Acknowledgements - groups.medbiq.orggroups.medbiq.org/medbiq/download/...055.docx · Web viewMade keyword optional. Removed identifier elements and made id attributes for SequenceBlock

Curriculum Report Specifications

Version: 0.553Date: December 22, 2011February 16, 2012Authors: Rachel Ellaway and Valerie SmothersAuthor email: [email protected]

mailto:[email protected]

Curriculum Report Specifications Version History

Version History

Version No.

Date Changed By Changes Made

0.1 Initial draft

0.2 2011-06-28 Valerie Smothers Made keyword optional. Removed identifier elements and made id attributes for SequenceBlock and Event. Implemented Xpath references for EventReference, ObjectReference, and SequenceBlock reference elements. Changed structure of Object datatype. Documented SequenceBlock and SequenceBlockEvent subelements.

0.3 2011-07-20 Valerie Smothers Added Integration section. Added IntegrationBlockReference type to schema. Added XtensibleInfo section. Removed IntegrationReference and IntegrationBlockReference. Changed type of Object reference under Event to appropriate Xpath type.

0.31 2011-08-09 Valerie Smothers Changed Preconditions and Postconditions element to NonNullString type.

0.32 2011-08-19 Valerie Smothers make event description optional, take out participant numerator and denominator, add the ability to define levels

0.33 2011-09-01 Valerie Smothers Added timing element to sequence block that provides a choice between dates and duration (both can be included as well), made start and end dates optional in sequence block event, moved duration from sequence block event to event.

0.4 2011-09-16 Valerie Smothers Removed PercentEffort, added Description and ClerkshipModel to Sequence Block; added EducationalContext, Profession, and Specialty to ProgramInfo.

Copyright MedBiquitous Consortium 2012. All Right Reserved.Version: 0.55 Date: 16 February 2012Status: Draft Page2

Curriculum Report Specifications Version History

0.41 2011-10-03 Valerie Smothers Removed percent effort from SequenceBlockEvent, Made SequenceBlockEvent required, restricted Duration to hours for events, changed element name to EventDuration.

0.42 2011-10-06 Valerie Smothers Removed performance levels, included healthcare lom vocabulary for educational context.

0.5 2011-10-20 Valerie Smothers Changes the format of the Required attribute of Sequence block to enumerated values of Required, Optional, and required In Track; Changed Objects element to Expectations, made CompetencyObject a child of Expectations, ObjectReference changed to CompetencyObjectReference and XPath changed to point to the identifier entry within the competency object.

0.51 2011-11-14 Valerie Smothers Added track to sequence block to indicate attribute, deleted EventCategory, added InstructionalMethod, AssessmentMethod, and Resource. Removed XtensibleInfo, added xsd:any to CurriculumReport for extensibility.

0.52 2011-11-30 Valerie Smothers Removed granularity element, changed reference to and structure of academic levels, made academic levels and their labels required, moved academic level number to attribute, made instructional method and assessment elements a choice – at least one is required for an event.

0.53 2011-12-22 Valerie Smothers Added primary attribute to instructional method.

0.54 2012-02-15 Valerie Smothers Removed references to milestones/performance levels. Corrected spelling of CompetencyObjectReference under events. Added examples where needed.

0.55 2012-02-16 Valerie Smothers Updated vocabulary appendices


Curriculum Report Specifications MedBiquitous Consortium XML Public License and Terms of Use

MedBiquitous Consortium XML Public License and Terms of Use

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Curriculum Report Specifications Table of Contents

Table of Contents

1 Acknowledgements.............................................................................................................................8

2 Documentation Conventions.............................................................................................................10

3 Conformance.....................................................................................................................................11

4 Common Data Types..........................................................................................................................12

4.1 Non-null string...........................................................................................................................12

4.2 Identifying Data through XPath.................................................................................................12

5 Introduction.......................................................................................................................................13

6 Other Standards, Specifications, or Schemas Referenced.................................................................14

7 Schema Grammar..............................................................................................................................15

7.1 CurriculumReport......................................................................................................................15

7.2 Program.....................................................................................................................................21

7.3 Events........................................................................................................................................23

7.3.1 Event..................................................................................................................................24

7.4 Expectations..............................................................................................................................30

7.5 AcademicLevels.........................................................................................................................31

7.6 Level...........................................................................................................................................32

7.7 Sequence...................................................................................................................................33

7.7.1 SequenceBlock...................................................................................................................34

7.7.2 Timing................................................................................................................................40

7.7.3 Dates..................................................................................................................................41

7.7.4 SequenceBlockEvent..........................................................................................................42

7.8 Integration.................................................................................................................................45

7.8.1 IntegrationBlock.................................................................................................................46

8 Sample XML Document (needs to be updated).................................................................................51

9 References.........................................................................................................................................55

10 Appendix A: Instructional Methods...............................................................................................56

11 Appendix B: Assessment Methods.................................................................................................64

12 Appendix C: Resources..................................................................................................................70


Curriculum Report Specifications Table of Contents


Curriculum Report Specifications Acknowledgements

1 AcknowledgementsThe development of this specification is made possible as part of an accelerated standards development project funded by the Association of American Medical Colleges.

The MedBiquitous Consortium wishes to acknowledge the MedBiquitous Curriculum Inventory Working Group members, invited experts, and other individuals that contributed to the creation of this document.

Co-chairs

Susan Albright, Tufts University Marc Triola, M.D., New York University

Members

Dmitriy Babichenko, University of Pittsburgh Adrian Ballard, Association of American Medical Colleges Terri Cameron, Association of American Medical Colleges John Mahoney, University of Pittsburgh Quinn Montgomery, Advanced Informatics Robby Reynolds, Association of American Medical Colleges Al Salas, Association of American Medical Colleges Nabil Zary, Karolinska Institutet

Invited Experts

Michael Awad, Washington University School of Medicine Leslie Bofill, Florida International University Chris Candler, University of Oklahoma Health Sciences Center Charles Conway, Online Business Systems Rachel Ellaway, Northern Ontario School of Medicine Kristi Ferguson, University of Iowa Erica Friedman, Mount Sinai Medical Center Heather Hageman, Washington University School of Medicine Heidi Hays, New Innovations, Inc. Joshua Jacobs, National University of Singapore Alison Loftus, Indiana University School of Medicine Cynthia Lybrand, ETSU Quillen College of Medicine Lise McCoy, AT Still University Tom May, MedHub Chandler Mayfield, University of California, San Francisco Steve Mitchell, University of New Mexico


Curriculum Report Specifications Acknowledgements

Dan Nelson, New Innovations, Inc. Peter Orr, MedHub, Inc. Jamie Padmore, MedStar Health Brian Rutledge, Mississippi Medical Center Paul Schilling, Schilling Consulting, LLC Juliane Schneider, Harvard School of Medicine Rosalyn Scott, Wright State University James Shumway, West Virginia University School of Medicine Kevin Souza, University of California, San Francisco Peter Speltz, Vanderbilt University Hugh Stoddard Nebraska Medical Center Britta Thompson, University of Oklahoma College of Medicine Carrie Thorn, Michigan State University Janet Trial, University of Southern California Peggy Weissinger, Georgetown University School of Medicine David Wiener, Duke University School of Medicine Tim Willett, Royal College of Physicians and Surgeons of Canada


Curriculum Report Specifications Documentation Conventions

2 Documentation ConventionsThis document uses the following conventions:

Convention DescriptionBold Text When used with an XML element name, indicates that the element

contains sub-elements.Italics When used in an XML element description, an attribute of the XML

element.Monospaced type Sample XML tags, code, schema, or portion thereof.

The document uses graphics generated by Altova XML Spy® software, which uses the following graphical conventions.


Required element

Optional element

Multiplicity

Attributes

Contains subelements

Data type

Curriculum Report Specifications Conformance

3 ConformanceTo be a conformant instance of the MedBiquitous Curriculum Report specification, an XML document shall:

Shall validate against the Curriculum Report XML Schema available at: http://ns.medbiq.org/#curriculum_report

Shall conform to any additional requirements stated in this specification. May include elements not defined in this document only by using the XtensibleInfo container

element defined in the section XtensibleInfo.


http://ns.medbiq.org/#curriculum_report

Curriculum Report Specifications Common Data Types

4 Common Data TypesMost of the elements and attributes in MedBiquitous XML documents use the data types defined by the W3C XML schema definition. In some cases MedBiquitous creates its own datatypes as part of its best practices or to meet a specific requirement. Commonly used datatypes are described below.

4.1 Non-null stringNon-null string is a datatype derived from the XML string datatype. Non-null string imposes a minimum length of one character on a string and ensures that required elements are complete.

4.2 Identifying Data through XPathXPath is a language for finding information in an XML document. XPath is used to navigate through elements and attributes in an XML document. It is a W3C Standard.

The MedBiquitous Curriculum Report uses XPath to point to data and resources in a single XML report.

XPath expressions use the following construction:

/SomeElement/SomeSubElement Selects all SomeSubElements that are sub-elements of SomeElement.

/SomeElement/SomeSubElement[@test='x'] Selects all SomeSubElements that have an attribute named test with a value of ‘x’ that are sub-elements of SomeElement.

/SomeElement/SomeSubElement/text() Selects all element content (text) in all SomeSubElements that are sub-elements of SomeElement.

Example:

/CurriculumReport/Events/Event[@id='123']

This example provides a reference to the Event with an id of 123.


Curriculum Report Specifications Introduction

5 IntroductionThe development of health professions education curricula is a time consuming and complex task. Educational reform efforts are encouraging the development of non-traditional curricula that use novel and innovative methods for teaching and assessment. In many institutions there is a push towards competency-based learning as the cornerstone of curriculum development efforts. In addition, health professions reform has mandated that new content or competencies be integrated into the curriculum, including cultural competencies, patient safety, team-based learning, systems-based practice, etc. To facilitate broad curricular reform, it is necessary to enable the aggregation of curriculum data for research and benchmarking purposes.

The specification is intended to facilitate the exchange and aggregation of data about health professions curriculum across the continuum of professional education and training. This document describes the MedBiquitous Curriculum Inventory Schema in detail. It is intended for use by anyone who wants to create, implement, or create interoperable tools based on this specification. The status of the document is indicated at the bottom of the page; draft documents are subject to review and approval through the MedBiquitous Standards Program Operating Procedures (see http://www.medbiq.org/std_specs/devprocess/MedBiquitousANSIProcess.pdf ). The objective of the Curriculum Inventory Schema is to provide a data structure that allows one to represent a health professions curriculum in a standard format. This structure then enables the exchange and aggregation of curriculum data across the continuum of professional education and training.


Curriculum Report Specifications Other Standards, Specifications, or Schemas Referenced

6 Other Standards, Specifications, or Schemas Referenced

This standard references:

ANSI/MEDBIQ PP.10.1-2008, Healthcare Professional Profile [Professional Profile]The Professional Profile provides a common format for information describing the individual healthcare professional, including name, address, institution, licensure, certification, and more.

ANSI/MEDBIQ LO.10.1-2008, Healthcare Learning Object Metadata [Healthcare LOM]Healthcare LOM provides the format for continuing education credits associated with an event in a CE curriculum.

MedBiquitous Competency Framework [Competency Framework]Competency Framework provides a way of specifying the hierarchical and non-hierarchical relationships among competencies, learning objectives, learning outcomes, etc.

MedBiquitous Competency Object [Competency Object]Competency Object provides a common format for representing competencies, learning objectives, learning outcomes, etc.


Curriculum Report Specifications Schema Grammar

7 Schema GrammarThe following sections explain the Curriculum Report Schema grammar. Values in bold under XML Tags column indicate that the element has sub-elements.

All the elements having sub-elements will be defined in separate sections. All elements without sub-elements will be defined within the appropriate element sections that use them.

7.1 CurriculumReportCurriculumReport is the root element. It contains sub elements that provide data on a health professions curriculum for a specific period of time.





CurriculumReport Element Information

Element Description Required Multiplicity DatatypeCurriculumReport CurriculumReport is the root

element. It contains sub elements that provide data on a health professions curriculum for a specific period of time.

Required 1 Container

ReportID A unique identifier for this curriculum report. ReportID has the following attribute:

domain

Domain indicates the source of the report id.

Required 1 Non-null string

Institution Institution contains the name, identifier, and address of the institution whose curriculum is described.

Institution uses the InstitutionInfoType from the MedBiquitous Healthcare Professional Profile [Professional Profile].


For more information, see ANSI/MEDBIQ 10.1-2008 Healthcare Professional Profile.

Program Program contains the name and identifer of the educational program that the curriculum report describes.


Title The title of the curriculum report. Required 1 Non-null string

ReportDate The date the report was created. Required 1 Date

ReportingStartDate The first day of the reporting period that this Curriculum Report covers.

Required 1 Date

ReportingEndDate The last day of the reporting period that this curriculum report covers.

Required 1 Date

Language The language of the report contents. For example, en-US indicates US English.

Required 1 Language

Description A free text description of the curriculum.

Required 1 Non-null string



Element Description Required Multiplicity DatatypeSupportingLink A link to supporting information,

such as a pictorial representation of the curriculum or a document explaining the rationale behind the curriculum structure.

The link must be a URN or URL. For example: http://www.example.edu/curriculum.pdf

Optional 1 anyURI

Events Events contains information about the education and assessment events that comprise the curriculum.

For more information, see section Events.


Expectations Expectations contains subelements that describe the competencies, learning objectives, and learning outcomes, milestones, and performance levels implemented in a curriculum and how they are organized.

For more information, see section Expectations.


AcademicLevels AcademicLevels contains subelements that describe information about the academic levels defined for this curriculum.

For more information, see section AcademicLevels.


Sequence Sequence contains subelements that describe information about how the curriculum is organized over a period of time.

For more information, see section Sequence.

Optional 0 or 1 Container

Integration Integration contains subelements that describe how a curriculum is integrated.

For more information, see section Integration.

Optional 0 or 1 Container



Element Description Required Multiplicity DatatypeElements from other namespaces

CurriculumReport may include elements from other namespaces provided those elements are namespace qualified.

Optional 0 or more Any



Example:

<CurriculumReport><ReportID>12345</ReportID><Institution>

<m:InstitutionName>Johns Hopkins University School of Medicine</m:InstitutionName><m:InstitutionID domain="aamc.org">133</m:InstitutionID><m:Address>

<a:City>Baltimore</a:City><a:StateOrProvince>MD</a:StateOrProvince><a:Country>

<a:CountryCode>US</a:CountryCode></a:Country>

</m:Address></Institution><Program>

<ProgramName>M.D.</ProgramName><ProgramID domain="aamc.org">5678</ProgramID>

</Program><Title>Johns Hopkins School of Medicine Genes to Society Curriculum

2010-2011</Title><ReportDate>2011-07-01</ReportDate><ReportingStartDate>2010-07-01</ReportingStartDate><ReportingEndDate>2011-06-30</ReportingEndDate><Language>en-us</Language><Description>The Genes to Society curriculum reframes the context of

health and illness more broadly, to encourage students to explore the biologic properties of a patient's health within a larger, integrated system including social, cultural, psychological, and environmental variables.</Description>

<SupportingLink>http://www.hopkinsmedicine.org/crc/</SupportingLink>

<Events><Event>

. . .</Event><Event>

. . .</Event>

</Events><Expectations>

<CompetencyObject> . . .</CompetencyObject><CompetencyObject> . . .</CompetencyObject>



</Expectations> <AcademicLevels> . . . </AcademicLevels>

<Sequence><SequenceBlock>

. . .</SequenceBlock><SequenceBlock>

. . .</SequenceBlock>

</Sequence> </Integration> <IntegrationBlock> . . . </IntegrationBlock> <IntegrationBlock> . . . </IntegrationBlock> </Integration></CurriculumReport>

7.2 ProgramProgram is a subelement of CurriculumReport. It contains sub elements that describe the name and identifier of the educational program that the curriculum report describes.

Program Element Information

Element Description Required Multiplicity DatatypeProgram Program contains the name and

identifer of the educational program that the curriculum report describes.




Example:

<Program><ProgramName>M.D.</ProgramName><ProgramID domain="aamc.org">5678</ProgramID>

</Program>

7.3 EventsEvents is a sub element of CurriculumReport. It contains sub elements that describe information about the education and assessment events that comprise the curriculum.

Events Element Information

Element Description Required Multiplicity DatatypeEvents Events contains sub elements

that describe information about the education and assessment events that comprise the curriculum


Event Event contains subelements that describe a single education or assessment event. Examples of events include: lecture, problem-based learning activity, virtual patient activity, Simulation activity, seminar, lab, and bedside learning activity, to name a few.

Required 1 or more Non-null string

Example:

<Events><Event> . . .

</Event> <Event>

. . . </Event>



</Events>

7.3.1 EventEvent is a subelement of Events that contains subelements that describe a single education or assessment event. Examples of events include: lecture, problem-based learning activity, virtual patient activity, Simulation activity, seminar, lab, and bedside learning activity, to name a few. Events can be combined to form a sequence block within a curriculum. Events may reference learning objectives, competencies, or learning outcomes, milestones, or performance levels captured in expectations, as well as curricular themes, known as integration blocks. An event may occur in multiple sequence blocks within the curriculum.





Event Element Information

Element Description Required Multiplicity

Datatype

Event Events contains sub elements that describe information about the education and assessment events that comprise the curriculum

Event has the following attributes:

idA unique identifier for this event. Use of the id attribute is required.


Title A title for this education or assessment event. Required Non-null string

EventDuration The duration of the event.in hours. For example, PT20H indicates 20 hours.

Required 1 Duration (restricted to hours)

Description A free text description of the education or assessment event.

Optional Non-null string

Keyword An important concept or topic related to the event.

Keyword uses the keyword type and custom attributes from Healthcare Learning Object Metadata [Healthcare LOM].

Optional 0 or more For more information see ANSI/MEDBIQ LO.10.1-2008.

Inteprofessional An indicator as to whether or not this event is designed to engage students of different health professions as teams. The default value is false.

Optional 0 or 1 Boolean




Datatype

ContinuingEducationCredits

Describes the continuing education credits that may be awarded for this education or assessment event.

ContinuingEducationCredits uses the credits type from Healthcare Learning Object Metadata [Healthcare LOM].

Optional 0 or more Container

For more information see ANSI/MEDBIQ LO.10.1-2008.

CompetencyObjectReference

A reference to the unique id for a learning objective, competency, learning outcome, (all of which are known as competency objects) associated with this event. CompetencyObjectReference has the following format: /CurriculumReport/Expectations/CompetencyObject[lom:lom/lom:general/lom:identifier/lom:entry='X']

All in one line, where X is the id of an Competency Object in this curriculum report.

Optional 0 or more Restricted (to conformant XPath)

See section Identifying Data through XPath for more information

Resource A resource used in this event. See Appendix C for a recommended list of resources.

Optional 0 or more Non-null string




Datatype

InstructionalMethod An instructional method used in this event. See Appendix A for a recommended list of methods. It is strongly recommended that communities using the Curriculum Report to share information use an agreed upon set of terms.

InstructionalMethod has the following attribute:

primaryIndicates whether or not this instructional method is the primary instructional method of the event. Use of the primary attribute is required. Valid values are true and false. One instructional method must be marked as primary for an instructional event.

Either InstructionalMethod or AssessmentMethod is required

0 or more Non-null string

AssessmentMethod An assessment method used in this event. See Appendix B for a recommended list of methods. It is strongly recommended that communities using the Curriculum Report to share information use an agreed upon set of terms.

AssessmentMethod has the following attribute:

purposeIndicates whether the assessment is used for formative or summative assessment. Use of the purpose attribute is required. Valid values are Formative and Summative.

