Curriculum Inventory
Developer’s Workshop
Part II:
Competency Framework
Terri Cameron, MA
Director of Curriculum Management
Valerie Smothers, MA
Deputy Director, MedBiquitous
We will cover:
•
MedBiquitous Competency Objects and
Competency Framework
•
How the curriculum structure, the
Competency Framework, and the Physician
Competency Reference Set (PCRS) work
together
•
How to apply the Competency Framework
and Competency Object Business Rules to
Curriculum Inventory data
•
How to document school expectation
mapping to PCRS using the MedBiquitous
Competency Framework
Vendor
and
Schooldeveloped
Curriculum
Management
Systems
Accreditation
Standards
SelfEvaluation
Tool
(ASSET)
Institutionallydeveloped
expectations
will be matched
to Physician
Competency
Reference Set
Standardized
Vocabulary for
Instructional
Methods,
Assessment
Methods, and
Resources
Curriculum
Inventory
ASSET
Dashboard
Curriculum data mapped to an expectations hierarchy
(competencies to course objectives to session objectives) are
uploaded to the Curriculum Inventory (CI) from school systems using
the MedBiquitous CI data exchange standard (www.medbiq.org).
www.aamc.org/medaps
Review of Terminology
• Previous Academic Year
(LCME model – if current year is 2013-2014,
previous academic year is 2012-2013)
• Academic Level / Phase
(formerly called ‘year of curriculum’)
• Sequence Block
(Course, Module, Unit, Block, Clerkship)
• Event (Instructional or Assessment Session)
(e.g., Lecture, Lab, Discussion, Assessment)
www.aamc.org/medaps
Review of Terminology, Cont’d.
• Standardized Vocabulary
(Instructional Methods, Assessment Methods)
• PCRS
(Physician Competency Reference Set)
• Expectations
(Competency / Objective / Milestone / EPA)
• Verification Report
(Curriculum Inventory data report used to verify
curriculum details)
• MedBiquitous (www.medbiq.org)
www.aamc.org/medaps
MedBiquitous Competency
Object and Competency
Framework
®
Mission: To develop and
promote technology
standards for the health
professions that advance
lifelong learning, continuous
improvement, and better
patient outcomes.
Not-for-profit, member-driven,
standards development organization
Building the Foundation:
The MedBiquitous Architecture (www.medbiq.org)
* American National Standards
† Candidate standard
Competency Concepts
Competency Object - an umbrella term used to
describe any abstract statement of learning or
performance expectations, and information related
to the statement.1
Competency Framework - an organized and
structured representation of a set of interrelated
and purposeful competency objects. 1
1
ANSI/MEDBIQ CF.10.1-2012 Competency Framework Specifications, October 3, 2012.
Competency Object
•
Statements can be learning outcomes,
competencies, learning objectives, professional
roles, topics, classifications, collections, etc.
•
The Object is abstract in that it does not inherently
contain information about connections of the
statement to individuals, events or other objects.
Competency Object Example
From ACGME:
•
•
•
•
URL
Title (statement)
Description
Category
http://example.com/competency/
12345.xml
Practice-based Learning and
Improvement
Residents must demonstrate the
ability to investigate and evaluate
their care of patients . . .
Category = program-levelcompetency
Competency Object Example
From ACGME:
•
•
•
•
URL
Title (statement)
Description
Category
<CompetencyObject >
<lom:lom>
<lom:general>
<lom:identifier>
<lom:catalog>URI</lom:catalog>
<lom:entry>
http://example.com/competency/12345.xml
</lom:entry>
</lom:identifier>
<lom:title>
<lom:string language="en">
Practice-based Learning and Improvement
</lom:string>
</lom:title>
<lom:description>
<lom:string language="en">
Residents must demonstrate the ability to
investigate and evaluate their care of patients...
</lom:string>
</lom:description>
</lom:general>
</lom:lom>
<Category term=“program-level-competency"/>
</CompetencyObject>
A competency object . . .
Competency Framework
Statement
Relates to other
competency
objects . . .
Which can relate
to external
resources . . .
Learning
Object
Assessment
Performance
data
How Do We Describe Relationships
in a Competency Framework?
SKOS Mapping: Simple Knowledge Organization System
(W3C, World Wide Web Consortium, www.w3.org)
http://www.w3.org/TR/skos-reference/#mapping
Related (skos:related)
= “is related to concept”
Broad (skos:broader)
= “has broader concept”
Narrow (skos:narrower)
= “has narrower concept”
Domain
Competency
Learning Objective
Example
A
B
C
<CompetencyFramework>
What competencies are included in
...
