Like many medical schools Oregon Health and Science University (OHSU) has shifted towards competency-based education (CBE). CBE relies on frequent testing and formative assessment to ensure knowledge, skill, and professional benchmarks are reached. When a benchmark is not reached, OHSU uses assessment data to focus the remediation process on specific learning gaps. However, there is no mandatory longitudinal program in place for learners who face repeated academic adversity. The goal of this study was to determine: 1) How students identify their learning gaps 2) What resources students use to address learning gaps 3) The association between past adversity and resilience in undergraduate medical students.