"Wean it like you mean it": Using Knowledge Representation to Wean Patient Oxygen

Addressing a Need
There are many factors that must be considered when
weaning a patient from their oxygen. In fact, the number of
possible weaning scenarios can be overwhelming at first
glance. Todays information processing technology,
however, gives humans increasing power to transform data,
organize it, and display it in such a way that is meaningful,
and that can ultimately be used to improve patient outcomes.
In short, this feat is an example of knowledge representation,
which is a term that is used to describe how we may
represent information that is relevant in a particular domain,
in such a way that it can be used to reason solutions to a
complicated process.
Understanding the Components of Knowledge Representation
There are many domains where humans regularly depend on the use of Knowledge
Representation (KR). The software used to create the algorithms for use in the medical
domain, themselves provide another example of a KR. The computer programming
inside the software, though intricate and complex, enables a user-friendly platform for
processing information on a completely different level. The same graphical
representation tools used to help standardize the weaning of oxygen for pediatric
patients can be used across multiple domains, such as a small business, which might
use the same tool to optimize a protocol for processing orders (Mislevy, et al., 2010).
Using the standardization of oxygen weaning example as a guide, the four components
of KR are

The represented world This is the domain that the representations are about.
In our example the represented world would be the layout of the weaning
protocol.
The representing world The actual domain that contains the representations.
In our example, the representing world is the flowchart.
Representing rule The set of rules that are used to relate the representing
world to the represented world. In the weaning algorithm, certain criteria must be
met in order to move through the algorithm.
Process for using the representation Describes how the representation will
be manipulated. In this example, this would include the individual nurses, and
respiratory therapists that will use the algorithm to guide them through the
weaning process.

The use of Knowledge Representation in gameplay

In our example, the KR for oxygen weaning standards plays a very important role
because it helps providers understand what information they will need to make a
change, and when changes should occur. In a different manner, students will often
work with KR gameplay platforms which help them think about problems in fun and
innovative ways. In one school, students interact with epistemic games, or thinking
games where students are challenged to look for solutions where there are no standard
answers (Overview of the epistemic games group, 2010).
Knowledge Representation in Assessment.
The use of KRs in the assessment of learning is important because it plays a central
role in determining the acceptable criteria for which students will provide evidence of
their knowledge, skills, and abilities. They are useful tools that may be used in the
development of assessments at both the formative (individual classroom performance)
and summative (overall assessment course) levels. We use KRs so that we may more
effectively structure relevant assessment tools.
Conclusion
In the assigned reading, the authors look at the study of outliers, or those outside of the
bell, along with the potential of digital technology to improve learning and assessment
(Bogue, 2013). In our hospital, the use of knowledge representation enabled us to
structure information in a way that is meaningful and useful for a very large population
of providers, and it provides a clear, standardized pathway for efficiently weaning
patients from their oxygen, and improving patient outcomes.

References
Bogue, B. (2013). Review of a research reader in universal design for learning. Journal of language and
literacy education, 149-155. Retrieved from http://jolle.coe.uga.edu
Mislevy, R. J., Behrens, J. T., Bennett, R. E., Demark, S. F., Frezzo, D. C., Levy, R., . . . Winters, F. L. (2010,
Jan). On the roles of external knowledge representations in assessment design. Retrieved from
www.jtla.org.
Overview of the epistemic games group. (2010, December). Youtube.com. Retrieved from
https://www.youtube.com/watch?v=_M2VBsHkFfI