You can look at the same data through different
lenses…
EPAs/
Competencies
Curricula
Educational
Trajectory
Assessment Data
Educational Achievement Data
Competency Framework
Competency
Object
Competency
Object
Competency
Object
Competency
Object
Competency
Object
Competency
Object
Curriculum Report
Competency
Object
Other competency
framework
Competency
Object
Mapping
(SKOS)
1
1
1
2
2
2
3
3
3
Performance Framework
Specification available
Development pending
Existing resources
Educational
Achievement data
Educational Trajectory
data
My Educational Achievement Data *
Available Data
Available Actions
• My Competencies
CanMeds
ACGME
• Report my data
To residency program director
To certifying board
• My Entrustable Activities and
Skills
• My Trajectories
• Share with mentor
• My Curricula
University of Toronto
University of Maryland
NBME
ABP
• Other
Date of report: October 5, 2011
My Competencies: CanMeds
Communicator
3
2
Medical Expert
Collaborator
1 – Novice
2 – Intermediate
3 – Expert
1
0
Professional
Manager
Scholar
Performance levels
Related Activity:
University of
Toronto MD
Program
Health Advocate
Date of report: Oct 5, 2011 Date of achievement: May 30, 2008 Source: University of Toronto
My Competencies: CanMeds
Communicator
3
2
Medical Expert
As Communicators, physicians effectively
facilitate the doctor-patient relationship
and the dynamic exchanges that occur
before, during, and after the medical
encounter.
See full framework
Collaborator
1 – Novice
2 – Intermediate
3 – Expert
1
0
Professional
Manager
Scholar
Performance levels
Related Activity:
University of
Toronto MD
Program
Health Advocate
Date of report: Oct 5, 2011 Date of achievement: May 30, 2008 Source: University of Toronto
My Competenciess: CanMeds
Communicator
3
2
Medical Expert
Function effectively as consultants,
integrating all of the CanMEDS Roles to
provide optimal, ethical and patientcentered medical care
See full framework
Collaborator
1 – Novice
2 – Intermediate
3 – Expert
1
0
Professional
Manager
Scholar
Performance levels
Related Activity:
University of
Toronto MD
Program
Health Advocate
Date of report: Oct 5, 2011 Date of achievement: May 30, 2008 Source: University of Toronto
My Competencies: CanMeds
Performance levels
Communicator
3
Novice: demonstrates behaviors
expected of a first year trainee.
Requires close supervision.
2
Medical Expert
1
0
Collaborator
Intermediate: demonstrates
behaviors expected of a trainee after
2 years. Requires some supervision.
Expert: demonstrates behaviors
expected of a trainee at the
completion of training. No
supervision required.
Professional
Manager
Scholar
Performance levels
1 – Novice
2 – Intermediate
3 – Expert
Related Activity:
University of
Toronto MD
Program
Health Advocate
Date of report: Oct 5, 2011 Date of achievement: May 30, 2008 Source: University of Toronto
My Competencies: ACGME
Patient care
5
4
Performance levels
3
Systems-based practice
Medical Knowledge
2
1 – Beginner
2 – Adv Beginner
3 – Competent
4 – Adv Competent
5 – Mastered
1
0
Practice-based learning
and improvement
Professionalism
Interpersonal and
communication skills
Related Activity:
University of
Maryland
Pediatrics
Residency
Date of report: Oct 5, 2011 Date of achievement: Oct 5, 2011 Source: University of Maryland
My Competency-based Achievements:
Patient Care
Gathering essential information
5
Performance levels
4
Using IT to optimize patient care
3
Making informed decisions
2
1
0
Providing effective services and
guidance
Counseling patients and families
1 – Beginner
2 – Adv Beginner
3 – Competent
4 – Adv Competent
5 – Mastered
Developing
care management
My
notes (private):
plans
Review procedure
list
Learner
and discuss action
plan with mentor
Spanish
Prescribing and performing
procedures
provided:
asthma
brochure
Notes
(Private comment) CB: There are some additional procedures I’d like you to work
on – let’s discuss
Date of report: Oct 5, 2011 Date of achievement: Oct 5, 2011 Source: University of Maryland
My Competencies: Gathering Essential
Information
Details
5
Details
4
Details
3
Details
2
Mean
Your score
Peer group: Institution cohort
Details
1
0
Context: University of Maryland
Pediatrics Residency
Date of report: Oct 5, 2011 Date of achievement: Oct 5, 2011 Source: University of Maryland
My Competency-based Achievements:
Gathering Essential Information
Benchmark to
Peers
Details
Date of report: Oct 5, 2011 Date of achievement: Sep 10, 2011 Source: University of Maryland
My Competency-based Achievements:
Gathering Essential Information –
Benchmark to Peers
60
50
Peer group: Institution
40
30
Frequency
20
10
0
0-.9
1-1.9
2-2.9
3-3.9
4-4.9
Date of report: Oct 5, 2011 Date of achievement: Sep 10, 2011 Source: University of Maryland
My Competencies: Gathering Essential
Information – Details*
• Title: Pediatric Level 3 360 Degree Feedback
• Duration: 2 Hours
• Description: Residents receive feedback from supervisors, peers, nurses,
and patients.
