There is no API endpoint to programmatically write grades into One45. Institutions with external grading systems must manually enter grades, creating duplication of effort and risk of data entry errors.

Evaluation forms cannot show or hide questions based on previous answers, making all forms one-size-fits-all regardless of context. Conditional logic would allow follow-up questions to appear only when relevant, reducing form length and improving response quality.

There is no single report that combines curriculum objectives, their mappings, and the duration of linked events. Admins must export multiple reports and use complex Excel lookup formulas to analyze teaching time allocation per objective. This has been requested for many years.

The General Edit permission grants broad editing access with no way to limit it to specific areas. Admins who need edit access to one module get edit access to everything, increasing the risk of accidental changes to unrelated data. More granular permission controls are needed.

One45 does not notify learners when grades are released. Learners must manually check the Grades page in their eDossier. Institutions with time-bound grade petition policies (e.g., CDU's 10-day window) report that learners routinely miss the deadline because they were unaware grades had been posted. Adding an email or To Do notification on grade release, similar to the existing feedback availability notification, would close this gap.

The people picker popup shows only first name, last name, and optionally grad year or PGY level. When two learners share the same name, there is no reliable way to distinguish them, leading to potential errors in scheduling, evaluation assignment, or reporting. Displaying a unique identifier (e.g., student number) would solve this.

Programs with multiple campuses have no way to create clear divisions or groups in the MSPE Builder, causing learner and faculty overlap across campuses during the MSPE workflow. Campus-based separation is needed for multi-site programs.

The grade book lacks data validation (e.g., dropdown selections) and field auto-population logic. Coordinators manually convert clinical scores and exam results into point values and final grades, a process that is error-prone and time-consuming. The system also cannot reference one aggregate from another, forcing workarounds where numeric equivalents are entered manually. UIC plans to keep only part of their grade book in One45 and handle final grade calculations in an external system because of these limitations.

Once clients have completed the effort required to map their parent level objectives (or have provided us with an import file to complete), the expectation would be to report on said data. Parent objective data is only reportable via the Curriculum \ Print Views \ Courses and Mappings export report. This is very limiting and doesn’t provide clients with the level of detail and reporting outcome to denote the relationship between the overall course level (parent) objectives being covered within the curriculum within the actual course events.

Several partners have asked for greater self-service capability within One45. Currently, tasks like rolling back an evaluation package sent to the wrong session, minor data edits, and certain configuration changes require Acuity support intervention. UWSMPH and Roseman, both with technically proficient admin teams, have specifically requested that lower-risk Per2 permissions be exposed to Super Admins. This would reduce support ticket volume, speed up resolution times, and give partners more control over their day-to-day operations.

There is an increasing need/trend for partners to be able to perform group assessments in One45. Currently, if learners need to be assessed as a group, the evaluating faculty user must fill in the same form multiple times with the same feedback for each learner, in order for that learner to be able to see a record of that assessment in the evaluations section of their eDossier. There is an alternative workaround that involves creating a fake learner with that group's name, and setting that account as the target. Pro: the evaluator only fills in one form once, and can even be asked to pick or write the names of the learners in the group, but the drawback here is that learners are not then associated with that assessment, and cannot view the feedback provided without an administrator running a report or sharing a PDF with them outside of One45. The larger the group (for example, Duquesne where an advisor needs to log coaching notes for a "group" that contains the entire cohort of MS1), the more impractical both workarounds become.

Clara is an AI-powered faculty scorecard prototype that connects to One45's evaluation API, analyzes student evaluations of clinical teaching preceptors, and generates structured insights: teaching themes (aligned to UGME domains), peer benchmarks, narrative quality assessment, and overall scorecards. Reduces hours of manual evaluation review to 1-2 minutes per faculty member.

There is no way to bulk import or update rotation custom field data. Institutions needing to populate custom fields (e.g., affiliation agreements, departments) across 500+ rotations must do so one at a time, which is extremely time-consuming and error-prone.

Learners reviewing their MSPE draft see the edit mode preview, which renders formatting (spacing, special characters) differently than the final PDF. This causes learners to flag issues that don't exist in the PDF, and writer 'fixes' then break the actual PDF output. Making the PDF preview available during learner review would prevent this.

The CurricMap search tool returns all objectives associated with a course when any one matches the search term, instead of filtering to only matching objectives. This makes it difficult to locate specific content in courses with many objectives.

When evaluation packages are sent through preclinical scheduling, there is no option to suppress the automatic notification email. This results in learners receiving up to 15 emails per week per course, causing email fatigue and potentially reducing evaluation completion rates. Flagged as a blocker for their Phase 1 launch in August.

Grade sheet aggregates will not calculate if any contributing score field is empty, returning no result instead of computing from available data. This blocks programs from getting meaningful aggregate scores when partial data exists, which is common during active evaluation periods.

