Just to share an example from our regular workflow, "information granularity" in the medical curriculum may be also guaged by online assessment links where if you click on this link here below: https://medicinedepartment.
Once you open those links you will find links to the log books of each student that can show the details of each patient they have cared and learned from as a part of a formative assessment of their verbal competency and you will also find links to their offline presentations in the form of online videos as a reflection of their subjective non verbal competency that can be guaged from their body language.
In our medical education workflow, information granularity appears to begin with the student's online learning portfolio reflecting students learning outcomes and continues (unendingly as learning is a never ending stream) with the patient's healthcare outcomes as the primary beneficiary of Medical education is the patient?
And then once we dig deeper into the patient's report there are different layers of information granularity about the patient beginning in the macroworld captured by our senses and standard current radio imaging as well those in the microworld of the patient's cells captured through the microscope and the molecular world captured in biochemical tests.
More here in the link below on the origins of CBBLE2 and I quote:
"Slowly the realization dawned that individual case based experiences were different from the average data being represented in Clinical trials where each of these individuals was just a number.
2002: Contrary to what trial data projected, every individual was unique and had unique life trajectories and it was found that medical students were best suited to unearthing these trajectories as documented here: https://www.eubios.info/EJ124/
Some of these medical students who were now academic faculty, revisited this idea in the last CBBLE paper here: https://www.ncbi.nlm.nih.gov/p
2007: It was gradually becoming clearer that current evidence based medicine needed a more meaningful methodology to answer individual patient requirements here: https://pubmed.ncbi.nlm.
2008: And soon the first conceptual model for current CBBLE was shared here: http://www.ncbi.nlm.nih.
It was called "user driven healthcare" UDHC and described a prevalent phenomenon evolving with the internet and the only difference with the later CBBLE appears to be that the term "blended learning" got added to the same process suggesting that the CBBLE had a strong component of offline connection and locality that was blended to requirements of online users.
The CBBLE idea as a subset of the UDHC phenomenon was to build a Case based reasoning database that could offer any individual patient data a platform for obtaining comparisons between other individual patients who had similar data patterns and then see if near matches of individual trajectories would offer similar outcome trajectories in those group of patients and this was inspired by a seminal paper on case based reasoning linked here: https://pubmed.ncbi.nlm.
The pursuit of clinical problem solving using online user driven learning was a polymathic pluralistic activity and we derived a lot of lessons from other fields as illustrated in chapters of the UDHC book here
2009: The model could be scaled to the last mile primary care and act as an efficient bridge between primary and tertiary, individual home, community collaborative center and academic institutions as proposed here: https://pubmed.ncbi.nlm.nih.
2010-2020--
Many such cases started getting logged by last mile workers in various parts of India particularly West Bengal and they were processed by a CBBLE that fed case based problems to a global forum for conversational learning as shared here: https://www.ncbi.nlm.nih
The forum was made by global medical and engineering students and there is more about them in the above article as well as in the UDHC book and journal issues here https://www.igi-global.co
More here: https://medicinedepartment.blogspot.com/2020/07/medical-cognition-research-and-cbble.html?m=1
