Where the cohort stands against its 40-hour competency equivalent, and how broadly the curriculum is now evidenced.
Each student demonstrates a personalized mix of competencies toward the equivalent. The ring shows how the cohort is distributed today.
Competencies evidenced within each domain — proven by student demonstration, or documented by an existing institutional measure — against the full deployed set.
The strongest-evidenced competencies first, then documented measures, then the open gaps — the committee's action list.
| Competency | Domain | Evidence base | Students proven | Status |
|---|
Reflection prompts are generated live for each student, but every clinically meaningful judgment is bound to a faculty-reviewed evidence anchor. A demonstration that violates a clinical guardrail is capped below the bar and credits nothing.
Distribution of demonstration strength
How strongly students demonstrated, on the program's five-point scale. The dashed line is the proof bar — below it credits nothing.
What students demonstrated — aggregate, de-identified
Share of students who proved this competency and showed each faculty-defined reasoning marker. Derived from scored reflections; no individual responses are shown.
Common pitfalls avoided