| target_scheme | target_code | target_label |
|---|---|---|
| Foundational Competencies UME 2024 | PROF2 | Safeguards patient privacy, confidentiality, and autonomy. |
| Foundational Competencies UME 2024 | PROF4 | Adapts actions and communication according to the situation. |
| Foundational Competencies UME 2024 | PROF6 | Identifies personal limits of knowledge and skills and seeks help appropriately. |
| Foundational Competencies UME 2024 | PROF7 | Identifies personal biases and strategies to mitigate their effects. |
| Foundational Competencies UME 2024 | PROF9 | Recognizes and addresses personal well-being needs that may impact professional performance. |
| Foundational Competencies UME 2024 | PROF11 | DO-specific: Demonstrates the philosophy of osteopathic medicine by promoting its four tenets. |
| Foundational Competencies UME 2024 | PC10 | Incorporates health promotion and disease prevention into patient care plans. |
| Foundational Competencies UME 2024 | PC12 | Incorporates osteopathic principles, practices, and tenets into patient care. |
| Foundational Competencies UME 2024 | PC13 | DO-specific: Performs an osteopathic, structural examination and treats altered function of the body framework system or somatic dysfunction with osteopathic manipulative treatment (OMT). |
| Foundational Competencies UME 2024 | MK3 | Discerns the accuracy of information and relevance to clinical problems. |
| Foundational Competencies UME 2024 | MK6 | DO-specific: Demonstrates knowledge of how to integrate osteopathic principles, practices, and tenets into patient care. |
| Foundational Competencies UME 2024 | ICS5 | Demonstrates skills in educating patients, caregivers, peers, and team members. |
| Foundational Competencies UME 2024 | ICS6 | Formulates and shares feedback constructively with others. |
| AAMC Core EPAs 2014 | EPA11 | Obtain informed consent for tests and/or procedures |
Reference frameworks and crosswalks
Reference frameworks and crosswalks
External frameworks the curriculum can be read against, kept as small CSVs so reports and agents can load them. Regenerate the framework CSVs with uv run scripts/reference.py. The crosswalks are hand-curated. Treat them as drafts until the curriculum office reviews them.
Frameworks
| File | Source | Version | Retrieved |
|---|---|---|---|
mepo.csv |
School Medical Education Program Objectives, from the Course Build Validation sheets (data/vocab.json) |
as used AY24-25 → AY27-28 | 2026-09-25 |
foundational_competencies.csv |
AAMC/AACOM/ACGME, Foundational Competencies for Undergraduate Medical Education (6 domains, 45 + 4 DO-specific) | Dec 2024 | 2026-09-25 |
core_epas.csv |
AAMC, Core EPAs for Entering Residency: Curriculum Developers’ Guide | 2014 | 2026-09-25 |
ci_methods.csv |
MedBiquitous CI Working Group, Curriculum Inventory Standardized Instructional and Assessment Methods and Resource Types | March 2016 | 2026-09-25 |
usmle_outline.csv |
FSMB/NBME, USMLE Content Outline; codes USMLE01…18 are ours (table-of-contents order) |
2026 | 2026-09-25 |
The 2013 AAMC PCRS is in sources/ for lookup only. The Foundational Competencies replace it, and the AAMC says the Core EPAs will be revisited against them. MedBiquitous is revising the CI methods vocabulary (2023–2026). Check for a newer list before relying on the 2016 codes.
Not yet obtained: - the LCME Functions and Structure of a Medical School (the lcme.org publications page blocks scripted download); - any school crosswalk from MEPO to PCRS, EPAs or competencies (NOTES open question 2).
Source documents (sources/, not committed)
These are copyrighted but publicly distributed. Re-download them by hand if needed. The first 16 hex digits of each SHA-256 are listed for identification.
| File | URL | sha256 |
|---|---|---|
foundational_competencies_ume_2024.pdf |
https://clinicaldistinction.com/wp-content/uploads/2025/04/Foundational-Competencies-for-Undergraduate-Education-AACOM.pdf (mirror; the canonical link is at https://engage.aamc.org/UME-Competencies-AAMC-ACGME-AACOM) | 6d01d2ee003c57a4 |
core_epas_guide.pdf |
https://store.aamc.org/downloadable/download/sample/sample_id/63/ | d5f04e3a011ab059 |
ci_methods_2016.pdf |
https://www.osean.com/resources/standardised-vocabulary (mirror of https://www.medbiq.org/media/3241/download) | bbca4a9c8467bf73 |
usmle_content_outline.pdf |
https://www.usmle.org/sites/default/files/2022-01/USMLE_Content_Outline_0.pdf (file is the 2026 public release) | 3d793f7c80655e36 |
pcrs_2013.pdf |
https://ogg.osu.edu/media/documents/lp-preceptors/PCRS%20Physician%20Competencies%20Reference%20Set.pdf (mirror) | bf96ceb19e765557 |
Crosswalks (crosswalks/)
All crosswalks share the same columns: source_field, source_value, relation, target_scheme, target_code, target_label, basis.
