Terri Cameron - Academia.edu (original) (raw)
Papers by Terri Cameron
Academic Medicine, Sep 1, 2000
Academic Medicine, Mar 1, 2003
ABSTRACT The AAMC Curriculum Management & Information Tool (CurrMIT) is a relational data... more ABSTRACT The AAMC Curriculum Management & Information Tool (CurrMIT) is a relational database containing curriculum information from medical schools throughout the United States and Canada. CurrMIT can be used to document details of instruction, such as outcome objectives, resources, content, educational methods, assessment methods, and educational sites, which are being employed in curricula. CurrMIT contains basic information about nearly all required courses and clerkships being offered in the United States and Canada. The database contains descriptions of more than 15,000 courses and clerkships; approximately 115,000 “sessions”—e.g., lectures, labs, small-group discussions—and more than 400,000 keywords and word strings documenting the specific details of instruction associated with the courses, clerkships, and sessions. Some specific uses that schools have made of CurrMIT include review of demographics among patient cases being used in a case-based curriculum; comparisons of educational experiences between two geographically separate clinical campuses; and identification of unplanned redundancies and gaps in curricular content. CurrMIT has been designed to accommodate data from virtually any medical school curriculum; “traditional 2+2” curricula, problem-based curricula, and systems-based curricula, and variations of each of these, have been entered in CurrMIT by medical schools. The authors give an overview of the technology upon which the system is built and the training materials and workshops that the AAMC provides to faculty to support CurrMIT's use, and end by describing enhancements being planned for the system.
Journal of the Illinois State Historical Society, 2008
The first Illinois State University was founded by Reverend Francis Springer, a Lutheran minister... more The first Illinois State University was founded by Reverend Francis Springer, a Lutheran minister and educator. Immediately upon his arrival in Springfield in 1839, Springer rented a schoolroom and established a private "English and Classical School." As the sole teacher, he offered a curriculum that included writing, arithmetic, English, astronomy, rhetoric, Latin, Greek, chemistry, natural philosophy, mental and moral science, and evidences of Christianity.1 In 1847, Springer left Springfield to become president of the newlyformed "Literary and Theological Institute of the Evangelical Lutheran Church of the Far West," also known as "Hillsboro College," due to its location in Hillsboro, Illinois. Five years later, Springer moved his institute to Springfield and changed its name to Illinois State University. This was an interesting name choice, since it was a private school with no connection to the state of Illinois (except for the necessary charter), ...
Introduction IT systems to support health professions education are often quite fragmented, makin... more Introduction IT systems to support health professions education are often quite fragmented, making it difficult to see how the curriculum, competencies, assessments, and learner data are interrelated. Technical standards to support IT systems for health professions education would enable educators and learners alike to see the connections among curriculum, competencies, assessments, and learner performance. With ready access to that data, both educators and learners could use it to improve their performance across the continuum of health professions education. Material and methods The MedBiquitous Consortium was established in 2001 to advance healthcare education through technology standards that promote professional competence, collaboration, and better patient care. MedBiquitous is accredited by the American National Standards Institute (ANSI) to develop information technology standards for healthcare education and competence assessment. MedBiquitous convened working groups of sub...
Medical Teacher, 2014
As we capture more and more data about learners, their learning, and the organization of their le... more As we capture more and more data about learners, their learning, and the organization of their learning, our ability to identify emerging patterns and to extract meaning grows exponentially. The insights gained from the analyses of these large amounts of data are only helpful to the extent that they can be the basis for positive action such as knowledge discovery, improved capacity for prediction, and anomaly detection. Big Data involves the aggregation and melding of large and heterogeneous datasets while education analytics involves looking for patterns in educational practice or performance in single or aggregate datasets. Although it seems likely that the use of education analytics and Big Data techniques will have a transformative impact on health professional education, there is much yet to be done before they can become part of mainstream health professional education practice. If health professional education is to be accountable for its programs run and are developed, then health professional educators will need to be ready to deal with the complex and compelling dynamics of analytics and Big Data. This article provides an overview of these emerging techniques in the context of health professional education.
