Number
235
Name
AI-Enhanced Competency-Based Learning to Bridge Undergraduate and Medical Education
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Sumitra Miriyala, Associate Professor
Presentation Topic(s)
Curriculum
Description
PURPOSECompetency-Based Medical Education (CBME) is now foundational in
medical training, yet competency development rarely begins before
matriculation. This project aims to bridge the gap between undergraduate
preparation and medical school expectations by aligning the NCHEC Areas of
Responsibility used in undergraduate public health education with the AAMC
and Osteopathic UME Foundational Competencies. A complementary goal is to
design AI-supported adaptive learning and coaching tools that strengthen early
competency growth and support a smoother, more equitable transition to
medical school.
METHODSFaculty from Truman State University’s Health Science/Public Health
Education program and A.T. Still University–Kirksville College of Osteopathic
Medicine created a shared longitudinal competency framework linking NCHEC and
UME competencies. Project components include: (1) competency mapping; (2)
development of AI-enhanced microlearning and coaching modules offering
individualized feedback and adaptive learning pathways; and (3) pilot testing
with upper-division undergraduates and first-year medical students.
Evaluation will assess feasibility, learner engagement, perceived readiness,
and progression in targeted competencies.
RESULTSAnticipated outcomes include: (1) a validated crosswalk between
undergraduate and UME competency frameworks; (2) functional AI-supported
modules addressing key developmental milestones; and (3) pilot evidence
demonstrating improved understanding of competency expectations and early
growth in foundational domains. Learners are expected to report greater
clarity, confidence, and earlier identification of competency gaps.
CONCLUSIONThis project offers a novel model for integrating undergraduate
and medical education through aligned competency frameworks and AI-enabled
adaptive learning. The approach is scalable to CEPH-accredited undergraduate
programs and medical schools nationally and has strong potential to enhance
readiness, reduce transition barriers, and broaden equity in competency
development.
medical training, yet competency development rarely begins before
matriculation. This project aims to bridge the gap between undergraduate
preparation and medical school expectations by aligning the NCHEC Areas of
Responsibility used in undergraduate public health education with the AAMC
and Osteopathic UME Foundational Competencies. A complementary goal is to
design AI-supported adaptive learning and coaching tools that strengthen early
competency growth and support a smoother, more equitable transition to
medical school.
METHODSFaculty from Truman State University’s Health Science/Public Health
Education program and A.T. Still University–Kirksville College of Osteopathic
Medicine created a shared longitudinal competency framework linking NCHEC and
UME competencies. Project components include: (1) competency mapping; (2)
development of AI-enhanced microlearning and coaching modules offering
individualized feedback and adaptive learning pathways; and (3) pilot testing
with upper-division undergraduates and first-year medical students.
Evaluation will assess feasibility, learner engagement, perceived readiness,
and progression in targeted competencies.
RESULTSAnticipated outcomes include: (1) a validated crosswalk between
undergraduate and UME competency frameworks; (2) functional AI-supported
modules addressing key developmental milestones; and (3) pilot evidence
demonstrating improved understanding of competency expectations and early
growth in foundational domains. Learners are expected to report greater
clarity, confidence, and earlier identification of competency gaps.
CONCLUSIONThis project offers a novel model for integrating undergraduate
and medical education through aligned competency frameworks and AI-enabled
adaptive learning. The approach is scalable to CEPH-accredited undergraduate
programs and medical schools nationally and has strong potential to enhance
readiness, reduce transition barriers, and broaden equity in competency
development.