Learning Objectives

The learning objectives are the same as the UNC SOM Clerkship in Internal Medicine and are taken from the UNC SOM Core Competencies with Milestones.

 

  1. 1. Medical Knowledge Students will attain a basic working knowledge and understanding of the diagnostic and therapeutic processes of medical conditions commonly seen in the ambulatory clinic setting (MK3A1, MK3C1, MK3E1, MK3E2, MK3E3, MK3F2, MK3F3, MK3G1)
    1. Describe the normal structure and function of the human body and each of its major organ systems across the life span
    2. Describe how the altered structure and function of the body and its major organ systems are manifest through major diseases and conditions
    3. c. Identify the determinants of health and illness that contribute to the development of disease and illness, or, conversely, the promotion of health within and across populations regionally, nationally, and globally
    4. d. Demonstrate knowledge of the basic principles of human behavior throughout the life cycle “Recognize the medical consequences of common societal problems”

  1. 2. Patient Care
    1. Obtain an accurate, age-appropriate medical history. (PC3A1, PC3A2, PK3A3)
      1. i.      Logical, organized, thorough, and reliable
      2. ii.      Student should be able to distinguish important information from unimportant information and focus data collection on central problems
  2. Demonstrate proper technique in performing both a complete and a symptom-focused examination, addressing issues of patient modesty and comfort.  (PC3B1)
    1. i.      Assessment through preceptor observation and OSCE sessions.
  3. Perform routine technical procedures and tests under supervision and with minimal discomfort to the patient
    1. i.      Include measurement of blood pressure, PAP smear
  4. Apply clinical reasoning and critical thinking skills in developing a differential diagnosis and management plan. (PC3E1, PC3E2, PC3E3)
    1. i.      Student should be able to formulate an initial diagnostic and therapeutic plan.
    2. ii.      Students should understand factors to consider when choosing among diagnostic and treatment options.
    3. Justify each diagnostic test ordered and management strategy proposed with regard to effectiveness, risks and complications, and the patient’s overall goals and values. (PC3D2, PC3D3)
  5. Apply the principles of pharmacology, therapeutics, and therapeutic decision-making to the care of an individual patient.
    1. i.      Students should be reviewing medications taken by patients
    2. ii.      Students should understand the side effects and indications for medications being prescribed.
  6. Identify and incorporate appropriate prevention strategies for common conditions into the care of patients. (PC3F1, PC3F2)
    1. i.      Students will review age appropriate screening and prevention strategies and apply this to patient care
    2. ii.      Students will utilize shared decision making strategies
    3. iii.      Assessment through OSCE station on prevention strategies and shared decision making
  7. Identify when patients have life-threatening conditions and institute appropriate initial therapy. (PC3G1, PC3G2)
    1. i.      Students should be able to quickly identify the patient who is in distress and needs immediate intervention.
    2. ii.      Students will be exposed to management decisions with their preceptors about the appropriate setting to manage a patient’s illness such as outpatient or the hospital.
  8. Sensitively address the care of patients reaching end of life, end-of-life issues, including do-not-resuscitate orders and pain management. (PC3I1, PC3I2, PC3I3)

 

 

  1. Interpersonal and Communication Skills
    1. Develop empathetic, caring relationships with patients. Communicate effectively with patients, patients’ families, colleagues, and other health care professionals. (IC3A1, IC3A2, IC3A2)
      1. i.      Students should be able to communicate efficiently with a problem based format that demonstrates understanding of the medical condition.
      2. ii.      Students should be able to give a differential diagnosis for presenting symptoms
      3. iii.      Students should be able to develop with a rational plan based on the most likely items in the differential
  2. Demonstrate collaborative teamwork skills and the ability to work effectively with other members of the health care team. (IC3B1)
    1. i.      Students will work together with physician preceptors, nurses and other ancillary staff to provide care for patients.
    2. ii.      Students will demonstrate and acceptance of the premise that various physician styles of practice may be appropriate and that different valid approaches to patient care may coexist.

  1. 4. Professionalism
    1. Demonstrate honesty and integrity in all interactions with patients, patients’ families, and colleagues (PR3A1)
      1. i.      Students will be expected to be truthful and honest in all interactions
      2. ii.      Students will be expected to attend all scheduled clinical and academic sessions
      3. iii.      Students are expected to be dependable and mature
      4. iv.      Students are expected to be respectful of patients and involve patients as participants in their care
      5. v.      Students are expected to turn in all work on time.
  2. Actively seek and respond to feedback about professional performance. (PR3K1, PR3K2, PR3K3). Identify gaps in medical knowledge, clinical skills, and professionalism and develop a strategy for self-improvement. (PR3J1)
    1. i.      Students will be given feedback from preceptors
    2. ii.      Students are responsible for asking for such feedback from preceptors.
  3. Demonstrate personal accountability and admit professional mistakes openly and honestly with colleagues and instructors and critically evaluate these mistakes to promote professional development. Recognize unprofessional behaviors in peers and other health professionals with whom one interacts in professional life and address these in a constructive manner. (PR3J1)
  4. Demonstrate balance between priorities of patient care and personal and professional development (PR3F1)

 

  1. Practice Based Learning and Improvement (PB3A1)
    1. Identify gaps in medical knowledge, clinical skills (including communication skills), and professionalism, and develop a strategy for self-improvement.
    2. Demonstrate skills in retrieving, critically assessing, and integrating biomedical information into clinical decision-making.
    3. Apply principles of patient safety to the care of individual patients and patient cohorts.

 

Systems Based Practice

  1. Use electronic and other information tools [e.g., including electronic health records and computer order entry] for systems-based patient care. (SB3A1)
  2. Students should understand the medical record system whether paper or electronic Identify necessary elements for coordinated care of patients with complex and chronic diseases. (SB3B1)
  3. i.            Students should observe how patients with chronic illnesses are managed in their practices.
    1. Outline the roles of the various members of the healthcare team and describe how these roles can be integrated for optimal patient care. (SB3E2)

 

  1. Managing the Health of Populations
    1. Identify factors that place populations at risk for disease or injury, and select appropriate strategies for risk reduction. (HP3B1)