Number
125
Name
From Aspirational to Actionable: A Qualitative Content Analysis Approach to Aligning Educational Program Outcomes with AAMC Foundational Competencies
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Khalil Eldeeb, PhD, Methodist University Cape Fear Valley Health School of Medicine
Carol Nichols, PhD, Methodist University Cape Fear Valley Health School of Medicine
Yen Kuo, PhD, Methodist University Cape Fear Valley Health School of Medicine
Mostafa Hosseinzadeh, PhD, Methodist University Cape Fear Valley Health School of Medicine
Presentation Topic(s)
Assessment
Description
PURPOSE
The 2024 AAMC Foundational Competencies establish national expectations for
competency-based medical education (CBME) in undergraduate medical education
(UME). We aimed to systematically align our institution’s Educational Program
Outcomes (EPOs) with these competencies to ensure a competency-driven
curriculum and assessment system.
METHODS
We developed a structured rubric to evaluate each EPO along two dimensions:
thematic elements, capturing core ideas and semantic alignment with AAMC
competencies, and performance-based elements, specifying action verbs and
observable behaviors demonstrating competence. Using Qualitative Content
Analysis (QCA), alignment was rated as High, Moderate, or Low. Multiple
working group sessions iteratively reviewed and refined EPOs.
RESULTS
Across seven competency domains, revised EPOs shifted from aspirational
statements to actionable, performance-based outcomes. Societal Responsibility
incorporated clinical context and measurable verbs to advance health equity.
Medical Knowledge integrated biomedical, epidemiologic, and psychosocial
sciences with verbs such as formulate and deliver, supporting diagnostic
reasoning and public health application. Patient Care expanded from
descriptive tasks to procedural skills and decision-making. Interpersonal
& Communication Skills emphasized strategic engagement and compassionate
dialogue across diverse contexts. Practice-Based Learning & Improvement
incorporated reflection, feedback, and evidence appraisal for continuous
improvement. Systems Thinking & Practice transitioned from theoretical
principles to designing and implementing initiatives, highlighting care
coordination and patient safety. Professionalism & Altruism strengthened
ethical reasoning, cultural humility, and well-being strategies,
operationalized through observable behaviors. Alignment ratings improved from
predominantly Moderate to High, with verbs shifting toward performance-based
actions, supporting the developmental CBME assessment system.
CONCLUSIONS
The QCA provides a systematic approach, identifying the need to embed
clinical relevance, equity strategies, and measurable behaviors into our
institutional EPOs. These revised EPOs have high thematic and performance
alignment with AAMC Foundational Competencies. This approach offers a
replicable model for institutions seeking better alignment with AAMC
Foundational Competencies as we move toward a CBME-oriented curriculum and
assessment system.
The 2024 AAMC Foundational Competencies establish national expectations for
competency-based medical education (CBME) in undergraduate medical education
(UME). We aimed to systematically align our institution’s Educational Program
Outcomes (EPOs) with these competencies to ensure a competency-driven
curriculum and assessment system.
METHODS
We developed a structured rubric to evaluate each EPO along two dimensions:
thematic elements, capturing core ideas and semantic alignment with AAMC
competencies, and performance-based elements, specifying action verbs and
observable behaviors demonstrating competence. Using Qualitative Content
Analysis (QCA), alignment was rated as High, Moderate, or Low. Multiple
working group sessions iteratively reviewed and refined EPOs.
RESULTS
Across seven competency domains, revised EPOs shifted from aspirational
statements to actionable, performance-based outcomes. Societal Responsibility
incorporated clinical context and measurable verbs to advance health equity.
Medical Knowledge integrated biomedical, epidemiologic, and psychosocial
sciences with verbs such as formulate and deliver, supporting diagnostic
reasoning and public health application. Patient Care expanded from
descriptive tasks to procedural skills and decision-making. Interpersonal
& Communication Skills emphasized strategic engagement and compassionate
dialogue across diverse contexts. Practice-Based Learning & Improvement
incorporated reflection, feedback, and evidence appraisal for continuous
improvement. Systems Thinking & Practice transitioned from theoretical
principles to designing and implementing initiatives, highlighting care
coordination and patient safety. Professionalism & Altruism strengthened
ethical reasoning, cultural humility, and well-being strategies,
operationalized through observable behaviors. Alignment ratings improved from
predominantly Moderate to High, with verbs shifting toward performance-based
actions, supporting the developmental CBME assessment system.
CONCLUSIONS
The QCA provides a systematic approach, identifying the need to embed
clinical relevance, equity strategies, and measurable behaviors into our
institutional EPOs. These revised EPOs have high thematic and performance
alignment with AAMC Foundational Competencies. This approach offers a
replicable model for institutions seeking better alignment with AAMC
Foundational Competencies as we move toward a CBME-oriented curriculum and
assessment system.