® Competencies Working Group 09 May 2011 Co-chairs: Rosalyn Scott, MD FACS Timothy Willett, MD.
Transcript of ® Competencies Working Group 09 May 2011 Co-chairs: Rosalyn Scott, MD FACS Timothy Willett, MD.
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Competencies Working Group
09 May 2011
Co-chairs:Rosalyn Scott, MD FACSTimothy Willett, MD
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Agenda
1. Introductions
2. Overview of conceptual model and work to date
3. Discuss levels, milestones and other outstanding issues
4. Open discussion
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MedBiquitous Competencies Working Group• Charter:
• “to develop XML standards and supporting guidelines for competency data enabling educational resources and activities to be tied to a competency framework”
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The big picture
Competency
LearningObjects
ActivityReport
Virtual Patient
CurriculumInventory
EducationalTrajectory
reports address
shows progression
maps
address
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WORK TO DATE
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Use Cases and SurveyUse Case Mean
score (scale 1-7)
Record performance data as evidence of competence for learning or assessment 6.0
Search a system to find curricular components (for example learning activities or assessments) addressing a particular competency
5.8
Record activities related to and evidence of competence within a portfolio that details the expected competencies and how the individual has progressed relative to each competency
5.8
Search a system to develop a report that details what competencies are addressed in the curriculum 5.7
Direct a clinician to learning based on gaps in competence (remediation) 5.5
Qualify the link between a competency/ontology and a person or curricular component, (e.g. the degree to which a learner has demonstrated a competency)
5.5
Index a competency framework against a controlled vocabulary, terminology, or ontology 5.4
Compare competence data for a clinician against a benchmark (gap analysis) 5.3
Export a portfolio or portion of a portfolio 5.3Map one set of competencies to another 5.1Use a machine readable set of competencies or learning outcomes developed by a collaboration or another organization (import it into the system)
4.6
Subsequent to the survey, two additional use cases were identified:
Using competencies as part of federated search strategies for finding articles, resources or activities linked to competencies
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Reprivileging of hospital staff, as required by the Joint Commission on the Accreditation of Healthcare Organizations (JCAHO), by linking performance/educational data for each staff member to defined competencies
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Comparison of published frameworks• Accreditation Council on Graduate Medical Education (ACGME) Competencies• Acute Care Nurse Practitioner Competencies • American Association of Critical-Care Nurses (AACN) General Patient Care Competencies &
Synergy Model• American Society of Health-System Pharmacists • CanMEDS 2005• CanMEDS Specialty Competencies • Good Medical Practice (UK) • Good Medical Practice (USA)• Entrustable Professional Activities• Pediatric Milestones (Am Board Ped)• Royal Australasian College of Surgery• The Scottish Doctor• Tomorrow's Doctors• Tufts University Medical, Dental and Veterinary Competencies• Tuning (MEDINE)• Women’s Healthcare Competencies
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Conceptual Model
• Competency Object• Competency
Framework• Extra-Competency
Relationships
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CURRENT STATUS
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Current issues
• Draft specifications:• Competency Object• Competency Framework
• Details (elements, structure)• XML binding
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Competency Object
• lom• Identifier (URL)• Title• Description• Publisher/author• Copyright• Target audience (profession)• Target audience (specialty)• Keyword• Context
• Category (type)• References• XtensibleInfo
• Exclude:• Assessment methods• Performance criteria• Level• Degree of
competence to be met (expectations/ standard)
• Conditions of performance / context
• Outcome criteria• Relationships
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Competency Framework• lom
• Identifier (URL)• Title• Description• Version• Publisher/author• Copyright• Target audience (profession)• Target audience (specialty)• Context
• (vocabulary: “undergraduate professional education”; “graduate professional education”; “continuing professional development”)
• SupportingInformation• Link• xhtml:div
• Relation• Internal relations only• Types:
• “haspart” = sub-competency• “haslevel” + # = level/milestone/performance• “relatedto” = unspecified relation (e.g. see also)
• Exclude:• External relations• Cross-mapping• Links to objects /
activities
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Comp Ob
Comp Ob Comp Ob
Comp ob Comp ob Comp ob
haspart haspart
Haslevel 1 Haslevel 2 Haslevel 3
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Comp Ob
Comp Ob Comp Ob
Comp ob
Comp ob
Comp ob
haspart haspart
Haslevel
before
before
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Comp Ob
Comp Ob Comp Ob
Milestone set
Comp ob
Comp ob
haspart haspart
Haspart
2
Comp ob1
3
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CURRENT ISSUES
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Issues
• Levels & milestones• Types: Static or contextual?• Re-using objects• Frameworks as objects and objects as
frameworks• How other objects refer to CompObj’s and
CompFwk’s• Cross-mapping frameworks
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Levels
• Do only the “leafs” have levels?• Other terms for levels/milestones• Structure of levels
• Can they be represented as CompObj?
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Type of CompObj
• CompObj has ‘category’ element• Is the category/type…
• Static – stays with the CompObj
OR• Contextual – Type may change if CompObj used
in another framework
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Re-Using CompObjs
• Developers of CompFwk 1 want to include previously-published CompObj X from CompFwk 2.• Decided:
• Only A gets included, NOT relations of A• If want to include relations, must re-state
• Are external objects mapped to A now mapped to CompFwk 1?
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Object-as-framework & vv.
CompFwk
haspart
CompObj
CompFwk
haspart
CompFwk
CompObj
haspart
CompFwk
CompObj
haspart
CompObj
? ?
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Referencing CompObjs
RLO
Metadata CompFwk 1
CompObj A
CompObj B CompObj C
addresses
How does a system ‘know’ that CompObj B belongs to CompFwk 1?
What if CompObj B belongs to more than one CompFwk?
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Cross-Mapping Frameworks
CompFwk 1
CompObj A
CompObj B CompObj C
CompFwk 2
CompObj X
CompObj Y CompObj Z
Cross-mapping
document
exactmatch
narrowermatch