IUSM-TH LEVEL 1 COMPETENCY EVALUATION PLAN

For each competency, there are three complete levels of mastery
with definitions, criteria for assessment, and a knowledge base required for each.
Level 1 attainment for all the competencies is the goal for the first two years of medical school.
All nine must be achieved at Level 2 by the end of the third year, and three of the nine must be achieved at level 3 to graduate.

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

Competency I: Effective communication

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.

Neuroscience:

·          The students will be evaluated by short oral presentations throughout the semester.

Concepts of Health and Disease:

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 two oral presentations. Each student is required to perform a 5-minute oral presentation about a medical testing procedure or method, and a 15-min presentation about a medical topic related to either microbiology or physiology. For the longer experience, the pesentation should be organized according to the SOAP notes method. The student needs first to choose the topic, which can be a disease or a patient case and then 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 an open session. The seminar will be followed by a discussion and each presentation will be evaluated by 10-point scale for personal performance. The latter will include a discussion about the appropriate method for presenting the medical topic, the effective use of audiovisual equipment, and the interaction with the audience.

Students failing this competency will perform remediation during the following summer by preparing a second presentation and presenting to the IUSM-TH 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.

 

Competency II: Basic clinical skills

 

MEDICAL SCHOOL YEAR 1

Gross Anatomy:

·          The students will be evaluated on their basic knowledge of imaging techniques (X-rays, CT and MRI scans) and their ability to derive data from these scans at an introductory level.

Introduction to Medicine I:

·          Students will spend contact time with an area physician in a one-to-one mentoring approach.

·          Students will also participate as intake evaluators in health clinics and perform simple clinical procedures.

Neurobiology:

·          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.

·          Students will also be evaluated on their ability to perform the Neurological Examination.

Concepts of Health and Disease:

·          Introduction to Phlebotomy. Students perform venipuncture using lab partners as volunteers, then analyze the blood samples for hematocrit, cell number & blood type.  

Medical Physiology :

·          Students perform blood pressure, heart rate, and respiration rate. Students learn to interpret electrocardiography and electromyography results

Medical Microbiology :

·          Students perform a throat swab with basic bacterial culture and Gram staining and examine specimens using light microscopy.

 

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.

 

Competency III: Using Science to Guide Diagnosis, Management, Therapeutics and Prevention.

 

All courses will participate in this competency:

 

To achieve level 1, students:

• must attain a grade of Pass or better in all courses
• are strongly encouraged to attain a Pass score on the NBME Basic Science Examination in Year 2
• and must attain a Pass score on the USMLE Step 1.

Assessment tools within courses will be semester examinations and Subject Examinations purchased from the National Board of Medical Examiners or IUSM statewide examinations.

 

Competency IV - Lifelong Learning

 

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:

• Mastering the subject matter in Histology and Cell Biology, which requires mentally organizing the information provided and using this information to correctly answer questions in class and on exams. Also, recognizing problems in his/her learning of Histology and Cell Biology and promptly seeking assistance as necessary.
• Students interact with clinical preceptors to learn how practicing physicians stay current in medicine. The information is summarized and submitted as a course assignment for Histology and Cell Biology.

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.

Concepts of Health and Disease:

·          Students will be required to utilize and properly reference the medical literature and web-based resources for patient case presentations.

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.

 

Competency V: Self-awareness, self-care and personal growth

CO-CURRICULM

·          In Year 1, students will be tested using the Myers-Briggs Type Inventory (MBTI) as required by IUSM School-wide standards.  Results will be discussed with the students by MSA staff as a way to improve self-understanding and interaction with others of different personality type. This experience is used as a tool to address self-understanding and tolerance of differing styles.

·          Both MS1 and MS2 students will participate in self assessment and peer assessment as a part of the IUSM School-wide Gold Humanism Society initiative. Results from this experience will be discussed with faculty mentors as required by IUSM School-wide standards.  

MEDICAL SCHOOL YEAR 1

Biochemistry:

The student will be evaluated on the basis of his/her behavior and related during problem-based learning sessions.

Concepts of Health and Disease:

·          Students will be evaluated during the required course presentations by both faculty and other students. Aggregated feedback will be provided for each student as a way to encourage self-awareness and personal development.

 

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.

 

Competency VI: The social and community contexts of health care

CO-CURRICULM

·          Both MS1 and MS2 students are required to attend conferences and workshops designed to address issues of minority healthcare, disparities in healthcare delivery, and community medicine.

·          Both MS1 and MS2 students have the opportunity to plan, organize and participate in a Community Health Fair each Spring.

MEDICAL SCHOOL YEAR 1

Concepts of Health and Disease:

·          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.

 

MEDICAL SCHOOL YEAR 2

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

 

Competency VII: Moral reasoning and ethical judgment

CO-CURRICULM

·          Both MS1 and MS2 students are required to attend conferences and workshops designed to address issues of moral reasoning and ethical issues in the practice of medicine. Past workshops have had nationally-recognized speakers and were offered in cooperation with the Union Hospital Family Practice Residency Program.

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.

 

Competency VIII: Problem solving

 

MEDICAL SCHOOL YEAR 1

Biochemistry:

·          Students will be evaluated for problem-solving ability during their PBL sessions.

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.

Concepts of Health and Disease:

·          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.

·          Electronic portfolio documentation: Students are required to describe a problem-solving experience during their MS1 coursework that best describes their own ability in this area.

 

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.

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.

 

Competency IX: Professionalism and role recognition

CO-CURRICULM

·          Both MS1 and MS2 students are required to attend weekly presentations throughout the year designed to introduce students to issues of professional behavior and role recognition.

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.

Concepts of Health and Disease

·          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.

 

Link to:

Indiana University School of Medicine - Terre Haute Home Page

Definitions of the Competencies Page

Last updated 6-27-2006.