1. Preparing for the Curriculum Inventory
Walter Fitz-William, MPP Sr. Program Operations Specialist AAMC

2. We will cover: Quick Introduction to Curriculum Inventory
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

3. What is the Curriculum Inventory
An international repository of curriculum information that can be used to report on what is being taught in medical schools, how content is being taught, how content is being assessed, the resources used to teach and assess, and the competencies taught in conjunction with the content.

4. Who Participates in the CI?
90 Schools
120 Schools (82 of 90 retained; 28 new schools)
135 Schools (114 retained; 21 new schools)
141 Verified
(10 new schools)
8 Schools that participated previously did not participate in due to changes in curriculum management systems, changes in administration, and/or accreditation preparation.
US Medical Schools 85
115
128
134
Canadian Medical Schools 5
US Osteopathic Schools (Pilot)
n/a 3 2

5. Why participate in the CI?
The Curriculum Inventory is the culmination of a long history of the AAMC collecting information about medical education content, structure, and pedagogy to support:
Medical Education Research (medical school faculty and external researchers)
Continuous Quality Improvement / Benchmarking
Support of Curriculum Committees
Reporting on new trends
Responding to legislative inquiries or providing data when important issues are being discussed
Respond to media inquiries
The Curriculum Inventory is only effective when the data represents most, if not all, medical schools participate.
Only participating schools can request detailed Curriculum Inventory Reports.
In light of the loss of ASSET, we are reminding schools of the importance to uploading to the CI.

6. Curriculum Inventory Curriculum Inventory Part II Vendor and
Continuous Quality Improvement and Accreditation
Institutionally-developed competencies will be matched to Physician Competency Reference Set (PCRS)
Part II
Vendor
and
School –developed
Curriculum Management
Systems
MedBiquitous Data Exchange Standard
Curriculum Inventory
Standardized Vocabulary for Instructional Methods, Assessment Methods, and Resources
Curriculum Inventory Reports and Research
Terry will cover
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 (

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

8. Terminology

9. Terminology
Previous Academic Year (LCME model – if current year is , previous academic year is )
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 (
Terry will review.
Part II

10. 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
Detailed descriptions available at

11. LAST YEAR: Curriculum Inventory Standardized Vocabulary Update
Renamed
Renamed: Exam – Institutionally Developed, Laboratory Practical

12. Standardized Vocabulary

13. 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 or post comments in iCollaborative
Matching is school-specific: at some schools, Clinical Skills might be matched to the above example shown in the slide; at other schools, Clinical Skills might be done as a demonstration or simulation. Asking faculty to match to the CI Standardized Terminology at the event level would likely provide more clarity in matching, but that may not be possible at all schools and the matching may need to be done at the program level by a Curriculum Committee, Curriculum Dean, or Curriuclum Staff.

14. 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

16. 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

17. 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
For PCRS to work as an aggregate tool, schools should map Program Level Expectations to PCRS competencies. Mapping to domains does not provide a specific enough match for reporting purposes. For those competencies that truly cannot be mapped to a PCRS competency, an ‘Other’ Competency is provided under each PCRS domain.
Because Event and Sequence Block Level Competencies are school specific and often number in the thousands, they should NOT be mapped to PCRS. If they are mapped, they should be mapped to Program-Level Competencies. The CI will be able to track PCRS down to the Event level for reporting purposes based on mapping from Event and /or Sequence Block to Program Level Competencies.

18. Matching Program Objectives to PCRS (Crosswalk)
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
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.

19. Competencies vs Objectives
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.
Competencies
Milestones
Objectives
EPAs
Expectations

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

21. The Curriculum Inventory Standard

22. 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
Thank everyone. Valerie will review.

