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MedBiquitous Competency Working Group Work Plan - Last Modified 21 Dec 2006

Definition

The MedBiquitous Competency Working Group definition of competency includes any educational objective or educational outcome that results from knowledge, skills, or beliefs.

For further explanation read the excellent overview of the competency landscape in Harden RM. Developments in outcome-based education. Medical Teacher. 2002; 24. 117-120.

Process

The MedBiquitous Competency Working Group will go through the following steps as part of the process of defining specifications for healthcare competencies.

  1. Define competency to provide a common vocabulary for healthcare educators, assessors, and other interested in leveraging technology standards for representing competencies.
  2. Define high level use cases for how these technology standards may be used.
  3. Develop case studies to see how competencies are adapted:
    • Across a geographical context
    • Across specialties
    • Across the continuum of education
    • Across health professions
  4. Define the pedagogical requirements associated with the high level use cases.
  5. Analyze IEEE schemas and documentation to see how well it aligns with the use cases and requirements of healthcare educators and assessors.
  6. Represent a set of healthcare competencies using the IEEE schemas and possibly healthcare-specific customizations or extensions.
  7. Identify opportunities for pilot projects.

The group will seek to have an interoperability demonstration project complete by the MedBiquitous Annual Conference 2007, April 16-18.

Pedagogical Goals

Having an electronically citable mechanism for competencies and outcomes is intended to link content, activities, and assessment to a competency framework as part of a larger effort toward competency-based learning. The following goals are examples of the pedagogical drive behind developing a competency specification for healthcare education and drive the use cases articulated later in this document.

  1. An educator wishes to facilitate tracking of learner's educational accomplishments within a competency framework.
  2. An educator wishes to help learners identify competency gaps and offer educational resources that address those gaps.
  3. An institution wishes to track its fulfillment of accreditation requirements provide education on specific competencies or objectives.
  4. An educator wants a mechanism to communicate competencies relevant to a course of study to a learner. This is Dr. Harden's concept of letting the learner know the expected learning outcomes prior to the course of study.
  5. An organization wishes to publish a set of competencies so that other organizations may create educational resources and activities that help learners achieve those competencies.
  6. An organization wishes to incorporate competencies from one set of competencies in another set of competencies that it is developing (ie incorporating a set of diabetes management competencies in a set of competencies for internal medicine)
  7. A licensure or certification board wants a common mechanism for communicating competencies for a profession or specialty.
High Level Use Cases:
  1. Learners, faculty, and administrators use a technology-based platform to access educational content, activities, and assessment that are linked to specific competencies and track learner activity and progress toward achieving those competencies.
    1. Learners use a technology-based platform to access educational content, activities, and assessment that is linked to specific competencies and track their own activity and progress toward achieving those competencies.
    2. An educator uses a technology-based platform to direct learners to assessments that assess competence in specific areas and identify competency gaps.
    3. An educator uses a technology-based platform to direct learners to content and activities that address a specific competency gap.
    4. An institution uses a competency framework to organize and analyze the educational and assessment activities within a curriculum (i.e., curriculum mapping)
    5. An educator uses a technology-based platform to communicate the expected competencies or learning outcomes that the learner should achieve by the end of a particular course of study.
    6. An institution uses a technology platform to track learners' completion of activities addressing specific competencies.
    7. An institution uses a technology platform to produce reports for accrediting bodies that show which learners have completed required educational activities addressing specific competencies.
    8. An accrediting body or board system imports competency reports that allow them to track which learners have completed required educational activities addressing specific competencies.
  2. An organization publishes or exports a set of competencies so that other organizations may download the competencies and use them within their own systems.
  3. An organization imports a set of competencies into their technology-based platform.
  4. An organization moves competencies sets from one system to another.
  5. An organization maps one set of competencies to another.(for example, mapping the Scottish Doctor learning outcomes to ACGME Core competencies)
  6. An organization maps competencies to other types of data, such as a human resources record.
  7. An organization wishes to incorporate competencies from one set of competencies in another set of competencies that it is developing (ie incorporating a set of diabetes management competencies in a set of competencies for internal medicine)
  8. An organization wishes to adopt competencies developed by another organization and apply them in one of the following contexts:
    1. Across a geographical context
    2. Across specialties
    3. Across the continuum of education
    4. Across health professions
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