TUSK Competency Framework Project

November 20, 2008

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.”

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

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

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

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

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

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.

Competency Category

Competency Statement

External Competency

Outcome Assessment Type

Scale

Learning Outcome

Learning Outcome Category

Method of Outcome Assessment

Rule

Measurement of Success

Student

Faculty

Permission

Further actions required

Failure

Course

Year

Department

Program

Hierarchy

OU

TC

OM

E A

SS

ES

SM

EN

T

Minimum procedures

Competency exams

• Attendance

• Written

• Practical

• Paper

• Simulated clinical

• Oral

• Clinical

• Patient logs ??

• Portfolio

• Competency exam

• Evaluations

• Multiple Choice exams

• OSCE, Observed Structural Clinical Exam(Domain)

Including competency summary

Type = knowledge | skill | attitudei.e. feedback, grade

DRAFT

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