PURPOSE
The 2024 AAMC Foundational Competencies unify MD and DO training
expectations through collaboration between AAMC, AACOM, and ACGME. Medical
schools must ensure curricula align with these national standards while
preserving institutional mission. We developed a structured, replicable
approach to map Educational Program Objectives (EPOs) to these competencies.
 
METHODS
We created a matrix worksheet with the 2024 AAMC competencies (6 domains,
45 sub-competencies) as rows and institutional EPOs (6 domains, 34
sub-competencies) as columns. Each intersection was rated as Well Mapped,
Partially Mapped, or Not Mapped. Two workgroup members independently reviewed
assigned sections, then met to resolve differences through consensus. After
the first mapping round, results were presented to three curriculum
committees (Foundational Education, Medical Curriculum, Clinical Education).
Feedback was incorporated, and a second round confirmed final alignment.
 
RESULTS
Mapping showed that 86.7% (39/45) of AAMC competencies were well aligned
with existing EPOs; 13.3% (6/45) were partially or not mapped. Strongest
alignment occurred in areas central to our community-based mission: health
systems, citizenship, community engagement, teamwork, and population health.
Gaps were concentrated in the following domains: ethical reasoning, bias
mitigation, differential diagnosis, and technology use. The dual-review
process identified initial discrepancies in 15% of mappings, all of which
were resolved through group discussion. Committee input yielded twelve
recommended revisions to existing EPOs along with three proposed additions.
 
CONCLUSIONS
The matrix approach revealed gaps that narrative comparisons often miss.
Dual-review improved accuracy and faculty confidence. Early committee
engagement supported adoption of changes. This straightforward, adaptable
process enables schools of any size to align with the 2024 competencies while
maintaining their institutional missions.