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MedBiquitous Orientation
Valerie Smothers
MedBiquitous
MedBiquitous Annual Conference
May 13, 2008
®
Objectives
At the conclusion of the workshop, participants
will be able to:
• Describe the benefits of standards in
heal...
®
Before we start
• How many are planning to attend Virtual
Patients in a Nutshell at 11?
®
Overview
• Introductions
• What is MedBiquitous?
• Why standards?
• Major Activities
• Summary
• How to participate
®
Introductions
®
What is MedBiquitous?
®
MedBiquitous Mission
To advance healthcare education through
technology standards that promote
professional competence, ...
®
The Fragmented Healthcare Industry
Universities Societies
Certifying
Boards
Licensing
Boards
Government Publishers
Indus...
®
MedBiquitous: Technology
Standards for Healthcare Education
• 74 member
organizations
• 7 Working Groups
• ANSI process
...
®
MedBiquitous Goals
• Better tracking and evaluation of professional
education and certification activities
• Easier disc...
®
MedBiquitous Process
• Approves new standards
projects
• Meets via telco, in person
• Develops specifications
• Consensu...
®
Working Groups
• Professional Profile
• Standard for describing a healthcare professional
• Credentials verification, ad...
®
Working Groups
• Virtual Patient
• Standards for interactive computer programs that
simulate real life clinical scenario...
®
Working Group Meetings
• Activity Report WG
Thur, 3:30 PM
• Competency WG
Thur, 12 PM
• Learning Objects WG,
Thur, 7:30 ...
®
Why standards?
®
Why standards?
Activity
You are designing your own searchable cookbook
for all of the recipes you download from the
inte...
®
Why standards?
• To facilitate exchange of data and resources
• To enable collaboration
• To create economies and networ...
®
Your Challenges
Activity
What information exchange, coordination, or
integration challenges do you have?
5 min
®
Major Activities
®
Coordinating Professional Healthcare
• Professional Profile
• Coordinating clinician data
• Competencies
• Coordinating ...
®
Professional Profile Working Group
• Mission: to develop XML standards and Web
services descriptions to enable the excha...
®
Participants
• Mike Zarski, American
Osteopathic Association, Chair
• Archana Aida, American Board of
Pediatrics
• Skip ...
®
Professional Profile Use Case
• Common format for
exchanging information about
healthcare professionals
• Contact
• Educ...
®
Benefits
• Faster to process standardized data
• Faster to develop new applications
• Easier to work with partner organi...
®
Status of Professional Profile
• Undergoing Public Review
Complete
• Ballot complete
• Standards Implementation
• Clinic...
®
Competencies
• Competency = any educational objective or
educational outcome that results from
knowledge, skills, or bel...
®
Competencies Working Group
• Co-chairs: Rosalyn Scott, MD and Tim Willett,
MD
• Mission: develop a standardized framewor...
®
Uses for a Competency Standard
• Allow learners to track their accomplishments
against a list of relevant competencies
•...
®
Describe how patient’s ideas, feelings, beliefs, expectations, and experience of
illness affect health outcomes.
Learnin...
®
Coordinating in Primary Care
Activity
Exchanging membership data
Promoting a core curriculum
7 min
®
Finding Educational Activities and
Content
• Healthcare Learning Object Metadata
(Healthcare LOM)
• Finding learning act...
®
Healthcare Learning Object Metadata
(LOM)
• Metadata Definition: the data that describes
a resource.
• Example: card cat...
®
Healthcare LOM Working Group Mission
To develop XML and Web services standards
to enable interoperability, accessibility...
®
Healthcare LOM Uses
Health
Education
Title: Aresenic Toxicity
Keyword: Environmental medicine,
MeSH D019550
Target audie...
®
Healthcare LOM Uses
CE
Evaluation
Evidence
based
practice
Quality
improve-
ment
Inform-
atics
Patient
centered
care
®
Learning Objects Working Group
• Morgan Bantly, Department of Veterans Affairs ,
Chair
• Patti Abbott, Johns Hopkins Uni...