<Includes>
this framework?
<Catalog>URI</Catalog>
<Entry>http://www.example.org/A.xml</Entry>
</Includes>
<Includes>
<Catalog>URI</Catalog>
<Entry>http://www.example.org/B.xml</Entry>
</Includes>
<Includes>
<Catalog>URI</Catalog>
<Entry>http://www.example.org/C.xml</Entry>
</Includes>
<Relation>
What are the relationships
<Reference1>
among the competencies
<Catalog>URI</Catalog>
<Entry>http://www.example.org/A.xml</Entry>
included?
</Reference1>
<Relationship>http://www.w3.org/2004/02/skos/core#narrower</Relationship>
<Reference2>
<Catalog>URI</Catalog>
<Entry>http://www.example.org/B.xml</Entry>
</Reference2>
</Relation>
.
..
</CompetencyFramework>
Questions?
Use Chat to submit questions
• Please send to All Panelists.
www.aamc.org/medaps
How would you specify this
relationship?
1
Has ________ concept
2
A: Related
B: Broader
C: Narrower
Has ________ concept
3
How would you specify this
relationship?
1
Has narrower concept
2
A: Related
B: Broader
C: Narrower
Has narrower concept
3
The curriculum structure and the
Competency Framework
The Curriculum Inventory and
Competency Frameworks
Curriculum Inventory
3
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Competency
Framework
11
The Curriculum
Inventory uses
Competency
Frameworks to define
the competencies/
objectives integrated
into the curriculum.
Curriculum Inventory:
“Expectations”
•
Contain Competency Objects (e.g., learning
objectives, competencies, learning outcomes)
•
Contain a competency framework that
describes a set of relationships between
competency objects
•
Are referenced from events or sequence blocks
Curricular Structure and
Competency Objects
Sequence Blocks (e.g.,
courses) reference
A Events and
1 Competency Objects
Events (e.g., sessions)
reference
1 Competency Objects
and Elements
(instructional methods,
assessment methods, etc)
I
A
E
B
F
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G
D
2
K
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A
J
7
L
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Sequence Blocks, Events, and
Competency Objects
• Some schools map relationships between
Sequence Block and Event learning objectives
• Some schools map relationships between
Program Level Objectives / Competencies and
Sequence Block learning objectives OR Event
learning objectives
• Some schools do not have any mapping for
Sequence Block learning objectives OR Event
learning objectives
• The MedBiquitous Competency Framework
supports any of these options
Indicating the Type of Competency
•
For the Curriculum
Inventory, there are three
categories of Competency
Objects within the
Framework:
• Program-level
This program instills the
following competencies…
•
Sequence Block-level
By the end of this course,
you will be able to…
•
Event-level
By the end of this session,
you will be able to…
Relationships in a
Competency Framework
Program-level
competency
Program-level
competency
Program-level
competency
Has Narrower Concept
Sequence block-level
competency
Has Narrower Concept
Event-level
competency
Event-level
competency
Has Narrower Concept
Sequence block-level
competency
Has Narrower Concept
Event-level
competency
Event-level
competency
School Competency Framework
Medical Knowledge: Demonstrate basic
knowledge of normal structure,
development, and function of major organ
systems and the body as a whole in the
context of health and disease.
Medical Knowledge: Describe common
disease entities, including their
characteristic signs and symptoms,
etiology, epidemiology, and
pathophysiology.
Has Narrower Concept
Has Narrower Concept
Describe the major organ
systems, their components and
the relationships between them
in the normal individual
Has Narrower Concept
Identify the organs
involved in the
renal system
Explain the
interaction of the
heart and lungs
in the circulatory
system
Identify common
variations in structure
and location of organs
within the body
Has Narrower Concept
Describe the
anatomical
structure of the
heart
Explain how
structural
variations affect
kidney function
What do we do with 150+ Different
Competency Frameworks?
• We build an aggregation tool!
• Physician Competency Reference Set (PCRS)
• 58 Competencies across 8 Domains
• Each school creates a crosswalk between school
competencies and PCRS
• Using MedBiq Competency Framework,
School Program Objectives/Competencies are
mapped to PCRS
• Competency Mapping at other levels can be
tracked through the Program Objective /
PCRS relationship
Expectation Levels
PCRS
Program
Level
Sequence
Block
Level
Event
Level
U.S./
Canada
Medical
School
Course/
Clerkship
Session/
Experience
Apply established and emerging bio-physical
scientific principles fundamental to health care
for patients and populations.
