USAT MONTSERRAT MEDICAL SCHOOL / Curricular Competencies

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University of Science, Arts & Technology

USAT

MONTSERRAT COLLEGE OF MEDICINE

CURRICULAR COMPETENCIES

USAT Publishing Co.

2009

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UNIVERSITY OF SCIENCE, ARTS & TECHNOLOGY

MONTSERRAT

COLLEGE OF MEDICINE

CURRICULAR COMPETENCIES

USAT College of Medicine has adopted the ACGME (Accreditation Committee for Graduate Medical Education) Competencies to serve as an organizing framework for the curriculum. These competencies have been modified for medical students. The six core competencies are Patient Care, Medical Knowledge, Practice-Based Learning and Improvement, Interpersonal and Communication Skills, Professionalism, and System- Based Practice. Measurable course objectives and benchmarks have been developed for students in the Preclerkship (years 1 and 2) and Clerkship/Advanced (years 3 and 4) phases of the curriculum.

USAT Med School-Wide Objective and Measurement

I. Patient Care: Students must be prepared to provide patient care that is compassionate,

appropriate and effective.

(m/e = measurement and evaluations)

A. Communicate effectively and demonstrate caring and respectful

behaviors when interacting with patients and their families.

1. PreClerkship

a. Students will establish a therapeutic relationship.

b. Students will use techniques which foster effective communication.

c. Students will assess the psychosocial and cultural context of the

patient.

(m/e: faculty observations and feedback, OSCE’s)

2. Clerkship/Advanced

a. Students will establish therapeutic relationships with diverse

patients through the lifespan.

b. Students will recognize and discuss the importance of family

dynamics in health care decision making.

c. Students will utilize the psychosocial and cultural context of the

patient for effective communication.

(m/e: faculty observations and feedback, case logs, clinical passport, clerkship

evaluations, OSCE’s, USMLE 2 CS)

B. Gather essential and accurate information about their patients.

1. PreClerkship (m/e: faculty observations and feedback, OSCE’s)

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a. Students will conduct effective interviews with patients.

b. Students will take a complete medical history.

c. Students will use proper technique when performing a physical

exam.

d. Students will perform a focused physical exam.

e. Students will perform a complete physical examination.



a. Students will conduct effective interviews with patients.

b. Students will take a complete medical history.

c. Students will take focused medical histories relevant to the cc.

d. Students will perform focused physical exams relevant to the cc.

e. Students will identify abnormal findings.

f. Students will identify components of the physical exam that are

critical to the clinical presentation.

g. Students will relate differential diagnosis and exam findings


evaluations, OSCE’s, USMLE 2 CS)

C. Make informed decisions about diagnostic and therapeutic interventions

based on patient information and preferences, up-to-date scientific

evidence, and clinical judgment.

1. PreClerkship

a. Students will identify differential diagnoses for cardinal

presentations. (See Appendix.)

b. Students will indicate appropriate evaluation and management

plans for patients utilizing evidence based medicine.

(m/e: faculty observations and feedback, performance on MCQ)


a. Students will describe relevant diagnoses for cardinal presentations.

b. Students will identify diagnostic testing and management plans for

patients they follow on clerkships.

c. Students will modify diagnostic strategies in response to test

results.

d. Students will develop appropriate patient management plans and

indicate how these would be carried out.

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evaluations, OSCEs, USMLE 2 CS)

D. Counsel and educate patients and their families.

1. PreClerkship

a. Students will evaluate a patient’s level of understanding and its

potential impact on education and counseling.

b. Students will use lay person terminology to explain disease

processes and procedures.



a. Students will develop approaches to counsel and educate patients.

b. Students will deliver counseling to patients and families which is

individualized to the patient/family situation.

(m/e: faculty observations and feedback, clerkship evaluations, OSCE’s)

E. Use information technology to support patient care decisions and patient

education.

1. PreClerkship

a. Students will identify credible information sources for research and

education.

(m/e: faculty observations and feedback)


a. Students will use best evidence to develop diagnostic and

management plans and to provide patient education.


F. Perform required clinical procedures.

1. PreClerkship

a. Students will perform the steps of basic life support.

b. Students will understand the major principles of Universal

Precautions.

c. Students will describe techniques for basic procedures. (See

Appendix.)

(m/e: completion of BLS requirement, pass Universal Precautions course, faculty

observations)


a. Students will perform designated essential procedures (See

Appendix.) with proper technique and consideration of patient’s

rights.

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b. Students will utilize universal precautions.

(m/e: faculty observations and feedback, procedure logs, OSCE’s)

G. Work with patients in preventing health problems or maintaining

health.

1. PreClerkship

a. Students will identify risk factors for illness or injury within the

context of the individual, the family, work, and the social

environment.

(m/e: faculty observations/evaluations, MCQ’s, pass Clinical Prevention course)


a. Students will identify standardized approaches for changing health

behavior.

b. Students will describe regimens for health maintenance.

(m/e: clerkship evaluations, NBME evaluations, case logs)

H. Work as members of multi-disciplinary health care teams to provide

patient-focused care.

1. PreClerkship

a. Students will identify and describe the components of patient

centered care in practice environments.

b. Students will interact appropriately with others.

c. Students will identify the many roles that health care members have

in patient care.

(m/e: student portfolios, peer evaluations)


a. Students will interact appropriately with other healthcare team

members.

(m/e: case conferences, clerkship evaluations)

USAT Med School -Wide Objective and Measurement

II. Medical Knowledge: Students must demonstrate knowledge about established & evolving

basic & clinical biomedical sciences, including epidemiological and social/behavioral sciences, & their

application of this knowledge to patient care.

(m/e = measurement and evaluations)

By graduation, students will be able to:

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A. Demonstrate knowledge and application of the basic and clinical sciences

relevant and appropriate to the clinical practice of medicine.

1. PRECLERKSHIP

a. Students will demonstrate knowledge of the molecular, biochemical, genetic

and cellular mechanisms that are important in normal human development,

aging, and in maintaining the body's homeostasis.

m/e: MCQ exams; Faculty observations and feedback

b. Students will demonstrate knowledge of the physical structure of the human

body, of its tissues and organs, of how organs and tissues function, and how

these functions are regulated and integrated, through the life cycle.


c. Students will demonstrate knowledge of the various acquired and congenital

causes of disease or injury in individuals and in populations.


d. Students will demonstrate knowledge of how nutrition, health behaviors and

preventive measures influence health and disease in individuals and in

populations.


e. Students will demonstrate knowledge of the altered structure and function of

the human body and its cells, tissues and organs, which are seen in various

disease conditions or with aging, and of the fundamentals of diagnosis and

treatment regimens that may be applied to address these conditions.


f. Students will demonstrate knowledge of the physical and functional

determinants of human cognition, awareness, behavior and personality, of how

alterations of these result in disease conditions, and of the fundamentals of

diagnosis and treatment regimens that may be applied to address these

conditions.


g. Students will demonstrate knowledge of the power of the scientific method

in establishing cause and effect in human health and disease, the efficacy of

traditional and non-traditional therapies, and the ability to critically evaluate

contemporary reports in basic and clinical sciences.


2. CLERKSHIP/ADVANCED

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a. Students will demonstrate application of knowledge in the basic sciences

fundamental to clinical practice, to the processes of diagnosis, treatment, and

prevention in the clinic and in the community.

m/e: Faculty observations and feedback; Clerkship Evaluations; NBME Subject exams

B. Demonstrate an investigatory and analytic thinking approach to clinical

situations.

1. PRECLERKSHIP

a. Students will demonstrate the ability to seek and identify credible data that

addresses issues in basic sciences fundamental to clinical practice and in

clinical practice itself, and to interpret that data.

m/e: MCQ exams: Faculty observations and feedback


a. Students will demonstrate knowledge about established and evolving

clinical biomedical sciences and the application of this knowledge to patient

care.

m/e: Faculty observations and feedback; Clerkship Evaluations; NBME Subject exams


III. Practice-Based Learning and Improvement: Students must be able to

engage in self-evaluation regarding their academic & clinical performance, develop

plans for personal improvement, and recognize how the application of new learning can

be used to improve patient care.

m/e = measurements and evaluations


A. Demonstrate strategies to analyze academic and clinical performance

over the course of their professional careers, and develop improvement

plans, in a methodical fashion.

1. PRECLERKSHIP

a. Students will assess their needs in basic science and clinical

courses and establish strategies for improvement.

m/e: Faculty observations and feedback; progress in preclinical courses

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b. Students will develop reflective practice habits using analysis

of academic and clinical experiences to improve clinical

performance.

m/e: Faculty observations and feedback; OSCEs

c. Students will demonstrate skills in self-directed learning by

developing clinical questions about patients and using credible

information sources to find relevant medical information to

answer them.

m/e: Faculty observations and feedback; portfolios


a. Students will identify strategies to continuously update

personal clinical knowledge and skills.

m/e: OSCE: Faculty observations and feedback; clerkship evaluations;

conference participation.

b. Students will develop reflective practice habits using analysis

of academic and clinical experiences to improve clinical

performance.

m/e: OSCE: faculty observations and feedback; clerkship evaluations;


c. Students will determine the limits of their expertise and consult

with others residents, attending, etc. when needed.

m/e: OSCE: faculty observations and feedback; clerkship evaluations;


B. Locate, appraise, and assimilate evidence from scientific & clinical

studies related to patients’ health problems.

1. PRECLERKSHIP

a. Students will use information sources and journals to locate

information related to patient health.

m/e: Faculty observations and feedback; portfolio


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a. Students will systematically appraise and assimilate scientific

evidence through reading of articles related to patient health.

m/e: Faculty observations and feedback; clerkship evaluations; EBM

Presentations

C. Obtain and use information about patients they care for and the larger

population from which these patients are drawn.

1. PRECLERKSHIP

a. Students will define basic epidemiological terms and concepts.

m/e: Course performance; MCQ exams; Faculty observations and

feedback

b. Students will identify the appropriate use of frequently used

study designs.

m/e: Course performance; MCQ exams; faculty observations and

feedback

c. Students will understand the application of basic biostatistical

calculations.

m/e: Course performance; MCQ exams; faculty observations and

feedback


a. Students will apply concepts of epidemiology and biostatistics

for diagnostic screening, risk management, and therapeutic

decision making.

m/e: Clerkship Evaluations; case logs; case management conferences;

OSCEs

b. Students will obtain and use information about the patients

they care for and the larger population of patients with similar

clinical conditions to refine their diagnostic, management and

prognostic elements.

m/e: Clerkship Evaluations; case logs; case management conferences;

OSCEs

D. Apply knowledge of study designs and statistical methods to the

appraisal of clinical studies and other information on diagnostic and

therapeutic effectiveness.

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1. PRECLERKSHIP

a. Students will use credible information sources to locate

information related to diagnostic and therapeutic clinical decision

making.

m/e: Faculty observations and feedback

b. Students will identify the appropriate use of frequently used

study designs.


c. Students will understand the application of basic biostatistical

calculations.



a. Students will critically appraise clinical trials.

m/e: Faculty observations & feedback; clerkship evaluations;

EBM presentation

b. Students will describe the principles of prudent ordering of

diagnostic and screening tests and use these principles in devising

management plans.

m/e: Faculty observations & feedback; clerkship evaluations: EBM

presentation

E. Use information technology to manage information, access on-line

medical information; and support their own education.

1. PRECLERKSHIP

a. Students will access online information to prepare for case

discussions and engage in clinical reasoning.



a. Students will demonstrate facility with the use of information

technology to meet learning demands.

m/e: Faculty observations and feedback; clerkship evaluations

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F. Facilitate the learning of other students and health care professionals.

1. PRECLERKSHIP

a. Students will work collaboratively in small groups.

m/e: Faculty observations and feedback; peer assessment; evaluation of

teaching effectiveness.

b. Students will participate in teaching activities.

m/e: Faculty observations and feedback; peer assessment; evaluation of

teaching effectiveness.


a. Students will work collaboratively with students and other

health care professionals

m/e: Faculty observations; clerkship evaluations; case presentations

b. Students will appropriately share and elucidate clinical

information.


c. Students will participate in teaching activities.



IV. Interpersonal and Communication Skills: Students must be able to

demonstrate interpersonal & communication skills, both verbal and written, that result

in effective information exchange with patients, patients’ families, peers, and other

health professions colleagues.


By graduation students will be able to:

A. Create and sustain a therapeutic and ethically sound relationship with

patients in order to effectively communicate their health care needs,

including situations involving sensitive, technically complex, or distressing

information.

1. PRECLERKSHIP

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a. Students will communicate respectfully with diverse patients.

b. Students will discuss and apply principles of medical ethics to

patient cases.

c. Students will demonstrate appropriate behavior when

interacting with patients and other health professionals providing

care.

m/e Faculty observations and feedback; professional citations


a. Students will demonstrate ethically appropriate interactions

with patients.

b. Students will effectively establish a therapeutic relationship

with all patients and their families.

c. Students will adapt their communication style to the individual

needs of the patient and the urgencies of the situation.

m/e Faculty observations and feedback; clerkship evaluations;

professionalism citations

B. Utilize appropriate and effective communication strategies, including

nonverbal, explanatory, questioning and writing skills, to both elicit and

provide health care information to patients and their families.

1. PRECLERKSHIP

a. Students will use techniques which foster effective

communication including active listening, clarification of patient

responses, encouragement of sharing concerns and questions.

b. Students will deliver information to patients with appropriate

communication strategies including use of the explanatory model,

assessing the patient’s understanding with direct questioning, and

with written instructions.

m/e Faculty observations and feedback; OSCE’s


a. Students will use techniques which foster effective

communication including active listening, clarification of patient

responses, encouragement of sharing concerns and questions.

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b. Students will deliver information to patients with appropriate

communication strategies including use of the explanatory model,

assessing the patient’s understanding with direct questioning, and

with written instructions.

c. Students will conduct a culturally-competent encounter,

including use of an interpreter when necessary.

d. Students will create and maintain appropriate records of

clinical encounters using standard terminology and formats,

including written patient history and physicals, in-patient and out-

patient encounter notes and case log information.

m/e Faculty observations and feedback; clerkship evaluations; OSCEs;

USMLE Step 2 CS

C. Work effectively with others as members of a health care team, including

peers, residents, faculty and other health care professionals.

1. PRECLERKSHIP

a. Students will participate effectively in small groups.

b. Students will identify and discuss working relationships

between health care professionals.

c. Students will demonstrate team behavior in academic and

clinical settings.

m/e Faculty observations and feedback; OSCEs


a. Students will participate effectively in small groups; students

will participate effectively in clerkship clinical activities with

attendings, residents, and other health professionals

b. Students will provide concise, accurate, verbal summaries of

patient situations to a faculty member, resident or peer,

prioritizing the most significant factors for clinical decision-

making.

c. Students will identify their responsibilities as members of a

health care team

d. Students will establish effective communication among

members of the health care team, including appropriate written

and other communications.

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m/e Faculty observations and Feedback; Clerkship Evaluations; OSCEs;

USMLE Step 2CS


V. Professionalism: Students must demonstrate a commitment to carrying out

professional responsibilities, adherence to ethical principles, & sensitivity to a diverse

patient population.


By graduation students will be able to::

A. Demonstrate respect, compassion, and integrity in interactions with

peers, patients, and other health professionals.

1. PRECLERKSHIP

a. Students will engage in truthful interactions with peers,

faculty & staff.

m/e Peer assessment; professionalism citations

b. Students will dress and act in a professional manner.


c. Students will demonstrate preparedness for class,

meetings and patient care activities.


d. Students will maintain appropriate boundaries in all

learning situations.


e. Students will relate collegially to fellow students,

faculty and staff in learning environments; will listen to

others respectfully and attentively; will resolve conflicts

in a collegial manner.

m/e Faculty observations and feedback; Peer assessment; OSCEs;


f. Students will demonstrate attitudes and behaviors which

convey respect for other students, faculty and staff in all

situations and will be receptive to diverse opinions and

values.


OSCEs


a. Students will demonstrate preparedness for class,

meetings and patient care activities.

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OSCEs

b. Students will convey information honestly and

tactfully; will engage in truthful interactions with patients,

peers, and in professional work.


OSCEs

c. Students will act and dress in a professional manner.


OSCEs

d. Students will maintain appropriate boundaries in

work/learning/patient care situations.


OSCEs

e. Students will demonstrate respect for the wishes of

patients; will attend to patient needs for comfort and

privacy.


OSCEs

f. Students will demonstrate respect in relationships

toward other health care team members and patients.


OSCEs

B. Demonstrate accountability to patients, society, and the profession, and a

commitment to excellence and on-going professional development.

1. PRECLERKSHIP

a. Students will demonstrate self motivation and

accountability for their own learning.

m/e Faculty observations and feedback

b. Students will be prepared for class.


c. Students will complete assignments in a timely manner.


d. Students will maintain good attendance and punctuality

for scheduled activities and appointments.



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a. Students will maintain good attendance and punctuality

for scheduled activities and appointments.


OSCEs

b. Students will demonstrate initiative in fulfilling

responsibilities to patients, and responsibility to others on

the healthcare team.


OSCEs

c. Students will perform tasks independently as

appropriate to current level of training.


OSCEs

C. Demonstrate a commitment to ethical principles pertaining to provision

or withholding of clinical care, confidentiality of patient information, and

informed consent.

1. PRECLERKSHIP

a. Students will not discriminate regardless of race,

gender, religion, sexual orientation, age, disability,

intelligence and socio-economic status; will react

appropriately to other’s lapses in conduct and

performance.

m/e Peer assessment; faculty observation & feedback;


b. Students will maintain the confidentiality of

examination material.

m/e Completion of HIPAA training;

c. Students will identify the principles of patient

confidentiality, informed consent, and information

sharing.

m/e Review of Portfolio entries

d. Students will recognize the importance of ethical

decision making.

m/e Review of Portfolio entries


a. Students will not discriminate regardless of race,

gender, religion, sexual orientation, age, disability,

intelligence and socio-economic status; will react

appropriately to other’s lapses in conduct and

performance.

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case management conferences

b. Students will discuss the importance of patient

confidentiality and informed consent.


case management conferences

D. Demonstrate sensitivity and responsiveness to patient individuality

including the role of culture, ethnicity, gender, age, disabilities, and other

aspects of health practices and decisions.

1. PRECLERKSHIP

a. Students will demonstrate sensitivity and respect in

patient interactions regardless of race, gender, religion,

sexual orientation, age, disability, intelligence, and socio-

economic status.

m/e Faculty observations and feedback; OSCEs


a. Students will demonstrate sensitivity and respect in

patient interactions regardless of race, gender, religion,

sexual orientation, age, disability, intelligence, and socio-

economic status.


OSCEs

b. Students will recognize the need for patient

involvement in decision making and the incorporation of

patients’ values and beliefs into management plans.

m/e Faculty observations and feedback; clerkship

evaluations; OSCEs

E. Recognize and address personal limitations, attributes or behaviors that

might influence their effectiveness as a physician.

