ANSI/MEDBIQ CI.10.1-2013 Curriculum Inventory Specifications
Curriculum Inventory Administrators’ Group March 8, … · Curriculum Inventory Administrators’...
Transcript of Curriculum Inventory Administrators’ Group March 8, … · Curriculum Inventory Administrators’...
Curriculum Inventory Administrators’ GroupMarch 8, 2017
Terri Cameron, MADirector, Curriculum Programs
• CI 2015-2016 / 2016-2017 Upload / Chart and Report Updates• March CI in Context: Use of Ultrasound in US Medical Schools• April CI in Context: Social Determinants of Health• CI Reports Issues: Use of Integration Blocks; ‘Summary’ Events• Presentation from WGEA 2017: Systems to Manage Accreditation by Julie Youm, UC-Irvine• Presentation from WGEA 2017: EPA Toolkit for Implementing EPAs in the MD Curriculum,
by Tomo Ito, Oregon Health Sciences University• Medical school highlight: Emory University by Hugh Stoddard• CI for CQI and Accreditation Task Force• CI Research Group• Spring 2017 Conferences• Next meeting: Wednesday, April 12, 1 pm ET
Agenda
CI in Context: March 2017• Use of Ultrasound in US and
Canadian Medical Schools
• Note: Ultrasound is listed as a Resource by 2 medical schools, but 101 schools document in the term ultrasound in CI.
CI in Context: April 2017• Coverage of Social
Determinants of Health in US and Canadian Medical Schools
• Karen Sheehan, Northwestern University
CI Reports Issues• Integration Blocks
• Show themes across the curriculum
• Event Duration
• Range is from 10 minutes to hundreds of hours• ‘Summary’ events (e.g., 4 hours per week x 20 weeks)• Affects ‘Hour’ Reports
WGEA 2017 Presentation
• Systems to Manage Accreditation Julie Youm, UC-Irvine
SYSTEMS TO MANAGE ACCREDITATION 101Julie Youm, PhD, Assistant Dean, Education Compliance Quality, Director Educational Technology
Warren Wiechmann, MD, MBA, Associate Dean, Clinical Science Education and Educational Technology Khanh-Van Le-Bucklin, MD, Senior Associate Dean, Medical Education
Terri Dean, Director, Curricular Affairs
UC Irvine School of Medicine
DISCLAIMEROPINIONS ARE OUR OWN AND NOT THE VIEWS
OF OUR EMPLOYER OR THE LCME
SESSION
OBJECTIVES
• To present an overview of the types of systems and reports that can help prepare a medical school for LCME-accreditation under current standards
• To describe three examples of systems applied to address specific LCME standards and elements
• To outline the benefits and challenges of meeting the new accreditation standards with new and legacy systems most commonly found in medical schools
OVERVIEW
ELEMENT 1.1
LCME Element 1.1: Strategic Planning and Continuous Quality Improvement
“A medical school engages in ongoing planning and continuous quality improvement processes that establish short and long-term programmatic goals, result in the achievement of measurable outcomes that are used to improve programmatic quality, and ensure effective monitoring of the medical education program’s compliance with accreditation standards.”
