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Goals and Outcome Objectives/Competencies Setting Process

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What do we want our students to 'look like' at the end of the 4 years of medical school? ... Goal 4. To institute a teaching approach that fosters student enthusiasm, ... – PowerPoint PPT presentation

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Title: Goals and Outcome Objectives/Competencies Setting Process


1
Goals and Outcome Objectives/Competencies Setting
Process
Designed to answer these questions
Resulting in
What do we want our students to look like at
the end of the 4 years of medical school? What
do we want our students to look like at the end
each 1st and 2nd year course? What do we want
our students to look like at the end of their
pre-clinical years? What do we want our students
to look like at the end each core and specialty
clerkship, neuroscience selective, AHEC
rotations, and elective? What do we want our
students to look like at the end of their
clinical years?
UCCOM Institutional level goals
competencies. Course level goals
competencies. Pre-Clinical Year-level goals
competencies. Clerkship, Elective-level goals
competencies. Clinical Year-level goals and
competencies.
Process timeline .
2
March 2003 September 2005 (G/C Goals and
Competencies)
ECC developed and approved Institutional Level
G/Cs
3
UCCOM Institutional Medical Education Goals and
Related Competencies The University of Cincinnati
College of Medicine strives to graduate
physicians with the knowledge, skills and
professional behaviors necessary to advance to
the next stage of their professional careers and
to excel in their chosen areas of medicine. This
will be realized by student achievement of the
following goals and related competencies.
Goal 1. To provide a core curriculum that
contains the essential information that enables
each student to learn the scientific basis of
medicine and the application of that knowledge to
the practice of medicine. Students will
Acquire, master and use core biomedical
knowledge to guide clinical diagnosis,
management, treatment, prevention and discovery
Goal 2. To provide a core curriculum that
integrates the clinical applications of basic
science concepts throughout the four year
curriculum, as well as introduces students to the
interviewing and physical examination skills
integral to the practice of medicine. Students
will Acquire, master and use basic clinical
motor and cognitive skills, including problem
solving and clinical reasoning, essential to
practicing medicine. Acquire, master and use
effective interviewing and communication skills
Goal 3. To cultivate and nurture a learning
environment that fosters a humanistic and
compassionate, as well as an ethical, respectful,
and culturally competent approach to patient care
and to working with other health care
providers. Students will Incorporate ethics
and moral reasoning into their clinical
decisions. Exhibit behavior that demonstrates
professionalism and role recognition.
Demonstrate their understanding of the social
and community contexts of health care.
Goal 4. To institute a teaching approach that
fosters student enthusiasm, critical thinking and
commitment to lifelong learning. Students
will Demonstrate their ability to use
independent learning methods Continually exhibit
their information management skills.
4
March 2003 September 2005 (G/C Goals and
Competencies)
Template designed and used to work with
Course/Clerkship directors on specific G/Cs
ensuring the relationship to Institutional Level
G/Cs
ECC developed and approved Institutional Level
G/Cs
5
Goal and Competency Template
A. Faculty Teaching Objectives related to Goal 1, 2, 3, or 4 The faculty will provide the didactic, small group and clinical learning experiences and opportunities necessary to increase students knowledge, understanding and appreciation of B. Teaching Methods/Activities What specific methods will faculty use to meet that/those objectives)? C. Student Learning Indicators/Competencies Related to Objectives To determine if objectives have been met, the faculty will evaluate the students ability to D. Measures What valid reliable measures will be used to assess students degree of indicator/competency achievement?

6
March 2003 September 2005 (G/C Goals and
Competencies)
Template designed and used to work with
Course/Clerkship directors on specific G/Cs
ensuring the relationship to Institutional Level
G/Cs
ECC developed and approved Institutional Level
G/Cs
Appropriate curriculum committees review and
critique course/clerkship level G/Cs to ensure
they answer the questions stated earlier and they
relate to Institutional Level G/Cs
7
March 2003 September 2005 (G/C Goals and
Competencies)
Template designed and used to work with
Course/Clerkship directors on specific G/Cs
ensuring the relationship to Institutional Level
G/Cs
Appropriate curriculum committees use template
and course/clerkship level G/Cs to develop Year
level G/Cs ensuring they answer the questions
stated earlier and that they related to
Institutional Level G/Cs
ECC developed and approved Institutional Level
G/Cs
Appropriate curriculum committees review and
critique course/clerkship level G/Cs to ensure
they answer the questions stated earlier and they
relate to Institutional Level G/Cs
8
(No Transcript)
9
Year 1 Medical Education Goals and Competencies
Year I Goal 1 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..