relation uses SKOS mapping properties, read as “source relation target”: - exactMatch: interchangeable. - closeMatch: near-equivalent for most uses. - broadMatch: the target is broader. - narrowMatch: the target is narrower. Composite school terms like “Skin & Subcutaneous Tissue” map to each part. - relatedMatch: associated, but not a hierarchy. - noMatch: no suitable target; listed so the gap is visible.
basis records who made the mapping and how.
| File | Maps | Notes |
|---|---|---|
mepo.csv |
28 MEPOs → Foundational Competencies and Core EPAs | Also lists targets that no MEPO maps to. The notable gaps are EPA11 (informed consent), privacy (PROF2), bias (PROF7), well-being (PROF9), health promotion (PC10), information accuracy (MK3), educating patients (ICS5) and giving feedback (ICS6). The MEPOs predate the 2024 competencies, so some gaps may be covered in spirit by broad MEPOs. |
methods_ci.csv |
school instructional/assessment methods → CI codes | All 17 assessment methods match exactly. Of the 37 instructional methods, 33 map; Artificial Intelligence, Exam, Other and Review/Feedback Session have no 2016 equivalent. |
system_usmle.csv |
school System values → USMLE Content Outline areas |
The school list follows the Step 1 specification categories. General Principles has no outline area. |
vocab_mesh.csv |
systems, disciplines, H&S disciplines/keywords, chief concerns → MeSH descriptors | IDs were resolved against the NLM MeSH lookup API. Concept-level tagging of objectives and slides (IDEAS §4) can reuse MeSH so that topics line up with these vocabularies. |
Why these ontologies: - MeSH is free, versioned and has an API. It covers diseases, signs and symptoms, anatomy, disciplines and health-systems topics. - UMLS would add SNOMED CT and cross-vocabulary CUIs, but needs a UTS licence. It’s worth doing if we need SNOMED for chief concerns, or synonym expansion for search. - Bloom levels have no maintained formal ontology. objectives.blooms_level uses the revised taxonomy’s six ordered categories (Anderson & Krathwohl, 2001), where 1 is Remembering and 6 is Creating. The school’s own label for level 4 is “Analysis”.
Crosswalk gaps
Framework items that no school program objective (MEPO) maps to. This is a draft mapping (ADR 0006), so read it as a prompt for discussion, not a finding.
MEPO crosswalk
| source_value | relation | target_code | target_label |
|---|---|---|---|
| MK1.1 | closeMatch | MK1 | Demonstrates knowledge of basic, clinical, pathophysiologic, social, and health systems sciences, as well as humanities, needed for clinical practice. |
| MK1.1 | relatedMatch | MK2 | Applies foundational knowledge for clinical problem-solving, diagnostic reasoning, and decisionmaking to clinical scenarios. |
| PC2.1 | closeMatch | PC2 | Gathers relevant patient histories from multiple data sources, as necessary. |
| PC2.1 | broadMatch | EPA1 | Gather a history and perform a physical examination |
| PC2.2 | closeMatch | PC3 | Performs relevant physical examinations using appropriate techniques and tools. |
| PC2.2 | broadMatch | EPA1 | Gather a history and perform a physical examination |
| PC2.3 | closeMatch | PC5 | Creates and prioritizes differential diagnoses. |
| PC2.3 | closeMatch | EPA2 | Prioritize a differential diagnosis following a clinical encounter |
| PC2.4 | closeMatch | PC6 | Proposes hypothesis-driven diagnostic testing and interprets results. |
| PC2.4 | exactMatch | EPA3 | Recommend and interpret common diagnostic and screening tests |
| PC2.5 | closeMatch | PC7 | Formulates therapeutic management plans for commonly encountered clinical conditions. |
| PC2.5 | relatedMatch | PC8 | Uses patient-centered language to describe common diagnostic and therapeutic interventions and plans. |
| PC2.5 | relatedMatch | EPA4 | Enter and discuss orders and prescriptions |
| PC2.6 | closeMatch | PC4 | Identifies patients in need of urgent or emergent care, seeks assistance, and recommends initial evaluation and management. |
| PC2.6 | exactMatch | EPA10 | Recognize a patient requiring urgent or emergent care and initiate evaluation and management |
| PC2.7 | closeMatch | PC9 | Demonstrates basic procedural techniques. |
| PC2.7 | exactMatch | EPA12 | Perform general procedures of a physician |
| PC2.8 | closeMatch | PC11 | Identifies individual and structural factors that impact health and wellness. |
| PC2.8 | relatedMatch | PC1 | Integrates patient and caregiver context, needs, values, preferences, and experiences into patient care. |