®
Healthcare LOM Structure
®
Healthcare LOM Structure
®
Benefits
• Save money – don’t reinvent, reuse
• Improve access to content – internally or across
organizations
• Use con...
®
Break – 10 minutes
®
Sharing and Reuse of Educational
Resources
• SCORM for Healthcare
• Self-directed Web-based learning
• Virtual Patients
...
®
Shareable
Content
Object
Reference
Model
SCORM
• An e-learning model that
enables accessibility, reuse,
and interoperabi...
®
SCORM for Healthcare
• Profile of SCORM
• Leverages extensions to SCORM metadata
called Healthcare Learning Object Metad...
®
Challenges in Defense Training
• Content not portable / interoperable
• Content monolithic and not easily updated
• Cont...
®
Goals of SCORM
SCORM
Content is…
Definition Example
Accessible Easily discovered and
located.
Searching an education rep...
®
Status of SCORM for Healthcare
• Draft specification available
• Users – VA co-developing content in
conjunctions with o...
®
Virtual Patients
Definition: An interactive computer simulation
of real-life clinical scenarios for the purpose of
medic...
®
Virtual Patient Working Group Mission
To develop XML standards and Web services
requirements to enable interoperability,...
®
Virtual Patients Working Group
• Soeren Huwendiek, University of Heidelberg
• Patrik Jonsson, Karolinska Institute
• Pet...
®
Virtual Patient Architcture
• Component based
approach
• Enables sharing and
reuse of entire virtual
patient or componen...
®
The MVP Architecture
SCORM package
®
VP Working Group accomplishments
•Draft schemas available
•Draft data and player specifications available
•Being impleme...
®
Reusing Content
Activity
Some have referred to educational materials as “legos”
that may be reconfigured to form a varie...
Video of an Abnormal Gait
Brain MRI Brain Tissue
Labeled Diagram of the Nervous System
®
Tracking and Evaluation of Learning
Activities
• Activity Report
• Tracking CE and certification activities across organ...
®
Activity Report Working Group
• Mission: develop XML standards and Web
services requirements and descriptions to
enable ...
®
Participants
• Toby Vandemark, Chair
• Spencer Aden, Healthstream
• Archana Aida, American Board of Pediatrics
• Dawn Ai...
®
Current Problems with CE Tracking
and Measurement
• We aren’t tracking CE
• We don’t help the learner
assess gaps
• We c...
®
Reporting and Tracking CE/MoC
Provider A
Provider B
Dr. John Doe’s CE Tracker
A: Asthma Management .5 cr
B: Bronchodiala...
®
Benefits
• Enables centralized tracking of CE and
Certification activities
• Increases accountability of all parties
• R...
®
Status of Activity Report
• Schema, spec, and servivces
available
• ABP and AAP are piloting the
use of the standard for...
®
Point of Care Learning Working
Group
• Mission: to develop XML standards and
guidelines to support offering clinicians
l...
®
Participants
• Jabin White, Silverchair, Chair
• Nick Ackerson, Thomson
• Michelle Adams, American Academy of
Dermatolog...
®
Point of Care Learning Uses
• Common format for
exchanging point of care
learning activity data
• Clinical question
• Se...
®
MEMS: Medical Education Metrics
• Technology standard for core evaluation
data
• Users
• Educators want best
practices, ...
®
MEMS Data
• Activity Description
• What’s being evaluated
• Participant Activity Evaluation
• What did participants thin...
®
Metrics Working Group
• Mission: to develop XML standards and Web
services requirements and descriptions for
the exchang...
®
Metrics Participants
• Linda Casebeer, Outcomes, Inc., Co-
Chair
• Francis Kwakwa, RSNA, Co-Chair
• Robin Bay, WEMOVE
• ...
®
MEMS Use Case
Online
Joint
Journal
In person
Program Evaluation
Dashboard
Online
activities
Jointly
sponsored
activities...
®
MEMS Status
• Flexibility of instruments
• Draft specification and schema
• Developing survey item specification
• Movin...
®
Exchanging CE Data
Activity
Streamlining CME Reporting and
Administration
10 min
®
Summary
®
MedBiquitous Goals
• Better tracking and evaluation of professional
education and certification activities
• Activity Re...