• Keywords: Inservice training
• Interprofessional? No
• Associated Competencies: Gathering Essential Information,
Professionalism
• Resource: Real Patient
• Assessment Method: Multisource feedback
• Purpose: Formative assessment
• Assessment results: Professionalism – 75, Communication – 70, Patient
care – 78.
• View associated course
Date of report: Oct 5, 2011 Date of achievement: Sep 10, 2011 Source: University of Maryland
My Competencies: Gathering Essential
Information – Details*
• Title: Pediatric Level 3 360 Degree Feedback
• Duration: 2 Hours
Title: Pediatric
Residency
level
3 supervisors, peers, nurses,
• Description: Residents
receive
feedback
from
and patients. Description: The resident begins this sequence midway
through
their training.
• Keywords: Inservice
training
Duration:
• Interprofessional?
No 12 months
Academic level:
3
• Associated Competencies:
Gathering
Essential Information,
Competencies:
Patient
Care,
Professionalism
Professionalism
• Resource: Real Includes:
Patient (list of instruction and assessment events or subcourses)
• Assessment Method: Multisource feedback
• Purpose: Formative assessment
• Assessment results: Professionalism – 75, Communication – 70, Patient
care – 78.
• View associated course
Date of report: Oct 5, 2011 Date of achievement: Sep 10, 2011 Source: University of Maryland
My Competency-based Achievements:
Medical Knowledge
 Identifies evidence-based resources to
answer basic and clinical science
questions.
Met
 Applies core concepts of pathophysiology
to new problems in the basic and clinical
sciences relevant to medicine.
Met
 Identifies and acknowledges gaps in
knowledge and develops and implements
plans to correct.
Met
 Achieves breadth and depth of knowledge
in the curricular threads (eg. physiology,
pharmacology, etc.).
Met

Met
With
Concerns
Did Not Meet
Insuff Evid
□
□
Did Not Meet
Insuff Evid
□
□
Did Not Meet
Insuff Evid
□
□
Did Not Meet
Insuff Evid
□
□
Evidence:
Brief Summary:
□
□
Met
With
Concerns
Evidence:
Brief Summary:


Met
With
Concerns
Evidence:
Brief Summary:
□

Met
With
Concerns
Evidence:
Brief Summary:
□
Justify your decision
Medical Knowledge Competency
Met

Met
With
Concerns
Did Not Meet
Insuff Evid
□
□
□
Date of report: Oct 5, 2011 Date of achievement: Oct 5, 2011 Source: University of Maryland
Cleveland Clinic Lerner College of Medicine of Case Western Reserve University
My Entrustable Activities and Skills*
Status Activity
Arterial puncture for blood
gas analysis
Summary
Related Curricula
Entrustment
Details
Clinical skills OSCE, U
Toronto
Intravenous catheter insertion Entrustment
Details
Skills and thrills, U
Toronto
...
Manage patients with
common, single system
diagnoses who require a
hospital setting
In progress
Details
Infant/Toddler
Rotation, U Maryland
Care of a healthy newborn
Entrustment
Details
Nursery rotation, U
Maryland
Date of report: Oct 5, 2011 Date of achievement: Various Source: Various
My Entrustable Activities and Skills*
Intravenous Catheter Insertion
Exam: Clinical Skills OSCE Exam 1, May 1, 2008
Passed
Additional Criteria: Satisfactory completion of 4
intravenous catheter insertions as determined by
supervising faculty member.
Description: Learners are required to demonstrate
satisfactory skills on simulators and real patients.
