From Juliane_Schneider at hms.harvard.edu Wed Aug 3 15:54:14 2011 From: Juliane_Schneider at hms.harvard.edu (Schneider, Juliane) Date: Wed, 3 Aug 2011 11:54:14 -0400 Subject: [Curriculuminventory] event sequence question Message-ID: Valerie, I'm working on incorporating three levels of the curriculum into the xml: 1. Overarching theme (Fundaments of Medicine) 2. Course name (Molecular and Cellular Basis of Medicine) 3. Event (Lecture- Protein Structure and Binding; Tutorial 1) In my first attempt - the one you updated for me, thanks so much! - we have the lecture and a tutorial as events, with the Fundamentals of Medicine as an event sequence. Now that we've got Integration Blocks, I'm wondering if I should move FoM to that as something that's an overall theme, and put the course in as an event sequence? Does that make more sense, or do I have it backwards? Thanks! Juliane. -------------- next part -------------- An HTML attachment was scrubbed... URL: From vsmothers at jhmi.edu Wed Aug 3 16:15:06 2011 From: vsmothers at jhmi.edu (Valerie Smothers) Date: Wed, 3 Aug 2011 16:15:06 +0000 Subject: [Curriculuminventory] event sequence question In-Reply-To: References: Message-ID: Great, Juliane! Here's how I would map it based on what you've said. Theme (Fundamental of Medicine) -> Integration block Course (Molecular and Cellular basis of Medicine) -> Sequence Block Event (the Lecture and tutorial) -> Event Then the sequence block references the event. The Integration block references the sequence block. It could reference the event, too, but it would not have to. That's if you are using the Integration block to represent Themes. You could do it differently if you did not want to use themes. Hope this helps. And thanks for thinking it through and helping us all move forward. Best, Valerie From: Schneider, Juliane [mailto:Juliane_Schneider at hms.harvard.edu] Sent: Wednesday, August 03, 2011 11:54 AM To: Valerie Smothers; 'curriculuminventory at medbiq.org' Subject: event sequence question Valerie, I'm working on incorporating three levels of the curriculum into the xml: 1. Overarching theme (Fundaments of Medicine) 2. Course name (Molecular and Cellular Basis of Medicine) 3. Event (Lecture- Protein Structure and Binding; Tutorial 1) In my first attempt - the one you updated for me, thanks so much! - we have the lecture and a tutorial as events, with the Fundamentals of Medicine as an event sequence. Now that we've got Integration Blocks, I'm wondering if I should move FoM to that as something that's an overall theme, and put the course in as an event sequence? Does that make more sense, or do I have it backwards? Thanks! Juliane. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Juliane_Schneider at hms.harvard.edu Wed Aug 3 17:11:27 2011 From: Juliane_Schneider at hms.harvard.edu (Schneider, Juliane) Date: Wed, 3 Aug 2011 13:11:27 -0400 Subject: [Curriculuminventory] event sequence question In-Reply-To: References: Message-ID: That makes sense to me! I suppose FOM could be a sequence block, but I think it fits more into a theme. It really divides our curriculum up via principles vs. clinical experience, so it's pretty broad (the other two 'themes' that are equal to it are Principle Clinical Experience and Advanced Experiences in Clinical Medicine and Science. If I DID want to make it a sequence block, for whatever reason, would I nest the sequence blocks: Fundamentals of Medicine ... ... Molecular and Cellular Basis of Medicine ... ... ________________________________ From: Valerie Smothers [mailto:vsmothers at jhmi.edu] Sent: Wednesday, August 03, 2011 12:15 PM To: Schneider, Juliane; 'curriculuminventory at medbiq.org' Subject: RE: event sequence question Great, Juliane! Here's how I would map it based on what you've said. Theme (Fundamental of Medicine) -> Integration block Course (Molecular and Cellular basis of Medicine) -> Sequence Block Event (the Lecture and tutorial) -> Event Then the sequence block references the event. The Integration block references the sequence block. It could reference the event, too, but it would not have to. That's if you are using the Integration block to represent Themes. You could do it differently if you did not want to use themes. Hope this helps. And thanks for thinking it through and helping us all move forward. Best, Valerie From: Schneider, Juliane [mailto:Juliane_Schneider at