| Overall Year 1 Curricular Objectives |
Teaching Objectives
The faculty will provide the experiences and opportunities necessary to increase students’ knowledge, understanding, and appreciation of:
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Student Learning Indicators/ Competencies Related to Objectives
To determine if objectives have been met, the faculty will evaluate the students ability to:
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Deliver an integrated curriculum in human biology at the molecular, cellular, tissue, organ and whole organism levels to serve as the academic foundation for lifelong learning about health and disease. |
- Nutritional needs of healthy human body
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- List basic nutritional needs for optimal health over the lifecycle.
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Integrate the clinical applications of basic science concepts throughout the first year curriculum, as well as introduce students to the interviewing and physical examination skills integral to the practice of medicine. |
- The technical and cognitive components of conducting a physical exam on a healthy patient.
- Relationship of gender, sexual orientation, culture, religion & lifestyle in health care & end of life decisions.
- Importance of components of patient interview.
- Importance of proper doctor-patient relationship.
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- Demonstrate the proper methods for conducting a basic patient-centered and “diversity-sensitive” health history and physical exam.
- Describe normal sexual functioning and debunk common sexual misconceptions.
- Explore own background and beliefs.
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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. |
- The variety of bioethical principals involved in medical training, providing patient care and conducting medical research.
- The vital elements of professionalism that are applicable throughout a medical careers.
- How a patient’s health belief system may affect dr. patient communication, as well as the diagnosis and treatment of medical conditions.
- How the physician’s personal biases can influence the doctor-patient-relationship.
- The importance of the doctor-patient relationship established in the interview, and its relationship to patient care and patient health outcomes.
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- Summarize and give examples of bioethical considerations related to being a physician-in-training (e.g., working with cadavers) and to being a practicing physician (e.g., patient consent, patient confidentiality).
- Describe the various elements and aspects of the doctor-patient relationship and be able to illustrate how they might benefit or hamper patient compliance and patient health outcomes.
- Articulate how patient gender, sexual orientation, cultural and religious differences may affect important health care and end-of-life care decisions.
- Discuss and provide examples of how their own values, beliefs, and personal biases may affect the doctor-patient relationship, as well as their delivery of care.
- Describe what constitutes professional behavior and provide examples of what it professionalism means both as a physician-in-training and as a practicing docs.
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To incorporate participatory approaches to learning that encourages both independent and critical thinking, as well as the development of communication skills. |
- The importance of being an active adult learner.
- Communication
- Teamwork
- Critical thinking
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- Demonstrate their ability to use outside resource materials to enhance their learning of core course material.
- Demonstrate ability to interact in group settings.
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