JONA: The Journal of Nursing Administration, 2007
The shared governance literature contains numerous examples of how to design and implement nursin... more The shared governance literature contains numerous examples of how to design and implement nursing shared governance models. However, there is a major gap between design/implementation and a change in culture. A change in nursing culture will support viability of this governance model. The authors detail the steps taken by a shared governance transition team to help a large nursing organization make changes in governance process and perception as well as to incorporate a maintenance plan.
Academic Medicine, 2003
ABSTRACT The AAMC Curriculum Management & Information Tool (CurrMIT) is a relational data... more ABSTRACT The AAMC Curriculum Management & Information Tool (CurrMIT) is a relational database containing curriculum information from medical schools throughout the United States and Canada. CurrMIT can be used to document details of instruction, such as outcome objectives, resources, content, educational methods, assessment methods, and educational sites, which are being employed in curricula. CurrMIT contains basic information about nearly all required courses and clerkships being offered in the United States and Canada. The database contains descriptions of more than 15,000 courses and clerkships; approximately 115,000 “sessions”—e.g., lectures, labs, small-group discussions—and more than 400,000 keywords and word strings documenting the specific details of instruction associated with the courses, clerkships, and sessions. Some specific uses that schools have made of CurrMIT include review of demographics among patient cases being used in a case-based curriculum; comparisons of educational experiences between two geographically separate clinical campuses; and identification of unplanned redundancies and gaps in curricular content. CurrMIT has been designed to accommodate data from virtually any medical school curriculum; “traditional 2+2” curricula, problem-based curricula, and systems-based curricula, and variations of each of these, have been entered in CurrMIT by medical schools. The authors give an overview of the technology upon which the system is built and the training materials and workshops that the AAMC provides to faculty to support CurrMIT's use, and end by describing enhancements being planned for the system.
This session is for faculty or administrators involved in implementing educational technology. Th... more This session is for faculty or administrators involved in implementing educational technology. The one-hour panel will begin with each of the presenters providing a five-minute example of an educational technology challenge and how it was resolved, including three lessons learned. The remaining 40 minutes will provide an opportunity for participants to share similar examples/lessons and brainstorm around concepts provided by the presenters. Web-based learning and assessment, hand-held computers, electronic records, decision support systems, and knowledge content delivery are revolutionizing medical education. While all of these systems offer potential, they require clear strategies for designing, implementing, and maintaining databases and interfaces created with each new initiative. Hardware, software, and infrastructure issues are often less difficult than faculty and student education and training. Teachers and learners often perceive technology as an impediment and training as a...
This session is for faculty or administrators involved in implementing educational technology. Th... more This session is for faculty or administrators involved in implementing educational technology. The one-hour panel will begin with each of the presenters providing a five-minute example of an educational technology challenge and how it was resolved, including three lessons learned. The remaining 40 minutes will provide an opportunity for participants to share similar examples/lessons and brainstorm around concepts provided by the presenters.
For nearly 20 years, articles describing physician resistance to technology have described challe... more For nearly 20 years, articles describing physician resistance to technology have described challenges that must be overcome to ensure that the next generation will embrace the technologies needed to transform healthcare. Among the reasons purported for physician resistance are lack of training, discomfort with technological innovations, a perceived shift in the doctor/patient relationship, or medical/legal issuesi. In fact, "the growth of technology" has even been listed as a "threat" for "beleaguered" physicians.iiiiiivvvi
Proceedings of the 1999 conference on Computer support for collaborative learning - CSCL '99, 1999
Page 1. Distributed Problem-Based Learning at Southern Illinois University School of Medicine Ter... more Page 1. Distributed Problem-Based Learning at Southern Illinois University School of Medicine Terri Cameron, Howard S. Barrows, Steven M. Crooks Southern Illinois University School of Medicine Problem Based Learning Initiative ...
Monday (Continued) 1-2:30 (Continued) TBA Oral Cluster 2 Does a short refresher course in molecul... more Monday (Continued) 1-2:30 (Continued) TBA Oral Cluster 2 Does a short refresher course in molecular-genetic techniques improve disadvantaged and underrepresented minority student outcomes in the beginning of medical school?