| PC2.8 | relatedMatch | SBP1 | Applies knowledge of social and structural drivers of health. |
| CRTY3.1 | relatedMatch | PC1 | Integrates patient and caregiver context, needs, values, preferences, and experiences into patient care. |
| CRTY3.1 | relatedMatch | SBP1 | Applies knowledge of social and structural drivers of health. |
| CRTY3.2 | closeMatch | PBLI4 | Locates, critically appraises, and synthesizes information to support evidence-informed, patientcentered clinical decisions. |
| CRTY3.2 | relatedMatch | MK5 | Accesses knowledge relevant to clinical problems using appropriate resources, including emerging technologies. |
| CRTY3.2 | exactMatch | EPA7 | Form clinical questions and retrieve evidence to advance patient care |
| CRTY3.3 | closeMatch | PBLI1 | Actively seeks and incorporates feedback and assessment data to improve performance. |
| CRTY3.3 | relatedMatch | PBLI2 | Identifies opportunities for growth in one’s own performance through informed self-assessment and reflective practice. |
| CRTY3.3 | relatedMatch | PBLI3 | Develops, implements, and reassesses learning and improvement goals. |
| CRTY3.3 | relatedMatch | PBLI5 | Demonstrates inquiry and ability to grow and seek new knowledge. |
| CRTY3.4 | relatedMatch | MK4 | Demonstrates knowledge of research design, interpretation, and application to clinical questions. |
| CRTY3.4 | relatedMatch | PBLI5 | Demonstrates inquiry and ability to grow and seek new knowledge. |
| IPCS4.1 | closeMatch | ICS3 | Demonstrates active listening. |
| IPCS4.1 | relatedMatch | ICS4 | Communicates clearly, accurately, and compassionately in verbal, nonverbal, written, and electronic formats. |
| IPCS4.1 | relatedMatch | ICS1 | Collaborates with patients, caregivers, and team members to enhance the therapeutic relationship. |
| IPCS4.2 | relatedMatch | ICS4 | Communicates clearly, accurately, and compassionately in verbal, nonverbal, written, and electronic formats. |
| IPCS4.2 | exactMatch | EPA5 | Document a clinical encounter in the patient record |
| IPCS4.3 | relatedMatch | ICS4 | Communicates clearly, accurately, and compassionately in verbal, nonverbal, written, and electronic formats. |
| IPCS4.3 | exactMatch | EPA6 | Provide an oral presentation of a clinical encounter |
| IPCS4.4 | closeMatch | SBP4 | Collaborates in transitions and coordination of patient care. |
| IPCS4.4 | exactMatch | EPA8 | Give or receive a patient handover to transition care responsibility |
| IPCS4.5 | closeMatch | ICS2 | Collaborates with health care and administrative team members to enhance team and organizational function. |
| IPCS4.5 | closeMatch | EPA9 | Collaborate as a member of an interprofessional team |
| CMT5.1 | closeMatch | PROF10 | Completes duties and tasks in a thorough, reliable, and timely manner. |
| CMT5.1 | relatedMatch | PROF5 | Takes ownership of mistakes and acts to address them. |
| CMT5.2 | relatedMatch | PROF3 | Uses ethical principles and reasoning to guide behavior. |
| CMT5.3 | closeMatch | PROF1 | Demonstrates respect and compassion for patients, caregivers, families, and team members. |
| CMT5.3 | relatedMatch | PROF8 | Demonstrates humility and a willingness to learn from others with different backgrounds and experiences. |
| CMT5.4 | closeMatch | PROF3 | Uses ethical principles and reasoning to guide behavior. |
| CMT5.5 | noMatch | nan | nan |
| CMT5.6 | relatedMatch | SBP2 | Recognizes mechanisms to reduce disparities and advance health equity in patient care and health care systems. |
| CMT5.6 | relatedMatch | SBP8 | Applies knowledge of local population and community health needs, disparities, and resources. |
| LDSP6.1 | relatedMatch | PBLI2 | Identifies opportunities for growth in one’s own performance through informed self-assessment and reflective practice. |
| LDSP6.2 | closeMatch | SBP7 | Describes health policy and the financial context of health care. |
| LDSP6.2 | relatedMatch | SBP5 | Evaluates the risks and benefits of using current and emerging technologies in patient care. |
| LDSP6.3 | relatedMatch | SBP3 | Adapts performance to various health care teams, delivery settings, and systems. |
| LDSP6.3 | relatedMatch | SBP1 | Applies knowledge of social and structural drivers of health. |
| LDSP6.4 | closeMatch | SBP6 | Identifies patient safety concerns, systems issues, and opportunities for quality improvement. |
| LDSP6.4 | exactMatch | EPA13 | Identify system failures and contribute to a culture of safety and improvement |