Competency I: Effective communication
Competency II: Basic clinical skills
Competency III: Using Science to Guide Diagnosis, Management, Therapeutics and Prevention
Competency IV - Lifelong Learning
Competency V: Self-awareness, self-care and personal growth
Competency VI: The social and community contexts of health care
Competency VII: Moral reasoning and ethical judgment
Competency VIII: Problem solving
Competency IX: Professionalism and role recognition
MEDICAL SCHOOL YEAR 1
Biochemistry:
· The student will be
evaluated by his/her participation in problem-based learning sessions.
Gross Anatomy:
· The students will be
evaluated by short oral presentations during the semester.
· Effectiveness in written
communication will be evaluated by the requirement of an autopsy report.
Histology:
· The student will be
evaluated on the basis of his/her questions/answers to the instructor, as well
as by his/her communication of individual study needs.
Neuroscience:
· The students will be
evaluated by short oral presentations throughout the semester.
Problem-Solving in
Pathophysiology:
Certification in effective
communication will require demonstration of basic oral and written
communication skills involving academic studies and interaction with
colleagues. It will be tested in two ways:
1)
The communication skills of each student will be observed during all
activities throughout the whole semester in an informal way. It is expected
that the student can express himself/herself in a clear, comprehensible way
during class, laboratories and problem-based learning sessions. Further,
interactions with faculty, staff and fellow students are expected to be
conducted in a professional manner. Students with problems in communication and
social skills will thus be identified early in the course. Remedial methods
will then be discussed and applied. Each student will be evaluated in a
pass/fail manner.
2)
The second assessment consists of an oral presentation. Each student is
required to perform an oral presentation during the semester about a medical
topic related to the physiology course. Organized in three steps according to
the triple jump idea, the student needs first to choose the topic, which can be
a disease, a patient's case, a special diagnosis technique, therapy or drug and
the student should discuss his/her choice with the instructor. Second, the
student will collect information about the topic by using scientific and
medical literature and by interviewing a local practitioner (see competency
VI). In a third step, the student will give the presentation in a session open
for the public. The seminar will be followed by a discussion, first about the
topic and then about the personal performance of the presenter. The latter will
include a discussion about the appropriate way of presenting the medical topic,
the effective use of autodidactic equipment, the interaction with the audience,
etc. The overall performance will be evaluated with the aid of a checklist and/or
a Likert scale. Guest audience will be asked to fill out an evaluation sheet.
Generally, the ability of all students to participate in the discussion
session, to ask appropriate questions and to criticize the presenter in a fair
way will be evaluated.
Students failing this
competency will perform remediation during the following summer by preparing a
second presentation and presenting to the THCME faculty.
MEDICAL
SCHOOL YEAR 2
Introduction to Medicine II
· First semester: History
taking and the clinical interview.
· Second semester: History
and physical diagnosis (H & P)
·
Students will be expected to produce a complete written H&P by the
end of the semester. They will also be expected to present clinical information
to their physical diagnosis preceptors.
Pathology:
· Clinical cases are
presented to the students by using a history and minimal physical findings. The
students are then required to communicate with the instructor as to what
further testing is necessary, results of testing that they requested, and
further physical findings. Then a discussion of the differential diagnoses
follows with the students listing the differential diagnoses and explaining why
each is a possibility.
· Clinical cases are
introduced at the beginning of the year where at that time the instructor does
most of the talking but by the end of the course the instructor does very
little talking with the students carrying on 99% of the discussion.
MEDICAL
SCHOOL YEAR 1
Gross Anatomy:
· The students will be
evaluated on their basic knowledge of imaging techniques (X-rays, CAT and MR
scans) and their ability to derive data from these scans at an introductory
level.
Introduction to Medicine I:
· With time permitting (and
available faculty), students will spend more contact time with an area
physician in more of a mentoring (one-to-one) approach.
· Student will also
participate as intake evaluators in health clinics and perform simple clinical
procedures.
Neurobiology:
The students will be
evaluated on their basic knowledge of imaging techniques (X-rays, CAT and MR
scans) and their ability to derive data from these scans at an introductory
level.
The students will also be
evaluated on their ability to perform the Neurological Examination.
Problem-Solving in
Pathophysiology:
·
Introduction to Phlebotomy. Students perform venipuncture using lab
partners as volunteers, then analyze the blood samples for hematocrit and blood
type and separate blood proteins using electrophoresis.
·
Students perform basic bacterial culture and Gram staining
·
Students participate in a exercise physiology laboratory in which
temperature, blood pressure and heart rate are measured and compared under
rested and exercised conditions.
·
Students perform and interpret a urine analysis.
MEDICAL
SCHOOL YEAR 2
Introduction
to Medicine II
·
History and physical diagnosis (H&P) include both interview skills
as well as examination skills.
·
Over the course of the semester, students are expected to progress from
simply collecting data to the process of synthesis where a problem
list/assessment is constructed and a plan for intervention/diagnostic
evaluation can be initiated.
Pathology:
·
Clinical cases are presented to the students with limited history, past
medical history and physical findings. In order to develop a list of
differential diagnoses, the student is required to ask further questions of the
instructor to gain further knowledge of the case. This helps the students
realize what questions are appropriate and how to better direct the discussion
of the history. Laboratory testing, radiologic testing and other ancillary
testing is then discussed with the final formulation of the diagnosis.
·
The process starts at the beginning of the year with the instructor
demonstrating skills but by the end of the course the students develop the
cases without much assistance.
All courses
will participate in this competency:
To achieve
level 1, students must:
Assessment
tools within courses will be semester examinations and Subject Examinations
purchased from the National Board of Medical Examiners or IUSOM statewide
examinations.
GENERAL OVERVIEW
To develop
one key habit of lifelong learners, namely that of "keeping current in
one's field", first year THCME students will be registered for the e-mail
notification service of either JAMA or NEJM. Students will receive on a weekly
basis the table of contents and article summaries from one or both of these
journals. At the end of the first semester, students will be tested on their
general knowledge (not specific) of key, recent medical findings.
MEDICAL
SCHOOL YEAR 1
Gross Anatomy:
·
The level 1 student will meet the criteria for lifelong learning by
exhibiting the following skills within the structured setting of Gross Anatomy:
framing a question, utilizing modern information searching modalities,
organizing data, compiling and using the information. These skills will be
assessed by relevant topics of clinical correlations in Gross Anatomy.
·
Furthermore, the level 1 student will be able to demonstrate the basic
skills of self-assessment. These skills will include the ability to openly and
critically evaluate verbally and in written form one's personal performance on
the oral and written examinations as well as in dissection laboratories. The
student should be able to recognize problems in his/her learning and seek
assistance as necessary.
Histology
and Cell Biology:
The level 1 student
demonstrates his/her competency in lifelong learning by:
Neurobiology
·
The level 1 student will meet the criteria for lifelong learning by
exhibiting the following skills within the structured setting of Medical
Neurobiology: framing a question, utilizing modern information searching
modalities, organizing data, compiling and using the information.
·
These skills will be assessed by relevant topics of clinical
correlations in Medical Neurobiology.
Problem-Solving in
Pathophysiology:
·
THCME students will be tested for their learning preferences (e.g.,
auditory, visual, expert needed, independent, peers important, etc.) using a
Learning Preference Inventory. Results will be discussed with the students.
·
In this exercise, students will gain an understanding of what learning
activities (e.g., group problem-based learning or solitary reading) work best
for them.
MEDICAL SCHOOL YEAR 2
Introduction
to Medicine II
Preparation of diagnostic
treatment and plan as guided by the data collected during History and Physical
diagnosis (H&P).
The following tasks also
emphasize the concept that learning is necessary to function well as a
physician rather than as a mean to pass a written test:
·
simulated patients;
·
simulated scenarios;
·
in-depth approach to H&P: collect the data, review pertinent
textbooks, search relevant literature then present the information either as a
written paper or oral report.
MEDICAL
SCHOOL YEAR 1
Biochemistry:
The student will be
evaluated on the basis of his/her behavior and related during problem-based
learning sessions.
Problem-Solving in
Pathophysiology:
·
THCME students will be tested for Myers-Briggs Type Inventory. Results will be discussed with the students
as a way to improve self-understanding and interaction with others of different
personality type.
·
Student groups will be established based on MBTI distribution and
self-evaluation and group evaluation used as a tool to address
self-understanding and tolerance of differing styles.
MEDICAL
SCHOOL YEAR 2
Introduction
to Medicine II
·
Expectation of class attendance, personal appearance, interaction with
peers and staff.
Pathology:
Clinical cases are
presented in which several options for treatment could be chosen. Each student
is encouraged to express their own beliefs and feelings and discuss how these
beliefs and values may impact on their patient care.
MEDICAL SCHOOL YEAR 1
Problem-Solving in
Pathophysiology:
·
Each student will perform an oral presentation about a medical topic
related to the physiology course (for details see competency I).
·
To prepare for the presentation the student needs to visit or
communicate with at least one physician in the community. This interaction will
help the student to outline as part of the presentation the significance of the
presented health problem in modern medicine.