1. PRECLERKSHIP

a. Students will demonstrate self motivation &

accountability for own learning; will seek help when

needed.

m/e Academic progress; faculty observations and feedback;


b. Students will accept constructive criticism & will

modify behavior based on feedback.

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c. Students will maintain responsibility for the physical

and mental

health of themselves and their peers




a. Students will seek help at appropriate times.


professional citations;

OSCEs

b. Students will admit to errors of omission and

commission and assume responsibility; inform a

supervisor when mistakes occur.


professional citations;

OSCEs

c. Students will maintain responsibility for the physical

and mental

health of themselves and their peers.

m/e Clinical observations, clerkship evaluations, OSCEs

d. Students will accept constructive criticism in an

appropriate manner.


e. Students will recognize areas that need improvement,

seek advice, and demonstrate that they are able to

incorporate feedback in order to make changes in

behavior.


f. Students will maintain composure during difficult

interactions.



VI. Systems-Based Practice: Students will be able to function effectively in teams

and within a larger organizational structure. They must demonstrate an awareness of the

larger context & system of health care and of the resources available within the system

to provide optimal care to individual patients and groups. Finally, students must

demonstrate an awareness of current barriers to health care and of the various strategies

designed to assist patients in gaining access to care.

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By graduation students will be able to:

A. Demonstrate effective involvement in a health care team and be able to

recognize how their involvement in patient care may affect other members

of the health care profession.

1. PRECLERKSHIP

a. Students will identify the basic components of the health care

system and their interdependencies.

m/e Faculty Observations and feedback; portfolio

b. Students will be able to discuss the interdisciplinary approach

to improving health care.

m/e Faculty Observations and feedback; portfolio


a. Students will participate effectively in small groups; students

will participate effectively in clerkship clinical activities with

attendings, residents, and other health professionals.

m/e Faculty observations and feedback; clerkship evaluations

B. Know how types of medical practice and delivery systems differ from one

another, including their methods of controlling health care costs and

allocating resources.

1. PRECLERKSHIP

a. Students will compare and contrast different types of medical

practice and delivery systems and identify methods for allocation

of resources and controlling health care costs

m/e Faculty observations and feedback; portfolio


a. Students will recognize that participation in patient care in

various settings, e.g., emergent/urgent care facilities, underserved

clinics and communities, long-term care facilities and tertiary

academic/community hospital settings) has unique priorities,

opportunities and constraints that may affect health care delivery.

m/e Clerkship evaluation; faculty observations and feedback; case

management projects

b. Students will describe how different methods of cost control

affect physicians’ relationships with their colleagues, their

patients, and society.

m/e Clerkship Evaluation; faculty observations and feedback; case

management projects

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c. Students will describe the strengths and shortcomings of the

U.S. system for financing and delivering medical care,

particularly to those from underserved/minority groups.


management projects

C. Describe the principles of cost-effective health care and resource

allocation that does not compromise quality of care.

1. PRECLERKSHIP

a. Students will learn principles of cost-effective health care and

the allocation of resources and describe realities that enhance/

hinder implementation.



a. Students will recognize appropriate cost effective decision

making and resource allocation.


management conference

D. Advocate for quality patient care and assist patients in dealing with

system complexities.

1. PRECLERKSHIP

a. Students will assess the health care needs of their patients and a

community site.


b. Students will use effective communication strategies to educate

and counsel patients in dealing with health care complexities.



a. Students will use effective communication strategies to educate

and counsel patients in dealing with health care complexities, to

communicate with peers, and to overcome and address barriers to

health care access.

m/e Clerkship Evaluation; faculty observations and feedback

b. Students will recognize appropriate consultation resources that

can optimize patient care and management of health behaviors,

including different physician specialties, other health care

professionals, and community health agencies, and describe

strategies to enhance collaboration of these resources.

m/e Clerkship Evaluation; faculty observations and feedback

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E. Be aware of how to partner with health care managers and health care

providers to assess, coordinate, and improve health care and know how

these activities can affect system performance.

1. PRECLERKSHIP

a. Students will recognize the importance of practice guidelines

and quality improvement for patient safety.

Faculty observations and feedback; portfolio


a. Students will outline strategies for effective quality assurance,

including partnership with other health care managers/providers

and the utilization of information.

Clerkship evaluations; faculty observations and feedback; case


b. Students will recognize the source of common medical errors

and discuss strategies to address them.

Clerkship evaluations; faculty observations and feedback; case


ACLS

I. PATIENT CARE – Students must be prepared to provide patient care that is

compassionate, appropriate, and effective.


A. Communicate effectively and demonstrate caring and respectful behaviors when

interacting with patients and their families.


C. Make informed decisions about diagnostic and therapeutic interventions based on

patient information and preference, up-to-date scientific evidence, and clinical

judgment.


E. Use information technology to support patient care decisions and patient education.


ACLS: Students will demonstrate proficiency in the following skills to the Standards of

the American Heart Association:

1. Heathcare provider CPR (adult )

2. Intubation with Endotracheal Tube, LMA and Combitube.

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3. Use of Bag Valve Mask , Oral and Nasal Airway

4. Recognition of normal and abnormal ECG’s (EKG)

5. Use and operation of manual and automated defibrillators.

6. Use of non-invasive pacemakers.

7. Administration of appropriate drugs for cardiac arrhythmias.

ACLS:Students will achieve a “Pass” in a mega code practical exercise working as a

team.

ACLS: Students will achieve a “Pass” in a standardized AHA written examination.

ACLS:Students will achieve a “Pass” in an ECG recognition examination.

Measurement/Evaluation: Faculty observation

G. Work with patients in preventing health problems or maintaining health.

H. Work as members of multi-disciplinary health care teams to provide patient-focused

care.

I. Utilize appropriate and effective communication strategies, including nonverbal,

explanatory, questioning and writing skills, to both elicit and provide health care

information to patients and their families.

II. MEDICAL KNOWLEDGE – Students must demonstrate knowledge about

established and evolving basic and clinical biomedical sciences, including epidemiology

and social/behavioral sciences, & their application of this knowledge to patient care.


A. Demonstrate knowledge and application of the basic and clinical sciences relevant

and appropriate to the clinical practice of medicine.

B. Demonstrate an investigatory and analytic thinking approach to clinical situations.

III. PRACTICE BASED LEARNING AND IMPROVEMENT – Students must be

able to engage in self-evaluation regarding their academic & clinical performance,

develop plans for personal improvement, and recognize how the application of new

learning can be used to improve patient care.


A. Demonstrate strategies to analyze academic and clinical performance over the course

of their professional careers, and develop improvement plans, in a methodical fashion.

B. Locate, appraise, and assimilate evidence from scientific and clinical studies related

to patients’ health problems.

C. Obtain and use information about patients they are for and the larger population from

which these patients are drawn.

D. Apply knowledge of study designs and statistical methods to the appraisal of clinical

studies and other information on diagnostic and therapeutic effectiveness.

E. Use information technology to manage information and access on-line medical

information; and support their own education.


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IV. INTERPERSONAL AND COMMUNICATION SKILLS – Students must be

able to demonstrate interpersonal & communication skills, both verbal and written, that

results in effective information exchange with patients, patients’ families, peers, and

other health professions colleagues.


A. Create and sustain a therapeutic and ethically sound relationship with patients in

order to effectively communicate their health care needs, including situations involving

sensitive, technically complex, or distressing information.

B. Utilize appropriate and effective communication strategies, including nonverbal,

explanatory; questioning and writing skills, to both elicit and provide health care


C. Work effectively with others as members of a health care team, including peers,

residents, faculty and other health care professionals.

V. PROFESSIONALISM – Students must demonstrate a commitment to carrying out

professional responsibilities, adherence to ethical principals & sensitivity to a diverse

patient population.


A. Demonstrate respect, compassion, and integrity in interactions with peers, patients,

and other health professionals.

ACLS: Students will demonstrate standards of professionalism, including respect,

honesty, reliability and responsibility, in interactions with faculty, staff, peers, and

patients

Evaluation/Measurement: Professionalism form

B. Demonstrate accountability to patients, society and the profession, and a


C. Demonstrate a commitment to ethical principles pertaining to provision or

withholding of clinical care, confidentiality of patient information, and informed

consent.

D. Demonstrate sensitivity and responsiveness to patient individuality including the role

of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and

decisions.

E. Recognize and address personal limitations, attributes or behaviors that might

influence their effectiveness as a physician.

VI. SYSTEMS-BASED PRACTICE – Students will be able to function effectively in

teams and within a larger organizational structure. They must demonstrate an awareness

of the larger context & system of health care and of the resources available within the

system to provide optimal care to individual patients and groups. Finally, students must




A. Demonstrate effective involvement in a health care team and be able to recognize

24

how their involvement in patient care may affect other members of the health care

profession.

B. Know how types of medial practice and delivery systems differ from one another,

including their methods of controlling health care costs and allocating resource.

C. Describe the principles of cost-effective health care and resource allocation that does

not compromise quality of care.

D. Advocate for quality patient care and assist patients in dealing with system

complexities.

E. Be aware of how to partner with health care managers and health care providers to

assess, coordinate, and improve health care and know how these activities can affect

system performance.

Basic Life Support I









judgment.




Basic Life Support 1: Students will demonstrate and perform CPR and Air Obstruction

Techniques on an adult patient to the Standards of the American Heart Association.




care.




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patient population.

26




Basic Life Support 1: Students will demonstrate standards of professionalism, including

respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers,

and patients






consent.



decisions.












profession.






complexities.



system performance.

Basic Life Support II



27







judgment.




Basic Life Support 2: Students will demonstrate and perform the following skills on an

adult, child and infant:

1. Single rescuer CPR

2. Two person CPR

3. Obstructed airway techniques

4. Use of Bag Valve Mask Ventilator

5. Use of AED (Automated External Defibrillator) excluding the infant

Basic Life Support 2: Students will achieve a “Pass” in the standardized AHA

examination.




care.











III. PRACTICE BASED LEARNING AND IMPROVEMENT – Students

must be able to engage in self-evaluation regarding their academic & clinical

performance, develop plans for personal improvement, and recognize how the

application of new learning can be used to improve patient care.

28













IV. INTERPERSONAL AND COMMUNICATION SKILLS – Students

must be able to demonstrate interpersonal & communication skills, both verbal and

written, that results in effective information exchange with patients, patients’ families,

peers, and other health professions colleagues.










V. PROFESSIONALISM – Students must demonstrate a commitment to carrying

out professional responsibilities, adherence to ethical principals & sensitivity to a

diverse patient population.




Basic Life Support 2: Students will demonstrate standards of professionalism,

including respect, honesty, reliability and responsibility, in interactions with faculty,

staff, peers, and patients




29



consent.



decisions.



VI. SYSTEMS-BASED PRACTICE – Students will be able to function

effectively in teams and within a larger organizational structure. They must demonstrate

an awareness of the larger context & system of health care and of the resources

available within the system to provide optimal care to individual patients and groups.

Finally, students must demonstrate an awareness of current barriers to health care and of

the various strategies designed to assist patients in gaining access to care.




profession.






complexities.



system performance.

Behavioral Science and Psychiatry






Behavioral Science: Students will emulate non-judgmental approaches to

communication with individuals suffering from mental illness.

Behavioral Science: Students will demonstrate respect for patients and their families

Behavioral Science: Students will demonstrate respect for other students, faculty and

other health care professionals

Behavioral Science: Students will emulate compassionate treatment of patients and

respect for their privacy and dignity

Behavioral Science: Students will demonstrate respect of others’ lifestyles,

30

backgrounds, economic circumstances and belief systems regardless of gender, race,

ethnicity, religion or sexual orientation

Measurement/evaluation: faculty observation




judgment.






care.










Behavioral Science: Students will integrate elements of behavioral science and clinical

psychiatry including:

1. Biopsychosocial understanding of wellness and illness

2. Clinical & laboratory manifestations of common psychiatric disorders

3. Common treatments for psychiatric disorders

4. Non-biological determinants of poor health, as well as knowledge of economic,

social, psychological & other factors that contribute to the development and/or

continuation of disorders

5. Identification of our own limitations

Behavioral Science: Students will discuss the impact of biological, psychological and

social variables on the exacerbation and persistence of mental illness.

Measurement/evaluation: Multiple Choice Question exam


31




































Behavioral Science: Students will demonstrate standards of professionalism, including


and patients

32






consent.



decisions.



VI. SYSTEMS-BASED PRACTICE – Students will be able to function effectively

in teams and within a larger organizational structure. They must demonstrate an

awareness of the larger context & system of health care and of the resources available

within the system to provide optimal care to individual patients and groups. Finally,

students must demonstrate an awareness of current barriers to health care and of the

various strategies designed to assist patients in gaining access to care.




profession.






complexities.



system performance.

Nutrition







33



judgment.






care.










Nutrition: Students will describe the biochemical basis of nutritional requirements.

Nutrition: Students will describe basic nutritional concepts involving the major classes

of biomolecules (protein, carbohydrates and lipids) and to re-enforce basic biochemical

knowledge.

Nutrition: Students will define and discuss the roles vitamins, minerals and trace

elements play biochemically in both normal and disease conditions, and to demonstrate

insight into the rationale for supplementation with these molecules.

Nutrition: Students will describe the benefits, and risks of use of vitamin and mineral

supplements.

Nutrition: Students will interpret the Dietary Guidelines for Americans and the Dietary

Reference Intakes (DRIs).

Nutrition: Students will describe and discuss the major biochemical, physiological, and

cultural issues involved in obesity; including the parameters used to evaluate weight

status; to evaluate the scientific basis for weight loss diets and surgical treatment of

obesity.

Nutrition: Students will evaluate a diet for its energy and nutrient content and quality.

Nutrition: Students will discuss by example the role of nutrition in prevention, etiology,

and treatment of disease.

34

Nutrition: Students will describe the differences in nutritional needs and habits that are

linked to the life cycle and to specific events in life such as pregnancy, including an

understanding of their biochemical basis.

Nutrition: Students will discuss nutritional habits of the general patient population, with

consideration of personal, ethnic, socio-economic, geographical, and cultural influences

and habits.

Nutrition: Students will integrate other course content with the field of nutritional

genomics, and its implications for the future of nutrition.

Nutrition: Students will describe how nutrition, physical activity and lifestyle behaviors

can have substantial, long-term effects on development, health maintenance, and disease

prevention and treatment.

Nutrition: Students will emulate non-judgmental approaches to communication with

individuals with respect to their personal diet habits.

Nutrition: Students will list the nutritional components of healthy living.

Nutrition: Students will interpret contemporary clinical nutrition data and in the

evaluation of "fad" dietary regimes.

Nutrition: Students will evaluate specific individual diets and the dispensation of

scientifically supported advice when warranted.

Nutrition: Students will demonstrate skill in the use of nutrition knowledge and

concepts in diagnosis and treatment of patients and prevention of disease.

Measurement/evaluation: Multiple Choice Wuestionexam; faculty observations and

feedback in small group discussions; dietary analysis written assignment


Nutrition: Students will investigate and discuss the collection of a 24 hour diet diary and

the web-based analysis of the food intake in terms of nutrient content.

Nutrition: Companioned with the above, students will perform a meaningful

“experimental diet” study, including a critical analysis using analytical thinking of the

nutrient intakes of the normal and experimental diet.

Measurement/evaluation: Multiple Choice Question exam; faculty observations and

feedback in small group discussions; dietary analysis written assignment





35
































Nutrition: Students will demonstrate standards of professionalism, including respect,


patients




36



consent.



decisions.












profession.






complexities.



system performance.

Biochemistry

I. PATIENT CARE



Biochemisty: Students will emulate non-judgmental approaches to communication with

individuals suffering from disease states.





judgment.

37






care.




II. MEDICAL KNOWLEDGE



Biochemistry: Students will describe features of the chemistry of amino acids, and how

they function as the building blocks of proteins.

Biochemistry: Students will summarize features of protein structure and function (as

enzymes and for structural purposes).

Biochemistry: Students will describe the chemistry of nucleotides, and how they

function as the building blocks of nucleic acids.

Biochemistry: Students will integrate the metabolism of glucose and its utilization as

an energy source, with the metabolism of other carbohydrates, both simple and

complex, and with the metabolism of amino acids and lipids, in both health and disease.

Biochemistry: Students will describe the structure and function of the mitochondrion,

and its role in energy metabolism and in specific pathologies in humans

Biochemistry: Students will integrate the metabolism of amino acids, nucleotides, and

other nitrogen-containing compounds, and with the metabolism of carbohydrates and

lipids, in both health and disease.

Biochemistry: Students will describe the structure and metabolism of fatty acids, tri-

acylglycerols, phospholipids, glycolipids, and sterols.

Biochemistry: Students will integrate the metabolism of lipids as energy sources, in

membrane structure and function, hormone signaling, and with the metabolism of

carbohydrates and amino acids, in both health and disease.

Biochemistry: Students will integrate hormonal control of carbohydrate and fatty

acid/lipid metabolism by the principal signaling hormones insulin and glucagon, with

local allosteric regulators.

Biochemistry: Students will describe the structure and function of lipoproteins and

their roles in normal and specific disease states.

Biochemistry: Students will integrate the above regulation into the context of

organelles, organs, organ systems, life styles and treatment modalities.

Biochemistry: Students will manage additional specific topics relating to human health

and disease for which a substantial component of their understanding is found at the

level of the roles of biomolecules (examples include but are not limited to sickle cell

anemia, diabetes, cystic fibrosis, glycogen storage disease, atherosclerosis, leukemia,

and in general clinical diagnosis).

Biochemistry: Students will demonstrate skills in the interpretation of contemporary

biochemical data on each of the major classes of biomolecules, that is also pertinent to

the practice of clinical medicine and research into human health and disease.

38

Evaluation/Measurement: Multiple Choice Question exam


III. PRACTICE BASED LEARNING AND IMPROVEMENT












IV. INTERPERSONAL AND COMMUNICATION SKILLS









V. PROFESSIONALISM



Biochemistry: Students will demonstrate standards of professionalism, including


and patients






consent.

39



decisions.



VI. SYSTEMS-BASED PRACTICE



profession.






complexities.



system performance.

Cellular and Genetic Mechanisms









judgment.






care.

40










Cellular and Genetic Mechanisms: Students will describe and integrate aspects of

information transfer within cells and the molecules and organelles which accomplish it:

DNA and its replication, RNA synthesis and its control, and protein synthesis.

Cellular and Genetic Mechanisms: Students will describe and integrate important

aspects of cell structure, including: basic features of cell structure; membranes and cell

polarity; receptors and cell signaling; the cytoskeleton; molecular motors;

chromosomes; the endosome/lysosome pathway; cell adhesion molecules and cell

junctions; extracellular matrix proteins and cellular proteins that interact with them.

Cellular and Genetic Mechanisms: Students will describe and integrate aspects of cell

function, relating to division, growth, differentiation, and programmed death, including

mitosis, the control of cell division, and alterations of this control in cancer cells;

protein secretion, apoptosis, early events in human development and the cell biology of

wound healing.