Either InstructionalMethod or AssessmentMethod is required

0 or more Non-null string

Example: tbd

<Event id="E1"> <Title>White Coat Ceremony</Title> <EventDuration>PT2H</EventDuration>



<Description>First year students are given their white coats to mark the transition to clinical rotations. The ceremony includes a declaration of professional values. </Description> <Keyword hx:source="MeSH" hx:id="D010817"> <hx:string>Physician-Patient Relations</hx:string> </Keyword> <Keyword hx:source="MeSH" hx:id="D012945"> <hx:string>Social Values</hx:string> </Keyword> <Interprofessional>false</Interprofessional> <CompetencyObjectReference>/CurriculumReport/Expectations/CompetencyObject[lom:lom/lom:general/lom:identifier/lom:entry='zxcvb']</CompetencyObjectReference> <InstructionalMethod primary="true">Lecture</InstructionalMethod> </Event>



7.4 ExpectationsThe Expectations element is the subelement of CurriculumReport. Expectations contains subelements that describe the competencies, learning objectives, and learning outcomes, milestones, and performance levels implemented in a curriculum and how they are organized into competency and performance frameworks. Expectations may be referenced from events, sequence blocks and integration blocks.

Objects Element Information

Element Description Required Multiplicity DatatypeExpectations Expectations contains

subelements that describe the competencies, learning objectives, learning outcomes, milestones, and performance levels implemented in a curriculum and how they are organized.


CompetencyObject CompetencyObject contains sub elements that define and uniquely identify a competency, learning objective, learning outcome,etc.

The CompetencyObject datatype is defined in the Competency Object specification [Competency Object].

Required 1 or more For more information see the MedBiquitous Competency Object Specifications and Description Document.



Element Description Required Multiplicity DatatypeCompetencyFramework CompetencyFramework

contains sub elements that describes a set of related competency definitions and their relationships.

The Competency Framework datatype is defined in the Competency Framework specification [Competency Framework].

Optional 0 or more For more information see MedBiquitous Competency Framework Specifications and Description Document.

PerformanceFramework

To Be Defined (proposed development work)

Optional 0 or more

Example:

<Expectations> <CompetencyObject> <lom:lom> <lom:general> <lom:identifier> <lom:catalog>URI</lom:catalog> <lom:entry>http://nosuchdomain.edu/zxcvb</lom:entry> </lom:identifier> <lom:title> <lom:string>Professionalism</lom:string> </lom:title> </lom:general> </lom:lom> </CompetencyObject> <CompetencyObject> . . . </CompetencyObject> <CompetencyObject> . . . </CompetencyObject> <CompetencyObject> . . . </CompetencyObject> <CompetencyFramework> <lom:lom> <lom:general> <lom:identifier> <lom:catalog>URI</lom:catalog> <lom:entry>http://nosuchdomain.edu/framework</lom:entry> </lom:identifier>



</lom:general> </lom:lom> <cf:Includes> <cf:Catalog>URI</cf:Catalog> <cf:Entry>http://nosuchdomain.edu/zxcvb</cf:Entry> </cf:Includes> <cf:Includes> . . . </cf:Includes> <cf:Includes> . . . </cf:Includes> </CompetencyFramework> </Expectations>TBD

7.5 AcademicLevelsAcademicLevels is the subelement of curriculum report that defines the levels within an academic program. Many programs use academic years as levels within their curriculum; others use phases or stages of varying lengths.

AcademicLevels Element Information

Element Description Required Multiplicity DatatypeAcademicLevels AcademicLevels contains

subelements that describe information about the academic levels defined for this curriculum.


LevelsInProgram The number of levels in the academic program.

LevelsInProgram must be a number from 1 to 10.

Required 1 Restricted



Element Description Required Multiplicity DatatypeLevel Level provides more descriptive

information about a single level of the academic program.

For more information, see section Level.

Required 1 to 10 Container

Example:

<AcademicLevels> <LevelsInProgram>4</LevelsInProgram> <Level number="1"> <Label>Year 1</Label> <Description>Preclinical</Description> </Level> <Level number="2"> <Label>Year 2</Label> <Description>Preclinical</Description> </Level> <Level number="3"> <Label>Year 3</Label> <Description>Clinical</Description> </Level> <Level number="4"> <Label>Year 4</Label> <Description>Clinical</Description> </Level> </AcademicLevels>TBD

7.6 LevelLevel provides more descriptive information about a single level of the academic program, such as a single academic year, or a single phase of the curriculum.



Level Element Information

Element Description Required Multiplicity DatatypeLevel Level provides more descriptive

information about a single level of the academic program. Level has the following required attribute.

numberA number associated with this academic level, indicating the order of this level in relation to others. Level 1 is the first in a sequence.

Number must be a number from 1 to 10.


Label A label associated with this academic level. For example, First Year.

Optional 0 or 1 Non-null String

Description A description of the academic level.

Optional 0 or 1 Non-null String

Example:

<Level number="1"> <Label>Year 1</Label> <Description>Preclinical</Description> </Level>TBD



7.7 SequenceSequence is the sub element of CurriculumReport that contains subelements that describe information about how the curriculum is organized over a period of time. The curriculum’s sequence consists of a series of sequence blocks, which correspond to courses or other blocks of curricular content.

Sequence Element Information

Element Description Required Multiplicity DatatypeSequence Sequence contains sub elements

that describe information about how the curriculum is organized over a period of time.

Optional 1 Container

Description A description of the overall sequence of the curriculum.

Optional 0 or 1 Non-null string

SequenceBlock Contains sub elements that define an organizational component of the curriculum, such as a year, phase, course module, etc. See section SequenceBlock for more information.

Required 1 or more Container

Example:

<Sequence><Description>There are 2 years of preclinical work followed by 2 years

of clinical work.</Description><SequenceBlock required="true" id="asdfg">. . . </SequenceBlock><SequenceBlock required="true" id="sdfgh">. . . </SequenceBlock>



</Sequence>

7.7.1 SequenceBlockSequenceBlock is a sub element of Sequence that contains sub elements that define an organizational component of the curriculum, such as a year, phase, course, module, etc. Sequence blocks can be nested to show a variety of organizational methods, including an ordered set of courses within a phase of instruction, a series of electives, selectives, and parallel blocks.





SequenceBlock Element Information

Element Description Required Multiplicity DatatypeSequenceBlock Contains subelements that define a component of the curriculum, such

as a course, module, phase, year, etc. SequenceBlock has the following attributes:

idA unique identifier for this sequence block. Use of the id attribute is required.

requiredIndicates whether this sequence block is a required part of the curriculum. Valid values are Required, Optional, and Required In Track. Use of the required attribute is required.

orderIf there are nested sequence blocks, order indicates how the nested sequence blocks are delivered to learners. Valid values are Ordered, Unordered, and Parallel. Ordered indicates that the nested sequence blocks are delivered in the order of appearance. Unordered indicates that the nested sequence blocks may be delivered in any order. Parallel indicates that the nested sequence blocks occur at the same time.

minimumIf there are nested sequence blocks, minimum indicates the minimum number of nested sequence blocks that a learner must take. For optional courses/electives, this value is 0. If the sequence block indicates selective courses, indicate the minimum number of selectives.

maximumIf there are nested sequence blocks, maximum indicates the maximum number of nested sequence blocks that a learner can take.

trackIndicates whether this sequence block is a track within the curriculum. Valid values are true and false; the default value is false.




Element Description Required Multiplicity DatatypeTitle The title of the sequence block. Required 1 Non-null

string

Description A description of the sequence block. Optional 0 or 1 Non-null string

Timing Timing contains subelements that indicate either the start and end dates of the sequence block or the duration of the sequence block, or both the start and end dates and the duration of the sequence block. For more information, see section Timing.


Level Level indicates the educational level at which this sequence block occurs. For schools using academic years as the basis for progress through the curriculum, level corresponds to the academic year in which the sequence block occurs. Level has the following format:/CurriculumReport/AcademicLevels/Level[@number='X']

All in one line, where X is the number 1 through 10 corresponding to an academic level defined in this curriculum report.

.

Required 1 Integer of 1 to 10

ClerkshipModel If the sequence block represents a clerkship, clerkship model may be used to indicate the type of clerkship. Valid values are: integrated, rotation. (Should we try to define?)

Optional 0 or 1 Restricted

SequenceBlockEvent Contains sub elements that identify and describe an education or assessment included in the sequence block. For more information, see section SequenceBlockEvent.




Element Description Required Multiplicity DatatypeSequenceBlockReference A reference to a nested sequence block. SequenceBlockReference has

the following format:/CurriculumReport/Sequence/SequenceBlock[@id='X']

All in one line, where X is the id of a sequence block in this curriculum report.



CompetencyObjectReference A reference to the unique id for a learning objective, competency, learning outcome, (all of which are known as competency objects) associated with this event. CompetencyObjectReference has the following format: /CurriculumReport/Expectations/CompetencyObject[lom:lom/lom:general/lom:identifier/lom:entry='X']




Precondition Describes preconditions that must be met for a learner to take this course.

Optional 0 or 1 NonNull String

Postcondition Describes how the curriculum changes depending on the learner’s performance in the sequence block.

Optional 0 or 1 NonNull String

Example:



tbd <SequenceBlock id="c" required="Required"> <Title>Year 1</Title> <Timing> <Duration>P12M</Duration> </Timing> <Level>/CurriculumReport/AcademicLevels/Level[@number='1']</Level> <SequenceBlockEvent required="true"> <EventReference>/CurriculumReport/Events/Event[@id='E1']</EventReference> </SequenceBlockEvent> <SequenceBlockEvent required="true"> <EventReference>/CurriculumReport/Events/Event[@id='E2']</EventReference> </SequenceBlockEvent> <CompetencyObjectReference>/CurriculumReport/Expectations/CompetencyObject[lom:lom/lom:general/lom:identifier/lom:entry='zxcvb']</CompetencyObjectReference> </SequenceBlock>

7.7.2 TimingTiming is a subelement of SequenceBlock that contains subelements indicating either the start and end dates of the sequence block or the duration of the sequence block. Alternately Timing may indicate the start and end dates and the duration of the sequence block. If a sequence block is representing a course that occurs multiple times (such as clerkships), indicate the duration and omit the dates. If only duration is indicated, the parent sequence block should indicate dates that show the time frame in which the child sequence blocks may occur.

