The Curriculum Inventory standard allows schools to exchange data on the learning activities (called events in the CI standard) that take place within each course. This is a straightforward exercise for many courses. Clerkship courses ( sequence blocks for those who are into the CI standard) may provide a challenge for some schools who have clerkships at multiple teaching sites. As required by the LCME, the students must meet the same competencies regardless of clinical teaching site but individual sites may deliver the curriculum in different ways. For example, the content linked to a particular competency may be delivered as a lecture or a small group or by online required cases at three different sites. Some schools are struggling with the notion that this variety must be "homogenized" and only represented as being delivered one way across all sites. The CI Standard Working Group has discussed this at some length. The questions under discussion are 1. is there a way to represent this diversity in the standard, ? 2. If the diversity is represented in the Standard, can users effectively use the aggregate data, ? 3. Is there real utility in allowing schools to represent the diversity to leaning activity across sites. Tufts ? Tufts feels that representing the diversity is a more honest way to represent the delivery methods within the curriculum in clerkship courses and that "flattening out" the delivery methods is a loss of information.