Table 1. Description of HPE pathway curriculum.

Program Content	Format	Competencies	Sample Educational Strategies	Learner Assessment
Core Tier
Pedagogy	Didactics Workshops	Deliver a teaching session that incorporates an evidence-based and learner-centered approach, and demonstrates flexibility in the use of teaching strategies appropriate to the learning objectives and context.	Seminars on classroom and clinical teaching strategies with active practice (e.g. giving lectures, using the one-minute preceptor, giving feedback) Sessions on group dynamics with hands-on exercises (e.g. working in teams, managing challenging small groups) Required teaching in a course in any UCSF health professions education program	End of course exam Demonstration of each type of teaching -large group, small group, and procedural - with faculty and peer evaluation and feedback
Curriculum Development	Didactics Experiential	Develop instructional modules that address an identified problem, meet the needs of learners, have clearly articulated goals and objectives, use teaching strategies which match those goals and objectives, and can be successfully implemented.	Sessions with sample exercises drawn from learner projects or actual curriculum and hands-on practice (e.g. developing a plan for needs assessment or course evaluation, writing objectives, game matching educational strategies to objectives) Team consultations for actual curricular projects	End of course exam Completed needs assessment, goals/objectives and/or evaluation of actual curricular project Team consultation project product and presentation with faculty and peer evaluation and feedback
Learning Theory	Didactics Applications and reflections	Utilize learning theory as a conceptual framework for the design of curriculum, instruction and for educational evaluation and research.	Field observations and written reflections of learning activities (e.g. observation of different levels of learners on bedside rounds) Written reflections of personal learning experiences, critical incidents Class discussion and debate	End of course exam Completed written reports, in class discussions and critical reflections
Scholarship	Monthly works in progress Mentored project	Disseminate best practices, curricular products, and/or original research findings employing ethical scholarship principles.	Case-based discussion of scholarship/dissemination rules and etiquette Interactive sessions with skills practice (e.g. submitting IRBs, designing project proposals, writing abstracts, designing posters) Individual mentored projects	Project product that contributes to curriculum or to knowledge Dissemination of scholarly project (abstract submission and poster/oral presentation) at local symposium and/or regional or national conferences, and/or publication of article
Advanced Tier (includes Core Tier elements above and additional elements below)
Assessment	Workshops Independent study	Develop and/or advocate for the use of learner assessment tools that are: grounded in educational measurement theory; designed according to assessment principles; takes into account feasibility and consequences of assessment; and are appropriate for the knowledge, skills, or attitudes being assessed.	Interactive workshops (e.g. writing multiple choice questions, developing standardized patient format exam, designing rating scale) Required independent readings and written assignments Evaluation of learner assessment tool and current controversies in assessment Interview of course director regarding assessment tool Review and reflection on peer assignments	Development and peer evaluation of an standardized patient format exam Development and validity checking of a performance rating scale Written reports evaluating assessment tools and addressing current controversies in assessment Final written reflection of lessons learned and plans for future application
Leadership	Seminars Independent study	Demonstrate leadership skills and advocate for quality health professions education via participation and/or leadership on committees and other venues.	Required independent readings and written assignments Interview of educational leader Observation of educational committee Review and critique of peer assignments	Written analytical reflections on readings addressing organizational structure and curricular change Written reflective reports of interview with educational leader and observation of educational committee Critique of peer assignments and summary report of learning
Research	Monthly medical education journal club; weekly educational scholarship conference	Review articles related to research and best practices in education, so as to translate educational theory and strategies to health professions education environments. Critique scholarly work of others	Systematic approach to reviewing current medical education literature with application to local educational context Review and critique of faculty scholarly education projects and research	Attendance and participation