®
MedBiquitous Goals
• Interoperability and sharing of high quality
online education
• SCORM for Healthcare
• Virtual Pati...
®
Back to your challenges
• Can existing standards address any of the
challenges you face?
• Are there needs for other sta...
®
Questions for you
• Are standards a good idea?
• Should you develop them within your own
organization?
• What are the be...
®
How to Participate
®
Working Group Meetings
• Activity Report WG
Thur, 3:30 PM
• Competency WG
Thur, 12 PM
• Learning Objects WG,
Thur, 7:30 ...
®
Contact
• Valerie Smothers
valerie.smothers@medbiq.org
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  • Thank everyone
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  • Work in the notion that you are tracking activity against a competency framework. Also, physician learning should be measured!
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    This is an image of the Baltimore Fire of 1904. It wiped out 80 city blocks. Calls went to Philadelphia and DC fire departments, but they couldn’t use Baltimore hydrants because the connections weren’t standardized. Standards for connecting fire hoses and hydrants went into effect as a result of this disaster.
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    Bob Galbraith will be discussing a project called Trusted Agent that applies…
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    How many have heard of SCORM? How many have used it?
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    It turns out that healthcare is not alone in facing training challenges. DoD would buy a new fighter plane, they would also purchase training for that plane. By the time the training was delivered, it was out of date, it didn’t run on their system, and they had to pay for the expense of creating a whole new course. Training needed to be faster and cheaper.
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  • Difficult to keep track of, no required connection with area of practice, little impact on behavior
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    Bob Galbraith will be discussing a project called Trusted Agent that applies…
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  • Transcript of "PPT"

    1. 1. ® MedBiquitous Orientation Valerie Smothers MedBiquitous MedBiquitous Annual Conference May 13, 2008
    2. 2. ® Objectives At the conclusion of the workshop, participants will be able to: • Describe the benefits of standards in healthcare education and competence assessment. • Identify opportunities for participating in the standards development process.
    3. 3. ® Before we start • How many are planning to attend Virtual Patients in a Nutshell at 11?
    4. 4. ® Overview • Introductions • What is MedBiquitous? • Why standards? • Major Activities • Summary • How to participate
    5. 5. ® Introductions
    6. 6. ® What is MedBiquitous?
    7. 7. ® MedBiquitous Mission To advance healthcare education through technology standards that promote professional competence, collaboration, and better patient care. Not-for-profit, member-driven, standards development organization
    8. 8. ® The Fragmented Healthcare Industry Universities Societies Certifying Boards Licensing Boards Government Publishers Industry Accrediting Bodies ?
    9. 9. ® MedBiquitous: Technology Standards for Healthcare Education • 74 member organizations • 7 Working Groups • ANSI process • Openness • Transparency • Consensus • Due process • Work with leading organizations that can drive adoption Professional Profile Learning Objects Activity Reporting Competencies Virtual Patients Metrics Point of Care Learning
    10. 10. ® MedBiquitous Goals • Better tracking and evaluation of professional education and certification activities • Easier discovery of relevant education and information resources when and where needed • Interoperability and sharing of high quality online education • Coordination and tracking of competence assessment data
    11. 11. ® MedBiquitous Process • Approves new standards projects • Meets via telco, in person • Develops specifications • Consensus body • Votes • Final approval Working groups Standards committee ANSI Executive committee
    12. 12. ® Working Groups • Professional Profile • Standard for describing a healthcare professional • Credentials verification, administration, identification • Competencies • Standard for describing competency framework • Working with IEEE • Learning Objects • Healthcare LOM (describing learning activities) • SCORM for Healthcare (running e-learning)
    13. 13. ® Working Groups • Virtual Patient • Standards for interactive computer programs that simulate real life clinical scenarios • Activity Report • Tracking CE/MoC activities • Metrics • Aggregate evaluation data • Point of Care Learning • Integration with clinical systems • Tracking needs assessment and inquiry data
    14. 14. ® Working Group Meetings • Activity Report WG Thur, 3:30 PM • Competency WG Thur, 12 PM • Learning Objects WG, Thur, 7:30 AM • Metrics WG Thur, 12 PM • Point of Care Learning WG Thur, 7:30 AM • Professional Profile Thur, 3:30 PM • Virtual Patient WG Today, 3:30 PM
    15. 15. ® Why standards?
