Curriculum Inventory
Workshop
Terri Cameron, AAMC
Valerie Smothers, MedBiquitous
Ye Chen, University of Virginia
James Galt, Rutgers Robert Wood Johnson Medical School
Saniya Saifee, New York University School of Medicine
Workshop Objectives
By the end of the workshop, participants should be
able to:
• Describe and implement the CI Specification,
Competency Framework, AAMC Business
Rules, and Developer Resources
• Create XML code that includes PCRS to
Program Competencies Mapping
• Create XML code that includes Event to
Program Competency Mapping
• Create XML code that includes Sequence
Block and Event Data Elements
• Upload a successful XML file to CI Staging
MedBiquitous Curriculum
Inventory V1
• Working Group launched in December 2010
• Susan Albright and Marc Triola, co-chairs 20102013
• 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 Inventory
E J
B
1 F
M3 I
E J
O
2 N
K
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A
GL
D H
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C
Q
GR
S
H
A
I
Expectations
1
2
Events
3
7
4
8
5
9
6
10
11
Sequence
blocks
Integration
blocks
Competency
framework
Events
I
A
E
B
C
D
J
F
G
H
K
L
• A curriculum is made up of many
educational events
• Events have metadata,
descriptive information about the
events
• IDs required!
Expectations
3
1
2
4
7
10
6
5
8
11
9
12
• Curricula may reference
objectives , competencies,
learning outcomes, or
milestones. These are called
competency objects.
• IDs required!
Competency Objects and Events
1
G
2
K
2
6
• 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
Sequence Blocks
I
A
E
B
F
1
G
D
2
K
C
A
J
7
L
H
• 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!
Integration Blocks
A
I
E J
B
1 F
K
C
A
G L
D H
M3 I
E J
O
2 N
P
C
Q
G R
S H
• 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!
Sequence
A
I
E J
B
1 F
K
C
A
G L
D H
M 3 I
E J
O
2 N
P
C
Q
G R
S H
• Sequence blocks can be put
together to form a the main
structure of the curriculum (a
sequence of courses, modules,
phases, clerkships)
Sequence Block Nesting
I
A
E
J
B
F
2
1
I
A
E
J
B
F
2
1
I
A
E
J
B
F
2
1
I
A
E
J
B
F
1
2
• 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
Types of blocks: ordered
Block
Sequence=ordered
Required=true
Block
Required
A E
B
I
J
F
Block
Required
R
D
C J
Q
Z
Block
Required
T
Y
A X
M
B
- All sub-blocks within an ordered
block happen with a prescribed
sequence
Types of blocks: unordered
Block
Sequence=unordered
Required=true
Block
Required
A E
B
I
J
F
Block
Required
T
Y
A X
M
B
Block
Required
R
D
C J
Q
Z
Block
Required
L
C
D K
N
S
- All sub-blocks within an unordered
block happen for all students, but
students may encounter them in a
variable order
Types of blocks: selectives
- Every student must participate in
[specify number] of the blocks, and
the order is variable
Block
Required = Required
Order=Unordered
Minimum=1
Block
Optional
A E
B
I
J
F
Block
Optional
OR
R
D
C J
Q
Z
Block
Optional
OR
T
Y
A X
M
B
Types of blocks: electives
- Students may or may not participate
in any of the blocks
Sequence Block
Required = Optional
Order =Unordered
Minimum=0
Sequence Block
Optional
I
A
E
J
B
F
OR
Sequence Block
Optional
R
C
J
D
Q
Z
OR
Sequence Block
Optional
T
A
X
Y
M
B
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
R
D
C J
Q
Z
Sequence Block
Required
I
A E
B
J
F
Clerkships, required = Required, minimum = 2, maximum = 2
Level 1 Main Track, required = Optional, track = true
Med/Geri 1
84 days
required in
track
Pediatrics 1
42 days
required in
track
Surg 1
56 days
required in
track
Level 1 Common Clerkships,
required = Required
NeuroScience
28 days
optional
Ambulatory 1
28 days
required in track
Elective
21 days
required
Neurology
28 days
required
Anesthesiology
7 days
required
Psychiatry
28 days
required
Level 1 Ambulatory Track, required = Optional, track = true
Med/Geri 2
63 days
required in
track
Pediatrics 2
28 days
required in
track
Surg 2
42 days
required in
track
Ambulatory 2
77 days
required in track
Ob/Gyn
42 days
required
Level 2 Clerkships,
July 4, 2011– April 27, 2012
Level 2 Clerkships Variable time,
July 4, 2011 – April 27, 2012
order = unordered
Subinternship
required
28 days
Emergency
Med
required
28 days
Anatomic
Radiology
Required
14 days or
online course
Critical Care
Required
14 days
Electives 147 days (21 are
usually taken during level 1
and the rest during the level
2 variable time
Level 2 Clerkships, second half of the
year, January 1, 2012 – April 27, 2012
Into to Internship
required
14 days
A competency object . . .
Competency Framework
Statement
Relates to other
competency
objects . . .
Which can relate
to external
resources . . .
Learning
Object
Assessment
Performance
data
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
Spec Required Elements
Curriculum Inventory
ReportID
Institution
Program
Events
• Event



Title
EventDuration in hours and min
Instructionalmethod (primary=true/false) or
Voca
AssessmentMethod (purpose=formative/
summative)
b ids
Title
ReportDate
ReportingStartDate
ReportingEndDate
Language
Description
Expectations
• CompetencyObject



identifier
title
Category *
AcademicLevels
Sequence *
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 decisionmaking, 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)
Competency Framework
Curriculum Inventory
PCRS 6.99
PCRS 1.5
skos: related
skos: related
P2
skos: narrower
P = Program Level Competency
S = Sequence Block Level Competency
E = Event Level Competency
S5
The Sequence
Block References
the Program-level
Competency
The Sequence Block
References the
Sequence Block-level
Competency
I
P2
E
B
S5
F
J
A
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 lowerlevel than the child.
PCRS 6.99
PCRS 1.5
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
skos: narrower
S3
This relationship is not allowed
because it creates a “Circular
Reference” and violates a
Business Rule.
skos: narrower
E4
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
1.
2.
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
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
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_Co
mpetencies2.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>
Insert one of your program competencies
<cf:Includes>
</cf:Includes>
Insert one PCRS
<cf:Includes>
</cf:Includes>
</CompetencyFramework>
</Expectations>
<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-schoolweb/pcrs/PCRS.html#aamc-pcrs-comp-c0108</cf:Entry>
</cf:Includes>
<Expectations>
<CompetencyFramework>
Show the relationship between your
<cf:Relation>
program competency & PCRS
</cf:Relation>
</CompetencyFramework>
</Expectations>
<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#aamcpcrs-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
Show Events Mapping in XML File
Ye Chen
yc5x@virginia.edu
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>
Events and Competencies
Event (E1): White Coat Ceremony
Event (E2): Orientation Lecture
Describe the three functions
http://nosuchdomain.edu/event_competency/4
Event (E3): Peds Part 1
Event (E4): Peds Part 2
List the organization,
http://nosuchdomain.edu/event_competency/5
Gather, synthesize, and organize patient information.
http://nosuchdomain.edu/course_competency/3
Professionalism
http://nosuchdomain.edu/program_competency/1
Perform all medical, diagnostic
http://nosuchdomain.edu/program_competency/2
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>
Repeat the same format for other 4 competencies
This value will be refered in
several places (event, include,
and relationship)
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>
Show the relationships among competencies (cont.)
Describe the three functions
http://nosuchdomain.edu/event_compete
ncy/4
Gather, synthesize, and organize patient information.
http://nosuchdomain.edu/course_competency/3
program level comptetencies to PCRS……..
Professionalism
http://nosuchdomain.edu/program_competency/1
<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>
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
Describe the three functions
http://nosuchdomain.edu/event
_competency/4
List the organization,
http://nosuchdomain.edu/event
_competency/5
Event (E3): Peds Part 1
Event (E4): Peds Part 2
Perform all medical, diagnostic
http://nosuchdomain.edu/progra
m_competency/2
<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:genera
l/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 Saifee
NYU School of Medicine
Event
Event contains sub elements that describe a
single education or assessment event
Event-Subelements
0..∞
0..∞
0..∞
InstructionalMethod
Required
AssessmentMethod
Optional
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:entr
y='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
B
A
B
A
D
D
When
1
F
E
I
F
E
Combined
I
2
G
H
G
H
3
Events
Expectations
Sequence Block
SequenceBlock-Subelements
Title
Timing
ID
Level
SequenceBlock
ID
Required
ClerkshipModel
0..∞
CompetencyObjectRef…
0..∞
SequenceBlockEvent
Required
Optional
1..∞
SequenceBlockReference
Timing
Timing
Date
StartDate
Duration
EndDate
SequenceBlockEvent
EventReference
required
SequenceBlockEvent
StartDate
EndDate
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 Saifee
NYU School of Medicine
Process followed
Software program
that creates XML
Curriculum
Managemen
t System
(CuRIE)
Refactor
And
repeat
AAMC
Business
rules
errors
CI Portal
<CurriculumInventory
>
……..
….
</<CurriculumInventor
y
Validate
Send XML XML
against
XSD
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
>
Lesson learned -3
Create a checklist of minimum requirements
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’
Resources
Curriculum 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/i
collaborative/resource/793
SKOS: Simple Knowledge Organization System
http://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?