Demonstrate basic knowledge of normal
structure, development and function of major
organ systems and the body as a whole in the
context of health and disease.
Identify common variations in structure and
location of organs within the body.
Describe the anatomical structure of the heart.
www.aamc.org/medaps
Physician Competency
Reference Set
Partial URI
Physician Competency Reference Set (AAMC 2013)
aamc-pcrs-comp-c0100
PATIENT CARE: Provide patient-centered care that is
compassionate, appropriate, and effective for the treatment
of health problems and the promotion of health
Perform all medical, diagnostic, and surgical procedures
considered essential for the area of practice
Gather essential and accurate information about patients and
their condition through history-taking, physical examination,
and the use of laboratory data, imaging, and other tests
Organize and prioritize responsibilities to provide care that is
safe, effective, and efficient
Interpret laboratory data, imaging studies, and other tests
required for the area of practice
Make informed decisions about diagnostic and therapeutic
interventions based on patient information and preferences,
up-to-date scientific evidence, and clinical judgment
aamc-pcrs-comp-c0101
aamc-pcrs-comp-c0102
aamc-pcrs-comp-c0103
aamc-pcrs-comp-c0104
aamc-pcrs-comp-c0105
Competency Framework
and PCRS
PCRS 1.5
Program-level
competency
Program-level
competency
Has Narrower Concept
Event-level
competency
Event-level
competency
PCRS 6.99
Program-level
competency
Has Narrower Concept
Sequence block-level
competency
Is Related
Is Related
Has Narrower Concept
Sequence block-level
competency
Has Narrower Concept
Event-level
competency
Event-level
competency
Competency Framework and
Curriculum Structure: One Example
Curriculum Structure
Competency Framework
Program (School Curriculum)
PCRS 6.99
PCRS 1.5
The Programlevel
Competency
has narrower
Sequence
Block-level
Competency
skos: related
skos: related
P3
skos: narrower
The Sequence
Block-Level
Competency has
narrower Eventlevel Competency
S5
Has Narrower Concept
E1
P = Program Level Competency
S = Sequence Block Level Competency
E = Event Level Competency
E2
Medical Knowledge: Demonstrate basic
knowledge of normal structure, development,
and function of major organ systems and the
body as a whole in the context of health and
disease.
Sequence Block
Has Narrower Concept
Identify common variations
in structure and location of
organs within the body
Event
Has Narrower Concept
Explain how
structural
variations affect
kidney function
Relationships and References
Competency Framework
Curriculum Inventory
PCRS 6.99
PCRS 1.5
skos: related
skos: related
P2
skos: narrower
P = Program Level Competency
S = Sequence Block Level Competency
E = Event Level Competency
The Sequence
Block References
the Program-level
Competency
I
P2
E
B
S5
The Sequence Block
References the
Sequence Block-level
Competency
F
E2
A
S5
skos: narrower
The Event References the
Event-level Competency
J
K
C
A
G
D
7
L
H
Learning Check
How do you know the role of a competency in the
curriculum?
a) The Competency Object Category is tagged as
Program-level, Sequence block-level, or Eventlevel
b) The competency is referenced from a
sequence block(s) or event(s) in the curriculum
c) The competency framework tells you how the
competencies are related hierarchically
d) All of the above
Learning Check
How do you know the role of a competency in the
curriculum?
a) The Competency Object Category is tagged as
Program-level, Sequence block-level, or Eventlevel
b) The competency is referenced from a
sequence block(s) or event(s) in the curriculum
c) The competency framework tells you how the
competencies are related hierarchically
d) All of the above
Questions?
Use Chat to submit questions.
• Please send to All Panelists.
www.aamc.org/medaps
AAMC Business Rules
General Rules
• Program-level competencies are required and
must be mapped to PCRS using #related
•
All competencies, including PCRS, programlevel, sequence-block level, and event level
competencies used in a <Relation> tag must
have an <Includes> tag
PCRS Mapping and Program
Level Competencies
•
Program-level competencies may not be mapped to
domain-level PCRS
• Program Objectives / Competencies that do not
match a PCRS competency can be mapped to the
appropriate Domain ‘Other’
•
(numbered 99 in each Domain)
Matching Program Objectives to
PCRS (Crosswalk)
PCRS
Program Objectives
2. Knowledge for Practice: Demonstrate knowledge
of established and evolving biomedical, clinical,
epidemiological and social-behavioral sciences,
as well as the application of this knowledge to
patient care.
