Clinical Skills
SMD 8530; SMD 8630
Module Director: Gregory Toussaint, M.D., Assistant Dean, Clinical Skills Education; Professor, Pediatrics
Module Description: The longitudinal Clinical Medicine Foundations Module is the intersection of clinical skills and patient care. This module enables students to apply their increasing knowledge to the interview and physical exam of the patient. With early use of simulated patients and engaged learner techniques with peers and preceptors, students gain experience in the basics of clinical medicine. Throughout the first twenty months, students periodically interact with a wide variety of volunteer and standardized patients in increasingly more complex, real world scenarios cumulating in objective structured clinical examinations as preparation for Doctoring Phase clerkship rotations.
Boonshoft SOM Educational Objectives and Milestones
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Code |
What competencies / milestones will this unit address? |
|---|---|
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Foundational Knowledge – Medical Knowledge: Master fundamental biomedical concepts, terms, processes, and system interactions |
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1.1B |
Identify the major diseases and conditions and the ways in which they operate in the body |
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Application – Patient Care: Conduct patient interviews and physical examinations |
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2.1A |
Conduct an organized, comprehensive history and physical under supervision and recognize normal findings |
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2.1B |
Conduct a focused history and physical for select common presenting problems under supervision |
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Application – Patient Care: Diagnose patient health problems |
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2.2A |
Generate a differential diagnosis by applying knowledge of the basic sciences and pathophysiology |
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2.2B |
Define and explain ancillary diagnostics |
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Application – Patient Care: Propose evidence-based health maintenance and therapeutic treatments |
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2.3A |
Propose a treatment plan for common disease processes |
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Integration – Systems–Based Practice: Advocate for the human, just, safe and prudent care of persons |
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3.2A |
Explain the conceptual foundations of ethical patient care |
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3.2B |
Identify contextual factors that may affect the health status of an individual patient or population |
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3.2C |
Explain the impact of medical error or harm |
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Human Dimension – Personal and Interpersonal Development: Reflection upon one’s personal strengths and weaknesses to make changes in one’s behavior |
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4.1A |
Integrate formative feedback from patients, peers, and faculty in order to modify behaviors |
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Human Dimension – Personal and Interpersonal Development: Take Care of oneself |
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4.3C |
Recognize the importance of flexibility within the dynamic medical environment |
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Human Dimension – Deliver effective patient presentations and document accurately in the medical record |
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4.4A |
Present patient history and physical findings in an organized format |
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4.4B |
Document patient history and physical findings in an organized format |
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4.4C |
Understand the importance of accurate and succinct procedural notes for patient safety and ethical care |
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Human Dimension – Personal and Interpersonal Development: Communicate and work effectively with others |
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4.5A |
Identify roles within teams, and provide/receive effective feedback |
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4.5B |
Effectively assimilate in various teams, including interprofessional teams |
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4.5C |
Communicate clearly and empathetically in both written and verbal venues |
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Human Dimension – Personal and Interpersonal Development: Demonstrate leadership skills in a variety of settings |
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4.6A |
Identify characteristics of, and contribute to the development of, a high functioning team |
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4.6C |
Seek appropriate role models for leadership opportunities |
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Caring/Valuing – Professionalism: Value and behave in a manner consistent with the highest ethical standards of the profession |
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5.3A |
Identify the basic principles of medical ethics |
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5.3B |
Recognize the humanistic core of professional values |
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5.3C |
Demonstrate respect for the human condition |
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Learning How to Learn – Practice-Based Learning: Appropriately utilize evidence-based resources to address uncertainty in medicine and gaps in knowledge/skills |
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6.3A |
Recognize that gaps of knowledge and ambiguity exist in medicine |
Module-Level Objectives
|
Code |
What are the module-level objectives for this course? |
Boonshoft SOM Objectives |
|---|---|---|
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LO1 |
Build an accurate and thorough focused patient history |
2.1a |
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LO2 |
Perform specific physical exam skills |
2.1a,b |
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LO3 |
Identify important differences in the approach to and examination of the neonate, toddler, adolescent and geriatric patient |
1.1b |
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LO4 |
Interpret basic diagnostic testing |
2.1a, 2.2a,b |
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LO5 |
Generate an appropriate differential diagnosis and basic diagnostic and therapeutic plan for a patient with select common presenting complaints |
1.1b; 2.1b; 2.2a,b; 2.3a; 4.4a,b,c; 6.3a |
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LO6 |
Given a case vignette, determine the diagnosis of common and catastrophic problems |
2.2a,b; 2.3a |
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LO7 |
Document medical information appropriately |
4.4a,b,c |
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LO8 |
Apply the principles of ethics to patient interactions |
3.2a; 4.6a; 5.3a,b,c |
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LO9 |
Describe the cognitive, psychosocial and physical stages of human development |
1.1b; 2.3a, 3.2b; 5.3c |
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LO10 |
Demonstrate the use of the basic principles of nutrition |
2.3a, 4.3c |
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LO11 |
Communicate effectively with patients and their families, peers, and instructors |
2.1a, 3.2 a, c; 4.5 a, c |
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LO12 |
Demonstrate professional behavior during interactions with patients and their families, peers, and instructors in a variety of settings |
2.1a,b; 3.2c; 4.5a,b; 4.6a |
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LO13 |
Perform an accurate self assessment of performance, strengths, weaknesses, and areas needing improvement, and reflect on those to improve skills |
4.1a; 4.3c; 4.6c; 6.3a |
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LO14 |
Receive oral and written feedback from patients and their families, peers, and instructors in a respectful manner and use that feedback to improve skills |
4.1a, 4.3c; 4.5a |
