epas/ competencies curricula educational trajectory assessment data educational achievement data you...

EPAs/Competencies Curricula Educational

Trajectory

Assessment Data

Educational Achievement Data

You can look at the same data through different lenses…

Competency Framework

Competency Object

Competency Object

Competency Object

Competency Object

Competency Object

Competency Object

Competency Object

Competency Object

Curriculum Report

Other competency framework

Educational Achievement dataPerformance Framework

1

2

3

1

2

3

1

2

3

Mapping (SKOS)

Specification availableDevelopment pending

Existing resources

Educational Trajectory data

My Educational Achievement Data *

Available Data• My Competencies

CanMedsACGME

• My Entrustable Activities and Skills

• My Trajectories

• My CurriculaUniversity of TorontoUniversity of MarylandNBMEABP

• Other

Available Actions• Report my data

To residency program directorTo certifying board

• Share with mentor

Date of report: October 5, 2011

My Competencies: CanMeds

Performance levels

1 – Novice2 – Intermediate3 – Expert

Related Activity:University of Toronto MD Program

Communicator

Collaborator

Manager

Health AdvocateScholar

Professional

Medical Expert

0

1

2

3

Date of report: Oct 5, 2011 Date of achievement: May 30, 2008 Source: University of Toronto


Performance levels



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

Communicator

Collaborator

Manager


Professional

Medical Expert

0

1

2

3


Communicator

Collaborator

Manager


Professional

Medical Expert

0

1

2

3

My Competenciess: CanMeds

Performance levels



Function effectively as consultants, integrating all of the CanMEDS Roles to provide optimal, ethical and patient-centered medical care See full framework



Performance levels



Communicator

Collaborator

Manager


Professional

Medical Expert

0

1

2

3

Performance levels

Novice: demonstrates behaviors expected of a first year trainee. Requires close supervision.

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.


My Competencies: ACGMEPatient care

Medical Knowledge

Practice-based learning and improvement

Interpersonal and communication skills

Professionalism

Systems-based practice

0

1

2

3

4

5

Performance levels

1 – Beginner2 – Adv Beginner3 – Competent4 – Adv Competent 5 – Mastered

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

Making informed decisions

Developing care management plans

Prescribing and performing proceduresCounseling patients and families

Providing effective services and guidance

Using IT to optimize patient care

0

1

2

3

4

5

Performance levels

1 – Beginner2 – Adv Beginner3 – Competent4 – Adv Competent 5 – Mastered

Learner provided:Spanish asthma brochureLearner Notes

My notes (private): Review procedure list and discuss action plan with mentor

(Private comment) CB: There are some additional procedures I’d like you to work on – let’s discuss


My Competencies: Gathering Essential Information

Peer group: Institution cohort

Details

Details

Details

Details

Details


Context: University of Maryland Pediatrics Residency

1-Sep-10

1-Oct-

10

1-Nov-1

0

1-Dec-

10

1-Jan-11

1-Feb-11

1-Mar-

11

1-Apr-1

1

1-May

-11

1-Jun-11

1-Jul-1

1

1-Aug-1

10

1

2

3

4

5

MeanYour score

Note score can now be a decimal point (between two levels)

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

0-.9 1-1.9 2-2.9 3-3.9 4-4.90

10

20

30

40

50

60

Frequency

Peer group: Institution


My Competencies: Gathering Essential Information – Details

• Title: Pediatric Level 3 360 Degree Feedback• Site: University of Maryland Medical Center• 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,

Faculty notes: learner performing appropriately for level of training.• View associated course


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


Title: Pediatric Residency level 3Description: The resident begins this sequence midway through their training.Duration: 12 monthsAcademic level: 3Competencies: Patient Care, ProfessionalismIncludes: (list of instruction and assessment events or sub-courses)

My Competency-based Achievements: Medical Knowledge

Identifies evidence-based resources to answer basic and clinical science questions.

Met

MetWith

Concerns

□

Did Not Meet

□Insuff Evid

□Evidence:Brief Summary:

Applies core concepts of pathophysiology to new problems in the basic and clinical sciences relevant to medicine.

Met

□MetWith

Concerns

Did Not Meet

□Insuff Evid


Identifies and acknowledges gaps in knowledge and develops and implements plans to correct.

Met

MetWith

Concerns

□

Did Not Meet

□Insuff Evid


Achieves breadth and depth of knowledge in the curricular threads (eg. physiology, pharmacology, etc.).

Met

MetWith

Concerns

□

Did Not Meet

□Insuff Evid


Justify your decision

Medical Knowledge Competency

Met

MetWith

Concerns

□

Did Not Meet

□Insuff Evid

□

Cleveland Clinic Lerner College of Medicine of Case Western Reserve University Date of report: Oct 5, 2011 Date of achievement: Oct 5, 2011 Source: University of Maryland

My Entrustable Activities and Skills

Status Activity Summary Related Curricula

Arterial puncture for blood gas analysis

Level 2 of 5Details

Clinical skills OSCE, U Toronto

Intravenous catheter insertion EntrustmentDetails

Skills and thrills, U Toronto

. . .

