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Ilios Intro Info 2017

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Intro to Ilios
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Ilios Intro Info 2017

  1. 1. The Ilios Vision Provide the Health Professions a user- friendly, flexible, and robust web application to collect, manage, analyze and deliver curricularinformation,whichwillcontinueto grow and adapt to new and changing modelsofHealthProfessionseducation.
  2. 2. What does Curriculum Management Mean? • Manage: Create, review, revise, collect • Accredit and attest: LCME, CIR • Analyze: report, refine, understand, investigate • Experience: Interact, represent, assist delivery
  3. 3. What Can Curriculum Management Do? • Benchmarking, teaching effortandreporting • Facilitateevaluationprocess • Identifygapsandunintentionalredundancy • Buildcommunity
  4. 4. Who Uses Ilios? • UCSF Faculty, Staff, and Students • Dozens of health professions schools • Four continents • Fourteen countries
  5. 5. Competency Mapping • Assigncompetencydomains, sub-domainsand outcomeobjectivestoprogramsyearbyyear • Display and track relationship amongst session, courseobjectivesandcompetencies • LinkCourseobjectivestoprogramoutcome objectives
  6. 6. Competency Domain Session Competency Sub-Domains Course Objective Course Objective Program Objective Program Objective Session Objective Session Objective Session Objective Course Objective Program Objective Session Objective Competency Sub-Domains Programs are made up of complex interwoven objectives that overlap at several levels Ilios can help you isolate, and track individual threads through each layer Manage
  7. 7. Session Competency Sub-Domains Course Objective Course Objective Program Objective Program Objective Session Objective Session Objective Session Objective Competency Domain Competency Sub-Domains Course Objective Program Objective Session Objective Programs are made up of complex interwoven objectives that overlap at several levels Ilios can help you isolate, and track individual threads through each layer
  8. 8. Competency Domain Session Competency Sub-Domains Course Objective Course Objective Program Objective Program Objective Session Objective Session Objective Session Objective Competency Sub-Domains Course Objective Program Objective Session Objective Programs are made up of complex interwoven objectives that overlap at several levels Ilios can help you isolate, and track individual threads through each layer
  9. 9. Competency Domain Session Competency Sub-Domains Course Objective Program Objective Session Objective Session Objective Course Objective Program Objective Session Objective Course Objective Program Objective Session Objective Competency Sub-Domains Programs are made up of complex interwoven objectives that overlap at several levels Ilios can help you isolate, and track individual threads through each layer
  10. 10. Competency Domain Session Competency Sub-Domains Course Objective Course Objective Program Objective Program Objective Session Objective Session Objective Session Objective Course Objective Program Objective Session Objective Competency Sub-Domains Programs are made up of complex interwoven objectives that overlap at several levels Ilios can help you isolate, and track individual threads through each layer Manage
  11. 11. COHORT COMPETENCY COURSE Each layer of the sunburst represents a different level of the curriculum hierarchy Review
  12. 12. Brain, Mind and Behavior Foundations of Patient Care I Foundations of Patient Care II Review
  13. 13. Iliosassistsincreatingaccurateandconcisemappinglinkages:theless genericyourobjectivesandthefewertheirexplicitrelationships,thelower theratioofnoisetodata.Thishelpsrefinethemodelingofcurriculafor integrationidentificationandalignment. Noise vs. Dataoverview of the process Understand
  14. 14. Iliosassistsincreatingaccurateandconcisemappinglinkages:theless genericyourobjectivesandthefewertheirexplicitrelationships,thelower theratioofnoisetodata.Thishelpsrefinethemodelingofcurriculafor integrationidentificationandalignment. Noise vs. Dataoverview of the process Understand
  15. 15. Attest / Accredit The return at this level addresses benchmarking, reform efforts, and aids with accreditation. Currently, individual schools post their curricula to the AAMC, for processing and aggregation, either with manual tools or their selected vendor tool.
  16. 16. Pharmacy Dentistry Continuing Education Graduate Education Nursing Medicine
  17. 17. Pharmacy Dentistry Continuing EducationGraduate Education Nursing Medicine
  18. 18. For more information Project Website http://iliosproject.org UCSF Deployment http://curriculum.ucsf.edu/ School of Medicine University of California, San Francisco info@iliosproject.org
  19. 19. Thank You!

Editor's Notes

  • Other goals:
    Facilitate curriculum development
    Increase faculty collaboration
    Improve integration
    Identify and close knowledge gaps
    Identify and eliminate redundancy
    Build ownership and community among diverse faculty
  • Similarly, a group of ICS students at UC Irvine, under the direction of myself and the Ilios team, have crafted a visualizer which allows interactive travel up and down the curricular map, from competency to course and thru the various data categories addressed, to show relationship, percentage weight, gaps and redundancy. This visualizer uses the native Ilios API to extract data, but the API itself is structured to address the standard, and is used by Ilios to generate its conforming XML report – which in turn could feed this presentation model.
  • In the prototype of the UCI visualizer, the model provides the ability to rapidly identify areas of focus within a map without the need for deep domain knowledge of curriculum management.
  • UCSF enforces a 1:∞ relationship between competency and program requirement, and between course objective and program requirement. When an objective fulfills multiple programmatic objectives, a decision must be made on which carries the most weight/significance within the curriculum. This allows us to exponentially reduce the level of noise within the data collected. It also provides a baseline for the necessary aggregation of clerkship activities and representation of integrated curriculum blocks.
  • UCSF enforces a 1:∞ relationship between competency and program requirement, and between course objective and program requirement. When an objective fulfills multiple programmatic objectives, a decision must be made on which carries the most weight/significance within the curriculum. This allows us to exponentially reduce the level of noise within the data collected. It also provides a baseline for the necessary aggregation of clerkship activities and representation of integrated curriculum blocks.
  • Currently, individual schools post their curricula to the AAMC, for processing and aggregation, either with manual tools or their selected vendor tool.
  • As the landscape heads toward an environment demanding ever more communication and collaboration, the ability to coordinate, understand, analyze and improve our educational and curricular efforts to meet that demand can be aided by the standards implemented in Ilios and our technology infrastraucture, and the associated shared vocabularies.
  • When we talk about the future of academic medicine, we are audacious: community supported, evidence driven, cost-cutting, out-reaching, technology-supported, human oriented. So how do we support getting there?

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