5. Provide a brief explanation of the need for the project:
Revision incorporating comments:
Educators, accrediting bodies, continuing education supporters, certification and licensing boards, government agencies and others are involved in the design, development, implementation and evaluation of clinical education with the goal of improving the performance of healthcare professionals. These stakeholders often collect data on the reach and efficacy of educational activities and have identified a common need for technical standards to enable the exchange of evaluation data, facilitating the sharing, managing and analyzing of these data.
Original draft:
Educators, accrediting bodies, continuing education supporters, and government agencies often collect aggregate data on the reach and efficacy of CE activities. Currently, the data comes in different formats and often measures different things. This standard would enable the exchange and aggregation of evaluation data for healthcare education, facilitating research and analysis.
Proposed Revisions and Comments:
Organizations involved in the design, development, implementation and evaluation of clinical education have identified an opportunity to standardize the language, metrices and formats used by all stakeholders in the learning process. The development of this taxonomy should be flexible and dynamic to allow for the diversity of approaches and audiences who depend upon CE to improve their clinical competence.
Providers, Accrediting Bodies, Supporters, Certification Boards, Licensure Boards, and other types of Stakeholders which play a role in both Educating and Improving the Performance of Healthcare Professionals have a need to describe and share the results of Activities which are undertaken to achieve these goals. Because these Activities typically have multiple disparate stakeholders, there is a need to define a common data exchange format which can facilitate the sharing of the results of these activities between stakeholders. While it is important to define a framework for the exchange of this information, the framework must be flexible and allow for the representation of many different types of evaluation models.
Continuing Education (CE) providers, accrediting bodies, supporters, certification boards, licensure boards, and other types of stakeholders are involved in both educating and improving the performance of healthcare professionals. They share a common need to consistently describe and exchange evaluative data on the reach and outcomes of various CE activities. A lack of standardization of evaluative criteria and exchange formats has made it difficult to effectively and efficiently aggregate, share, manage and analyze these evaluative data.
Concerns about the use of the term "aggregate data"
6. Identify the stakeholders (e.g., telecom, consumer, medical, environmental, etc.) likely to be directly impacted by the standard:
Revision incorporating comments:
Educators, accrediting bodies, continuing education supporters, certification and licensing boards, government agencies and others are involved in the design, development, implementation and evaluation of clinical education with the goal of improving the performance of healthcare professionals.
Original Draft:
Continuing education providers, government agencies, accrediting organizations, technology vendors.
8. Description of Contents of Standard: (Provide a one paragraph description, not to exceed 500 characters.)
Revision incorporating comments:
The MedBiquitous Medical Education Metrics standard (MEMs) provides a common XML format for exchanging evaluation data for clinical education designed to improve the performance of healthcare professionals. Version 1 of MEMs includes an activity description, participation metrics, learner demographics, participant activity evaluation, and knowledge assessment data.
Original draft:
The MedBiquitous Medical Education Metrics standard (MEMs) provides a common XML format for exchanging aggregate evaluation data for health professions education. MEMs includes an activity description, participation metrics, learner demographics, participant activity evaluation, and knowledge assessment data.
Proposed Revisions and Comments:
The MedBiquitous Medical Education Metrics standard (MEMs) provides a common XML format for exchanging aggregate activity result data. MEMs includes an activity description, participation metrics, and participant result metrics. The types of metrics that may be described in the standard are flexibly defined, and are designed to support the needs of all stakeholders on a given activity who have a need to exchange data on the results of that activity. Typically this information includes participant evaluation data and participant knowledge assessment data.
The MedBiquitous Medical Education Metrics standard (MEMs) provides a common XML format for exchanging aggregate evaluation data for health professions education. Version [not sure what version this would be based upon the name on the form]of MEMs includes an activity description, participation metrics, learner demographics, participant activity evaluation, and knowledge assessment data. Future versions will facilitate the exchange of an expanded set of evaluative data covering a broader array of Continuing Education activities