Graduates of Dalhousie Medical School are caring, resourceful physicians, able to work with patients, families, and colleagues to provide excellent care in many different contexts and in complex and uncertain situations. They are able to work as agents of creative change in healthcare institutions and communities.
Goal Statement: As professionals, our graduates are able join and enhance the medical profession, through their commitment to excellence in patient care, high ethical standards, and accountability to society for the responsibilities entrusted to them.
A. Demonstrate appropriate professional attitudes and ethical commitments.
B. Demonsrate commitment to the well-being of the patient.
C. Promote health and provide healthcare equitably.
Demonstrate honesty and reliability in educational activities, Know and adhere to standards of academic Integrity
Demonstrate honesty and reliability in clinical duties
Moderate appropriately emotional responses to distressing and stressful clinical and professional activities
Relate professional responsibilities to legal framework of negligence and malpractice
Understand profession-led regulation: role, function and procedures of provincial colleges, and role of student/physician in regulatory colleges
Understand governance of hospitals and healthcare institutions ...
Apply Charter of Rights and Freedoms and International Declaration of Human Rights to healthcare and medical practice
Understand central professional responsibilities, integrating health law and ethics, Confidentiality, Informed consent, Fiduciary responsibilities
Know the common dilemmas and public and professional consensus or controversies about their appropriate resolution, Know how to access and interpret codes and policies, at the institutional, provincial, national, and international levels, Practical understanding of the legal status of codes and policies, Understand the application of legal concepts and limits ..., Able to communicate/explain in discussion with patients, colleagues, the public, professional practices in, E.g.: treatment refusal, compliance, conflict of interest,
Develop/adopt an approach to managing unresolved dilemmas in clinical practice, Be able to search and evaluate the medical and health professions ethics, law, and policy literature, Balance and integrate perspectives/advice of ethics and law, Be able to consult with medical and interprofessional colleagues and fellow learners around ethical dilemmas and dimensions of practice, Be able to communicate/share appropriately with patients in the resolution of ethical challenges in practice, Be able to identify structural constraints and opportunities in action, Be able to strategize appropriately...
Be able to identify the impact of common practices (the daily, what is taken for granted) on diverse groups, being aware of/sensitive to their perspectives and aware of own situation/biases, Professional privileges, Patient vulnerability and resilience, Have a broad understanding of diverse attitudes in relation to core values of medical practice (e.g. autonomy, health), Be able to consider practice guidelines from the perspectives of various stakeholders
As medical students
For future professional life
Students will begin to identify what constitutes meaningful work for them, and align their efforts toward achieving their main priorities.
As community contributors, our graduates understand a community’s health needs and respond to promote health. They contribute constructively to communities of practice and the institutions and healthcare systems to which they belong. These EOs need adjustment! Healthcare system citizenship blurred together with improved health in general
A. Contribute to the improvement of healthcare institutions and systems.
B. Use their professional role to promote the public good.
C. Pay particular attention to identifying inequities and the needs of the most vulnerable.
WAIT! These are like weekly or case objectives....revert! revert!
SES, 1. To understand the importance of socioeconomic status and poverty as determinants of health., 2. To understand pathways through which socioeconomic status and poverty affect health, and vice-versa., Evaluate the extent to which the Canadian health care system is successful at addressing socioeconomic disparities in health., 4. To be able to discuss social and health policy alternatives for reducing socioeconomic disparities in health., 5. To understand the extent of homelessness in Canada, its determinants, and its consequences for health. And models for/physician role in addressing the healthcare needs of the homeless!
Aboriginal Health, Describe the health issues facing aboriginal populations in Canada, and their burden., Apply determinants of health analysis to aboriginal populations (income & social status; education and literacy; social environments; physical environments; health services; cultural impact), Health implications of watershed management and strategies, Poor quality housing, Understand history context and role of federal govt in service delivery, Institutional trust and communities, Develop a cultural competency/safety approach to aboriginal health, Appreciate political and social environment of life on a First Nation reserve, Gain insight into culture issues for healthcare providers working in First Nation health delivery
Addictions, 1. To define and discuss the terms: addiction, alcoholism, heavy episodic drinking, and alcohol and drug abuse, dependence and tolerance., 2. To describe the epidemiology of alcohol, tobacco, illicit drug abuse and prescription drug abuse, and the burden of illness associated with abuse, in Canada and internationally., 3. To discuss various outcomes of interventions addressing addictive behaviours, focusing on abstinence and harm reduction, and to be able to explain harm reduction as pertains to adults versus adolescents, and as pertains to alcohol versus other drugs. To list and briefly explain various approaches to alcohol and drug control operating at the population level., Assess the ethical justification of harm reduction approaches, 4. Regarding alcohol abuse and dependence, to discuss the role of screening and brief intervention as a part of the family physician’s practice., 5. Regarding prescription opiate abuse specifically, to discuss the evidence of efficacy and/or effectiveness of opiate agonist pharmacotherapy and of psychosocial therapy., 6. To compare and contrast abuse/dependence of heroin versus prescription opiates in terms of management/control at the individual and population level, including the role of triplicate prescription monitoring programs., 7. To identify and discuss practical aspects of a team approach towards the management of individual cases of substance abuse., Consider the responsibilities of the profession as a whole for care of patients with addictions and the implications for personal practice choices.
Immigrant/globally migrant health
oops--"such as" problem in the objective. Misses population level health promotion.