This session is for faculty or administrators involved in implementing educational technology. Th... more This session is for faculty or administrators involved in implementing educational technology. The one-hour panel will begin with each of the presenters providing a five-minute example of an educational technology challenge and how it was resolved, including three lessons learned. The remaining 40 minutes will provide an opportunity for participants to share similar examples/lessons and brainstorm around concepts provided by the presenters. Web-based learning and assessment, hand-held computers, electronic records, decision support systems, and knowledge content delivery are revolutionizing medical education. While all of these systems offer potential, they require clear strategies for designing, implementing, and maintaining databases and interfaces created with each new initiative. Hardware, software, and infrastructure issues are often less difficult than faculty and student education and training. Teachers and learners often perceive technology as an impediment and training as a...
Academic Medicine, 2013
Although health professions worldwide are shifting to competency-based education, no common taxon... more Although health professions worldwide are shifting to competency-based education, no common taxonomy for domains of competence and specific competencies currently exists. In this article, the authors describe their work to (1) identify domains of competence that could accommodate any health care profession and (2) extract a common set of competencies for physicians from existing health professions' competency frameworks that would be robust enough to provide a single, relevant infrastructure for curricular resources in the Association of American Medical Colleges' (AAMC's) MedEdPORTAL and Curriculum Inventory and Reports (CIR) sites. The authors used the Accreditation Council for Graduate Medical Education (ACGME)/American Board of Medical Specialties six domains of competence and 36 competencies delineated by the ACGME as their foundational reference list. They added two domains described by other groups after the original six domains were introduced: Interprofessional Collaboration (4 competencies) and Personal and Professional Development (8 competencies). They compared the expanded reference list (48 competencies within eight domains) with 153 competency lists from across the medical education continuum, physician specialties and subspecialties, countries, and health care professions. Comparison analysis led them to add 13 "new" competencies and to conflate 6 competencies into 3 to eliminate redundancy. The AAMC will use the resulting "Reference List of General Physician Competencies" (58 competencies in eight domains) to categorize resources for MedEdPORTAL and CIR. The authors hope that researchers and educators within medicine and other health professions will consider using this reference list when applicable to move toward a common taxonomy of competencies.
Academic Medicine, 2005
Managing a medical school curriculum is a difficult challenge. The body of knowledge is large, di... more Managing a medical school curriculum is a difficult challenge. The body of knowledge is large, diverse, and changing. Continuous oversight is required to ensure the proper balance of learning opportunities, to eliminate redundancies, and to fill in gaps. Within the context of the integrated problem-based learning curriculum at the University of Hawaii John A. Burns School of Medicine (JABSOM), the authors describe a 2003 transition from a paper-based method of curriculum tracking to an online international database. The tool chosen, the Curriculum Management and Information Tool (CurrMIT), allows for myriad ways of entering data and structuring the curriculum, but presents unique challenges as well. The authors describe how this new tool was implemented at JABSOM, which included initial data entry by course directors, who provided close scrutiny of course content and took the opportunity to more closely align course objectives with course content. A keyword meta-data strategy was adopted to tag each curriculum element. Despite some difficulties, the resulting ease and accuracy of report generation has produced significant benefit to course directors and to the curriculum oversight committee, and has allowed even further improvement in the educational process. This strategy has been successfully adopted and adapted by other institutions.
Medical Teacher, 2014
Abstract descriptions of how curricula are structured and run. The American National Standards In... more Abstract descriptions of how curricula are structured and run. The American National Standards Institute (ANSI) MedBiquitous Curriculum Inventory Standard provides a technical syntax through which a wide range of different curricula can be expressed and subsequently compared and analyzed. This standard has the potential to shift curriculum mapping and reporting from a somewhat disjointed and institution-specific undertaking to something that is shared among multiple medical schools and across whole medical education systems. Given the current explosion of different models of curricula (time-free, competency-based, socially accountable, distributed, accelerated, etc.), the ability to consider this diversity using a common model has particular value in medical education management and scholarship. This article describes the development and structure of the Curriculum Inventory Standard as a way of standardizing the modeling of different curricula for audit, evaluation and research purposes. It also considers the strengths and limitations of the current standard and the implications for a medical education world in which this level of commonality, precision, and accountability for curricular practice is the norm rather than the exception.
