Professional Competencies Unit

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Professional Competencies Unit by Mind Map: Professional Competencies Unit

1. Ethics

1.1. To be able to reflect on personal values and perspectives, and consider other perspectives, to inform day-to-day care and decision-making.

1.1.1. meaning/significance

1.1.2. identifying ethical aspects of daily practice

1.1.2.1. Articulate values implicit in physician-patient encounter

1.1.2.1.1. Shadowing exercise, F1 1-2

1.1.3. Aligning, distinguishing, and balancing personal values and professional aspirations

1.1.3.1. Ethical framework for thinking about work/life balance

1.1.3.1.1. Shadowing exercise, F1 1-2

1.1.3.1.2. Practice models, XXX

1.1.3.2. Duty to Care

1.1.3.2.1. Infectious outbreak, HIII 4

1.1.3.2.2. Conscientious objection and access, HD 1

1.1.3.2.3. Bias, stigma, and access: GONE (obesity); Neuro (addictions)

1.1.4. Be able to elicit and consider opinions (concerns, interests, values) of others

1.1.4.1. Asking pt questions in shadowing exercise

1.1.4.2. New node

1.2. To know and fulfill core professional responsibilities pertaining to relationships of trust, patients' rights, and the public interest in health and healthcare.

1.2.1. Be able to apply the CMA code of ethics and other guidelines/policies that may be applicable to your position as a student.

1.2.1.1. Trust and codes of ethics F1 3

1.2.2. Informed consent

1.2.3. Relations with Industry

1.2.3.1. Industry role in research

1.2.3.2. Industry role in education

1.2.3.3. DTCA

1.2.4. Confidentiality

1.2.4.1. STIs and reporting requirements HIII 3

1.3. To be able to come to reasoned choices, together with colleagues, patients, and their caregivers as appropriate, when faced with dilemmas or other situations of uncertainty.

1.3.1. Be able to consult the literature

1.3.2. Be able to consult guidelines and policies

1.3.2.1. end of life

1.3.2.1.1. withdrawing/withholding life-sustaining treatment

1.3.2.1.2. advance directives and advance care planning

1.3.2.1.3. euthanasia and PAS

1.3.2.1.4. definition of death

1.3.2.1.5. medical culture around death

1.4. To be honest, reliable, and trustworthy in professional practice.

2. History of medicine

2.1. a basic understanding that medicine has evolved over time, and will be able to explain in broad terms how this evolution has been shaped by changes in scientific knowledge and social factors.

2.2. be able to explain, in basic terms, how moral, philosophical, cultural, and religious belief systems have influenced medicine throughout history.

2.3. be able to use insights gained from reflecting on how medical knowledge has changed over time to critically evaluate current medical practices and controversies.

3. Health Law

3.1. Appreciate and act on professional responsibilities as expressed in law and regulation

3.2. Understand the legal framework for self-regulation and healthcare systems and its implications for practice

3.3. Understand the disciplinary processes and legal actions physicians engage in.

4. Population Health: Physician roles in population-based strategies

4.1. To be able to describe the health of the population/community

4.1.1. Sources of data and information

4.1.2. Measures of health and disease burden

4.1.3. Major causes of death and morbidity

4.2. Understand the determinants of health in a population

4.2.1. Multifactorial nature of causation including proximal and distal factors

4.2.1.1. How evidence/knowledge is obtained (study design)

4.2.1.2. The importance of history taking

4.2.1.3. The importance of exposure: measuring attributable effects and burden of risk factors

4.2.1.4. Communicating risk to patients and the public

4.2.2. Distal determinants

4.2.2.1. income and social status

4.2.2.2. Social support

4.2.2.3. Education and literacy

4.2.2.4. Culture

4.2.2.5. Physical environment

4.2.2.6. Employment and work

4.2.2.7. Gender

4.2.3. Proximal determinants

4.2.3.1. Personal health practices

4.2.3.2. Coping

4.2.3.3. Child development

4.2.3.4. Health interventions

4.3. Develop and identify intervention (prevention and treatment) strategies at the indivudal and popualtion level

4.3.1. Primary, secondary and tertiary prevention

4.3.2. Intervening on risk versus exposure

4.3.3. To know the key roles for clinicians in promoting and implementing strategies, and to be able to incorporate them into practice

