preparing for the curriculum inventory terri cameron, ma director, curriculum management aamc

Preparing for the Curriculum Inventory

Terri Cameron, MADirector, Curriculum ManagementAAMC

We will cover:• Quick Introduction to MedAPS• MedBiquitous Curriculum Inventory Standard• AAMC Business Rules for Curriculum

Inventory data• What curriculum management system data

should be included in the XML export to the Curriculum Inventory

• Vendor / Sender Onboarding Process• Data Upload Process• Data Verification Process

Accreditation Standard

Self-Evaluation

Tool (ASSET)

MedAPS Reports

MedBiquitous Data Exchange Standard

Curriculum Inventory

Curriculum data mapped to a competency 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).

Standardized Vocabulary for Instructional

Methods, Assessment Methods, and

Resources

Institutionally-developed

competencies will be matched

to Physician Competency

Reference Set (PCRS)

Vendor and

School –developed

Curriculum Management

Systems

Curriculum Inventory

www.aamc.org/medaps

Part II

MedAPS: Medical Academic Performance Services

MedAPS: Suite of Services

Provide AAMC member medical schools with the tools necessary to assess, maintain and fulfill accreditation standards and promote continuous quality improvement.

ASSET(Accreditation Standards Self-Evaluation Tool)

MedAPS Reporting Tool(Dashboard)

Curriculum Inventory(Replacing CurrMIT)

www.aamc.org/medaps

LCME AQ Part IILCME AQ Part I-A

Graduation Questionnaire

CurriculumInventory

Student Record System

LCME AQ Part I-B AAMC Data Warehouse

Faculty Database

MedAPS Reporting Tool

(1/4 Pre-Populated)

ASSET

Populating MedAPSData Sources

www.aamc.org/medaps

MedAPS Goals• Empower Curriculum Administrators and Committees with

data to support curriculum oversight and reform.• Streamline AAMC’s data collection and reporting.• Reduce the work needed for schools to produce

accreditation documentation.• Enable medical schools to enhance continuous quality

improvement efforts. • Provide medical schools with resources/solutions to

address deficiencies.• Serve as the premier source for benchmarking and

educational research in medical education.

www.aamc.org/medaps

Curriculum Inventory Timeline Focus Groups (Summer/Fall 2010) MedBiquitous CI Working Group (2011-2012) CI Standards Release (March 2012) CMS Vendor Retreat (2011, 2012, 2013) Begin CI Development (Summer 2012) Access databases of CurrMIT data generated for

schools (by request) (Summer / Fall 2013) CurrMIT taken offline (January 2014) Begin Uploading Data (August 1) Portal Close (September 30) Produce Reports (November 1)

www.aamc.org/medaps

Questions?Please use Q & A option to submit questions.

Learning Check: MedAPS Pre-population• Which of the following data sources will NOT be

used to pre-populate MedAPS?A. LCME Annual QuestionnairesB. Student Record SystemC. Graduation QuestionnaireD. CurrMIT

Learning Check: MedAPS Pre-population• Which of the following data sources will NOT be

used to pre-populate MedAPS?A. LCME Annual QuestionnairesB. Student Record SystemC. Graduation QuestionnaireD. CurrMIT

• Send request to medaps@aamc.org to request CurrMIT data in Access database

Terminology

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 /Nested Sequence Block (Course, Module, Unit, Block, Clerkship)

• Integration Block (Theme, Vertical / Horizontal Integration)

• Event (Instructional or Assessment Session) (e.g., Lecture, Lab, Discussion, Assessment)

• Expectations / Competency Framework(Competency / Objective / Milestone / EPA)

• MedBiquitous (www.medbiq.org) www.aamc.org/medaps

Part II

Standardized Vocabulary Use local terms for institutional data entry and

reporting; match to standardized vocabulary to upload to CIR for aggregate reporting Instructional Methods Assessment Methods Resources

UIDs available at https://www.aamc.org/download/348854/data/cibusinessrules.pdf

Detailed descriptions available atwww.mededportal.org/icollaborative/resource/498

www.aamc.org/medaps

www.aamc.org/cir

Matching Local Terminology to CI Standardized Terminology

Local Terminology:Instructional Methods

CI Standardized Terminology

Clinical Skills Clinical Experience - Outpatient

Procedure Training Clinical Experience - Inpatient

Resource Session Lecture

Standardized Patient Simulation (with Resource: Standardized Patient)

Wrap-Up Session Discussion, Small Group

• The MedBiquitous Curriculum Inventory Standardized Terminology Subcommittee reviews the terminology each year, based on literature and terminology schools report as difficult to match (challenges)