Timing Element Information



Element Description Required Multiplicity DatatypeTiming Timing contains subelements that indicate either the

start and end dates of the sequence block or the duration of the sequence block, or both the start and end dates and the duration of the sequence block.


Duration The duration of the sequence block. Either Duration or Dates is required. Alternately both Duration and Dates can be provided.

0 or 1 Duration

Dates Dates contains subelements that identify the start date and end date for this sequence block. See section Dates for more information.

Either Duration or Dates is required. Alternately both Duration and Dates can be provided.

0 or 1 Container

Example:

<Timing> <Duration>P12M</Duration> </Timing>tbd



7.7.3 DatesDates is a subelement of Timing that identifies the start date and end date for a sequence block.



Timing Element Information

Element Description Required Multiplicity DatatypeDates Dates contains subelements that identify the start

date and end date for this sequence block. See section Dates for more information.

Either Duration or Dates is required. Alternately both Duration and Dates can be provided.

0 or 1 Container

StartDate The date the sequence block began. Required 1 Date

EndDate The date the sequence block ended. Required 1 Date

Example:

tbd<Dates> <StartDate>2010-07-01</StartDate> <EndDate>2011-06-30</EndDate></Dates>

7.7.4 SequenceBlockEventSequenceBlockEvent contains sub elements that identify and describe an education or assessment included in the sequence block. A sequence block may contain several events. If a sequence block contains nested sequence blocks to reflect the structure of the curriculum, the parent sequence block may not contain any events.



SequenceBlockEvent Element Information

Element Description Required Multiplicity DatatypeSequenceBlockEvent Contains sub elements that identify and describe an

event that occurs within the sequence block.

SequenceBlockEvent has the following attribute:

requiredIndicates whether this event is a required part of the sequence block. The required attribute uses the Boolean datatype; valid values are true and false. Use of the required attribute is required.


EventReference References the identifier, in the form of an XPath, of an event that occurs in this sequence block. EventReference has the following format:/CurriculumReport/Events/Event[@id = 'x']

Required 1 Restricted (to conformant XPath)

See section Identifying Data



Element Description Required Multiplicity DatatypeAll in one line, where X is the id of an event in this curriculum report.

through XPath for more information

StartDate The date the event began. Optional 1 Date

EndDate The date the event ended or ends. Optional 1 Date

Example:

<SequenceBlockEvent required="true"><EventReference>/CurriculumReport/Events/Event[@id='34567']</EventReference><StartDate>2011-08-15</StartDate><EndDate>2011-08-15</EndDate>

</SequenceBlockEvent>



7.8 IntegrationIntegration contains subelements that describe how a curriculum is integrated. In many cases curriculum are structured around organ systems or other organizing concepts, and within that context, content related to a specific topic, discipline, or theme is incorporated. For example, a course on the cardiovascular system may contain content related to themes of anatomy, pharmacology, etc.

Integration Element Information

Element Description Required Multiplicity DatatypeIntegration Sequence contains sub elements

that describe how a curriculum is integrated.

Optional 1 Container

Description A description of the approach to integrating the curriculum.

Optional 0 or 1 Non-null string

IntegrationBlock Contains sub elements that define an integrating concept for this curriculum, such as a theme. See section IntegrationBlock for more information.


Example:

<Integration><Description>We have themes woven throughout the

curriculum</Description><IntegrationBlock id="8765"> . . </IntegrationBlock><IntegrationBlock id="7654"> . . </IntegrationBlock>

</Integration>



7.8.1 IntegrationBlockIntegrationBlock contains subelements that define an integrating concept for this curriculum. Many curricula have several integrating concepts, or themes, that apply to many courses, competencies, objectives, and events.



IntegrationBlock Element Information

Element Description Required Multiplicity DatatypeIntegrationBlock Contains sub elements that define an integrating concept for this

curriculum, such as a theme. IntegrationBlock has the following attribute:

idA unique identifier for this integration block. Use of the id attribute is required.


Title The title of the integration block. For example, Rural Health. Required 1 Non-null string

Description A description of the integrating concept. Optional 0 or 1 Non-null string

CompetencyObjectReference A reference to the unique id for a learning objective, competency, learning outcome, (all of which are known as competency objects) associated with this event. CompetencyObjectReference has the following format: /CurriculumReport/Expectations/CompetencyObject[lom:lom/lom:general/lom:identifier/lom:entry='X']






Element Description Required Multiplicity DatatypeEventReference A reference to an event associated with this integration block.

EventReference has the following format:/CurriculumReport/Events/Event[@id='X']

All in one line, where X is the id of an event in this curriculum report.



SequenceBlockReference A reference to a sequence block associated with this integration block. SequenceBlockReference has the following format:/CurriculumReport/Sequence/SequenceBlock[@id='X']

All in one line, where X is the id of an event in this curriculum report.



Example:

<IntegrationBlock id="8765"><Title>Social Sciences</Title><Description> Each discipline will be taught on the same framework: genes, proteins, cells, tissues,

organs, systems, individuals, communities, environments, and societies. This framework allows basic science to be taught using evidence-based medicine and a public health perspective.</Description>

<CompetencyObjectReference>/CurriculumReport/Expectations/CompetencyObject [ lom:lom/lom:general/lom:identifier/lom:entry='http://www.example.org/zxcvb']</CompetencyObjectReference>

<EventReference>/CurriculumReport/Events/Event[@id='23456']</EventReference><SequenceBlockReference>/CurriculumReport/Sequence/SequenceBlock[@id='asdfg']</SequenceBlockReference>

</IntegrationBlock>





[8] Sample XML Document (needs to be updated)

<?xml version="1.0" encoding="UTF-8"?><CurriculumReport xsi:schemaLocation="http://ns.medbiq.org/curriculumreport/v1/ curriculumreport.xsd" xmlns="http://ns.medbiq.org/curriculumreport/v1/" xmlns:lom="http://ltsc.ieee.org/xsd/LOM" xmlns:a="http://ns.medbiq.org/address/v1/" xmlns:cf="http://ns.medbiq.org/competencyframework/v1/" xmlns:co="http://ns.medbiq.org/competencyobject/v1/" xmlns:hx="http://ns.medbiq.org/lom/extend/v1/" xmlns:m="http://ns.medbiq.org/member/v1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"> <ReportID domain="aamc">12345</ReportID> <Institution> <m:InstitutionName>NoSuch University School of Medicine</m:InstitutionName> <m:InstitutionID domain="aamc.org">987</m:InstitutionID> <m:Address> <a:StreetAddressLine>720 Main Street</a:StreetAddressLine> <a:City>Baltimore</a:City> <a:StateOrProvince>MD</a:StateOrProvince> <a:PostalCode>21205</a:PostalCode> <a:Country> <a:CountryCode>US</a:CountryCode> </a:Country> </m:Address> </Institution> <Program> <ProgramName>M.D.</ProgramName> <ProgramID domain="aamc.org">5678</ProgramID> </Program> <Title>NoSuch School of Medicine Curriculum 2010-2011</Title> <ReportDate>2011-07-01</ReportDate> <ReportingStartDate>2010-07-01</ReportingStartDate> <ReportingEndDate>2011-06-30</ReportingEndDate> <Language>en-us</Language> <Description>The NoSuch curriculum reframes the context of health and illness to encourage students to explore a larger, integrated system.</Description> <SupportingLink>http://www.nosuchmedicine.org/crc/</SupportingLink> <Events> <Event id="E1"> <Title>White Coat Ceremony</Title> <EventDuration>PT2H</EventDuration>



<Description>First year students are given their white coats to mark the transition to clinical rotations. The ceremony includes a declaration of professional values. </Description> <Keyword hx:source="MeSH" hx:id="D010817"> <hx:string>Physician-Patient Relations</hx:string> </Keyword> <Keyword hx:source="MeSH" hx:id="D012945"> <hx:string>Social Values</hx:string> </Keyword> <Interprofessional>false</Interprofessional> <CompetencyObjectReference>/CurriculumReport/Expectations/CompetencyObject[lom:lom/lom:general/lom:identifier/lom:entry='zxcvb']</CompetencyObjectReference> <InstructionalMethod primary="true">Lecture</InstructionalMethod> </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> <Keyword hx:source="MeSH" hx:id="D010817"> <hx:string>Physician-Patient Relations</hx:string> </Keyword> <Keyword hx:source="MeSH" hx:id="D012945"> <hx:string>Social Values</hx:string> </Keyword> <Interprofessional>false</Interprofessional> <CompetencyObjectReference>/CurriculumReport/Expectations/CompetencyObject[lom:lom/lom:general/lom:identifier/lom:entry='zxcvb']</CompetencyObjectReference> <InstructionalMethod primary="true">Lecture</InstructionalMethod> </Event> <Event id="E3"> <Title>Peds Part 1</Title> <EventDuration>PT20H</EventDuration> <Description>Students shadow Pediatricians</Description> <InstructionalMethod primary="true">Clinical Experience - Inpatient</InstructionalMethod> </Event> <Event id="E4"> <Title>Peds Part 2</Title> <EventDuration>PT20H</EventDuration>



