UCCOM Goal 1   

To provide a core curriculum that contains the essential information to enable each student to learn the scientific basis of medicine and the application of that knowledge to the practice of medicine

Related Institutional Competencies

Students will…

1. Acquire, master and use core biomedical knowledge to guide clinical diagnosis, management, treatment, prevention and discovery.

Related Clinical Biennium  Goal 1

To provide a core curriculum that integrates core biomedical basic science knowledge with its application to clinical practice.

Related Clinical Biennium  Competencies

Students will be able to....

• describe and explain the basic pathophysiology of common diseases, illustrate how the basic bio- medical sciences pertain to clinical practice, and explain how evidence based medicine is an integral part of clinical practice.

Related ACGME Competencies

Patient Care, Medical Knowledge,  Practice-Based Learning, Interpersonal and Communication

B. Teaching Methods/Activities
What specific methods will faculty use to meet that/those objective(s)?

C. Student Learning Indicators/  Competencies
 Related to Objectives
To determine if objectives have been met, the faculty will evaluate the students ability to:

D. Measures
What valid & reliable measures will be used to assess student’s degree of indicator/competency achievement?

FAMILY MEDICINE

the core cognitive (Fund of Knowledge) concepts of practicing Family Medicine including:

• Treating the whole person;  Comprehensive care; Prevention/lifetime health monitoring; Anticipatory guidance;  Use of community resources;  Patient advocacy;  Cost-effective medicine;  Primary ambulatory care;  Compliance/health belief model; Developmental stages of life; Use of consultation/ coordination of care;  Lifestyle/community involvement

• Friday lecture/didactic sessions
• Textbook – Guide to Family Medicine Clerkship
• Other assigned readings

• describe  the key disease prevention strategies common in family medicine.
• explain the ways in which anticipatory guidance might help contribute to a better outcome.
• define the basic family medicine core concepts in terms of their usefulness to family practitioners.
• demonstrate how the student or preceptor incorporated the core values during the rotation.
• describe how continuity of care contributes to better health-related outcomes.
• identify and discuss the financial costs associated with a specific patient with a specific disease.
• describe the conditions under which a variety of common outpatient clinical procedures are performed. 

• Written shelf exam

INTERNAL MEDICINE

the core cognitive (fund of knowledge) concepts of inpatient and ambulatory Internal Medicine practice.

• Lectures/Didactics
• Textbooks
• Professors’ Rounds Lectures
• Chief’s physical Diagnosis Rounds
• Houk Rounds
• EKG Self-Study Tutorial
• Dermatology Self-Study Tutorial (2 hrs)
• Ophthalmology Self-Study Tutorial (30 mins)
• Radiology Self-tutorial

• identify, describe, and discuss the etiology (biological, genetic, psychological & environmental), the clinical features, diagnostic criteria, differential diagnosis, as well as evaluation and treatment alternatives for common adult health conditions and diseases.

• Professors’ Rounds Exam
• Written – NBME shelf- exam
• Attending and Resident Evaluation
• Preceptor Evaluation

OB/GYN

the core cognitive (Fund of Knowledge) concepts of Obstetric and Gynecological practice .

• Textbooks
• Didactic sessions
• Interactive Group Sessions

• identify, describe, and discuss the etiology (biological, genetic, psychological & environmental), the clinical features, diagnostic criteria, differential diagnosis, as well as evaluation and treatment alternatives for common obstetrical and gynecological conditions and diseases.
• explain the indications for, as well as limitations and possible complications of, common obstetrical and gynecological procedures.
• discuss the preventive and public health aspects of obstetrics and gynecology.

• Oral exam
• Written – shelf- exam
• Attending, Resident. Preceptor evaluation of student

PSYCHIATRY

the core concepts (Fund of Knowledge) of Psychiatry practice:

• Two 3 week Inpatient Rotation
• Outpatient Rotation ½ day per week for 6 weeks
• Substance Abuse case conferences
• Lecture/Didactic Sessions
• Textbook

• identify, describe, and discuss the etiology (biological, genetic, psychological & environmental), the clinical features, diagnostic criteria, differential diagnosis, evaluation and treatment alternatives for: Psychiatric Emergencies, Cognitive Disorders,  Substance Abuse Disorders, Psychotic Disorders, Mood Disorders, Anxiety Disorders, Somatoform and Factitious Disorders, Dissociative Disorders, Eating Disorders,  Sexual Disorders  Personality Disorders
• describe and discuss the various and important aspects of Child and Adolescent Psychiatry; Geriatric Psychiatry and Forensic Psychiatry.
• discuss the indications, mechanism of action, pharmacokinetics, common side effects, and drug interactions of commonly prescribed medications to treat psychiatric disorders (Psychopharmacology). Psychotherapies) - Describe the theoretical principles of and indications for using specific psychotherapies.

