CBME E-Content Platform
Browse the curriculum

An LMS without content is an empty building.

This is the content — the whole NMC curriculum, engineered into teachable, assessable, publishable units, ready to run on the LMS you already have.

“We have already bought an LMS and nobody uses it.” The LMS was never the missing piece.

Proof by numbers

Measured from the live corpus, not estimated. Every figure below can be re-derived or challenged.

  • 19 Subjects covered
  • 302 Teaching modules
  • 5,978 Discrete learning items
  • 10,586 Sections of written content
  • 7,773 Generated illustrations
  • 99.1% NMC competencies mapped — 2,600 of 2,623

Measured 21-09-2026.

The 23 competencies not yet covered are all biochemistry laboratory practicals, in a single topic: bench work performed with a pipette and an analyser. That is not a content failure; it is a category no LMS can deliver by itself. We quote the figure dated, and never round it to a hundred per cent.

What an education unit checks first

Three pillars, each of them checkable rather than asserted.

  • Authored against a named, versioned standards library

    Not “modern pedagogy” as a slogan. Authoring is informed by the Academe Standards Library, a versioned, machine-readable library of named frameworks — among them Miller’s Pyramid, the Dreyfus model, Entrustable Professional Activities, CanMEDS, ACGME milestones, Bloom’s revised taxonomy, SOLO, Kern’s six-step curriculum design, Constructive Alignment, Backward Design, Deliberate Practice and Self-Determination Theory — alongside the NMC CBME framework itself.

    The library informs authoring; it is not a certification. Authored against a named standards library, with provenance.

  • Competency-to-assessment alignment, by rule

    Every competency carries its NMC domain (Knowledge, Skill, Attitude) and level (Knows, Knows-How, Shows-How, Performs), and two machine-readable authoring rules turn those into the assessment, on orthogonal axes: level selects the question type, domain selects the assignment type.

    Both rules are stored in the database and cite the standards they derive from — Miller’s Pyramid and CanMEDS in the Academe Standards Library.

    That is the difference between “aligned to competencies” as a slogan and as a traceable chain: competency → rule → named standard.

  • Small-group discussion delivered as structured PBL

    The NMC requires small-group discussion. Rather than depending on timetabled, room-bound sessions, each module ships a staged problem-based case in the LMS discussion tool: a clinical setting, then triggers released one after another so a group works the case in sequence.

    Measured, not asserted: all 302 modules carry one, each with a named clinical case and sequentially numbered triggers.

    This is the pillar a Medical Education Unit head will test hardest, and it holds.

Credibility you can check from your own phone

We do not name the institutions already using this platform. We borrow credibility from Canvas instead — the LMS we deploy on and promote, and the one the world’s leading universities already run.

The demo beats the statistic. Type canvas. in front of a top university’s domain and you land on its Canvas login:

MIT · Harvard · Oxford · Princeton · Yale · Caltech · Stanford · Imperial · Chicago · Penn · Cornell · Michigan · NUS · UCLA · Johns Hopkins · Duke

Every name above can be reproduced in a browser in seconds, which is worth more than a figure you would have to take on trust.

How it fits together

The product in six diagrams.

Anatomy of a Teaching Module
Anatomy of a Teaching Module One module, exploded: self-directed learning pages, chapter summary, glossary, interactive video, practice quiz, graded quiz, assignment and small-group discussion.
From National Curriculum to Classroom-Ready Content
From National Curriculum to Classroom-Ready Content The NMC competency framework to topics, modules and capsules, and out to the LMS.
One Content Library. Any LMS.
One Content Library. Any LMS. One content source, publishing out via LTI to Moodle, Canvas, Blackboard and custom platforms. The institution does not have to migrate anything.
Every Topic Starts with a Patient
Every Topic Starts with a Patient A bite-sized path through a module, clinical case first.
NAAC M 5.2 evidence map
NAAC M 5.2 evidence map Content artefacts mapped to the NAAC M 5.2 metric.
Assessment chosen by competency
Assessment chosen by competency How a competency’s domain and level select its assessment method — transcribed from the authoring rules held in the database, not invented.

Browse the curriculum yourself

Every subject, every module, every learning item title, open to browse.

Open the curriculum atlas