OVERVIEW
ELEMENT 1.1
LCME White Paper (October 2016) “Implementing a System for Monitoring Performance in LCME Accreditation Standards” • Policy • Personnel • Resources • Selecting Elements to be Monitored• Managing Data Collection and Review
OVERVIEW
ACCREDITATION SYSTEMS
Curriculum Management
Evaluation
Medical School Management
Reporting
OVERVIEWCURRICULUM MANAGEMENT
• Curriculum mapping to identify gaps and (un)planned redundancies
• Annual AAMC CIR upload • MedBiquitous Standard
LCME • Element 6.1: Program and Learning Objectives • Standard 7: Curricular Content • Element 8.1: Curricular Management
OVERVIEW
EVALUATIONS
• Faculty + Student + Course/clerkship
LCME • Element 9.7: Formative Assessment and Feedback • Element 9.8: Fair and Timely Summative Assessment
OVERVIEW
MEDICAL SCHOOL MANAGEMENT
• Student records • Case logs/required clinical experiences • Duty hours
LCME • Element 8.6: Monitoring of Completion of Required Clinical
Experiences • Element 8.8: Monitoring Student Time • Element 9.7: Formative Assessment and Feedback • Element 9.8: Fair and Timely Summative Assessment
Canvas Learning Management System
+STUDENT ROSTER +FACULTY ROSTER +STAFF ROSTER
+COURSE SCHEDULE STUDENT GRADES
Ilios Curriculum Management
System +STUDENT ROSTER +FACULTY ROSTER +STAFF ROSTER
-COURSE SCHEDULE
UCI Evaluations +STUDENT ROSTER +FACULTY ROSTER +STAFF ROSTER
+ROTATION SCHEDULE
UCI Student Database STUDENT DEMOGRAPHICS
STUDENT GRADES -STUDENT ROSTER
+ROTATION SCHEDULE
New Innovations +STUDENT ROSTER -EVALUATIONS -CASE LOGS -WORK HOURS
UCI Scheduling +STUDENT ROSTER +FACULTY ROSTER
-ROTATION SCHEDULE
Central SOM Database
+STUDENT ROSTER -DASHBOARD -REPORTING
LEGEND: +Input -Output
UCI School of Medicine Systems Overview
ADMISSIONS
EXAMSOFTB-LINE
OVERVIEW
REPORTING
• See and understand data • Dashboards • View data from multiple sources
LCME • School-reported data throughout the DCIs
Canvas Learning Management
System +STUDENT ROSTER +FACULTY ROSTER +STAFF ROSTER
+COURSE SCHEDULE STUDENT GRADES
Ilios Curriculum Management
System +STUDENT ROSTER +FACULTY ROSTER +STAFF ROSTER
-COURSE SCHEDULE
UCI Evaluations +STUDENT ROSTER +FACULTY ROSTER +STAFF ROSTER
+ROTATION SCHEDULE
UCI Student Database
STUDENT DEMOGRAPHICS STUDENT GRADES -STUDENT ROSTER
+ROTATION SCHEDULE
New Innovations +STUDENT ROSTER -EVALUATIONS -CASE LOGS -WORK HOURS
UCI Scheduling +STUDENT ROSTER +FACULTY ROSTER
-ROTATION SCHEDULE
Central SOM Database
+STUDENT ROSTER -DASHBOARD -REPORTING
UCI School of Medicine Current Reporting Methods
Ilios Reporting Tool (Developed by ETG)
Excel
Built-in Reports Built-in Reports
EXAMPLE #1FAIR AND TIMELY SUMMATIVE ASSESSMENT (ELEMENT 9.8)
• Canvas Learning Management System • New Innovations
Availability of Final Grades AY 2014-15
EXAMPLE #2PROGRAM AND LEARNING OBJECTIVES (ELEMENT 6.1, 8.2, 8.3)
• Ilios, Curriculum Management System • Program, course and session-level learning objective mapping • Ilios Reporting Tool
EXAMPLE #3MONITORING REQUIRED CLINICAL EXPERIENCES (ELEMENT 6.2 AND 8.6)
• New Innovations • Weekly reports to Clerkship Directors
Ob/Gyn Surgery InptMedicine Ambulatory
Pediatrics Psychiatry Neurology EM FamilyMed
ACCREDITATION SYSTEMS
BENEFITS
• Ability to achieve CQI and compliance monitoring • Efficient collection of data • Robust analysis of data
ACCREDITATION SYSTEM
CHALLENGES
• Disparate/siloed systems • Lack of standardization and interoperability • System limiting process
ACCREDITATION SYSTEM
FUTURE
• Standardization • Interoperability
From Words to Action:Introduction of Core EPA Toolkits
AAMC WGEASLC, Utah
February 27, 2017
Tracy Bumsted, MD, MPHAssociate Professor, PediatricsAssociate Dean, UME
Tomo Ito, MS.EdAdministrative Manager, Curriculum & Student Affairs
We Have No Financial Disclosures or Conflicts of
Interest to Report
Institution Members of the AAMC Core EPA Pilot1. Columbia University College of Physicians and Surgeons2. Florida International University Herbert Wertheim College of
Medicine3. Michigan State University College of Human Medicine4. New York University School of Medicine5. Oregon Health & Science University School of Medicine6. University of Illinois College of Medicine7. University of Texas Health Sciences Center at Houston8. Vanderbilt University School of Medicine9. Virginia Commonwealth University School of Medicine10. Yale School of Medicine
https://www.aamc.org/initiatives/coreepas
Core Entrustable Professional Activities for Entering Residency Curriculum Developers’ Guide
https://members.aamc.org/eweb/upload/core%20EPA%20Curriculum%20Dev%20Guide.pdf
First, A Few DefinitionsEPA:
Units of professional practice, defined as tasks or responsibilities that trainees are entrusted to perform unsupervised once they have attained sufficient specific competence.
Competency:An observable ability of a health professional, integrating multiple components such as knowledge, skills, values, and attitudes.
Milestones:A behavioral descriptor that marks a level of performance for a given competency
13 EPAs• EPA 1: Gather a history and perform a physical examination
• EPA 2: Prioritize a differential diagnosis following a clinical encounter
• EPA 3: Recommend and interpret common diagnostic and screening tests
• EPA 4: Enter and discuss orders and prescriptions
• EPA 5: Document a clinical encounter in the patient record
• EPA 6: Provide an oral presentation of a clinical encounter
• EPA 7: Form clinical questions and retrieve evidence to advance patient care
• EPA 8: Give or receive a patient handover to transition care responsibility
• EPA 9: Collaborate as a member of an interprofessional team
• EPA 10: Recognize a patient requiring urgent or emergent care and initiate evaluation and management
• EPA 11: Obtain informed consent for tests and/or procedures
• EPA 12: Perform general procedures of a physician
• EPA 13: Identify system failures and contribute to a culture of safety and improvement
Charge to Core EPA Drafting Panel
To delineate those activities that all entering residents should be expected to perform on day 1 of residency without direct supervision, regardless of specialty.
Direct SupervisionIndirect Supervision (2 levels):
Direct Supervision Immediately AvailableDirect Supervision Available
Elements of EntrustmentBased largely on the work of Tara J. Kennedy, MD, MEd
Supervisor’s assessment of a trainee’s trustworthiness for independent clinical work takes into consideration four dimensions:
1. Knowledge, Skills, Values, Attitudes 2. Discernment3. Truthfulness4. Conscientiousness
Kennedy et al, Acad Med 2008;83(10Suppl):S89-92.
EPA Domain of Competence Competencies Milestones
Purpose of Core EPA ToolkitsTo create an accessible format that can support:
• Faculty development• Learner development• Design of curricular and assessment tools
How OHSU is Thinking About Implementing EPAs
(Still a Work in Progress!)
43 OHSU Competencies for MD degree
Students will need to be “entrusted” for all 43 in order to graduate
Plus AAMC 13 Core EPAs
What information will be used to award the EPA badges?
Entrustment Group: Award EPA Badges for Programmatic Entrustment
Thank You!