2.1 Demonstrate an investigatory and analytic approach
to clinical situations
2.2 Apply established and emerging bio-physical
scientific principles fundamental to health care for
patients and populations
2.3 Apply established and emerging principles of clinical
sciences to diagnostic and therapeutic decisionmaking, clinical problem-solving, and other aspects
of evidence-based health care
2.4 Apply principles of epidemiological sciences to the
identification of health problems, risk factors,
treatment strategies, resources, and disease
prevention/health promotion efforts for patients and
populations
2.5 Apply principles of social-behavioral sciences to
provision of patient care, including assessment of the
impact of psychosocial and cultural influences on
health, disease, care-seeking, care compliance, and
barriers to and attitudes toward care
2.6 Contribute to the creation, dissemination,
application, and translation of new health care
knowledge and practices
2.99 Other knowledge for practice
2. Demonstrate a broad working knowledge of the
fundamental science, principles, and processes
basic to the practice of medicine.
2.1 Understand the clinical relevance of scientific inquiry.
2.2 Apply this knowledge in a judicious and consistent
manner to prevent common health problems and
achieve effective and safe patient care.
2.3 Demonstrate the ability to evaluate emerging
knowledge and research as it applies to diagnosis,
treatment and the prevention of disease.
2.4 Utilize state of the art information technology
and tools to retrieve, manage and use biomedical
information in the care of individuals.
2.5 Utilize state of the art information technology
and tools to retrieve, manage and use biomedical
information in the care of populations.
2.6 Understand the indications, contraindications, and
potential complications of common clinical
procedures.
2.7 Perform the basic clinical procedures expected
of a new PGY-1.
Defining the Competency Objects
<CompetencyObject>
<lom:lom>
<lom:general>
<lom:identifier>
<lom:catalog>URI</lom:catalog>
<lom:entry>http://medicine.edu/competencies/K_2_1</lom:entry>
</lom:identifier>
<lom:title>
<lom:string>Understand the clinical relevance of scientific inquiry.
</lom:string>
</lom:title>
</lom:general>
</lom:lom>
</CompetencyObject>
Matching Program Objectives to
PCRS
<CompetencyFramework>
(metadata and included competencies)
<Relation>
<Reference1>
<Catalog>URI</Catalog>
<Entry>http://medicine.edu/competencies/K_2_1</Entry>
</Reference1>
<Relationship>http://www.w3.org/2004/02/skos/core#related</Relationship>
<Reference2>
<Catalog>URI</Catalog>
<Entry>http://aamc.org/pcrs/aamc-pcrs-comp-c0201</Entry>
</Reference2>
</Relation>
PCRS Mapping and Sequence Block
or Event-level Competencies
•
Mapping of Sequence Block-level or Eventlevel objectives / competencies directly to
PCRS is not allowed.
• Sequence Block and / or Event Objectives /
Competencies if mapped, are mapped to
each other and to Program Objectives /
Competencies
Competency Relationships
PCRS 6.99
PCRS 1.5
Explanation
P = Program Level Competency
S = Sequence Block Level Competency
E = Event Level Competency
skos: related
skos: related
P2
skos: narrower
<P2> related <PCRS 1.5>
<P2> related <PCRS 6.99>
S5
skos: narrower
skos: narrower
E2
E3
<P2> has narrower concept <S5>
<S5> has narrower concept <E2>
<S5> has narrower concept <E3>
What’s Wrong with this Mapping?