Weigh risks to patients, communities, caregivers, families, the pt-dr relationship, and legal risks to physicians in fulfilling reporting requirements
Healthcare system, Evolution of medicare, Path dependency, Values of Canadian Healthcare, what's outside: pharmcare, longterm care, workers comp, mvi, military, prison, & aboriginal health, Structure of health care system, Public-private split, Canada, cp OECD, Bismarck/Beveridge models, Role of non-profits/charities in Canadian medical system, Federal provincial territorial roles, transfer mechanisms, Healthcare spending, trends, sources, Physician payment mechanisms, Medicare, Insurance, Ethical implications of payment models, Hospital payment mechanisms, Understand the implications of the Canada Health Act for medical practice and systems, Know and interpret the five principles, Practice design & manegement, Understand status of user fees, boutique medicine, Ethics of user fees, boutique med, Population health impact of ..., legal status of, health policy evidence relating to..., Students will have a basic knowledge of what is required in order to establish, develop, and maintain a career in medicine, including adjusting goals and practice patterns over time., Identify key issues in the sustainability of healthcare in Canada, Human resources, Basic methods and approach for hhr planning (provider-population ratios, need-based approach), Primary care models, Evaluate alternative primary care models in relation to evidence, ethics, and policy, Identify barriers and solutions to primary care reform, Effective self-management, Regionalization, Home care, Spending trends, Demographics and population health trends, Clinical information systems, Skills in using current, Understanding of future, Access (see 1)
Communities, Understand role of patient groups, Advocacy, Self-management, Extent and ethics of charity model, Community resilience concepts
Will play out in clinical placements where students develop competencies in different settings. Backed up by knowledge items relating to healthcare systems and communities under 3... and results in ability to make career choices as reflected in their second objective
Have a practical understanding of health technology assessment and formulary decision-making and its impact on practice, Understand processes and values involved in weighing harm/benefit in HTA and application/controversies around common measures (QALYs etc)
Identify implicit and explicit methods of resource allocation in canada, Employ ethical concepts (fairness, harm/benefit, procedural justice) in resource allocation decisions and in the evaluation of processes of resource allocation
As lifelong learners, our graduates engage in self-assessment and reflective practice to integrate clinical experience, and scientific evidence for the improvement of patient care, safety, and outcomes.
A. Be effective life-long learners.
B. Participate in the creation, dissemination, application and translation of new knowledge.
C. Participate in the systematic improvement of clinical practice.
D. Raise questions and bring fresh perspectives to existing practice.
Students will understand the importance of continued professional development and be able to develop their own learning plans.
Understand governance and committee structures of healthcare institutions in relation to quality assurance, improvement, and patient safety
As skilled clinicians, our graduates are able to apply scientific understanding, clinical skills, professional attitudes, and reflective practice in their provision of safe, patient-centered care, in collaboration with patients, families, colleagues, and communities.
A. Perform an accurate and patient-centred history and physical in diverse populations of patients.
B. Develop and propose a differential diagnosis and appropriate plans for investigation and management.
C. Provide safe, supportive and evidence-based care for patients, within scope of training.
D. Communicate and collaborate effectively and respectfully with patients, families, and colleagues in the team environment and across the continuum of care.
E. Help patients navigate the illness and healing experience., Untitled
Establish therapeutic relationships in which patients are active partners. (D, E)
Assist patients in evaluating and interpreting sources of knowledge. (D, E)
Demonstrate skilled listening and responding in communicating with diverse patients, their families or other caregivers, and colleagues. (D)
Understand and respect the roles, expertise, and perspectives of health care professionals when learning, consulting, and collaborating. (C, D)
Understand the psychosocial implications of health and illness across the life cycle for patients and families. (E), New node
Take account of patient context in their clinical approach. (D, E)
Perform a comprehensive or focused history and physical for diverse patient populations across the lifespan, as determined by patient presentation. (A)
Select and interpret appropriate laboratory and diagnostic studies. (B), Select investigative techniques according to an understanding of their underlying principles.
Perform selected therapeutic and diagnostic procedures. (B)
Develop well-reasoned diagnostic hypotheses and differential diagnoses. (B)
Under supervision, formulate and propose treatment plans, weighing pharmaceutical, surgical, behavioral, and supportive options as appropriate, for therapy and for symptom management. (B, C)
Identify and use opportunities for prevention and health promotion in the clinical encounter. (B, C), Deploy the scientific basis of inherited diseases and susceptibilities and principles of infectious disease control for prevention and screening.
Know the risks and benefits of common therapeutic interventions and know when these are indicated. (C), Manage pharmaceutical treatment according to the underlying mechanisms of action of commonly used agents.
Support patients and families in the appropriate use of self-care strategies. (B, C, E)
Counsel and support patients as appropriate in the presence or absence of established diagnosis or treatment. (D, E)
Demonstrate knowledge, skills and attitudes that support end of life care. (E)
Connect patients and families to appropriate community resources for support and care. (E)
Communicate effectively by spoken, written and electronic methods, respecting patient confidentiality. (D), legal responsibilities, ethics of control/access/sharing
Maintain accurate, effective, and comprehensive records of patient care. (D), legal responsibilities, ethics of control/access/sharing
Make judicious use of informatics tools and information sources to provide evidence-informed patient care, monitor patient outcomes, and maintain medical records. (C)
Business of Medicine
Outcomes removed in final draft because they belonged one level down