Schoolwide Competencies and Objectives

RWJMS has adopted the Accreditation Committee for Graduate Medical Education competencies (ACGME) to serve as organizational curriculum framework for medical students. The detailed school-wide competencies and measurements described below.

I. Patient Care

Students must be prepared to provide patient care that is compassionate, appropriate and effective.

Objective(s) Description Outcome Measure(s)
A. Gather essential and accurate information about their patients

Students will:

  • Elicit accurate, focused and complete medical histories.
  • Perform physical examinations and/or mental status examinations relevant to the chief concern.

Reporter-Interpreter-Manager-Educator-Professional

OSCE

Mini CEX

Summative Clinical Skills Assessment

Simulation Assessment

USMLE Step 2 CS

B. Synthesize information obtained from the patient encounter to generate an appropriate differential diagnosis

Students will:

  • Identify components of the patient encounter that are pertinent to the clinical presentation including any abnormal findings.
  • Synthesize the information to create a logical differential diagnosis that reflects sound clinical reasoning.

Reporter-Interpreter-Manager-Educator-Professional

OSCE

Summative Clinical Skills Assessment

Simulation Assessment

USMLE Step 2 CS

C. Propose reasonable diagnostic and therapeutic options to address a patient’s problem, while accounting for patient needs and wants

Students will:

  • Propose a reasonable and appropriate diagnostic and treatment plan based on the differential diagnosis, justify their strategy and account for patient preference.

Reporter-Interpreter-Manager-Educator-Professional

OSCE

Summative Clinical Skills Assessment

Simulation Assessment

USMLE Step 2 CS

D. Interpret the results of commonly used laboratory and diagnostic tests and modify the diagnostic and therapeutic strategy to account for new data.

Students will be able to:

  • Interpret common test results.
  • Use new data to modify their diagnostic and treatment strategy.

Multiple Choice Test Questions on Examinations and Quizzes

Reporter-Interpreter-Manager-Educator-Professional

Simulation Assessment

E. Demonstrate an investigatory and analytic thinking approach to clinical situations

Students will:

  • demonstrate the ability to identify and utilize credible information to inform clinical diagnoses and decision-making.

EBM exercises

 

Reporter-Interpreter-Manager-Educator

Completion of BLS and ACLS

 

Completion of Universal Precautions course

 

Completion and 100% pass rate on procedure quizzes

 

Pass Procedures Course under observation

 

Completion of procedure logs

F. Perform required clinical procedures

Students will:

  • Perform basic life support and advanced cardiac life support.
  • Apply universal precautions.
  • Explain the rationale for and perform designated procedures with proper techniques, consideration of patient’s rights, and appropriate to the level of training.

Completion of BLS and ACLS

 

Completion of Universal Precautions course

 

Completion and 100% pass rate on procedure quizzes

 

Pass Procedures Course under observation

 

Completion of procedure logs

II. Medical Knowledge

Students must demonstrate knowledge about established and evolving basic and clinical biomedical sciences, including epidemiological and social/behavioral sciences, and their application of this knowledge to patient care.

Objective(s) Description Outcome Measure(s)
A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine

Students will be able to:

  • Describe the normal anatomic, histologic, and physiologic structure and function relationships of the body and its major organ systems throughout the life cycle.
  • Describe the molecular, biochemical, genetic, and cellular mechanisms that are important in the regulation of human health and well-being.
  • Identify and describe pathologic and pathophysiologic mechanisms of disease throughout the life cycle and display knowledge of the most frequent clinical, laboratory, roentgenologic, and pathologic manifestations of common diseases.
  • Describe the molecular and cellular mechanisms of action of commonly used therapeutic interventions including those designed for pain relief; recognize adverse events of treatment and identify accepted indications for use.
  • Describe how nutrition, health behaviors and preventive measures influence health and disease in individuals and in populations, including physical and functional determinants of human cognition, awareness, behavior and personality.

Multiple Choice Question Performance in Courses and Disciplines (tests and quizzes)

 

Comprehensive Basic Science Examination

 

USMLE Step 1

 

USMLE Step 2 CK

 

NBME Subject Examinations

B. Demonstrate an investigatory and analytic thinking approach to clinical situations

Students will:

  • Identify risk factors for illness or injury within the context of the individual, the family, work, and the social environment across the life span.
  • Identify standardized approaches for changing health behavior
  • Describe regimens for health maintenance.

USMLE Step 2 CK

 

NBME Subject Examinations

 

Clerkship Presentations: Reporter-Interpreter-Manager-Educator-Professional

III. Practice-Based Learning and Improvement

Students must be able to engage in self- evaluation regarding their academic and clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care.

Objective(s) Description Outcome Measure(s)
A. Conduct self-directed learning by assessing their learning needs and utilizing credible sources of information to address clinical questions

Students will:

  • Assess their learning needs in basic science and clinical courses.
  • Construct learning objectives to address a knowledge gap.
  • Generate structured questions arising from clinical problems.
  • Identify credible sources of information to address their questions.

Self-Directed Learning Activities:  Reporter-Interpreter-Manager-Educator-Professional

B. Locate, appraise, and assimilate evidence from scientific & clinical studies, including electronic sources and decision support tools, that are related to patient health and the larger population from which these patients are drawn

Students will:

  • Identify the appropriate use of biostatistics, epidemiology and study design for diagnostic screening, risk management, and therapeutic decision-making.
  • Systematically appraise and assimilate best evidence about the patients they care for and the larger population of patients with similar clinical conditions.

Multiple Choice Questions Quizzes and Tests

 

EBM presentations: Reporter-Interpreter-Manager-Educator-Professional

 

Post Simulation EBM Exercise: Reporter-Interpreter-Manager-Educator-Professional

C. Demonstrate strategies to monitor and adjust their learning

Students will:

  • Self-evaluate their professional development across the basic and clinical sciences through reflective practice habits.
  • Establish strategies for improvement.
  • Employ strategies for seeking, receiving and acting upon feedback.

