Schoolwide Competencies and Objectives

Students will:

• Elicit accurate, focused and complete medical histories.
• Perform physical examinations and/or mental status examinations relevant to the chief concern.

Students will:

• Identify components of the patient encounter that are pertinent to the clinical presentation including any abnormal findings.
• Synthesize the information to create a logical differential diagnosis that reflects sound clinical reasoning.

Students will:

• Propose a reasonable and appropriate diagnostic and treatment plan based on the differential diagnosis, justify their strategy and account for patient preference.

Students will be able to:

• Interpret common test results.
• Use new data to modify their diagnostic and treatment strategy.

Students will:

• demonstrate the ability to identify and utilize credible information to inform clinical diagnoses and decision-making.

Students will:

• Perform basic life support and advanced cardiac life support.
• Apply universal precautions.
• Explain the rationale for and perform designated procedures with proper techniques, consideration of patient’s rights, and appropriate to the level of training.

Students will be able to:

• Describe the normal anatomic, histologic, and physiologic structure and function relationships of the body and its major organ systems throughout the life cycle.
• Describe the molecular, biochemical, genetic, and cellular mechanisms that are important in the regulation of human health and well-being.
• Identify and describe pathologic and pathophysiologic mechanisms of disease throughout the life cycle and display knowledge of the most frequent clinical, laboratory, roentgenologic, and pathologic manifestations of common diseases.
• Describe the molecular and cellular mechanisms of action of commonly used therapeutic interventions including those designed for pain relief; recognize adverse events of treatment and identify accepted indications for use.
• Describe how nutrition, health behaviors and preventive measures influence health and disease in individuals and in populations, including physical and functional determinants of human cognition, awareness, behavior and personality.

Students will:

• Identify risk factors for illness or injury within the context of the individual, the family, work, and the social environment across the life span.
• Identify standardized approaches for changing health behavior
• Describe regimens for health maintenance.

Students will:

• Assess their learning needs in basic science and clinical courses.
• Construct learning objectives to address a knowledge gap.
• Generate structured questions arising from clinical problems.
• Identify credible sources of information to address their questions.

Students will:

• Identify the appropriate use of biostatistics, epidemiology and study design for diagnostic screening, risk management, and therapeutic decision-making.
• Systematically appraise and assimilate best evidence about the patients they care for and the larger population of patients with similar clinical conditions.

Students will:

• Self-evaluate their professional development across the basic and clinical sciences through reflective practice habits.
• Establish strategies for improvement.
• Employ strategies for seeking, receiving and acting upon feedback.

Students will:

• Foster a therapeutic relationship with all patients and their families.
• Adapt their communication style to the individual needs of the patient, and the urgencies of the situation.
• Communicate respectfully and demonstrate appropriate ethical interactions.
• Demonstrate sensitivity, honesty and compassion in difficult conversations (e.g. about end-of-life issues; death; adverse events; bad news and other sensitive topics).

Students will:

• Use techniques which foster effective communication.
• Deliver information with appropriate communication strategies including use of the explanatory model, assessing the patient's understanding with direct questioning, and with written instructions.
• Conduct a culturally-competent encounter to promote patient-centered decision making.

Students will:

• Communicate effectively with all health care team members and professionals in both clinical and non-clinical settings.
• Demonstrate effective communication in patient hand-offs during transitions of care and maintain continuity through follow up on patient progress and outcomes.
• Provide concise and accurate verbal and written summaries of all patient encounters, prioritizing the most significant factors for clinical decision-making.

Students will not discriminate regardless of race, gender, religion, sexual orientation, age, disability, intelligence and socio-economic status.

Students will:

• Complete assignments in a timely manner.
• Maintain good punctuality and attendance for all scheduled activities.
• Communicate appropriately with regard to their responsibilities.
• Demonstrate initiative in fulfilling responsibilities to patients and others on the health care team.

Students will:

• Maintain patient confidentiality.
• Identify the principles of informed consent, and information sharing.
• Recognize the importance of ethical decision making.

Students will:

• Seek help when needed.
• Accept constructive criticism and modify behavior based on feedback.
• Maintain responsibility for the physical and mental health of themselves and their peers.
• Admit to errors of omission and commission and assume responsibility.
• Inform a supervisor when mistakes occur.
• Maintain composure during difficult interactions.

Students will:

• Identify and describe the components of patient centered care in practice environments.
• Interact appropriately with other healthcare team members.
• Identify the many roles that health care members have in patient care.

Students will:

• Work collaboratively in small groups.
• Participate in teaching activities.
• Work collaboratively with students and other health care professionals.
• Appropriately share and elucidate clinical information