hms.harvard.edu] Sent: Wednesday, August 03, 2011 11:54 AM To: Valerie Smothers; 'curriculuminventory at medbiq.org' Subject: event sequence question Valerie, I'm working on incorporating three levels of the curriculum into the xml: 1. Overarching theme (Fundaments of Medicine) 2. Course name (Molecular and Cellular Basis of Medicine) 3. Event (Lecture- Protein Structure and Binding; Tutorial 1) In my first attempt - the one you updated for me, thanks so much! - we have the lecture and a tutorial as events, with the Fundamentals of Medicine as an event sequence. Now that we've got Integration Blocks, I'm wondering if I should move FoM to that as something that's an overall theme, and put the course in as an event sequence? Does that make more sense, or do I have it backwards? Thanks! Juliane. -------------- next part -------------- An HTML attachment was scrubbed... URL: From vsmothers at jhmi.edu Wed Aug 3 17:27:02 2011 From: vsmothers at jhmi.edu (Valerie Smothers) Date: Wed, 3 Aug 2011 17:27:02 +0000 Subject: [Curriculuminventory] event sequence question In-Reply-To: References: Message-ID: Yes, you could nest the sequence blocks using the SequenceBlockReference element to point to the id of the nested block. Best, Valerie From: Schneider, Juliane [mailto:Juliane_Schneider at hms.harvard.edu] Sent: Wednesday, August 03, 2011 1:11 PM To: Valerie Smothers; 'curriculuminventory at medbiq.org' Subject: RE: event sequence question That makes sense to me! I suppose FOM could be a sequence block, but I think it fits more into a theme. It really divides our curriculum up via principles vs. clinical experience, so it's pretty broad (the other two 'themes' that are equal to it are Principle Clinical Experience and Advanced Experiences in Clinical Medicine and Science. If I DID want to make it a sequence block, for whatever reason, would I nest the sequence blocks: Fundamentals of Medicine ... ... Molecular and Cellular Basis of Medicine ... ... ________________________________ From: Valerie Smothers [mailto:vsmothers at jhmi.edu] Sent: Wednesday, August 03, 2011 12:15 PM To: Schneider, Juliane; 'curriculuminventory at medbiq.org' Subject: RE: event sequence question Great, Juliane! Here's how I would map it based on what you've said. Theme (Fundamental of Medicine) -> Integration block Course (Molecular and Cellular basis of Medicine) -> Sequence Block Event (the Lecture and tutorial) -> Event Then the sequence block references the event. The Integration block references the sequence block. It could reference the event, too, but it would not have to. That's if you are using the Integration block to represent Themes. You could do it differently if you did not want to use themes. Hope this helps. And thanks for thinking it through and helping us all move forward. Best, Valerie From: Schneider, Juliane [mailto:Juliane_Schneider at hms.harvard.edu] Sent: Wednesday, August 03, 2011 11:54 AM To: Valerie Smothers; 'curriculuminventory at medbiq.org' Subject: event sequence question Valerie, I'm working on incorporating three levels of the curriculum into the xml: 1. Overarching theme (Fundaments of Medicine) 2. Course name (Molecular and Cellular Basis of Medicine) 3. Event (Lecture- Protein Structure and Binding; Tutorial 1) In my first attempt - the one you updated for me, thanks so much! - we have the lecture and a tutorial as events, with the Fundamentals of Medicine as an event sequence. Now that we've got Integration Blocks, I'm wondering if I should move FoM to that as something that's an overall theme, and put the course in as an event sequence? Does that make more sense, or do I have it backwards? Thanks! Juliane. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Juliane_Schneider at hms.harvard.edu Wed Aug 3 17:40:04 2011 From: Juliane_Schneider at hms.harvard.edu (Schneider, Juliane) Date: Wed, 3 Aug 2011 13:40:04 -0400 Subject: [Curriculuminventory] event sequence question In-Reply-To: References: Message-ID: Oh good! Not that I currently want to, but it's good to know. ________________________________ From: Valerie Smothers [mailto:vsmothers at jhmi.edu] Sent: Wednesday, August 03, 2011 1:27 PM To: Schneider, Juliane; 'curriculuminventory at medbiq.org' Subject: RE: event sequence question Yes, you could nest the sequence blocks using the SequenceBlockReference element to point to the id of the nested block. Best, Valerie