TIME as a generic index for outcome-based medical education

Willett, Timothy; Marshall, K.C.; Broudo, Marc; Clarke, Michael

doi:10.1080/01421590701615808

Cited by 10 publications

(12 citation statements)

References 7 publications

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“…The TIME application can accommodate 2 other item types: Outcomes and Objectives. This functionality and its potential benefits to curriculum evaluation and quality assurance in outcome‐based education systems have been published elsewhere 22 …”

Section: Structure and Functions Of Time‐itemmentioning

confidence: 99%

“…Within a curriculum map, TIME can act as the ‘curriculum content’ window 2 . Used as such, it can facilitate comparisons of the declared, taught and learned curricula 22 …”

Section: Applications Of Timementioning

confidence: 99%

“…This functionality and its potential benefits to curriculum evaluation and quality assurance in outcome-based education systems have been published elsewhere. 22 Interested readers are invited to preview TIME and explore its Topics. It can be found at http://www.…”

Section: Structure and Functions Of Time-itemmentioning

confidence: 99%

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It's about TIME: a general-purpose taxonomy of subjects in medical education

et al. 2008

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TIME is available as a web application that allows users from various schools to enter their school-specific outcomes, competencies and learning objectives, and then link these to the standardised topics in a way that is meaningful to the school. The entire TIME content and structure can then be exported, via xml, to external applications and used as an index for curriculum mapping, meta-tagging learning objects, or categorising examination questions. TIME can be viewed at http://www.time-item.org (username: 'guest'; password: 'guest').

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Section: Structure and Functions Of Time‐itemmentioning

confidence: 99%

“…Within a curriculum map, TIME can act as the ‘curriculum content’ window 2 . Used as such, it can facilitate comparisons of the declared, taught and learned curricula 22 …”

Section: Applications Of Timementioning

confidence: 99%

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It's about TIME: a general-purpose taxonomy of subjects in medical education

et al. 2008

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“…The approach proved successful in supporting semantic indexing of curricular events and outperformed, in that curricular context, a similar tool (MetaMap) that had primarily been designed for indexing scientific publications [21,22]. The taxonomy TIME (Topics for Indexing Medical Education) served as a means to index the elements of a curriculum map uniformly [23]. Thus, TIME enabled topic specific views, which show the contribution of curricular elements to specific outcomes.…”

Section: Introductionmentioning

confidence: 99%

Can Social Semantic Web Techniques Foster Collaborative Curriculum Mapping In Medicine?

Spreckelsen¹,

Finsterer²,

Cremer³

et al. 2013

J Med Internet Res

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BackgroundCurriculum mapping, which is aimed at the systematic realignment of the planned, taught, and learned curriculum, is considered a challenging and ongoing effort in medical education. Second-generation curriculum managing systems foster knowledge management processes including curriculum mapping in order to give comprehensive support to learners, teachers, and administrators. The large quantity of custom-built software in this field indicates a shortcoming of available IT tools and standards.ObjectiveThe project reported here aims at the systematic adoption of techniques and standards of the Social Semantic Web to implement collaborative curriculum mapping for a complete medical model curriculum.MethodsA semantic MediaWiki (SMW)-based Web application has been introduced as a platform for the elicitation and revision process of the Aachen Catalogue of Learning Objectives (ACLO). The semantic wiki uses a domain model of the curricular context and offers structured (form-based) data entry, multiple views, structured querying, semantic indexing, and commenting for learning objectives (“LOs”). Semantic indexing of learning objectives relies on both a controlled vocabulary of international medical classifications (ICD, MeSH) and a folksonomy maintained by the users. An additional module supporting the global checking of consistency complements the semantic wiki. Statements of the Object Constraint Language define the consistency criteria. We evaluated the application by a scenario-based formative usability study, where the participants solved tasks in the (fictional) context of 7 typical situations and answered a questionnaire containing Likert-scaled items and free-text questions.ResultsAt present, ACLO contains roughly 5350 operational (ie, specific and measurable) objectives acquired during the last 25 months. The wiki-based user interface uses 13 online forms for data entry and 4 online forms for flexible searches of LOs, and all the forms are accessible by standard Web browsers. The formative usability study yielded positive results (median rating of 2 (“good”) in all 7 general usability items) and produced valuable qualitative feedback, especially concerning navigation and comprehensibility. Although not asked to, the participants (n=5) detected critical aspects of the curriculum (similar learning objectives addressed repeatedly and missing objectives), thus proving the system’s ability to support curriculum revision.ConclusionsThe SMW-based approach enabled an agile implementation of computer-supported knowledge management. The approach, based on standard Social Semantic Web formats and technology, represents a feasible and effectively applicable compromise between answering to the individual requirements of curriculum management at a particular medical school and using proprietary systems.

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“…Taxonomies and ontologies provide controlled vocabularies for content description (semantic annotation) of objects, such as, per example, learning resources [10]. Relationship between the terms of a vocabulary are stored within a taxonomy, allowing for an (manually initiated) automated search to identify similar content descriptions among a multitude of learning resources, independent of their location [1], [11], [12].…”

Section: Introductionmentioning

confidence: 99%