23. Building the Foundation: The MedBiquitous Architecture (www. medbiq
Building the Foundation: The MedBiquitous Architecture (
This is the MedBiquitous Architecture. The intent is to show that we are developing a standards ecosystem, where certain things like Competency Frameworks serve as the foundation for other standards. All of specifications are available for download on the MedBiquitous website. The ones with asterisks are all American National Standards. All of the standards on the left are related to competency-based learning and assessment. And Curriculum Inventory is right in the middle of that cluster.
* American National Standards
† Candidate standard

24. MedBiquitous Curriculum Inventory Working Group
Susan Albright and Hugh Stoddard, 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

25. Curriculum Inventory: Events
A curriculum is made up of many education and assessment events
Events have metadata, descriptive information about the events I A E J B F K C G L D H

26. Curriculum Inventory: Expectations
Curricula may reference objectives, competencies, or learning outcomes 3 1 2 6 4 5 9 7 8 12 10 11

27. 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 1 2 K 6 2

28. Curriculum Inventory: Sequence Blocks
Events can be organized into blocks of instruction, called Sequence Blocks (think course/module/clerkship etc)
Sequence blocks may be associated with expectations (competencies, objectives, etc.)
Sequence blocks have metadata, too I A E J B F 2 1 K C A L G D H 7

29. 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 A E B F C G D H I J K L 1 M E O N C G S H I J P R Q 3 2

30. Curriculum Inventory: Sequence
Sequence blocks can be put together to form the main structure of the curriculum (a sequence of courses, modules, phases, clerkships) A E B F C G D H I J K L 1 M E O N C G S H I J P R Q 3 2

31. Curriculum Inventory: Expectations
Includes Competency objects and frameworks

32. Curriculum Inventory:
Instructional and / or Assessment methods Resources (virtual patient, etc.) Keywords Objectives (expectations)

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

35. AAMC Business Rules for the Curriculum Inventory

36. 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 (
Should be used as a major part of the CI Developers Toolkit, but not in isolation

37. 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.

38. 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.
Vendor
School
A submission attempt from an uncertified Sender is rejected. It is not possible to send an error notification for this rule error.
Note: Unlike subsequent rules, this rule is evaluated as soon as a Sender attempts to connect to the web service before a submission is sent and the MedBiquitous XML schema validation is applied. If an uncertified Sender attempts to connect to the service, it is immediately rejected. An error notification is not sent.
Before an XML submission is validated against core rules of the MedAPS CI profile, the AAMC web service will verify that the Sender (e.g., a vendor) has been selected by the school as their associated Sender.

39. 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
Each submission therefore must have one <CurriculumInventory> tag, which is related to one <InstitutionID>. A submission that attempts to include data for multiple schools or curriculum inventories is rejected.
If the institution ID does not match the an AAMC-provided institution ID, the submission is rejected.

40. 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
Note: Each file is checked against the MedBiq XML schema first; if the AAMC CI has a length limit that is not included in the XML MedBiq schema, an AAMC Business Rule Error is generated.

41. 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.
If it is detected that a submission does not meet a curriculum structure rule, a) processing of the submission continues to the extent possible and b) upon completion of processing an error notification is generated that summarizes all errors with competency framework and curriculum inventory structure rules.

42. AAMC Business Rules Curriculum Structure Rules (CS)
These rules are evaluated only once all core rules have been met.
If it is detected that a submission does not meet a curriculum structure rule, a) processing of the submission continues to the extent possible and b) upon completion of processing an error notification is generated that summarizes all errors with competency framework and curriculum inventory structure rules.

43. 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
An error is generated if a school’s submission uses the same <ReportID> as one of its
prior submissions.

44. 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.
For example, in a submission for AY 2013, it would be an error if the reporting start date is before July An error is generated if a submission contains information for any other AY.

45. 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.
Errors are generated if there is a mismatch between <LevelsInProgram> and the number of <Level> tags AND / OR if a submission has academic levels that are not in a sequence or the sequence does not start with 1.

46. 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.
Errors are generated if a <SequenceBlock> attempts to refer to an undefined level AND / OR a <Level> tag is not referenced by at least one <SequenceBlock> tag.

47. 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
Errors are generated if:
a <SequenceBlock> identifier is duplicated
a sequence block is associated with a level number that has not been defined within <AcademicLevels>
the duration, start date, and end date is not specified for a clerkship sequence block
the <Duration> (sub-element of <Timing>) for a sequence block includes any units of time other than days

48. 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 ) of the Competency Framework Specification, version 1.0.
An error is generated if a circular reference between sequence blocks is detected.

49. 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>.
Note: An <Event> may contain one or more of only <AssessmentMethod> tags, only <InstructionalMethod> tags, or both <AssessmentMethod> and <InstructionalMethod> tags.
Errors are generated if:
an <Event> identifier is duplicated
an <AssessmentMethod> does not match the unique ID of an assessment method or an <InstructionalMethod> does not match the unique ID of an instructional method
an <Event> does not reference any <AssessmentMethod> or <InstructionalMethod>.
if two or more <InstructionalMethod> tags are marked as primary.
if an <Event> is not referenced by one or more <SequenceBlock>

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

51. Curriculum Inventory Process

52. 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

53. 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

54. Curriculum Inventory Process
Reminders and Notifications
Curriculum Dean / Primary CI Admin
Dean
Ramifications
CI Reports
CQI and accreditation response organization
Portal
Only available actions:
Download Verification Report
Manage Users
Manage Vendors

55. 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

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

57. School Portal

58. Curriculum Inventory Process
Portal
Manage Data (Home Screen)
Download Verification Report
After successful data upload
Reject or Verify Data
Manage Users (Four Roles)
Curriculum Dean (Pre-populated)
Primary CI Admin (Pre-Populated)
CI Admin
CI Viewer
Schools are encouraged to add Vendor with CI Viewer role (work with vendor to create )
Manage Vendors
Vendor must be selected by school in Portal or data will not upload

59. Web Services

60. Curriculum Inventory Process
An activity log displays all activity – data upload attempts and status, Verification Report downloads, and data rejections and verifications.

61. Curriculum Inventory Process

62. Curriculum Inventory Process

63. Curriculum Inventory Process
The data and Verification Report will remain available until the upload process for the next academic year begins

64. CI Verification Report
Institution (Program Information)
All Academic Levels (Dates)
All Sequence Blocks
Expectations / Expectation Mapping (if provided)
All Events
Expectation Mapping (if available)
Instructional Methods
Primary Instructional Methods
Assessments
Events with Assessment Method(s) only

65. CI Verification Report

67. CI Verification Report

68. CI Verification Report

69. CI Verification Report

70. CI Verification Report

71. CI Verification Report

72. CI Verification Report

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

74. 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> </ReportDate>
<ReportingStartDate> </ReportingStartDate>
<ReportingEndDate> </ReportingEndDate>
<EventDuration>PT2H</EventDuration>
<EventDuration>PT90M</EventDuration>
<EventDuration>PT1H30M</EventDuration>
<Duration>P13D</Duration>
<Duration>P12M</Duration>

75. 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

76. Pearls Country Code: 3-character code (USA, CAN) <a:Country>
<a:CountryCode>USA</a:CountryCode>
</a:Country>

77. 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)

78. Pearls Special Characters:
When data is copied from a website and pasted into Curriculum Management Systems, the special characters that make up the HTML can cause problems either in the upload process OR in reporting.
In addition, these special characters sometimes cause unexpected truncation because they fill the character limit for the field.
Solution: when possible, use the paste function ‘text only’ when pasting text into a CMS

79. Pearls
Extra spaces:
= 'E395']</EventReference>
This issue often makes it through the error checking and results in a successful upload, but the Verification Report is not generated

80. Issues Found in Data Analysis
Issue 1: copying one course over to all other courses
Issue 2: keywords that have standalone letters, digits, or punctuation
Issue 3: synonyms
Issue 4: no titles for competency objects
Issue 5: Uploading only one event for all sequence blocks
Issue 6: Uploading only one academic level

81. <ReportID domain="idd:nosuch
<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 </Title> <ReportDate> </ReportDate> <ReportingStartDate> </ReportingStartDate> <ReportingEndDate> </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>

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

83. 2016-2017 Schedule Staging available now School Portal Opens: August 1
School Portal Closes: September 30
Status sent to CI Primary Admin, Curriculum Dean, and School Dean: September 30
Data clean-up/reporting starts: November 1

84. Resources
Curriculum Inventory Implementers’ Listserv:
Competency Framework Specs and Schemas:
AAMC Curriculum Inventory Developer Resources:
Physician Competency Reference Set URIs:
MedBiquitous:
Curriculum Inventory Working Group:
Competencies Working Group:

87. Questions?
List of upcoming Curriculum Inventory Webinars and materials from today’s session: