Learner Logbook and Evidence

Epic summary

The Learner Logbook and Evidence epic gives each student one programme logbook organised into phase, course, clinical-posting, elective, and longitudinal sections.

Students normally open a requirement from the course or posting in which the activity occurs. My Logbook provides the complete programme view.

Course Workspace -> Logbook ───────────┐
                                       ├─> Same learner logbook
Clinical Posting -> Logbook ───────────┤
                                       │
My Logbook -> complete programme view ─┘

There is no unrestricted blank entry form. Every entry is created against a requirement from the learner’s pinned curriculum version.

Before you start

The following must already exist:

an Active student programme enrolment and cohort membership;
the cohort’s published curriculum version;
curriculum competencies and logbook requirement definitions;
applicable course placements, clinical-posting requirements, electives, or longitudinal requirements;
an Active cohort phase plan;
a course offering, posting assignment, or another valid operational context where required;
faculty assignments and eligible designation rules; and
permitted evidence, file, privacy, retention, and correction policies.

MedCES creates the learner logbook from the exact curriculum version pinned to the cohort. A newer curriculum version does not silently change the learner’s open requirements.

Actors and access

Access source	Access in this epic
Student	Creates, edits, submits, resubmits, withdraws where permitted, and views personal entries and progress
Assigned Faculty or clinical supervisor	Sees only submitted entries routed through an assigned course, posting, unit, activity, or learner relationship
Course Coordinator	Views course-section progress and learner gaps for the assigned offering
Clinical Posting Coordinator	Views posting-section progress and learner gaps for the assigned posting plan
Department Admin	Views department-owned summaries and exceptions without editing the learner’s evidence
Phase Coordinator and Academic Registrar	View scoped completion summaries and unresolved blockers
Auditor role	Reads the requirement, learner submission, evidence, context, review, correction, and history within scope

A student sees only their own logbook. Faculty access to an entry begins only after an academic assignment and the entry’s context make that user eligible.

Logbook structure

MBBS Learner Logbook
├── Phase I
│   ├── Anatomy
│   ├── Physiology
│   ├── Biochemistry
│   ├── Foundation Course
│   └── AETCOM
├── Phase II
│   ├── Course sections
│   └── Clinical-posting sections
├── Phase III Part I
├── Phase III Part II
├── Electives
└── Longitudinal requirements

The visible structure comes from the learner’s curriculum. MedCES does not hard-code MBBS phase or subject names.

Entry lifecycle

Draft
  -> Submitted
  -> Under Review
      -> Returned for Correction -> Resubmitted
      -> Repeat Required -> New linked attempt
      -> Remediation Required -> Remediation activity and new attempt
      -> Verified

A permitted withdrawal retains the submitted version and reason. A verified entry can be changed only through a controlled correction or successor entry.

Workspace structure

The epic contains:

My Logbook
Course Logbook Tab
Clinical Posting Logbook Tab
Requirement Details
Create or Edit Entry
Feedback, Repeat, and Remediation
Personal Competency Progress
Section Progress and History

Screen 1: My Logbook

The central student screen shows:

current phase and overall logbook status;
course, posting, elective, and longitudinal sections;
mandatory requirements completed and remaining;
Draft and Submitted entries;
entries returned for correction;
repeat and remediation work;
faculty feedback not yet acknowledged;
competencies at Exposed, Evidence Accumulating, Eligible for Certification, and Certified states; and
sections that are Ready, Not Ready, or Unable to Evaluate.

Filters include phase, course, posting, requirement type, competency, entry state, due date, and next action.

The student can open a requirement from this screen. MedCES then opens the applicable course, posting, elective, or longitudinal context before allowing entry.

Screen 2: Course Logbook Tab

Navigation:

My Courses
  -> Course Workspace
      -> Logbook

The tab shows only requirements owned by or contributing through that curriculum course placement.

Each requirement card shows:

requirement name and source;
related competencies;
required evidence or successful count;
permitted activity and evidence types;
current entries and attempts;
verified, pending, returned, and remaining counts;
competency state; and
the next permitted action.

Example:

12-lead ECG Interpretation
Required successful performances: 3
Verified successful: 2
Pending review: 1
Competency state: Evidence Accumulating

A session attendance record may appear as Teaching Exposure. It is read-only and clearly distinguished from a learner-created entry and from certification.

Screen 3: Clinical Posting Logbook Tab

Navigation:

My Clinical Postings
  -> Clinical Posting Workspace
      -> Logbook and Competencies

The tab provides the posting context:

department and unit;
posting dates and current occurrence;
actual supervisor where recorded;
required cases, procedures, skills, observations, and reflections;
successful-performance counts;
entries awaiting unit faculty review;
competencies awaiting certification; and
attendance and posting-completion links.

The system can prefill the posting occurrence, unit, supervisor, and activity date. The learner must still choose an applicable requirement and provide the required evidence.

