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. 2022 Sep 13;8(3):e39794. doi: 10.2196/39794

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©David Chartash, Marc Rosenman, Karen Wang, Elizabeth Chen. Originally published in JMIR Medical Education (https://mededu.jmir.org), 13.09.2022.

This is an open-access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Medical Education, is properly cited. The complete bibliographic information, a link to the original publication on https://mededu.jmir.org/, as well as this copyright and license information must be included.

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Explicit subcompetencies or enabling competencies map between CanMEDs roles through general enabling competencies [7] and Accreditation Council for Graduate Medical Education (ACGME) common program requirement core competencies [5]. CanMEDs roles are red diamonds, while ACGME competencies are in black boxes, with directional mapping labels. Higher-resolution version of this figure is available in Multimedia Appendix 1.