    16. 16. ® Why standards? Activity You are designing your own searchable cookbook for all of the recipes you download from the internet. Develop a data structure for a cooking recipe. Describe some of the benefits of having this standard.
    17. 17. ® Why standards? • To facilitate exchange of data and resources • To enable collaboration • To create economies and networks of scale
    18. 18. ® Your Challenges Activity What information exchange, coordination, or integration challenges do you have? 5 min
    19. 19. ® Major Activities
    20. 20. ® Coordinating Professional Healthcare • Professional Profile • Coordinating clinician data • Competencies • Coordinating competency data
    21. 21. ® Professional Profile Working Group • Mission: to develop XML standards and Web services descriptions to enable the exchange of clinician profile information across organizations and systems
    22. 22. ® Participants • Mike Zarski, American Osteopathic Association, Chair • Archana Aida, American Board of Pediatrics • Skip Bartolanzo, American Board of Pediatrics • Tom Brantigan, TMA Resources • Annette Van Veen Gippe, American Osteopathic Association • David Hooper, Federation of State Medical Boards • Jim Jahrling, American Board of Medical Specialties • Paul Jolly, Association of American Medical Colleges • Don Jones, American College of Chest Physicians • Laura Martin, American Board of Pediatrics • Joe O’Conner, Educational Comission for Foreign Medical Graduates • Monica Quiroz, American Medical Association • Kelly Reddick, American Board of Pediatrics • Michael Rowan, Learn Something • Pam Shellner, American Association of Critical-Care Nurses • Cyndi Streun, Federation of State Medical Boards • Howard Tanzman, American College of Surgeons • Todd Tischendorf, CECity • Toby Vandermark
    23. 23. ® Professional Profile Use Case • Common format for exchanging information about healthcare professionals • Contact • Education • Training • Certification • License • Disciplinary action • Academic appointments • Memberships • Facilitates cross- organization collaboration
    24. 24. ® Benefits • Faster to process standardized data • Faster to develop new applications • Easier to work with partner organizations • Able to automate many business processes • Users: ABMS, AOA for faster credentialing
    25. 25. ® Status of Professional Profile • Undergoing Public Review Complete • Ballot complete • Standards Implementation • Clinician credentialing • Data collection • Developing implementation guide and services documentation Working groups Standards committee ANSI Executive committee
    26. 26. ® Competencies • Competency = any educational objective or educational outcome that results from knowledge, skills, or beliefs.
    27. 27. ® Competencies Working Group • Co-chairs: Rosalyn Scott, MD and Tim Willett, MD • Mission: develop a standardized framework to represent competency data • Existing work: IEEE Learning Technology Standards Committee (LTSC) has convened a Competency study group
    28. 28. ® Uses for a Competency Standard • Allow learners to track their accomplishments against a list of relevant competencies • Enable educators to see how their curriculum fits into a competency framework • Enable content developers to tie educational activities to a competency framework
    29. 29. ® Describe how patient’s ideas, feelings, beliefs, expectations, and experience of illness affect health outcomes. Learning Objective – OB/GYN II - b Search Results Page Download Implementing a longitudinal patient- oriented curriculum during the third- year. 39 year-old white female with amenorrhea. The Patient’s Perspective: How personal beliefs affect outcomes. Name X X □ Select OB-GYN V-1, INTMED 5.9 ACGME 5-c Virtual Patient OB-GYN II-a, ACGME 5-cTutorial OB-GYN II-a, FAMMED 8.3, ACGME 5-c Web Site Other Competencies Type 8 Resources Found:
    30. 30. ® Coordinating in Primary Care Activity Exchanging membership data Promoting a core curriculum 7 min
    31. 31. ® Finding Educational Activities and Content • Healthcare Learning Object Metadata (Healthcare LOM) • Finding learning activities
    32. 32. ® Healthcare Learning Object Metadata (LOM) • Metadata Definition: the data that describes a resource. • Example: card catalog information for a book: author, title, publication date, topic, etc. • Problem: many organizations use completely different metadata schemes. • Example: keyword = “Renal Failure” vs. Topic = “Renal Failure”
    33. 33. ® Healthcare LOM Working Group Mission To develop XML and Web services standards to enable interoperability, accessibility and reusability of Web-based medical learning content.