The Answers API endpoint lacks an 'updated_on' property and filter, forcing consumers to pull all completed evaluation answers instead of only changed ones. Adding this field would enable incremental data syncs, significantly reducing API load and processing time.

People Type Tags are not exposed on any API endpoint, preventing integration developers from syncing user roles and types between One45 and external academic systems. This forces manual intervention for processes that could otherwise be automated.

Medical schools using both Brightspace D2L (didactic coursework) and One45 (clinical rotations, evaluations, competency tracking) must manage rosters and enrollment independently in each platform. A direct integration would reduce administrative burden and provide a unified view of learner progress. Note: Product has deprioritized this for legacy One45. Should be evaluated for the modern platform.

The API documentation does not cover what happens to change history when block dates are modified for already-scheduled rotation events. This gap means integration developers may not handle date-change scenarios correctly. A documentation update is needed.

Due to the way grades releases are managed in One45 my program admins frequently "rerelease" grades on a sheet when trying to release a single grade or new field. We report on timeliness of grades release for accreditation and these errors cause incorrect values. Currently the only way to correct the release date when we detect this is to file a ticket with support (who in turn files a dev ticket and the devs have to write very detailed and specific scripts to update the relevant fields, spending a lot of story points). Even a per 2 tool would be a significant improvement.

When uploading a rotation schedule, preceptor assignments cannot be included in the import. Admins must manually assign preceptors one-by-one after the schedule upload, which is time-consuming for large programs.

Student compliance documents (vaccinations, certifications, clerkship requirements) are stored in Google Drive with progress tracked in a separate checklist outside One45. This forces admins to manage the same information across multiple platforms. A built-in document upload with task completion tracking would consolidate this workflow.

Most partners enroll learners in curriculum schedule sections using student groups because it is more efficient and required for schedule imports. But the student group value is not surfaced in exports, reports, or the API. The only way to verify group assignments is through Curriculum Explorer, one section at a time, which is impractical for large courses. This also blocks institutions like UCLA DGSOM from building internal tools to verify enrollment programmatically.

Reports generated in One45 require significant post-export cleanup and reformatting in Word or Excel before they are presentation-ready. Admins spend considerable time on manual formatting that could be eliminated with better default report design and export templates.

SSO mapping can only be updated via bulk import. The student appears in eDossier but the SSO field is read-only. Single-student corrections require running an entire import file. Albany has also requested this.

EPA reviewers on committees must navigate multiple separate reports to see completion status, entrustment levels, individual assessment forms, and below-threshold summaries. A single dashboard consolidating all EPA reporting data with linked drill-downs would save significant review time.

Curriculum report Excel exports contain excessive blank rows from branching and misaligned data (objectives branch down and to the right instead of staying in the same row). Directors must manually clean exports before reviewing, then copy into Word with track changes for faculty review. Biweekly workflow.

No system-level flag distinguishes formative from summative assessments. Important for LCME reporting. Toledo wants the system to prompt users when adding an assessment: "Are you sure you don't want to indicate if it's formative or summative?" to prevent missed classifications.

Block numbers change between academic years (e.g., orientation blocks removed). Any block modification requires a support ticket. Toledo also needs to bulk-hide "show rotations for learners" when Banner becomes the source of truth.

Generating a comprehensive view of assessments mapped to EPOs across courses and events is slow and cumbersome. Critical for LCME compliance. Toledo noted this as a critical need. The slide deck states "all med schools will need this."

Toledo tested an external AI model that placed every student within their top 10 choices. One45's "optimized" lottery produced weaker ranking outcomes by comparison. This is an active competitive risk.

No reporting exists on lottery demand patterns. Toledo manually analyzes popularity, has to report on whether students have interest in clerkships they cannot provide rotations for, and used an external AI to run reports on stream popularity and low response rates. Toledo also wants to share reporting with students to change the narrative around placement outcomes.

When a faculty member denies/does not approve a student's procedure log entry, the entry still counts toward the student's competency completion and reporting. This creates inaccurate tracking where non-validated procedures inflate completion stats, requiring admins to manually audit and delete declined entries.

Grade sheets display raw scores without showing the total possible (e.g., shows '85' instead of '85/100'). Without this context, scores are ambiguous and require external reference materials to interpret.

The low performance flagging notification system shows results only on screen with no native export. Admins currently copy-paste into Word or Excel and spend significant time cleaning up the content. A formal export capability would eliminate this manual process and produce clean, structured output.

One45 only supports full-day leave entries. When a learner takes a half day, admins must enter it as a full day, which inflates leave totals in reporting. Admins work around this by naming entries appropriately and tracking half days manually outside the system.

The 'Update a person's rank' API endpoint only allows upgrading ranks (student to resident to faculty to admin) but not downgrading. This contradicts the UI, which allows rank changes in any direction. Integration developers cannot fully manage user lifecycle via API.