Cellular and Genetic Mechanisms: Students will name important features of epithelial

and connective tissue, and cartilage and bone, and identify them in photographs and

tissue sections.

Cellular and Genetic Mechanisms: Students will describe and integrate basic aspects

of genetics at the levels of molecules, cells, and organisms, as it applies to the

pathogenesis and diagnosis of human genetic disease, including: the human genome and

karyotype; meiosis, recombination, and identification of disease-producing genes by

linkage analysis.

Cellular and Genetic Mechanisms: Students will describe and apply methodologies in

human genetics as they apply in the clinic, including but not limited to genetic

counseling and pedigree-based, population-based and Baysian risk assessment.

Cellular and Genetic Mechanisms: Students will describe and apply technologies in

contemporary molecular biology to matters of human health and disease, including the

use of plasmids, restriction endonucleases and other enzymes of recombinant DNA

technology; gel electrophoresis, Southern blotting, molecular cloning, and

determination of DNA sequence; FISH and microchip analysis.

Cellular and Genetic Mechanisms: Students will describe the genetic basis for human

disease and process of growth and development, including but not limited to common

autosomal trisomies and sex chromosome anomalies, sexual differentiation disorders,

triplet-expansion diseases, genetically-complex conditions; and some important topics

on the genetic basis of development, including the wnt, hedghog, and TGF-beta

pathways and their roles in development.

41

Evaluation/Measurement: Multiple choice question exam; lab practical exam.


Cellular and Genetic Mechanisms: Students will locate and employ important web-

based sources of current information on genetic disease and how to obtain information

from them.

Evaluation/measurement: faculty evaluation of a group case-history presentation

involving a genetic disease






























42







• Students will demonstrate standards of professionalism, including respect, honesty,

reliability and responsibility, in interactions with faculty, staff, peers, and patients






consent.



decisions.












profession.






complexities.



system performance.

Clinical Pathophysiology

43









judgment.






care.










Clinical Pathophysiology: Students will discuss and integrate the pathophysiology of

specified diseases and conditions in the following clinical disciplines:

1. Hematology, including anemia, bleeding disorders and clotting disorders

2. Cardiology, including coronary disease, heart failure, and murmurs

3. Pulmonary Diseases, including obstructive and infiltrative disease

4. Gastroenterology, including upper and lower GI ailments, as well as liver, pancreas,

and biliary diseases

5. Kidney Diseases, including hypertension, acid-base and electrolyte disorders, and

acute and chronic kidney disease

6. Endocrinology & Metabolism, including diabetes, lipid disorders, and thyroid disease

7. Rheumatology & Connective Tissue Diseases, including inflammatory and non-

inflammatory disorders

8. Infectious Diseases, including common infections and vaccines

Measurement/evaluation: Multiple Choice Question exams, faculty observation

44


Clinical Pathophysiology: Students will discuss and integrate case-based clinical

pathophysiology problems.

Measurement/evaluation: Multiple Choice Question exams, faculty observation

































45




Clinical Pathophysiology: Students will demonstrate standards of professionalism,






Clinical Pathophysiology: Students will demonstrate a professional comportment and

adherence to the medical school’s Code of Professional Conduct in all course-related

activities.

Measurement/evaluation: Faculty observation and use of Professionalism form



consent.



decisions.












profession.






complexities.



system performance.

46

Clinical Prevention









judgment.






care.










Clinical Prevention: Students will demonstrate use of epidemiologic methods in public

health decision making and in communicating evidence based decisions to potential

patients.

Clinical Prevention: Students will list and describe specific pediatric and adult risk

factors, as well as cultural issues pertinent to making informed health care decisions.

Clinical Prevention: Students will describe route of exposure, administrative practices,

and the use of protective equipment to prevent infectious disease transmission to

patients and to healthcare workers.

Clinical Prevention: Students will list and describe concepts of primary, secondary, and

tertiary prevention to the practice of preventative healthcare.

Clinical Prevention: Students will evaluate screening and diagnostic testing

methodologies for cancer, heart disease, diabetes and other chronic adult illnesses (e.g.

use of colonoscopy, fecal occult blood testing, chest xray, chest ct, prostate cancer

screening, breast cancer screening)

Clinical Prevention: Students will describe the incorporation of immunizations into

47

preventive health strategies in pediatric and adult medicine

Clinical Prevention: Students will apply epidemiological concepts to the analysis of

randomized clinical trials, and metanalyses to determine efficacy of medications and

other treatments.

Clinical Prevention: Students will employ concepts reviewed in pediatric, adolescent,

and adult clinical prevention in the practice of preventative health care.

Measurement/evaluation: Multiple Choice Question exam and faculty observation in

small group


Clinical Prevention: Students will employ principles of clinical prevention to determine

that articles present scientific evidence (randomized clinical trials, case control, cohort

studies)

Clinical Prevention: Students will apply statistical principles to identify significance,

predictive value, incidence, prevalence in order to best evaluate the medical evidence

Measurement/evaluation: Multiple Choice Question exam and faculty observation in

small group























48














Clinical Prevention: Students will interact with peers to develop group conclusions to

complex health issues

Measurement/evaluation: faculty observation in small group

Clinical Prevention: Students will demonstrate standards of professionalism, including


and patients






consent.



decisions.











49


profession.






complexities.



system performance.

Epidemiology, Statistics and Prevention

Competency: I. PATIENT CARE - Students must be prepared to provide patient care

that is compassionate, appropriate, and effective.







judgment.






care.




Competency: II. MEDICAL KNOWLEDGE - Students must demonstrate knowledge

about established and evolving basic and clinical biomedical sciences, including

epidemiology and social/behavioral sciences, & their application of this knowledge to

patient care.

50




Students will define and describe evidence-based medicine, and explain

how population-based studies can enhance or undermine confidence in a

medical treatment.

Students will name and describe the Bradford Hill postulates regarding

causation.

Students will describe the role of causal judgment in clinical medicine.

Students will describe the strengths and limitations of evidence-based

medicine in clinical decisions regarding diagnosis, treatment, and

prevention.

Students will explain population-based differences in health and health

care.

Students will explain the relationship between finance, income,

globalization, and health care.

Students will describe individual physician roles in improving health care

quality and equality.

Students will list assumptions underlying risk communication.

Students will describe the changing financing of health insurance in

employment.

Students will explain the characteristics of the tobacco epidemic and the

model of nicotine addiction.

Students will identify the four pillars of tobacco control: reducing current

use, stopping new smokers, reducing harm, reducing nicotine/tar

delivery.

Evaluation/measurement: Multiple Choice Question exam

Epidemiology

Students will define epidemiology and explain the role of epidemiology

in evidence-based medicine.

Students will define and explain latency, incubation period, herd

immunity, and explain attack rate, case-fatality rateand other basic

terminology.

Students will explain the strengths and limitations of cohort, case-control,

retrospective and prospective study designs.

Students will define neonatal, perinatal, infant, and child mortality.

Students will define relative risk, attributable risk, odds ratio, and power.

Students will calculate the relative risk for a hypothetical data set.

Students will explain how bias and confounding effects can be reduced in

cohort studies and how these can be minimized in randomized, double-

blined and cross-over designs.

Students will perform age adjustment on a data set.

Students will apply their epidemiologic knowledge in critical reading of

epidemiologic studies (small group discussion assignments).

Students will identify the major international health problems.

Students will describe population-based differences in access to and

quality of health and health care on the international and national level.

Students will describe the breadth and magnitude of disparities as

evidenced in the report "Unequal Treatment."

51

Students will describe the mismatch between population growth,

demography, and resources (land, water, food, health care).

Students will describe the changing demography of work in New Jersey

and the United States.

Evaluation/measurement: Multiple Choice Question exam and faculty

observation in small groups

Biostatistics

Students will discuss basic principles of statistical description and

analysis.

Students will explain the properties of distributions, measures of central

tendency, and tests of deviation.

Students will contrast statistical significance and biological significance.

Students will explain the role of probability, hypothesis testing, statistical

inference and significance.

Students will perform basic univariate and multivariate statistical

analyses.

Students will interpret statistical analyses in published epidemiologic

studies.

Students will calculate and interpret measures of central tendency and

dispersion, parametric and non-parametric analysis of variance, linear

and multivariate regression and statistical power and principles of

sensitivity, specificity, and predictive value.

Students will explain the principles and importance of randomization.

Students will define and describe meta-analysis and explain its strengths

and limitations of meta-analysis.


Toxicology and Environment

Students will identify and discuss the principles of the dose-response

curve and its basic role in pharmacology and toxicology.

Students will describe the scope of environmental chemical hazards and

potential for interaction.

Students will describe the general principle of environment-gene

interactions in disease causation.

Students will explain how our environment(s) (home, community,

workplace) can contribute to our health or disease.

Students will describe the characteristics that influence exposure:

genetics, gender, life-cycle and development, health behaviors, work,

and residence.

Students will describe the pervasive role of mixed exposures vs single

chemical research and regulation.

Students will explain the workplace as a target and as a haven in the case

of terrorism and disasters.

Students will explain how home and community environments can

impact health

Students will describe pathways of exposure from the environmental

media to the body.

52

Students will explain the physician and health care organization roles in

preparedness for deliberate (terrorism) and natural disasters.



o Students will read and critique epidemiologic studies.

o Students will identify hypotheses, actual or potential biases and

confounders and assess their impact on results in published studies.

o Students will describe how the authors of published studies used

statistical approaches to reach or support their conclusions.

o Students will interact with fellow students to formulate and express an

opinion about the reliability and value of each study.

o Students will discuss the goals and principles of effective

communication.

o Students will explain how communication can change beliefs, attitudes

or behaviors.

Evaluation/measurement: Faculty observation in small groups and

critical reading assignments

Competency: III. PRACTICE BASED LEARNING AND IMPROVEMENT - Students








to patients' health problems.








Competency: IV. INTERPERSONAL AND COMMUNICATION SKILLS - Students


written, that results in effective information exchange with patients, patients' families,




53








Competency: V. PROFESSIONALISM - Students must demonstrate a commitment to

carrying out professional responsibilities, adherence to ethical principals & sensitivity to

a diverse patient population.








consent.



decisions.



Competency: VI. SYSTEMS-BASED PRACTICE - Students will be able to function









profession.






complexities.

54



system performance.

Gross and Developmental Anatomy









judgment.






care.










Gross and Developmental Anatomy: Students will accurately employ anatomical

nomenclature to describe most of the gross anatomical structures of the body.

Gross and Developmental Anatomy: Students will summarize clinically relevant

anatomical features of the major body systems including cardiovascular,

musculoskeletal and nervous systems.

Gross and Developmental Anatomy: Students will identify anatomical structures on

cadavers, living individuals and in various diagnostic imaging modalities.

Gross and Developmental Anatomy: Students will describe the structural and

functional relationships between structures of the back, spinal cord and spinal nerves.

55

Gross and Developmental Anatomy: Students will integrate the structural and

functional relationships of major upper limb structures and relate them to clinically

important functional deficits seen with common upper limb injuries.


functional relationships of major lower limb structures and relate them to clinically

important functional deficits seen with common lower limb or lower back injuries.


functional relationships of major head and neck structures and relate them to clinically

important functional deficits.

Gross and Developmental Anatomy: Students will summarize the role of anatomical

structures in the mechanics of respiration.

Gross and Developmental Anatomy: Students will describe the development of the

heart and its relationship to common congential defects.

Gross and Developmental Anatomy: Students will integrate the relationship of

mediastinal structures on a cadaver with those seen in cross sectional images.

Gross and Developmental Anatomy: Students will describe the anatomy of the

abdominal wall and how it relates to hernias.


gastrointestinal tract and its relationship to common congential defects.


genitourinary system and its relationship to common congential defects.

Gross and Developmental Anatomy: Students will describe the organization of pelvic

visceral structures and its relationship with pelvic visceral function.

Gross and Developmental Anatomy: Students will compare and contrast the anatomy

of the male and female perineum.

Evaluation/Measurement: Multiple Choice Question exam and faculty observation in

small group/dissection


















56
















patient population.




Gross and Developmental Anatomy: Students will demonstrate standards of

professionalism, including respect, honesty, reliability and responsibility, in interactions

with faculty, staff, peers, and patients






consent.



decisions.









57




profession.






complexities.



system performance.

M1 Integrated Cases

Competency: I. PATIENT CARE






judgment.






care.







M1 Integrated: Students will demonstrate integration and application of knowledge in

the basic sciences for problem solving.

58

Evaluation/Measurement: Faculty observation in small group discussions


III. PRACTICE BASED LEARNING AND IMPROVEMENT





















M1 Integrated: Students will demonstrate team behavior, including working and

communicating collaboratively in small group settings.


V. PROFESSIONALISM



M1 Integrated: Students will demonstrate standards of professionalism, including


and patients


59



M1 Integrated: Students will maintain good attendance and advanced preparation for

small group discussions.




consent.



decisions.






profession.






complexities.



system performance.

Microbiology/Immunology







60



judgment.






care.










Microbiology/Immunology: Students will describe and differentiate the cells and

organs of the immune system and their roles in health and disease, including: the

structure of the immune system; the roles of its important cell types and subtypes and

how they are identified and quantitated.

Microbiology/Immunology: Students will define and discuss antigens; the structure

and function of antibodies, the genetic basis of immunoglobulin structure and diversity,

antigen-antibody interactions, and the use of antibodies in diagnostic tests.

Microbiology/Immunology: Students will describe and discuss other important cellular

and non-cellular components of the immune system, including Compliment, the major

histocompatibility complex and its roles; cytokines and their functions; CD surface

antigens; phagocytes and other mechanisms of immune defense against infection;

Microbiology/Immunology: Students will define and discuss immunodeficiency states;

inflammation; hypersensitivity reactions; mechanisms of immune tolerance;

immunological aspects of blood transfusion and organ transplantation; immune

response to tumors; interaction of the nervous and endocrine systems with immunity;

and immunization and types of vaccines.

Microbiology/Immunology: Students will name and discuss pathogenic microbes –

their structure, biology, and roles in disease; prevention and control of infections,

including:

1. Bacteria: Classification, structure, nutrition, physiology, and genetics of bacteria;

genetic basis of virulence; antibiotics, their modes of action and the biochemistry and

genetics of resistance; diagnostic bacteriology; properties of major bacterial pathogens

61

of humans, including morphology and staining properties, virulence factors and

pathogenesis, reservoirs, vectors, routes of transmission; major diseases and symptoms,

important antibiotic sensitivities, vaccines and preventive measures.

2. Protozoa: Major protozoan infections of humans; their agents, geographic

distribution, life cycles, reservoirs, vectors, pathogenesis, prophylactic measures, and

available drug therapy.

3. Fungi: Classification of fungi and morphology of fungal cells; antifungal drugs;

diagnosis of fungal infections; staining techniques, culture, major fungal pathogens of

humans, including morphology, major diseases and symptoms.

4. Viruses: Structure, replication, culture, and identification of viruses; diagnosis of

viral infections; antiviral drugs; major pathogenic viruses of humans; their structure,

replication cycle, diseases and symptoms, available drugs and vaccines; Prions;

interferons and their actions.



Microbiology/Immunology: Students will interpret simple clinical data (disease

symptoms, laboratory test results, data about a microbe) to identify the most likely

cause of an infection.


Microbiology/Immunology: Students will isolate bacteria in pure culture by streaking

on agar plates to obtain single colonies

Microbiology/Immunology: Students will prepare and interpret a Gram stain.

Evaluation/measurement: faculty observation and feedback.

Microbiology/Immunology: Students will identify a bacterium present from among a

limited set of important bacterial pathogens, by means of Gram stain and simple

metabolic tests.

Microbiology/Immunology: Students will present observations and laboratory findings

briefly and clearly in written form.

Evaluation/measurement: faculty evaluation of written laboratory reports.








62





























Microbiology/Immunology: Students will demonstrate standards of professionalism,








consent.

63



decisions.












profession.






complexities.



system performance.

Physiology






Physiology: Students will emulate non-judgmental approaches to communication with

individuals suffering from disease states.

Evaluation/Measurement: Professionalism form submission




judgment.


64





care.










Physiology:Students will describe the basic structure and function of the cell plasma

membrane, including the mechanisms of membrane transport and the electrophysiologic

properties of the cell membrane; including the regulation of action potential and of

synaptic transmission.

Physiology: Students will describe the mechanisms of smooth, cardiac, and skeletal

muscle contraction, including excitation-contraction coupling.

Physiology: Students will identify the tissues regulating, and controlled by, the

autonomic nervous system (ANS).

Physiology: Students will describe the neurotransmitters and hormones which mediate

ANS function.

Physiology: Students will describe the tissues comprising the cardiovascular system.

Physiology: Students will describe cardiac function and its regulation, and how cardiac

function controls systemic and pulmonary blood pressures.

Physiology: Students will describe the arterial and venous circulatory systems, and the

mechanisms regulating blood flow and tissue perfusion.

Physiology: Students will integrate the above and describe the mechanisms of common

cardiovascular diseases and the medical rationales for management of cardiac diseases.

Physiology: Students will describe the anatomy of the respiratory system, and the

central and peripheral control of respiration and respiration mechanics.

Physiology: Students will identify the tissues which comprise the pulmonary

circulation, and describe the regulation of pulmonary circulation and the relationship

between ventilation and perfusion.

65

Physiology: Students will describe the properties of O2 and CO2 handling and transport

within the lungs and peripheral tissues.

Physiology: Students will compare and contrast restrictive versus obstructive lung

diseases, and the medical rationales to manage these pathologies.

Physiology: Students will describe the essential chemistry controlling acid and base

formation.

Physiology: Students will integrate the above and describe metabolic and respiratory

acidoses and alkaloses, as well as the endogenous compensatory mechanisms for these

disorders.

Physiology: Students will describe the anatomy of the kidney, nephron, and renal

circulation.

Physiology: Students will describe body fluid distribution and the regulation of body

fluid distribution.

Physiology: Students will describe the function of the glomerulus and renal tubule

system.

Physiology: Students will describe the intra- and extrarenal control of electrolytes,

metabolic byproducts, minerals, and H2O.

Physiology: Students will integrate the above and describe renal failure and its medical

management, including common renal pathologies and the rationales for the medical

management of these.

Physiology: Students will identify the tissues within the gastrointestinal (GI) system,

the processes of GI motility, secretion, digestion, and absorption and the hormonal and

neurologic regulation of GI function.

Physiology: Students will integrate the above a and identify common pathologies

affecting GI function and the rationales for the medical management of these.

Physiology: Students will describe the general principles of endocrine function;

compare and contrast the properties of protein versus steroid hormones, and hormone

receptor families.

Physiology: Students will describe the anatomy and function of the following endocrine

tissues: neuroendocrine, thyroid, adrenal, testis, and ovary.

Physiology: Students will describe the hormonal regulation of male and female

reproductive endocrine function and fertility, the hormonal regulation of pregnancy and

parturition and the process of menopause and options for its medical management.