• Submit matching ‘challenges’ to medaps@aamc.orgor post comments in iCollaborative

www.aamc.org/cir

Physician Competency Reference Set (PCRS)

Compared/mapped healthcare profession competency sets to create a set of ‘core’ competencies for aggregate reporting in MedAPS and MedEdPORTAL ACGME (including RRCs) CanMEDS Scottish Doctor Tomorrow’s Doctors Healthcare Professions Specialty Objectives (ABMS, Clerkships)

Process and complete list of competencies published in August 2013 Academic Medicine

URI available at https://www.aamc.org/initiatives/cir/about/348808/aboutpcrs.html

www.aamc.org/cir

www.aamc.org/cir

Physician Competency Reference Set (PCRS)

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

aamc-pcrs-comp-c0101 Perform all medical, diagnostic, and surgical procedures considered essential for the area of practice

aamc-pcrs-comp-c0102 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

aamc-pcrs-comp-c0103 Organize and prioritize responsibilities to provide care that is safe, effective, and efficient

aamc-pcrs-comp-c0104 Interpret laboratory data, imaging studies, and other tests required for the area of practice

aamc-pcrs-comp-c0105 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment

www.aamc.org/cir

Matching School Expectations to PCRS• Program-Level (School) Expectations must be

mapped to PCRS competencies• May NOT be mapped to PCRS domains

• ‘Other’ provided for instances where there is not a direct match between expectations

• Event- and Sequence Block-Level Expectations may NOT be mapped to PCRS• Event and Sequence Block Expectations may be

mapped to each other or to Program Expectations or not at all• This mapping is pulled from your curriculum

management system

PCRS

Program

Sequence Block

Event

www.aamc.org/cir

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 decision-making, 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.

www.aamc.org/cir

Competencies vs Objectives

Obj

ecti

ves

Com

petencies

Expectations

Milestones E

PA

s

www.aamc.org/medaps

• Competencies, Learning Objectives, Milestones, and Entrustable Professional Activities (EPAs) are all separate concepts with explicit definitions and purposes.

• For the Curriculum Inventory, they are all “Expectations”.

• The category element can be used to distinguish whether an Expectation is a learning objective, competency, etc., but there are no requirements to use that option at this time.

Questions?Please use Q & A option to submit questions.

Learning Check: Previous Academic Year • What start and end dates are required for a CI

report on 2014 – 2015 Academic Year (CI Previous Academic Year) data?A. January 1, 2014 – December 31, 2014B. July 1, 2014 – June 30, 2015C. July 1, 2013 – June 30, 2014D. July 1, 2015 – June 30, 2016

Learning Check: Previous Academic Year • What start and end dates are required for a CI

report on 2014 – 2015 Academic Year (CI Previous Academic Year) data?A. January 1, 2014 – December 31, 2014B. July 1, 2014 – June 30, 2015C. July 1, 2013 – June 30, 2014D. July 1, 2015 – June 30, 2016

Learning Check: Expectations• Which of the following can be listed as

Expectations for Sequence Blocks and Events?A. CompetenciesB. ObjectivesC. MilestonesD. EPAsE. All of the above

Learning Check: Expectations

• Which of the following can be listed as Expectations for Sequence Blocks and Events?A. CompetenciesB. ObjectivesC. MilestonesD. EPAsE. All of the above

The Curriculum Inventory Standard

®

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

MedBiquitous Curriculum Inventory Working Group

• Susan Albright and Marc Triola, co-chairs• Launched in December 2010• Charter:

“to develop XML standards for the exchange of curriculum data for benchmarking and educational research.” (Not just for AAMC Curriculum Inventory)

• Reasons for Undertaking Work:• Enable local curriculum management systems to

upload data to a central Curriculum Inventory• Identify curricular trends• Support curriculum benchmarking and reform

www.aamc.org/medaps

A

E

B

Curriculum Inventory: Events

• A curriculum is made up of many education and assessment events

• Events have metadata, descriptive information about the events

F

C G

D H

I

J

K

L

www.aamc.org/medaps

Curriculum Inventory: Expectations

• Curricula may reference objectives, competencies, or learning outcomes

1

2

45

7 8

10 11

3

6

9

12

www.aamc.org/medaps

Curriculum Inventory: Expectations and Events

• An event may be intended to address one or more expectation (learning objectives, competencies, etc.)

• An expectation may be associated with many events

G

K

1

2

6

2

www.aamc.org/medaps

Curriculum Inventory: Sequence Blocks

• Events can be organized into blocks of instruction, called Sequence Blocks (think course/module/year/phase/clerkship etc)

• A recurring event may be associated with more than one Sequence Block

• Sequence blocks may be associated with expectations (competencies, objectives, etc.)

• Sequence blocks have metadata, too

A

E

BF

C

GD H

I

J

K

LA

1 2

7

www.aamc.org/medaps

Curriculum Inventory: Integration Blocks

• Curricular themes, or Integration Blocks, may apply to many sequence blocks, events, or expectations and describe how the curriculum is semantically integrated

• An Integration Block may link to many events, blocks or objects

AE

BF

CG

D H

I

J

KLA

ME

ON

CG

S H

I

J

PRQ

1

3

2

www.aamc.org/medaps

Curriculum Inventory: Sequence

• Sequence blocks can be put together to form the main structure of the curriculum (a sequence of courses, modules, phases, clerkships)

AE

BF

CG

D H

I

J

KLA

ME

ON

CG

S H

I

J

PRQ

1

2

3

www.aamc.org/medaps

Includes Competency objects and frameworks

www.aamc.org/medaps

Curriculum Inventory: Expectations

Instructional and / or Assessment methods

Resources (virtual patient, etc.)

Keywords

Objectives (expectations)

www.aamc.org/medaps

Curriculum Inventory:

Questions?Please use Q & A option to submit questions.

Learning Check: Objectives and Competencies• Which of the following is true about objectives

and competencies in the Curriculum Inventory?A. Objectives and Competencies are

documented in the Curriculum Inventory using the MedBiquitous Competency Framework

B. Objectives and Competencies are documented as Expectations for Events

C. Objectives and Competencies are documented as Expectations for Sequence Blocks

D. All of the above

Learning Check: Objectives and Competencies• Which of the following is true about objectives

and competencies in the Curriculum Inventory?A. Objectives and Competencies are

documented in the Curriculum Inventory using the MedBiquitous Competency Framework

B. Objectives and Competencies are documented as Expectations for Events

C. Objectives and Competencies are documented as Expectations for Sequence Blocks

D. All of the above

AAMC Business Rules for the Curriculum Inventory

AAMC Business Rules• Are designed for specific use of the

MedBiquitous Curriculum Inventory Standard for use in the AAMC Curriculum Inventory

• Are not designed to replicate the MedBiquitous Curriculum Inventory Standard or the MedBiquitous Curriculum Inventory Implementation Guidelines (www.medbiq.org)

• Should be used as a major part of the CI Developers Toolkit, but not in isolation

AAMC Business Rules

• Core Rules (CR)• Core rules must be met before additional

rules for the competency framework and the curriculum inventory structure are applied. If it is detected that a submission does not meet a core rule: a) processing of the submission discontinues immediately and b) an error notification is generated that describes the invalid core rule.

AAMC Business Rules

• Core Rules (CR)• CR01: Approved Sender

• Senders must be certified via AAMC’s on- boarding process before the web service will allow them to send submissions.

• CR02: Selected Sender– Schools must select their Sender via the

School CI Portal ‘Manage Vendor’ page. o Vendoro School

AAMC Business Rules

• Core Rules (CR)• CR03: One Inventory for One School

• A submission, or XML file sent to the web service, must include data for only one curriculum inventory for one school.

• CR04: Institution ID• The <InstitutionID> must match an AAMC

institution ID for a school. • AAMC EIS Code

AAMC Business Rules

• Core Rules (CR)• CR05: Submission File Size

• The file size cannot exceed 19mg• An error will be generated if data in any field

exceeds the record length• Zip files accepted

• CR06: Data Dictionary• Each field in the XML has a specific length

limit, which is documented in the AAMC Business Rules.

• An error will be generated if data in any field exceeds its maximum allowable length

AAMC Business Rules

• Competency Framework and Competency Object Rules (CF)• These rules are evaluated only once

all core rules have been met. • These rules and their application

are covered in CI Developers Workshop Part II.

AAMC Business Rules

• Curriculum Structure Rules (CS)• These rules are evaluated only once all

core rules have been met.

AAMC Business Rules

• Curriculum Structure Rules (CS)• CS01: Unique Report ID

• The <ReportID> sub-element must be unique for each of a school’s submissions. • If a Curriculum Inventory Upload is

rejected, the next uploaded file must not have the same ReportID.

• The <ReportID> sub-element must be alphanumeric• The Report ID must not include dashes,

underscores or other special characters

AAMC Business Rules

• Curriculum Structure Rules (CS)• CS02: Previous Academic Year

• Submissions are checked to ensure they contain information for only the previous academic year (AY). Schools must submit data with <ReportingStartDate> and <ReportingEndDate> between July (of the previous year) and June (of the current year).

• Note: Dates at the sequence block or event level are not checked to ensure they are within the previous academic year. Dates specified at these levels that fall outside of the date range for a previous academic year will not cause an error or rejection.

AAMC Business Rules

• Curriculum Structure Rules (CS)• CS03: Number of Academic Levels

• The number of academic levels, or phases, are defined by <LevelsInProgram>.

• Each academic level is defined as a <Level> within the <AcademicLevels> tag.

• CS05: Academic Level Numbers • <Level> sub-elements of the

<AcademicLevels> tag must have sequential numbers (i.e., the number attribute) starting with 1.

AAMC Business Rules

• Curriculum Structure Rules (CS)• CS04: Academic Levels and

Sequence Blocks• A <Level> that is not defined within the

<AcademicLevels> tag cannot be referenced by a sequence block.

• CS06: Academic Levels and Sequence Blocks• Each academic level must be referenced by

at least one sequence block.

AAMC Business Rules• Sequence Blocks

• CS07: <SequenceBlock> tags must have unique identifiers (i.e., the id attribute).

• CS08: <SequenceBlock> tags must be associated to a defined academic level using the required <Level> sub-element.

• CS09: The <Timing> sub-element of all <SequenceBlocks> tags with a ClerkshipModel attribute must specify <Dates> and <Duration>. • Document start and end dates for entire iteration period

(e.g., 07/01/12 – 06/30/13).

• CS16: If it is provided, the duration of a sequence block must be specified as a number of days.

• For clerkships, 5 days = 1 week

AAMC Business Rules

• Curriculum Structure Rules (CS)• CS10: Nested Sequence Blocks

• When nesting sequence blocks, <SequenceBlockReference> must not result in circular references.• See “Note about Hierarchical Conflict”

section (pp. 33-36) of the Competency Framework Specification, version 1.0.

AAMC Business Rules• Curriculum Structure Rules (CS)

• Events• CS11: <Event> tags must have unique identifiers (i.e.,

the id attribute). • CS12: Within <Event> tags, the <AssessmentMethod>

and <InstructionalMethod> tags must reference a unique ID from the Curriculum Inventory Standardized Vocabulary.

• CS13: At a minimum, each <Event> must reference at least one <AssessmentMethod> or <InstructionalMethod>.

• CS14: If one or more <InstructionalMethod> tags are provided, one and only one must be denoted as primary.

• CS15: All <Event> tags must be referenced by at least one <SequenceBlockReference> tag within a <SequenceBlock>.

Questions?Please use Q & A option to submit questions.

Learning Check: Instructional and Assessment Methods• Which of the following statements is NOT TRUE?

A. An event must have at least one Instructional Method or Assessment Method

B. An event can have multiple Instructional Methods but one must be designated Primary

C. An event can have multiple Assessment Methods but one must be designated Primary

D. An event can have both Instructional and Assessment Methods

Learning Check: Instructional and Assessment Methods• Which of the following statements is NOT TRUE?

A. An event must have at least one Instructional Method or Assessment Method

B. An event can have multiple Instructional Methods but one must be designated Primary

C. An event can have multiple Assessment Methods but one must be designated Primary

D. An event can have both Instructional and Assessment Methods

Curriculum Inventory Process

Curriculum Inventory Process

• Portal• Manage Data (Home Screen)

• Download Verification Report• After successful data upload

• Reject or Verify Data• Manage Users

• Schools will be encouraged add Vendor with CI Viewer role

• Manage Vendors • Vendor must be selected by school in

Portal or data will not upload

Curriculum Inventory Process• Data

• Submit Data• ‘Portal Open’ Notification sent 08/01• System Check for (MB CI Standard,

Terminology, Competencies)• Verify Data

• Verification Report available as soon as data is successfully submitted

• Deadline for verifying data is 09/30• ‘Portal Closed’ Notification sent 10/01

• Create Snapshot of data• Reports process begins immediately

Curriculum Inventory Process

• Reminders and Notifications• Curriculum Dean / Primary CI Admin• Dean

• Ramifications• MedAPS Reports• LCME

• Portal• Only available actions:

• Download Verification Report• Manage Users• Manage Vendors

Upload Process

• Vendor / Sender Dependent• CMS stores data on School server

• CMS exports XML file• File is manually uploaded by School (or

Vendor if Vendor has CI Primary Admin role)• CMS stores data on Vendor server

• Web services upload from Sender to AAMC

Questions?Please use Q & A option to submit questions.

Learning Check: User Roles

• Which of the following Curriculum Inventory User Roles can verify curriculum data?A. Curriculum DeanB. CI AdminC. CI ViewerD. All of the above

Learning Check: User Roles

• Which of the following Curriculum Inventory User Roles can verify curriculum data?A. Curriculum DeanB. CI AdminC. CI ViewerD. All of the above

Learning Check: Vendor User Role• Which of the following User Roles should be

assigned to Curriculum Management System vendors?A. Curriculum DeanB. CI AdminC. CI ViewerD. All of the above

Learning Check: Vendor User Role• Which of the following User Roles should be

assigned to Curriculum Management System vendors?A. Curriculum DeanB. CI AdminC. CI ViewerD. All of the above

School Portal

Curriculum Inventory Process

• An activity log displays all activity – data upload attempts and status, Verification Report downloads, and data rejections and verifications.

Curriculum Inventory Process

Curriculum Inventory Process

Curriculum Inventory Process

• The data and Verification Report will remain available until the upload process for the next academic year begins

Questions?Please use Q & A option to submit questions.

Learning Check: Counting Assessments

• Which of the following statements is NOT TRUEFor an assessment to be counted in the Verification Report Assessment Table?• The event can have both Instructional and

Assessment Methods• The event should have only Assessment

Methods• The event can include multiple Assessment

Methods• The event can include an Assessment Method

that is tagged as Formative

Learning Check:Counting Assessments • Which of the following statements is NOT TRUE

For an assessment to be counted in the Verification Report Assessment Table?• The event can have both Instructional and

Assessment Methods• The event should have only Assessment

Methods• The event can include multiple Assessment

Methods• The event can include an Assessment Method

that is tagged as Formative

Pearls• A Sequence Block Week is 5 Days

• Clerkships are Sequence Blocks with Clerkship Model (Rotation or Longitudinal)<ClerkshipModel>rotation</ClerkshipModel>

• Check date / duration formats<ReportDate>2011-07-01</ReportDate> <ReportingStartDate>2010-07-01</ReportingStartDate> <ReportingEndDate>2011-06-30</ReportingEndDate>

<EventDuration>PT2H</EventDuration><EventDuration>PT90M</EventDuration><EventDuration>PT1H30M</EventDuration><Duration>P13D</Duration><Duration>P12M</Duration>

Pearls• Events must have Instructional Method OR Assessment

Method(s) OR Both

• Use Instructional Method and Assessment Method UIDs!!!!• <InstructionalMethod primary="true">IM013</InstructionalMethod>• <AssessmentMethod purpose="Summative">AM012</AssessmentMethod>

• Can have multiple Instructional Methods but one must be Primary

• Can have multiple Assessment Methods – no Primary • Must have Duration• Formative / Summative• Assessment Events

• No Instructional Methods

Pearls• Country Code:

• 3-character code (USA, CAN)<a:Country> <a:CountryCode>USA</a:CountryCode> </a:Country>

Pearls• Program Code:

• 2-character code (MD, DO, PA)</Institution> <Program> <ProgramName>M.D.</ProgramName> <ProgramID domain="idd:aamc.org:cip">5678</ProgramID>

• Parallel Tracks• Denote same cohort of students in separate tracks

(should not be used to designate concurrent Academic Levels for multiple cohorts of students)

<ReportID domain="idd:nosuch.edu:cip">12345</ReportID>

<Institution>

<m:InstitutionName>NoSuch University School of Medicine</m:InstitutionName>

<m:InstitutionID domain="idd:aamc.org:institution">987</m:InstitutionID>

<m:Address>

<a:StreetAddressLine>720 Main Street</a:StreetAddressLine>

<a:City>Baltimore</a:City>

<a:StateOrProvince>MD</a:StateOrProvince>

<a:PostalCode>21205</a:PostalCode>

<a:Country>

<a:CountryCode>US</a:CountryCode>

</a:Country>

</m:Address>

</Institution>

<Program>

<ProgramName>M.D.</ProgramName>

<ProgramID domain="idd:aamc.org:program">5678</ProgramID>

</Program>

<Title>NoSuch School of Medicine Curriculum 2010-2011</Title>

<ReportDate>2011-07-01</ReportDate>

<ReportingStartDate>2010-07-01</ReportingStartDate>

<ReportingEndDate>2011-06-30</ReportingEndDate>

<Language>en-us</Language>

<Description>The NoSuch curriculum reframes the context of health and illness to encourage students to explore a larger, integrated system.</Description>

<SupportingLink>http://www.nosuchmedicine.org/crc/</SupportingLink>

Questions?Please use Q & A option to submit questions.

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/icollaborative/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

www.aamc.org/cir

Questions?List of upcoming Curriculum Inventory Webinars and materials

from today’s session:

www.aamc.org/cir