USAT MONTSERRAT MEDICAL SCHOOL / Curricular Competencies

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
23
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.
25
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

26

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.
27

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

28
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,
29
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
30







Behavioral Science: Students will demonstrate standards of professionalism, including

and patients
31


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

32
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.
33
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

34






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

patients

35
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.
36

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.
37
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.
38
decisions.

VI. SYSTEMS-BASED PRACTICE

profession.
complexities.
system performance.
Cellular and Genetic Mechanisms



judgment.

care.
39


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.
40
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






41

• 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
42


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
43
Clinical Pathophysiology: Students will discuss and integrate case-based clinical

pathophysiology problems.
Measurement/evaluation: Multiple Choice Question exams, faculty observation







44
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.
45
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
46
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





47



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.



48
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.
49
 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."
50
 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.
51
 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,

52

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.
53
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.
54
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



55



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.


56
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.
57
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
58
M1 Integrated: Students will maintain good attendance and advanced preparation for
small group discussions.

consent.

decisions.


profession.
complexities.
system performance.
Microbiology/Immunology

59
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
60
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.


61






Microbiology/Immunology: Students will demonstrate standards of professionalism,



consent.
62
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.
63

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.
64
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.
65
Physiology: Students will integrate the above and describe pathologies affecting bone
maintenance, and the rationale for the medical management of bone loss.








66
Physiology: Students will demonstrate standards of professionalism, including respect,
patients


consent.

decisions.



profession.
complexities.
system performance.
Neuroscience

67
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
68
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



69




Neuroscience: Students will demonstrate standards of professionalism, including

and patients


consent.

decisions.


70
profession.
complexities.
system performance.
Pathology


judgment.

care.


71
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
72
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.

73

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.


74

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.
75
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.
76
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
77
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.
78
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.
79

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
80
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
81
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

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.
82




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 demonstrate effective reasoning in solving

clinical problems; Suggest diagnostic studies and give reasons for
these suggestions.
Measurement/Eval.: Faculty evaluation and feedback; OSCEs

IMPROVEMENT
83
Measurement/Eval: Faculty observations & feedback; Portfolio

wellness.
Measurement/Eval: Faculty observations and feedback;

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



professionals.
84
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.
85
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

86
OSCEs; Peer Evaluation


wellness.

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

Portfolio

Portfolio

87
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.



88
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.
89
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.
90
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






91

patient population.

Pharmacology: Students will demonstrate standards of professionalism, including

and patients
Evaluation/Measurement Professionalism form


consent.

decisions.



profession.
complexities.
92
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.
93
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







94
Systems Histology: Students will demonstrate standards of professionalism,



consent.

decisions.



profession.
complexities.
system performance.
Universal Precautions/Venipuncture
95

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.




96





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

97
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.

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
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
98
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,
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
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
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
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.
Critical Care Clerkship: Students will describe regimens for health maintenance
aimed at risk factor reduction
Measurement/Eval: ClinE,
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
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.
99
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.
Critical Care Clerkship: Students will understand the basic principles and commonly
used modes of mechanical ventilation and be able to prescribe ventilator settings.
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.
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.
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
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
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
100
Critical Care Clerkship: Students will recognize their limitations and ask for help when
needed
Measurement/Eval: ClinE, OCPE, GroupE, ProfE
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,
Measurement/Eval: ClinE, OCPE, H&PE, WritE
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
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
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
Critical Care Clerkship: Students will recognize and adapt their communication styles
with patients in situations involving sensitive, technically complex or distressing
information
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
101
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.

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.
Critical Care Clerkship: Students will maintain appropriate boundaries in
Critical Care Clerkship: Students will demonstrate respect for the wishes of patients;
will attend to patient needs for comfort and privacy.
Critical Care Clerkship: Students will demonstrate respect in relationships toward
other health care team members and patients.
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.
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
102
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.
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.
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.
Critical Care Clerkship: Students will seek help at appropriate times.
Critical Care Clerkship: Students will admit to errors of omission and commission and
assume responsibility; inform a supervisor when mistakes occur.
Critical Care Clerkship: Students will maintain responsibility for the physical and
mental health of themselves and their peers.
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.
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.
care service
103
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.
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
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.
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
104
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.
105
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
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
106
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

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
107
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.


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.

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.
108
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.

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.

109

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).
110
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.
111
W. Use information technology to support patient care decisions
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.
112
IMPROVEMENT
ICE: Students will demonstrate commitment to lifelong learning and
Measurement/Eval: Completion of required online modules.

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.


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.
113
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

114

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

B. Know how types of medical practice and delivery systems




performance.

115

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.
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
116
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
117
Students will demonstrate commitment to life-long learning and will identify strategies
to continuously up-date personal clinical knowledge and skills
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

118
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
119
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
120
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.

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.
121
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
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.
122
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
123
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.
124
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
125
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
126
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.
127
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.
128
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.
129
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
130
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
131
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.
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.
132
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.
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
133
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.
Psychiatry Clerkship: Students will recognize and adapt their

communication styles with patients in situations involving sensitive,
technically complex or distressing information.
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.
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.
134
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.
Psychiatry Clerkship: Students will demonstrate respect for the

wishes of patients; will attend to patient needs for comfort and
privacy.
Psychiatry Clerkship:Students will demonstrate respect in

relationships toward other health care team members and
patients.

Psychiatry Clerkship: Students will maintain good attendance and

punctuality for scheduled activities and appointments.
Psychiatry Clerkship: Students will demonstrate initiative in fulfilling

responsibilities to patients, and responsibility to others on the
psychiatry service.
Psychiatry Clerkship: Students will perform tasks independently as

appropriate to current level of training.

withholding of clinical care, confidentiality of patient information, and
informed consent.
Psychiatry Clerkship: Students will discuss the importance of patient

confidentiality.
135
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.
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.
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.
Psychiatry Clerkship: Students will recognize the need for patient

involvement in decision making and the incorporation of patients’
values and beliefs into management plans.
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.
Psychiatry Clerkship: Students will maintain responsibility for the

physical and mental health of themselves and their peers.
Psychiatry Clerkship: Students will accept constructive criticism in

an appropriate manner.
136
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.
Psychiatry Clerkship: Students will recognize the need for and strive
to maintain composure during difficult interactions.
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.
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
137
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
focused history and physical, Oral Case Presentation, Case Log Evaluation.
SURGERY: Students will demonstrate and perform routine pre- and post-
operative patient evaluations
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.
138
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
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
clinical evaluation, Participation in didactic evaluation.
139
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

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.
140
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
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.

and will share relevant clinical information regarding their patient to facilitate
care
IV. INTERPERSONAL AND COMMUNICATION SKILLS –

Students must be able to demonstrate interpersonal &
141
communication skills, both verbal and written, that results in effective
information exchange with patients, patients’ families, peers, and
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
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
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

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 .
142
SURGERY: Students will convey information honestly and tactfully; will engage
in truthful interactions with patients, peers, and in professional work.
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.

SURGERY: Students will maintain appropriate boundaries in

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

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
143
recognition of patient autonomy with regards to diagnostic and treatment
recommendations
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.
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.
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,
144
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.

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.
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.
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.
145
SURGERY: Students will recognize the source of common medical errors and
discuss strategies to address them.
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
146

USAT MONTSERRAT MEDICAL SCHOOL / Curricular Competencies

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USAT MONTSERRAT MEDICAL SCHOOL / Curricular Competencies

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USAT Publishing Co.

USAT Med School-Wide Objective and Measurement

(m/e = measurement and evaluations)

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

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

a. Students will establish therapeutic relationships with diverse

b. Students will recognize and discuss the importance of family

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

B. Gather essential and accurate information about their patients.

b. Students will take a complete medical history.

c. Students will use proper technique when performing a physical

d. Students will perform a focused physical exam.

e. Students will perform a complete physical examination.

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

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

g. Students will relate differential diagnosis and exam findings

C. Make informed decisions about diagnostic and therapeutic interventions

a. Students will identify differential diagnoses for cardinal

b. Students will indicate appropriate evaluation and management

(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

c. Students will modify diagnostic strategies in response to test

d. Students will develop appropriate patient management plans and

D. Counsel and educate patients and their families.

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

b. Students will use lay person terminology to explain disease

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

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

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

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

a. Students will identify credible information sources for research and

(m/e: faculty observations and feedback)

a. Students will use best evidence to develop diagnostic and

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

F. Perform required clinical procedures.

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

b. Students will understand the major principles of Universal

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

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

a. Students will perform designated essential procedures (See

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

G. Work with patients in preventing health problems or maintaining

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

a. Students will identify standardized approaches for changing health

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

a. Students will identify and describe the components of patient

b. Students will interact appropriately with others.

(m/e: student portfolios, peer evaluations)

a. Students will interact appropriately with other healthcare team

(m/e: case conferences, clerkship evaluations)

(m/e = measurement and evaluations)

By graduation, students will be able to:

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