Definitions/ Levels of achievement / Assessment criteria
A. Level One
Via guided self-reflection, students have explored their own beliefs, values, style and priorities, in preparation for professional activities.
- Students can identify common stressors and health risks for physicians.
- They can identify their own signs of and response to personal stress.
- They can demonstrate awareness of immediate and delayed techniques of stress reduction.
- Students can identify their interactive style and recognize its strengths and weaknesses in learning and group collegial settings.
- They have explored potential areas of weakness in both interpersonal interaction and self-development.
- They will be able to accurately receive feedback.
B. Level Two
Students have examined issues of self-awareness, self-care and personal growth, as they relate to the professional context of medicine.
- They recognize the impact of their beliefs, values, style and priorities on the doctor-patient relationship and how they influence effective care.
- Students can demonstrate a monitoring system to identify personal stress and strategies for coping with stresses.
- They can delineate how interpersonal behaviors impact professional contacts, and their reactions.
- Students can list professional goals.
- They can receive and respond to performance feedback constructively.
- They can strategize time management in terms of balancing learning, professional activities and personal pursuits.
C. Level Three
Students demonstrate an ability to put into practice those plans developed for self-care, integration of personal and professional goals and successful interactions with others.
- Students demonstrate highly developed personal interests while successfully balancing professional activities.
- They show the capacity to lead peers and the health care team through effective interactive styles.
- Stressful interpersonal situations are anticipated and proactively managed using knowledge gained from self-reflection.
- Students can effectively give as well as receive and respond to performance feedback.