Academic Medicine, Sep 1, 2000
Academic Medicine, Mar 1, 2003
ABSTRACT The AAMC Curriculum Management & Information Tool (CurrMIT) is a relational data... more ABSTRACT The AAMC Curriculum Management & Information Tool (CurrMIT) is a relational database containing curriculum information from medical schools throughout the United States and Canada. CurrMIT can be used to document details of instruction, such as outcome objectives, resources, content, educational methods, assessment methods, and educational sites, which are being employed in curricula. CurrMIT contains basic information about nearly all required courses and clerkships being offered in the United States and Canada. The database contains descriptions of more than 15,000 courses and clerkships; approximately 115,000 “sessions”—e.g., lectures, labs, small-group discussions—and more than 400,000 keywords and word strings documenting the specific details of instruction associated with the courses, clerkships, and sessions. Some specific uses that schools have made of CurrMIT include review of demographics among patient cases being used in a case-based curriculum; comparisons of educational experiences between two geographically separate clinical campuses; and identification of unplanned redundancies and gaps in curricular content. CurrMIT has been designed to accommodate data from virtually any medical school curriculum; “traditional 2+2” curricula, problem-based curricula, and systems-based curricula, and variations of each of these, have been entered in CurrMIT by medical schools. The authors give an overview of the technology upon which the system is built and the training materials and workshops that the AAMC provides to faculty to support CurrMIT's use, and end by describing enhancements being planned for the system.
Journal of the Illinois State Historical Society, 2008
The first Illinois State University was founded by Reverend Francis Springer, a Lutheran minister... more The first Illinois State University was founded by Reverend Francis Springer, a Lutheran minister and educator. Immediately upon his arrival in Springfield in 1839, Springer rented a schoolroom and established a private "English and Classical School." As the sole teacher, he offered a curriculum that included writing, arithmetic, English, astronomy, rhetoric, Latin, Greek, chemistry, natural philosophy, mental and moral science, and evidences of Christianity.1 In 1847, Springer left Springfield to become president of the newlyformed "Literary and Theological Institute of the Evangelical Lutheran Church of the Far West," also known as "Hillsboro College," due to its location in Hillsboro, Illinois. Five years later, Springer moved his institute to Springfield and changed its name to Illinois State University. This was an interesting name choice, since it was a private school with no connection to the state of Illinois (except for the necessary charter), ...
Introduction IT systems to support health professions education are often quite fragmented, makin... more Introduction IT systems to support health professions education are often quite fragmented, making it difficult to see how the curriculum, competencies, assessments, and learner data are interrelated. Technical standards to support IT systems for health professions education would enable educators and learners alike to see the connections among curriculum, competencies, assessments, and learner performance. With ready access to that data, both educators and learners could use it to improve their performance across the continuum of health professions education. Material and methods The MedBiquitous Consortium was established in 2001 to advance healthcare education through technology standards that promote professional competence, collaboration, and better patient care. MedBiquitous is accredited by the American National Standards Institute (ANSI) to develop information technology standards for healthcare education and competence assessment. MedBiquitous convened working groups of sub...
Medical Teacher, 2014
As we capture more and more data about learners, their learning, and the organization of their le... more As we capture more and more data about learners, their learning, and the organization of their learning, our ability to identify emerging patterns and to extract meaning grows exponentially. The insights gained from the analyses of these large amounts of data are only helpful to the extent that they can be the basis for positive action such as knowledge discovery, improved capacity for prediction, and anomaly detection. Big Data involves the aggregation and melding of large and heterogeneous datasets while education analytics involves looking for patterns in educational practice or performance in single or aggregate datasets. Although it seems likely that the use of education analytics and Big Data techniques will have a transformative impact on health professional education, there is much yet to be done before they can become part of mainstream health professional education practice. If health professional education is to be accountable for its programs run and are developed, then health professional educators will need to be ready to deal with the complex and compelling dynamics of analytics and Big Data. This article provides an overview of these emerging techniques in the context of health professional education.