Partial URI
PCRS
aamc-pcrs-comp-c0100
PATIENT CARE: Provide patientcentered care that is
compassionate, appropriate, and
effective for the treatment of
health problems and the
promotion of health
Perform all medical, diagnostic,
and surgical procedures
considered essential for the area
of practice
Gather essential and accurate
information about patients and
their condition through historytaking, physical examination, and
the use of laboratory data,
imaging, and other tests
Organize and prioritize
responsibilities to provide care
that is safe, effective, and efficient
Interpret laboratory data, imaging
studies, and other tests required
for the area of practice
aamc-pcrs-comp-c0101
aamc-pcrs-comp-c0102
aamc-pcrs-comp-c0103
aamc-pcrs-comp-c0104
Curriculum Structure
(School Curriculum)
Program-Level
Competency
Sequence BlockLevel Competency
Event-Level
Competency
Correct Mapping
Partial URI
PCRS
aamc-pcrs-comp-c0100
PATIENT CARE: Provide patientcentered care that is
compassionate, appropriate, and
effective for the treatment of
health problems and the
promotion of health
Perform all medical, diagnostic,
and surgical procedures
considered essential for the area
of practice
Gather essential and accurate
information about patients and
their condition through historytaking, physical examination, and
the use of laboratory data,
imaging, and other tests
Organize and prioritize
responsibilities to provide care
that is safe, effective, and efficient
Interpret laboratory data, imaging
studies, and other tests required
for the area of practice
aamc-pcrs-comp-c0101
aamc-pcrs-comp-c0102
aamc-pcrs-comp-c0103
aamc-pcrs-comp-c0104
Curriculum Structure
(School Curriculum)
Program-Level
Competency
Sequence BlockLevel Competency
Event-Level
Competency
Competency Object Rules
•
<Competency Object> tags must be used to
identify competencies, along with their
<Category> (level)
• Program-level
• Sequence block-level
• Event-level
• Competency object URIs must be unique
• <Competency Object> tags must not be used to
identify PCRS competencies
Sample Code: Competency Objects
<Competency Object> tag along with the <Category>
and a unique URI
<CompetencyObject>
<lom:lom>
<lom:general>
<lom:identifier>
<lom:catalog>URI</lom:catalog>
<lom:entry>http://med.sample.edu/competencies/ProgramPhysician-Patient-Rel</lom:entry>
</lom:identifier>
<lom:title>
<lom:string>Physician-Patient Relations</lom:string>
</lom:title>
</lom:general>
</lom:lom>
<co:Category term="program-level-competency"/>
</CompetencyObject>
Competency Objects and the
Curriculum Structure
•
All sequence block-level and event-level
competencies must be referenced by at least
one Sequence Block or Event (that was
identified in the curriculum structure)
Competency Framework
Curriculum Inventory
PCRS 6.99
PCRS 1.5
skos: related
skos: related
P2
skos: narrower
P = Program Level Competency
S = Sequence Block Level Competency
E = Event Level Competency
S5
The Sequence
Block References
the Program-level
Competency
The Sequence Block
References the
Sequence Block-level
Competency
I
P2
E
B
S5
F
J
A
Circular References
Relationships must
not result in circular
references.
A circular reference
occurs when a child
element draws a
hierarchical relationship
to its parent that infers
the parent is lowerlevel than the child.
PCRS 6.99
PCRS 1.5
skos: related
skos: related
P2
P = Program Level Competency
S = Sequence Block Level Competency
E = Event Level Competency
skos: narrower
S1
skos: narrower
skos: narrower
S2
skos: narrower
S3
This relationship is not
allowed because it creates a
“Circular Reference” and
violates a Business Rule.
skos: narrower
E4
Errors you may receive
Error 1:
URI 'http://medschool.edu/CourseObjective_9'
referred in Competency Object was not found
under Sequence Block Competency Reference
Competency Framework
Curriculum Inventory
PCRS 6.99
PCRS 1.5
skos: related
skos: related
I
P2
skos: narrower
P = Program Level Competency
S = Sequence Block Level Competency
E = Event Level Competency
P2
B
S9
E
F
J
A
Solution:
Add a Sequence Block Competency Reference (or
delete the competency object)
Competency Framework
Curriculum Inventory
PCRS 6.99
PCRS 1.5
skos: related
skos: related
I
P2
skos: narrower
P = Program Level Competency
S = Sequence Block Level Competency
E = Event Level Competency
P2
E
B
S9
S9
F
J
A
<SequenceBlock id="c" required="Required">
<Title>Year 1</Title>
<Timing>
<Duration>P12M</Duration>
</Timing>
<Level>/CurriculumInventory/AcademicLevels/Level[@number='1']</Level>
<CompetencyObjectReference>/CurriculumInventory/Expectations/CompetencyObject[lom:lom/lom:general/lom:identifier/lom:en
try='http://medschool.edu/CourseObjective_9']</CompetencyObjectReference>
</SequenceBlock>
Error 2:
URI 'http://medschool.edu/CourseObjective_9'
referred in Includes was not found under
Competency Object
<CompetencyObject>
...
</CompetencyObject>
<CompetencyFramework>
...
<Includes>
<Catalog>URI</Catalog>
<Entry>http://medschool.edu/CourseObjective_9</Entry>
</Includes>
. ..