Related competencies - At the end of Year 1, the student should be able to describe the mechanisms of DNA, RNA, and protein biosynthesis. describe the major metabolic pathways, and explain how metabolic pathways integrate with each other. explain and illustrate the generation of metabolic energy, and the energy economy of the body. list the basic nutritional needs for optimal health over the lifecycle, and relate the intake of vitamins, minerals and other nutrients to metabolism, growth, and development. describe the molecular mechanisms of genetic inheritance and the genetic basis of inherited disease. identify and describe the development, structure and function of cells and their subcomponents. the development, structure and function of tissues (including their cellular and non-cellular components), organ systems, and whole organisms and how these integrate to support human biology. the gross anatomy of the human body, and the spatial relationships between structures within specific anatomic regions.
10
Year 1 Medical Education Goals and Competencies
Year 1 Goal 2 - 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
Related competencies - At the end of Year 1, the student should be able to describe the health effects that result when selected biochemical and physiologic pathways, or their regulation, fail. describe how molecular genetics can be used to assist in the diagnosis and treatment of genetically inherited iseases. describe the consequences on cells, tissues, organs and the whole organism when developmental, functional or structural alterations occur. describe how organisms create and maintain internal and external barriers. demonstrate how to conduct a proper patient-centered health history and basic physical examination. integrate and apply anatomical knowledge and physical exam skills to identify normal physical findings through inspection, palpation, percussion and auscultation. describe the clinical application of, and be able to interpret, selected basic diagnostic tests. identify and describe normal anatomy and basic pathological alterations in structure on plane and cross-sectional clinical images. apply problem-solving skills to identify disease processes through selected case studies and standardized patient encounters.
11
Year 1 Medical Education Goals and Competencies
Year 1 Goal 3 - Integrate the concepts of
humanism, tolerance, ethics, and diversity and
the importance of those concepts to the
physician-patient relationship and to the
practice of medicine.
Related competencies - At the end of Year 1, the student should be able to listen to and demonstrate respect for the opinions of others. describe the ethical considerations related to being a physician-in-training and to being a practicing physician. describe the various elements and aspects of the doctor-patient relationship and illustrate how this relationship might affect patient care including compliance and health outcomes. explain how gender, sexual orientation, cultural background, spiritual and religious beliefs might affect health care and how these issues need to be addressed when caring for patients. describe ethical, psychosocial, and medical considerations involved in endof-life care. describe how a health practioners own values, beliefs, and personal biases may affect the doctor-patient relationship as well as the delivery of care. describe what constitutes professional behavior of a physician-in-training and of a practicing doctor. conduct themselves in a professional manner in all interactions with classmates, teachers, administration, staff, patients and medical personnel
12
Year 1 Medical Education Goals and Competencies
Year 1 Goal 4 - To incorporate participatory
approaches to learning that encourage both
independent and critical thinking, as well as the
development of communication skills.
Related competencies - At the end of Year 1, the student should be able to demonstrate the use of critical thinking skills during problem solving activities. use information technology as a resource to access current, high-quality material related to a topic or solution to a clinical problem. foster learning in group settings by effectively preparing and presenting material, by actively listening to the contributions of other group members, and by synthesizing presented material. begin applying the principles of Evidence Based Medicine using case studies.
13
Year 2 Medical Education Goals and Competencies
Year 2 Goal 1 - Provide an integrated core
curriculum that builds upon the students basic
science knowledge base by broadening it to
include the understanding of how certain
alterations in bodily processes may manifest as
disease
Related competencies - At the end of Year 2, the student should be able to describe using proper nomenclature, the etiology, pathogenesis, structural and functional manifestations of disease. describe in detail what happens to cells and tissues in response to abnormal stimuli. explain the basic principles of the immune system as it relates to defense against disease (innate, humoral, cell mediated) describe the principles of classifying infectious microorganisms demonstrate the fundamental techniques required for safely handling of infectious agents. identify major drug classes and prototype drug(s) for each class. discriminate between major drug classes based on their mechanism(s) of action at the molecular, cellular, organ and whole organism levels. describe the etiology, diagnosis and management of the major neurological and psychiatric diseases.
14
Year 2 Medical Education Goals and Competencies
Year 2 Goal 2 -To provide an integrated core
curriculum that contains the fundamental
knowledge about the processes underlying human
diseases, thereby providing the scientific
foundation for developing clinical skills.