• Written shelf-exam
• Oral exam
• Attending, resident, preceptor evaluation of student

SURGERY

the core cognitive (fund of knowledge) concepts of Surgical practice.

• Lectures/Didactics
• Vignette sessions (interactive teaching sessions – prior preparation is required)
• Weekly conferences (Grand Rounds, M & M, Professor’s Hour)

• identify, describe, and discuss the etiology, the clinical features, diagnostic criteria, differential diagnosis, as well as  evaluation and treatment alternatives for a variety of surgical procedures.

• Written shelf exam
• Oral exams
• Clerkship Director evaluation of student
• Participation in interactive teaching sessions.
• Participation in weekly conferences

PEDIATRICS

the core cognitive concepts (Fund of Knowledge) of Pediatric practice including the basic knowledge of growth and development (physical, physiologic and psychosocial) and of its clinical application from birth through adolescence.

• Textbooks
• Lectures/Didactics
• Noon Conferences
• Attending Rounds
• Nursery Rounds
• Videos :

The Pediatric Examination: Art and Process
The Ballard Score

• identify, describe, and discuss the etiology (biological, genetic, psychological & environmental), the clinical features, diagnostic criteria, differential diagnosis, as well as evaluation and treatment alternatives for common pediatric health conditions and diseases.

• Written NBME shelf- exam
• Attending, Resident and Preceptor evaluation of student.

CLINICAL NEUROSCIENCE

The core cognitive concepts of inpatient and ambulatory Neurological clinical practice.  

• Lectures/Didactics
• Textbooks
• 3 one-hour weekly clinical practice seminars
• 4 two-three hour specialty seminars
• 3 one-hour basic science seminars
• Journal club

• Identify, describe, and discuss the etiology (biological, genetic, psychological & environmental), the clinical features, diagnostic criteria, differential diagnosis, as well as evaluation and treatment alternatives for common adult and pediatric neurological conditions and diseases.

• Written NBME shelf- exam
• Clinical decision-making exam
• Case presentations evaluated by Attending physician using the Passport/Log sheet and criteria
• Presentation and discussion of literature critique

INTERNAL MEDICINE ACTING INTERNSHIP

the core cognitive (fund of knowledge) concepts of inpatient Internal Medicine practice.

• Daily ward rounds
• Morning Report
• Clinical Conferences
• Small Group Case Discussions
• EKG Conference
• Radiology Review
• Sign-out review
• Autopsy Attendance

• identify, describe, and discuss the etiology (biological, genetic, psychological & environmental), clinical features, diagnostic criteria, differential diagnosis, as well as evaluation and treatment alternatives for common adult health conditions and diseases.

• Attending and Resident Evaluation

UCCOM Goal 2   

To provide a core curriculum that integrates the clinical applications of basic science concepts throughout the four year  curriculum, as well as introduces students to the interviewing and physical examination skills integral to the practice of medicine.

Related Institutional Competencies

Students will…

• Acquire, master and use basic clinical motor and cognitive skills, including problem solving and clinical reasoning, essential to practicing medicine.
• Acquire, master and use effective interviewing and communication skills.

Related Year I Goal 2

To provide students with the necessary information to develop a core understanding of the clinical manifestations of  common diseases,  including  risk factors, prevention, clinical presentation, clinical course, treatment and prognosis and for  students to become proficient with the clinical  assessment of both health and disease

Related Clinical Biennium  Competencies

Students will be able to....

• perform all medical procedures outlined in:  a) CBC core clinical procedures list  b) Clerkships and c) Electives
• effectively interview and communicate with patients and families when obtaining a complete medical history.
• perform a complete physical/mental exam focusing on both abnormalities and normal  findings, as well as perform an abbreviated/ focused history and physical exam & a more complete exam as patient’s clinical status warrants.  
• interpret, apply, and use results from common lab tests, including x-rays & EKGs.
• develop and prioritize a differential diagnosis list and use the list to create an assessment and therapeutic plan.

Related ACGME Competencies

Patient Care, Medical Knowledge,  Practice-Based Learning, Interpersonal and Communication, Professionalism

B. Teaching Methods/Activities
What specific methods will faculty use to meet that/those objective(s)?

C. Student Learning Indicators/  Competencies
Related to Objectives
To determine if objectives have been met, the faculty will evaluate the students ability to:

D. Measures
What valid & reliable measures will be used to assess student’s degree of indicator/competency achievement?

FAMILY MEDICINE

the core technical and patient-management concepts of FAMILY MEDICINE practice including:
a. History Taking Skills
b. Physical Exam Skills
c. Written Skills
d. Oral Presentation Skills
e. Problem Solving & Clinical Judgment

• the differences that exist between practicing FAMILY MEDICINE in the inpatient versus the outpatient (ambulatory) setting.

• 4-week Ambulatory rotation
• After clinic conference
• 2-hour Evidence-based medicine practical session.
• In-Depth study of a patient/family’s health problem
• Professors’ rounds

• demonstrate appropriate skill level in conducting various common outpatient procedures (e.g.,urinalysis, KOH preps, wet preps, venipunctures, throat cultures, IM and sub Q injections, EKG’s, skin testing, tympanometry, suturing, incision and drainage, casting and splinting, and stool guiacs)
• elicit, describe, and clearly record a history and physical status examination obtained from the patient and other collateral sources. (i.e., using SOAAP format)
• list the steps used to assess patients according to the biopsychosocial model.
• discuss how diagnosing and managing common health problems may differ biologically, socially and psychologically.
• apply problem-solving skills to ambulatory patients who have undifferentiated, early-disease state problem.
• develop long term treatment plans and goals for patients with chronic illnesses.
• formulate a problem list and differential diagnosis for major presenting symptoms and alter in response to changes in clinical status.
• refine time-management skills and scheduling to include classifying and prioritizing tasks in terms of their importance, resource cost, time cost, and potential benefits.
• demonstrate the ability to orally present a coherent and concise case presentation using medical terminology.
• identify and synthesize pertinent clinical information and ask the right questions to make safe clinical decisions.

• Preceptor Evaluation
• Evaluation of oral discussion and written presentation of the in-depth family study.
• Evaluation of participation in professor’s rounds.
• Evaluation of student-led common case presentation.

INTERNAL MEDICINE

the core technical (clinical procedures) and patient-management concepts of inpatient and ambulatory IM practice including:
a. History Taking Skills
b. Physical Exam Skills
c. Written Skills
d. Oral Presentation Skills
e. Problem Solving & Clinical Judgment

• the differences that exist between practicing IM in the inpatient versus the outpatient (ambulatory) setting.

• 4-week Inpatient rotation
• 4-week Ambulatory rotation
• Being on-call
• Required databases/patient write-ups
• Bedside Clinical Exercise
• Standardized Patient Clinical Experience
• Student Clinic
• Community Clinic
• Subspecialty Clinic
• Clinical Skills Training

• elicit, describe, and clearly record a complete history and physical status examination obtained from the patient and other collateral sources.
• demonstrate the ability to orally present a coherent and concise case presentation using medical terminology.
• recognize physical signs and symptoms that accompany a variety of disorders and differentiate them from other medical conditions.
• formulate a problem list and differential diagnosis for major presenting symptoms.
• develop a beginning treatment plan including the patient’s medical & social needs. 
• identify and synthesize pertinent clinical information and ask the right questions to make safe clinical decisions.
• describe the differences between inpatient and ambulatory IM practice.
• demonstrate clinical Skills Training (venipuncture, arterial blood gas techniques, IV insertion, bag and mask ventilation and NG tube insertion.

• Attending, Resident, and Preceptor  evaluation of student
• Preceptor evaluation of student
• Evaluation of Bedside Clinical Exercise
• Standardized Patient evaluation of student
• Evaluation of patient write-ups/databases on standardized patients.
• Evaluation of other patient write-ups/databases
• Completion of logbook
• Evaluation of competency to perform a variety of clinical procedures.

OB/GYN

The core patient-management concepts of OB/GYN practice including:
a. History Taking Skills
b. Physical Exam Skills
c. Written Skills
d. Oral Presentation Skills
e. Problem Solving & Clinical Judgment

• The differences that exist between practicing OB/GYN in the inpatient versus the outpatient (ambulatory) setting.

• 4-week Inpatient rotation
• 4-week Ambulatory rotation.
• Problem-solving case presentations
• Interactive group learning sessions
• Clinical Skills lab

• elicit, describe, and clearly record a complete history and physical status examination obtained from the patient and other collateral sources.
• demonstrate the ability to orally present a coherent and concise case presentation using medical terminology.
• recognize physical signs and symptoms that accompany obstetric and gynecological disorders and differentiate them from other medical conditions.
• formulate a problem list and differential diagnosis for major presenting symptoms.
• develop a beginning treatment plan including the patient’s medical & social needs. 
• identify and synthesize pertinent clinical information and ask the right questions to make safe clinical decisions.
• discuss the unique aspects of ambulatory obstetrics and gynecology.

