1. Curriculum Inventory Administrators’ Group September 13, 2017
Terri Cameron, MA
Director, Curriculum Programs

2. Agenda AAMC Medical Education Cluster Update CI 2016-2017 Upload
Verification Report User Guide
Assessment Tables
Planning for Veronica Catanese, MD, LCME Secretariat, CIAG Presentation
September CI in Context: Simulation Centers in US Medical Schools
October CI in Context: Electronic Health Record / Ensuring Core Values in Age of Technology
Medical School Highlight: Eastern Virginia Medical School
Next meeting: Wednesday, October 11, 1 pm ET

3. AAMC Medical Education Cluster Update
Senior Director, Medical Education Digital Resources and Scholarship
Anne Farmakidis , MPS
Anne has been working in Publications at AAMC since 2001 and is currently the Senior Director for Publications
Transitioning into position; full-time after Learn Serve Lead
Senior Director, Research
In process
“Director, Curriculum Programs”
Terri Cameron retiring

4. CI 2016-2107 Kick-off Apologies for:
August 1 Kick-off and immediate reminder
Staging password expirations
Affects only those schools who vendors use School Staging credentials to log in to School Staging Portal for testing
Solution: School logs into School Staging Portal with existing credentials; system assists with setting up new password; School provides Vendor with new password
Staging credentials are not tied to an individual person’s AAMC ID – they are specific to an institution, not a person and are only valid in the Staging environment
System error to those who tried to upload on August 1 (resolved)

5. CI 2016-2107 Kick-off Apologies for:
Confusion regarding Assessment Tables in Verification Report

6. CI 2016-2017 Data Issues Validations run weekly
To date, no issues to report!

7. CI 2016-2107 Upload Uploads began August 1; Portal closes September 30
17 Schools Verified:
12 Schools Reviewing
10 Schools In Process
4 Schools Declined
Staging available – new URL:
This does not affect use of the 'Production' CI Portal – that is still accessed at

8. Assessment Tables in Verification Report
Two tables meant to replicate LCME DCI tables, including ‘summarizing’ assessment methods into an abbreviated list of LCME terms (see Crosswalk at under Training and Resources:
Methods of Assessment – Courses
Methods of Assessment – Clerkships
Two tables to show all Assessment Methods listed in CI Standardized Vocabulary document:
Summative Assessment Methods
Formative Assessment Methods

9. Verification Report User Guide
Methods of Assessment: This table lists all non-Clerkship SBs and shows how Summative Assessment methods linked to Events in those SBs are mapped to the list of LCME DCI Educational Methods (see Crosswalk). The Total Number of Exams is calculated by totaling the number of Events for that SB that have Summative Assessment Methods in Assessment Events (Events that have Assessment Methods but do not have Instructional Methods). The Formative Column is checked If at least one event contains one or more Assessment Methods tagged as “Formative.” Academic Level is based on the AL referenced by each SB in the CI Upload. Methods of Assessment: Clerkships: Sequence Blocks will only be included in this table if they are tagged as clerkships. Summative Assessment methods linked to Assessment Events in those SBs are mapped to the list of LCME DCI Assessment Methods (see Crosswalk).

10. Verification Report User Guide
Summative Assessment Methods:
This table shows the number of Events* linked to CI Assessment Methods tagged as Summative.
For Events to be counted in this table, both an Instructional Method AND an Assessment Method must be linked. Assessment Events are not shown in this Table.
Formative Assessment Methods:
This table shows the number of Events* linked to CI Assessment Methods tagged as Formative.
For Events to be counted in this table, both an Instructional Method AND an Assessment Method must be linked. Assessment Events are not shown in this Table.

11. Assessment Tables in Verification Report
Issue in previous Verification Reports: double-counting of Assessment Events in Summative Assessment Methods
Solution: System Change for :
Changed tallies of assessment methods in the Summative and Formative Assessment tables so events are counted in one or the other.
Basically, Methods of Assessment Table counts only Summative AMs in Assessment Events and Summative Assessment Table does NOT count Assessment Events

12. Assessment Tables in Verification Report
Unexpected Consequences:
Schools that were not experiencing the ‘double-counting’ issue or had adjusted data entry to avoid the issue are not seeing all of their Summative Assessment Methods counted
Miscommunication resulted in this change being made to the Formative Assessment Table in error
Since Formative Assessment tends not to be Summative, schools are reporting that the Formative Assessment table is not being populated as expected.
We are investigating both of these issues and will be working with you as you find problems.
We apologize for the confusion.