From: Schneider, Juliane [mailto:Juliane_Schneider at hms.harvard.edu] Sent: Wednesday, August 03, 2011 1:11 PM To: Valerie Smothers; 'curriculuminventory at medbiq.org' Subject: RE: event sequence question That makes sense to me! I suppose FOM could be a sequence block, but I think it fits more into a theme. It really divides our curriculum up via principles vs. clinical experience, so it's pretty broad (the other two 'themes' that are equal to it are Principle Clinical Experience and Advanced Experiences in Clinical Medicine and Science. If I DID want to make it a sequence block, for whatever reason, would I nest the sequence blocks: Fundamentals of Medicine ... ... Molecular and Cellular Basis of Medicine ... ... ________________________________ From: Valerie Smothers [mailto:vsmothers at jhmi.edu] Sent: Wednesday, August 03, 2011 12:15 PM To: Schneider, Juliane; 'curriculuminventory at medbiq.org' Subject: RE: event sequence question Great, Juliane! Here's how I would map it based on what you've said. Theme (Fundamental of Medicine) -> Integration block Course (Molecular and Cellular basis of Medicine) -> Sequence Block Event (the Lecture and tutorial) -> Event Then the sequence block references the event. The Integration block references the sequence block. It could reference the event, too, but it would not have to. That's if you are using the Integration block to represent Themes. You could do it differently if you did not want to use themes. Hope this helps. And thanks for thinking it through and helping us all move forward. Best, Valerie From: Schneider, Juliane [mailto:Juliane_Schneider at hms.harvard.edu] Sent: Wednesday, August 03, 2011 11:54 AM To: Valerie Smothers; 'curriculuminventory at medbiq.org' Subject: event sequence question Valerie, I'm working on incorporating three levels of the curriculum into the xml: 1. Overarching theme (Fundaments of Medicine) 2. Course name (Molecular and Cellular Basis of Medicine) 3. Event (Lecture- Protein Structure and Binding; Tutorial 1) In my first attempt - the one you updated for me, thanks so much! - we have the lecture and a tutorial as events, with the Fundamentals of Medicine as an event sequence. Now that we've got Integration Blocks, I'm wondering if I should move FoM to that as something that's an overall theme, and put the course in as an event sequence? Does that make more sense, or do I have it backwards? Thanks! Juliane. -------------- next part -------------- An HTML attachment was scrubbed... URL: From vsmothers at jhmi.edu Tue Aug 9 14:07:48 2011 From: vsmothers at jhmi.edu (Valerie Smothers) Date: Tue, 9 Aug 2011 14:07:48 +0000 Subject: [Curriculuminventory] Agenda and call-in for Aug 11 Message-ID: Hi, everyone. Attached is our agenda and call-in information for the call this Thursday. It's not too late to volunteer to be on a subcommittee to look at facets! If you would like to do so, please send your name to Jody (jpoet1 at jhmi.edu). We'll also plan to discuss the facets vs a non-facets approach on our call Thursday. The agenda is also online at: http://groups.medbiq.org/medbiq/display/CI/2011-08-11 Meeting Information Date: August 11, 2011 Time: 8 PDT/11 EDT/16 BST Call in Number NETHERLANDS +31-20-718-8593 SWEDEN +46-8-566-19-394 SINGAPORE +65-6883-9223 UNITED KINGDOM GLASGOW +44-141-202-3228 LONDON +44-20-3043-2495 MANCHESTER +44-161-601-1428 USA +1-203-418-3123 Passcode 1599520 Please note: the conferencing service will ask you to enter the pound sign. Press # for pound. To mute, press *6. Agenda Items 1. Review minutes of last meeting 2. Continue facets/no facets discussion 2. Discuss "snippett" from Harvard, any others 3. Continue specification review 4. Open discussion Best, Valerie Valerie Smothers Deputy Director MedBiquitous vsmothers at jhmi.edu +1-410-735-6142 www.medbiq.org Sign up for our newsletter -------------- next part -------------- An HTML attachment was scrubbed... URL: From vsmothers at jhmi.edu Wed Aug 10 19:58:14 2011 From: vsmothers at jhmi.edu (Valerie Smothers) Date: Wed, 10 Aug 2011 19:58:14 +0000 Subject: [Curriculuminventory] xml document from Harvard Message-ID: Hi, everyone. In case anyone is having trouble downloading the XML snippet Juliane sent, it is attached to this message. And as a reminder, our Curriculum Inventory call is at 11 EDT tomorrow, Thursday August 11. Call in information and agenda are on the wiki