    34. 34. ® Healthcare LOM Uses Health Education Title: Aresenic Toxicity Keyword: Environmental medicine, MeSH D019550 Target audience: Physician, registered nurse Credits:: CME 1.5 AMA PRA Category 1; CNE 1.7 contact hours Database B Title: Preventing sports injuries Target audience: Patient
    35. 35. ® Healthcare LOM Uses CE Evaluation Evidence based practice Quality improve- ment Inform- atics Patient centered care
    36. 36. ® Learning Objects Working Group • Morgan Bantly, Department of Veterans Affairs , Chair • Patti Abbott, Johns Hopkins University • Trupti Bakrania, St George's University of London • Ravi Teja Bhupatiraju, Oregon Health and Sciences University • Gabrielle Campbell, Association of American Medical Colleges • Chris Candler, M.D., Association of American Medical Colleges • Dawn Carroll, Department of Veterans Affairs • David Davies, Ph.D., University of Warwick • Nancy Davis, Ph.D., National Institute for Quality Improvement and Education • Sharon Dennis, M.S., HEAL • Shona Dippie, HEAL • Rachel Ellaway, Northern Ontario School of Medicine • Nancy Gathany, Centers for Disease Control and Prevention • Stuart Gilman, M.D., Department of Veterans Affairs • William Hersh, M.D., Oregon Health and Sciences University • Lorena Hitchens, HighWire Press • Julie Lambla, American Association of Critical- Care Nurses • Tao Le, M.D., Johns Hopkins University • Joy Leffler, WEMOVE • Ross Martin, M.D., Pfizer • Jim Martino, Ph.D., Johns Hopkins University • Sandra McIntyre, M.Ed., HEAL • Don O'Guin, Pfizer • Jennifer Ott, Healthstream • Beth Powell, Centers for Disease Control and Prevention • Andrew Rabin, CECity • Mike Rowan, LearnSomething • Chris Rueger, Healthstream • Deborah Sher, Department of Veterans Affairs • Damon Silver, HighWire Press • Carl Singer, CECity • Sebastian Uijtdehaage, Ph.D., HEAL • David Ward, American Association of Critical- Care Nurses • Walter Wolyniec, Boehringer Ingelheim • Dan Rehak, Ph.D. • Jorge Ruiz, M.D., University of Miami • Charles Willis, American Gatroenterological Association
    37. 37. ® Healthcare LOM Structure
    38. 38. ® Healthcare LOM Structure
    39. 39. ® Benefits • Save money – don’t reinvent, reuse • Improve access to content – internally or across organizations • Use content in innovative ways • Users – HEAL, MedEdPortal, VA • Ballot complete - In ANSI review
    40. 40. ® Break – 10 minutes
    41. 41. ® Sharing and Reuse of Educational Resources • SCORM for Healthcare • Self-directed Web-based learning • Virtual Patients • Web-based simulations of clinical encounters
    42. 42. ® Shareable Content Object Reference Model SCORM • An e-learning model that enables accessibility, reuse, and interoperability of learning objects and tracking of learner progress. • Standards for running, packaging, and describing learning content • Broad international adoption
    43. 43. ® SCORM for Healthcare • Profile of SCORM • Leverages extensions to SCORM metadata called Healthcare Learning Object Metadata (Healthcare LOM) • Developed by MedBiquitous All SCORM for Healthcare content is conformant with SCORM
    44. 44. ® Challenges in Defense Training • Content not portable / interoperable • Content monolithic and not easily updated • Content cannot be shared
    45. 45. ® Goals of SCORM SCORM Content is… Definition Example Accessible Easily discovered and located. Searching an education repository for hemorrhagic fever brings relevant results. Reusable Independent of learning context. Can be used for multiple situations. Module on effects of radiation exposure can be included in multiple courses. Interoperable Can function in multiple hardware/software environments. Module run in one LMS can be shared with other organizations and run on their systems. Durable Will continue to function as systems are upgraded. This year’s course on asthma will run on the LMS you buy next year.
