Office of Curriculum, Evaluation, and Accreditation
The Office of Curriculum, Evaluation, and Accreditation is responsible for supporting the development, implementation, and evaluation of the curriculum and for facilitating the assessment of student performance. The office currently consists of one full-time educator, a director of assessment and evaluation, a full-time educational technology / instructional design professional, and a support staff of eight course coordinators.
AAMC Academic Medicine Journal Article
The institution has identified 31 curricular goals or general learning objectives organized by the ACGME competency domains:
Institutional Learning Objectives
Medical Skills
- Describe the normal structure and function of the human body (MK-1)
- Compare and contrast normal variation and pathological states in the structure and function of the human body (MK-2)
- Describe analytic methods (laboratory, quantitative methods, Evidence-Based medicine principles) and apply them in patient care (MK-3)
- Apply the scientific method to the acquisition of new knowledge, to the critical appraisal of published knowledge, and to problem solving in the laboratory and patient care (MK-4)
Patient Care
- Categorize, describe, and use various therapeutic methods in the treatment of illness and disease (PC-1)
- Identify life-threatening conditions that require immediate and specific interventions (PC-2)
- Provide precise, timely and comprehensive patient care that is documented appropriately (PC-3)
- Perform and accurately record findings and observations derived from physical examinations (PC-4)
- Choose appropriate laboratory tests and/or diagnostic procedures and accurately interpret results (PC-5)
- Generate a comprehensive list of diagnostic considerations based on the integration of historical, physical, and laboratory findings (PC-6)
Interpersonal Communication Skills
- Communicate clearly, respectfully and compassionately with patients, families, colleagues, and members of the health care team (ICS-1)
- Collect and record pertinent elements of the clinical history in a concise and accurate manner (ICS-2)
- Communicate knowledge, interpretations, and recommendations orally and/or in writing to a wide range of professional or lay audiences in culturally appropriate ways (ICS-3)
Professionalism
- Describe fundamental ethical principles and how they apply in patient care and medical practice (Prof-1)
- Recognize and avoid the conflicts of interest that can arise in medical practice (Prof-2)
- Display compassion in interactions with all patients regardless of race, gender, ethnicity, sexual orientation, socioeconomic status and disability (Prof-3)
- Apply the highest ethical standards in all professional activities (Prof-4)
- Demonstrate respect for the beliefs, opinions and privacy of patients, families, and members of the health care team (Prof-5)
- Demonstrate scrupulous honesty in all professional matters (Prof-6)
- Provide compassionate and culturally appropriate care in all stages of the life cycle (Prof-7)
- Preserve patient's dignity in all interactions (Prof-8)
- Demonstrate advocacy for the interests and needs of patients (Prof-9)
Practice-Based Learning
- Use inductive and deductive reasoning as appropriate in the diagnosis and management of disease (PBL-1)
- Use epidemiological and bio-statistical methods to analyze and solve clinical problems (PBL-2)
- Identify the need to employ self-initiated learning strategies (problem definition, resource identification, critical appraisal) when approaching new challenges, problems, or unfamiliar situations (PBL-3)
- Recognize when to take responsibility and when to seek assistance based on one's position, training and experience (PBL-4)
- Demonstrate sophistication in the use of digital resources for patient care, self-education, and the education of patients and their families (PBL-5)
- Demonstrate the application of a scheme inductive approach to arrive at a focused differential diagnosis (PBL-6)
- Demonstrate self-awareness and the skills necessary for life-long learning (PBL-7)
System-Based Practice
- Describe the components of social structure (e.g., family, neighborhood, community) and the role each plays in health behavior, disease prevention, and the treatment of illness (SBP-1)
- Describe the components of the national health system and its funding and how this system affects individual and community health (SBP-2)