Physiology: Students will describe the anatomy and function of the endocrine pancreas.

Describe type I and type II diabetes mellitus, and the rationale for the medical

management of diabetes mellitus.

Physiology: Students will describe the hormonal control of body calcium and phosphate

stores, the hormonal regulation of bone maintenance.

66

Physiology: Students will integrate the above and describe pathologies affecting bone

maintenance, and the rationale for the medical management of bone loss.






































67

Physiology: Students will demonstrate standards of professionalism, including respect,


patients






consent.



decisions.












profession.






complexities.



system performance.

Neuroscience






68

Neuroscience: Students will emulate appropriate and non-judgmental behaviors and

communication during interactions with individuals suffering from different diseases

Evaluation/measurement: Attendance at patient presentations meets criteria of

professionalism (on time, proper dress and behavior, appropriate questions posed)




judgment.






care.










Neuroscience: Students will identify clinically relevent neuroanatomical structures in

gross specimens, MRIs and stained sections.

Neuroscience: Students will describe the anatomical and functional organization of the

principle sensory systems (somatosensory, visual, auditory, vestibular, gustatory,

olfactory) and the deficits that result from damage to specific components.


principle motor systems (lateral and medial spinal projections, basal ganglia,

cerebellum, MLF and eye movements) and the deficits that result from damage to

specific components.


neocortex and thalamocortical relationships and the deficits that result from damage to

specific components and subdivisions.


hypothalamus, its role in homeostasis, and the deficits that result from damage to

specific components.


components of the limbic system, their roles in learning, memory and emotion, and the

deficits that result from damage to specific components.

Neuroscience: Students will integrate information about normal and pathological

69

changes that correlate with specific stages of development of the CNS: embryonic, early

postnatal, adolescent, adult, advanced age.

Neuroscience: Students will manage additional specific topics relating to the role of

CNS function in human health and disease including (but not limited to) levels of

consciousness (sleep, coma, persistent vegetative state), addiction and dependence

(drugs, alcohol, nicotine, behavioral), learning disorders (e.g., dyslexia, auditory

processing disorder, ADHD), and plasticity.

Neuroscience: Students will demonstrate fundamental skills in the application and

interpretation of diagnostic material from contemporary imaging (CT, MRI, MRA,

fMRI) and EEG; demonstrate fundamental skills in performing and interpreting the

neurological exam.

Neuroscience: Students will describe the current understanding of the cellular and

molecular biology of specific diseases and pathological processes including but not

limited to Parkinsons, Alzheimers, Huntingtons, cerebral palsy, multiple sclerosis,

epilepsy, stroke and vascular malformations, autism, schizophrenia, and disorders of

mood.

Neuroscience: Students will integrate an understanding of the normal cellular and

system functions of the CNS with knowledge of the pathogenesis of specific diseases

and injuries to evaluate critically therapeutic opportunities and strategies.

Evaluation/measurement: practical examination (identification), participation in small

group discussion and multiple choice question exams


Neuroscience: Students will follow a heuristic approach in evaluating neurologic

deficits and signs.

Evaluation/measurement: participation in small group discussions and multiple choice

question exams

















70




















Neuroscience: Students will demonstrate standards of professionalism, including


and patients






consent.



decisions.









71




profession.






complexities.



system performance.

Pathology









judgment.






care.







72




Pathology: Students will interpret signs and symptoms elicited in a patient’s history and

create a differential diagnosis

Pathology: Students will interpret laboratory data

Pathology: Students will discuss the natural course of disease

Pathology: Students will describe and discuss possible avenues of medical or surgical

therapy

The above objectives apply to each of the following units:

1. Cell and tissue response to injury / environmental pathology

2. Inflammation / tissue repair

3. Immunity

4. Neoplasia

5. Genetics / pediatric and developmental pathology

6. Hematopathology

7. Cardiovascular pathology

8. Pulmonary and oral pathology

9. Gastrointestinal, pancreatic, and hepatobiliary pathology

10. Renal pathology

11. Endocrine pathology

12. Skin and bone pathology

13. Female reproductive tract pathology

14. Breast pathology

15. Neuropathology

Evaluation/measurement: Multiple Choice Question exam, faculty observation in small

group


Pathology: Students will interpret findings at surgery

Pathology: Students will interpret pathology reports

Pathology: Students will review pathology slides with a consulting pathologist

The above objectives apply to each of the following units:

1. Cell and tissue response to injury / environmental pathology

2. Inflammation / tissue repair

3. Immunity

4. Neoplasia

5. Genetics / pediatric and developmental pathology

6. Hematopathology

7. Cardiovascular pathology

8. Pulmonary and oral pathology

9. Gastrointestinal, pancreatic, and hepatobiliary pathology

10. Renal pathology

11. Endocrine pathology

12. Skin and bone pathology

13. Female reproductive tract pathology

14. Breast pathology

15. Neuropathology

73

Evaluation/measurement: Multiple Choice Question exam, faculty observation in small

group

Pathology: Students will evaluate critically articles about a representative disease from

the New England Journal of Medicine as part of each PathTalk unit.

Pathology: Students will identify and employ the appropriate medical literature in order

to analyze the case studies presented in Case-Based Studies.

Pathology: Students will evaluate and discuss statistical methodologies employed in

New England Journal of Medicine articles and attending the biologic/epidemiologic

conferences in which statisticians explicitly address the methodology of the studies.

Pathology: Students will employ medical resources on the internet to collect

information relevant to the case studies in each unit of Case-Based Studies.

Pathology: Students will discuss a digitized virtual slide illustrating a disease process as

part of each PathTalk unit.

Evaluation/measurement: faculty observation in small group

















Pathology: Students will practicing the principles of cooperative team learning in the

small group milieus of both PathTalk and Case-Based Studies.






74










Pathology: Students will work as team members, via by their participation in the

process of team learning in the PathTalk and Case-Based Studies small groups,

including respecting the diversity of backgrounds and points of view of the student body

and fostering an atmosphere that facilitates rather than inhibits team learning.








Pathology: Students will demonstrate standards of professionalism, including respect,


patients






consent.



decisions.







75






profession.






complexities.



system performance.

Patient Centered Medicine I

I. PATIENT CARE

A. Communicate effectively and demonstrate caring and

respectful behaviors when interacting with patients and their

families.

PCM: Students will identify elements of culturally competent patient

centered care.

Measurement/Eval: Portfolios

PCM: Demonstrate proficiency in basic physician/patient

communication.

Measurement/Eval: Facilitator observations & feedback; OSCEs

PCM: Students will demonstrate humanism: respect, tolerance and

civility for others regardless of socio-cultural backgrounds, economic

circumstances, English proficiency, lifestyles, sexual orientation, age,

gender, race, ethnicity, religion or disability.

Measurement/Eval: Facilitator observations & feedback;

OSCEs, Peer evaluations

PCM: Students will demonstrate ethical sensitivity and awareness of the

influence of cultural and personal beliefs on the practice of medicine.

Measurement/Eval: Facilitator observations & f’eedback;

OSCEs

PCM: Students will communicate respect and caring toward patients,

peers, faculty, and others.

76

Measurement/Eval.: Facilitator observations & feedback;

OSCEs, Peer evaluations; Professionalism forms

B. Gather essential and accurate information about their

patients.

PCM: Students will construct a medical history which includes

biopsychosocial factors and environmental context.


PCM: Students will demonstrate a patient-centered interview that

includes opening an interview, developing a narrative thread, and

establishing the life context of the patient.


PCM: Students will demonstrate physical diagnosis skills with

standardized patients with a focus on assessment of vital signs,

examination of the head and neck, the heart and lungs, the abdomen, the

extremities, and a neurological examination.


C. Make informed decisions about diagnostic and therapeutic

interventions based on patient information and preference,

up-to-date scientific evidence, and clinical judgment.







OSCEs; Professionalism Form



Measurement/Eval: Facilitator observations & f’eedback;

OSCEs; Professionalism Form



Measurement/Eval Professionalism Form

E. Use information technology to support patient care decisions

and patient education.


G. Work with patients in preventing health problems or

maintaining health.

77

H. Work as members of multi-disciplinary health care teams to

provide patient-focused care.

I. Utilize appropriate and effective communication strategies,

including nonverbal, explanatory, questioning and writing

skills, to both elicit and provide health care information to

patients and their families.

PCM: Students will demonstrate proficiency in basic physician/patient

communication.


PCM: Students will demonstrate the use of verbal and non-verbal

techniques in establishing rapport and a therapeutic alliance.











A. Demonstrate knowledge and application of the basic and

clinical sciences relevant and appropriate to the clinical practice

of medicine.

PCM: Students will demonstrate an understanding of the role of family

systems, community resources, and of an interdisciplinary approach to

patient care.


OSCEs; Portfolio

B. Demonstrate an investigatory and analytic thinking approach

to clinical situations.

III. PRACTICE BASED LEARNING AND

IMPROVEMENT

78

A. Demonstrate strategies to analyze academic and clinical

performance over the course of their professional careers, and

develop improvement plans, in a methodical fashion.

PCM: Students will demonstrate commitment to lifelong learning and

continuous improvement of knowledge and skills.


Portfolio

PCM: Students will demonstrate awareness of the important need to

balance professional and personal issues in one’s life to maintain

wellness.

Measurement/Eval: Facilitator observations and feedback;

Portfolio; Peer Evaluation

B. Locate, appraise, and assimilate evidence from scientific and

clinical studies related to patients’ health problems.

C. Obtain and use information about patients they are for and

the larger population from which these patients are drawn.

D. Apply knowledge of study designs and statistical methods to

the appraisal of clinical studies and other information on

diagnostic and therapeutic effectiveness.

E. Use information technology to manage information and access

on-line medical information; and support their own education.

F. Facilitate the learning of other students and health care

professionals.


A. Create and sustain a therapeutic and ethically sound

relationship with patients in order to effectively communicate

their health care needs, including situations involving sensitive,

technically complex, or distressing information.

PCM: Students will discuss the value of assessing the patient in his/her

own environment.


Portfolio

B. Utilize appropriate and effective communication strategies,

including nonverbal, explanatory; questioning and writing skills,

to both elicit and provide health care information to patients and

their families.

79

C. Work effectively with others as members of a health care

team, including peers, residents, faculty and other health care

professionals.

V. PROFESSIONALISM

A. Demonstrate respect, compassion, and integrity in

interactions with peers, patients, and other health professionals.

PCM: Demonstrate professionalism, including personal honesty and

integrity in all interactions.

Measurement/Eval: Facilitator observations & feedback; Peer

Evaluations; Professionalism Forms

B. Demonstrate accountability to patients, society and the

profession, and a commitment to excellence and on-going

professional development.

PCM: Students will understand the role of the law, the courts, and

governmental agencies in defining parameters and limits to ethical and

legal decision-making in patient care and the standards of behavior of

practicing physicians.


Portfolio

C. Demonstrate a commitment to ethical principles pertaining to

provision or withholding of clinical care, confidentiality of

patient information, and informed consent.

PCM: Students will relate the origin, history, and contemporary

applications of medical ethical challenges facing physicians in clinical

practice.


Portfolio

D. Demonstrate sensitivity and responsiveness to patient

individuality including the role of culture, ethnicity, gender, age,

disabilities, and other aspects of health practices and decisions.






OSCEs; Peer Evaluation

E. Recognize and address personal limitations, attributes or

behaviors that might influence their effectiveness as a physician.

80







wellness.


OSCEs; Portfolio; Peer Evaluation


A. Demonstrate effective involvement in a health care team and

be able to recognize how their involvement in patient care may

affect other members of the health care profession.

B. Know how types of medial practice and delivery systems

differ from one another, including their methods of controlling

health care costs and allocating resource.

PCM: Students will provide examples of various payment systems for

medical care, and how the different systems promote or restrict the

patient’s access to care.


OSCEs; Portfolio

C. Describe the principles of cost-effective health care and

resource allocation that does not compromise quality of care.

D. Advocate for quality patient care and assist patients in

dealing with system complexities.

E. Be aware of how to partner with health care managers and

health care providers to assess, coordinate, and improve health

care and know how these activities can affect system

performance.

Patient Centered Medicine II

I. PATIENT CARE

81

J. Communicate effectively and demonstrate caring and


families.

PCM: Students will demonstrate elements of culturally competent

patient centered care.

Measurement/Eval: Faculty observations & feedback; OSCEs

PCM: Students will demonstrate proficiency in basic physician/patient

communication.






Measurement/Eval: Faculty observations & feedback; OSCEs,

Peer evaluations






Measurement/Eval.: Faculty observations & feedback; OSCEs,

Peer evaluations; Professionalism forms

K. Gather essential and accurate information about their

patients.

PCM: Students will elicit and record a complete medical history which

includes biopsychosocial factors and environmental context.

Measurement/Eval: Faculty observations & feedback; Patient

write-ups; OSCEs

PCM: Students will perform and record a mental status examination.


PCM: Students will perform and record a comprehensive physical

examination.


write-ups; OSCEs

PCM: Students will perform and record a patient centered physical

examination focusing on specific organ systems.


write-ups; OSCEs

PCM: Students will write a succinct and appropriate patient note.

Measurement/Eval: Faculty evaluation and feedback; OSCEs

82

L. Make informed decisions about diagnostic and therapeutic



PCM: Students will demonstrate effective reasoning in solving

clinical problems; Suggest diagnostic studies and give reasons for

these suggestions.

Measurement/Eval.: Faculty evaluation and feedback;

OSCEs

M. Counsel and educate patients and their families.





Measurement/Eval: Faculty observations & feedback; OSCEs;

Professionalism Form







Measurement/Eval: Faculty observations & feedback;


N. Use information technology to support patient care decisions

and patient education. PCM: Students will utilize library resources/ data bases to identify

evidence to support patient care decisions and patient education.

Measurement/Eval: Faculty observations & feedback

O. Perform required clinical procedures.

P. Work with patients in preventing health problems or

maintaining health.

Q. Work as members of multi-disciplinary health care teams to


R. Utilize appropriate and effective communication strategies,




PCM: Students will demonstrate proficiency in physician/patient

communication.

83
















of medicine.

PCM: Students will apply an understanding of the role of family


patient care.


Portfolio

PCM: Students will apply a biopsychosocial, environmental, and

pathophysiological understanding of wellness and illness to patient care.




PCM: Students will utilize library resources/ data bases to identify



PCM: Students will demonstrate effective reasoning in solving

clinical problems; Suggest diagnostic studies and give reasons for

these suggestions.

Measurement/Eval.: Faculty evaluation and feedback; OSCEs


IMPROVEMENT

84






Measurement/Eval: Faculty observations & feedback; Portfolio



wellness.

Measurement/Eval: Faculty observations and feedback;



clinical studies related to patients’ health problems. PCM: Students will utilize library resources/ data bases to identify



C. Obtain and use information about patients they are caring for

and the larger population from which these patients are drawn.

PCM: Describe the major health and illness problems seen at

various stages of the human life cycle and how these problems vary

within and across defined population groups and different

geographic areas, both in the U.S. and abroad.

Measurement/Eval: Faculty observations and feedback;

Portfolio



diagnostic and therapeutic effectiveness. PCM: Students will utilize library resources/ data bases to identify




on-line medical information; and support their own education. PCM: Students will utilize library resources/ data bases to identify




professionals.


85





PCM: Students will discuss the value of assessing the patient in his/her

own environment.


Portfolio




their families.

PCM: Students will demonstrate proficiency in physician/patient

communication.













PCM: Students will elicit record a complete medical history which



write-ups; OSCEs

PCM: Students will perform and record a mental status examination.

Measurement/Eval: Facalty observations & feedback; OSCEs

PCM: Students will perform and record a comprehensive physical

examination.


write-ups; OSCEs

PCM: Students will perform and record a patient centered physical

examination focusing on specific organ systems.

86


write-ups; OSCEs



professionals.

V. PROFESSIONALISM



PCM: Demonstrate professionalism, including personal honesty and


Measurement/Eval: Facilitator observations & feedback; Peer

Evaluations; Professionalism Forms




PCM: Students will understand the role of the law, the courts, and

governmental agencies in defining parameters and limits to ethical and

legal decision-making in patient care and the standards of behavior of

practicing physicians.


Portfolio




PCM: Students will relate the origin, history, and contemporary

applications of medical ethical challenges facing physicians in clinical

practice.


Portfolio








87


OSCEs; Peer Evaluation









wellness.






affect other members of the health care profession. PCM: Demonstrate an understanding of the role of family systems,

community resources, and of an interdisciplinary approach to patient

care.

Measurement/Eval: Faculty observations & feedback; Portfolios

B. Know how types of medical practice and delivery systems



PCM: Students will provide examples of various payment systems for




Portfolio


resource allocation that does not compromise quality of care. PCM: Students will provide examples of various payment systems for




Portfolio



88




performance. PCM: Studernts will demonstrate an understanding of the role of family


patient care.

Measurement/Eval: Faculty observations & feedback; Portfolios

Pharmacology



By graduation, students will be able to






judgment.






care.










89

Pharmacology: Students will describe at the molecular, cellular and human organism

level the mechanisms of agents that stimulate, inhibit or modulate the signal

transduction cascades underpinning diverse physiological and pathophysiological

processes.

Pharmacology: Students will describe the relationship between drug structure and the

processes governing the entry of drug into the body from various routes of

administration, their subsequent distribution to tissues and their elimination from the

body by renal and metabolic mechanisms.

Pharmacology: Students will describe the principles that govern the rates at which these

processes occur and the skill to use them to predict and design safe and effective drug

regimens in patients with normal or impaired renal function.

Pharmacology: Students will describe the molecular and cellular mechanisms

underpinning the growth and replication of normal and transformed cells that serve as

the rationale for the targeting of anticancer agents.

Pharmacology: Students will describe the molecular and cellular mechanisms

underpinning the operation of the autonomic nervous system in the integrated

homeostatic control of bodily functions and the neurotransmitter systems that serve as

the targets for drugs that modulate the behavior of this system.

Pharmacology: Students will describe the molecular and cellular elements of blood that

underpin coagulation and thrombus formation and how they serve as targets for

anticoagulants and and anti-platelet agents.

Pharmacology: Students will describe the cellular and molecular components that

control blood flow, tissue perfusion and oxygen delivery that serve as the targets for

agents used to treat hypertension, angina, and congestive heart failure.

Pharmacology: Students will describe the role of cortisol and aldosterone as well as

their synthetic agonists and antagonists in modulating inflammation as well as the

body’s response to stress, the maintenece of blood pressure and the control of glucose

and mineral homeostasis.

Pharmacology: Students will describe the role of endogenous prostaglandins and

leukotreines as well as their synthetic agonists and antagonists as regulators of organ

function and as mediators of inflammation.

Pharmacology: Students will describe the role of the endogenous neurotransmitters

histamine and serotonin and the use of their synthetic agonists and antagonists in the

treatment of allergy, gastrointenstinal disorders, nausea and migraine headache.