at: http://groups.medbiq.org/medbiq/display/CI/2011-08-11 Talk to you then! valerie Valerie Smothers Deputy Director MedBiquitous vsmothers at jhmi.edu +1-410-735-6142 www.medbiq.org Sign up for our newsletter -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Harvard_example_9augrev.xml Type: text/xml Size: 5875 bytes Desc: Harvard_example_9augrev.xml URL: From Juliane_Schneider at hms.harvard.edu Thu Aug 11 13:00:14 2011 From: Juliane_Schneider at hms.harvard.edu (Schneider, Juliane) Date: Thu, 11 Aug 2011 09:00:14 -0400 Subject: [Curriculuminventory] XML observations Message-ID: During my test run of the XML, I found that the event/sequence/integration block worked very well to express the relationships between these 'parts' of the curriculum. The only thing I ran up against was that is required, and there are a lot of events in our curriculum, particularly tutorials, that don't have descriptions; course descriptions seem to be pretty spotty as well. I think this is because some course/tutorial titles are self evident, or derive their description from the course that they're tied to. Is this similar to what we find for the curriculums of other institutions? Juliane. -------------- next part -------------- An HTML attachment was scrubbed... URL: From vsmothers at jhmi.edu Tue Aug 16 20:01:23 2011 From: vsmothers at jhmi.edu (Valerie Smothers) Date: Tue, 16 Aug 2011 20:01:23 +0000 Subject: [Curriculuminventory] Call for Abstracts - MedBiquitous 2012 Message-ID: Dear working group and Technical Steering Committee members, The MedBiquitous 2012 Call for Abstracts is now underway. The conference is a great opportunity to highlight the important work that you do, so please consider submitting an abstract! Join colleagues from around the world in examining how learning technologies can transform health professions education across the continuum. The MedBiquitous Executive Committee is seeking high-quality abstracts for panel presentations and innovation demonstrations for the MedBiquitous Annual Conference 2012. The conference will take place May 2-4 at Johns Hopkins School of Medicine in Baltimore, MD. We are seeking abstracts related to the following topics: * Educational technology research * Virtual patients and simulations * Electronic portfolios * E-learning repositories and content interchange * Data Exchange supporting professional development and certification * MedBiquitous standards implementation * Solutions for competence measurement and tracking Abstracts are due November 1 and may be submitted online. Please note that presenters are required to register for the conference by March 1. www.medbiq.org/callforabstracts Best regards, Valerie Valerie Smothers Deputy Director MedBiquitous vsmothers at jhmi.edu +1-410-735-6142 www.medbiq.org Call for Abstracts! MedBiquitous Annual Conference 2012 Sign up for our newsletter -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.albright at tufts.edu Tue Aug 16 20:06:56 2011 From: susan.albright at tufts.edu (Albright, Susan) Date: Tue, 16 Aug 2011 20:06:56 +0000 Subject: [Curriculuminventory] event sequence question In-Reply-To: References: Message-ID: Dear Valerie I've been working on an xml file and I'm looking at percent effort. In our integrated course system we have a master course that has child courses of varying lengths. So - percent effort of that SequenceBlock with child courses of varying lengths as the semester rolls along is problematic. In addition, at the same time there are other courses going on - also of varying length and intensity. For example - there is a course called patient presentations which has 6 unique presentations that happen throughout the semester. I'm having a hard time figuring out what PercentEffort really means and how to determine it - and if I could assign a number - would it really have any meaning. Does this question make sense or do you need greater detail? Susan From: curriculuminventory-bounces at medbiq.org [mailto:curriculuminventory-bounces at medbiq.org] On Behalf Of Schneider, Juliane Sent: Wednesday, August 03, 2011 1:40 PM To: 'Valerie Smothers'; 'curriculuminventory at medbiq.org' Subject: Re: [Curriculuminventory] event sequence question Oh good! Not that I currently want to, but it's good to know. ________________________________ From: Valerie Smothers [mailto:vsmothers at jhmi.edu] Sent: Wednesday, August 03, 2011 