Feedback question settings (enable/disable/edit) are currently managed at the clerkship group level, meaning all forms in a group share the same configuration. Programs need per-form control so different assessment types (ITERs, EPAs) can have independent feedback settings without affecting each other.

Moving sessions between courses requires deleting all objectives and mappings from the source course and recreating them in the target. Annual workflow. CEM has an internal "advanced curriculum move/copy" tool but clients cannot self-serve.

Not all report configurations can be saved as templates. Users must reconfigure filter criteria, column selections, and sorting for common reports on every run.

Cannot run lottery for a subset of students. The only workaround is opening sections at different times to isolate specific students, which is fragile and error-prone. Needed for students requiring specific rotations for graduation.

Cannot assign learners to their specific section during the preflight phase. No bulk assignment option exists. Each learner-section assignment must be done individually.

Facilitator reports only cover session-level data. Cannot report which facilitators teach which objectives, limiting performance analysis and accreditation documentation.

Toledo uses Banner as their registration source of truth. Running a Banner sync currently requires filing a support ticket. Banner is not going away for Toledo.

Acuity can bulk add EPOs but cannot bulk remove them. No client-facing bulk removal capability exists. Cleaning up outdated or incorrect EPO mappings is a manual, one-by-one process.

All lottery setup data (date blocks, student availability, rotation capacity) must be entered manually. Toledo wants automation from Banner or other SIS to reduce setup effort and errors.

Session details are cut off in the week view. Users must click each individual session to see full information. A lot of unnecessary details appear when subscribing to another calendar. Toledo proposed focusing on 8am-5pm only.

Lottery survey setup is HTML-only with no auto-spacing. Formatting requires manually writing HTML tags. Spaces are not automatically placed, causing content to run together.

Site and Service fields are optional when creating or editing rotations, leading to incomplete data that affects accreditation reporting (rural placements, bursaries, service hours). Admins must run reports to find missing data and backfill. Making these fields configurable as mandatory would ensure data completeness at entry.

Currently, reporting capabilities do not extend to certain user behavior and workflow metrics, such as evaluation submission timeliness, the frequency with which users request evaluations to be reopened after timing out, or similar interaction-based activities. As a result, programs are unable to easily monitor patterns related to delayed submissions, form expiration, or repeated reopen requests through standard reporting tools. Access to this type of operational data would help programs identify trends, support accountability, and better manage evaluation workflows.

Elective owners (site administrators, internal staff) change frequently, sometimes monthly. When an owner changes, the admin must go into each elective that person owns and remove them, then add the new owner, one by one. An elective owner can own 20+ electives. With hundreds of electives, this is a significant time sink.

When a student is removed from a rotation via the YES Tool, elective owners get an email notification. But if the same change is made in the Rotation Schedule, no notification is sent. This causes confusion when elective owners expect a student who was removed without their knowledge. UBC continually asks admins to make changes in the YES Tool to ensure notifications go out, but staff turnover makes enforcement difficult.

Three related capacity issues: (1) Rolling over the elective lottery does not wipe previous year capacity, so admins may inadvertently add capacity on top of old numbers. (2) When an archived elective is reactivated, historical capacity remains, causing elective owners to unknowingly add more capacity than intended. (3) Capacity appears as 0 after rollover with no indication that old capacity may still exist underneath, misleading elective owners. Current workaround: requesting One45 to manually wipe capacity.

Many attending physicians across the province have identical or similar names. When residents send evaluation forms, they can easily pick the wrong doctor. UBC currently appends the faculty affiliation to the last name field as a workaround, which corrupts name data. A dedicated affiliation display field is needed.

One45 custom fields are global across all programs. Postgrad and undergrad programs see each other's fields, which creates noise and confusion. Additionally, fields are free text with no dropdown or dictionary options, leading to non-standardized data that cannot be reliably reported on or used to drive automation (e.g., send notification to site admin when student is scheduled, sync pronoun changes to SIS).

Capacity for visiting students is displayed on the AFMC portal on a rolling 2-week basis. During this period, UBC cannot prevent internal students from taking the reserved capacity. Deactivating blocks would kick out already-scheduled students. Current workaround: creating dummy accounts that temporarily occupy capacity in the YES Tool, then removing them after the AFMC match completes.

When a 4-week block and two corresponding 2-week blocks have competing waitlisted students, the priority logic is unclear. Students can see their waitlist position and talk to each other. If someone placed lower gets the spot due to block-length matching, it creates perceived unfairness. No configurable priority rules exist.

UBC uses Workday as their centralized SIS. Four integration gaps exist: (1) New elective registrations in Workday do not auto-update One45. (2) New person records in Workday must be manually added to One45. (3) Schedule and placement data in One45 (source of truth) must be manually exported to hospital placement systems. (4) Faculty schedule data in One45 must be manually exported for teaching, tracking, and payment systems. Many people manage rotations, and manual input across systems causes inconsistent data entry and mistakes.