Screen 4: Requirement Details

Before creating an entry, the learner sees exactly what is expected.

Field	Meaning
Requirement	Curriculum-defined activity or evidence requirement
Curriculum home	Course, posting, elective, or longitudinal component
Applicable phase	Phase in which it is expected or reviewed
Related competencies	Competencies to which valid evidence may contribute
Completion method	Verification, repeated performance, assessment, portfolio, or combined rule
Required count	Accepted entries or successful performances required
Evidence required	Structured fields, reflection, attachment, observation, or other permitted evidence
Direct observation	Whether an assigned faculty member must have directly observed the activity
Reviewer rule	Plain-language description of who can review it
Remediation rule	What happens when the standard is not met
Source	NMC, university, or institute-approved curriculum source

The learner cannot change the requirement, competency relationship, reviewer rule, or successful-performance threshold.

Screen 5: Create or Edit Entry

The form adapts to the selected requirement.

Common fields

Field	Required	What the learner enters or confirms
Requirement	Inherited	Selected curriculum requirement
Course or posting context	Inherited/Yes	Applicable operational source
Activity date	Yes	Date the activity occurred within a valid context
Activity type	Inherited/Yes	Permitted case, procedure, skill, reflection, presentation, visit, or other type
Attempt	Inherited	First, Repeat, or Remediation attempt
Learner narrative	Conditional	Structured summary, reflection, or response required by the definition
Evidence	Conditional	Permitted file, structured observation, link, or source reference
Supervisor	Inherited/Conditional	Actual or selected eligible supervisor from the activity context
Learner declaration	Yes	Confirmation that the entry is accurate and respects privacy policy

Clinical evidence fields

Depending on the requirement, the form may request:

de-identified case or encounter category;
learner’s role: Observed, Assisted, Performed Under Supervision, or Performed as permitted;
procedure or skill category;
educational findings and reasoning;
reflection and learning points;
evidence of feedback or discussion; and
protected hospital reference where an authorised integration exists.

The form must not ask the learner to recreate a complete patient record. Patient names, hospital numbers, contact details, identifiable photographs, and unrestricted clinical documents are prohibited.

Screen 6: Feedback, Repeat, and Remediation

The learner sees the faculty decision and the exact next action.

Returned for Correction

The learner corrects the permitted fields and resubmits. Earlier submitted values and feedback remain visible.

Repeat Required

The original attempt remains reviewed. MedCES creates a new linked attempt against the same requirement.

Remediation Required

The learner sees:

identified deficiency;
required remedial teaching or supervised practice;
responsible faculty or unit;
due date;
evidence expected; and
the new attempt that will be evaluated after remediation.

Verified

The entry becomes read-only. It contributes the evidence type permitted by the curriculum rule. Verification does not necessarily certify the competency.

The learner acknowledges receipt of feedback where required. Acknowledgement confirms receipt, not agreement with the decision.

Screen 7: Personal Competency Progress

The learner sees a plain-language timeline for each competency.

Example:

IM8.16 — Perform and interpret a 12-lead ECG

Teaching exposure:             Complete
Successful performances:      2 of 3
Pending faculty review:        1
Certification state:           Not yet eligible

The timeline identifies each source:

conducted teaching and finalised attendance;
learner logbook entry;
faculty verification;
future assessment outcome;
remediation; and
competency-certification decision.

The student cannot manually change competency state.

Screen 8: Section Progress and History

The section screen shows course or posting completion without hiding its inputs.

General Medicine Posting Logbook

Required entries:             12 of 12
Verified entries:             11 of 12
Certifiable competencies:      7 of 8 certified
Remediation:                   1 open
Attendance:                    Finalised

Section state: Not Ready

States are:

In Progress;
Ready for Review;
Under Review;
Returned;
Complete;
Complete with Approved Exception; and
Unable to Evaluate.

History contains curriculum requirements, submissions, resubmissions, evidence changes, faculty feedback, reviews, attempts, remediation, certification, section decisions, and corrections.

Use case 1: Open the complete learner logbook

As a Student
I want to see every applicable logbook section and next action
So that I can complete requirements before the end of the phase.

Acceptance criteria

The logbook uses the curriculum version pinned to the learner’s cohort.
Course, posting, elective, and longitudinal sections remain distinguishable.
Counts link to their underlying requirements and evidence.
Returned, repeat, remediation, and certification-pending work are separate.
The learner sees no other student’s evidence.

Use case 2: Create a course logbook entry

As a Student
I want to create an entry from my Course Workspace
So that the entry uses the correct course and competency context.

Acceptance criteria

Only requirements applicable to the course and learner are offered.
Course placement, offering, phase, and competency relationships are prefilled.
Required evidence and declaration fields are enforced.
An arbitrary competency cannot be selected.
Submission creates one review task through the configured faculty rule.

Use case 3: Create a clinical-posting entry

As a Student
I want to record a case, procedure, skill, or reflection from my posting
So that the assigned unit can review the evidence in context.