• Oral exam
• Written – shelf- exam
• Attending, Resident, and Preceptor Evaluation
• Case presentation Evaluations
• Interactive Group Learning Evaluations
• Observation and evaluation of performance in clinical skills lab

PSYCHIATRY

the core technical and patient-management concepts of Psychiatry practice including:
a. History Taking Skills
b. Mental  Exam Skills
c. Written Skills
d. Oral Presentation Skills
e. Problem Solving & Clinical Judgment

• Two 3 week Inpatient Rotation
• Outpatient Rotation ½ day per week for 6 weeks
• Substance Abuse case conferences
• Didactic Sessions
• Textbook
• Standardized patient interview (Clinical skills lab)

• elicit, describe, and clearly record a complete psychiatric history and mental status examination obtained from the patient and other collateral sources.
• demonstrate the ability to orally present a coherent and concise case presentation using medical terminology.
• recognize physical signs and symptoms that accompany psychiatric disorders and differentiate them from other medical conditions.
• recognize and identify the effects of psychotropic medications in the physical examination.
• use the (DSM), including the 5 axes, to identify the signs and symptoms that pertain to the psychiatric disorders.
• formulate a differential diagnosis for major presenting symptoms and alter in response to changes in clinical status.
• develop a comprehensive treatment including the patient’s medical, psychopharmacologic, psychotherapeutic, & social needs 
• state indications for, and limitations of, the tests used to evaluate physiologic functioning of persons with psychiatric symptoms
• discuss indications for obtaining psychologic &  neuropsychologic testing.

• Attending, resident, preceptor evaluation of student
• Standardized patient evaluation of student.
• Evaluation of video-taped session

SURGERY

The core technical concepts of Surgical practice. including:
a. basic surgical preparation
b. basic surgical skills (e.g. suturing)
The core patient-management concepts of Surgical practice including:
a. History Taking Skills
b. Physical Exam Skills
c. Written Skills
d. Oral Presentation Skills
e. Problem Solving & Clinical Judgment

Use of clinical skills lab for teaching:

• 1 hour gowning/gloving
• O.R. protocol
• 8 hours suturing and wound management
• 12 hours of practice sessions – (mannequins & cadavers; airway, chest, nutrition, C-lines, IV fluids, IV’s, abdomen, critical care)
• Surgery observation

• elicit, describe, and clearly record a complete physical history and examination obtained from the patient and other collateral sources.
• demonstrate the ability to orally present a coherent and concise case presentation using medical terminology.
• formulate a problem list & differential diagnosis for major presenting symptoms and alter in response to changes in clinical status.
• develop a comprehensive treatment including the patient’s medical, pharmacologic, therapeutic, & social needs 
• state indications for, and limitations of, the tests used to evaluate physiologic functioning

• Attending, Resident, Preceptor evaluation of student’ technical performance

PEDIATRICS

The core patient-management concepts of Pediatric practice including:
a. History Taking Skills
b. Physical Exam Skills of infants, children & adolescents
c. Written Skills
d. Oral Presentation Skills
e. Clinical Judgment & Problem Solving
The differences that exist between practicing pediatrics in the inpatient versus the outpatient (ambulatory) setting.

How to develop strategies for health promotion as well as disease and injury prevention as they relate to children and adolescents.

• 4-week Inpatient rotation
• 4-week Ambulatory rotation
• Bedside Clinical Exercise
• Case –based discussion sessions (preceptor sessions)
• Clinical Skills Lab
• Nursery Rounds

• elicit, describe, and clearly record a complete history and physical status exam obtained from the child or the accompanying adult and other collateral sources, be able to use information to diagnose & manage common acute & chronic childhood illnesses.
• recognize physical signs and symptoms that accompany childhood disorders.
• formulate a problem list and differential diagnosis for major presenting symptoms and alter in response to changes in clinical status.
• demonstrate the ability to orally present a coherent and concise case presentation using medical terminology
• develop a beginning treatment plan including the child or adolescent’s medical & social needs. 
• identify and synthesize pertinent clinical information and ask the right questions to make safe clinical decisions.

• Attending, Resident, Preceptor  evaluation of student
• Evaluation of Bedside Clinical Exercise
• Evaluation of Case Discussion Sessions

CLINICAL NEUROSCIENCE

The core technical (clinical procedures) and patient-management concepts of inpatient and ambulatory clinical neuroscience practice including:
a. History Taking Skills
b. Physical Exam Skills
c. Written Skills
d. Oral Presentation Skills
e. Problem Solving & Clinical Judgment
The differences that exist between practicing clinical neuroscience in the inpatient versus the outpatient (ambulatory) setting.

