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The text explains how XUCOM created PLEOs that reflect osteopathic core competencies and entrustable professional activities, supporting both curriculum design and continuous quality improvement. It outlines a structured framework across the continuum of medical education, pre-clerkship, and clerkship phases, emphasizing progression in competence through multimodal assessments.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/pre-accreditation-element-62-1-programmatic-level-educational-objectives/429673/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/pre-accreditation-element-62-1-programmatic-level-educational-objectives/429673.png","ImageObject",300,407,{"name":92,"@type":93},"Ivy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of Pre-Accreditation Element 6.2-1 in this document?","Question",{"text":112,"@type":113},"It provides the programmatic level educational objectives for the osteopathic medical education program, describing how educational compliance is demonstrated for accreditation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does XUCOM align its PLEOs with external competency frameworks?",{"text":117,"@type":113},"XUCOM aligns PLEOs with the osteopathic core competencies (OCCs) and with entrustable professional activities (EPAs) for entering residency, using them to guide curriculum development.",{"name":119,"@type":110,"acceptedAnswer":120},"Which phases and domains structure the PLEOs?",{"text":121,"@type":113},"The PLEOs are organized across three domains: the continuum of osteopathic medical education, the pre-clerkship phase, and the clerkship phase, and they emphasize instructional delivery and progressive competence using multimodal evaluations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},429673,1790740140,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39,"preview_page_count":4},549758252649,"https://ap-avatar.wpscdn.com/avatar/8000253669c5317157?_k=1778319167496531819","Pre-Accreditation Element 6.2-1: Programmatic Level Educational Objectives  \nElement Description  \nProvide the programmatic level educational objectives for the osteopathic medical education program.  \nXUCOM Narrative  \nOverview  \nIn order to achieve and maintain accreditation from the Commission on Osteopathic College Accreditation (COCA), colleges of osteopathic medicine (COMs) need to meet / exceed nationally accepted standards established by the COCA. Each of the standards contains elements that delineate how compliance is demonstrated. When COMs achieve compliance with the standards, the interests of the public, osteopathic medical students, and graduate medical education (GME) programs are met. XUCOM created programmatic level educational objectives (PLEOs) that align with its pursuit of accreditation.  \nIn August 2012, the American Association of Colleges of Osteopathic Medicine (AACOM) published“Osteopathic Core Competencies for Medical Students” which described a set of uniform performance indicators to help guide curricular development in COMs. In 2016, the National Board of Osteopathic Medical Examiners (NBOME) published “Fundamental Osteopathic Medical Competency Domains 2016”(FOMCD 2106) which provides perspective, not only from a summative assessment viewpoint related to licensure, but also from a formative assessment viewpoint. FOMCD 2016 provides descriptions of the seven (7) Osteopathic Core Competencies (OCCs) that can serve as a framework to guide COMs in their use of formative assessments to determine student progression through the curriculum. By assuring that learners achieve specific milestones during medical school, student progress committees can identify learners that may need tailored guidance and support as they prepare for GME training.  \nXUCOM created PLEOs that align with the OCCs.  \nIn April 2016, the American Association of Colleges of Osteopathic Medicine (AACOM) published“Osteopathic Considerations for Core Entrustable Professional Activities (EPAs) for Entering Residency”. The document provides descriptions of the thirteen (13) EPAs and the domains within each that constitute competence. This information is a helpful guide for curricula development and quality improvement as COMs assure that their students graduate prepared to enter GME training. XUCOM created programmatic level educational objectives (PLEOs) that align with the EPAs.  \nProcess  \nXUCOM leadership engaged in a number of activities that included, but were not limited to the following:  \n• The Mission Statements of Xavier University and XUCOM were reviewed.  \n• The educational literature and best practices for teaching and assessment were reviewed.  \n• The websites of several COMs (public and private; more established and relatively new) were selected to serve as benchmarks.  \n• The COMLEX-USA Master Blueprint (revised May 2024) published by the NBOME was reviewed.  \nPre-Accreditation Element 6.2.1: Programmatic Level Educational Objectives  \n• The opinions and recommendations of stakeholders from Xavier University, partners for clinical rotations, program directors from regional residency programs, and experts in the continuum of osteopathic medical education were solicited and considered.  \nThe primary goal was to generate a list of PLEOs that focused on developing then refining clinical skills and clinical judgement that promote the transfer of knowledge from the “classroom to the bedside”.  \nProgrammatic Level Educational Objectives  \nTo emphasize the importance of, and to help its learners, faculty, staff, and clinical partners focus, XUCOM aligned its PLEOs along three domains:  \n1. The continuum of osteopathic medical education  \n2. The pre-clerkship phase  \n3. The clerkship phase  \nAdditionally, to align with XUCOM’s Mission Statement and curricular map, the PLEOs were structured to highlight instructional delivery (i.e., teaching based on competency domains) and to demonstrate the progressive development of competence ","cbCaiaygeDl9mWDi","https://ap.wps.com/l/cbCaiaygeDl9mWDi","pdf",96119,"English","# Overview\n# Process\n# Programmatic Level Educational Objectives\n## Continuum of Osteopathic Medical Education\n## Pre-Clerkship Phase","[{\"question\":\"What is the purpose of Pre-Accreditation Element 6.2-1 in this document?\",\"answer\":\"It provides the programmatic level educational objectives for the osteopathic medical education program, describing how educational compliance is demonstrated for accreditation.\"},{\"question\":\"How does XUCOM align its PLEOs with external competency frameworks?\",\"answer\":\"XUCOM aligns PLEOs with the osteopathic core competencies (OCCs) and with entrustable professional activities (EPAs) for entering residency, using them to guide curriculum development.\"},{\"question\":\"Which phases and domains structure the PLEOs?\",\"answer\":\"The PLEOs are organized across three domains: the continuum of osteopathic medical education, the pre-clerkship phase, and the clerkship phase, and they emphasize instructional delivery and progressive competence using multimodal evaluations.\"}]","Pre-Accreditation Element 6.2-1 - Programmatic Level Educational Objectives | PDF",1790650826]