Pharmacology: Students will describe the nosology of epileptic disorders and identify

the relationship of drug properties to their efficacy in treatment of specific epileptic

disorders.

Pharmacology: Students will identify and describe the mechanisms of anti-

hyperlipoproteinemic drugs and their relation to the treatment of hypercholesterolemia

and hyperetriglyceridemia.

90

Pharmacology: Students will describe the actions of psychopharmacological agents

useful for the treatment of depression, bipolar disorder, anxiety, insomnia and major

psychosis.

Pharmacology: Students will describe the actions and mechanisms of agents useful in

the treatment of Parkinson’s disease.

Pharmacology: Students will describe the mechanisms and properties of agents useful in

the treatment of diabetes.

Pharmacology: Students will describe the mechanisms and properties of agents that

affect gonadal function that are useful for fertility control, for modulation of normal and

oncogenic breast and prostate growth, and for endometriosis.

Pharmacology: Students will describe the properties of opioid agents, their use for the

treatment of severe pain, the problems of tolerance and physical dependence that

complicate their use and recreational misuse, and the legal restrictions on their

dispensation.

Pharmacology: Students will identify and describe the actions of commonly used herbal

medications, the regulations that govern their production, objective sources of evidence

for their effectiveness and their potential to interact with prescription medications.

Pharmacology: Students will describe the actions and properties of agents useful for the

treatment of bone disorders including osteoporosis and Paget’s disease.

Pharmacology: Students will describe the actions and properties of agents used in the

treatment of hypo- and hyperthyroidism.

Pharmacology: Students will describe the mechanisms, actions and properties of

aspirin-like drugs and their use in the treatment of inflammation, pain and fever.

Pharmacology: Students will describe and identify the mechanisms and properties of

agents used in the treatment of tophaceous gout and rheumatoid arthritis.

Pharmacology: Students will describe the principles of toxicology that underpin the

management of the patient acutely intoxicated with substances that include toxic metals,

prescription and non-prescription medications.

Pharmacology: Students will identify and describe the properties of agents that inhibit

bacterial growth by suppressing cell wall synthesis.

Pharmacology: Students will identify and describe the properties of broad spectrum

antibiotics and aminoglycosides that selectively inhibit bacterial protein synthesis.

Pharmacology: Students will describe the properties of anti-mycobacterial agents and

their rational for use in combination for the prevention and management of tuberculosis

and related disorders.

Pharmacology: Students will describe and identify the mechanisms and properties of

anti-fungal agents and the issues that guide their selection in immunocompetent and

immunocompromised patients.

91

Pharmacology: Students will describe and identify the mechanism and properties of

agents useful for the treatment of urinary tract infections including fluoroquinolones and

sulfonamides.

Pharmacology: Students will describe the mechanisms and properties of agents effective

in the treatment of retroviral and non-retroviral infections.

Pharmacology: Students will describe the properties of agents useful for the prophylaxis

and treatment of malaria.

Measurement/evaluation Multiple Choice Question exam and faculty observation in

small group





























92





patient population.




Pharmacology: Students will demonstrate standards of professionalism, including


and patients

Evaluation/Measurement Professionalism form





consent.



decisions.












profession.






complexities.

93



system performance.

Systems Histology









judgment.






care.










Systems Histology: Students will identify by name important features of the following

tissues and organ systems, as revealed by light and electron microscopy: Muscle and

Neuronal Tissues; the Lymphoid System; Circulatory and Urinary Systems; Visual,

Vestibular and Hearing Sensory Systems; the Digestive System (including the oral

cavity, the alimentary canal, and the glandular components); the Endocrine and Male

and Female Reproductive Systems; the Integumentary System.

Systems Histology: Students will compare and contrast aspects of cellular, tissue and

organ structure and function from among those tissues listed above.

94

Systems Histology: Students will discuss and integrate the normal histological structure

with the histopathologies (changes in architecture produced by disease), from among

those tissues listed above.

Evaluation/measurement: Multiple Choice Question exam and faculty review of short

answer lab quiz exercises


































95




Systems Histology: Students will demonstrate standards of professionalism,








consent.



decisions.












profession.






complexities.



system performance.

Universal Precautions/Venipuncture



96







judgment.




Universal Precautions/Venipuncture: Students will list and discuss all the OSHA

required information for Universal Precautions and Standard Precautions to prevent

contacting bloodborne pathogens or spreading them from patient to patient

Universal Precautions/Venipuncture: Students will demonstrate and perform the

drawing of blood using:

1. Needle and syringe.

2. Vacutainer with multidraw needle.

3. Butterfly set-up to a syringe.




care.















97




























patient population.




Universal Precautions/Venipuncture: Students will demonstrate standards of

professionalism, including respect, honesty, reliability and responsibility, in interactions

with faculty, staff, peers, and patients




98



consent.



decisions.












profession.






complexities.



system performance.

CRITICAL CARE CLERKSHIP

I. PATIENT CARE – Students must be prepared to provide patient care that is compassionate, appropriate, and effective.



interacting with patients and their families. Critical Care Clerkship: Students will understand the principles of effective communication between patients, multiple health professionals, and families. considering both psychosocial and cultural context when necessary when managing patients in a complex, multi-disciplinary environment Measurement/Eval: OSCE, ClinE, LogE, ProfE B. Gather essential and accurate information about their patients. Critical Care Clerkship: Students will master the required skills necessary to evaluate and critically ill patients Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE, ProfE

99

Critical Care Clerkship: Students will develop skills needed to care for the "acute" patient Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE, ProfE Critical Care Clerkship: Students perform emergency and daily physical examination on critically ill patients and prepare progress notes in the ICU under supervision. Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE, C. Make informed decisions about diagnostic and therapeutic interventions based on


judgment. Critical Care Clerkship: Learn the philosophy, priorities, and techniques of initial resuscitation and evaluation of patients with injury, operative stress, respiratory failure and shock. Measurement/Eval: OSCE, ClinE, OCPE, GroupE, H&PE, Critical Care Clerkship: Implement plans of treatment of patients in shock, acute trauma patients and post-operative patients in the ICU. Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE, ProfE D. Counsel and educate patients and their families.

Critical Care Clerkship: Demonstrate the attitudes and attributes that promote good patient relations and management. These include but are not limited to patient education, emotional support, rehabilitation, and ethical, legal and financial issues. Measurement/Eval: ClinE, H&PE, WritE, OCPE, GroupE, LogE, ProfE E. Use information technology to support patient care decisions and patient education. Critical Care Clerkship: Students will utilize clinically relevant research, from the basic sciences of medicine or from patient centered clinical research, to assess the accuracy and precision of diagnostic tests (including the clinical examination), the power of prognostic markers, and the efficacy and safety of therapeutic, rehabilitative, and preventive regimens as they pertain to critical care and decision-making Measurement/Eval: ClinE, H&PE, WritE, OCPE, GroupE, LogE F. Perform required clinical procedures. Critical Care Clerkship: Gain experience in a critical care environment performing invasive diagnostic and therapeutic procedures under appropriate supervision Measurement/Eval: ClinE. ProfE Critical Care Clerkship: Practice all infection control and universal precaution procedures Measurement/Eval: ClinE, ProfE. G. Work with patients in preventing health problems or maintaining health. Critical Care Clerkship: Students will describe regimens for health maintenance aimed at risk factor reduction Measurement/Eval: ClinE, H. Work as members of multi-disciplinary health care teams to provide patient-focused

care. Critical Care Clerkship: Students will perform effectively as members of the critical care service and work with ancillary personnel (nurses, lab techs, x-ray techs, etc.) in a collaborative fashion Measurement/Eval: ClinE, ProfE.

II. MEDICAL KNOWLEDGE – Students must demonstrate knowledge about established and evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care.


100


and appropriate to the clinical practice of medicine. Critical Care Clerkship: Students will understand the pathophysiology, clinical manifestations, and differential diagnosis of shock. Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, Critical Care Clerkship: Students will understand the principles of preventative ICU monitoring of unstable or potentially unstable patients (i.e. monitoring for neurologic deterioration, signs of hemorrhage, cardiac dysrhythmias, impending respiratory failure, etc.). Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE, Critical Care Clerkship: Students will demonstrate your knowledge in patient care by recognizing, treating, and preventing complications of injury, respiratory failure, and shock. Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE Critical Care Clerkship: Students will understand the pathophysiology and clinical manifestations of pulmonary, cardiac, renal, nutritional, and multi-system organ failure. Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE Critical Care Clerkship: Students will understand the basic principles and commonly used modes of mechanical ventilation and be able to prescribe ventilator settings. Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE Critical Care Clerkship: Students will understand the principles, indications, limitations, and physiology of invasive monitoring techniques (e.g. arterial & central venous catheters, pulmonary artery catheters, intracranial pressure monitors) and be able to interpret the information obtained. Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE Critical Care Clerkship: Students will understand the principles of surgical nutrition, monitoring, assessment of needs, and be able to write a prescription for total parenteral nutrition and supplemental enteral feedings. Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE Critical Care Clerkship: Students will understand the pathophysiology and management of elevated intracranial pressure. Measurement/Eval: ClinE, H&PE, WritE, OCPE, GroupE, LogE, Critical Care Clerkship: Students will demonstrate knowledge of basic sterile technique Measurement/Eval: ClinE, ProfE. B. Demonstrate an investigatory and analytic thinking approach to clinical situations. Critical Care Clerkship: Students will demonstrate knowledge about established and evolving clinical biomedical sciences and the application of this knowledge to critical care and decision-making Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE

III. PRACTICE BASED LEARNING AND IMPROVEMENT – Students must be able to engage in self-evaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care.


A. Demonstrate strategies to analyze academic and clinical performance over the

course of their professional careers, and develop improvement plans, in a methodical

fashion. Critical Care Clerkship: Students will demonstrate commitment to life-long learning and will identify strategies to continuously up-date personal clinical knowledge and skills Measurement/Eval: ClinE, H&PE, WritE, OCPE, GroupE, LogE

101

Critical Care Clerkship: Students will recognize their limitations and ask for help when needed Measurement/Eval: ClinE, OCPE, GroupE, ProfE B. Locate, appraise, and assimilate evidence from scientific and clinical studies related

to patients’ health problems. Critical Care Clerkship: Students will assess and utilize clinically relevant research, from the basic sciences of medicine or from patient-centered clinical research, to evaluate critical care and decision-making relevant to their patients Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, C. Obtain and use information about patients they care for and the larger population

from which these patients are drawn. Measurement/Eval: OCPE, ClinE, H&PE, WritE, D. Apply knowledge of study designs and statistical methods to the appraisal of clinical

studies and other information on diagnostic and therapeutic effectiveness. Measurement/Eval: ClinE, OCPE, H&PE, WritE E. Use information technology to manage information and access on-line medical

information; and support their own education. Critical Care Clerkship: Students will demonstrate facility with the use of information technology to meeting learning demands Measurement/Eval: OCPE, ClinE, LogE, H&PE, WritE F. Facilitate the learning of other students and health care professionals. Critical Care Clerkship: Students will perform effectively as members of the critical care service and will share relevant clinical information regarding their patient to facilitate care. Measurement/Eval: ClinE, ProfE

IV. INTERPERSONAL AND COMMUNICATION SKILLS – Students must be able to demonstrate interpersonal & communication skills, both verbal and written, that results in effective information exchange with patients, patients’ families, peers, and other health professions colleagues.




sensitive, technically complex, or distressing information. Critical Care Clerkship: Students will establish an effective therapeutic relationship with patients on the critical care service, adapting their style to the needs of the patient and the urgency of the situation Measurement/Eval: ClinE, ProfE. Critical Care Clerkship: Students will recognize and adapt their communication styles with patients in situations involving sensitive, technically complex or distressing information Measurement/Eval: ClinE, ProfE. B. Utilize appropriate and effective communication strategies, including nonverbal,


information to patients and their families. Critical Care Clerkship: Students will demonstrate the basic skills required to communicate effectively, both orally and in writing, with patients, patient’s families, and colleagues Measurement/Eval: ClinE, OCPE, H&PE, ProfE Critical Care Clerkship: Students will create and maintain written records of their patient encounters, including history and physical exams, in-patient encounter notes and case log information Measurement/Eval: ClinE, OCPE, H&PE, ProfE

102


residents, faculty and other health care professionals. Critical Care Clerkship: Students will perform effectively as members of the critical care service Measurement/Eval: H&PE, WritE, ClinE, ProfE.

V. PROFESSIONALISM – Students must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population.



and other health professionals. Critical Care Clerkship: Students will demonstrate preparedness for class, meetings and patient care activities. Measurement/Eval: OSCE, ClinE, ProfE. Critical Care Clerkship: Students will convey information honestly and tactfully; will engage in truthful interactions with patients, peers, and in professional work. Measurement/Eval: OSCE, ClinE, H&PE, LogE, ProfE. Critical Care Clerkship: Students will act and dress in a professional manner. Measurement/Eval: ClinE, ProfE. Critical Care Clerkship: Students will maintain appropriate boundaries in work/learning/patient care situations. Measurement/Eval: OSCE, ClinE, ProfE. Critical Care Clerkship: Students will demonstrate respect for the wishes of patients; will attend to patient needs for comfort and privacy. Measurement/Eval: OSCE, ClinE, ProfE. Critical Care Clerkship: Students will demonstrate respect in relationships toward other health care team members and patients. Measurement/Eval: OSCE, ClinE, ProfE. B. Demonstrate accountability to patients, society and the profession, and a

commitment to excellence and on-going professional development. Critical Care Clerkship: Students will maintain good attendance and punctuality for scheduled activities and appointments Measurement/Eval: GroupE, ClinE, ProfE. Critical Care Clerkship: Students will demonstrate initiative in fulfilling responsibilities to patients, and responsibility to others on the critical care service Measurement/Eval: H&PE, WritE, ClinE, LogE, ProfE, GroupE, Critical Care Clerkship: Students will perform tasks independently as appropriate to current level of training Measurement/Eval: ClinE, H&PE, LogE, ProfE. C. Demonstrate a commitment to ethical principles pertaining to provision or


consent. Critical Care Clerkship: Students will discuss the importance of patient confidentiality Measurement/Eval: ClinE, OCPE, ProfE, Group E Critical Care Clerkship: Students will recognize the important elements of informed consent Measurement/Eval: ClinE, LogE, ProfE. Critical Care Clerkship: Students will demonstrate knowledge of and discuss the importance of ethical decision making, including declaration of brain death, withdrawal-of-care, establishment of DNR status, medical power of attorney and recognition of patient autonomy with regards to diagnostic and treatment recommendations Measurement/Eval: ClinE, OCPE,GroupE

103

Critical Care Clerkship: Students will not discriminate regardless of race, gender, religion, sexual orientation, age, disability, intelligence and socio-economic status; will react appropriately to other’s lapses in conduct and performance. Measurement/Eval: ClinE, ProfE D. Demonstrate sensitivity and responsiveness to patient individuality including the role


decisions. Critical Care Clerkship: Students will demonstrate sensitivity and respect in patient interactions regardless of race, gender, religion, sexual orientation, age, disability, intelligence, and socio-economic status. Measurement/Eval: ClinE, ProfE. Critical Care Clerkship: Students will recognize the need for patient involvement in decision-making and the incorporation of patients’ values and beliefs into management plans.

Measurement/Eval: ClinE, LogE, ProfE. E. Recognize and address personal limitations, attributes or behaviors that might

influence their effectiveness as a physician. Critical Care Clerkship: Students will seek help at appropriate times. Measurement/Eval: ClinE, LogE, ProfE. Critical Care Clerkship: Students will admit to errors of omission and commission and assume responsibility; inform a supervisor when mistakes occur. Measurement/Eval: ClinE, ProfE. Critical Care Clerkship: Students will maintain responsibility for the physical and mental health of themselves and their peers. Measurement/Eval: ClinE, ProfE. Critical Care Clerkship: Students will accept constructive criticism in an appropriate manner. Measurement/Eval: ClinE, OCPE, ProfE. Critical Care Clerkship: Students will recognize areas that need improvement, seek advice, and demonstrate that they are able to incorporate feedback in order to make changes in behavior. Measurement/Eval: ClinE, OCPE, ProfE. Critical Care Clerkship: Students will recognize the need for and strive to maintain composure during difficult interactions. Measurement/Eval: ClinE, LogE, ProfE.

VI. SYSTEMS-BASED PRACTICE – Students will be able to function effectively in teams and within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care.




profession. Critical Care Clerkship: Students will perform effectively as members of the critical care service Measurement/Eval: ClinE, ProfE. B. Know how types of medial practice and delivery systems differ from one another,


104

Critical Care Clerkship: Students will describe the strengths and shortcomings of the U.S. system for delivering critical care and recognize the existence of barriers to preventive health care that may raise risks for critical illnesses for under-represented minorities and patients with poor socio-economic status. Measurement/Eval: ClinE, OCPE, GroupE C. Describe the principles of cost-effective health care and resource allocation that

does not compromise quality of care. Critical Care Clerkship: Students will recognize appropriate cost effective decision-making and resource allocation. Measurement/Eval: ClinE, OCPE, GroupE D. Advocate for quality patient care and assist patients in dealing with system

complexities. Critical Care Clerkship: Students will recognize appropriate consultation resources that can optimize patient care and management of health behaviors, including different physician specialties, other health care professionals, and community health agencies, and describe strategies to enhance collaboration of these resources. Measurement/Eval: ClinE, H&PE, GroupE E. Be aware of how to partner with health care managers and health care providers to


system performance. Critical Care Clerkship: Students will outline strategies for effective quality assurance, including partnership with other health care managers/providers and the utilization of information in order to prevent critical care complications Measurement/Eval: ClinE, GroupE Critical Care Clerkship: Students will recognize the source of common medical errors and discuss strategies to address them. Measurement/Eval: ClinE, OCPE, GroupE. Measurement/Evaluation Technique: Final OSCE exam (OSCE); Tutor/Preceptor clinical evaluation (ClinE); Oral case presentation (OCPE); Participation in Didactic Session (GroupE); Written Focused History and Physical (H&PE); Daily Notes (WritE); Case Log Evaluation (LogE); Professionalism Form (ProfE). Measurement/Eval: OSCE, ClinE, OCPE, GroupE, H&PE, WritE, LogE, ProfE.

Family Medicine Clerkship






Students will establish an effective therapeutic relationship with patients in their family

medicine offices, considering both psychosocial and cultural context when necessary.

Measurement/Eval: OSCE, ClinE, LogE, ProfE


Students will perform the appropriate history, physical exam and procedures needed to

evaluate the 20-30 most common problems seen by the family doctor.

Measurement/Eval: OSCE, ClinE, H&PE, LogE

105

Students will relate differential diagnosis to exam findings.

Measurement/Eval: OSCE, ClinE, H&PE, OCPE



judgment.

Students will develop an appropriate diagnostic plan and treatment rationale for a

patient with these presenting symptoms.

Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE, H&PE, WritE

Students will demonstrate the ability to access and integrate the available evidence in

making diagnostic and treatment decisions and be able to consider the limitations of the

scientific database.