• 4-week Inpatient rotation
• Required patient write-ups and oral presentations.
• Bedside Clinical Exercise
• Student Outpatient Clinic
• 3 one-hour weekly clinical practice seminars

• elicit, describe, and clearly record a complete history and physical status examination obtained from the patient and other collateral sources.
• demonstrate the ability to orally present a coherent and concise case presentation using medical terminology.
• recognize physical signs and symptoms that accompany a variety of disorders and differentiate them from other medical conditions.
• formulate a problem list and differential diagnosis for major presenting symptoms.
• develop a beginning treatment plan including the patient’s medical & social needs. 
• identify and synthesize pertinent clinical information and ask the right questions to make safe clinical decisions.
• describe the differences between inpatient and ambulatory practice.
• perform or observe a lumbar puncture.

• Bedside Neurological exam on real patient
• Evaluation of other patient write-ups/databases
• Evaluate ability to perform a variety of clinical procedures (simulation).
• Case presentations evaluated by Attending physician using the Passport/Log sheet and criteria

INTERNAL MEDICINE  ACTING INTERNSHIP

The core technical (clinical procedures) and patient-management concepts of inpatient and ambulatory IM practice including:
a. History Taking Skills
b. Physical Exam Skills
c. Written Skills
d. Oral Presentation Skills
e. Problem Solving & Clinical Judgment

The differences that exist between practicing IM in the inpatient versus the outpatient (ambulatory) setting.

• 4-week Inpatient rotation
•  On-call responsibilities
• Required databases/patient write-ups
• Transitions of care focus

• elicit, describe, and clearly record a complete history and physical status examination obtained from the patient and other collateral sources.
• demonstrate the ability to orally present a coherent and concise case presentation using medical terminology.
• recognize physical signs and symptoms that accompany a variety of disorders and differentiate them from other medical conditions.
• formulate a problem list and differential diagnosis for major presenting symptoms.
• develop a beginning treatment plan including the patient’s medical & social needs. 
• identify and synthesize pertinent clinical information and ask the right questions to make safe clinical decisions.
• describe the differences between inpatient and ambulatory IM practice.
• demonstrate clinical Skills Training (venipuncture, arterial blood gas techniques, IV insertion, bag and mask ventilation and NG tube insertion.

• Attending, evaluation of student
• Evaluation of patient write-ups/databases.
• Evaluate student clinical skill performance on real patients.

UCCOM Goal 3   

To cultivate and nurture a learning environment that fosters a humanistic and compassionate, as well as an ethical, respectful, and culturally competent approach to patient care and to working with other health care providers.

Related Institutional Competencies

Students will…

• Incorporate ethics and moral reasoning into their clinical decisions.
• Exhibit behavior that demonstrates professionalism and role recognition.
• Demonstrate their understanding of the social and community contexts of health care.

Related Clinical Biennium  Goal 3

Integrate the concepts of humanism, tolerance, ethics, and diversity and the importance of those concepts to the physician-patient relationship and the  practice of medicine throughout the first year’s curriculum.

Related Clinical Biennium  Competencies

Students will be able to....

• Incorporate ethical, moral, and humanistic reasoning in all clinical decisions,
• Consistently demonstrate a high degree of professionalism and role recognition,
• Exhibit a high degree of cultural sensitivity when interacting with patients.

Related ACGME Competencies

Patient Care,  Practice-Based Learning, Interpersonal and Communication, Professionalism, Systems-Based Practice

B. Teaching Methods/Activities
What specific methods will faculty use to meet that/those objective(s)?

C. Student Learning Indicators/  Competencies
Related to Objectives
To determine if objectives have been met, the faculty will evaluate the students ability to:

D. Measures
What valid & reliable measures will be used to assess student’s degree of indicator/competency achievement?

FAMILY MEDICINE

The professional responsibilities of a Family Medicine practitioner including:
a) the importance of establishing rapport and communicating effectively with patients and their families.
b) the importance of respecting and communicating effectively with medical staff and colleagues.
c) the importance of respecting cultural and ethnic differences of patients and families and understanding how differences may influence patient management.
d) the importance of exhibiting professional behaviors such as:

• promptness
• reliability and dependability
• professional appearance
• ethical
• empathy/altruism
• honor, integrity, self-awareness
• proper level of confidence

• 4-week Ambulatory rotation.
• After clinic conference
• 2-hour Evidence-based medicine practical session.
• In-Depth study of a patient/family’s health problem
• Professors’ rounds
• Common case presentations

• describe the dynamics of the physician-patient relationship in Fam Med sessions and how these dynamics may impact management of a patient’s illness.
• recognize how interpersonal relationships, social characteristics, and cultural norms can alter the presentation and management of an illness.
• limit use of medical jargon when speaking with patients and families. Actively listen and pose appropriate follow-up questions.
• understand patient problems in a community and family context.
• interact in a positive, productive manner with other professionals and staff.
• exhibit a level of self-confidence that is commensurate with her/his level of training.
• seek advice from preceptors when it’s appropriate
• complete assigned tasks on-time and be responsible and dependable throughout the clerkship experience.
• take responsibility for errors made and reflect on what can be learned from the experience.
• refine ways to exhibit a caring and empathetic attitude toward patients and ability to display professional values and attitudes.
• refine the develop of professional role and career decision-making.

