identifying ethical aspects of daily practice, Articulate values implicit in physician-patient encounter, Shadowing exercise, F1 1-2
Aligning, distinguishing, and balancing personal values and professional aspirations, Ethical framework for thinking about work/life balance, Shadowing exercise, F1 1-2, Practice models, XXX, Duty to Care, Infectious outbreak, HIII 4, Conscientious objection and access, HD 1, Bias, stigma, and access: GONE (obesity); Neuro (addictions)
Be able to elicit and consider opinions (concerns, interests, values) of others, Asking pt questions in shadowing exercise, New node
Be able to apply the CMA code of ethics and other guidelines/policies that may be applicable to your position as a student., Trust and codes of ethics F1 3
Relations with Industry, Industry role in research, Industry role in education, DTCA
Confidentiality, STIs and reporting requirements HIII 3
Be able to consult the literature
Be able to consult guidelines and policies, end of life, withdrawing/withholding life-sustaining treatment, "futility", "killing and letting die", pain relief and doctrine of double effect/"palliative sedation", "getting the DNR", advance directives and advance care planning, euthanasia and PAS, public policy, physician role, goals of medicine, definition of death, DCD, medical culture around death
Remains elective or?
Sources of data and information
Measures of health and disease burden
Major causes of death and morbidity
Multifactorial nature of causation including proximal and distal factors, How evidence/knowledge is obtained (study design), The importance of history taking, The importance of exposure: measuring attributable effects and burden of risk factors, Communicating risk to patients and the public
Distal determinants, income and social status, Social support, Education and literacy, Culture, Physical environment, Employment and work, Gender
Proximal determinants, Personal health practices, Coping, Child development, Health interventions
Primary, secondary and tertiary prevention
Intervening on risk versus exposure
To know the key roles for clinicians in promoting and implementing strategies, and to be able to incorporate them into practice, Screening, Risk factor management, advocacy, Leadership, Infectious disease prevention, management, investigation, Motivating and facilitating behavior change in patients
Health system design, Primary care models, Chronic care models, Methods of remuneration for providers, Continuous quality improvement, Health technology assessment
Healthy public policy
Health protection, Infectious disease managemnt, Occupational and environmental health
Understand the discipline of patient safety & its role in minimizing the incidence and impact of adverse events
Understand how systems thinking can improve health care and minimize patient adverse events
Describe the relationship between systems thinking, blame and accountability
Human factors and systems engineering for safety
aka Patient Safety
aka Quality improvement
Future of Medicare
aka Leadership, Develop personal qualities and skills for leadership, Understand the environment for the practice of medicine and opportunities for physicians to participate in and lead change
Continuum of Care
Primary Care Reform
Have a practical understanding of management issues to which they are exposed and in which they participate, Record Keeping, Privacy, Practice models
Understand the funding and policy environment of community practice
aka Business of Medicine
Ethics of conflict of interest and referral relationships, including self-referral
Understand the regulatory environment of community practice
Medical records, Terminology standards, Data quality/accuracy, Coding
Clinical information systems
Digital imaging repositories
Clinical decision support
Embedded decision support (e.g. drug alerts)
monitoring adherence to practice guidelines
System performance (process and outcomes)
population health monitoring
Personal health record
Should we aim to have weeks that look at the "condition" of the week from a vulnerable population perspective?
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.
Be able to utilize practical and sustainable strategies for self-care.
Define and maintain healthy boundaries and the strategies to address the challenges to these boundaries.
Function in a mutually supportive and collegial manner., 1. be able to identify colleagues in need, and, 2. be able to outline an ethical and professional response to colleague's problems.
what is required in order to establish, develop, and maintain a career in medicine, including adjusting goals and practice patterns over time.
identify what constitutes meaningful work for them, and align their efforts toward achieving their main priorities.
Students will understand the importance of continued professional development and be able to develop their own learning plans.
Routinely consider NNT and NNH in formulating treatment options
Routinely consider PPV and NPV in the choice and interpretation of diagnostic testing
Practice evidence-based medicine, Frame a searchable question, Efficiently search the literature, Critically appraise retrieved articles, Apply the evidence in clinical practice (i.e. integrate with clinical expertise and patient values), Reflect and evaluate (on EBP skills?)