    46. 46. ® Status of SCORM for Healthcare • Draft specification available • Users – VA co-developing content in conjunctions with other government agencies
    47. 47. ® Virtual Patients Definition: An interactive computer simulation of real-life clinical scenarios for the purpose of medical training, education, or assessment. •Several schools are developing •Very costly to create •No common framework that would allow these virtual patients to be shared across systems
    48. 48. ® Virtual Patient Working Group Mission To develop XML standards and Web services requirements to enable interoperability, accessibility and reusability of Web-based virtual patient learning content.
    49. 49. ® Virtual Patients Working Group • Soeren Huwendiek, University of Heidelberg • Patrik Jonsson, Karolinska Institute • Peter Kant, University of Pittsburgh • Joy Leffler, WE MOVE • Sandra McIntyre, M.Ed., HEAL • Dick Moberg, Moberg Research • Beth Powell, Centers for Disease Control • Narain Ramluchumun, St. George's University of London • Kathie Rose, National Board of Medical Examiners • Deborah Sher, Department of Veterans Affairs • Arnold Somasunderam, St. George's University of London • Chris Toth, University of Pittsburgh • Dan Walker, Tufts University • Pat Youngblood, Stanford • Nabil Zary, Karolinska Institute • Grace Huang, M.D., Harvard University • Carol Kamin, University of Colorado • Yanko Michea, M.D., University of Connecticut • Nancy Posel, McGill • Dan Rehak, Ph.D. • Gurjeet Shokar, University of Texas Medical Branch • Scott Stern, University of Chicago • Kevin Souza, University of California, San Francisco • Marc Triola, M.D., New York University • Rachel Ellaway, Co-chair • JB McGee, Co-chair • Spenser Aden, Healthstream • Susan Albright, Tufts University • Ben Azan, MedBiquitous • Dmitriy Babinchenko, University of Pittsburgh • Chara Balasubramaniam, St. George's University of London • Matthias Bauch, University Children's Hospital Heidelberg • Linda Bell, American Association of Critical-Care Nurses • Chris Candler, M.D., Association of American Medical Colleges • Emily Conradi, St. George's University of London • David Davies, Ph.D., University of Warwick • Parvati Dev, Stanford University • Jeroen Donkers, University of Maastricht • Shona Dippie, HEAL • Uno Fors, D.D.S., Ph.D., Karolinska Institute • Robert Galbraith, M.D., National Board of Medical Examiners • Dennis Glenn, American Board of Surgery • Michael Hagen, American Board of Family Medicine • Frank Hess, University of Heidelberg • Jörn Heid, University of Heidelberg • Matthias Holzer, University of Munich
    50. 50. ® Virtual Patient Architcture • Component based approach • Enables sharing and reuse of entire virtual patient or components • Engaging and relevant • Provides feedback on practice • Hewlett funded grant for VP player (Tufts) • Basis of eViP project
    51. 51. ® The MVP Architecture SCORM package
    52. 52. ® VP Working Group accomplishments •Draft schemas available •Draft data and player specifications available •Being implemented by several universities Benefits: scale costly virtual patient development across institutions Users: EViP participants, Tufts, U of Pittsburgh, NYU, Northern Ontario School of Medicine VP Working Group Status
    53. 53. ® Reusing Content Activity Some have referred to educational materials as “legos” that may be reconfigured to form a variety of useful educational resources. What are the various ways that the following resources may be used, alone or in combination with other resources? 5 min
    54. 54. Video of an Abnormal Gait Brain MRI Brain Tissue Labeled Diagram of the Nervous System
    55. 55. ® Tracking and Evaluation of Learning Activities • Activity Report • Tracking CE and certification activities across organizations • Point of Care Learning • Tracking clinical questions, resources searched, and application to practice • Medical Education Metrics • Reporting aggregate evaluation data
    56. 56. ® Activity Report Working Group • Mission: develop XML standards and Web services requirements and descriptions to enable tracking of the learning and certification activities of physicians and other healthcare professionals.