• Preceptor Evaluation
• Evaluation of oral discussion and written presentation of the in-depth family study.
• Evaluation of participation in professor’s rounds.
• Evaluation of student-led common case presentation

INTERNAL MEDICINE

The professional responsibilities of a practicing IM physician including the importance of :
a) establishing rapport and communicating effectively with patients and their families.
b) respecting and communicating effectively with medical staff and colleagues.
c) respecting cultural and ethnic differences of patients and families and understanding how differences may influence patient management.
d) exhibiting professional behaviors such as:

• promptness
• reliability and dependability
• professional appearance
• ethical
• empathy/altruism
• honor, integrity, self-awareness
• proper level of confidence

• 4-week Inpatient rotation
• 4-week Ambulatory rotation
• Bedside Clinical Exercise
• Standardized Patient Clinical Experience
• Student Clinic
• Community Clinic
• Subspecialty Clinic

• establish rapport with patients and families, regardless of differences in cultural and social background.
• limit use of medical jargon when speaking with patients and families.
• actively listen and pose appropriate follow-up questions.
• communicate well with, and show respect for, staff and colleagues.
• exhibit a level of self-confidence that is commensurate with her/his level of training.
• seek advice from preceptors when it’s appropriate
• complete assigned tasks on-time and be responsible and dependable throughout the clerkship experience.
• take responsibility for errors made and reflect on what can be learned from the experience.
• demonstrate an empathic, respectful, and nonjudgmental demeanor in interactions with patients and staff members.

• Attending, Resident, and Preceptor  evaluation of student
• Standardized Patient evaluation of student

OB/GYN

The professional responsibilities of a practicing OB/GYN including:
a) the importance of establishing rapport and communicating effectively with patients and their families.
b) the importance of respecting and communicating effectively with medical staff and colleagues.
c) the importance of respecting cultural and ethnic differences of patients and families and understanding how differences may influence patient management.
d) the importance of exhibiting professional behaviors such as:

• promptness
• reliability and dependability
• professional appearance
• ethical
• empathy/altruism
• honor, integrity, self-awareness
• proper level of confidence

e) the importance of being a humanistic advocate.
f)  what is meant by the term – The Art of Medicine

• 4-week Inpatient rotation
• 4-week Ambulatory rotation.
• Problem-solving case presentations
• Interactive group learning sessions
• Lecture series on Humanism in Medicine.
• Participating in the New Millennium lecture series.

• establish rapport with patients and families, regardless of differences in cultural and social background.
• limit use of medical jargon when speaking with patients and families.
• actively listen and pose appropriate follow-up questions.
• communicate well with, and show respect for, staff and colleagues.
• exhibit a level of self-confidence that is commensurate with her/his level of training.
• seek advice from preceptors when it’s appropriate
• complete assigned tasks on-time and be responsible and dependable throughout the clerkship experience.
• take responsibility for errors made and reflect on what can be learned from the experience.
• articulate both verbally and in writing, what it means to be a humanistic advocate for patients and what is comprised by the Art of Medicine.

• Attending, Resident, and Preceptor Evaluation
• Case presentation Evaluations
• Interactive Group Learning Evaluations
• 500 Word Essay
• Open Forum participation

PSYCHIATRY

The professional responsibilities of a practicing psychiatrist including:
a) establishing rapport and communicating effectively with patients and their families.
b) respecting and communicating effectively with medical staff and colleagues.
c) respecting cultural and ethnic differences of patients and families and understanding how differences may influence patient management.
d) exhibiting professional behaviors such as:

• promptness
• reliability and dependability
• professional appearance
• ethical
• empathy/altruism
• honor, integrity, self-awareness
• appropriate  level of confidence

• Two 3 week Inpatient Rotation
• Outpatient Rotation ½ day per week for 6 weeks
• Substance Abuse case conferences

• establish rapport with patients and families, regardless of differences in cultural and social background.
• limit use of medical jargon when speaking with patients and families.
• actively listen and pose appropriate follow-up questions.
• communicate well with, and show respect for, staff and colleagues.
• exhibit a level of self-confidence that is commensurate with her/his level of training.
• seek advice from preceptors when it’s appropriate
• complete assigned tasks on-time and be responsible and dependable throughout the clerkship experience.
• take responsibility for errors made and reflect on what can be learned from the experience.
• demonstrate an empathic, respectful, and nonjudgmental demeanor in interactions with patients and staff members.

