e-Portfolio Competency Metadata: Pilot Study for a Call to Action

The six competency domains required by the Accreditation Council for Graduate Medical Education (ACGME) have led to a proliferation of measurement tools, assessment methods, and all forms of data from paper to electronic. The need exists to develop a standardized electronic (e)-portfolio to provide the aggregate data to improve education and patient care. This process requires a sound methodology using XML metadata to allow portability of e-portfolio data. We surveyed publicly available metadata and developed an e-portfolio system for the Henry Ford Hospital General Surgery Residency Program. Based on our implementation of e-portfolios for 70 physicians, we call upon the ACGME, the Residency Review Committees, and the American Board of Medical Specialties to establish a method to formalize and develop a standard for residency competency metadata. Using an approach similar to that of our study can streamline data and lead to improved medical education and ultimately better patient care.

[1]  LuAnn Whittenburg.  Use of metadata registry for nursing: A customer-centered electronic health record. , 2006, Studies in health technology and informatics.

[2]  William C. Nugent,et al.  Building and Supporting Sustainable Improvement in Cardiac Surgery: The Northern New England Experience , 2005, Seminars in cardiothoracic and vascular anesthesia.

[3]  R David Lankes,et al.  A building an education infrastructure for allied health. , 2003, Journal of allied health.

[4]  Functions and structure of a Medical School. , 1974, Connecticut medicine.

[5]  Yu Rang Park,et al.  Metadata registry and management system based on ISO 11179 for cancer clinical trials information system , 2006, AMIA.

[6]  William R. Hersh,et al.  A Standards-Based Approach for Facilitating Discovery of Learning Objectsat the Point of Care , 2005, AMIA.

[7]  William R. Hersh,et al.  The MERG Suite: Tools for discovering competencies and associated learning resources , 2007, Source Code for Biology and Medicine.

[8]  Don E Detmer,et al.  Sharing innovation: the case for technology standards in health professions education , 2008, Medical teacher.

[9]  Henry C. Chueh,et al.  Using the extensible markup language (XML) in automated clinical practice guidelines , 1998, AMIA.

[10]  Guilherme Del Fiol,et al.  Integration of HTML Documents into an XML-Based Knowledge Repository , 2005, AMIA.

[11]  Jiebo Luo,et al.  Beyond pixels: Exploiting camera metadata for photo classification , 2005, Pattern Recognit..

[12]  Cynthia Brandt,et al.  Metadata Driven Generation of Reports for Clinical Studies , 2005, AMIA.

[13]  Peter J. Haug,et al.  Data Preparation Framework for Preprocessing Clinical Data in Data Mining , 2006, AMIA.

[14]  Micah Sherr,et al.  Metadata Tables to Enable Dynamic Data Modeling and Web Interface Design: The SEER Example , 2002, AMIA.

[15]  P. Butler,et al.  A Review of Portfolio Use in Residency Programs and Considerations before Implementation , 2008, Teaching and learning in medicine.

[16]  Jacob A Greenberg,et al.  Teaching and assessing the ACGME competencies in surgical residency. , 2008, Bulletin of the American College of Surgeons.

[17]  H. Gene Hern,et al.  Use of Standardized Evaluation Methods for Assessing ACGME Core Competencies , 2008 .

[18]  Pascal Staccini,et al.  Modeling and using a web-based and tutored portfolio to support certification of professional competence in transfusion medicine , 2008, AMIA.

[19]  Leighton Evans,et al.  Developing a Metadata Data Model for the National Health and Nutrition Examination Survey (NHANES) , 2003, AMIA.

[20]  William R. Hersh,et al.  Adopting e-Learning Standards in Health Care: Competency-based Learning in the Medical Informatics Domain , 2006, AMIA.

[21]  Rachel Ellaway,et al.  e-Learning in medical education Guide 32 Part 2: Technology, management and design , 2008, Medical teacher.

[22]  K. Masters,et al.  AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment , 2008, Medical teacher.