Related competencies - At the end of Year 2, the student should be able to apply the understanding of the etiology, pathogenesis, structural and functional manifestations of disease to solving clinically relevant problems. recognize and differentiate diseases at the gross, microscopic and ultrastructural levels. illustrate what happens to the dynamics and natural course of disease states once physicians intervene. describe how common microorganisms are associated with specific clinical diseases and what factors are involved in pathogenesis. summarize possible aberrant immunological responses. explain what is necessary for preventing microorganisms from spreading within communities and hospitals. compare and contrast the different vaccines currently used in clinical settings. identify and correlate significant contraindications of specific drugs and/or drug classes, link drug-drug interactions with specific adverse effects, and give examples of the potential for drug-induced adverse effects. describe the basis for drug action on specific cells and organs as a basis for decisions regarding applications in human disease therapy. accurately describe the clinical presentation of a patient as it relates to the patients disease process. develop an assessment of the patients problem(s) and develop a differential diagnosis for each major problem. perform certain basic clinically-relevant lab procedures and interpret common laboratory test results. summarize the factors involved in how physicians make judicious use of the clinical laboratory. demonstrate how to write an accurate prescription.
15
Year 2 Medical Education Goals and Competencies
Year 2 Goal 3 - Create opportunities for students
to be exposed early-on in their training to
humanistic, compassionate and ethical role-models
and mentors working in real-life settings.
Related competencies - At the end of Year 2, the student should be able to apply the principles and techniques gleaned from the bio-psychosocial model in all patient encounters. effectively communicate with peers, teachers, and patients. participate as a team-player in all course-based or clinical team-based situations. exhibit professional behavior and role recognition in the classroom and in clinical situations. demonstrate their understanding of the ethical and moral as well as social and community context of providing health care.
16
Year 2 Medical Education Goals and Competencies
Year 2 Goal 4 - Whenever possible, to
incorporate a variety of teaching approaches that
emphasize students playing a more active, rather
than passive, role in the learning process.
Related competencies - At the end of Year 2, the student should be able to demonstrate their use of critical thinking and problem-solving skills demonstrate the effective use of the personal computer in clinical medicine for data storage, accessing the medical literature, the Internet and other informational resources use electronic media for preparing and presenting clinical cases. demonstrate how to use information technology in problem solving. explain the implications of information technology on patient confidentiality. begin applying the principles of Evidence Based Medicine using Case Studies and Standardized Patient Exercises.
17
Clinical Biennium Medical Education Goals and
Competencies
Clinical Biennium Goal 1 - To provide a core
curriculum that integrates core biomedical basic
science knowledge with its application to
clinical practice.
Related competencies - At the end of the clinical years, the student should be able to describe and explain the basic pathophysiology of common diseases illustrate how the basic bio-medical sciences pertain to clinical practice explain how evidence based medicine is an integral part of clinical practice
18
Clinical Biennium Medical Education Goals and
Competencies
Clinical Biennium Goal 2 - To provide students
with the necessary information to develop a core
understanding of the clinical manifestations of
common diseases, including risk factors,
prevention, clinical presentation, clinical
course, treatment and prognosis and for students
to become proficient with the clinical
assessment of both health and disease
Related competencies - At the end of the clinical years, the student should be able to perform all medical procedures outlined in a) CBC core clinical procedures list b) Clerkships and c) Electives effectively interview and communicate with patients and families when obtaining a complete medical history. perform a complete physical/mental exam focusing on both abnormalities and normal findings, as well as perform an abbreviated/ focused history and physical exam a more complete exam as patients clinical status warrants. interpret, apply, and use results from common lab tests, including x-rays EKGs. develop and prioritize a differential diagnosis list and use the list to create an assessment and therapeutic plan.
19
Clinical Biennium Medical Education Goals and
Competencies
Clinical Biennium Goal 3 - To provide a
curriculum designed to enhance students
understanding of the ethical principles involved
in patient care, the professional
responsibilities of a physician in the clinical
practice of medicine, and how cultural and
societal factors may be involved during clinical
assessments and decision making.
Related competencies - At the end of the clinical years, the student should be able to incorporate ethical, moral, and humanistic reasoning in all clinical decisions, consistently demonstrate a high degree of professionalism and role recognition, exhibit a high degree of cultural sensitivity when interacting with patients.
20
Clinical Biennium Medical Education Goals and
Competencies
Clinical Biennium Goal 4 - To provide a
curriculum with learning opportunities designed
to stimulate students intellectual enthusiasm
and curiosity.
Related competencies - At the end of the clinical years, the student should be able to apply the skills necessary for becoming and continuing to be critical thinkers. apply the principals of Evidence Based Medicine including being able to acquire and use information technology skills necessary for obtaining scientific information to facilitate providing excellent patient care.
21
Final Outcome
22
Next
Relate to the 6 AGCME Competencies And Have
to make sure it is not just a paper exercise
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