• Attending, resident, preceptor evaluation of student

SURGERY

The professional responsibilities of a surgeon in clinical practice including:
a) establishing rapport and communicating effectively with patients and their families.
b) respecting and communicating effectively with medical staff and colleagues.
c) respecting cultural and ethnic differences of patients and families and understanding how differences may influence patient management.
d) exhibiting professional behaviors such as:

• promptness
• reliability and dependability
• professional appearance
• ethical
• empathy/altruism
• honor, integrity, self-awareness
• proper level of confidence

• Nurse-for-a-day activity
• 1 hour ethics lecture (last week)
• 1 hour end-of-life lecture (last week)

• demonstrate an empathic, respectful, and nonjudgmental demeanor in interactions with patients and staff members.
• demonstrate the ability to provide patient care in a conscientious and responsible manner.
• exhibit a level of self-confidence that is commensurate with her/his level of training.
• seek advice from preceptors when it’s appropriate
• wait to fully discuss case with preceptor before proceeding with patient care.

• Two 30 minute interviews
• Attending, Resident, Preceptor evaluation of student

PEDIATRICS

The professional responsibilities of a practicing pediatrician including:
1) developing communication skills that will facilitate the clinical interaction with children, adolescents, and/or their families and thus ensure that complete accurate data are obtained.
2) how family, community and society all come together to influence the health of the child
3) the importance of respecting cultural and ethnic differences of patients and families and understanding how differences may influence patient management.
4) the importance of respecting and communicating effectively with medical staff and colleagues.
5) the importance of exhibiting professional behaviors such as:

• promptness
• reliability and dependability
• professional appearance
• ethical
• empathy/altruism
• honor, integrity, self-awareness
• proper level of confidence

• 4-week Inpatient rotation
• 4-week Ambulatory rotation.
• Bedside Clinical Exercise
• Case Discussion sessions (preceptor sessions)
• Being On-call
• Nursery Rounds
• Home Care Visit

• establish rapport with patients and families, regardless of differences in cultural and social background.
• limit use of medical jargon when speaking with patients and families.
• actively listen and pose appropriate follow-up questions.
• communicate well with, and show respect for, staff and colleagues.
• exhibit a level of self-confidence that is commensurate with her/his level of training.
• seek advice from preceptors when it’s appropriate
• complete assigned tasks on-time and be responsible and dependable throughout the clerkship experience.
• take responsibility for errors made and reflect on what can be learned from the experience.
• demonstrate an empathic, respectful, and nonjudgmental demeanor in interactions with patients and staff members.

• Attending, Resident, Preceptor  evaluation of student
• Evaluation of Bedside Clinical Exercise

CLINICAL NEUROSCIENCE

The professional responsibilities of a practicing physician including:
a) the importance of establishing rapport and communicating effectively with patients and their families.
b) the importance of respecting and communicating effectively with medical staff and colleagues.
c) the importance of respecting cultural and ethnic differences of patients and families and understanding how differences may influence patient management.
d) the importance of exhibiting professional behaviors such as:

• promptness
• reliability and dependability
• professional appearance
• ethical
• empathy/altruism
• honor, integrity, self-awareness
• proper level of confidence

• 4-week Inpatient rotation
• Student Outpatient Clinic
• Bedside Clinical Exercise
• Ethics seminar and required essay on a personal clinical experience

• establish rapport with patients and families, regardless of differences in cultural and social background.
• limit use of medical jargon when speaking with patients and families.
• actively listen and pose appropriate follow-up questions.
• communicate well with, and show respect for, staff and colleagues.
• exhibit a level of self-confidence that is commensurate with her/his level of training.
• seek advice from preceptors when it’s appropriate
• complete assigned tasks on-time and be responsible and dependable throughout the clerkship experience.
• take responsibility for errors made and reflect on what can be learned from the experience.
• demonstrate an empathic, respectful, and nonjudgmental demeanor in interactions with patients and staff members.

• Attending, Resident, and Preceptor  evaluation of student
• Ethics essay presentations and analysis during seminar

INTERNAL MEDICINE ACTING INTERNSHIP

The professional responsibilities of a practicing IM physician including:
a) the importance of establishing rapport and communicating effectively with patients and their families.
b) the importance of respecting and communicating effectively with medical staff and colleagues.
c) the importance of respecting cultural and ethnic differences of patients and families and understanding how differences may influence patient management.
d) the importance of exhibiting professional behaviors such as:

• promptness
• reliability and dependability
• professional appearance
• ethical
• empathy/altruism
• honor, integrity, self-awareness
• proper level of confidence

• 4-week Inpatient rotation

• establish rapport with patients and families, regardless of differences in cultural and social background.
• limit use of medical jargon when speaking with patients and families.
• actively listen and pose appropriate follow-up questions.
• communicate well with, and show respect for, staff and colleagues.
• exhibit a level of self-confidence that is commensurate with her/his level of training.
• seek advice from preceptors when it’s appropriate
• complete assigned tasks on-time and be responsible and dependable throughout the clerkship experience.
• take responsibility for errors made and reflect on what can be learned from the experience.
• demonstrate an empathic, respectful, and nonjudgmental demeanor in interactions with patients and staff members.