Methodology: Clinical performance rating/checklist
Context: University of Toronto MD
Program
Date of report: Oct 5, 2011 Date of achievement: Jun 1, 2008 Source: University of Toronto
My Entrustable Activities and Skills:
Activity Details
5
October 5, 2011
4
3
Mean
2
Your score
Peer group: Institution cohort
1
Subcompetencies
Supervision
0
Context: University of Maryland
Pediatrics Residency
Manage patients with common, single system diagnoses who
require a hospital setting: Assessment
Date of report: Oct 5, 2011 Date of achievement: Oct 5, 2011 Source: University of Maryland
My Entrustable Activities and Skills :
Activity Details
5
October 5, 2011
4
0-.9
1-1.9
3
2-2.9
3-3.9
Mean
2
4-4.9
Your score
Description
Peer group: Institution cohort
August 2011 Details
1
Subcompetencies
Methodology
Supervision
0
Context: University of Maryland
Pediatrics Residency
Manage patients with common, single system diagnoses who
require a hospital setting: Assessment
Date of report: Oct 5, 2011 Date of achievement: Oct 5, 2011 Source: University of Maryland
My Entrustable Activities and Skills :
Activity Details
Details
5
Details
4
Details
3
Details
2
Details
1
0
Level 2:
October 5, 2011
Expected Elements:
Tries to approach the physical
examination with attention to the
developmental and emotional state of the
child by altering the flow to attend to
those areas causing most distress towards
Mean
Your score
the end, with some lapses due to: a)
Peer group: Institution cohort
inexperience with specific examination
maneuvers, b) strict adherence to an
Subcompetencies
examination template for fear of errors of Supervision
omission, and c) inexperience in judging
Context: University of Maryland
triggers for distress based on
Pediatrics Residency
developmental age. (continue)
Manage patients with common, single system diagnoses who
require a hospital setting: Assessment
Date of report: Oct 5, 2011 Date of achievement: Oct 5, 2011 Source: University of Maryland
My Activity-specific Subcompetencies
Manage patients with common, single system diagnoses who require a hospital setting
PC: Perform complete
and accurate physical
examinations
(psychomotor
performance)
Perform complete and
accurate physical
examinations
(approach)
4
Mean
Your score
2
0
4
Mean
Your score
2
0
Perform complete and
accurate physical
examinations
(approach to focused
exam) (continued)
4
Mean
Your score
2
0
Context: University of Maryland
Pediatrics Residency
Date of report: Oct 5, 2011 Date of achievement: Oct 5, 2011 Source: University of Maryland
My Activity-specific Subcompetencies
Manage patients with common, single system diagnoses who require a hospital setting
PC: Make informed
diagnostic & therapeutic
decisions that result in
optimal clinical judgment
4
Mean
2
Your score
0
PC: Develop & carry out
management plans
4
Mean
2
Your score
0
ICS: Communicate
effectively with patients,
families, & the public, as
appropriate, across a
broad range of
socioeconomic &
4
Mean
2
Your score
0
Context: University of Maryland
Pediatrics Residency
Date of report: Oct 5, 2011 Date of achievement: Oct 5, 2011 Source: University of Maryland
My Entrustable Activities and Skills:
Activity Details
Details 5
October 5, 2011
Details 4
Details 3
Mean
Details 2
Your level of supervision
Peer group: Institution cohort
Details 1
0
Assessment
Context: University of Maryland
Pediatrics Residency
Manage patients with common, single system diagnoses who
require a hospital setting: Level of Supervision
Date of report: Oct 5, 2011 Date of achievement: Oct 5, 2011 Source: University of Maryland
My Entrustable Activities and Skills:
Activity Details
• Care of a healthy newborn, Awarded August
October 5, 2011
18, 2011 by Thelonius Smith
Details 5
Details 4
Details 3
Mean
Details 2
Your score
Peer group: Institution cohort
Details 1
Subcompetencies
Supervision
0
Trajectory view
Assessment
Context: University of Maryland
Pediatrics Residency
Date of report: Oct 5, 2011 Date of achievement: Oct 5, 2011 Source: University of Maryland
My Entrustable Activities and Skills:
Activity Details
• Care of a healthy newborn, Awarded August
October 5, 2011
18, 2011 by Thelonius Smith
Details 5
Details 4
Details 3
Mean
Details 2
Your level of supervision
Peer group: Institution cohort
Details 1
Assessment
0
Level of Supervision
Context: University of Maryland
