My Educational Achievement Data * Available Data My Competencies CanMeds ACGME My Curricula...

My Educational Achievement Data *

Available Data• My Competencies

CanMedsACGME

• My CurriculaUniversity of TorontoUniversity of Maryland

• Activities and Responsibilities

• Individual Scores

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

My Competencies: CanMeds

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


My Competencies: CanMeds

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 brochureNotes

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

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 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• 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• 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• 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 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…

My Activities and Responsibilities

Status Activity Summary

Arterial puncture for blood gas analysis

EntrustmentDetails

Intravenous catheter insertion EntrustmentDetails

. . .

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

In progressDetails

Care of a healthy newborn EntrustmentDetails

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

My Activities and Responsibilities: Activity Details

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


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






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




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

Year Quarter 1 (Jun - Aug)

Quarter 2 (Sep - Nov)

Quarter 3 (Dec – Feb)

Quarter 4 (Mar – May)

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

http://www.example.edu/portfolio/2234

03

Care of a Healthy

Newborn


My Event-based Achievements

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

• NBME Obstetrics and Gynecology Subject Exam, April 15, 2008Score: 76Mean: 72.8Standard Deviation: 7.9Percentile: 69Source: University of Toronto

• University of Toronto Medical School Year 3 OSCE, May 1, 2008Passed Source: University of Toronto

Date of report: Oct 5, 2011



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

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

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


• Medicine Clerkship, 9/25/07-12/15/07Grade: ProficientComments: Interacted exceptionally well with patients and staff.Benchmark to peers

• Dermatology Clerkship, 1/29/08-2/10/08Grade: SatisfactoryComments: Hard worker, good attitude.

Date of report: Oct 5, 2011 Source: University of Toronto

My Event-based Achievements: 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



• Undergraduate transcript• Undergraduate portfolio

My Educational Achievement Data * Available Data My Competencies CanMeds ACGME My Curricula...

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