Portfolio Submissions: -Reporter-Interpreter-Manager-Educator-Professional

IV. Interpersonal and Communication Skills

Students must be able to demonstrate interpersonal and communication skills, both verbal and written, that result in effective information exchange with patients, patients' families, peers, and other health professions colleagues.

Objective(s) Description Outcome Measure(s)
A. Foster and sustain a therapeutic and ethically sound relationship with patients and families in order to effectively communicate their health care needs and provide emotional support

Students will:

  • Foster a therapeutic relationship with all patients and their families.
  • Adapt their communication style to the individual needs of the patient, and the urgencies of the situation.
  • Communicate respectfully and demonstrate appropriate ethical interactions.
  • Demonstrate sensitivity, honesty and compassion in difficult conversations (e.g. about end-of-life issues; death; adverse events; bad news and other sensitive topics).

Reporter-Interpreter-Manager-Educator-Professional

 

OSCE

 

Summative Clinical Skills Assessment

 

USMLE Step 2 CS

B. Utilize appropriate and effective communication strategies in order to: gather and provide health care information to patients and their families; counsel patients in maintaining health; and support effective decision-making

Students will:

  • Use techniques which foster effective communication.
  • Deliver information with appropriate communication strategies including use of the explanatory model, assessing the patient's understanding with direct questioning, and with written instructions.
  • Conduct a culturally-competent encounter to promote patient-centered decision making.

Reporter-Interpreter-Manager-Educator-Professional

 

OSCE Empathy and Clarity Rating Scale

 

Summative Clinical Skills Assessment

 

USMLE Step 2 CS

C. Communicate effectively with others as members of a health care team, including peers, residents, faculty and other health care professionals in a manner that supports the maintenance of health and the treatment of disease in individual patients and populations

Students will:

  • Communicate effectively with all health care team members and professionals in both clinical and non-clinical settings.
  • Demonstrate effective communication in patient hand-offs during transitions of care and maintain continuity through follow up on patient progress and outcomes.
  • Provide concise and accurate verbal and written summaries of all patient encounters, prioritizing the most significant factors for clinical decision-making.

Oral Presentations: Reporter-Interpreter-Manager-Educator-Professional

 

Written Presentations: Reporter-Interpreter-Manager-Educator-Professional

 

Transition of Care exercise

V. Professionalism

Students must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population.

Objective(s) Description Outcome Measure(s)
A. Demonstrate sensitivity and respect in their interactions with others in all forms of communication

Students will not discriminate regardless of race, gender, religion, sexual orientation, age, disability, intelligence and socio-economic status.

Reporter-Interpreter-Manager-Educator-Professional

 Absence of professionalism citation

B. Demonstrate integrity in interactions with peers, patients, and other health professionals Students will engage in truthful interactions in all situations with patients, peers, and in their professional work; obey rules and regulations in all settings.

Reporter-Interpreter-Manager-Educator-Professional

           

Absence of professionalism citation

C. Demonstrate accountability to assigned tasks

Students will:

  • Complete assignments in a timely manner.
  • Maintain good punctuality and attendance for all scheduled activities.
  • Communicate appropriately with regard to their responsibilities.
  • Demonstrate initiative in fulfilling responsibilities to patients and others on the health care team.

Reporter-Interpreter-Manager-Educator-Professional

 

Completion of assignments record

D. Demonstrate a commitment to ethical principles pertaining to health care

Students will:

  • Maintain patient confidentiality.
  • Identify the principles of informed consent, and information sharing.
  • Recognize the importance of ethical decision making.

HIPAA training

 

CITI training

E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician

Students will:

  • Seek help when needed.
  • Accept constructive criticism and modify behavior based on feedback.
  • Maintain responsibility for the physical and mental health of themselves and their peers.
  • Admit to errors of omission and commission and assume responsibility.
  • Inform a supervisor when mistakes occur.
  • Maintain composure during difficult interactions.

Portfolio reflections: Reporter-Interpreter-Manager-Educator-Professional

 

Absence of Professionalism Citation

VI. Systems-Based Practice

Students will be able to function effectively in teams and within a larger organizational structure. They must demonstrate an awareness of the larger context and system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care.

Objective(s) Description Outcome Measure(s)
A. Work effectively in various health care settings Students will work effectively in various types of medical practice and delivery systems (including but not limited to emergent/urgent care facilities, underserved clinics and communities, long-term care facilities and tertiary academic/community hospital settings and recognize their role in health care delivery).

Reporter-Interpreter-Manager-Educator-Professional

B. Incorporate considerations of resource allocation, cost awareness, and risk-benefit analysis in patient, community, and population-based care

Reporter-Interpreter-Manager-Educator-Professional

 

Completion of Institute for Healthcare Improvement Modules

C. Advocate for quality patient care and participate in identifying system errors and potential systems solutions to improve patient safety

Reporter-Interpreter-Manager-Educator-Professional

 

Completion of Institute for Healthcare Improvement Modules
D. Work collaboratively as members of multi-disciplinary health care teams to provide patient-centered care

Students will:

  • Identify and describe the components of patient centered care in practice environments.
  • Interact appropriately with other healthcare team members.
  • Identify the many roles that health care members have in patient care.

Reporter-Interpreter-Manager-Educator-Professional

 

Interprofessional Care Reflections

E. Facilitate the learning of other health care professionals

Students will:

  • Work collaboratively in small groups.
  • Participate in teaching activities.
  • Work collaboratively with students and other health care professionals.
  • Appropriately share and elucidate clinical information

Reporter-Interpreter-Manager-Educator-Professional