<Description>Students talk to families and take history with supervision</Description> <InstructionalMethod primary="true">Clinical Experience - Inpatient</InstructionalMethod> </Event> <Event id="E5"> <Title>Geriatrics Part 1</Title> <EventDuration>PT20H</EventDuration> <Description>Students shadow Geriatricians</Description> <InstructionalMethod primary="true">Clinical Experience - Ambulatory</InstructionalMethod> </Event> <Event id="E6"> <Title>Geriatrics Part 2</Title> <EventDuration>PT20H</EventDuration> <Description>Students talk to families and take history with supervision</Description> <InstructionalMethod primary="true">Clinical Experience - Ambulatory</InstructionalMethod> </Event> </Events> <Expectations> <CompetencyObject> <lom:lom> <lom:general> <lom:identifier> <lom:catalog>URI</lom:catalog> <lom:entry>http://nosuchdomain.edu/zxcvb</lom:entry> </lom:identifier> <lom:title> <lom:string>Professionalism</lom:string> </lom:title> </lom:general> </lom:lom> </CompetencyObject> <CompetencyFramework> <lom:lom> <lom:general> <lom:identifier> <lom:catalog>URI</lom:catalog> <lom:entry>http://nosuchdomain.edu/framework</lom:entry> </lom:identifier> </lom:general> </lom:lom> <cf:Includes> <cf:Catalog>URI</cf:Catalog> <cf:Entry>http://nosuchdomain.edu/zxcvb</cf:Entry> </cf:Includes> </CompetencyFramework>



</Expectations> <AcademicLevels> <LevelsInProgram>4</LevelsInProgram> <Level number="1"> <Label>Year 1</Label> <Description>Preclinical</Description> </Level> <Level number="2"> <Label>Year 2</Label> <Description>Preclinical</Description> </Level> <Level number="3"> <Label>Year 3</Label> <Description>Clinical</Description> </Level> <Level number="4"> <Label>Year 4</Label> <Description>Clinical</Description> </Level> </AcademicLevels> <Sequence> <SequenceBlock id="c" required="Required"> <Title>Year 1</Title> <Timing> <Duration>P12M</Duration> </Timing> <Level>/CurriculumReport/AcademicLevels/Level[@number='1']</Level> <SequenceBlockEvent required="true"> <EventReference>/CurriculumReport/Events/Event[@id='E1']</EventReference> </SequenceBlockEvent> <SequenceBlockEvent required="true"> <EventReference>/CurriculumReport/Events/Event[@id='E2']</EventReference> </SequenceBlockEvent> <CompetencyObjectReference>/CurriculumReport/Expectations/CompetencyObject[lom:lom/lom:general/lom:identifier/lom:entry='zxcvb']</CompetencyObjectReference> </SequenceBlock> <SequenceBlock id="d" required="Required"> <Title>Year 2</Title> <Timing> <Dates> <StartDate>2010-07-01</StartDate>



<EndDate>2011-06-30</EndDate> </Dates> </Timing> <Level>/CurriculumReport/AcademicLevels/Level[@number='2']</Level> <SequenceBlockEvent required="true"> <EventReference>/CurriculumReport/Events/Event[@id='E3']</EventReference> </SequenceBlockEvent> <SequenceBlockEvent required="true"> <EventReference>/CurriculumReport/Events/Event[@id='E4']</EventReference> </SequenceBlockEvent> <Precondition>Requires successful completion of Year 1.</Precondition> </SequenceBlock> </Sequence> <Integration> <Description>We have themes woven throughout the curriculum</Description> <IntegrationBlock id="8765"> <Title>Social Sciences</Title> <Description> Each discipline will be taught on the same framework: genes, proteins, cells, tissues, organs, systems, individuals, communities, environments, and societies. This framework allows basic science to be taught using evidence-based medicine and a public health from a social science perspectiveperspective.</Description> <CompetencyObjectReference>/CurriculumReport/Expectations/CompetencyObject[lom:lom/lom:general/lom:identifier/lom:entry='zxcvb']</CompetencyObjectReference> <ObjectReference>/CurriculumReport/Objects/Object[@id='zxcvb']</ObjectReference> <EventReference>/CurriculumReport/Events/Event[@id='23456E1']</EventReference> <SequenceBlockReference>/CurriculumReport/Sequence/SequenceBlock[@id='asdfgc']</SequenceBlockReference> </IntegrationBlock>



</Integration></CurriculumReport><?xml version="1.0" encoding="UTF-8"?><CurriculumReport xsi:schemaLocation="http://ns.medbiq.org/curriculumreport/v1/ curriculumreport.xsd" xmlns="http://ns.medbiq.org/curriculumreport/v1/" xmlns:lom="http://ltsc.ieee.org/xsd/LOM" xmlns:a="http://ns.medbiq.org/address/v1/" xmlns:cf="http://ns.medbiq.org/competencyframework/v1/" xmlns:co="http://ns.medbiq.org/competencyobject/v1/" xmlns:hx="http://ns.medbiq.org/lom/extend/v1/" xmlns:m="http://ns.medbiq.org/member/v1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"> <ReportID domain="aamc">12345</ReportID> <Institution> <m:InstitutionName>Johns Hopkins University School of Medicine</m:InstitutionName> <m:InstitutionID domain="AAMC">133</m:InstitutionID> <m:Address> <a:StreetAddressLine>720 Rutland Avenue</a:StreetAddressLine> <a:City>Baltimore</a:City> <a:StateOrProvince>MD</a:StateOrProvince> <a:PostalCode>21205</a:PostalCode> <a:Country> <a:CountryCode>US</a:CountryCode> </a:Country> </m:Address> </Institution> <Program> <ProgramName>M.D.</ProgramName> <ProgramID domain="AAMC">5678</ProgramID> </Program> <Title>Johns Hopkins School of Medicine Genes to Society Curriculum 2010-2011</Title> <ReportDate>2011-07-01</ReportDate> <ReportingStartDate>2010-07-01</ReportingStartDate> <ReportingEndDate>2011-06-30</ReportingEndDate> <Language>en-us</Language> <Description>The Genes to Society curriculum reframes the context of health and illness more broadly, to encourage students to explore the biologic properties of a patient's health within a larger, integrated system including social, cultural, psychological, and environmental variables.</Description> <SupportingLink>http://www.hopkinsmedicine.org/crc/</SupportingLink> <Events> <Event id="23456"> <EventCategory>To Be Determined</EventCategory>



<Title>White Coat Ceremony</Title> <Description>First year students are given their white coats to mark the transition to clinical rotations. The ceremony includes a declaration of professional values. </Description> <Keyword hx:source="MeSH" hx:id="D010817"> <hx:string>Physician-Patient Relations</hx:string> </Keyword> <Keyword hx:source="MeSH" hx:id="D012945"> <hx:string>Social Values</hx:string> </Keyword> <Interprofessional>false</Interprofessional> <ObjectReference>/CurriculumReport/Objects/Object[@id='zxcvb']</ObjectReference> </Event> <Event id="34567"> <EventCategory>To Be Determined</EventCategory> <Title>Orientation Lecture</Title> <Description>Faculty discuss what the students are to expect in the coming year.</Description> <Keyword hx:source="MeSH" hx:id="D010817"> <hx:string>Physician-Patient Relations</hx:string> </Keyword> <Keyword hx:source="MeSH" hx:id="D012945"> <hx:string>Social Values</hx:string> </Keyword> <Interprofessional>false</Interprofessional> <ObjectReference>/CurriculumReport/Objects/Object[@id='zxcvb']</ObjectReference> </Event> </Events> <Objects> <Object id="zxcvb"> <CompetencyObject> <lom:lom> <lom:general> <lom:identifier> <lom:catalog>URI</lom:catalog> <lom:entry>http://nosuchdomain.edu/zxcvb</lom:entry> </lom:identifier> <lom:title> <lom:string>Professionalism</lom:string> </lom:title> </lom:general>



</lom:lom> </CompetencyObject> </Object> <CompetencyFramework> <lom:lom> <lom:general> <lom:identifier> <lom:catalog>URI</lom:catalog> <lom:entry>http://nosuchdomain.edu/jhuframework</lom:entry> </lom:identifier> </lom:general> </lom:lom> <cf:Includes> <cf:Catalog>URI</cf:Catalog> <cf:Entry>http://nosuchdomain.edu/zxcvb</cf:Entry> </cf:Includes> </CompetencyFramework> </Objects> <Sequence> <Description>There are 2 years of preclinical work followed by 2 years of clinical work.</Description> <SequenceBlock required="true" id="asdfg"> <Title>Orientation</Title> <StartDate>2011-08-15</StartDate> <EndDate>2011-08-16</EndDate> <PercentEffort>100</PercentEffort> <Level levelsInProgram="4">1</Level> <Granularity>2</Granularity> <ParticipantNumerator>120</ParticipantNumerator> <ParticipantDenominator>120</ParticipantDenominator> <SequenceBlockEvent required="true"> <EventReference>/CurriculumReport/Events/Event[@id='34567']</EventReference> <StartDate>2011-08-15</StartDate> <EndDate>2011-08-15</EndDate> <Duration>PT7H</Duration> <PercentEffort>100</PercentEffort> <ParticipantNumerator>120</ParticipantNumerator> <ParticipantDenominator>120</ParticipantDenominator> </SequenceBlockEvent> <SequenceBlockEvent required="true"> <EventReference>/CurriculumReport/Events/Event[@id='23456']</EventReference> <StartDate>2011-08-16</StartDate>



<EndDate>2011-08-16</EndDate> <Duration>PT7H</Duration> <PercentEffort>100</PercentEffort> <ParticipantNumerator>120</ParticipantNumerator> <ParticipantDenominator>120</ParticipantDenominator> </SequenceBlockEvent> <ObjectReference>/CurriculumReport/Objects/Object[@id='zxcvb']</ObjectReference> </SequenceBlock> </Sequence> <Integration> <Description>We have themes woven throughout the curriculum</Description> <IntegrationBlock id="8765"> <Title>Social Sciences</Title> <Description> Each discipline will be taught on the same framework: genes, proteins, cells, tissues, organs, systems, individuals, communities, environments, and societies. This framework allows basic science to be taught using evidence-based medicine and a public health perspective.</Description> <ObjectReference>/CurriculumReport/Objects/Object[@id='zxcvb']</ObjectReference> <EventReference>/CurriculumReport/Events/Event[@id='23456']</EventReference> <SequenceBlockReference>/CurriculumReport/Sequence/SequenceBlock[@id='asdfg']</SequenceBlockReference> </IntegrationBlock> </Integration> <XtensibleInfo/></CurriculumReport>



8[9] References

Competency FrameworkMedBiquitous Competency Framework Specifications and Description Document. MedBiquitous website. http://www.medbiq.org/working_groups/competencies/CompetencyFrameworkSpecification.pdf. Accessed June 16, 2011.

Competency ObjectMedBiquitous Competency Object Specifications and description Document. MedBiquitous Website. http://www.medbiq.org/sites/default/files/CompetencyObjectSpecification.pdf. Accessed June 16, 2011.

Healthcare LOMANSI/MEDBIQ LO.10.1-2008, Healthcare Learning Object Metadata (Healthcare LOM). MedBiquitous Website. http://www.medbiq.org/std_specs/standards/index.html#HCLOM. Accessed June 1, 2011.

Professional ProfileANSI/MEDBIQ PP.10.1-2008, Healthcare Professional Profile. MedBiquitous Website. http://www.medbiq.org/std_specs/standards/index.html#HCProfProfile Accessed June 13, 2011.


http://www.medbiq.org/std_specs/standards/index.html#HCProfProfile

http://www.medbiq.org/std_specs/standards/index.html#HCLOM

http://www.medbiq.org/sites/default/files/CompetencyObjectSpecification.pdf

http://www.medbiq.org/working_groups/competencies/CompetencyFrameworkSpecification.pdf


9[10] Appendix A: Instructional Methods The following list of instructional methods is strongly recommended. If you have additional methods to add to this list, please contact [email protected] with your recommendations.

Instructional Method

Definition /More information

Case-Based Instruction/ Learning

The use of patient cases (actual or theoretical) to stimulate discussion, questioning, problem solving, and reasoning on issues pertaining to the basic sciences and clinical disciplines (Anderson, 2010)

Synonymous with/Includes: Case Study

Does not include: Conference; Discussion, Small Group (≤12); Patient Presentation - Faculty; Patient Presentation - Learner; Problem-Based Learning (PBL); Simulation; Team-Based Learning (TBL)

Note(s): Distinguished from Simulation in that, in CBL, learner is not necessarily practicing the role of care provider, yet in Simulation, learner is practicing some aspect(s) of provider role.

Clinical Experience - Ambulatory

Practical experience(s) in patient care and health-related services carried out in an ambulatory/outpatient setting (LCME, 2011) where actual symptoms are studied and treatment is given (Education Resources Information Center, 1968 & 1981)

Synonymous with/Includes: Clinical Reasoning; Communication Skills; Community-Based; Outpatient; Patient Care; Patient Care Activity; Problem Solving

Note(s): LCME ED-15: “The curriculum of a medical education program must prepare students to enter any field of graduate medical education and include content and clinical experiences [emphasis added] related to each phase of the human life cycle that will prepare students to recognize wellness, determinants of health, and opportunities for health promotion; recognize and interpret symptoms and signs of disease; develop differential diagnoses and treatment plans; and assist patients in addressing health-related issues involving all organ systems.”ED-16: “The clinical experiences [emphasis added] provided to medical students by a medical education program must utilize both outpatient [emphasis added] and inpatient settings” (LCME, 2011)

Clinical Experience - Inpatient

Practical experience(s) in patient care and health-related services carried out in an inpatient setting (LCME, 2011where actual symptoms are studied and treatment is given (Education Resources Information Center, 1968 & 1981)

Synonymous with/Includes: Clinical Reasoning; Communication Skills; Patient Care; Patient Care Activity; Problem Solving

Note(s): LCME ED-15: “The curriculum of a medical education program must prepare students to enter any field of graduate medical education and include content and clinical experiences [emphasis added] related to each phase of the human life cycle that will prepare students to recognize wellness, determinants of health, and opportunities for health promotion; recognize and interpret symptoms and signs of disease; develop differential diagnoses and treatment plans; and assist patients in addressing health-related issues involving all organ systems.”ED-16: “The clinical experiences [emphasis added] provided to medical students by a medical education program must utilize both outpatient and inpatient [emphasis added] settings” (LCME, 2011)

Concept Mapping

Technique [that] allows learners to organize and represent knowledge in an explicit interconnected network. Linkages between concepts are explored to make apparent connections that are not usually seen. Concept mapping also encourages the asking of questions about relationships between concepts that may not have been presented in traditional courses, standard texts, and teaching materials. It shifts the focus of learning away from rote acquisition of information to visualizing the underlying concepts that provide the cognitive framework of what the learner already knows, to facilitate the acquisition of new knowledge (Weiss & Levinson, 2000, citing Novak & Gowin, 1984)






Conference Departmentally-driven and/or content-specific presentations by clinical faculty/professionals, residents, and/or learners before a large group of other professionals and/or learners (e.g., Mortality and Morbidity, or "M & M," Conference--Biddle & Oaster, 1990--and Interdisciplinary Conference--Feldman, 1999; also see Cooke, Irby, & O'Brien, 2010b)Synonymous with/Includes: Grand Rounds; Mortality and Morbidity (M & M) Conference; X-Ray; Tumor

BoardDoes not include: Discussion, Large Group (>12); Lecture

Demonstration A description, performance, or explanation of a process, illustrated by examples, observable action, specimens, etc. (Dictionary.com, n.d.)Synonymous with/Includes: AutopsyDoes not include: Laboratory

Discussion, Large Group [>12]

An exchange (oral or written) of opinions, observations, or ideas among a Large Group [more than 12 participants], usually to analyze, clarify, or reach conclusions about issues, questions, or problems (Education Resources Information Center, 1980)

Does not include: Conference

Discussion, Small Group [≤12]

An exchange (oral or written) of opinions, observations, or ideas among a Small Group [12 or fewer participants], usually to analyze, clarify, or reach conclusions about issues, questions, or problems (Education Resources Information Center, 1980)

Does not include: Case-Based Learning/Instruction; Conference; Problem-Based Learning (PBL); Team-Based Learning (TBL); Tutorial; Workshop

Games Individual or group games that have cognitive, social, behavioral, and/or emotional, etc., dimensions which are related to educational objectives (Education Resources Information Center, 1966a)

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-StudyDoes not include: Self-Directed Learning

Journal Club A forum in which participants discuss recent research papers from field literature in order to develop critical reading skills (comprehension, analysis, and critique) (Cooke, Irby, & O'Brien, 2010a; Mann & O'Neill, 2010; Woods & Winkel, 1982)

Synonymous with/Includes: Critical ReadingNote(s): “[A] forum for the education of residents in the techniques of critical reading, that is, the ability to understand the format of an article, analyze the process by which the study was done, recognize the limitations of the work, and critique the results and interpretation” (Woods & Winkel, 1982); “[A] forum for discussion of recent papers in [a] specialty [and] mechanism for residents [and/or learners] to learn how to assess the quality and import of clinical research papers” (Cooke, Irby, & O'Brien, 2010a)

Laboratory Hands-on or simulated exercises in which learners collect or use data to test and/or verify hypotheses or to address questions about principles and/or phenomena (LCME, 2011)

Synonymous with/Includes: Autopsy; Anatomy Lab; Gross Lab; Histology Lab; Wet LabDoes not include: DemonstrationNote(s): LCME ED-12: “[P]ractical opportunities for the direct application of the scientific method, accurate observation of biomedical phenomena, and critical analysis of data…[C]ould include hands-on or simulated (e.g., computer-based) exercises in which medical students either collect or use data to test and/or verify hypotheses or to address questions about biomedical principles and/or phenomena” (LCME, 2011)

Lecture An instruction or verbal discourse by a speaker before a large group of learners (Institute for International Medical Education, 2002)

Synonymous with/Includes: Didactic; Recording of a lecture




Definition /More informationDoes not include: Conference; Discussion, Large Group (>12)

Mentorship The provision of guidance, direction and support by senior professionals to learners or more junior professionals (U.S. National Library of Medicine, 1987) Synonymous with/Includes: Advising; Career Development; Coaching; Professional DevelopmentDoes not include: Preceptorship

Patient Presentation - Faculty

A presentation by faculty of patient findings, history and physical, differential diagnosis, treatment plan, etc.(Wiener, 1974)

Patient Presentation - Learner

A presentation by a learner or learners to faculty, resident(s), and/or other learners of patient findings, history and physical, differential diagnosis, treatment plan, etc. (Wiener, 1974)

Peer Teaching Learner-to-learner instruction for the mutual learning experience of both "teacher" and "learner"; may be "peer-to-peer" (same training level) or "near-peer" (higher-level learner teaching lower-level learner) (Soriano et al., 2010)

Synonymous with/Includes: Near-Peer Instruction; Peer Instruction; Peer Teaching; Peer Tutoring; Peer-Assisted Learning

Preceptorship Practical experience in medical and health-related services wherein the professionally-trained learner works under the supervision of an established professional in the particular field (U. S. National Library of Medicine, 1974) Synonymous with/Includes: ExternshipDoes not include: Mentorship; Service Learning Activity

Problem-Based Learning (PBL)

The use of carefully selected and designed patient cases that demand from the learner acquisition of critical knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills as those needed in professional practice (Eshach & Bitterman, 2003; see also Major & Palmer, 2001; Cooke, Irby, & O'Brien, 2010b; Barrows & Tamblyn, 1980)

Does not include: Case-Based Instruction/Learning; Discussion, Small Group ( ≤ 12) ; Team-Based Learning (TBL)

Reflection Examination by the learner of his/her personal experiences of a learning event, including the cognitive, emotional, and affective aspects; the use of these past experiences in combination with objective information to inform present clinical decision-making and problem-solving (Mann, Gordon, & MacLeod, 2009; Mann & O’Neill, 2010)

Synonymous with/Includes: Journaling

Research Short-term or sustained participation in research

Role Play/ Dramatization

The adopting or performing the role or activities of another individualSynonymous with/Includes: Practicing Skills (with peers)Does not include: Simulation (as with Simulated/Standardized Patient) – See Resources)

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

Service Learning Activity

A structured learning experience that combines community service with preparation and reflection (LCME, 2011Synonymous with/Includes: Community Service

Simulation A method used to replace or amplify real patient encounters with scenarios designed to replicate real health care situations, using lifelike mannequins, physical models, standardized patients, or computers (Passiment, Sacks, & Huang, 2011)Does not include: Role Play/Dramatization





Team-Based Learning (TBL)

A form of collaborative learning that follows a specific sequence of individual work, group work and immediate feedback; engages learners in learning activities within a small group that works independently in classes with high learner-faculty ratios (Anderson, 2010; Team-Based Learning Collaborative, n.d.; Thompson, Schneider, Haidet, Perkowski, & Richards, 2007)

Does not include: Case-Based Instruction/Learning; Discussion, Small Group ( ≤ 12) ; Problem-Based Learning (PBL)

Team-Building Workshops, sessions, and/or activities contributing to the development of teamwork skills, often as a foundation for group work in learning (PBL, TBL, etc.) and practice (interprofessional/-disciplinary, etc.) (Morrison, Goldfarb, & Lanken, 2010)

Tutorial Instruction provided to a learner or small group of learners by direct interaction with an instructor (Education Resources Information Center, 1966c)

Ward Rounds An instructional session conducted in an actual clinical setting, using real patients or patient cases to demonstrate procedures or clinical skills, illustrate clinical reasoning and problem-solving, or stimulate discussion and analytical thinking among a group of learners (Bowen & Smith, 2010; Wiener, 1974)Synonymous with/Includes: Attending Rounds; Bedside Rounds; Bedside Teaching: Teaching Rounds;

Student group visit as part of "Doctoring" or "Physical Diagnosis" courseDoes not include: Clinical Experience - Ambulatory; Clinical Experience - Inpatient; Patient Presentation -

Faculty; Patient Presentation - Learner

Workshop A brief intensive educational program for a relatively small group of people that focuses especially on techniques and skills related to a specific topic (U. S. National Library of Medicine, 2011)Synonymous with/Includes: Seminar



10[11] Appendix B: Assessment Methods The following list of instructional methods is strongly recommended. If you have additional methods to add to this list, please contact [email protected] with your recommendations.

Assessment Method (may be formative or summative)


Clinical Documentation Review

The review and assessment of clinical notes and logs kept by learners as part of practical training in the clinical setting (Bowen & Smith, 2010; Irby, 1995)Synonymous with/Includes: Case Log; Chart Review; Clinical Encounter Log; Patient WorkupDoes not include: Portfolio-Based Assessment

Clinical Performance Rating/ Checklist

A non-narrative assessment tool (checklist, Likert-type scale, other instrument) used to note completion or achievement of learning tasks (MacRae, Vu, Graham, Word-Sims, Colliver, & Robbs, 1995; Turnbull, Gray, & MacFadyen, 1998) also see “Direct Observations or Performance Audits,” Institute for International Medical Education, 2002)Synonymous with/Includes: Rating Scale; Likert Scale; Reflection Feedback; Video Performance RatingDoes not include: Multisource Assessment; Peer Assessment; Self-Assessment

Exam - Institutionally Developed, Clinical Performance

Practical performance-based examination developed internally to assess problem solving, clinical reasoning, decision making, and[/or] communication skills (LCME, 2011) (Includes observation of learner or small group by instructor)Synonymous with/Includes: OSCE; Virtual Patient; Practical Exam; Internal (practical) Exam; Script

Concordance; Simulation Exam; MiniCEX; CEX; SCEE (Simulated Clinical Encounter Examination)

Note(s): LCME ED-26. “A medical education program must have a system in place for the assessment of medical student achievement throughout the program that employs a variety of measures of knowledge, skills, behaviors, and attitudes.Assessments of medical student performance should measure the retention of factual knowledge; the development of the skills, behaviors, and attitudes needed in subsequent medical training and practice; and the ability to use data appropriately for solving problems commonly encountered in medical practice” [emphasis added] (LCME, 2011)

Exam - Institutionally Developed, Written/ Computer-based

Examination utilizing various written question-and-answer formats (multiple-choice, short answer, essay, etc.) which may assess learners' factual knowledge retention; application of knowledge, concepts, and principles; problem-solving acumen; and clinical reasoning (Cooke, Irby, & O’Brien, 2010b; LCME, 2011)

Synonymous with/Includes: Written Exam; Internal (written) Exam; MCQ; Multiple Choice; Quiz; Script Concordance

Note(s): LCME ED-26. “A medical education program must have a system in place for the assessment of medical student achievement throughout the program that employs a variety of measures of knowledge, skills, behaviors, and attitudes.“Assessments of medical student performance should measure the retention of factual knowledge [emphasis added]; the development of the skills, behaviors, and attitudes needed in subsequent medical training and practice; and the ability to use data appropriately for solving problems commonly encountered in medical practice” [emphasis added] (LCME, 2011).

Exam - Institutionally Developed, Oral

Verbal examination developed internally to assess problem solving, clinical reasoning, decision making, and[/or] communication skills (LCME, 2011)






Exam - Licensure, Clinical Performance

Practical, performance-based examination developed by a professional licensing body to assess clinical skills such as problem solving, clinical reasoning, decision making, and communication, for licensure to practice in a given jurisdiction (e.g., USMLE for the United States); typically paired with a written/computer-based component (MCC, 2011a & 2011c; NBOME, 2010b; USMLE, n.d.); may also be used by schools to assess learners’ achievement of certain curricular objectivesSynonymous with/Includes: USMLE Step 2-CS, COMLEX Level 2-PE; MCC Part II; CEFM

Exam - Licensure, Written/ Computer-based

Standardized written examination administered to assess learners' factual knowledge retention; application of knowledge, concepts, and principles; problem-solving acumen; and clinical reasoning, for licensure to practice in a given jurisdiction (e.g., USMLE for the United States); typically paired with a clinical performance component (MCC, 2011a & 2011b; NBOME, 2010b; USMLE, n.d.); may also be used by schools or learners themselves to assess achievement of certain curricular objectivesSynonymous with/Includes: USMLE Step 1; USMLE Step 2-CK; COMLEX Level 1; COMLEX Level 2-CE;

COMLEX Level 3; MCC Part I; CEFMNote(s): United States Medical Licensing Examination (USMLE, n.d.): “The USMLE assesses a physician's ability to apply knowledge, concepts, and principles [emphasis added], and to demonstrate fundamental patient-centered skills, that are important in health and disease and that constitute the basis of safe and effective patient care.”

Exam - Nationally Normed/ Standardized, Subject

Standardized written examination administered to assess learners’ achievement of nationally established educational expectations for various levels of training and/or specialized subject area(s) (e.g., NBME Subject or “Shelf” Exam) (NBME, 2011; NBOME, 2010a)Synonymous with/Includes: NBME; NBME Subject Exam; NBME Shelf; COMAT Subject Exam; COMSAE;

COMVEX

Multisource Assessment

A formal assessment of performance by supervisors, peers, patients, and coworkers (Bowen & Smith, 2010; Institute for International Medical Education, 2002) (Also see Peer Assessment)Synonymous with/Includes: Multi-Rater Assessment; 360-Degree Assessment

Narrative Assessment

An instructor's or observer's written subjective assessment of a learner's work or performance (Mennin, McConnell, & Anderson, 1997); May Include: Comments within larger assessment; Observation of learner or small group by instructorSynonymous with/Includes: Observation by Instructor; Observation by Faculty; Observation by ResidentDoes not include: Clinical Documentation Review; Clinical Performance Rating/Checklist; Peer Assessment

Self-Assessment

Oral Patient Presentation

The presentation of clinical case (patient) findings, history and physical, differential diagnosis, treatment plan, etc., by a learner to an instructor or small group, and subsequent discussion with the instructor and/or small group for the purposes of learner demonstrating skills in clinical reasoning, problem-solving, etc. (Wiener, 1974

Participation Sharing or taking part in an activity (Education Resources Information Center, 1966b)Synonymous with/Includes: Attendance

Peer Assessment

The concurrent or retrospective review by learners of the quality and efficiency of practices or services ordered or performed by fellow learners (based on MeSH Scope Note for "Peer Review, Health Care," U.S. National Library of Medicine, 1992)Does not include: Multisource Asessment; Narrative Assessment

Portfolio-Based Assessment

Review of a learner's achievement of agreed-upon academic objectives or completion of a negotiated set of learning activities, based on a learner portfolio (Institute for International Medical Education, 2002) ("a systematic collection of a student's work samples, records of observation, test results, etc., over a period of time"—Education Resources Information Center, 1994)





Practical (Lab) Learner engagement in hands-on or simulated exercises in which they collect or use data to test and/or verify hypotheses or to address questions about principles and/or phenomena (LCME, 2011)

Synonymous with/Includes: Laboratory Practicum; Anatomy PracticalNote(s): LCME ED-12: “[P]ractical opportunities for the direct application of the scientific method, accurate observation of biomedical phenomena, and critical analysis of data…[C]ould include hands-on or simulated (e.g., computer-based) exercises in which medical students either collect or use data to test and/or verify hypotheses or to address questions about biomedical principles and/or phenomena” (LCME, 2011)

Research or Project Assessment

Assessment of activities and outcomes (e.g., posters, presentations, reports, etc.) of a project in which the learner participated or conducted research (Dyrbye, Davidson, & Cook, 2008)

Synonymous with/Includes: Multi-Media Production

Self-Assessment

The process of evaluating one’s own deficiencies, achievements, behavior or professional performance and competencies (Institute for International Medical Education, 2002); Assessment completed by the learner to reflect and critically assess his/her own performance against a set of established criteria (Gordon, 1991) (NOTE: Does not refer to NBME Self-Assessment)Synonymous with/Includes: Observation of self on videoDoes not include: NBME Self-Assessment (National Board of Medical Examiners (NBME) Self-Assessment

Services, n.d.)