1:27 PM To: Schneider, Juliane; 'curriculuminventory at medbiq.org' Subject: RE: event sequence question Yes, you could nest the sequence blocks using the SequenceBlockReference element to point to the id of the nested block. Best, Valerie From: Schneider, Juliane [mailto:Juliane_Schneider at hms.harvard.edu] Sent: Wednesday, August 03, 2011 1:11 PM To: Valerie Smothers; 'curriculuminventory at medbiq.org' Subject: RE: event sequence question That makes sense to me! I suppose FOM could be a sequence block, but I think it fits more into a theme. It really divides our curriculum up via principles vs. clinical experience, so it's pretty broad (the other two 'themes' that are equal to it are Principle Clinical Experience and Advanced Experiences in Clinical Medicine and Science. If I DID want to make it a sequence block, for whatever reason, would I nest the sequence blocks: Fundamentals of Medicine ... ... Molecular and Cellular Basis of Medicine ... ... ________________________________ From: Valerie Smothers [mailto:vsmothers at jhmi.edu] Sent: Wednesday, August 03, 2011 12:15 PM To: Schneider, Juliane; 'curriculuminventory at medbiq.org' Subject: RE: event sequence question Great, Juliane! Here's how I would map it based on what you've said. Theme (Fundamental of Medicine) -> Integration block Course (Molecular and Cellular basis of Medicine) -> Sequence Block Event (the Lecture and tutorial) -> Event Then the sequence block references the event. The Integration block references the sequence block. It could reference the event, too, but it would not have to. That's if you are using the Integration block to represent Themes. You could do it differently if you did not want to use themes. Hope this helps. And thanks for thinking it through and helping us all move forward. Best, Valerie From: Schneider, Juliane [mailto:Juliane_Schneider at hms.harvard.edu] Sent: Wednesday, August 03, 2011 11:54 AM To: Valerie Smothers; 'curriculuminventory at medbiq.org' Subject: event sequence question Valerie, I'm working on incorporating three levels of the curriculum into the xml: 1. Overarching theme (Fundaments of Medicine) 2. Course name (Molecular and Cellular Basis of Medicine) 3. Event (Lecture- Protein Structure and Binding; Tutorial 1) In my first attempt - the one you updated for me, thanks so much! - we have the lecture and a tutorial as events, with the Fundamentals of Medicine as an event sequence. Now that we've got Integration Blocks, I'm wondering if I should move FoM to that as something that's an overall theme, and put the course in as an event sequence? Does that make more sense, or do I have it backwards? Thanks! Juliane. -------------- next part -------------- An HTML attachment was scrubbed... URL: From vsmothers at jhmi.edu Wed Aug 17 02:56:08 2011 From: vsmothers at jhmi.edu (Valerie Smothers) Date: Wed, 17 Aug 2011 02:56:08 +0000 Subject: [Curriculuminventory] event sequence question In-Reply-To: References: , Message-ID: That's helpful, Susan. It sounds like percent effort isn't always appropriate for sequence blocks, particularly if they are "parent" blocks and the "children" vary in intensity. Let me think on this one. Thanks again for putting this all to the acid test. Best, Valerie Valerie Smothers Deputy Director MedBiquitous vsmothers at jhmi.edu Phone 410-735-6142 Fax 410-735-4660 www.medbiq.org Sign up for our newsletter! ________________________________ From: Albright, Susan [susan.albright at tufts.edu] Sent: Tuesday, August 16, 2011 4:06 PM To: Valerie Smothers; 'curriculuminventory at medbiq.org' Subject: RE: event sequence question Dear Valerie I?ve been working on an xml file and I?m looking at percent effort. In our integrated course system we have a master course that has child courses of varying lengths. So ? percent effort of that SequenceBlock with child courses of varying lengths as the semester rolls along is problematic. In addition, at the same time there are other courses going on ? also of varying length and intensity. For example ? there is a course called patient presentations which has 6 unique presentations that happen throughout the semester. I?m having a hard time figuring out what PercentEffort really means and how to determine it ? and if I could assign a number - would it really have any meaning. Does this question make sense or do you need greater detail? Susan From: curriculuminventory-bounces