theoretic sciences
Surgical sciences
DIA and neurosciences
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Which topics are covered in the course of Intensive care medicine?
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FILTER
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I found- who are teachers and guarantors,- how long the unit takes,- why is the unit taught,- what are the most important terms,- the list of learning outcomes,- recommended learning materials.
But still, something is missing. Let’s provide a feedback.
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Where is blood pressure taught?
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Future visions
• Sharing of our know-how• Curriculum planning model, database structure,
organisation of educational metadata, OPTIMED portal platform
• Curricula comparison• NLP, machine learning, and data mining techniques
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Special thanks to…
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Advanced data-analytical reports mined from medical
curriculum mapping tools
J. Švancara, M. Komenda, J. Jarkovský, L. Dušek
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Motivation behind
• Descriptive overview of medical curriculum
• Supporting materials for the evaluation and assessment for the global in-depth inspection
• Finding the potentially problematic areas (overlaps and imperfections)
• Construct comprehensive reports
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Data analysis – theoretical background• Data analysis is process of getting information from data
• Data analysis helps us to understand complex problems and provide support for decision making.
• IBA MU is oriented on application of modern information technologies in analysis of extensive and complex data sets from:• clinical research (e.g. clinical trials)• environmental sciences (e.g. chemical monitoring) • and also educational research (e.g. analysis of the admission
procedure)
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Multidimensional curriculum evaluation and validation
Student opinion
Teachers’ opinions
Methodologists’ opinions
Opinion of thesenior guarantor
Analysts’ opinions
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Expert evaluation
• Target group: senior curriculum designers
• Aims• Critical assessment of modeling terms and outcomes• Professional feedback towards terms occurence in
medical curriculum• MeSH standardization• Transparent overview
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Learning unit
Section SemesterMeSH key
wordsModeling
terms
Modeling term
Expert evaluation 13 criteria
MeSH key words
Class CategoryTree
Structure
Learning unit
MeSH key
words
Modeling terms
Section Semester Class CategoryTree
StructureExpert
evaluation
Input data[N = 1346 learning units]
[161 modelling terms evaluated by 13 experts]
[Complete MeSH key words dictionary]
Final dataset
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Medical Subject Headings
• Standardized biomedical dictionary
• Contains 26 142 entries with over 54 000 links
• Regular updates of the Czech mutation
• Straight links between MeSH key words and learning units
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Sample of data
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Primary goals
• Data processing and analysis
• Mining novel and potentially useful patterns
• Reduction of the time spent on global curriculum overview and systematic evaluation
• Making outputs more transparent and readable
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Data-analytical reports mined from medical curriculum data
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Relation between learning units and MeSH key words
1 2 3 4 50%
10%
20%
30%
40%
50%
60%
11.9
% 17.5
%
17.5
%
15.2
%
37.7
%
8.6%
14.2
% 20.5
% 26.0
% 30.7
%
5.4%
15.5
%
22.6
%
23.4
%
33.1
%
3.2%
10.8
% 15.7
% 19.8
%
50.5
%
Surgical sciences
Internal medicine
DIA and neurosciences
Theoretic sciences
1346 learning units were described by:• 3224 unique MeSH key words• 5090 total number of MeSH key words
Perc
ent o
f lea
rnin
g un
its
Number of MeSH key words in learning unit description
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MeSH key words frequency
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 310
500
1,000
1,500
2,000
2,500
2334
528
182
81 37 18 11 10 6 3 5 1 1 1 1 1 1 2 1
2334 MeSH key words was used for just a one single learning unit
Num
ber o
f MeS
H k
ey w
ords
Number of learning units decribed by given MeSH key word
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MeSH key word tree structureMeSH key words used in describtion of learning units are mostly for 3-5 level of MeSH Tree Structure.
