Educational Standards and Curriculum Mapping

The School of Medicine at the University of North Carolina at Chapel Hill relies on a variety of internal and external standards to develop its curriculum, which faculty and staff map on an annual basis. Below is a listing of these standards and the curricular phase to which they apply. Also provided is a description of the School's curriculum mapping efforts.

UNC School of Medicine's Competencies and Enabling Competencies

  • Medical Knowledge
  • Patient-Centered Skills
  • Interpersonal and Communication Skills
  • Professionalism
  • Lifelong Learning
  • Social & Health Systems Science

For more information, contact , Assistant Dean of Curriculum and Evaluation or , Assistant Dean of Clinical Education.


USMLE 2012 Content Guide for STEP 1

Faculty in the Foundation Phase use the USMLE Content Guide for STEP 1 to guide content delivery.  Learn about the content guidelines and corresponding Foundation Phase courses/blocks.  For more information, contact , Assistant Dean of Curriculum and Evaluation.


Curricular Content Standards set by Liaison Committee of Medical Education

UNC School of Medicine’s curriculum mapping efforts are informed by the following curricular standards set by the Liaison Committee of Medical Education.  List of the LCME curricular content standards.


UNC School of Medicine's Core Conditions and Procedures

A list of core conditions and procedures developed by core clinical faculty and the Education Committee; this list reflects important key learning experiences for students they will most likely encounter in the Application Phase.  Students track the core conditions and procedures in a clinical log that remains open for the duration of the Application Phase.  For more information, contact , Assistant Dean of Clinical Education.  Below is a listing of the core conditions and procedures organized by Application Phase course.


AAMC's Enabling Professional Activities

UNC School of Medicine's TEC Curriculum prepares students for the activities needed to function as a physician.  The School is working to implement and map the concept of Entrusbable Professional Activities (EPAs) in the curriculum.  Significant progress has been made in the Community Based Longitudinal Care course in Application Phase and throughout the Individualization Phase.  The School envisions using the EPAs to guide the areas in which students need support and focus during the Individualization Phase.  For more information, contact , Director of Clinical Skills Thread for the TEC Curriculum.  List of UNC Entrustable Professional Activities.


Curriculum Mapping

Curriculum mapping allows the UNC School of Medicine to describe what is taught in its educational program by mapping students’ learning experiences to a defined set of standards.  Current efforts will enable the School to identify how the courses relate to its defined competencies and objectives; how and where the curriculum addresses the topics defined on the USMLE Step 1 content outline; and the coverage of “hot topics” defined by the LCME.  It will also allow the School to determine where gaps and redundancies exist in our curriculum so they can be addressed.  Curriculum mapping is a quality assurance process and a requirement of the LCME.  For more information, contact , Director of Evaluation.

 COMING SOON: Results of 2015-16 Foundation Phase Curriculum Mapping