Curriculum InventoryFramework Used at Emory SOM
Hugh Stoddard, M.Ed., Ph.D.Assistant Dean for Medical Education Research
Outcomes Based Education
• Emory “Student Physician Activities” (SPAs)– Built on the conceptual basis of Entrustable Professional Activities– Connect to PCRS (national)– Map to the 6 ACGME Core Competencies– Encompass and expand Core EPAs
Graphic Organizer
Emory SPAs
Take a patient-centered history (focused and complete) SPA01 Recognize and address ethical dilemmas SPA15Perform a physical examination (focused and comprehensive) and recognize normal and abnormal
SPA02 Protect patient information SPA16
Apply principles of medical science to interpret clinical information
SPA03 Fulfill the professional role of a physician SPA17
Apply principles of medical science to patient care to develop a problem list, working diagnosis, etiologic evaluation, and management plan
SPA04 Manage time SPA18
Develop a patient care plan SPA05 Be a leader SPA19Perform technical procedures SPA06 Use feedback to improve one's own practices SPA20Communicate with patients and their support system regarding their care
SPA07Demonstrate trustworthiness to patients, colleagues, and other healthcare personnel
SPA21
Participate in difficult conversations with patients and their families
SPA08 Treat patients while understanding own biases SPA22
Document patient findings and treatment plans SPA09 Treat patients without regard to personal advantage SPA23Explain clinical decisions using scientific reasoning SPA10 Work in interprofessional teams SPA24Use electronic medical records SPA11 Identify personal limitations and seek assistance as SPA25Formulate questions and search the literature to resolve knowledge gaps
SPA12 Teach peers and team members SPA26
Contribute to generalizable medical knowledge SPA13 Serve the community SPA27Apply best evidence to the care of individual patients SPA14 Contribute to healthcare quality and safety initiatives SPA28
Student Outcomes (SPA) Code Student Outcomes (SPA) Code
Framework for Counting
• Categorize the content that lead to achieving the SPAs• Use content categories to align teaching and assessment• EUSOM Content Categories (in addition to SPAs)
– ICD9 organ systems– USMLE organizers
• National consensus of required knowledge
– LCME topics– EUSOM priorities
USMLE(mostly academic disciplines)
NA Prin00
Biochemistry and molecular biology
Prin01
Tissue response to disease(Pathophysiology)
Prin02
Normal structure and function(Gross anatomy & physiology)
Prin03
Histology and Biology of cells Prin04
Human genetics Prin05
Human development, lifecycle, & aging
Prin06
Immune responses Prin07
Microbial biology and infection Prin08
General Principles CodePharmacodynamic and pharmacokinetic processes
Prin09
Pharmacotherapeutics Prin10
Population health Prin11
Healthcare delivery and systems Prin12
Healthcare economics and finance
Prin13
Research methods and quantitative analysis
Prin14
Ethics Prin15
Jurisprudence Prin16
Medical humanities (philosophy, literature, & arts)
Prin17
Social science (anthropology, sociology, & psychology)
Prin18
General Principles Code
Special Topics (LCME and EUSOM)
NA Top00
Primary Care Top01
Wellness, Prevention and Health Promotion
Top02
Behavioral and Social Determinants of Health
Top03
Healthcare Disparities Top04
Societal Problems Top05
Sexuality Top06
Special Topics Code
Newborn & Pediatric Top07
Women's health Top08
Geriatrics Top09
End-of-Life care Top10
Rehabilitative Care Top11
Anesthesia and Anesthetics Top12
Transplant medicine Top13
Special Topics Code
Patient ProblemsPatient Problems Code
chronic conditions highlighted
NA Pt00
abdominal pain Pt001
accidents Pt002
acid base imbalance Pt003
acute coronary syndromes Pt004
acute kidney injury Pt005
Alzheimer's disease Pt006
amenorrhea Pt007
anemia Pt008
anxiety disorders Pt009
arthralgia Pt010
asthma Pt011
back pain Pt012
bipolar disorder Pt013 . . . et cetera
CI for CQI and Accreditation (CICA)• March 1st meeting:
• Reviewed generated lists of sequence blocks and competency objects from participants’ CI submissions for responses to 7.2. Preliminary results were met with general approval and indicate we have a working method to address 7.2 and questions like it.
• Participants continue to provide lists of search terms they have used to find question-appropriate content and Walter uses those terms to identify like-terms and concepts so that the results for any CI participant will be satisfactory.