    57. 57. ® Participants • Toby Vandemark, Chair • Spencer Aden, Healthstream • Archana Aida, American Board of Pediatrics • Dawn Ainger, Genova Technologies • Mary Pat Aust, American Association of Critical-Care Nurses • Skip Bartolanzo, American Board of Pediatrics • Ray Everngam, CTSNet • Scott Foutz, American Academy of Pediatrics • Cyndi Grimes, Medscape • Monica Hanks, American Association of Critical-Care Nurses • Jeanette Harmon, American Medical Association • Lorena Hitchens, HighWire Press • Rachel Makleff, American Thoracic Society • Laura Martin, AMerican Board of Pediatrics • Spencer Moore, Radiological Society of North America • Christie Morales, American Heart Association • • Bryan Pawlak, American Osteopathis Association • Monica Quiroz, American Medical Association • Kelly Reddick, American Board of Pediatrics • Shelly Rodrigues, California Academy of Family Physicians • Barb Rosenthal, American Board of Medical Specialties • Mike Rowan, LearnSomething • Taranmg Shah, American Osteopathic Association • Carl Singer, CE City • Leah Wang, Medscape • Scott Weber, Med-IQ • Todd Tischendorf, CE City • Mike Zarski, American Osteopathis Association • Edward Kennedy, Accreditation Council for Continuing Medical Education • Charles Willis, American Gastroenterological Association
    58. 58. ® Current Problems with CE Tracking and Measurement • We aren’t tracking CE • We don’t help the learner assess gaps • We can’t tell if CE matches learner’s practice-based needs • We don’t measure CE value consistently • We don’t verify claimed credits for certification or licensure
    59. 59. ® Reporting and Tracking CE/MoC Provider A Provider B Dr. John Doe’s CE Tracker A: Asthma Management .5 cr B: Bronchodialators .5 cr A: Pain Management .5 cr Report to Board <xml> Activity report CE Tracker <xml> Activity report
    60. 60. ® Benefits • Enables centralized tracking of CE and Certification activities • Increases accountability of all parties • Reduces administrative burden on professional
    61. 61. ® Status of Activity Report • Schema, spec, and servivces available • ABP and AAP are piloting the use of the standard for use in MOC • American Heart using for integration w/HighWire and others • Mesdcape, AOA, and CECity piloting use for CE certificates • RSNA using for centralizing radiology ce data Working groups Standards committee ANSI Executive committee
    62. 62. ® Point of Care Learning Working Group • Mission: to develop XML standards and guidelines to support offering clinicians learning at the point of care, tracking point of care learning, and using point of care learning data for needs assessment.
    63. 63. ® Participants • Jabin White, Silverchair, Chair • Nick Ackerson, Thomson • Michelle Adams, American Academy of Dermatology • Zalman Agus, M.D., University of Pennsylvania • Dawn Ainger, Genova Technologies • Scott Bradbury, American Academy of Pediatrics • Ron Carovano. METI • Bill Deluise, Wiley • Nancy Davis, Ph.D., National Institute for Quality Improvement and Education • Tom Godden, Wolters Kluwer • Cyndi Grimes, Medscape • Irina Laghidze, Moberg Research • Matt Lewis, Boehringer Ingelheim • Rachel Makleff, American Thoracic Society • J.B. McGee , M.D., University of Pittsburgh • Dick Moberg, Moberg Research • Kevin O'Hara, Healthstream • Jerry Osheroff, M.D., Thomson • Mellie Pouwels, Radiological Society of North America • Andrew Rabin, CECity • Deborah Samuel, American Academy of Pediatrics • Danette Somers, Wiley • Robert Stern, MedPage Today • Walter Wolyniec, Boehringer Ingelheim • Beverly Wood, M.D., American Academy of Pediatrics • Jake Zarnegar, Silverchair • Laird Kelly, RSi • Paul Martin, eeds • Charles Willis, American Gastroenterological Association
    64. 64. ® Point of Care Learning Uses • Common format for exchanging point of care learning activity data • Clinical question • Search parameters • Resource used • Application to practice • Allows providers to collect data for credit and needs assessment • Draft specification and schema • Piloted by U Penn and MedPage Today POC System ? CME Provider Transcript
    65. 65. ® MEMS: Medical Education Metrics • Technology standard for core evaluation data • Users • Educators want best practices, ability to compare • Funders want to measure reach and efficacy • Accreditors want to measure success of activity and provider
    66. 66. ® MEMS Data • Activity Description • What’s being evaluated • Participant Activity Evaluation • What did participants think • Participation Metrics • How many people participated • Learner Demographics
    67. 67. ® Metrics Working Group • Mission: to develop XML standards and Web services requirements and descriptions for the exchange of aggregate evaluation data and other key metrics for health professions education.