Pediatrics Residency
Date of report: Oct 5, 2011 Date of achievement: Oct 5, 2011 Source: University of Maryland
My Educational Trajectory
John Doe, December 8, 2009
http://www.example.edu/portfolio/1234
Year
Quarter 1 (Jun Aug)
Quarter 2 (Sep Nov)
05 – 06
Quarter 3 (Dec –
Feb)
Quarter 4 (Mar –
May)
02
03
01
06 – 07
02
02
01
07 – 08
02
01
08 – 09
02
02
01
Coursework leading to MD/primary degree
Coursework beyond MD/primary degree
Enrichment, priority
Enrichment
Date of report: Oct 5, 2011 Date of achievement: Dec 8, 2009 Source: University of Toronto
Intravenous
Catheter
Insertion
My Educational Trajectory
John Doe, December 8, 2009
http://www.example.edu/portfolio/1234
Year
Quarter 1 (Jun Aug)
05 – 06
Quarter 2 (Sep Nov)
Quarter 3 (Dec –
Feb)
Quarter 4 (Mar –
May)
02
03
01
06 – 07
07 – 08
08 – 09
02
Intravenous
University of02Toronto MD Program
Catheter
Institution: 01
University of Toronto
Insertion
Degree: M.D. Length of program: 4 years
02
Jun 2005
01 – May 2009
The MD program consists of a preclerkship and clerkship
02
curriculum. The basic goal
02 of the Preclerkship is to help
01
students learn the necessary
biomedical and humanistic
knowledge and skills, and to develop the appropriate
professional attitudes. In Clerkship, students participate as
members of a working health care team.
Author: University of Toronto
Coursework leading to MD/primary degree
Coursework beyond MD/primary degree ID: utoronto.ca/23456
Enrichment, priority
Updated: 12/8/2009
Enrichment
Details
Date of report: Oct 5, 2011 Date of achievement:See
Dec 8,Curriculum
2009 Source: University
of Toronto
My Educational Trajectory
John Doe, December 8, 2009
http://www.example.edu/portfolio/1234
Year
05 – 06
06 – 07
07 – 08
08 – 09
Quarter 1 (Jun Aug)
Quarter 2 (Sep -
Quarter 3 (Dec –
Quarter 4 (Mar –
My
Curriculum: University
of Toronto May)
Nov)
Feb)
Year 1
02
The
Art
and
Science
of
Clinical
Medicine 1
03
01
Brain and behavior
Determinants of Community Health
02
Intravenous
University
of02Toronto MD Program
Metabolism and
Nutrition
01
Catheter
Structure andInstitution:
Function University of Toronto
Insertion
Degree: M.D. Length of program: 4 years
02
Jun 2005
– May 2009
Previous
01 Next
The MD program consists of a preclerkship and clerkship
02
curriculum. The basic goal
02 of the Preclerkship is to help
01
students learn the necessary
biomedical and humanistic
knowledge and skills, and to develop the appropriate
professional attitudes. In Clerkship, students participate as
members of a working health care team.
Author: University of Toronto
Coursework leading to MD/primary degree
Coursework beyond MD/primary degree ID: utoronto.ca/23456
Enrichment, priority
Updated: 12/8/2009
Enrichment
Details
Date of report: Oct 5, 2011 Date of achievement:See
Dec 8,Curriculum
2009 Source: University
of Toronto
My Educational Trajectory & Awarded Responsibilities
John Doe, October 5, 2011
http://www.example.edu/portfolio/2234
Year
Quarter 1 (Jun Aug)
Quarter 2 (Sep Nov)
Quarter 3 (Dec –
Feb)
09 – 10
Quarter 4 (Mar –
May)
02
01
Care of a
Healthy
Newborn
10 – 11
11 – 12
03
01
01
Residency Training
Additional Coursework beyond MD/primary degree
Leave of absence
Date of report: Oct 5, 2011 Date of achievement: Oct 5, 2011 Source: University of Maryland
My Curricula: University of Toronto*
• Year 1
• Year 2
– The Art and Science of
Clinical Medicine 1
– Brain and behavior
– Determinants of
Community Health
– Metabolism and
Nutrition
– Structure and Function
– The Art and Science of
Clinical Medicine 2
– Determinants of
Community Health 2
– Mechanisms,
Manifestations, and
Management of Disease
– Family Medicine
Longitudinal Experience
Date of report: October 5, 2011
My Curricula: University of Toronto
(cont’d)*
• Year 3
–
–
–
–
• Year 3 cont’d
Transition to Clerkship
Surgery Clerkship
Medicine Clerkship
Emergency Medicine
Clerkship
– Anesthesia Clerkship
– Ophthalmology
Clerkship
– Otolaryngology Clerkship
– Psychiatry Clerkship
– Paediatrics Clerkship
– Obstetrics and
Gynecology Clerkship
– Family and Community
Medicine Clerkship
– Portfolio course
– Integrated OSCE 1
– Integrated OSCE 2
Date of report: October 5, 2011
The Art and Science of Clinical
Medicine 1*
• Description: This course is organized in hospital-based
groups of 5 to 6 students, and will take place 1/2 day each
week of the academic year.
