Schoolwide Competencies and Objectives

Students will:

• Elicit age-appropriate accurate, focused and complete medical histories that differentiate among etiologies of disease, including:
  
  • characterization of a symptom: location, severity, character, pattern, radiation 
  • temporal sequence: onset,
    frequency,  duration, progression
  • associated symptoms
  • exacerbating and remitting
    factors
  • pertinent medical history
  • medications: prescription and supplements
  • family health history
  • social history
• Perform physical examinations and/or mental status examinations relevant to the chief concern to establish the diagnosis and severity of disease including:
  
  • correct order and technique
  • identification of findings
• Describe the keys to successful
  examination of special populations

Students will:

• Generate a list of the most important and likely causes of symptom, recognizing specific history and physical exam findings that distinguish between potential causes
• 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.
• Discuss the relative urgency of treating various causes of symptom.
• Describe any medial or surgical management of symptom. Know indications and side effects
• Communicate the diagnosis,
  treatment plan, and prognosis of the disease to patients and their families in a caring and compassionate manner, reflecting an understanding of the emotional impact of disease and its potential effect on lifestyle (work performance, sexual functioning, etc.).
• Provide education for the patient about his or her treatment plan, including counseling related to preventive measures.
• Refer for psychological support if indicated
• Plan for follow-up.

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.
• Describe the social determinants of health and factors that affect access to and delivery of healthcare and the patient-doctor relationship including cultural, environmental, socioeconomic, policies, financing and healthcare systems.

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.

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 steps to report systems errors in the established reporting system to improve patient safety; identify potential solutions to improve
patient-centered care

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