13. Planning for Veronica Catanese, MD, LCME Secretariat, CIAG Presentation
Introduction
LCME Update
What questions would you like for her to answer?
What is LCME position on AAMC Core EPAs?
Faculty access to curriculum management system to view curriculum mapping?
What characteristics must a curriculum track have to be considered a track by the LCME?

14. CI in Context: September 2017
Simulation Centers in US Medical Schools by Gerald P. Wickham, M.A., Ed.D., University of Illinois College of Medicine at Peoria

15. CI in Context: October 2017
Electronic Health Record / Ensuring Core Values in Age of Technology by Elizabeth Toll, MD, Warren Alpert Medical School of Brown University

16. OurDesign Curriculum Builder
Curriculum Builder for Curriculum Mapping and Virtual Family Case Design
Julie Bridges, Ph.D. Instructional Designer
Don Robison, Ph.D. Instructional Designer
Phil Copley, Programmer and Project Manager

17. Disclosures
Julie Bridges – No disclosures Don Robison and Phil Copley have a business interest in Our Design Curriculum Mapper

18. Mapping Process New Year’s Resolutions… Pedagogy Assessment Content
Objectives
Assessment
Threads
Accreditation
Pedagogy
Mapping Process
New Year’s Resolutions…

20. Performance Support Tools
Provide support to faculty after development workshops
Give prompts and guidance to faculty while they are creating their course goals, objectives, sessions and assessments
All this information feeds into our curriculum mapper

21. Objectives Before
Understand the major identifying features of cervical, thoracic, lumbar, sacral and coccygeal vertebrae.
Understand the anatomy of typical, and atypical, intervertebral joints.
Understand the ligamentous structures supporting the vertebral column.
Understand normal and abnormal curvatures of the vertebral column.
Understand the thoracolumbar fascia in terms of location and attachments.
Understand the errector spinae and transversospinalis muscle groups in terms of attachments, unilateral and bilateral actions, and innervation.
Understand the spinal cord in terms of its relationship to the vertebral column, the meninges, meningeal structures and meningeal spaces.

22. Objectives After Workshop
Back Region - In the back region, given a patient, cadaver or medical images, students will:
Identify vertebrae and components and regional characteristics
Identify muscle attachments and function
Identify origins, path and distribution for each muscle and or skin region
Identify structure and function for each organ
Identify major components of cord, coverings, and tracts in the central nervous system (SC)
Apply knowledge of systemic anatomy as applied to high yield clinical conditions such as nerve root compression, scoliosis, low back pain, and neural tube defects, herniated discs

23. Objectives After Performance Support
Module goal: Given a clinical scenario students will predict the impact of clinically relevant changes in homeostasis on the structure and function of the nucleus.
Session Objective:Given a clinical scenario, students will explain the significance of telomere length in aging and cancer in an active learning module assessed by individual and group assessments. RIME- Manager
Given a clinical scenario students will predict the effect of antibiotics targeting DNA replication of prokaryotes in an active learning module assessed by individual and group assessments. RIME-Manager
Given a clinical scenario, students will predict the clinical, biochemical, and pathological consequences of disorders of nucleotide metabolism including folate deficiency in an active learning module assessed by individual and group assessments. RIME-Reporter
Given a clinical scenario, students will explain the role of nucleotide metabolism inhibitors in developing a treatment plan for various pathologic situations including cancer in an active learning module assessed by individual and group assessments. RIME-Manager
Given a clinical scenario, students will choose the most appropriate test to use for research and/or diagnostic purposes in an active learning module assessed by individual and group assessments. RIME- Manager

24. Curriculum Builder http://ourdesign-evms.rhcloud.com

35. Mapping Process New Year’s Resolutions… Pedagogy Assessment Content
Objectives
Assessment
Threads
Accreditation
Pedagogy
Mapping Process
New Year’s Resolutions…

36. Getting Better…
Accreditation
Content
Objectives/Threads
Assessment

37. Dance of Design
Content
Objectives/Threads
Assessment

38. Pedagogy/Instructional Strategy
Accreditation
Content
Objectives/Threads
Assessment
Pedagogy/Instructional Strategy

39. After Performance Support Quick Upload
Goals + Step 1 Content Outline Number
Objectives

42. Contact Us
Julie Bridges, Ph.D. Don Robison, Ph.D. Phil Copley

43. CI for CQI and Accreditation (CICA)
CICA did not meet in August.

44. Curriculum Inventory Research Group
Preparing for October 4 Retreat with new Sr. Director for Research

45. Next meeting: Wednesday, October 11, 1 pm ET
(Second Wednesday of each month, 1 pm ET)
Registration Links posted in Training and Resources section of
Please send agenda items to