Measurement/Eval: ClinE, OCPE, GroupE, WritE.


Counsel patients and families about signs and effects of harmful patient behavior and

habits

Measurement/Eval: OSCE,


Students will utilize sites for best evidence to develop management plans and provide

patient education.

Measurement/Eval:, ClinE, OCPE, GroupE.


Students will describe and perform the technique of venipuncture.

Measurement/Eval: ClinE.


Students will describe regimens for health maintenance

Measurement/Eval: OSCE, MCQE, ClinE, GroupE.


care.

Students will perform effectively as members of a patient centered healthcare team.

Measurement/Eval: ClinE, GroupE, ProfE.




patient care.


106



Students will demonstrate an understanding of the pathophysiology behind the 20-30

most common complaints seen by the family doctor.

Measurement/Eval: OSCE, MCQE, ClinE, GroupE.

Students will demonstrate the use of appropriate screening tools and protocols for health

maintenance in specific populations.

Measurement/Eval: MCQE, ClinE, GroupE, WritE,.


Students will demonstrate knowledge about established and evolving clinical

biomedical sciences and the application of this knowledge to medical care and decision-

making

Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE.








Students will demonstrate commitment to life-long learning and will identify strategies

to continuously up-date personal clinical knowledge and skills

Measurement/Eval: ClinE, OCPE, GroupE, LogE.

Students will recognize their limitations and ask for help when needed




Students will assess and utilize clinically relevant research, from the basic sciences of

medicine or from patient-centered clinical research, to evaluate medical care and

decision-making relevant to their patients


C. Obtain and use information about patients they care for and the larger population

from which these patients are drawn.

Students demonstrate basic knowledge of protocols and strategies for reducing

identified health risks in patients, families and communities including knowledge of

immunization schedules for various age groups.

Measurement/Eval: MCQE, ClinE, GroupE, H&PE.

Students will understand the social, community, cultural and economic factors that

affect patient care and recognize the existence of health and healthcare disparities

107

among various populations.

Measurement/Eval: OSCE, ClinE, GroupE, H&PE, LogE.





Students will demonstrate facility with the use of information technology to meeting

learning demands

Measurement/Eval: OCPE, GroupE, LogE.


Students will perform effectively as members of the family medicine service and will

share relevant clinical information regarding their patient to facilitate care










Students will use the initial encounter with the patientto begin to establish an effective

relationship with the patient and family and encourage patients seen for episodic/acute

illness to seek continuing medical care.

Measurement/Eval: OSCE, ClinE,

Students will recognize and adapt their communication styles with patients in situations

involving sensitive, technically complex or distressing information

Measurement/Eval: OSCE, ClinE, ProfE.




Students will demonstrate the basic skills required to communicate effectively, both

orally and in writing, with patients, patient's families, and colleagues

Measurement/Eval: OSCE, ClinE, OCPE, H&PE, WritE, ProfE.

Students will create and maintain written records of their patient encounters, including

history and physical exams, in-patient encounter notes and case log information



108

Students will be able to describe the role of the family physician as a coordinator of care

including understanding the value of serving as a member of a health care team and

understanding the role of other healthcare team members.

Measurement/Eval: ClinE, GroupE







Students will demonstrate preparedness for class, meetings and patient care activities.

Measurement/Eval: OSCE, ClinE, GroupE, WritE, ProfE.

Students will convey information honestly and tactfully; will engage in truthful

interactions with patients, peers, and in professional work.

Measurement/Eval: OSCE, ClinE, GroupE, H&PE, WritE, LogE, ProfE.

Students will act and dress in a professional manner.

Measurement/Eval: ClinE, ProfE.

Students will maintain appropriate boundaries in work/learning/patient care situations.


Students will demonstrate respect for the wishes of patients; will attend to patient needs

for comfort and privacy.


Students will demonstrate respect in relationships toward other health care team

members and patients.




Students will maintain good attendance and punctuality for scheduled activities and

appointments


Students will demonstrate initiative in fulfilling responsibilities to patients, and

responsibility to others in the healthcare team.

Measurement/Eval: ClinE, GroupE, WritE, LogE, ProfE.

Students will perform tasks independently as appropriate to current level of training

Measurement/Eval: ClinE, H&PE, WritE, LogE, ProfE.



consent.

109

Students will discuss the importance of patient confidentiality

Measurement/Eval: ClinE, OCPE, GroupE, WritEProfE.

Students will recognize the important elements of informed consent

Measurement/Eval: OSCE, MCQE, ClinE, GroupE, LogE, ProfE.

Students will not discriminate regardless of race, gender, religion, sexual orientation,

age, disability, intelligence and socio-economic status; will react appropriately to other's

lapses in conduct and performance.

Measurement/Eval: OSCE, ClinE, GroupE, ProfE.



decisions.

Students will demonstrate sensitivity and respect in patient interactions regardless of

race, gender, religion, sexual orientation, age, disability, intelligence, and socio-

economic status.


Students will recognize the need for patient involvement in decision making and the

incorporation of patients' values and beliefs into management plans.

Measurement/Eval: OSCE, ClinE, LogE, ProfE.



Students will seek help at appropriate times.

Measurement/Eval: ClinE, LogE, ProfE.

Students will admit to errors of omission and commission and assume responsibility;

inform a supervisor when mistakes occur.


Students will maintain responsibility for the physical and mental health of themselves

and their peers.


Students will accept constructive criticism in an appropriate manner.

Measurement/Eval: OSCE, ClinE, OCPE, GroupE, ProfE.

Students will recognize areas that need improvement, seek advice, and demonstrate that

they are able to incorporate feedback in order to make changes in behavior.

Measurement/Eval: OSCE, ClinE, OCPE, GroupE, ProfE.

Students will recognize the need for and strive to maintain composure during difficult

interactions.

Measurement/Eval: ClinE, LogE, ProfE.




110







profession.

Students will perform effectively as members of a healthcare team.




Students will describe the strengths and shortcomings of the U.S. system for delivering

health care and recognize the existence of barriers to minorities and patients with poor

socio-economic status.




Students will recognize the importance of cost effective healthcare, quality assurance

and practice guidelines in today's healthcare market.



complexities.

Students will recognize appropriate consultation resources that can optimize patient care

and management of health behaviors, including different physician specialties, other

health care professionals, and community health agencies, and describe strategies to

enhance collaboration of these resources.

Measurement/Eval: OSCE, ClinE, GroupE, H&PE, WritE, LogE.



system performance.

Students will outline strategies for effective quality assurance, including partnership

with other health care managers/providers and the utilization of information.

Measurement/Eval: ClinE, GroupE, LogE.

Students will recognize the source of common medical errors and discuss strategies to

address them.

Measurement/Eval: ClinE, OCPE, GroupE, WritE, LogE

Measurement/Evaluation Technique: Final OSCE exam (OSCE); NBME subject exam

(MCQE), Tutor/Preceptor clinical evaluation (ClinE); Oral case presentation (OCPE);

Participation in Didactic Session (GroupE); Written Focused History and Physical

(H&PE); Daily Notes (WritE); Case Log Evaluation (LogE); Professionalism Form

(ProfE).

111

Introduction to the Clerkship Experience

I. PATIENT CARE

S. Communicate effectively and demonstrate caring and


families.

ICE: Students will demonstrate elements of culturally competent patient

centered care.

Measurement/Eval: Formative Clinical Skills Assessment

ICE: Students will demonstrate proficiency in basic physician/patient

communication.


ICE: Students will demonstrate humanism: respect, tolerance and civility

for others regardless of socio-cultural backgrounds, economic




ICE: Students will demonstrate ethical sensitivity and awareness of the



ICE: Students will communicate respect and caring toward standardized

patients.

Measurement/Eval.: Formative Clinical Skills Assessment

T. Gather essential and accurate information about their

patients.

ICE: Students will elicit a medical history which includes

biopsychosocial factors and environmental context.


ICE: Students will perform a focussed physical examination .


U. Make informed decisions about diagnostic and therapeutic



V. Counsel and educate patients and their families.

112

W. Use information technology to support patient care decisions

and patient education.

ICE: Students will complete an online module about library resources

and evidence based medicine.

Measurement/Eval: Completion of online module

X. Perform required clinical procedures.

ICE: Students will learn and practice basic clinical

procedures.

Measurement/Eval: Participation in Clinical Procedures

workshop

Y. Work with patients in preventing health problems or

maintaining health.

Z. Work as members of multi-disciplinary health care teams to


AA. Utilize appropriate and effective communication strategies,







of medicine.

ICE: Students will apply a biopsychosocial, environmental, and

pathophysiological understanding of wellness and illness to patient care.




ICE: Students will learn to utilize library resources/ data bases to

identify evidence to support patient care decisions and patient education.

Measurement/Eval: Completion of online EBM module

ICE: Students will demonstrate clinical reasoning in interpreting

radiology images.

Measurement/Eval: Completion of online Radiology Module.

113


IMPROVEMENT




ICE: Students will demonstrate commitment to lifelong learning and


Measurement/Eval: Completion of required online modules.


clinical studies related to patients’ health problems. ICE: Students will utilize library resources/ data bases to identify


Measurement/Eval: Completion of online module

C. Obtain and use information about patients they are caring for

and the larger population from which these patients are drawn.



diagnostic and therapeutic effectiveness.


on-line medical information; and support their own education. ICE: Students will learn about information systems at Robert Wood

Johnson University Hospital.

Measurement/Eval: Attendance at small group session.


professionals.









their families.

ICE: Students will demonstrate proficiency in physician/patient

communication.

114


ICE: Students will demonstrate the use of verbal and non-verbal



ICE: Students will demonstrate humanism: respect, tolerance and





ICE: Students will demonstrate ethical sensitivity and awareness of the



ICE: Students will elicit & record a complete medical history which



ICE: Students will perform a focused physical examination.


ICE: Students will practice an oral presentation of a patient.


ICE: Students will complete a patient write up, including a summary

statement.




professionals.

V. PROFESSIONALISM



ICE: Demonstrate professionalism, including personal honesty and


Measurement/Eval: Faculty observations during Clinical

Procedures workshop and Formative Clinical Skills Assessment;

Professionalism Forms




115







ICE: Students will demonstrate humanism: respect, tolerance and civility

for others regardless of socio-cultural backgrounds, economic






ICE: Students will demonstrate the appropriate attitude toward receiving

formative feedback on clinical skills and patient interactions.

Measurement/Eval: Formative Clinical Skills Assessment;

Professionalism form




affect other members of the health care profession.

B. Know how types of medical practice and delivery systems




resource allocation that does not compromise quality of care.






performance.



116




Students will establish an effective therapeutic relationship with patients on the obstetric

and gynecology services, while respecting the privacy, autonomy, and comfort of the

female patient.

Measurement/Eval: OSCE, ClinE, LogE, ProfE


Students will perform an appropriate obstetrical and gynecological history

Measurement/Eval: OSCE, ClinE, H&PE, OCPE

Students will demonstrate and perform a physical exam during pregnancy

Measurement/Eval: OSCE, ClinE, H&PE, OCPE, LogE

Students will demonstrate and perform a routine gynecological exam, collect and

interpret a cervical cytology

Measurement/Eval: OSCE, ClinE, H&PE, OCPE, LogE



judgment.

Students will describe relevant differential diagnoses for patients with common

obstetric(*) and gynecologic (**) conditions

Measurement/Eval: OSCE, ClinE, OCPE, GroupE, H&PE, LogE

Students will develop an appropriate diagnostic plan and treatment for patients with

common obstetric(*) and gynecologic (**) conditions

Measurement/Eval: OSCE, ClinE, OCPE, GroupE, H&PE, Log E

Students will demonstrate an understanding of and basic skills required to order and

interpret labs and radiologic studies pertaining to common obstetric(*) and gynecologic

(**) conditions

Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE, H&PE, WritE, Log E



Students will utilize clinically relevant research, from the basic sciences of medicine or

from patient centered clinical research, to assess the accuracy and precision of

diagnostic tests (including the clinical examination), the power of prognostic markers,

and the efficacy and safety of therapeutic, rehabilitative, and preventive regimens as

they pertain to obstetric and gynecologic care and decision-making



117

Students will demonstrate basic skills in performing routine technical procedures

commonly required on a obstetrics and gynecology service

Measurement/Eval: OSCE, ClinE, LogE

Students will demonstrate consistent performance of sterile technique, including

successful gowning, gloving and maintenance of sterile operative field

Measurement/Eval: ClinE


Students will describe regimens for health maintenance designed to prevent gynecologic

problems

Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE

Students will describe regimens for health maintenance designed to sustain healthy

pregnancies



care.

Students will perform effectively as members of the obstetrics and gynecology service

Measurement/Eval: ClinE, GroupE, ProfE




patient care.




Students will demonstrate basic knowledge of altered structure and function (pathology

and pathophysiology) of the body and its major organ systems that are see in various

obstetric and gynecologic conditions


Students will be able to define and discuss the etiologies of common obstetric(*) and

gynecologic (**) conditions


Students will demonstrate knowledge of basic sterile technique

Measurement/Eval: ClinE


Students will demonstrate knowledge about established and evolving clinical

biomedical sciences and the application of this knowledge to obstetrical and

gynecological care and decision-making


118








Students will demonstrate commitment to life-long learning and will identify strategies

to continuously up-date personal clinical knowledge and skills

Measurement/Eval: ClinE, OCPE, GroupE

Students will recognize their limitations and ask for help when needed




Students will assess and utilize clinically relevant research, from the basic sciences of

medicine or from patient-centered clinical research, to evaluate medical/surgical care

and decision-making relevant to their patients




Students will apply concepts of epidemiology and biostatistics for the diagnostic

screening of cancers commonly treated by obstetrician/gynecologists

Measurement/Eval: MCQE, ClinE, GroupE, H&PE.





Students will demonstrate facility with the use of information technology to meeting

learning demands




and will share relevant clinical information regarding their patient to facilitate care






119





Students will establish an effective therapeutic relationship with patients on the

obstetrics and gynecology service, adapting their style to the needs of the patient and the

urgency of the situation


Students will recognize and adapt their communication styles with patients in situations

involving sensitive, technically complex or distressing information





Students will demonstrate the basic skills required to communicate effectively, both

orally and in writing, with patients, patient's families, and colleagues

Measurement/Eval: OSCE, ClinE, OCPE, H&PE, WritE, ProfE.

Students will create and maintain written records of their patient encounters, including

history and physical exams, in-patient encounter notes and case log information

Measurement/Eval: OSCE, ClinE, OCPE, H&PE, WritE, ProfE











Students will demonstrate preparedness for class, meetings and patient care activities.

Measurement/Eval: OSCE, ClinE, GroupE, WritE, ProfE

Students will convey information honestly and tactfully; will engage in truthful

interactions with patients, peers, and in professional work.

Measurement/Eval: OSCE, ClinE, GroupE, H&PE, WritE, LogE, ProfE

Students will act and dress in a professional manner.

Measurement/Eval: OSCE, ClinE, ProfE

120

Students will maintain appropriate boundaries in work/learning/patient care situations.


Students will demonstrate respect for the wishes of patients; will attend to patient needs

for comfort and privacy.


Students will demonstrate respect in relationships toward other health care team

members and patients.




Students will maintain good attendance and punctuality for scheduled activities and

appointments


Students will demonstrate initiative in fulfilling responsibilities to patients, and

responsibility to others on the obstetrics and gynecology service

Measurement/Eval: ClinE, GroupE, WritE, LogE, ProfE

Students will perform tasks independently as appropriate to current level of training

Measurement/Eval: ClinE, H&PE, WritE, LogE, ProfE



consent.

Students will discuss the importance of patient confidentiality

Measurement/Eval: OSCE, ClinE, OCPE, GroupE, WritE, ProfE

Students will recognize the important elements of informed consent

Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE, WritE, ProfE

Students will demonstrate knowledge of and discuss the importance of ethical decision

making regarding sterilization, abortion, and domestic violence


Students will not discriminate regardless of race, culture, gender, religion, sexual

orientation, age, disability, intelligence, personality or socio-economic status; will react

appropriately to other's lapses in conduct and performance.

Measurement/Eval: OSCE, ClinE, GroupE, ProfE



decisions.

Students will demonstrate sensitivity and respect in patient interactions regardless of

race, culture, gender, religion, sexual orientation, age, disability, intelligence,

personality or socio-economic status.

Measurement/Eval: OSCE, ClinE, GroupE, ProfE

121

Students will recognize the need for patient involvement in decision making and the

incorporation of patients' values and beliefs into management plans.




Students will seek help at appropriate times.

Measurement/Eval: ClinE, ProfE

Students will admit to errors of omission and commission and assume responsibility;

inform a supervisor when mistakes occur.


Students will maintain responsibility for the physical and mental health of themselves

and their peers.


Students will accept constructive criticism in an appropriate manner.

Measurement/Eval: OSCE, ClinE, OCPE, GroupE, ProfE

Students will recognize areas that need improvement, seek advice, and demonstrate that

they are able to incorporate feedback in order to make changes in behavior.

Measurement/Eval: OSCE, ClinE, OCPE, GroupE, ProfE

Students will recognize the need for and strive to maintain composure during difficult

interactions.











profession.





Students will recognize how social and health policy aspects of women's health issues

such as sterilization, abortion, domestic violence, adolescent pregnancy affects access

and delivery of health care.


122



Students will recognize appropriate cost effective decision-making and resource

allocation.



complexities.

Students will recognize appropriate consultation resources that can optimize patient care

and management of health behaviors, including different physician specialties, other

health care professionals, and community health agencies, and describe strategies to

enhance collaboration of these resources.

Measurement/Eval: OSCE, ClinE, GroupE, H&PE, WritE



system performance.

Students will outline strategies for effective quality assurance, including partnership

with other health care managers/providers and the utilization of information in order to

prevent complications

Measurement/Eval: ClinE, GroupE

Students will recognize the source of common medical errors and discuss strategies to

address them.

Measurement/Eval: ClinE, OCPE, GroupE, WritE

*Common Obstetric Conditions: Routine Prenatal Care, Maternal Physiological

Changes in Pregnancy, Normal Labor and Delivery, Postpartum Recovery,

Breastfeeding, Complications of Pregnancy such as Early Pregnancy Loss, Abnormal

Embryonic and Fetal Development, Ectopic Pregnancy, Multifetal Pregnancy, and Early

or Complicated Labor

**Common Gynecologic Conditions: Routine Gynecologic Screenings, Contraception,

Sexually Transmitted Diseases, Sexual Dysfunction, Breast Health, Pelvic Relaxation,

Abnormalities of the Menstrual Cycle, Endometriosis, Infertility, Vulvar/Vaginal

Disorders, Menopause, Gynecologic Malignancies such as Uterine, Ovarian, or Cervical

Cancer, Evaluation of Acute Pelvic Pain, Evaluation of Acute Lower Abdominal Pain

Measurement/Evaluation Technique: Final OSCE exam (OSCE); NBME subject exam

(MCQE), Tutor/Preceptor clinical evaluation (ClinE); Oral case presentation (OCPE);

Participation in Didactic Session (GroupE); Written Focused History and Physical

(H&PE); Daily Notes (WritE); Case Log Evaluation (LogE); Professionalism Form

(ProfE).

Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE, H&PE, WritE, LogE,

ProfE.

123

Pediatric Clerkship Goals and Objectives

I. PATIENT CARE - Students must be prepared to provide patient care that is





Pediatrics - Students will establish an effective therapeutic relationship with patients on

the pediatric service, considering both psychosocial and cultural context when

necessary.

Measurement/Eval: faculty/resident clinical evaluations, faculty mentor/preceptor

clinical evaluation, OSCE, patient encounter log, Gather essential and accurate

information about their patients.

Pediatrics - Students will gather a complete or problem-focused history for patients with

symptoms that are common pediatric diseases*

Measurement/Eval: faculty/resident clinical evaluation, OSCE, Written Histories and

physical examinations and progress notes,

Pediatrics - Students will demonstrate and perform a complete pediatric physical exam

relevant to the age and developmental stage of the pediatric patient.

Measurement/Eval: faculty/resident clinical evaluation, faculty mentor/preceptor

clinical evaluation, OSCE, Oral and written patient histories and physical examinations.

B. Make informed decisions about diagnostic and therapeutic interventions based on


judgment.

Pediatrics - Students will describe relevant differential diagnoses for patients with

commonly presenting pediatric symptoms*

Measurement/Eval: faculty/resident clinical evaluations, faculty mentor clinical

evaluation, OSCE, written and oral patient presentations

Pediatrics - Students will develop an appropriate diagnostic plan and treatment rationale

for pediatric patients who are inpatients or outpatients that will include an assessment of

growth and development

Measurement/Eval: faculty/resident clinical evaluations, faculty mentor clinical

evaluations, oral and written patient evaluations

124

Pediatrics - Students will develop an appropriate health maintenance care plan for the

four major pediatric age groups: newborns, infants and toddlers, school-age child and

adolescent

Measurement/Eval: faculty/resident clinical evaluations, faculty mentor evaluation, oral

and written patient presentations.

C. Counsel and educate patients and their families.

D. Use information technology to support patient care decisions and patient education.

Pediatrics - Students will utilize clinically relevant research, from the basic sciences of

medicine or from patient centered clinical research, to assess the accuracy and precision

of diagnostic tests (including the clinical examination), the power of prognostic

markers, and the efficacy and safety of therapeutic, rehabilitative, and preventive

regimens as they pertain to pediatric care and decision-making.

Measurement/Eval: faculty and resident clinical evaluations, OSCE

E. Work with patients in preventing health problems or maintaining health.

Pediatrics - Students will describe regimens for health maintenance for the different age

groups in pediatrics

Measurement/Eval: OSCE, faculty and resident clinical evaluations.

F. Work as members of multi-disciplinary health care teams to provide patient-focused

care.

Pediatrics - Students will perform effectively as members of the pediatric service

Measurement/Eval: Clinical evaluations

II. MEDICAL KNOWLEDGE - Students must demonstrate knowledge about






Pediatrics - Students will demonstrate an understanding of altered structure and function

(pathology and pathophsyiology) of the body and its major organ systems involved in

the 15 most common problems* seen by the pediatrician

Measurement/Eval: OSCE, NBME performance, Discussions with preceptors.

Pediatrics - Students will acquire basic knowledge of growth and development

(physical, physiologic, and psychosocial) and of its clinical applications from birth

through adolescence.

Measurement/Eval: NBME performance, Discussions with preceptors.

125

Pediatrics - Students will demonstrate the basic knowledge of protocols and strategies

for reducing identified health risks in patients, families and communities including

knowledge of immunization schedules for various age groups.

Measurement/Eval: Performance on final written examination; discussions with

preceptor and documentation of management plans.

Pediatrics - Students will demonstrate basic knowledge of strategies for health

promotion as well as disease and injury prevention

Measurement/Eval: Discussions with preceptor and documentation of management

plans.


Pediatrics - Students will demonstrate knowledge about established and evolving

clinical biomedical sciences and the application of this knowledge to pediatric care and

decision-making

Measurement/Eval: OSCE, NBME performance, Discussions with preceptors.

III. PRACTICE BASED LEARNING AND IMPROVEMENT - Students must

be able to engage in self-evaluation regarding their academic & clinical performance,






Pediatrics - Students will demonstrate commitment to life-long learning and will

identify strategies to continuously up-date personal clinical knowledge and skills

Measurement/Eval: Preceptor Clinical Evaluations, Didactic Sessions

Pediatrics - Students will recognize their limitations and ask for help when needed

Measurement/Eval: Preceptor Clinical Evaluations, Didactic Sessions, Professionalism

Forms.



Pediatrics - Students will assess and utilize clinically relevant research, from the basic

sciences of medicine or from patient-centered clinical research, to evaluate pediatric

care and decision-making relevant to their patients

Measurement/Eval: OSCE, clinical evaluations from faculty and residents, written and

oral patient assessments,



Pediatrics - Students will apply concepts of epidemiology and biostatistics for the

diagnostic screening of cancers commonly treated by pediatricians

Measurement/Eval: Clinical evaluations, written and oral patient assessments

126



Measurement/Eval: Clinical evaluations, written and oral patient assessments



Pediatrics - Students will demonstrate facility with the use of information technology to

meeting learning demands

Measurement/Eval: oral patient assessments, patient logs


Pediatrics - Students will perform effectively as members of the pediatric service and

will share relevant clinical information regarding their patient to facilitate care

Measurement/Eval: Clinical evaluations

IV. INTERPERSONAL AND COMMUNICATION SKILLS - Students must

be able to demonstrate interpersonal & communication skills, both verbal and written,

that results in effective information exchange with patients, patients' families, peers, and






Pediatrics - Students will establish an effective therapeutic relationship appropriate to

the age of the patient, adapting their style to the needs of the patient, their families, and

the urgency of the situation

Measurement/Eval: OSCE, Clinical Evaluations, Professionalism Forms

Pediatrics - Students will recognize and adapt their communication styles with patients

and patients' families in situations involving sensitive, technically complex or

distressing information

Measurement/Eval: OSCE, Clinical Evaluations, Professionalism Forms




Pediatrics - Students will demonstrate the basic communication skills (both orally and

in writing) required to facilitate the clinical interaction with children, adolescents, and

their families to ensure that complete and accurate data are obtained

Measurement/Eval: Comprehensiveness of progress notes as reviewed by preceptor;

discussions with preceptor; direct observation by resident-faculty of student-patient

interactions.

Pediatrics - Students will demonstrate the basic skills required to communicate

effectively, both orally and in writing, with colleagues

127

Measurement/Eval: Comprehensiveness of progress notes as reviewed by preceptor;

discussions with preceptor; oral presentations.

Pediatrics -Students will create and maintain written records of their patient encounters,

including history and physical exams, in-patient encounter notes and case log

information

Measurement/Eval: Comprehensiveness of history and physical exam write-ups and

daily progress notes as reviewed by preceptor.



Pediatrics - Students will perform effectively as members of the pediatric service

Measurement/Eval: Preceptor Evaluations; Professionalism Forms; Participation in

Didactic Sessions.

V. PROFESSIONALISM - Students must demonstrate a commitment to carrying out


patient population.




Pediatrics - Students will demonstrate preparedness for class, meetings and patient care

activities.

Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms, Written

Focused History and Physical; Daily Notes..

Pediatrics - Students will convey information honestly and tactfully; will engage in

truthful interactions with patients, peers, and in professional work.

Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms, Written

Focused History and Physical; Daily Notes.

Pediatrics - Students will act and dress in a professional manner.

Measurement/Eval: Preceptor Evaluations, Professionalism Forms.

Pediatrics - Students will maintain appropriate boundaries in work/learning/patient care

situations.

Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms

Pediatrics - Students will demonstrate respect for the wishes of patients; will attend to

patient needs for comfort and privacy.

Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms.

Pediatrics - Students will demonstrate respect in relationships toward other health care

team members and patients.

Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms.

128



Pediatrics - Students will maintain good attendance and punctuality for scheduled

activities and appointments


Pediatrics - Students will demonstrate initiative and good work habits in fulfilling

responsibilities to patients, and responsibility to the resident team involved with the care

of their patients

Measurement/Eval: Preceptor observation and clinical evaluation

Pediatrics - Students will perform tasks independently as appropriate to current level of

training

Measurement/Eval: Preceptor Evaluations, Professionalism Forms, Written Focused

History and Physical; Daily Notes.



consent.

Pediatrics - Students will discuss the importance of patient confidentiality

Measurement/Eval: Preceptor Evaluations, Professionalism Forms, Written Focused

History and Physical; Daily Notes.

Pediatrics - Students will recognize the important elements of informed consent

Measurement/Eval: OSCE, NBME exam performance, Preceptor Evaluations,

Professionalism Forms, Case logs.

Pediatrics - Students will demonstrate knowledge of and discuss the importance of

ethical decision making, including declaration of brain death, withdrawal-of-care, and

recognition of the interdependent role of physician experience, patient preference and

best available evidence in clinical decision-making.

Measurement/Eval: Case-based lecture presentations; attending rounds; observation of

clinical activity

Pediatrics - Students will not discriminate regardless of race, gender, religion, sexual

orientation, age, disability, intelligence and socio-economic status; will react

appropriately to other's lapses in conduct and performance.

Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms; Daily Notes.



decisions.

Pediatrics - Students will demonstrate sensitivity and respect in patient interactions

regardless of race, gender, religion, sexual orientation, age, disability, intelligence, and

socio-economic status.


Pediatrics - Students will recognize the need for the involvement of patient and the

patient's family in decision-making and the incorporation of patients' and families'

values and beliefs into management plans.

129

Measurement/Eval: Observation of student-patient interaction; discussions with

preceptor, seminar discussions with faculty.

Pediatrics - Students will accept the individuality, values, goals, concerns, and rights of

the patient and the patient's family

Measurement/Eval: Observation of student-patient interaction; discussions with

preceptor, seminar discussions with faculty.



Pediatrics - Students will seek help at appropriate times.


Pediatrics - Students will admit to errors of omission and commission and assume

responsibility; inform a supervisor when mistakes occur.


Pediatrics - Students will maintain responsibility for the physical and mental health of

themselves and their peers.


Pediatrics - Students will accept constructive criticism in an appropriate manner.

Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms, Case

presentations.

Pediatrics - Students will recognize areas that need improvement, seek advice, and

demonstrate that they are able to incorporate feedback in order to make changes in

behavior.

Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms, Case

presentations.

Pediatrics - Students will recognize the need for and strive to maintain composure

during difficult interactions.

Measurement/Eval: Preceptor Evaluations, Professionalism Forms, Case logs.

VI. SYSTEMS-BASED PRACTICE - Students will be able to function effectively

in teams and within a larger organizational structure. They must demonstrate an

awareness of the larger context & system of health care and of the resources available

within the system to provide optimal care to individual patients and groups. Finally,

students must demonstrate an awareness of current barriers to health care and of the

various strategies designed to assist patients in gaining access to care.




profession.

Pediatrics - Students will describe the role of the pediatrician as a coordinator of care

including understanding the value of serving as a member of a health care team and

understanding the role of other health care team members.

130

Measurement/Eval: Preceptor observations of student interactions with nurses, pediatric

residents, clerks.



Pediatrics - Students will describe the strengths and shortcomings of the U.S. system,

specifically with regards to the delivery of care to children, and recognize the existence

of barriers to basic and preventative care (including immunization) for under-

represented minorities and patients with poor socio-economic status.

Measurement/Eval: Preceptor clinical evaluation; Daily Notes and management plan

review; Case Log Evaluation..



Pediatrics - Students will recognize the importance of appropriate cost effective

decision-making and resource allocation.


review; Case Log Evaluation.


complexities.

Pediatrics - Students will recognize appropriate consultation resources that can optimize

patient care and management of health behaviors, including different physician

specialties, other health care professionals, and community health agencies, and

describe strategies to enhance collaboration of these resources.


review; Case Log Evaluation.



system performance.

Pediatrics - Students will recognize the importance of quality assurance, including

partnership with other health care managers/providers and the utilization of best practice

guidelines, in today's health care market.

Measurement/Eval: Preceptor clinical evaluation; Participation in Didactic Session;

Written Case Log Evaluation.

.

Pediatrics - Students will recognize the source of common medical errors and discuss

strategies to address them.

Measurement/Eval: Preceptor clinical evaluations, review of management plans,

participation in didactic sessions

* Fifteen Most Frequent Patient Encounters seen by pediatrician

1 Abdominal Pain

2 UTI

3 GER

4 RSV Bronchiolitis

131

5 Apnea

6 Status Asthmaticus

7 NAS

8 Pneumonia

9 Cellulitis

10 Croup

11 Diarrhea

12 Fever

13 Sickle Cell Anemia

14 Constipation

15 Seizures

PSYCHIATRY CLERKSHIP

I. PATIENT CARE – Students must be prepared to provide patient care





Psychiatry Clerkship: Students will establish an effective therapeutic

relationship with patients on the psychiatry service, considering both

psychosocial and cultural context when necessary. Measurement/Eval: OSCE, preceptor evaluation, professionalism form


Psychiatry Clerkship: Students will gather a complete or problem-focused

history for patients with symptoms that commonly require psychiatric

referral. Measurement/Eval: OSCE, preceptor evaluation, professionalism form

Psychiatry Clerkship: Students will demonstrate and perform a complete

mental status exam relevant to the referring psychiatric symptom. Measurement/Eval: OSCE, preceptor evaluation

C. Make informed decisions about diagnostic and therapeutic interventions based

on patient information and preference, up-to-date scientific evidence, and

clinical judgment.

Psychiatry Clerkship: Students will describe relevant differential diagnoses

for patients with commonly presenting psychiatric symptoms. Measurement/Eval: OSCE, preceptor evaluation, NBME subject exam

Psychiatry Clerkship: Students will develop an appropriate diagnostic plan

and treatment rationale for a patient with symptoms that require a psychiatric

referral. Measurement/Eval: OSCE, preceptor evaluation, NBME Subject exam


132


education.

Psychiatry Clerkship: Students will utilize clinically relevant research, from

the basic sciences of medicine or from patient centered clinical research, to

assess the accuracy and precision of diagnostic tests (including the clinical

examination), the power of prognostic markers, and the efficacy and safety

of therapeutic, rehabilitative, and preventive regimens as they pertain to

psychiatry and decision-making. Measurement/Eval: Preceptor evaluation

F. Work with patients in preventing health problems or maintaining mental

hygiene.

Psychiatry Clerkship: Students will describe regimens for health

maintenance designed to reduce mental illness. Measurement/Eval: NBME Subject exam

G. Work as members of multi-disciplinary health care teams to provide patient-

focused care.

Psychiatry Clerkship: Students will perform effectively as members of the

psychiatry service Measurement/Eval: preceptor evaluation

II. MEDICAL KNOWLEDGE – Students must demonstrate knowledge


epidemiology and social/behavioral sciences, and their application of this

knowledge to patient care.



relevant


Psychiatry Clerkship: Students will demonstrate basic knowledge of altered

structure and function (pathology and pathophysiology) of the brain that are

see in various mental illnesses and how they relate to common presenting

psychiatric symptoms. Measurement/Eval: NBME Subject exam

Psychiatry Clerkship: Students will demonstrate the basic knowledge of

strategies to identify, assess and manage psychiatric emergencies. Measurement/Eval: OSCE, preceptor evaluation, NBME Subject Exam


situations.

Psychiatry Clerkship: Students will demonstrate knowledge about

established and evolving clinical biomedical sciences and the application of

this knowledge to psychiatric care and decision-making. Measurement/Eval: NBME Subject exam

133

III. PRACTICE BASED LEARNING AND IMPROVEMENT – Students must be able to engage in self-evaluation regarding their academic &

clinical performance, develop plans for personal improvement, and recognize how

the application of new learning can be used to improve patient care.


A. Demonstrate strategies to analyze academic and clinical performance over

the course of their professional careers, and develop improvement plans, in a

methodical fashion.

Psychiatry Clerkship: Students will demonstrate commitment to life-long

learning and will identify strategies to continuously up-date personal

clinical knowledge and skills.

Measurement/Eval: preceptor evaluation, professionalism form

Psychiatry Clerkship: Students will recognize their limitations and ask

for help when needed. Measurement/Eval: OSCE, preceptor evaluation, professionalism

form

B. Locate, appraise, and assimilate evidence from scientific and clinical studies

related


Psychiatry Clerkship: Students will assess and utilize clinically relevant

research, from the basic sciences of medicine or from patient-centered

clinical research, to evaluate psychiatric care and decision-making

relevant to their patients. Measurement/Eval: OSCE

C. Obtain and use information about patients they care for and the larger

population from which these patients are drawn.

Psychiatry Clerkship: Students will apply concepts of epidemiology and

biostatistics for risk assessment of violence and suicide. Measurement/Eval: OSCE, NBME Subject exam

D. Apply knowledge of study designs and statistical methods to the appraisal of

clinical studies and other information on diagnostic and therapeutic

effectiveness.

Measurement/Eval: NBME Subject exam

E. Use information technology to manage information and access on-line

medical information; and support their own education.

Psychiatry Clerkship: Students will demonstrate facility with the use of

information technology to meeting learning demands. Measurement/Eval: NBME Subject exam, preceptor evaluation


Psychiatry Clerkship: Students will perform effectively as members of

the psychiatric service and will share relevant clinical information

134

regarding their patients to facilitate care.



must be able to demonstrate interpersonal & communication skills, both verbal

and written, that results in effective information exchange with patients, patients’

families, peers, and other health professions colleagues.


A. Create and sustain a therapeutic and ethically sound relationship with

patients in order to effectively communicate their health care needs, including

situations involving sensitive, technically complex, or distressing information.

Psychiatry Clerkship:Students will establish an effective therapeutic

relationship with patients on the psychiatric service, adapting their

style to the needs of the patient and the urgency of the situation. Measurement/Eval: OSCE, preceptor evaluation

Psychiatry Clerkship: Students will recognize and adapt their

communication styles with patients in situations involving sensitive,

technically complex or distressing information. Measurement/Eval: OSCE, preceptor evaluation

B. Utilize appropriate and effective communication strategies to both elicit and

provide health care information to patients and their families.

Psychiatry Clerkship: Students will demonstrate the basic skills

required to communicate effectively with patients, patient’s families,

and colleagues. Measurement/Eval: OSCE, preceptor evaluation

Psychiatry Clerkship: Students will create and maintain written

records of their patient encounters, including history and physical

exams, in-patient encounter notes and case log information. Measurement/Eval: preceptor evaluation, case logs

C. Work effectively with others as members of a health care team, including

peers,residents, faculty and other health care professionals.