• Attending, evaluation of student

UCCOM Goal 4   

To institute a teaching approach that fosters student enthusiasm, critical thinking and commitment to lifelong learning.

Related Institutional Competencies

Students will…

• Use independent learning methods.
• Be skillful with and demonstrate ongoing information management.

Related Clinical Biennium  Goal 4

Provide a curriculum with learning opportunities designed to stimulate students’ intellectual enthusiasm and curiosity.

Related Clinical Biennium  Competencies

Students will be able to....

• apply the skills necessary for becoming and continuing to be critical thinkers.
• acquire and be able to use information technology skills necessary for obtaining scientific information to facilitate providing excellent patient care. (i.e., Evidence Based Medicine)

Related ACGME Competencies

Patient Care, Medical Knowledge,  Practice-Based Learning

B. Teaching Methods/Activities
What specific methods will faculty use to meet that/those objective(s)?

C. Student Learning Indicators/  Competencies
Related to Objectives
To determine if objectives have been met, the faculty will evaluate the students ability to:

D. Measures
What valid & reliable measures will be used to assess student’s degree of indicator/competency achievement?

FAMILY MEDICINE

the importance of being motivated and committed to life-long learning

• 2-hour Evidence-based medicine practical session.
• In-Depth study of a patient/family’s health problem
• Professors’ rounds
• Common case presentations

• incorporate information obtained from assigned readings into case presentations, rounds, etc.
• access additional resources to learn more about patient’s condition or topics brought-up in lecture.
• demonstrate an enthusiasm for learning by independently researching the literature, asking questions & obtaining appropriate consultation and/or supervision to optimize patient care.
• describe learning skills needed to further develop & to remain competent over the lifetime of practicing.
• know where to find the best clinical evidence relevant to the patient's problem.
• assess medical resources for their clinical value and applicability.
• make an informed clinical decision based on the best clinical evidence and relevant patient characteristics.
• select treatments that do more good than harm and that are worth the efforts and costs of using them.  
• critically evaluate the process used and the related outcome (if possible). 

• Evaluation of oral discussion and written presentation of the in-depth family study.
• Evaluation of participation in professor’s rounds.
• Evaluation of student-led common case presentation

INTERNAL MEDICINE

the importance of being motivated and committed to life-long learning

• Required use of Interactive self-study modules: 
• EKG Self-Study Tutorial
• Dermatology Self-Study Tutorial (2 hrs)
• Ophthalmology Self-Study Tutorial (30 mins)
• Required case presentations during rounds

• incorporate information obtained from assigned readings into case presentations, rounds, etc.
• access additional resources to learn more about patient’s condition or topics brought-up in lecture.
• demonstrate an enthusiasm for learning by independently researching the literature, asking questions & obtaining appropriate consultation and/or supervision to optimize patient care.
• know where to find the best clinical evidence relevant to the patient's problem.
• assess medical resources for their clinical value and applicability.
• make an informed clinical decision based on the best clinical evidence and relevant patient characteristics.
• select treatments that do more good than harm and that are worth the efforts and costs of using them.  
• critically evaluate the process used and the related outcome (if possible). 

• Attending, Resident, and Preceptor  evaluation of student
• Standardized Patient evaluation of student
• Case presentation Evaluations
• Interactive Group Learning Evaluations
• Successful completion of all self-study modules

OB/GYN

the importance of being motivated and committed to life-long learning

• Problem-solving case presentations
• Interactive group learning sessions

• incorporate information obtained from assigned readings into case presentations, rounds, etc.
• access additional resources to learn more about patient’s condition or topics brought-up in lecture.
• demonstrate an enthusiasm for learning by independently researching the literature, asking questions & obtaining appropriate consultation and/or supervision to optimize patient care.
• know where to find the best clinical evidence relevant to the patient's problem.
• assess medical resources for their clinical value and applicability.
• make an informed clinical decision based on the best clinical evidence and relevant patient characteristics.
• select treatments that do more good than harm and that are worth the efforts and costs of using them.  
• critically evaluate the process used and the related outcome (if possible). 

• Attending, Resident, and Preceptor Evaluation
• Case presentation Evaluations
• Interactive Group Learning Evaluations