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Building platform for optimization of medical education

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Abstract

In the contribution the original decision support system for organization of medical curriculum will be described. All existing solutions that have been published are focused on the building curriculum only from a certain perspective. However, there still does not exist an interactive web-oriented system that would cover all elements connected with global curriculum optimization, including a detailed parametric description down to the level of learning units and outcomes. The aim of the work is to create a new platform, which provides clear information intended to help to understand curriculum structure and to help to make decisions related to curriculum construction. The fundamental principles of the new approach and used technologies are reported here.

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... We present a case study implementation that includes effective support for curriculum reengineering efforts of academics through a comprehensive overview of the General Medicine study program. Moreover, we introduce deep content analysis of a dataset that was Introduction A correctly compiled and balanced curriculum that covers all theoretical and clinical fields of medicine is an essential prerequisite for medical doctor education [1]. The keyword "innovation" is perceived as an activity that enables higher education institutions (HEIs) to make their curricula more up-to-date, while maintaining transparency and a high degree of structure. ...
... This ability has proved that it is possible to verify the existence of the constructive alignment within the medical curriculum [4], and that performing a high-level gap analysis of the relationships between major curriculum components such as LOs, teaching activities, educational material, and assessment methods may eventually support critical decisions concerning quality improvement in the medical education. Different approaches like visual analytics [5][6][7][8], web-based learning objective databases [9], simple visualizations of academic analytics applied to a medical curriculum [10], and the results of our previous work [1,[11][12][13][14], have all been used for this purpose. The aim of those studies was to improve the traditional method for aligning the medical curriculum and to strengthen the complicated decision making process, which is usually performed by medical education stakeholders such as teachers, tutors, curriculum designers, or institutional managers. ...
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Background: No universal solution, based on an approved pedagogical approach, exists to parametrically describe, effectively manage, and clearly visualize a higher education institution's curriculum, including tools for unveiling relationships inside curricular datasets. Objective: We aim to solve the issue of medical curriculum mapping to improve understanding of the complex structure and content of medical education programs. Our effort is based on the long-term development and implementation of an original web-based platform, which supports an outcomes-based approach to medical and healthcare education and is suitable for repeated updates and adoption to curriculum innovations. Methods: We adopted data exploration and visualization approaches in the context of medical curriculum innovations in higher education institutions domain. We have developed a robust platform, covering detailed formal metadata specifications down to the level of learning units, interconnections, and learning outcomes, in accordance with Bloom's taxonomy and direct links to a particular biomedical nomenclature. Furthermore, we used selected modeling techniques and data mining methods to generate academic analytics reports from medical curriculum mapping datasets. Results: We present a solution that allows users to effectively optimize a curriculum structure that is described with appropriate metadata, such as course attributes, learning units and outcomes, a standardized vocabulary nomenclature, and a tree structure of essential terms. We present a case study implementation that includes effective support for curriculum reengineering efforts of academics through a comprehensive overview of the General Medicine study program. Moreover, we introduce deep content analysis of a dataset that was captured with the use of the curriculum mapping platform; this may assist in detecting any potentially problematic areas, and hence it may help to construct a comprehensive overview for the subsequent global in-depth medical curriculum inspection. Conclusions: We have proposed, developed, and implemented an original framework for medical and healthcare curriculum innovations and harmonization, including: planning model, mapping model, and selected academic analytics extracted with the use of data mining.
... This cutting edge solution has been implemented into the practice in the OPTIMED (Optimisation of Medical Education) project [17] at the Faculty of Medicine of Masaryk University. The primary objective is not a radical change in learning or teaching, but rather exploratory mapping of the current state of the General Medicine curriculum with a prospect to innovations towards a more transparent educational environment [18]. The authoring team, consisting of more than 320 curriculum designers, guarantors and supervisors of General Medicine, proposed a set of fundamental knowledge and skills known as GMER (Global Minimum Essential Requirements). ...
... Simplified conceptual data model of the fundamental attributes (from individual courses down to the level of the learning units and particular learning outcomes)[18]. ...
Article
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This contribution introduces a new web-based OPTIMED platform for an effective harmonisation of medical and healthcare curriculum. Behind the engineering background stays an original methodology covering planning model based on formal parameterisation of curriculum, which fully support the outcome-based approach to education. With the use of developed system curriculum, designers and senior guarantors can provide a clear and transparent composition of compulsory and optional courses, and easily identify potential duplicities and overlaps across a domain of medical and healthcare education. For students, it means an absolutely new way of how to understand what is really taught during a learning period, including all necessary meta information. All members across the academic community are able to search and consequently display in detail the most important domains related to the particular year, term, course, medical discipline or topic. The presented solution significantly enhances the transparency and continuity of the environment in which the authors of the teaching materials as well as their consumers work daily. Suggestions for future improvements of the OPTIMED platform are discussed.
... This cutting edge solution has been implemented into the practice in the OPTIMED (Optimisation of Medical Education) project [17] at the Faculty of Medicine of Masaryk University. The primary objective is not a radical change in learning or teaching, but rather exploratory mapping of the current state of the General Medicine curriculum with a prospect to innovations towards a more transparent educational environment [18]. The authoring team, consisting of more than 320 curriculum designers, guarantors and supervisors of General Medicine, proposed a set of fundamental knowledge and skills known as GMER (Global Minimum Essential Requirements). ...
Conference Paper
This contribution introduces a new web-based OPTIMED platform for an effective harmonisation of medical and healthcare curriculum. Behind the engineering background stays an original methodology covering planning model based on formal parameterisation of curriculum, which fully support the outcome-based approach to education. With the use of developed system curriculum, designers and senior guarantors can provide a clear and transparent composition of compulsory and optional courses, and easily identify potential duplicities and overlaps across a domain of medical and healthcare education. For students, it means an absolutely new way of how to understand what is really taught during a learning period, including all necessary meta information. All members across the academic community are able to search and consequently display in detail the most important domains related to the particular year, term, course, medical discipline or topic. The presented solution significantly enhances the transparency and continuity of the environment in which the authors of the teaching materials as well as their consumers work daily. Suggestions for future improvements of the OPTIMED platform are discussed.
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