Psychiatry Clerkship: Students will perform effectively as members

of the psychiatry service. Measurement/Eval: preceptor evaluation

V. PROFESSIONALISM – Students must demonstrate a commitment to

carrying out professional responsibilities, adherence to ethical principals &

sensitivity to a diverse patient population.


A. Demonstrate respect, compassion, and integrity in interactions with peers,

patients, and other health professionals.

135

Psychiatry Clerkship:Students will demonstrate preparedness for

class, meetings and patient care activities. Measurement/Eval: professionalism form

Psychiatry Clerkship: Students will convey information honestly and

tactfully; will engage in truthful interactions with patients, peers, and

in professional work.

Measurement/Eval: OSCE, professionalism form

Psychiatry Clerkship: Students will act and dress in a professional

manner. Measurement/Eval: professionalism form

Psychiatry Clerkship: Students will maintain appropriate boundaries

in work/learning/patient care situations. Measurement/Eval: OSCE, professionalism form

Psychiatry Clerkship: Students will demonstrate respect for the

wishes of patients; will attend to patient needs for comfort and

privacy. Measurement/Eval: OSCE, professionalism form

Psychiatry Clerkship:Students will demonstrate respect in

relationships toward other health care team members and

patients. Measurement/Eval: OSCE, professionalism form



Psychiatry Clerkship: Students will maintain good attendance and

punctuality for scheduled activities and appointments. Measurement/Eval: preceptor evaluation, professionalism form

Psychiatry Clerkship: Students will demonstrate initiative in fulfilling

responsibilities to patients, and responsibility to others on the

psychiatry service. Measurement/Eval: preceptor evaluation, professionalism form

Psychiatry Clerkship: Students will perform tasks independently as

appropriate to current level of training. Measurement/Eval: preceptor evaluation, professionalism form


withholding of clinical care, confidentiality of patient information, and

informed consent.

Psychiatry Clerkship: Students will discuss the importance of patient

confidentiality. Measurement/Eval: preceptor evaluation, professionalism form

136

Psychiatry Clerkship: Students will recognize the important elements

of informed consent. Measurement/Eval: preceptor evaluation, professionalism form,

NBME Subject Exam

Psychiatry Clerkship: Students will demonstrate knowledge and

discuss the importance of ethical decision making, including

competency, medical power of attorney and recognition of patient

autonomy with regards to diagnostic and treatment

recommendations. Measurement/Eval: OSCE, preceptor evaluation, professionalism

form, NBME Subject Exam

Psychiatry Clerkship: Students will not discriminate regardless of

race, gender, religion, sexual orientation, age, disability, intelligence

and socio-economic status; will react appropriately to other’s lapses

in conduct and performance. Measurement/Eval: OSCE, preceptor evaluation, professionalism


D. Demonstrate sensitivity and responsiveness to patient individuality including

the role of culture, ethnicity, gender, age, disabilities, and other aspects of

health practices and decisions.

Psychiatry Clerkship: Students will demonstrate sensitivity and

respect in patient interactions regardless of race, gender, religion,

sexual orientation, age, disability, intelligence, and socio-economic

status. Measurement/Eval: OSCE, preceptor evaluation, professionalism


Psychiatry Clerkship: Students will recognize the need for patient

involvement in decision making and the incorporation of patients’

values and beliefs into management plans. Measurement/Eval: OSCE, preceptor evaluation, professionalism


E. Recognize and address personal limitations, attributes or behaviors that

might


Psychiatry Clerkship: Students will seek help at appropriate times. Measurement/Eval: preceptor evaluation, professionalism form,

NBME Subject Exam

Psychiatry Clerkship: Students will admit to errors of omission and

commission and assume responsibility; inform a supervisor when

mistakes occur. Measurement/Eval: preceptor evaluation, professionalism form

Psychiatry Clerkship: Students will maintain responsibility for the

physical and mental health of themselves and their peers. Measurement/Eval: preceptor evaluation, professionalism form

Psychiatry Clerkship: Students will accept constructive criticism in

an appropriate manner.

137


Psychiatry Clerkship: Students will recognize areas that need

improvement, seek advice, and demonstrate that they are able to

incorporate feedback in order to make changes in behavior. Measurement/Eval: preceptor evaluation, professionalism form

Psychiatry Clerkship: Students will recognize the need for and strive

to maintain composure during difficult interactions. Measurement/Eval: OSCE, preceptor evaluation, professionalism

form


effectively in teams and within a larger organizational structure. They must

demonstrate an awareness of the larger context & system of health care and of the

resources available within the system to provide optimal care to individual patients

and groups. Finally, students must demonstrate awareness of current barriers to

health care and of the various strategies designed to assist patients in gaining

access to care.


A. Demonstrate effective involvement in a health care team and be able to

recognize how their involvement in patient care may affect other members of the

health care profession.

Psychiatry Clerkship: Students will perform effectively as members

of the psychiatry service. Measurement/Eval: preceptor evaluation, professionalism form

B. Know how types of medial practice and delivery systems differ from one

another, including their methods of controlling health care costs and allocating

resource.

Psychiatry Clerkship: Students will understand the strengths and

shortcomings of the U.S. system for delivering psychiatric care and

recognize the existence of barriers for under-represented minorities

and patients with poor socio-economic status. Measurement/Eval: OSCE, preceptor evaluation, NBME Subject

Exam

C. Describe the principles of cost-effective health care and resource allocation

that does not compromise quality of care.

Psychiatry Clerkship: Students will recognize appropriate cost

effective decision-making and resource allocation. Measurement/Eval: OSCE, preceptor evaluation, NBME Subject

Exam


complexities.

Psychiatry Clerkship: Students will recognize appropriate

consultation resources that can optimize patient care and

management of health behaviors, including different physician

138

specialties, other health care professionals, and community health

agencies, and describe strategies to enhance collaboration of these

resources. Measurement/Eval: OSCE, NBME Subject Exam

E. Be aware of how to partner with health care managers and health care

providers to assess, coordinate, and improve health care and know how these

activities can affect system performance.

Psychiatry Clerkship: Students will outline strategies for effective

quality assurance, including partnership with other health care

managers/providers and the utilization of information in order to

prevent adverse events Measurement/Eval: OSCE, NBME Subject Exam

Psychiatry Clerkship: Students will recognize the source of common

medical errors and display knowledge of strategies to address them. Measurement/Eval: preceptor evaluation, NBME Subject Exam

SURGERY

I. PATIENT CARE – Students must be prepared to provide patient care that is compassionate, appropriate, and effective.



SURGERY: Students will establish an effective therapeutic relationship with patients on the surgical service, considering both psychosocial and cultural context when necessary.

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Case Log Evaluation, Professionalism Form


SURGERY: Students will gather a complete or problem-focused history for patients with symptoms that commonly require surgical referral

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Written focused history and physical, Oral Case Presentation, Case Log Evaluation

SURGERY: Students will demonstrate and perform a complete physical exam relevant to the referring surgical symptom

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Written focused history and physical, Oral Case Presentation, Case Log Evaluation.

SURGERY: Students will demonstrate and perform routine pre- and post-operative patient evaluations

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Written

focused history and physical, Daily Notes, Oral Case Presentation, Participation in

didactic evaluation, Case Log Evaluation, Professionalism Form

C. Make informed decisions about diagnostic and therapeutic interventions based

on patient information and preference, up-to-date scientific evidence, and

clinical judgment.

139

SURGERY: Students will describe relevant differential diagnoses for patients with commonly presenting surgical symptoms*

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation, Written focused history and physical,

SURGERY: Students will develop an appropriate diagnostic plan and treatment rationale for a patient with symptoms that require a surgical referral

Measurement/Eval: Final OSCE exam, NBME subject exam, Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation,

Written focused history and physical, Daily Notes.

SURGERY: Students will develop an appropriate care plan and treatment rationale for patients who are scheduled for or are recovering from surgery

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Written focused history and physical, Daily

Notes.

SURGERY: Students will demonstrate an understanding of and basic skills required to order and interpret labs and radiologic studies commonly used to evaluate surgical patients

Measurement/Eval: Final OSCE exam, NBME subject exam, Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation,

Daily Notes.



education.

SURGERY: Students will utilize clinically relevant research, from the basic sciences of medicine or from patient centered clinical research, to assess the accuracy and precision of diagnostic tests (including the clinical examination), the power of prognostic markers, and the efficacy and safety of therapeutic, rehabilitative, and preventive regimens as they pertain to surgical care and decision-making

Measurement/Eval: NBME subject exam, Tutor/Preceptor clinical evaluation, Oral

Case Presentation, Participation in didactic evaluation.


SURGERY: Students will demonstrate basic skills in performing routine technical procedures commonly required on a surgical service

Measurement/Eval: Tutor/Preceptor clinical evaluation.

SURGERY: Students will demonstrate consistent performance of sterile technique, including successful gowning, gloving and maintenance of sterile operative field

Measurement/Eval: Tutor/Preceptor clinical evaluation, Professionalism Form.


SURGERY: Students will describe regimens for health maintenance designed to reduce perioperative risk

Measurement/Eval: Final OSCE exam, NBME subject exam, Tutor/Preceptor

clinical evaluation, Participation in didactic evaluation.

140

H. Work as members of multi-disciplinary health care teams to provide patient-

focused care.

SURGERY: Students will perform effectively as members of the surgical service

Measurement/Eval: Tutor/Preceptor clinical evaluation, Participation in didactic

evaluation, Professionalism Form.

II. MEDICAL KNOWLEDGE – Students must demonstrate knowledge about established and evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care.


relevant and appropriate to the clinical practice of medicine.

SURGERY: Students will demonstrate basic knowledge of altered structure and function (pathology and pathophsyiology) of the body and its major organ systems that are see in various surgical diseases and how they relate to common presenting surgical symptoms*


clinical evaluation, Oral Case Presentation, Participation in didactic evaluation.

SURGERY: Students will demonstrate the basic knowledge of strategies to identify, assess and manage life-threatening surgical emergencies

Measurement/Eval: NBME subject exam, Tutor/Preceptor clinical evaluation, Oral

Case Presentation, Participation in didactic evaluation.

SURGERY: Students will demonstrate the basic knowledge required to assess and treat pain, and ameliorate suffering

Measurement/Eval: NBME subject exam, Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Daily Notes.

SURGERY: Students will demonstrate knowledge of basic sterile technique Measurement/Eval: Tutor/Preceptor clinical evaluation, Professionalism Form.


situations.

SURGERY: Students will demonstrate knowledge about established and evolving clinical biomedical sciences and the application of this knowledge to surgical care and decision-making



III. PRACTICE BASED LEARNING AND IMPROVEMENT – Students must be able to engage in self-evaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care.

A. Demonstrate strategies to analyze academic and clinical performance over the

course of their professional careers, and develop improvement plans, in a

methodical fashion.

141

SURGERY: Students will demonstrate commitment to life-long learning and will identify strategies to continuously up-date personal clinical knowledge and skills

Measurement/Eval: Tutor/Preceptor clinical evaluation, Oral Case Presentation,

Participation in didactic evaluation, Case Log Evaluation.

SURGERY: Students will recognize their limitations and ask for help when needed



B. Locate, appraise, and assimilate evidence from scientific and clinical studies

related to patients’ health problems.

SURGERY: Students will assess and utilize clinically relevant research, from the basic sciences of medicine or from patient-centered clinical research, to evaluate surgical care and decision-making relevant to their patients





SURGERY: Students will apply concepts of epidemiology and biostatistics for the diagnostic screening of cancers commonly treated by surgeons

Measurement/Eval: NBME subject exam, Tutor/Preceptor clinical evaluation,

Participation in didactic evaluation, Written focused history and physical.

SURGERY: Students will apply concepts of epidemiology and biostatistics for peri-operative risk assessment and to prevent post-operative complications

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Written focused history and physical, Case Log

Evaluation.

D. Apply knowledge of study designs and statistical methods to the appraisal of

clinical studies and other information on diagnostic and therapeutic effectiveness.


Written focused history and physical.



SURGERY: Students will demonstrate facility with the use of information technology to meeting learning demands

Measurement/Eval: Oral Case Presentation, Participation in didactic evaluation, Case Log Evaluation.


SURGERY: Students will perform effectively as members of the surgical service and will share relevant clinical information regarding their patient to facilitate care



IV. INTERPERSONAL AND COMMUNICATION SKILLS – Students must be able to demonstrate interpersonal &

142

communication skills, both verbal and written, that results in effective information exchange with patients, patients’ families, peers, and other health professions colleagues.


order to effectively communicate their health care needs, including situations

involving sensitive, technically complex, or distressing information.

SURGERY: Students will establish an effective therapeutic relationship with patients on the surgical service, adapting their style to the needs of the patient and the urgency of the situation

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation,

Professionalism Form.

SURGERY: Students will recognize and adapt their communication styles with patients in situations involving sensitive, technically complex or distressing information






SURGERY: Students will demonstrate the basic skills required to communicate effectively, both orally and in writing, with patients, patient’s families, and colleagues

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Oral Case Presentation, Written focused history and physical, Daily Notes,


SURGERY: Students will create and maintain written records of their patient encounters, including history and physical exams, in-patient encounter notes and case log information


residents, faculty and other health care professionals. SURGERY: Students will perform effectively as members of the surgical service



V. PROFESSIONALISM FORMSSIONALISM – Students must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population.

A. Demonstrate respect, compassion, and integrity in interactions with peers,

patients, and other health professions.

SURGERY: Students will demonstrate preparedness for class, meetings and patient care activities.


Participation in didactic evaluation, Daily Notes, Professionalism Form.

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SURGERY: Students will convey information honestly and tactfully; will engage in truthful interactions with patients, peers, and in professional work.

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Written focused history and physical, Daily

Notes, Case Log Evaluation, Professionalism Form.

SURGERY: Students will act and dress in a professional manner. Measurement/Eval: Tutor/Preceptor clinical evaluation, Professionalism Form.

SURGERY: Students will maintain appropriate boundaries in work/learning/patient care situations.



SURGERY: Students will demonstrate respect for the wishes of patients; will attend to patient needs for comfort and privacy.



SURGERY: Students will demonstrate respect in relationships toward other health care team members and patients.





SURGERY: Students will maintain good attendance and punctuality for scheduled activities and appointments


SURGERY: Students will demonstrate initiative in fulfilling responsibilities to patients, and responsibility to others on the surgical service


evaluation, Daily Notes, Case Log Evaluation, Professionalism Form.

SURGERY: Students will perform tasks independently as appropriate to current level of training

Measurement/Eval: Tutor/Preceptor clinical evaluation, Written focused history and

physical, Daily Notes, Case Log Evaluation, Professionalism Form.



consent.

SURGERY: Students will discuss the importance of patient confidentiality


Participation in didactic evaluation, Daily Notes, Professionalism Form.

SURGERY: Students will recognize the important elements of informed consent Measurement/Eval: Final OSCE exam, NBME subject exam, Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Case Log Evaluation,


SURGERY: Students will demonstrate knowledge of and discuss the importance of ethical decision making, including declaration of brain death, withdrawal-of-care, establishment of DNR status, medical power of attorney and

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recognition of patient autonomy with regards to diagnostic and treatment recommendations

Measurement/Eval: Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation.

SURGERY: Students will not discriminate regardless of race, gender, religion, sexual orientation, age, disability, intelligence and socio-economic status; will react appropriately to other’s lapses in conduct and performance.


Participation in didactic evaluation, Professionalism Form.

D. Demonstrate sensitivity and responsiveness to patient individuality including the

role of culture, ethnicity, gender, age, disabilities, and other aspects of health

practices and decisions.

SURGERY: Students will demonstrate sensitivity and respect in patient interactions regardless of race, gender, religion, sexual orientation, age, disability, intelligence, and socio-economic status.


Participation in didactic evaluation, Professionalism Form.

SURGERY: Students will recognize the need for patient involvement in decision making and the incorporation of patients’ values and beliefs into management plans.

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Case

Log Evaluation, Professionalism Form.



SURGERY: Students will seek help at appropriate times.

Measurement/Eval: Tutor/Preceptor clinical evaluation, Case Log Evaluation,


SURGERY: Students will admit to errors of omission and commission and assume responsibility; inform a supervisor when mistakes occur.


SURGERY: Students will maintain responsibility for the physical and mental health of themselves and their peers.


SURGERY: Students will accept constructive criticism in an appropriate manner.

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Oral

Case Presentation, Participation in didactic evaluation, Professionalism Form.

SURGERY: Students will recognize areas that need improvement, seek advice, and demonstrate that they are able to incorporate feedback in order to make changes in behavior.

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Oral

Case Presentation, Participation in didactic evaluation, Professionalism Form.

SURGERY: Students will recognize the need for and strive to maintain composure during difficult interactions.

Measurement/Eval: Tutor/Preceptor clinical evaluation, Case Log Evaluation,


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VI. SYSTEMS-BASED PRACTICE – Students will be able to function effectively in teams and within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care.



profession.

SURGERY: Students will perform effectively as members of the surgical service

Measurement/Eval: Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Professionalism form.



SURGERY: Students will describe the strengths and shortcomings of the U.S. system for delivering surgical care and recognize the existence of barriers to index surgical procedures for under-represented minorities and patients with poor socio-economic status.

Measurement/Eval: Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation, Case Log Evaluation.

C. Describe the principles of cost-effective health care and resource allocation that

does not compromise quality of care.

SURGERY: Students will recognize appropriate cost effective decision-making and resource allocation.

Measurement/Eval: Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation, Case Log Evaluation.


complexities.

SURGERY: Students will recognize appropriate consultation resources that can optimize patient care and management of health behaviors, including different physician specialties, other health care professionals, and community health agencies, and describe strategies to enhance collaboration of these resources.

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Written focused history and physical, Daily Notes, Case Log Evaluation.

E. Be aware of how to partner with health care managers and health care providers

to assess, coordinate, and improve health care and know how these activities can

affect system performance.

SURGERY: Students will outline strategies for effective quality assurance, including partnership with other health care managers/providers and the utilization of information in order to prevent surgical complications**

Measurement/Eval: Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Case Log Evaluation.

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SURGERY: Students will recognize the source of common medical errors and discuss strategies to address them.

Measurement/Eval: Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation, Daily Notes, Case Log Evaluation.

* Common Presenting Surgical Symptoms: Abdominal Masses, Abdominal Pain, Abdominal Wall and Groin Masses, Altered Neurological Status, Back Pain, Breast Problems, Ear and Nose Problems, GI Hemorrhage, Jaundice, Leg Pain, Lung Nodule, Neck Mass, Non-healing Wounds, Peri-Anal Problems, Scrotal Pain and Swelling, Shock, Skin and Soft Tissue Lesions, Swallowing Difficulty and Pain, Trauma, Urinary Complaints, Vomiting, Diarrhea and Constipation **Surgical Complications: Venous Thromboembolism, Surgical Site Infection, Post-operative bleeding, Peri-operative Cardiac Event, Nosocomial Pneumonia, Urinary tract infection

USAT MONTSERRAT MEDICAL SCHOOL / Curricular Competencies

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