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TUSK Competency Framework Project

TUSK Competency Framework Project. November 20, 2008. Project Goal. Build a competency framework in TUSK

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TUSK Competency Framework Project

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  1. TUSK Competency Framework Project November 20, 2008

  2. Project Goal • Build a competency framework in TUSK “Defining competencies is a first step towards increasing the quality of health care delivery. As the Accreditation Council for Graduate Medical Education (ACGME) Outcome Project and the Scottish Doctor Project demonstrate, health professions educators are increasingly identifying the outcomes expected of the educational process and the competencies expected of the practicing clinician. Educators are defining the specific knowledge, skills, and attitudes necessary to achieve competency in a particular area, ranging from general competencies such as communication skills to specific clinical competencies identified for a medical specialty.”

  3. Why do this? • Provide proof of student competency to accrediting bodies • Enable curriculum planners to map competencies across the curriculum • Tie educational activities to a competency framework • Enable students to track progress on competencies

  4. What we want/need to do • Understand the needs of each school regarding competencies – what do accrediting bodies require? • Understand the business practices of each school regarding competencies • Build a flexible competency framework for TUSK which allows each school to meet its needs • Build the tools schools need to manage competency framework • Help medbiquitous build a national standard for competency data enabling resources and activities to be tied to a competency framework • Use these standards to build the TUSK framework

  5. Medbiquitous Goal • Medbiquitous creates health care standards to advance healthcare education – to “be better able to exchange educational content, track learner activities and profiles, and make healthcare more accessible, measureable, and effective thereby improving patient care” • Having a technology standard for representing competency data would enable content developers to tie educational activities to a competency framework. This in turn enables learners to track their accomplishments against a list of competencies relevant to their profession and specialty. A competency standard also enables educators to see how their curriculum fits into a competency framework and better manage their curriculum and its development. • Tufts is a member of the medbiquitous working group – we want to both help build the standard and apply it in TUSK

  6. What will we have to do? • Build the TUSK database structure – based on school business practices and reporting requirements • Build the tools to upload competencies and link to educational content – and to educational framework i.e both to be used as content and curriculum management tool • Build or use exisiting tools (VUE) to view the curriculum map vis a vis competencies (see next slide example) • Build student tracking tools – including portfolios • Enhance the patient log tool • Build reporting tools

  7. VUE Links Competencies to Courses Across the Curriculum TUSK’s Search Capabilities Map Relevant Content

  8. What is done so far • Patient Log Tool – in use in Medical and Dental • Recent enhancement for vet school just completed • Decision to build enhanced curriculum management tool as first step this fall/winter • create a tool for  someone (course director? School admin? lecturer?)  to • enter in metadata on these lectures including topics, learning objectives, competencies?, concepts  as the year goes • In addition the actual content, i.e. the lecture slides and syllabus documents would also be linked to the lecture title - so that the  metadata is backed-up with actual  presence in the content.

  9. Minimum procedures Outcome Assessment Type Competency exams • Patient logs ?? • Portfolio • Competency exam • Evaluations • Multiple Choice exams • OSCE, Observed Structural Clinical Exam (Domain) Competency Category Failure Including competency summary Rule Scale Hierarchy Measurement of Success Further actions required Competency Statement Learning Outcome i.e. feedback, grade OUTCOME ASSESSMENT Type = knowledge | skill | attitude Student Year External Competency Learning Outcome Category Course Department Faculty Program DRAFT Method of Outcome Assessment • Attendance • Written • Practical • Paper • Simulated clinical • Oral • Clinical Permission

  10. Project Timeframe • What are the needs of each school by when? • We are dedicating much of Isarin’s time for the next 5 months – and possibly our new developer – depending on your needs • Once we understand the needs of each school we can provide a time-line

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