JONA: The Journal of Nursing Administration, 2007
The shared governance literature contains numerous examples of how to design and implement nursin... more The shared governance literature contains numerous examples of how to design and implement nursing shared governance models. However, there is a major gap between design/implementation and a change in culture. A change in nursing culture will support viability of this governance model. The authors detail the steps taken by a shared governance transition team to help a large nursing organization make changes in governance process and perception as well as to incorporate a maintenance plan.
Academic Medicine, 2003
ABSTRACT The AAMC Curriculum Management & Information Tool (CurrMIT) is a relational data... more ABSTRACT The AAMC Curriculum Management & Information Tool (CurrMIT) is a relational database containing curriculum information from medical schools throughout the United States and Canada. CurrMIT can be used to document details of instruction, such as outcome objectives, resources, content, educational methods, assessment methods, and educational sites, which are being employed in curricula. CurrMIT contains basic information about nearly all required courses and clerkships being offered in the United States and Canada. The database contains descriptions of more than 15,000 courses and clerkships; approximately 115,000 “sessions”—e.g., lectures, labs, small-group discussions—and more than 400,000 keywords and word strings documenting the specific details of instruction associated with the courses, clerkships, and sessions. Some specific uses that schools have made of CurrMIT include review of demographics among patient cases being used in a case-based curriculum; comparisons of educational experiences between two geographically separate clinical campuses; and identification of unplanned redundancies and gaps in curricular content. CurrMIT has been designed to accommodate data from virtually any medical school curriculum; “traditional 2+2” curricula, problem-based curricula, and systems-based curricula, and variations of each of these, have been entered in CurrMIT by medical schools. The authors give an overview of the technology upon which the system is built and the training materials and workshops that the AAMC provides to faculty to support CurrMIT's use, and end by describing enhancements being planned for the system.
This session is for faculty or administrators involved in implementing educational technology. Th... more This session is for faculty or administrators involved in implementing educational technology. The one-hour panel will begin with each of the presenters providing a five-minute example of an educational technology challenge and how it was resolved, including three lessons learned. The remaining 40 minutes will provide an opportunity for participants to share similar examples/lessons and brainstorm around concepts provided by the presenters. Web-based learning and assessment, hand-held computers, electronic records, decision support systems, and knowledge content delivery are revolutionizing medical education. While all of these systems offer potential, they require clear strategies for designing, implementing, and maintaining databases and interfaces created with each new initiative. Hardware, software, and infrastructure issues are often less difficult than faculty and student education and training. Teachers and learners often perceive technology as an impediment and training as a...
This session is for faculty or administrators involved in implementing educational technology. Th... more This session is for faculty or administrators involved in implementing educational technology. The one-hour panel will begin with each of the presenters providing a five-minute example of an educational technology challenge and how it was resolved, including three lessons learned. The remaining 40 minutes will provide an opportunity for participants to share similar examples/lessons and brainstorm around concepts provided by the presenters.
For nearly 20 years, articles describing physician resistance to technology have described challe... more For nearly 20 years, articles describing physician resistance to technology have described challenges that must be overcome to ensure that the next generation will embrace the technologies needed to transform healthcare. Among the reasons purported for physician resistance are lack of training, discomfort with technological innovations, a perceived shift in the doctor/patient relationship, or medical/legal issuesi. In fact, "the growth of technology" has even been listed as a "threat" for "beleaguered" physicians.iiiiiivvvi
Proceedings of the 1999 conference on Computer support for collaborative learning - CSCL '99, 1999
Page 1. Distributed Problem-Based Learning at Southern Illinois University School of Medicine Ter... more Page 1. Distributed Problem-Based Learning at Southern Illinois University School of Medicine Terri Cameron, Howard S. Barrows, Steven M. Crooks Southern Illinois University School of Medicine Problem Based Learning Initiative ...
Monday (Continued) 1-2:30 (Continued) TBA Oral Cluster 2 Does a short refresher course in molecul... more Monday (Continued) 1-2:30 (Continued) TBA Oral Cluster 2 Does a short refresher course in molecular-genetic techniques improve disadvantaged and underrepresented minority student outcomes in the beginning of medical school?