4.3.3.1. Screening

4.3.3.2. Risk factor management

4.3.3.3. advocacy

4.3.3.4. Leadership

4.3.3.5. Infectious disease prevention, management, investigation

4.3.3.6. Motivating and facilitating behavior change in patients

4.3.4. Health system design

4.3.4.1. Primary care models

4.3.4.2. Chronic care models

4.3.4.3. Methods of remuneration for providers

4.3.4.4. Continuous quality improvement

4.3.4.5. Health technology assessment

4.3.5. Healthy public policy

4.3.6. Health protection

4.3.6.1. Infectious disease managemnt

4.3.6.2. Occupational and environmental health

4.4. Evaluate the effectiveness and efficiency of interventions

5. Health Practice & Systems

5.1. Understand the systems that ensure safe and economical prescribing of drugs and devices

5.2. Employ and participate in systems level approaches for quality improvement and the prevention of adverse events

5.2.1. Medication safety

5.2.2. Surgical safety

5.2.3. Understand the discipline of patient safety & its role in minimizing the incidence and impact of adverse events

5.2.4. Infection control

5.2.5. Understand how systems thinking can improve health care and minimize patient adverse events

5.2.6. Describe the relationship between systems thinking, blame and accountability

5.2.7. Human factors and systems engineering for safety

5.2.8. aka Patient Safety

5.2.9. aka Quality improvement

5.2.10. aka informatics

5.3. Understand the structure, funding, history and values of healthcare systems and public health in Canada

5.4. Understand challenges facing the profession and the healthcare system

5.4.1. Future of Medicare

5.4.2. Sustainability

5.4.3. aka Leadership

5.4.3.1. Develop personal qualities and skills for leadership

5.4.3.2. Understand the environment for the practice of medicine and opportunities for physicians to participate in and lead change

5.4.4. Continuum of Care

5.4.5. Primary Care Reform

5.5. Have a practical understanding of a range of practice environments in which physicians provide care and patients access care

5.5.1. Have a practical understanding of management issues to which they are exposed and in which they participate

5.5.1.1. Record Keeping

5.5.1.2. Privacy

5.5.1.3. Practice models

5.5.2. Understand the funding and policy environment of community practice

5.5.3. aka Business of Medicine

5.5.4. Ethics of conflict of interest and referral relationships, including self-referral

5.5.5. Understand the regulatory environment of community practice

6. Informatics

6.1. knowledge exchange

6.1.1. Medical records

6.1.1.1. Terminology standards

6.1.1.2. Data quality/accuracy

6.1.1.3. Coding

6.1.2. Clinical information systems

6.1.3. Digital imaging repositories

6.1.4. Clinical decision support

6.1.5. Testing

6.2. patient safety

6.2.1. Patient alerts

6.2.2. Embedded decision support (e.g. drug alerts)

6.3. quality improvement and performance evaluation

6.3.1. monitoring adherence to practice guidelines

6.3.2. Practice audit

6.4. efficiency and accountability in health care

6.4.1. System performance (process and outcomes)

6.4.2. Resource allocation

6.5. Public health

6.5.1. population health monitoring

6.5.2. outbreak detection

6.6. Consumer health literacy

6.6.1. Patient education

6.6.2. Empowerment

6.6.3. Personal health record

7. Orphaned populations/topics

7.1. Geriatrics

7.2. Aboriginal Health

7.3. Poverty and health

7.4. Addictions medicine

7.5. Occupational Medicine

7.6. Environmental Medicine

8. Life in medicine

8.1. Self-care

8.1.1. Be aware of how the physical and emotional demands of medical school, including traumatic events such as patient deaths and medical errors affect them on a personal and professional level.

8.1.2. Be able to utilize practical and sustainable strategies for self-care.

8.1.3. Define and maintain healthy boundaries and the strategies to address the challenges to these boundaries.

8.1.4. Function in a mutually supportive and collegial manner.

8.1.4.1. 1. be able to identify colleagues in need, and

8.1.4.2. 2. be able to outline an ethical and professional response to colleague's problems.

8.2. Career planning

8.2.1. what is required in order to establish, develop, and maintain a career in medicine, including adjusting goals and practice patterns over time.

8.2.2. identify what constitutes meaningful work for them, and align their efforts toward achieving their main priorities.

8.2.3. Students will understand the importance of continued professional development and be able to develop their own learning plans.

9. Evidence-Based Practice and Practice-based evidence

9.1. Routinely employ central statistical concepts in clinical practice

9.1.1. Routinely consider NNT and NNH in formulating treatment options

9.1.2. Routinely consider PPV and NPV in the choice and interpretation of diagnostic testing

9.2. "How Doctors Think"

9.3. Identify, access and critically appraise relevant biomedical information resources and apply evidence-based principles to the care of patients.

9.3.1. Practice evidence-based medicine

9.3.1.1. Frame a searchable question

9.3.1.2. Efficiently search the literature

9.3.1.3. Critically appraise retrieved articles

9.3.1.4. Apply the evidence in clinical practice (i.e. integrate with clinical expertise and patient values)

9.3.1.5. Reflect and evaluate (on EBP skills?)