Table 1.

Summary table describing our proposed stages and the points where trainees would enter and exit each stage

Stage	Entry into this Stage	Exit from this Stage
Stage 0	Medical School Training	Completion of a knowledge test (e.g. the MCCQE1) within the final 6 months of medical school training. This examination should allow multiple attempts over this final period of 6-12 months.
Stage 1 Translating Educational Data into Action	Completion of successful MCCQE 1 during final months of medical school training.	Completion of a portfolio that incorporate the analysis of educational data by the learner to develop, complete, and reflect upon a learning plan. See Supplemental Data 1 and 2 for samples of what these documents could look like. The portfolio would be assessed by the training program’s Competence Committee (or equivalent) and should contain: 3 learning plans, with a short reflection on the rationale of the learning plan and its linkage to the educational data analyzed; 3 reflections on the achievement or adjustment of completed learning plans; 1 supervisor narrative including (narrative about the trainee’s ability to turn data into learning plans, confirm the creation of a learning plan, and attest to the level of achievement for each learning plan).
Stage 2 Translating Clinical Data into Action	Completion of reflective educational portfolio +/- milestone assessment per their training program (e.g. PGY4 examination for many RCPSC specialty programs).	Completion of a portfolio that incorporates the analysis of clinical data by the learner to develop, complete, and reflect upon a learning plan. See Supplemental Data 1 and 2 for samples of what these documents could look like. The portfolio would be assessed by the training program’s Competence Committee (or equivalent) and should contain: 2 learning plans, with a short reflection on the rationale of the learning plan and its linkage to the clinical data analyzed; 2 reflections on the achievement or adjustment of completed learning plans; 1 supervisor narrative including (narrative about the trainee’s ability to turn data into learning plans, confirm the creation of a learning plan, and attest to the level of achievement for each learning plan).
Unsupervised practice Continued maintenance of Clinical Data Analysis and Translation into Action	Completion of reflective clinical portfolio.	This will be governed by the provincial regulators and the maintenance of competence programs from the CFPC and RCPSC and would be beyond the purview of the MCC.