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Curriculum Inventory Workshop

Explore CI Specification, Competency Framework, XML Code Creation, Data Mapping, and Staging Techniques. Drive curriculum benchmarking and reform through event and sequence block integration. Join the AAMC MedBiquitous Workshop today!

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Curriculum Inventory Workshop

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  1. 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

  2. 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

  3. 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

  4. http://medbiq.org/curriculum/vocabularies.pdf

  5. http://www.medbiq.org/sites/default/files/files/CurriculumInventorySpecification.pdfhttp://www.medbiq.org/sites/default/files/files/CurriculumInventorySpecification.pdf

  6. http://ns.medbiq.org/curriculuminventory/v1/curriculuminventory.xsdhttp://ns.medbiq.org/curriculuminventory/v1/curriculuminventory.xsd

  7. http://medbiq.org/sites/default/files/files/CI_ImplementationGuidelines.pdfhttp://medbiq.org/sites/default/files/files/CI_ImplementationGuidelines.pdf

  8. https://www.aamc.org/download/348854/data/cibusinessrules.pdfhttps://www.aamc.org/download/348854/data/cibusinessrules.pdf

  9. Curriculum Inventory Expectations Events Sequence blocks Integration blocks 3 I I 1 2 A M E E J J 1 2 B 3 4 5 6 O N F 7 8 9 10 11 P K C C A Q R L Competency framework G G S D H H

  10. Events • A curriculum is made up of many educational events • Events have metadata, descriptive information about the events • IDs required! I A E J B F K C G L D H

  11. Expectations • Curricula may reference objectives , competencies, learning outcomes, or milestones. These are called competency objects. • IDs required! 3 1 2 6 4 5 9 7 8 12 10 11

  12. 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 1 2 K 6 2

  13. 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! I A E J B F 2 1 K C A L G D H 7

  14. 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! I I M A E E J J 1 O B N F P K C C Q A 3 L R G G S D H H 2

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

  16. 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 I I I I A A A A E E E E J J J J B B B B F F F F 2 2 2 2 1 1 1 1

  17. Types of blocks: ordered Block Sequence=ordered Required=true - All sub-blocks within an ordered block happen with a prescribed sequence Block Required I A E J B F Block Required R C J D Q Z Block Required T A X Y M B

  18. Types of blocks: unordered - All sub-blocks within an unordered block happen for all students, but students may encounter them in a variable order Block Sequence=unordered Required=true Block Required I A E J B F Block Required R C J D Q Z Block Required Block Required T L A D X K C Y M N B S

  19. Types of blocks: selectives - Every student must participate in [specify number] of the blocks, and the order is variable Block Optional I A E Block Required = RequiredOrder=Unordered Minimum=1 J B F Block Optional R C J D OR OR Q Z Block Optional T A X Y M B

  20. Types of blocks: electives - Students may or may not participate in any of the blocks Sequence Block Optional I A E Sequence Block Required = Optional Order =Unordered Minimum=0 J B F Sequence Block Optional R C J D OR OR Q Z Sequence Block Optional T A X Y M B

  21. Types of blocks: parallel - All sub-blocks within a parallel block happen at the same time, but are distinct educational units Sequence Block Required = Required Order = Parallel Sequence Block Required I A E J B F Sequence Block Required R C J D Q Z

  22. Clerkships, required = Required, minimum = 2, maximum = 2 Level 1 Main Track, required = Optional, track = true Level 1 Common Clerkships, required = Required Med/Geri 184 daysrequired in track Surg 156 daysrequired in track NeuroScience28 daysoptional Elective21 daysrequired Neurology28 daysrequired Pediatrics 142 daysrequired in track Ambulatory 128 daysrequired in track Anesthesiology7 daysrequired Psychiatry28 daysrequired Level 1 Ambulatory Track, required = Optional, track = true Ob/Gyn42 daysrequired Med/Geri 263 daysrequired in track Surg 242 daysrequired in track Pediatrics 228 daysrequired in track Ambulatory 277 daysrequired in track

  23. Level 2 Clerkships, July 4, 2011– April 27, 2012 Level 2 Clerkships Variable time, July 4, 2011 – April 27, 2012 order = unordered Level 2 Clerkships, second half of the year, January 1, 2012 – April 27, 2012 Subinternshiprequired28 days Emergency Med required28 days Into to Internshiprequired14 days Anatomic Radiology Required14 days or online course Critical Care Required14 days Electives 147 days (21 are usually taken during level 1 and the rest during the level 2 variable time

  24. A competency object . . . Competency Framework Statement Relates to other competency objects . . . Which can relate to external resources . . . Learning Object Assess-ment Performance data

  25. 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 <Relation> tag must have an <Includes> tag

  26. 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

  27. SequenceBlock Requirements • Attributes: id, required • Title • Timing (either duration in days or start and end dates – clerkships must specify both) • Level • SequenceBlockEvent • SequenceBlockReference

  28. Matching Program Objectives to PCRS (Crosswalk)

  29. 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

  30. Competency Object Rules • <Competency Object> tags mustbe 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

  31. Competency Objects and the Curriculum Structure PCRS 6.99 PCRS 1.5 • 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: related skos: related P2 skos: narrower S5 Competency Framework Curriculum Inventory I The Sequence Block References the Program-level Competency P2 E J B P = Program Level Competency S = Sequence Block Level Competency E = Event Level Competency F The Sequence Block References the Sequence Block-level Competency A S5

  32. Circular References PCRS 6.99 PCRS 1.5 • 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. skos: related skos: related P2 P = Program Level Competency S = Sequence Block Level Competency E = Event Level Competency skos: narrower S1 skos: narrower skos: narrower S2 S3 skos: narrower This relationship is not allowed because it creates a “Circular Reference” and violates a Business Rule. skos: narrower E4

  33. 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 URIs • URLs do not have to be resolvable. As long as they uniquely identify, it will work.   • 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

  34. 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.

  35. PCRS Step 1: Match Competencies

  36. Step 2: Create XML File

  37. <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

  38. <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>

  39. <Expectations> <CompetencyFramework> <cf:Includes> </cf:Includes> <cf:Includes> </cf:Includes> </CompetencyFramework> </Expectations> Insert one of your program competencies Insert one PCRS

  40. <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>

  41. <Expectations> <CompetencyFramework> <cf:Relation> </cf:Relation> </CompetencyFramework> </Expectations> Show the relationship between your program competency & PCRS

  42. <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>

  43. 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

  44. Show Events Mapping in XML File Ye Chen yc5x@virginia.edu

  45. XML File Structure <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>

  46. Events and Competencies Event (E1): White Coat Ceremony Event (E2): Orientation Lecture Event (E3): Peds Part 1 Event (E4): Peds Part 2 Describe the three functions http://nosuchdomain.edu/event_competency/4 List the organization, http://nosuchdomain.edu/event_competency/5 Gather, synthesize, and organize patient information. http://nosuchdomain.edu/course_competency/3 Perform all medical, diagnostic http://nosuchdomain.edu/program_competency/2 Professionalism http://nosuchdomain.edu/program_competency/1

  47. 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

  48. Show the relationships among competencies <Expectations> <CompetencyObject> List competencies </CompetencyObject> <CompetencyFramework>Show relationships</CompetencyFramework> </Expectations> Include all program level competencies, include sequence block level competencies and event level competencies if they have mappings with other competencies. 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>

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