Manage patients with common, single system diagnoses who require a hospital setting

EntrustmentDetails

Infant/Toddler Rotation, U Maryland

Care of a healthy newborn EntrustmentDetails

Nursery rotation, U Maryland

Provide patient resuscitation…

EntrustmentAd Hoc - Details

In-patient rotation, U Maryland

Date of report: Oct 5, 2011 Date of achievement: Various Source: Various


Date of report: Oct 5, 2011 Date of achievement: Various Source: Various

Context: University of Toronto MD ProgramArterial Puncture for Blood Gas Analysis

Level of Entrustment: 2

Entrustment Scale: University of Toronto UME Entrustment Scale

1 3 52 4

Fewest responsibilities

Most responsibilities

Entrusted to observe

Entrusted to perform under heavy supervision

Entrusted to perform under light supervision

Entrusted to perform without supervision

Entrusted to supervise


Date of report: Oct 5, 2011 Date of achievement: Jun 1, 2008 Source: University of Toronto

Context: University of Toronto MD Program

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

My Entrustable Activities and Skills: Activity Details

Manage patients with common, single system diagnoses who require a hospital setting: Assessment


Subcompetencies

Supervision

October 5, 2011

01-Sep-10

01-Oct-

10

01-Nov-1

0

01-Dec-

10

01-Jan-11

01-Feb-11

01-Mar-

11

01-Apr-1

1

01-May

-11

01-Jun-11

01-Jul-1

1

01-Aug-1

10

1

2

3

4

5

MeanYour score



My Entrustable Activities and Skills : Activity Details



Subcompetencies

Supervision

October 5, 2011

01-Sep-10

01-Oct-

10

01-Nov-1

0

01-Dec-

10

01-Jan-11

01-Feb-11

01-Mar-

11

01-Apr-1

1

01-May

-11

01-Jun-11

01-Jul-1

1

01-Aug-1

10

1

2

3

4

5

MeanYour score

0-.91-1.92-2.93-3.94-4.9

August 2011 Details



Description

Methodology

My Entrustable Activities and Skills : Activity Details



Subcompetencies

Supervision

October 5, 2011

01-Sep-10

01-Oct-

10

01-Nov-1

0

01-Dec-

10

01-Jan-11

01-Feb-11

01-Mar-

11

01-Apr-1

1

01-May

-11

01-Jun-11

01-Jul-1

1

01-Aug-1

10

1

2

3

4

5

MeanYour score

Level 2: 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 the end, with some lapses due to: a) inexperience with specific examination maneuvers, b) strict adherence to an examination template for fear of errors of omission, and c) inexperience in judging triggers for distress based on developmental age. (continue)

Details

Details

Details

Details

Details



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)

Perform complete and accurate physical examinations (approach to focused exam) (continued)

0

2

4

MeanYour score

0

2

4

MeanYour score

0

2

4

MeanYour score



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

PC: Develop & carry out management plans

ICS: Communicate effectively with patients, families, & the public, as appropriate, across a broad range of socioeconomic & cultural backgrounds

0

2

4

MeanYour score

0

2

4

MeanYour score

0

2

4

MeanYour score




Manage patients with common, single system diagnoses who require a hospital setting: Level of Supervision


Assessment

October 5, 2011

01-Sep-10

01-Oct-

10

01-Nov-1

0

01-Dec-

10

01-Jan-11

01-Feb-11

01-Mar-

11

01-Apr-1

1

01-May

-11

01-Jun-11

01-Jul-1

1

01-Aug-1

10

1

2

3

4

5

MeanYour level of supervision

Details

Details

Details

Details

Details




• Care of a healthy newborn, Awarded August 18, 2011 by Thelonius Smith

01-Sep-10

01-Oct-

10

01-Nov-1

0

01-Dec-

10

01-Jan-11

01-Feb-11

01-Mar-

11

01-Apr-1

1

01-May

-11

01-Jun-11

01-Jul-1

1

01-Aug-1

10

1

2

3

4

5

MeanYour score

October 5, 2011


Subcompetencies

Supervision

Trajectory view

Assessment

Details

Details

Details

Details

Details




• Care of a healthy newborn, Awarded August 18, 2011 by Thelonius Smith October 5, 2011


Assessment

Level of Supervision01-Se

p-10

01-Oct-

10

01-Nov-1

0

01-Dec-

10

01-Jan-11

01-Feb-11

01-Mar-

11

01-Apr-1

1

01-May

-11

01-Jun-11

01-Jul-1

1

01-Aug-1

10

1

2

3

4

5

MeanYour level of supervision

Details

Details

Details

Details

Details



Year Quarter 1 (Jun - Aug)

Quarter 2 (Sep - Nov)

Quarter 3 (Dec – Feb)

Quarter 4 (Mar – May)

05 – 06

06 – 07

07 – 08

08 – 09

0301

02

0102

0102

010202

Coursework leading to MD/primary degreeCoursework beyond MD/primary degreeEnrichment, priorityEnrichment

My Educational Trajectory John Doe, December 8, 2009

http://www.example.edu/portfolio/1234

02 Intravenous Catheter Insertion

Date of report: Oct 5, 2011 Date of achievement: Dec 8, 2009 Source: University of Toronto





05 – 06

06 – 07

07 – 08

08 – 09

0301

02

0102

0102

010202






University of Toronto MD ProgramInstitution: University of Toronto

Degree: M.D. Length of program: 4 yearsJun 2005 – May 2009

The MD program consists of a preclerkship and clerkship curriculum. The basic goal of the Preclerkship is to help 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

ID: utoronto.ca/23456Updated: 12/8/2009

See Curriculum Details





05 – 06

06 – 07

07 – 08

08 – 09

0301

02

0102

0102

010202






University of Toronto MD ProgramInstitution: University of Toronto

Degree: M.D. Length of program: 4 yearsJun 2005 – May 2009

The MD program consists of a preclerkship and clerkship curriculum. The basic goal of the Preclerkship is to help 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

ID: utoronto.ca/23456Updated: 12/8/2009

See Curriculum Details

My Curriculum: University of Toronto

Year 1The Art and Science of Clinical Medicine 1Brain and behaviorDeterminants of Community HealthMetabolism and NutritionStructure and Function

Previous Next





09 – 10

10 – 11

11 – 12

01

02

01

01

Residency Training

Additional Coursework beyond MD/primary degree

Leave of absence

My Educational Trajectory & Awarded ResponsibilitiesJohn Doe, October 5, 2011


03

Care of a Healthy

Newborn



My Curricula: University of Toronto

• Year 1– The Art and Science of

Clinical Medicine 1– Brain and behavior– Determinants of

Community Health– Metabolism and

Nutrition– Structure and Function

• Year 2– The Art and Science of

Clinical Medicine 2– Determinants of

Community Health 2– Mechanisms,

Manifestations, and Management of Disease

– Family Medicine Longitudinal Experience


My Curricula: University of Toronto (cont’d)

• Year 3– Transition to Clerkship– Surgery Clerkship– Medicine Clerkship– Emergency Medicine

Clerkship– Anesthesia Clerkship– Ophthalmology

Clerkship– Otolaryngology Clerkship

• Year 3 cont’d– Psychiatry Clerkship– Paediatrics Clerkship– Obstetrics and

Gynecology Clerkship– Family and Community

Medicine Clerkship– Portfolio course– Integrated OSCE 1– Integrated OSCE 2


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









As Communicators, physicians effectively facilitate the doctor-patient relationship and the dynamic exchanges that occur before, during, and after the medical encounter. See full frameworkSee assessment data









As Communicators, physicians effectively facilitate the doctor-patient relationship and the dynamic exchanges that occur before, during, and after the medical encounter. See full frameworkSee assessment data

Communicator

Collaborator

Manager


Professional

Medical Expert

0

1

2

3


Medicine Clerkship

• Description:Timing: September 25, 2007 – December 15, 2007Academic Level: 3Competencies: Medical Expert, ProfessionalEvents: Shadowing, History taking, Medical skillsAssessment Results: Grade: ProficientComments: 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

Outstanding Advanced Proficient0

5

10

15

20

25

30

35

40

45

50

Grade Distribution

Frequency

Date of report: Oct 5, 2011 Date of achievement: Dec 15, 2007

My Curricula: NBME

• USMLE Step 1, May 15, 2007Score: 230Mean: 225Standard deviation: 20Source: NBME

• USMLE Step 2 CK, March 15, 2009Score: 210Mean: 225Standard deviation: 20Source: NBME

Date of report: Oct 5, 2011


My Curricula: NBME

• USMLE Step 2 CS, April 15, 2009Pass Source: NBME

• USMLE Step 3, May 15, 2010Score: 230Mean: 225Standard deviation: 20Source: NBME


My Curriculum: ABP

• American Board of Pediatrics In Training Exam, July 14, 2009Score: 60Mean: 58Cohort: US Level 1 traineesStandard deviation: 8

• American Board of Pediatrics In Training Exam, July 14, 2010Score: 72Mean: 67Cohort: US Level 2 traineesStandard deviation: 8


Other

• Undergraduate transcript• Undergraduate portfolio

epas/ competencies curricula educational trajectory assessment data educational achievement data you...

Documents