• Timing: September 1, 2005 – July 30, 2006
• Academic Level: 1
• Competencies: Medical Experts, Communicator, Manager,
Scholar, Professional
• Post-conditions: Students deemed to have failed the course
by the Board of Examiners will be required to repeat the
course in the following academic year…
• Events: Lecture 1, Group clinic: Listening, Group Clinic:
questioning techniques…
• Assessment results: Passed
Date of report: October 5, 2011
The Art and Science of Clinical
Medicine 1*
• Description: This course is organized in hospital-based
Communicators, physicians effectively
groups of 5 to 6 students, and willAsfacilitate
take
place 1/2
day each
the doctor-patient
relationship
and the dynamic exchanges that occur
week of the academic year.
before, during, and after the medical
• Timing: September 1, 2005 – Julyencounter.
30, 2006
See full framework
See assessment data
• Academic Level: 1
• Competencies: Medical Experts, Communicator, Manager,
Scholar, Professional
• Post-conditions: Students deemed to have failed the course
by the Board of Examiners will be required to repeat the
course in the following academic year…
• Events: Lecture 1, Group clinic: Listening, Group Clinic:
questioning techniques…
• Assessment results: Passed
Date of report: October 5, 2011
The Art and Science of Clinical
Medicine 1*
My Competencies:
CanMeds in hospital-based
• Description: This course
is organized
Communicators, physicians effectively
groups of 5 to 6 students, and willAsfacilitate
take
place 1/2
day each
the doctor-patient
relationship
and the dynamic exchanges that occur
week of the academic year.
before, during, and after the medical
• Timing: September 1, 2005 – Julyencounter.
30, 2006
See full framework
See assessment data
• Academic Level: 1
• Competencies: Medical Experts, Communicator, Manager,
Scholar, Professional
• Post-conditions: Students deemed to have failed the course
by the Board of Examiners will be required to repeat the
course in the following academic year…
• Events: Lecture 1, Group clinic: Listening, Group Clinic:
questioning techniques…
• Assessment results: Passed
Communicator
3
2
Medical Expert
Collaborator
1
0
Professional
Manager
Scholar
Health Advocate
Date of report: October 5, 2011
Medicine Clerkship*
• Description:
Timing: September 25, 2007 – December 15,
2007
Academic Level: 3
Competencies: Medical Expert, Professional
Events: Shadowing, History taking, Medical skills
Assessment Results: Grade: Proficient
Comments: Interacted exceptionally well with
patients and staff.
Benchmark to peers
Date of report: Oct 5, 2011 Source: University of Toronto
Medicine Clerkship: Benchmark to Peers
Grade Distribution
50
45
40
35
30
25
Frequency
20
15
10
5
0
Outstanding
Advanced
Proficient
Date of report: Oct 5, 2011 Date of achievement: Dec 15, 2007
My Curricula: NBME*
• USMLE Step 1, May 15, 2007
Score: 230
Mean: 225
Standard deviation: 20
Source: NBME
• USMLE Step 2 CK, March 15, 2009
Score: 210
Mean: 225
Standard deviation: 20
Source: NBME
Date of report: Oct 5, 2011
My Curricula: NBME*
• USMLE Step 2 CS, April 15, 2009
Pass
Source: NBME
• USMLE Step 3, May 15, 2010
Score: 230
Mean: 225
Standard deviation: 20
Source: NBME
Date of report: October 5, 2011
My Curriculum: ABP*
• American Board of Pediatrics In Training Exam, July 14,
2009
Score: 60
Mean: 58
Cohort: US Level 1 trainees
Standard deviation: 8
• American Board of Pediatrics In Training Exam, July 14,
2010
Score: 72
Mean: 67
Cohort: US Level 2 trainees
Standard deviation: 8
Date of report: October 5, 2011
Other*
• Undergraduate transcript
• Undergraduate portfolio
Date of report: October 5, 2011