Mavenlive is a “knowledge engine” that doesn’t rely on artificial intelligence but rather on real intelligence. Mavenlive provides the structure that will consistently present to the user (student) the knowledge that an expert, or group of experts has decided is appropriate to the problem.
The problem is defined by parameters that, in essence, make up the clinical assessment. The use of Mavenlive will assure that a problem will consistently be assessed according to “best practices.” The software is dynamic and parameters can easily be varied as best practices evolve.
Therapies i.e. exercises, manipulation, can easily be entered. What makes Mavenlive unique, however, is that for each therapy entered the expert entering it has to identify where, when, and how that therapy is appropriate. This information is then attached to the therapy.
Mavenlive filters the therapies with the attached information about their appropriate use through the parameters created by the clinical assessment and the “best practice” therapies are suggested to the clinician.
There are different ways that Mavenlive can be used with students beyond, but not minimizing, its value as a decision support tool. If a student is required to attach to each exercise or therapy the how, when and where it is appropriate it would assure that the student thoroughly understood the appropriate therapeutic use of an exercise or treatment modality. Building the students library of exercises and other therapies could be coordinated with course work so that a student was well prepared before entering independent clinical work. If a student was introduce to a new exercise or therapy in their early clinical exposure the instructor could assign the student the job of adding the how, when and where of its use causing the student to do some study on what had come up clinically. Through course work and clinical experiences the student would compile a knowledge base that the student had documented and not just copied from a text. Mavenlive would be a clinical text that each student built based on their evolving clinical reasoning.
Review of the student’s individual knowledge base could serve as final review of the student’s clinical knowledge. It would serve as a patient side tool for a new graduate and alleviate a lot of the stress which comes from “being on your own.”
What do you think? Could Mavenlive be the next generation in teaching tools in our academic institutions?
Jay T. Winburn, DMD
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