Acceptance criteria

The entry references an applicable posting assignment and occurrence.
Unit, activity date, and actual supervisor are prefilled where available.
The learner’s role in the activity is recorded.
Privacy controls prevent patient-identifying information.
The review route begins with the actual supervisor or eligible assigned unit faculty.

Use case 4: Respond to faculty feedback

As a Student
I want to correct, repeat, or complete remediation
So that I can address a documented deficiency.

Acceptance criteria

The learner sees the decision, feedback, requirement, and next action.
Correction does not erase the earlier submission.
Repeat and remediation create linked attempts.
The learner cannot change the faculty decision.
Feedback acknowledgement records receipt without changing the result.

Use case 5: View automatic teaching exposure

As a Student
I want to see when delivered teaching contributes exposure evidence
So that I understand what the system has recorded and what proof is still required.

Acceptance criteria

Exposure identifies the conducted session and finalised attendance source.
Only competencies confirmed as actually covered are included.
Exposure is labelled separately from achievement and certification.
Cancelled sessions and inapplicable attendance do not create evidence.
The learner cannot edit a system-created exposure record.

Use case 6: Track competency and section progress

As a Student
I want to understand my evidence, certification, and section state
So that missing work is visible before a completion deadline.

Acceptance criteria

Every state links to its evidence and requirement.
Successful, pending, returned, and invalidated evidence are counted correctly.
Unable to Evaluate identifies the missing source.
A verified entry is not presented as a certified competency unless certification exists.
Section completion does not claim examination eligibility or phase progression.

Business rules

Every entry belongs to one learner logbook and one curriculum requirement definition.
The requirement definition determines permitted contexts, competencies, evidence, and review rules.
The learner cannot create a free-form competency or certify personal evidence.
One activity may contribute to several permitted competencies.
One competency may require several entries or other evidence sources.
Teaching attendance creates exposure only when delivery and attendance sources are final.
Exposure does not prove achievement or certification.
Repeat and remediation create new attempts without deleting earlier work.
Clinical entries must follow institute patient-privacy and evidence controls.
Published curriculum changes do not silently alter an existing learner logbook.

Exception paths

The applicable requirement is missing: report it to the Course or Clinical Posting Coordinator; do not create a free-form substitute.
The wrong course or posting was selected: correct the context before submission or use a controlled correction after review.
The actual supervisor is unavailable: preserve the context and route through the configured unit or department fallback.
Faculty returns the entry: show required corrections and retain the submitted version.
The activity was unsuccessful: record the review and create Repeat or Remediation according to the decision.
An attachment contains restricted information: block or quarantine it, preserve audit evidence, and route the incident through institute privacy policy.
A source record changes: mark dependent evidence or completion results stale and require reconciliation.

Conceptual schema

Record	Important fields
`competency.student_logbook`	learner, programme enrolment, curriculum version, opened date, status
`competency.logbook_section`	logbook, section type, curriculum home, phase, state
`competency.logbook_entry`	section, requirement definition, activity date, attempt, source, state, submission time
`competency.logbook_entry_context`	entry, course delivery, posting occurrence, department, unit, supervisor, elective or longitudinal activity
`competency.logbook_entry_evidence`	entry, evidence type, structured response, file or protected reference, privacy state
`competency.logbook_entry_competency`	entry, curriculum competency, permitted evidence relationship
`competency.feedback_acknowledgement`	review decision, learner, acknowledged at, optional learner response
`competency.remediation_requirement`	learner, requirement, deficiency, corrective work, due date, state
`competency.competency_evidence`	learner competency, evidence type, source type and ID, accepted state, effective date
`competency.logbook_entry_event`	entry, action, actor, previous and new state, reason, time

Process-layer responsibilities

The process layer must:

create one learner logbook from the pinned curriculum version;
create course, posting, elective, and longitudinal sections from typed definitions;
prevent free-form requirements and arbitrary competency relationships;
present only requirements applicable to the learner and context;
prefill authoritative course, posting, unit, occurrence, supervisor, and date facts;
validate structured evidence and privacy rules;
create one current entry per requirement, activity, attempt, and context where uniqueness applies;
preserve every submitted version and linked attempt;
route submissions through the configured faculty authorisation rule;
show faculty decisions and enforce the correct learner next action;
create automatic exposure only from final source facts;
provide explainable learner competency and section projections; and
prevent learner actions from changing delivery, attendance, assessment, certification, or progression records.

Out of scope

This epic does not:

author curriculum competencies or logbook requirements;
assign named faculty authorisation in the curriculum;
verify learner evidence;
certify competencies or close sections;
calculate attendance;
conduct or score assessments;
store complete patient records; or
decide examination eligibility or progression.

Completion outcome

Every student can find the correct requirement where the academic activity occurs, submit controlled evidence, respond to faculty feedback, and understand the exact difference between exposure, verified evidence, certification, and section completion.