Scheduling students into rotations is an administrative burden with no student-facing self-service. Students have no visibility into the process beyond seeing their elective waitlist. Competitors offer this capability. Currently the entire scheduling workflow is admin-driven.

Competence committee members reviewing a resident's eDossier must sift through many evaluation forms with no way to highlight or pin key assessments. A way to visually distinguish specific forms (e.g., color-coded names via HTML) would save time during committee reviews.

The email notification for releasable faculty reports uses the same template and category as evaluation sendout notifications. Faculty cannot distinguish between a new form to fill out and a report to review. A separate, customizable notification category for releasable reports is needed so programs can provide specific instructions.

The system allows unmapping a question that has an active assessment plan without any warning. The assessment plan then silently breaks: it stops showing in edit mode even though the question still appears in achievement reports. A warning or prevention mechanism is needed.

The API labels all form elements (text fields, headings, instructions, actual questions) as 'questions', causing confusion when element ordering includes non-answerable items. A separate 'element_order' vs. 'question_order' would let consumers distinguish between structural elements and actual questions.

The Report Center's form reports (completion, data, status) do not offer Employee ID as a column option. Institutions that use Employee ID as their primary faculty identifier cannot include it in exported form data, requiring manual cross-referencing with other systems.

Super Admins cannot view or edit user rank change history (the Rank History page in eDossier is only accessible to Per2 admins/Acuity staff). When API data shows apparent duplicates due to rank changes, admins have no way to investigate or manage this.

In-progress evaluations are visible to learners in their eDossier, and the only way to hide them is to set 'Target will not be able to view results' then bulk update when ready. This causes confusion when evaluations appear and disappear during the evaluation period.

Learners can currently see in-progress evaluations in their eDossier, including forms that timed out before faculty completed them. When admins reopen these timed-out forms for faculty to finish, the evaluations reappear in the learner's list, causing them to notice forms disappearing and reappearing. This generates unnecessary inquiries to faculty and administrators. Hiding evaluations until they are finalized would reduce confusion and eliminate these support requests.

In the clinical phase, students cannot self-initiate add/drop requests for courses. All schedule changes require admin intervention, creating bottlenecks during registration periods. A self-service add/drop capability would reduce admin workload.

Student calendars show scheduled events on a white background with no visual distinction between scheduled time, study time, and free time. Accreditation review (CACMS standard 6.3) found students don't recognize unscheduled time as study time. Background shading for the school day (8am-6pm) would reinforce the distinction.

When learners opt out of completing an evaluation form, the admin must individually approve or reject each opt-out in My To Dos. There is no bulk approve option, making this time-consuming for programs with many opt-outs. An 'Approve All' button or auto-approval option would streamline this.

Date columns in Report Center exports use a format that does not sort correctly in Excel. Admins must add a helper column with a TEXT formula to reformat dates before sorting. Changing the default export format to a sortable standard (e.g., yyyy-mm-dd) would fix this.

There is no middle name field in user profiles. For institutions that need full legal names for identification or official documents, the workaround is to append middle names to the first or last name field.

Releasable reports in One45 only support faculty as the evaluation target. In clinical settings, learners frequently evaluate residents alongside faculty, and those residents also provide feedback that impacts learner grades. Without releasable reports for resident targets, programs cannot deliver aggregated, threshold-protected feedback to residents. UWSMPH and Roseman both need this capability to support resident development and close the feedback loop in clinical teaching.

Learners are not notified when their MSPE letter comments are resolved by the reviewer. They must manually log in and check the status repeatedly. An email or in-app notification when comments are resolved would keep learners informed of progress.

Creating 360-degree evaluation pairings between learners and preceptors currently requires two separate tasks: first pairing the learner as the target with the correct evaluator, then separately assigning the same preceptor as a target for the learner to evaluate. Reciprocal evaluation functionality exists but only for self-initiated scenarios, which many programs prohibit because learners may selectively choose favorable evaluators or forget to initiate altogether (no reminder emails exist for self-send). UIC has flagged this as a major blocker, as the duplicate effort falls on already stretched coordinators managing unpredictable clinical placements where preceptor-learner pairings change frequently.

Super Admins cannot search for deactivated user accounts or reactivate them. When users are accidentally deactivated (common at institutions managing many accounts), it requires engineering support to reverse. A self-service search and reactivation capability is needed.

The current evaluation workflow offers five options for controlling when a learner can see results, all of which require the learner to have completed their own outstanding evaluations first. UWSMPH is requesting a sixth option: make results available to the learner purely based on time (e.g., after the rotation ends), with no dependency on the learner's own form completion status. This would decouple feedback visibility from evaluation compliance, which some programs prefer for pedagogical reasons.