November 22, 2016
9 AM PST/10 AM MST/11 AM CST/12 PM EST
Attending: Susan Albright, Hugh Stoddard, Co-Chair; Terri Cameron, Sascha Cohen, Jennifer Cuthbert, Walter Fitzwilliams, Paul Schilling, and Valerie Smothers
1 Review minutes
The minutes were accepted as submitted.
Hugh asked the group if they view the Curriculum Inventory as recording input (content and delivery method) or output (assessments, EPA’s and milestones). Terri commented that the Curriculum Inventory does not have student data but does track how students are assessed. Teaching content helps students achieve milestones. Sascha noted that UCSF has looked at this in terms of expectations in the curriculum. They have an expectation that students will achieve a milestone or outcome by a certain point in the curriculum. The Curriculum inventory could document where we have an expectation. Hugh added this needs to be answered before anything practical is done.
Valerie asked if Hugh’s criticism was of the milestone framework itself, more than tying it to the curriculum. Hugh agreed milestones as performance markers make sense en route to achieving a competency. Terri suggested looking at ultimate competencies, how you lead students to have the ability to do X. Susan added assumptions need to be better defined. Sascha was concerned about representing the level of the learner. Jennifer noted that they need to map objectives to EPAs and Milestones. She asked if that would need to be separate for the Curriculum Inventory upload. She suggested MedBiquitous develop nomenclature for EPAs and milestones to address that.
Valerie suggested creating the vocabulary and noted it would require consensus to be used in the Curriculum Inventory. No change to the standard would be required, just minimum changes to the business rules. Terri agreed we need a common taxonomy. Valerie suggested asking schools if they want this. From a MedBiquitous perspective EPA’s would be represented as competency object with associated competency framework that shows a connection to competency. She suggested establishing a common way of coding and accepting definitions. Terri commented not all schools would want to set up a competency based curriculum; ultimately you want to know where the student was exposed to competencies. Susan would like an example of that. Sascha offered to provide an example that shows curriculum data incorporating milestones as expectations.
3 Report from Terri on uploads
Terri reported that 141 schools uploaded curriculum, including nine new schools. Two osteopathic schools tried to upload; however, unless there is a big reach to the AAMC from ACOM, this won’t continue. Susan asked how many schools will participate. Walter and Terri believed it to be 148 including 5 Canadian schools, 136 fully accredited US schools, and 9 in the pipeline, and potentially a few more not yet accredited.
Terri mentioned at the AAMC meeting they presented the concept of unrestricted data set in the Curriculum Inventory update to 125 attendees, and the resounding feedback was negative. The Curriculum Inventory content is so immense. They are concerned about schools doing their best to document, but what they send may be incomplete and not fully representative. She added the data remains restricted. A decision was made to not move forward unless they want to lose uploads.
Sascha offered to provide an example that shows curriculum data incorporating milestones as expectations.