Perc
ent o
f lea
rnin
g un
its
Tree level
1 2 3 4 5 6 7 8 9 100%
5%
10%
15%
20%
25%
30%
35%
40%
45%
4.5%
21.2
%
38.4
%
23.9
%
8.6%
2.8%
0.3%
0.3%
0.0%
0.0%0.8%
4.2%
16.7
%
27.1
%
25.6
%
16.1
%
6.3%
2.5%
0.6%
0.1%
MinimalMaximal
Average tree level Minimum Maximum
Surgical sciences 3.27 4.30
Internal medicine 3.26 4.62
DIA and neurosciences 3.20 4.55
Theoretic sciences 3.09 4.74
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Modeling terms – criteria
• Explanation of a term in the contents of studies • Adequate classification of a term during studies • Evaluation of continuity • Prerequisites • Overall proportionality • Relation to clinical practice • Consistency of representation in studies • Nomenclature • Time burden • Continuity in study materials and tools • Continuity in learning outcomes • Continuity in learning units • Explanation of theoretical background
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Modeling outcomes – criteria
• Interconnection with learning units
• Completeness of learning units
• Theoretical background for learning outcomes
• Relation to clinical practice
• Interconnection between theory and clinical practice
• Saturation with important terms
• Time allocation
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Modeling terms – expert evaluation results
Explan
ation of a
term
in th
e contents
of stu
dies
Adequate
classi
fication of a
term
during s
tudies
Evaluati
on of continuity
Prerequisit
es
Overall p
roporti
onality
Relation to
clinica
l practi
ce
Consisten
cy of r
epres
entation in
studies
Nomencla
ture
Time b
urden
Continuity in
study m
ateria
ls and to
ols
Continuity in
learn
ing outcomes
Continuity in
learn
ing units
Explan
ation of t
heoreti
cal b
ackgro
und75
80
85
90
Expe
rt e
valu
ation
(sca
le 0
-100
)
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Modeling outcomes – expert evaluation results
Interconnection with
learning units
Completeness of le
arning units
Theoretical background for le
arning outcomes
Relation to cli
nical practice
Interconnection betw
een theory and cli
nical practice
Saturation with im
portant te
rms
Time allocation
60
65
70
75
80
85
90
95
100
Relation to practice is weak point of modeling outcomes
Expe
rt e
valu
ation
(sca
le 0
-100
)
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Modeling terms - typology
Variability – Std. Deviation of expert evaluation
Qua
lity-
mea
n of
exp
ert e
valu
atin
Preclinical studiesClinical studies
Good rating
Ambivalent
Poor rating
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Modeling outcomes - typology
Good rating
Ambivalent
Poor rating
Variability – Std. Deviation of expert evaluation
Qua
lity-
mea
n of
exp
ert e
valu
atin
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Modeling terms – the best 10
• Blood• ECG• Delivery• Reflex• Obesity• Inflammation• MRI• Vitamins• Health• Skin
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Modeling outcomes– the worst 10
• Operability• Regeneration of nervous system• Tissue antigens• Respiratory failure• Transtentorial herniation• Brain centres• Brain perfusion• Treatment complications• Autoinflammatory diseases• Penumbra
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Association mapsDIA and neurosciences
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179 learning units are described by single and uniqe MeSH key word
Good rating
Ambivalent
Poor rating
• Association is reciprocal
• Larger circle represents higher sum of association coefficients
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DIA and neurosciences: inflammation
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Surgical sciences: inflammation
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Internal medicine: inflammation
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Theoretic sciences: inflammation
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Conclusions
• Evaluation of modeling terms• Evaluation of all 13 areas highly correlate each other• Typology of modeling terms is based on average score
and variability among evaluators (in Good rating category are terms with high score and low variability).
• There is just few terms with poor rating. These terms have low frequency in learning units description.
• Evaluation of modeling outcomes• Poor ration of modeling outcomes is very rare.• Relation to practice is weak point of modeling outcomes.
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Conclusions
• Learning units are described by 5090 MeSH key words.
• 179 learning units are described by single and uniqe MeSH key word.
• 3224 MeSH key words were used just once.
• More than 60% learning units is described by 4 or 5 MeSH key words.
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SYMPOSIUM ON MEDICAL CURRICULUM HARMONIZATION
Discussion