</CompetencyFramework>
Solution:
Add a competency object for that competency:
<CompetencyObject >
<lom:lom>
<lom:general>
<lom:identifier>
<lom:catalog>URI</lom:catalog>
<lom:entry>
'http://medschool.edu/CourseObjective_9
</lom:entry>
</lom:identifier>
<lom:title>
<lom:string language="en">
Describe cardiovascular anatomy.
</lom:string>
</lom:title>
</lom:general>
</lom:lom>
<Category term=“Sequence-block level"/>
</CompetencyObject>
Error 3:
URI 'http://medschool.edu/CourseObjective_9'
referred in Sequence Block competency object
reference was not found under Competency
Object
Competency Framework
Curriculum Inventory
PCRS 6.99
PCRS 1.5
skos: related
skos: related
I
P2
skos: narrower
P = Program Level Competency
S = Sequence Block Level Competency
E = Event Level Competency
P2
E
B
S9
F
J
A
Solution:
Add a competency object for that competency:
<CompetencyObject >
<lom:lom>
<lom:general>
<lom:identifier>
<lom:catalog>URI</lom:catalog>
<lom:entry>
'http://medschool.edu/CourseObjective_9
</lom:entry>
</lom:identifier>
<lom:title>
<lom:string language="en">
Describe cardiovascular anatomy.
</lom:string>
</lom:title>
</lom:general>
</lom:lom>
<Category term=“Sequence-block level"/>
</CompetencyObject>
Error 4
URI 'http://medschool.edu/CourseObjective_9'
referred in Relations was not found under Includes
<CompetencyFramework>
...
<Includes>
<Catalog>URI</Catalog>
<Entry>http://medschool.edu/EventObjective_2.xml</Entry>
</Includes>
<Relation>
<Reference1>
<Catalog>URI</Catalog>
<Entry>http://medschool.edu/CourseObjective_9</Entry>
</Reference1>
<Relationship>http://www.w3.org/2004/02/skos/core#narrower</Relationship>
<Reference2>
<Catalog>URI</Catalog>
<Entry>http://medschool.edu/EventObjective_2.xml</Entry>
</Reference2>
</Relation>
.
..
</CompetencyFramework>
Solution
Add an includes statement for that competency.
<CompetencyFramework>
...
<Includes>
<Catalog>URI</Catalog>
<Entry>http://medschool.edu/EventObjective_2.xml</Entry>
</Includes>
<Includes>
<Catalog>URI</Catalog>
<Entry>http://medschool.edu/CourseObjective_9.xml</Entry>
</Includes>
<Relation>
<Reference1>
<Catalog>URI</Catalog>
<Entry>http://medschool.edu/CourseObjective_9</Entry>
</Reference1>
<Relationship>http://www.w3.org/2004/02/skos/core#narrower</Relationship>
<Reference2>
<Catalog>URI</Catalog>
<Entry>http://medschool.edu/EventObjective_2.xml</Entry>
</Reference2>
</Relation>
.
..
</CompetencyFramework>
2014-2015 Schedule
•
•
•
•
Staging available now
School Portal Opens: August 1
School Portal Closes: September 30
Status e-mail sent to CI Primary Admin,
Curriculum Dean, and School Dean:
September 30
• Data clean-up/reporting starts: November 1
Resources
• Curriculum Inventory Implementers’ Listserv:
http://medbiq.org/mailman/listinfo/ciimplementer_medbiq.org
• Competency Framework Specs and Schemas:
http://www.medbiq.org/working_groups/competencies/index.html
• AAMC Curriculum Inventory Developer Resources:
https://www.aamc.org/initiatives/cir/about/349624/fordevelopers.html
• Physician Competency Reference Set URIs:
https://www.aamc.org/external/348732?url=https://www.mededportal.org/icollaborati
ve/resource/793
• MedBiquitous: www.medbiq.org
• Curriculum Inventory Working Group:
http://www.medbiq.org/curriculum_inventory
• Competencies Working Group:
http://www.medbiq.org/working_groups/competencies/index.html
• ‘For Developers’ Section of www.aamc.org/cir
 Sample XML file and Verification Report from UCSF
 CI XML Template from UVA
 Slides/Recordings from Past Training Webinars
 Registration for Parts II and III of 2015 Developer Webinars
www.aamc.org/
Questions?
Use Chat to submit questions.
• Please send to All Panelists.
www.aamc.org/medaps