·
In the case of failure to achieve the competency, other health
practitioners will be approached and asked for their participation in
remediation.
MEDICAL SCHOOL YEAR 2
Introduction to Medicine II:
Expectation of class
attendance, personal appearance, interaction with peers and staff.
Pathology:
The human immunodeficiency
virus is discussed early in the course very thoroughly to help the students
prepare for their lectures to the high school students in the area
MEDICAL SCHOOL YEAR 2
Pathology:
·
Clinical cases in which several options for therapy could be chosen are
presented. The students are encouraged to develop these options and a
discussion of the impact of each option on the patient care follows the
clinical case.
·
Cases include issues such as euthanasia, abortion, treatment of the
indigent and HIV.
Pharmacology:
·
Students will present clinical cases of hypothetical patients. In these
cases several therapeutic options will be available and discussed by the
students weighing the options in therapeutic efficacy, expense, formulary
restrictions, and side effect profiles and how they relate to effective patient
care.
·
Cases will include such issues as HIV therapeutics, treatments for
hypertension with formulary restrictions, and prescribing practices with
scheduled drugs.
GENERAL
At the end
of medical school year 1, all students will be required to participate in the
Objective Structured Clinical Examination / Triple Jump exam organized by the
Indiana University School of Medicine. Problem solving will be evaluated by
THCME faculty based on the written pages of the Triple Jump Exam.
MEDICAL
SCHOOL YEAR 1
Biochemistry:
Students will be evaluated
during their problem-based learning sessions.
Gross Anatomy:
The level 1 student will
display competence in the basic problem solving skills necessary to acquire a
passing grade in written and oral examination questions emphasizing clinical
correlations for Gross Anatomy.
Histology:
The student is presented
with clinically relevant problems on exams. The student demonstrates his/her
competency in problem-solving by answering these questions correctly.
Immunology:
Patient-oriented
problem-solving: The Upjohn POPS series and PBL paper cases are used in the
Immunology course to promote medical problem-solving skills.
Microbiology
Bacteriology and
parasitology cases are available for Internet-distributed independent learning
(computer-assisted instruction).
Neurobiology
The level 1 student will
display competence in the basic problem solving skills necessary to acquire a
passing grade in written and practical examination questions emphasizing
clinical correlations for Medical Neurobiology.
Problem-Solving in
Pathophysiology:
Most of the course is built around the concepts
presented in six patient cases. Pretest
and Postest mechanism is used to emphasize learning issues and assess student
progress.
MEDICAL
SCHOOL YEAR 2
Introduction to Medicine II:
This competency is ideally covered by History and Physical diagnosis (H&P): collect the data, identify the problems, review the literature (book/journal) to review the problems, form differential, plan the further evaluation and intervention for the patient, and be able to explain the reasoning.
Pathology:
Case-based questions as
well as scientific questions are used to test the students at the end of each
section in Pathology.
Pharmacology:
Students will discuss lecture
concepts in a small group setting and get experience determining therapeutic
regimens for model patients. Students will weigh pharmacokinetic considerations
concerning dosing regimens and side effect profiles to determine effective
therapeutic regimens for several classes of therapeutic agents.
MEDICAL SCHOOL YEAR 1
Biochemistry:
The behavior exhibited in
the problem-based learning sessions as well as during class indicate the level
of professionalism.
Gross Anatomy:
The student will be
responsible, reliable, dependable and demonstrate integrity, honesty, courtesy
and self-discipline in the classroom.
Problem Solving in
Pathophysiology:
·
The professionalism of the student will be evaluated during the oral
presentation outlined for competency I. It is expected that the student
presents a health problem or a patient's case in a sensitive way, while
recognizing ethical and legal issues in medical practice and respecting
patient's rights.
·
As part of preparing the oral presentation, the student is expected to
approach one or more local practitioners to get their expert advise about the
presented medical topic (see also competency VI). The effective interaction
with local physicians and health-care teams will be recognized as professional
behavior.
·
The remediation will be in accordance with the ones listed under
competency I and VI. Students failing this competency will need to prepare a
second presentation during summer and/or they need to demonstrate appropriate
communication with local health practitioners.
MEDICAL SCHOOL YEAR 2
Introduction to Medicine II
·
Attendance at lectures and other meeting sessions.
·
Appropriate attire for meeting with patients.
Pathology:
Clinical studies are
discussed and while formulating the diagnosis, standard operating procedures,
the hospital policies, and legal issues as well as the standard of care are
used to determine which testing methodologies and therapeutic treatments are
necessary.
Pharmacology:
Clinical cases will be
discussed emphasizing proper prescription writing, hospital procedures and
policies, and legal issues governing the prescribing of medications.
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