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Proposed changes to existing elements:



specialty (under target audience)

Change Specialty to DisciplineOrSpecialty. Support use of terms from external vocabularies (ie add source and id attributes). We could create a representation of the recommended vocabulary in a manner to allow for referencing. Consider updates to recommended vocabulary based on changes to IM & peds subspecialties. (accepted)


Consider using source and id attributes to support referencing standardized vocabularies. See if recommended list of professions should be updated.(accepted)


Should we require a URI identifier in healthcare LOM? (investigate feasibility)

Updates to credit related elements

Need to reflect evolution in the various CE systems in the US. See VA accreditation, current edits. (accepted, will integrate)


Proposed Additions




A link to the license that applies to this resource. (add)


The URI of a resource used as the basis for this resource. (add)


The way in which the resource was repurposed, using a pick list (ie vocabulary) of options. See: (add)


A general description of how the resource was repurposed. (add)


All the information required to formally cite this resource (add)


A formal quality stamp (potentially a URI to such a stamp). This could align with MedEdPortal peer review. (add)


Instructions of how to use this resource for teaching and/or learning.(add)


Description of the technical requirements and other issues pertaining to the resource. E.g. file size (if this applies), hardware and operating system requirements, or any other special technical requirements and characteristics of the resource. (omit) - addressed by lom OtherPlatformrequirements and InstallationRemarks)


The media format of the resource, or the media formats included in the resource if this is a complex one. It is possible to have more values for this field, e.g. an image sequence accompanied by an audio clip, or a blog post including a videoclip. It captures the aspects of media related to the packaging standards that are used to interoperate the resource across different learning platforms (e.g., SCORM package, MVP, Medbiquitous Virtual Patient) but leaves out the specifics of the file such as format and size.(Daniela will send the vocabulary)

originating System

Describes details of the tool or system that was used to create the learning resource/activity. Includes subelements system, version, and path type (specific to virtual patients)See: pg 10. (Dawn will send an example of what they are doing)

Patient consent data

Photographs present in virtual patients may sometimes enable the identification of the real patient (e.g. facial images, in some cases X-rays, etc). In such
cases written permission to use the images is required before the materials can be presented in teaching. Consent forms should be kept at the originating
institution. Identifiers of the documents can be stored in the virtual patient’s metadata.
See: pg 13. (Circulate proposal)

Educational scenario

Teaching, learning or assessment
See: pg 15. (Propose that this is redundant and not needed)

Interactive elements

Kinds of questions, task and challenges faced.
See: pg 15. (Propose that this is redundant and not needed)


Areas for further research/harmonization

Context (under educational)

Look at overlap with mEducator educational level values and consider next steps. (See A)

FOAF (Friend of a Friend)

mEducator allows for author to point to a foaf file. Consider how we might integrate that.


We need a way to point to the URI of a competency object and framework. This is an area of active discussion within the TSC. (resolved)

Resource type

Integrate both curriculum inventory vocabularies for resource type and mEducator values for Media Type and ResourceType and harmonize.  (resolved)


Ensure we can represent instructional methods and assessment methods form the Curriculum Inventory work.(resolved)


A. Educational Context and mEducator Educational Level

Healthcare LOM Values

mEducator Values

Patient education

Patient/General public education

Caregiver education


Primary education


Secondary education


Vocational training


Undergraduate education


Undergraduate professional education


Graduate professional education


Continuing professional development

Continuing education

Note: many of these proposed changes come from mEducator and eViP. We also need to account for changes based on MedEdPortal taxonomies.

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