Curriculum Inventory Research Group• Reviewing data for three 2017 projects:
• Review of Longitudinal Integrated Clerkships / Clerkship Continuity Experiences
• Longitudinal Study of how Boot Camps / Transition to Residency / Individual school measurements prepare students for residency
• Review of CI aggregate submissions for schools that implemented new curricula in 2016 – can we find new trends and initiatives from the data?
• Regional GEA Meetings • WGEA: February 25-27, Salt Lake City, Utah
• Best Practices for Using Your Curriculum Management System(Souza, Janes, Standley, Stone, Cameron)
• Leveraging the National Curriculum Inventory for Large-Scale Research Opportunities (Colbert-Getz, Teherani, Cameron)
• CGEA: March 29-31, 2017, Chicago, Illinois• Best Practices for Using Your Curriculum Management System
(Noiva, Rivest, Reed, Cameron)• Leveraging the National Curriculum Inventory for Large-Scale Research
Opportunities (DuFault, Farnan, Mavis, Cameron)
Spring/Summer Education Meetings
• Regional GEA Meetings • SGEA: April 19-22, 2017, Charlottesville, Virginia
• Best Practices for Using Your Curriculum Management System(Gibson, Lopez, Stoddard, Fitz-William)
• Leveraging the National Curriculum Inventory for Large-Scale Research Opportunities (Grochowski, Cameron)
• NEGEA: 2017 May 4-6, 2017, Rochester, NY• Best Practices for Using Your Curriculum Management System
(Vaughan, Hueppchen, Mallott, Fitz-William)
Spring/Summer Education Meetings
Spring/Summer Education Meetings• American Association of Colleges of Osteopathic Medicine (AACOM):
April 26-29, Baltimore, Maryland• Comparing and Benchmarking Curricula Using the Curriculum Inventory
(Watts, Wimsett, Moscatello, Fitz-William)• Curriculum Inventory: A Tool for Data-Driven Discussions (Fitz-William)
• Canadian Conference on Medical Education (CCME): April 29 – May 2, Winnipeg, Manitoba, Canada• Pre-Conference Workshop: The Curriculum Inventory – A Tool for Data-
Driven Decisions (Fitz-William)• Comparing and Benchmarking Curriculum using the Curriculum Inventory
(Simpson, Pennell, Fitz-William)
Spring/Summer Education Meetings• AAMC Group on Information Resources(GIR)/Group on Business
Affairs (GBA) /Group on Institutional Planning (GIP): May -12, Atlanta, Georgia • Best Practices for Using Your Curriculum Management System
(Gerber, McCarthy, Simpson, Fitz-William)• Curriculum Inventory Workshop / CI Support of CQI and Accreditation
(Fitz-William, Lawton) POST-CONFERENCE WORKSHOP
• MedBiquitous Conference:June 4-6, Baltimore, Maryland• Best Practices for Using Your Curriculum Management System
(Gerber, Fitz-William)• Curriculum Inventory Workshop (Fitz-William, Lawton)
Spring/Summer Education Meetings• International Association of Medical Science Educators (IAMSE):
June 10-13, Salt Lake City, Utah• Using the Curriculum Inventory for International Medical Education
Benchmarking (Cameron)• Using a National Curriculum Database for Medical Education Research
(Farnan, DuFault, Cameron)• Documenting and Reporting on Trends in Medical Education (Growchowski,
Bonaminio, Cameron)• Documenting, Reporting and Benchmarking Evidence-Based Content in
Medical Education Curricula (Simpson, Ma, Helf, Cameron)• Please let us know if you have any proposals accepted that relate to
Curriculum Management / Mapping
• Association for Medical Education in Europe (AMEE):August 26-30, Helsinki, Finland• No Proposals Due Submitted by AAMC Staff – please let us know if you have
any proposals accepted that relate to Curriculum Management / Mapping
• Wednesday, April 12, 1 pm ET• (Second Wednesday of each month, 1 pm ET)• Registration Links posted in Training and Resources section of
www.aamc.org/cir• Please send agenda items to [email protected]
Next meeting: