Curriculum Inventory Administrators’ Group
December 9, 2015
Terri Cameron, MA,
Director, Curriculum Programs
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Agenda
• CI 2014-2015 Upload Statistics
• December CI in Context
• Updated CI Standardized Vocabulary
• Curriculum Structure Survey?
• Featured Report: Assessment of Professional Behavior
• Curriculum Inventory Report Usage Statistics
• Curriculum Inventory Report Template (New and Improved)
• CI at 2016 Medical Education Meetings
• Medical School Highlight: Vanderbilt University School of Medicine
• Anderson Spickart, III, Assistant Dean of Educational Informatics and
Technology
• Next meeting: Wednesday, December 13, 1 pm ET
CI 2014-2015 Upload Statistics
•
As of October 31 (final):
• Verified: 135
• US MD: 127
• CA MD: 5
• US DO: 3
Academic Level Distribution by Length
(Month Increments)
Acad
#
0-6 7-12 13-18 19-24 >24
Lev Schools
1
135
4 120
8
2
1
2
127
4 109
11
2
1
3
112
3
81
27
0
1
4
90
5
68
13
2
2
5
2
0
2
0
0
0
6
2
0
2
0
0
0
CI 2014-2015 Upload Statistics
Sequence Block Summary
# Schools
Min SBs Max SBs Avg SBs
Reporting
98
1
200
23
5
1
2
1
6
6
11
8
91
1
54
9
64
1
193
21
2
1
7
4
2
1
3
2
134
1
228
31
Clerkship
Clerkship
Clerkship
Clerkship
Clerkship
Clerkship
Clerkship
PreClerkship
Academic
Level
All
1
2
3
4
5
6
All
PreClerkship
1
134
1
50
13
PreClerkship
2
126
1
45
12
PreClerkship
3
99
1
209
10
SB Location
CI 2014-2015 Upload Statistics
Event Summary
Event
Location
Event Type
Clerkship
Clerkship
ALL
NonAssessment
PreClerkship ALL
PreClerkship NonAssessment
Number of
Average
Schools
Minimum Maximum
Number of
Events
Events
Reporting
Events
Events
95
6
6485
357
95
6
6485
357
134
1
16169
1115
134
1
16169
1115
CI in Context: December
•
Importance of Benchmarking
Reports for Curriculum
Continuous Quality
Improvement
• Robert Noiva, PhD, and
Robin Rivest, MS, Oakland
University William
Beaumont School of
Medicine
Curriculum Inventory
Standardized Vocabulary Update
www.aamc.org/medaps
Curriculum Inventory Standardized Vocabulary Update
• Independent Learning: Instructor-/ or mentor-guided learning activities to be
performed by the learner outside of formal educational settings (classroom, lab,
clinic) (Bowen & Smith, 2010); Dedicated time on learner schedules to prepare
for specific learning activities, e.g., case discussions, TBL, PBL, clinical
activities, research project(s).
Synonymous with/Includes: Independent Study; Self-Study, Homework
Does not include: Self-Directed Learning
• Self-Directed Learning: Learners taking the initiative for their own learning:
diagnosing needs, formulating goals, identifying resources, implementing
appropriate activities, and evaluating outcomes (Garrison, 1997; Spencer &
Jordan, 1999).
Does not include: Independent Learning; Independent Study
Curriculum Structure Survey?
•
What is the curriculum structure at your school?
• Case-based
• Organ System
• Integrated
• Presentation-Based
• Systems-Based
• Theme-Based
Featured CI Report:
Assessment of Professional Behavior
Curriculum Inventory Reports are accessed
over 1,250 times per month
• Accessed over 1,000 times in 2015
Jan 2015
202
Jul 2015
83
Feb 2015
102
Aug 2015
79
Mar 2015
149
Sep 2015
99
Apr 2015
92
Oct 2015
57
May 2015
84
Jun 2015
70
Nov 2015 YTD Total
38
1055
Curriculum Inventory Reports are accessed
over 1,250 times per month
• Accessed 710 times in 2015
Jan 2015
43
Jul 2015
55
Feb 2015
43
Aug 2015
51
Mar 2015
51
Sep 2015
57
Apr 2015
57
Oct 2015
51
May 2015
116
Jun 2015
74
Nov 2015 YTD Total
112
710
Curriculum Inventory Report Request Template
Drop-down will include ONLY
participating schools
Will be adding options to
include data from:
• All Schools
• US MD
• CA MD
• US DO
CI at 2016 Medical Education Meetings
•
Upcoming deadlines:
•
•
•
Not yet announced:
•
•
•
MedBiquitous Conference (May): Deadline December 15
Med Ed Meeting (September): Deadline December 21
GIR
Learn Serve Lead
Past deadlines:
•
•
•
•
AACOM
CCME
GEA Regional Meetings
IAMSE
22
Capturing Medical Student Performance Data
to Guide Personal Learning Plans
Vanderbilt School of Medicine
Anderson Spickard, III, MD, MS
Toufeeq Ahmed, MD, PhD
Kim Lomis, MD
Bonnie Miller, MD
Transforming IT infrastructure to support major curricular reforms. Tch Learn Med. In press, Jan 2016.
Competencies
Learning Objectives
Administrative View
Program Evaluation
Data
Repository
Vanderbilt Healthcare
Learning System
Activities
Experiences
Assessments
Student View
ePortfolio
•Artifacts
•Assessments
Reflective Summary
Personal Learning Plan
Guided
Self-Assessment
Vanderbilt Curriculum 2.0
Individualized
Inter-departmental
courses
First year
Continuity clinic
Second year
Third and fourth year
PC1 History and Physical Exam
PC1a-History Sub-optimal
Entry
Aspirational
Thoroughness of
history
Not engaged.
Not focused on
patient
interaction.
Performs
part of a
history or a
basic
history.
Important
information
may be
lacking, or
may be
overly
inclusive.
Performs a
reasonably
complete history.
Gathers
necessary
elements to
arrive at a
correct diagnosis
or short
differential
diagnosis. May
be overly
inclusive.
Performs a
complete history.
No major
information is
missed; perhaps a
few small details
forgotten; may be
overly inclusive.
Targeted and
appropriate
history, including
pertinent positives
and negatives.
Thoroughly and
efficiently elicits
patient’s history.
Performs part of
a history or a
basic history.
Important
information may
be lacking, or
may be overly
inclusive.
Organization of
history
Disruptive when
asking questions
or entering the
conversation.
Captures
fragmented
information
without an
intentional
approach.
Disorganized
approach, or
heavily relies
upon a template,
but eventually
captures
pertinent
information.
Some organization,
with some reliance
on template or
notes. Misses
some helpful
information or
broadly inclusive
without focus.
Organized, linear
approach to
history taking;
able to
independently
obtain sufficient
data with minimal
reliance on
template or
checklist.
Organized, linear,
hypothesis-driven
approach. Able
to elicit all
important aspects
of HPI, medical
history, current
medications,
family and social
history.
Competencies
Learning Objectives
Administrative View
Program Evaluation
Data
Repository
Vanderbilt Healthcare
Learning System
Activities
Experiences
Assessments
Student View
ePortfolio
•Artifacts
•Assessments
Reflective Summary
Personal Learning Plan
Guided
Self-Assessment
Assessments
Grades
Self-assessments
Peer assessments
Faculty assessments
Allied health professionals
Patient notes
Assessments
Grades
Self-assessments
Peer assessments
Faculty assessments
Allied health professional assessments
Patient notes
Assessments
Grades
Self-assessments
Peer assessments
Faculty assessments
Allied health professional assessments
Patient notes
Automatic scoring of medical students’ notes to monitor
learning in the workplace. Med Tch. 2014:36;68-72.
Competencies
Learning Objectives
Administrative View
Program Evaluation
Data
Repository
Vanderbilt Healthcare
Learning System
Activities
Experiences
Assessments
Student View
ePortfolio
•Artifacts
•Assessments
Reflective Summary
Personal Learning Plan
Guided
Self-Assessment
Student ePortfolio
Student View
Faculty Review
Informed self-assessment
Portfolio Coach
Personal Career goals
Joint Review
Reconcile any differences
in interpretation of the
evidence
Promotion
Committee
Personal Learning
Plan
Example
Student
Student
Student
Student
Student
1
2
3
4
5
Competencies
Learning Objectives
Administrative View
Program Evaluation
Data
Repository
Vanderbilt Healthcare
Learning System
Activities
Experiences
Assessments
Student View
ePortfolio
•Artifacts
•Assessments
Reflective Summary
Personal Learning Plan
Guided
Self-Assessment
Administrative View
Program Evaluation
Data
Repository
Developmental Progression
First Semester PDx
Mid-Clerkships
End-clerkship OSCE
(PDx Instructors)
(Master Clinical Teachers)
(Faculty Observers)
End-Clerkship Year
Multi-station OSCE assessment
RIME Assessment
60
55
51
50
31
40
30
29
20
10
7
1
1
11
7
8
0
Year 2.5
Oberserver
Gatherer
Year 2
Reporter
Intepreter
Manager
Mid - year
Receptivity to feedback
70
70
50
60
50
50
40
30
21
0
20
10
0
0
9
0
0
0
Difficulty receiving….
Is receptive to…
Acknowledeges
perceptions of
others…
Year 2
Year 1
Actively seeks feedb…
Aspirational
Mid - year
Self-awareness
87
90
80
70
53
60
46
50
40
30
0
0
20
10
1
12
1
1
0
0
Entry
If probed, superficial….
If probed, independent
review...
Year 2
Year 1
Spontaneously
evaluates…
Aspirational
% of Student-Portfolio coach pairs congruent on all 6
ACGME domain assessments when they met
90
80
70
60
50
40
30
20
10
0
Yr 1 early
Yr 1 mid
Yr 1 end
Yr 2 early
Yr 2 mid
Next - EPA assessments via mobile
Curriculum development for the workplace using Entrustable Professional Activities
(EPAs). AMEE Guide No.99. Med Tch. Early online, July 14, 2015;1-20.
Acknowledgements
• Education Informatics Division of VUMC
Informatics Center under the leadership of Dr.
Toufeeq Ahmed
• School of Medicine under the leadership of
Deans Bonnie Miller, Kim Lomis, and Amy
Fleming
• Office of Educational Informatics and
Technology under the management of Jeremy
Elgin
“Best-of-breed” approach
VSTAR Platform
Technologies
Project
Based on
Tech Stack
Server
Learn
Open Source
PHP, MySQL, APC, MemCache,
Apache2
RedHat VM
CurriculumMap
Open Source
PHP, MySQL
RedHat VM
Help/ Support Center Open Source
PHP, MySQL
RedHat VM
Portfolio
Home Grown
ASP, .NET, JQuery
Win Server
VM
FreeForm
Home Grown
ASP, .NET, JQuery
Win Server
VM
Online Grading
Home Grown
PHP, Oracle
RedHat VM
Outcomes Database
Home Grown
PHP, Jquery, Oracle
RedHat VM
Qualtrics
Vendor
SaaS
Other updates from participants
Use ‘Chat’ to tell us what’s going on with you!
Happy Holidays!
•
Thanks so much for all you have done and continue to do on a
daily basis to make the CI the success it is!
•
We look forward to continuing to improve and enhance our data
and reports in the coming year.
•
Have a wonderful and blessed 2016!
Next meeting:
•
Wednesday, January 13, 1 pm ET
• (Second Wednesday of each month, 1 pm ET)
• Registration Links for 2016 will be posted soon
• Please send agenda items to tcameron@aamc.org