    68. 68. ® Metrics Participants • Linda Casebeer, Outcomes, Inc., Co- Chair • Francis Kwakwa, RSNA, Co-Chair • Robin Bay, WEMOVE • Craig Bowen, Ph.D., Johns Hopkins University • David Cook, M.D. Mayo Clinic • Bill Deluise, Wiley • Ray Everngam, CTSNet • Michael Fordis, M.D., Baylor College of Medicine • Stuart Gilman, M.D., Department of Veterans Affairs • Monica Hanks, American Association of Critical-Care Nurses • Sean Hayes, Ph.D., AXDEV Group • Jack Kues, Ph.D., University of Cincinnati • Tao Le, M.D., Johns Hopkins University • Matt Lewis, MPA, Boehringer Ingelheim • Jackie Mayhew, Pfizer • Suzanne Murray, Ph.D., AXDEV Group • Kevin O'Hara, Healthstream • Veronica O'Quinn, METI • Mellie Pouwels, Radiological Society of North America • Andrew Rabin, CECity • Michael Saxton, M.Ed., Pfizer • Hillary Schmidt, Ph.D., Sanofi-Aventis • Donna Schoonover, Department of Veterans Affairs • Scott Weber, Med-IQ • Walter Wolyniec, Boehringer Ingelheim • Edward Kennedy, Accreditation Council for Continuing Medical Education • James Lesit, Alliance for Continuing Medical Education • Tim Willet, M.D., CRI Critical Care Education Network • Ross Martin, M.D., Bearing Point
    69. 69. ® MEMS Use Case Online Joint Journal In person Program Evaluation Dashboard Online activities Jointly sponsored activities Journal-based ce In person activities Outcomes DB
    70. 70. ® MEMS Status • Flexibility of instruments • Draft specification and schema • Developing survey item specification • Moving to higher levels of evaluation
    71. 71. ® Exchanging CE Data Activity Streamlining CME Reporting and Administration 10 min
    72. 72. ® Summary
    73. 73. ® MedBiquitous Goals • Better tracking and evaluation of professional education and certification activities • Activity Report • Point of Care Learning • Medical Education Metrics • Easier discovery of relevant education and information resources when and where needed • Healthcare LOM
    74. 74. ® MedBiquitous Goals • Interoperability and sharing of high quality online education • SCORM for Healthcare • Virtual Patients • Coordination and tracking of competence assessment data • Professional Profile • Competencies
    75. 75. ® Back to your challenges • Can existing standards address any of the challenges you face? • Are there needs for other standards?
    76. 76. ® Questions for you • Are standards a good idea? • Should you develop them within your own organization? • What are the benefits of standards to your organization?
    77. 77. ® How to Participate
    78. 78. ® Working Group Meetings • Activity Report WG Thur, 3:30 PM • Competency WG Thur, 12 PM • Learning Objects WG, Thur, 7:30 AM • Metrics WG Thur, 12 PM • Point of Care Learning WG Thur, 7:30 AM • Professional Profile Thur, 3:30 PM • Virtual Patient WG Today, 3:30 PM
    79. 79. ® Contact • Valerie Smothers valerie.smothers@medbiq.org
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