at medbiq.org [mailto:curriculuminventory-bounces at medbiq.org] On Behalf Of Schneider, Juliane Sent: Wednesday, August 03, 2011 1:40 PM To: 'Valerie Smothers'; 'curriculuminventory at medbiq.org' Subject: Re: [Curriculuminventory] event sequence question Oh good! Not that I currently want to, but it?s good to know. ________________________________ From: Valerie Smothers [mailto:vsmothers at jhmi.edu] Sent: Wednesday, August 03, 2011 1:27 PM To: Schneider, Juliane; 'curriculuminventory at medbiq.org' Subject: RE: event sequence question Yes, you could nest the sequence blocks using the SequenceBlockReference element to point to the id of the nested block. Best, Valerie From: Schneider, Juliane [mailto:Juliane_Schneider at hms.harvard.edu] Sent: Wednesday, August 03, 2011 1:11 PM To: Valerie Smothers; 'curriculuminventory at medbiq.org' Subject: RE: event sequence question That makes sense to me! I suppose FOM could be a sequence block, but I think it fits more into a theme. It really divides our curriculum up via principles vs. clinical experience, so it?s pretty broad (the other two ?themes? that are equal to it are Principle Clinical Experience and Advanced Experiences in Clinical Medicine and Science. If I DID want to make it a sequence block, for whatever reason, would I nest the sequence blocks: Fundamentals of Medicine ? ? Molecular and Cellular Basis of Medicine ? ? ________________________________ From: Valerie Smothers [mailto:vsmothers at jhmi.edu] Sent: Wednesday, August 03, 2011 12:15 PM To: Schneider, Juliane; 'curriculuminventory at medbiq.org' Subject: RE: event sequence question Great, Juliane! Here?s how I would map it based on what you?ve said. Theme (Fundamental of Medicine) -> Integration block Course (Molecular and Cellular basis of Medicine) -> Sequence Block Event (the Lecture and tutorial) -> Event Then the sequence block references the event. The Integration block references the sequence block. It could reference the event, too, but it would not have to. That?s if you are using the Integration block to represent Themes. You could do it differently if you did not want to use themes. Hope this helps. And thanks for thinking it through and helping us all move forward. Best, Valerie From: Schneider, Juliane [mailto:Juliane_Schneider at hms.harvard.edu] Sent: Wednesday, August 03, 2011 11:54 AM To: Valerie Smothers; 'curriculuminventory at medbiq.org' Subject: event sequence question Valerie, I?m working on incorporating three levels of the curriculum into the xml: 1. Overarching theme (Fundaments of Medicine) 2. Course name (Molecular and Cellular Basis of Medicine) 3. Event (Lecture- Protein Structure and Binding; Tutorial 1) In my first attempt ? the one you updated for me, thanks so much! ? we have the lecture and a tutorial as events, with the Fundamentals of Medicine as an event sequence. Now that we?ve got Integration Blocks, I?m wondering if I should move FoM to that as something that?s an overall theme, and put the course in as an event sequence? Does that make more sense, or do I have it backwards? Thanks! Juliane. From vsmothers at jhmi.edu Fri Aug 19 20:52:03 2011 From: vsmothers at jhmi.edu (Valerie Smothers) Date: Fri, 19 Aug 2011 20:52:03 +0000 Subject: [Curriculuminventory] Agenda and call-in for Aug 25 Message-ID: Dear working group, Below are the agenda and call-in for our call Aug 25 . The agenda is also available online at: http://groups.medbiq.org/medbiq/display/CI/2011-08-25 Meeting Information Date: August 25, 2011 Time: 8 PDT/10 CDT/11 EDT/16 BST Call in Number SWEDEN +46-8-566-19-394 SINGAPORE +65-6883-9223 UNITED KINGDOM GLASGOW +44-141-202-3228 LONDON +44-20-3043-2495 MANCHESTER +44-161-601-1428 USA +1-203-418-3123 Passcode 1599520 Please note: the conferencing service will ask you to enter the pound sign. Press # for pound. To mute, press *6. Agenda Items 1. Review minutes of last meeting 2. Discuss percent effort 3. Discuss representation of clerkships proposal 4. Discuss representation of objects (objectives and competencies) 5. Review of spec changes 6. Open discussion Many thanks! I look forward to speaking with you on Thursday. Best regards, Valerie Valerie Smothers Deputy Director MedBiquitous vsmothers at jhmi.edu +1-410-735-6142 www.medbiq.org Call for Abstracts! MedBiquitous Annual Conference 2012 Sign up for our newsletter -------------- next part -------------- An HTML attachment was scrubbed... URL: From vsmothers at jhmi.edu Thu Aug 25 14:51:18 2011 From: vsmothers at jhmi.edu (Valerie Smothers) Date: Thu, 25 Aug 2011 14:51:18 +0000 Subject: [Curriculuminventory] FW: Comments on Clerkship Model for Curriculum Group Message-ID: Dear working group, Please see Kevin's insightful comments below! Valerie -----Original Message----- From: Souza, Kevin [mailto:SouzaK at medsch.ucsf.edu] Sent: Thursday, August 25, 2011 10:12 AM To: Valerie Smothers; Triola Marc; Susan Albright Cc: Mayfield, Chandler; Terri Cameron; Souza, Kevin Subject: Comments on Clerkship Model for Curriculum Group I will be in transit this morning as usual and this morning I will be particularly challenged by ATT connection limitations due to my route. Forgive my bee-boops as I pop in and out of the conversation. I reviewed the slide deck on clerkships and have these quick comments which are probably obvious and a bit ramble at 6 am. It is hard for me to think about this simply at the high level which is addressed in the slide deck. My head immediately goes down into specific learning activities, regardless of the clerkship model (lockstep traditional clerkships; integrated clerkships;; longitudinal preceptor or clinical experiences) What could schools report to the CIP under this model? 1. To demonstrate that a clerkship is offered 2. To demonstrate that is is required or elective (do we need to know if is purely an elective or a selective?) 3. To demonstrate the length of the clerkship? 4. Document the course-level objectives of the clerkship "UCSF offers 6 weeks of a required clerkship in pediatrics and during that 6 weeks students will learn ..." 1. The proposal will work for ordered or unordered lock-step clerkships where students are in a single clerkship for the duration. 2. A school could meet the above criteria without having to document individual learning activities within the clerkship 3. A school could report one instance of the clerkship to represent their curriculum What would they not be able to report to the CIP under this model? 1. educational methods used in the clerkship 2. educational settings used in the clerkship 3. activity level learning objectives Summary The model reported in this slide deck should work and is basically what we did in Ilios 1. It will be easy for schools to meet this threshold. If we stop here and do not design the schema to report clerkship data at the activity level then we may be doing them a disservice with the LCME. The LCME requires that they track clinical teaching at the activity level so that the data is rich enough for quality improvement reporting. Ilios 2, and I am pretty certain TUSK, allow for clinical activities to be entered without being linked to a time and day, but can be tracked by duration. If schools reported at the activity level then we would capture the actual amount of time a learner spends in the clerkship; what they learn and the method. This should work for any type of clerkship or clinical learning. BUT BEWARE - this is a lot of work for schools to manage. Boy this is fun! ________________________________ Kevin H. Souza, MS Assistant Dean for Medical Education University of California San Francisco kevin.souza at ucsf.edu (415) 287-7759 From vsmothers at jhmi.edu Thu Aug 25 16:01:27 2011 From: vsmothers at jhmi.edu (Valerie Smothers) Date: Thu, 25 Aug 2011 16:01:27 +0000 Subject: [Curriculuminventory] FW: FW: Comments on Clerkship Model for Curriculum Group Message-ID: Hi, everyone. Please see Kristi's note below and accompanying attachment. And if you were lurking and would like to be accounted for in the minutes, please let me know. Also, Cindy mentioned she had trouble getting in - did anyone else have trouble getting in? Many thanks, Valerie -----Original Message----- From: Ferguson, Kristi [mailto:kristi-ferguson at uiowa.edu] Sent: Thursday, August 25, 2011 11:43 AM To: Valerie Smothers Cc: Terri Cameron, MA (tcameron at aamc.org) Subject: RE: [Curriculuminventory] FW: Comments on Clerkship Model for Curriculum Group Here's summary table that we prepared for our LCME Visit in 2009. It's based on our standard clerkship evaluation form that is required for students to complete at the end of all clerkships. With regard to Terri's question about how to capture it, putting in the group means might work, and might be more accurate