Stimulated Recall

The use of various stimuli (e.g., written records, audio tapes, video tapes) to re-activate the experience of a learner during a learning activity or clinical encounter in order to reflect on task performance, reasoning, decision-making, interpersonal skills, personal thoughts and feelings, etc. (Barrows, 2000)Synonymous with/Includes: Chart-stimulated recall (CSR)



11[12] Appendix C: ResourcesThe following list of resources is intended to provide more details about the resources used in an event. It is not intended to be exhaustive; rather it is intended to track important resources researchers are interested in tracking. If you have additional methods to add to this list, please contact [email protected] with your recommendations. (to be updated)

ResourceDefinition /More information

Audience Response System

An electronic communication system that allows groups of people to vote on a topic or answer a question. Each person has a remote control (“clicker”) with which selections can be made; Typically, the results are instantly made available to the participants via a graph displayed on the projector. (Group on Information Resources, 2011; Stoddard & Piquette, 2010)

Audio Devices or applications used to acquire or transfer knowledge, attitudes, or skills through study, instruction, or experience using auditory delivery (see “Electronic Learning,” Education Resources Information Center, 2008b)

Synonymous with/Includes: PodcastsDoes not include: Recordings of lectures

Cadaver A human body preserved post-mortem and “used...to study anatomy, identify disease sites, determine causes of death, and provide tissue to repair a defect in a living human being” (MedicineNet.com, 2004)Synonymous with/Includes: Corpse; Dissection; Prosection; Prosection Specimen; Skeleton

Clinical Correlation

The application and elaboration of concepts introduced in lecture, reading assignments, independent study, and other learning activities to real patient or case scenarios in order to promote knowledge retrieval in similar clinical situations at a later time (Euliano, 2001)

Distance Learning - Asynchronous

Education facilitated through communications media (often electronic), with little or no classroom or other face-to-face contact between learners and teachers, and which “does not occur in real time or involve simultaneous interaction on the part of participants. It is intermittent and generally characterized by a significant time delay or interval between sending and receiving or responding to messages” (Education Resources Information Center, 1983; 2008a)Synonymous with/Includes: Computer-Assisted Learning (CAL); Computer-Assisted Instruction (CAI)

Distance Learning - Synchronous

Education facilitated through communications media (often electronic), with little or no classroom or other face-to-face contact between learners and teachers, “in real time, characterized by concurrent exchanges between participants. Interaction is simultaneous without a meaningful time delay between sending a message and receiving or responding to it. Occurs in electronic (e.g., interactive videoconferencing) and non-electronic environments (e.g., telephone conversations)” (Education Resources Information Center, 1983; 2008c)Synonymous with/Includes: Computer-Assisted Learning (CAL); Computer-Assisted Instruction (CAI)

Educational Technology

Mobile or desktop technology (hardware or software) used for instruction/learning through audiovisual (A/V), multimedia, web-based, or online modalities (Group on Information Resources, 2011); Sometimes includes dedicated space (see Virtual/Computerized Lab)Synonymous with/Includes: Computer; Desktop Computer; Laptop; iPad; Netbook, Smartphone; E-reader;

Web Portals; Collaboration Tools (Wikis, Blogs); Simulation Tools (see also, Mannequin, Searchable Electronic Database, Standardized/Simulated PatientTask Trainer, Virtual Patient, Virtual/Computerized Lab); Audio/video Casting; e-Portfolios (see also, Portfolio-Based Assessment)





Electronic Health/Medical Record (EHR/EMR)

An individual patient's medical record in digital format...usually accessed on a computer, often over a network…[M]ay be made up of electronic medical records (EMRs) from many locations and/or sources. An Electronic Medical Record (EMR) may be an inpatient or outpatient medical record in digital format that may or may not be linked to or part of a larger EHR (Group on Information Resources, 2011)

Film/Video Devices or applications used to acquire or transfer knowledge, attitudes, or skills through study, instruction, or experience using visual recordings (see “Electronic Learning,” Education Resources Information Center, 2008b)

Does not include: Recordings of lectures or other Instructional/Educational activities—Use appropriate method from Instructional Methods list and Resource, e.g., Distance Learning or Educational Technology

Key Feature An element specific to a clinical case or problem that demands the use of particular clinical skills in order to achieve the problem's successful resolution; Typically presented as written exam questions, as in the Canadian Qualifying Examination in Medicine (Page & Bordage, 1995; Page, Bordage, & Allen, 1995)

Synonymous with/Includes: Patient Management Problems (PMPs); Clinical Decision Making (CDM) examNote(s): “1. a critical or essential step(s) in the resolution of a problem,2. a step(s) in which examinees ...are most likely to make errors in the resolution of the problem, or3. a difficult or challenging aspect in the identification and management of the problem in practice” (MCC, 2010, p. 6)

Mannequin A life-size model of the human body that mimics various anatomical functions to teach skills and procedures in health education; may be low-fidelity (having limited or no electronic inputs) or high-fidelity (connected to a computer that allows the robot to respond dynamically to user input) (Group on Information Resources, 2011; Passiment, Sacks, & Huang, 2011)

Plastinated Specimens

Organic material preserved by replacing water and fat in tissue with silicone, resulting in “anatomical specimens [that] are safer to use, more pleasant to use, and are much more durable and have a much longer shelf life” (University of Michigan Plastination Lab, n.d.); See also: Wet LabNote(s): “Preserved tissue is first dissected and then dehydrated with acetone. It is immersed in a silicone bath under vacuum until the replacement of acetone is completed. After plastination, the resulting tissue is safe to handle (i.e., toxic fixatives are eliminated), the tissue has no odor and it is extremely durable. Thus, the anatomical specimens are safer to use, more pleasant to use, and are much more durable and have a much longer shelf life” (University of Michigan Plastination Lab, n.d.)

Printed Materials (or Digital Equivalent)

Reference materials produced or selected by faculty to augment course teaching and learningSynonymous with/Includes: Handouts; Professional Journal Articles; Textbooks; Syllabi

Real Patient An actual clinical patient

Searchable Electronic Database

A collection of information organized in such a way that a computer program can quickly select desired pieces of data (Webopedia, n.d.)Synonymous with/Includes: PubMed

Standardized/ Simulated Patient (SP)

Individual trained to portray a patient with a specific condition in a realistic, standardized and repeatable way (where portrayal/presentation varies based only on learner performance) (ASPE, 2011)

Synonymous with/Includes: Gynecological Teaching Associates (GTA); Male Urogenital Teaching Associates (MUTA)

Note(s): “SPs can be used for teaching and assessment of learners including but not limited to history/consultation, physical examination and other clinical skills in simulated clinical environments. SPs can also be used to give feedback and evaluate student performance.” (ASPE, 2011)




Task Trainer A physical model that simulates a subset of physiologic function to include normal and abnormal anatomy (Passiment, Sacks, & Huang, 2011); Such models which provide just the key elements of the task or skill being learned(CISL, 2011)

Synonymous with/Includes: Plastic IV Arm, Airway Management Head, Urinary catheter trainer, Pelvic examination trainer; Virtual reality endoscopic devices

Note(s): “Part-task Trainers in plastic or other forms cannot fully replicate performing the task on real patients, but they do allow learners to acquire the basic steps of the procedures and some of the basic skills needed to then be taught the fine art of doing the procedures under supervision on actual human beings” (CISL, 2011)

Virtual Patient An interactive computer simulation of real-life clinical scenarios for the purpose of medical training, education, or assessment (Smothers, Azan, & Ellaway, 2010)Does not include: Educational Technology; Virtual/Computerized Lab

Virtual/ Computerized Laboratory

A practical learning environment in which technology- and computer-based simulations allow learners to engage in computer-assisted instruction while being able to ask and answer questions and also engage in discussion of content (Cooke, Irby, & O’Brien, 2010a); also, to learn through experience by performing medical tasks, especially high-risk ones, in a safe environment (Uniformed Services University, 2011)Synonymous with/Includes: Computer Assisted Instruction; Biochemistry; Microbiology; Molecular

biology; Cell biology; Tissue culture laboratory; Pathology; Organic Chemistry; Physical Chemistry

Does not include: Educational Technology

Wet Laboratory

Facilities outfitted with specialized equipment* and bench space or adjustable, flexible desktop space for working with solutions or biological materials (“C.1 Wet Laboratories,” 2006; Stanford University School of Medicine, 2007; WBDG Staff, 2010) *Often includes sinks, chemical fume hoods, biosafety cabinets, and piped services such as deionized or RO water, lab cold and hot water, lab waste/vents, carbon dioxide, vacuum, compressed air, eyewash, safety showers, natural gas, telephone, LAN, and power (“C.1 Wet Laboratories,” 2006)

Synonymous with/ Includes:

Biochemistry; Cell Biology; Histology Slides; Microbiology; Molecular Biology; Tissue Culture Laboratory; Organic Chemistry; Pathology; Physical Chemistry; Preserved Specimens (not Cadavers, Prosected Specimens, or Plastinated Specimens)

Note(s): Frequently used for instruction and/or research in Biochemistry; Molecular biology; Cell biology; Tissue culture laboratory; Pathology; Organic Chemistry; Physical Chemistry (“C.1 Wet Laboratories,” 2006)“[T]raditional molecular and cell biology...must be facilitated by high-quality wet lab space with benches and standard, small scale, support space (including desks that are computer-friendly because even for molecular biology experimentation you need a computer). As long as people work with model organisms, cell culture, and molecular biology, this arrangement forms the basis of biomedical insights that are obtained by experimentation” (Stanford University School of Medicine, 2007 p. 58).

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