This session is for faculty or administrators involved in implementing educational technology. Th... more This session is for faculty or administrators involved in implementing educational technology. The one-hour panel will begin with each of the presenters providing a five-minute example of an educational technology challenge and how it was resolved, including three lessons learned. The remaining 40 minutes will provide an opportunity for participants to share similar examples/lessons and brainstorm around concepts provided by the presenters. Web-based learning and assessment, hand-held computers, electronic records, decision support systems, and knowledge content delivery are revolutionizing medical education. While all of these systems offer potential, they require clear strategies for designing, implementing, and maintaining databases and interfaces created with each new initiative. Hardware, software, and infrastructure issues are often less difficult than faculty and student education and training. Teachers and learners often perceive technology as an impediment and training as a...
Academic Medicine, 2013
Although health professions worldwide are shifting to competency-based education, no common taxon... more Although health professions worldwide are shifting to competency-based education, no common taxonomy for domains of competence and specific competencies currently exists. In this article, the authors describe their work to (1) identify domains of competence that could accommodate any health care profession and (2) extract a common set of competencies for physicians from existing health professions' competency frameworks that would be robust enough to provide a single, relevant infrastructure for curricular resources in the Association of American Medical Colleges' (AAMC's) MedEdPORTAL and Curriculum Inventory and Reports (CIR) sites. The authors used the Accreditation Council for Graduate Medical Education (ACGME)/American Board of Medical Specialties six domains of competence and 36 competencies delineated by the ACGME as their foundational reference list. They added two domains described by other groups after the original six domains were introduced: Interprofessional Collaboration (4 competencies) and Personal and Professional Development (8 competencies). They compared the expanded reference list (48 competencies within eight domains) with 153 competency lists from across the medical education continuum, physician specialties and subspecialties, countries, and health care professions. Comparison analysis led them to add 13 "new" competencies and to conflate 6 competencies into 3 to eliminate redundancy. The AAMC will use the resulting "Reference List of General Physician Competencies" (58 competencies in eight domains) to categorize resources for MedEdPORTAL and CIR. The authors hope that researchers and educators within medicine and other health professions will consider using this reference list when applicable to move toward a common taxonomy of competencies.
Academic Medicine, 2005
Managing a medical school curriculum is a difficult challenge. The body of knowledge is large, di... more Managing a medical school curriculum is a difficult challenge. The body of knowledge is large, diverse, and changing. Continuous oversight is required to ensure the proper balance of learning opportunities, to eliminate redundancies, and to fill in gaps. Within the context of the integrated problem-based learning curriculum at the University of Hawaii John A. Burns School of Medicine (JABSOM), the authors describe a 2003 transition from a paper-based method of curriculum tracking to an online international database. The tool chosen, the Curriculum Management and Information Tool (CurrMIT), allows for myriad ways of entering data and structuring the curriculum, but presents unique challenges as well. The authors describe how this new tool was implemented at JABSOM, which included initial data entry by course directors, who provided close scrutiny of course content and took the opportunity to more closely align course objectives with course content. A keyword meta-data strategy was adopted to tag each curriculum element. Despite some difficulties, the resulting ease and accuracy of report generation has produced significant benefit to course directors and to the curriculum oversight committee, and has allowed even further improvement in the educational process. This strategy has been successfully adopted and adapted by other institutions.
Medical Teacher, 2014
Abstract descriptions of how curricula are structured and run. The American National Standards In... more Abstract descriptions of how curricula are structured and run. The American National Standards Institute (ANSI) MedBiquitous Curriculum Inventory Standard provides a technical syntax through which a wide range of different curricula can be expressed and subsequently compared and analyzed. This standard has the potential to shift curriculum mapping and reporting from a somewhat disjointed and institution-specific undertaking to something that is shared among multiple medical schools and across whole medical education systems. Given the current explosion of different models of curricula (time-free, competency-based, socially accountable, distributed, accelerated, etc.), the ability to consider this diversity using a common model has particular value in medical education management and scholarship. This article describes the development and structure of the Curriculum Inventory Standard as a way of standardizing the modeling of different curricula for audit, evaluation and research purposes. It also considers the strengths and limitations of the current standard and the implications for a medical education world in which this level of commonality, precision, and accountability for curricular practice is the norm rather than the exception.