than just going from the syllabus. On a related note, thinking about the sub-I issue, perhaps the solution that we proposed for clerkships in general, i.e., that different offerings would just be considered different sections, might apply here as well. -----Original Message----- From: curriculuminventory-bounces at medbiq.org [mailto:curriculuminventory-bounces at medbiq.org] On Behalf Of Valerie Smothers Sent: Thursday, August 25, 2011 9:51 AM To: 'curriculuminventory at medbiq.org' Subject: [Curriculuminventory] FW: Comments on Clerkship Model for Curriculum Group Dear working group, Please see Kevin's insightful comments below! Valerie -----Original Message----- From: Souza, Kevin [mailto:SouzaK at medsch.ucsf.edu] Sent: Thursday, August 25, 2011 10:12 AM To: Valerie Smothers; Triola Marc; Susan Albright Cc: Mayfield, Chandler; Terri Cameron; Souza, Kevin Subject: Comments on Clerkship Model for Curriculum Group I will be in transit this morning as usual and this morning I will be particularly challenged by ATT connection limitations due to my route. Forgive my bee-boops as I pop in and out of the conversation. I reviewed the slide deck on clerkships and have these quick comments which are probably obvious and a bit ramble at 6 am. It is hard for me to think about this simply at the high level which is addressed in the slide deck. My head immediately goes down into specific learning activities, regardless of the clerkship model (lockstep traditional clerkships; integrated clerkships;; longitudinal preceptor or clinical experiences) What could schools report to the CIP under this model? 1. To demonstrate that a clerkship is offered 2. To demonstrate that is is required or elective (do we need to know if is purely an elective or a selective?) 3. To demonstrate the length of the clerkship? 4. Document the course-level objectives of the clerkship "UCSF offers 6 weeks of a required clerkship in pediatrics and during that 6 weeks students will learn ..." 1. The proposal will work for ordered or unordered lock-step clerkships where students are in a single clerkship for the duration. 2. A school could meet the above criteria without having to document individual learning activities within the clerkship 3. A school could report one instance of the clerkship to represent their curriculum What would they not be able to report to the CIP under this model? 1. educational methods used in the clerkship 2. educational settings used in the clerkship 3. activity level learning objectives Summary The model reported in this slide deck should work and is basically what we did in Ilios 1. It will be easy for schools to meet this threshold. If we stop here and do not design the schema to report clerkship data at the activity level then we may be doing them a disservice with the LCME. The LCME requires that they track clinical teaching at the activity level so that the data is rich enough for quality improvement reporting. Ilios 2, and I am pretty certain TUSK, allow for clinical activities to be entered without being linked to a time and day, but can be tracked by duration. If schools reported at the activity level then we would capture the actual amount of time a learner spends in the clerkship; what they learn and the method. This should work for any type of clerkship or clinical learning. BUT BEWARE - this is a lot of work for schools to manage. Boy this is fun! ________________________________ Kevin H. Souza, MS Assistant Dean for Medical Education University of California San Francisco kevin.souza at ucsf.edu (415) 287-7759 _______________________________________________ Curriculuminventory mailing list Curriculuminventory at medbiq.org http://medbiq.org/mailman/listinfo/curriculuminventory_medbiq.org ________________________________ Notice: This UI Health Care e-mail (including attachments) is covered by the Electronic Communications Privacy Act, 18 U.S.C. 2510-2521, is confidential and may be legally privileged. If you are not the intended recipient, you are hereby notified that any retention, dissemination, distribution, or copying of this communication is strictly prohibited. Please reply to the sender that you have received the message in error, then delete it. Thank you. ________________________________ -------------- next part -------------- A non-text attachment was scrubbed... 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