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Submitted by ssgaggi on Fri, 04/25/2014 - 9:33am

Welcome to our medical school!  Our school strives to innovate and apply state-of-the-art concepts in human cognition when designing all aspects of our curriculum and evaluations.

Thank you for your interest in the Undergraduate Medical Education Program at the University of Calgary. I hope you enjoy finding out more about the MD Program as you peruse this website. We have the reputation for having a relevant and modern curriculum. We have demonstrated very successful performance on all of our outcome measures, both internal and external. This includes very positive feedback from our graduates, alumni, and the post-graduate residency training program directors who now train our MD graduates. Our school received full accreditation at our last visit (2008) without the need for follow-up visits that other schools have been required to do. Our graduates' scores and pass rate on the national Medical Council of Canada part I exam,  as well as their ability to match to the residency training program of their choice, are on par with all the other schools in the country. And all of this in three years! As I think you can see, we are very proud of our program.

Submitted by ssgaggi on Tue, 12/15/2015 - 9:21am

Mission Statement

Approved by Curriculum Committee: 99/12/03. 
Reviewed by Curriculum Committee 04/02/20
Revised by Undergraduate Medical Education Committee (UMEC) 10/04/09
Revised by Undergraduate Medical Education Committee (UMEC) June 4, 2010 and November 21, 2014

Operating Philosophy

Operating Philosophy

The program will support the goals and objectives of the Undergraduate Medical Education Program and will be characterized by:

1. An innovative three-year program with clinical presentations as the foundation of the curriculum.  The curriculum provides:

An approach to clinical presentations.
Development of knowledge, skills and behaviours required to approach clinical presentations.
Experiences in a variety of clinical settings with clinical presentations in ambulatory, emergency, long term and acute health care delivery situations.
2. Objectives for each clinical presentation developed by faculty and containing a clinical reasoning pathway
 and relevant diagnostic classification schemes.

3. A curriculum that integrates basic and clinical sciences, which are introduced in an organized fashion as they relate to the clinical presentations.

4. A curriculum that maintains an active learning environment with more than 25% of scheduled instructional activities spent in small group, interactive learning sessions.

5. Small group case-based learning sessions that provide an essential and unique learning activity for the students.  These sessions promote:

Creation of an approach to clinical problem solving.
In depth analysis of the objectives and content of clinical problems presented in the course.
Diagnostic classification schemes and their active reinforcement in solving clinical problems.
Correction of student misperceptions.
Development of communication and collaboration skills.
6. Early and ongoing exposure to real, standardized and simulated patients to increase relevance of course material; demonstrate appropriate professional behaviour, and to emphasize the importance of communication skills.

7. Electronic access to educational materials relating to the curricular content.

8. Opportunities for students to explore medical topics in greater depth than presented in course work including, but not limited to, involvement in research, selection of clinical electives and completion of individual course projects

9. Independent study time (IST) so that the student can actively process knowledge and construct their understanding. In order to facilitate this deeper approach to learning, scheduled IST, comprising 30% of weekly scheduled time, is organized within the pre clerkship curriculum. This time is intended for:

 Preparation for small group learning.
 Completion of assigned reading.
 Study around course objectives and presentations.
Pursuing research or career sampling opportunities (time permitting).
IST may be exchanged to facilitate scheduling of clinical correlation sessions and other small group activities which are dependent on clinic schedules not determined by UME.

10. An assessment and feedback process that:

Measures clinical problem solving, medical skills, professional behaviour, and general content knowledge.
Clearly communicates performance expectations through the use of outcome- based learning objectives.
Includes peer assessment of the attainment of educational and professional objectives.
Provides students with an examination blueprint.
Provides ongoing formative and summative evaluations throughout the three years of the curriculum.
Actively facilitates ongoing program evaluation.
 

Approved by Curriculum Committee: 99/12/03.

Reviewed and approved by Curriculum Committee: 04/02/20.

Approved by Faculty Council: 04/12/08.

Revised by Undergraduate Medical Education Committee 10/04/09.

Revised by UMEC June 4th, 2010 and November 21 2014 Approved by Faculty Council March 11, 2015

 

Faculty and Student Responsibilities

Students and Faculty are expected to adhere to the policies and procedures of the Undergraduate Medical Education Office which should be read in conjunction with general University of Calgary Professional Standards.

The Office of Equity in Teacher-Learner relations has a ‘Professional Standards for Faculty Members and Learners in the Faculty of Medicine at the University of Calgary’ document which can be found online at: http://medicine.ucalgary.ca/ETLR/professional

Graduation Educational Objectives

The Big 10  Graduation Educational Objectives

 

A student at the time of graduation will be able to:

1.      Demonstrate the basic science and clinical science knowledge and skills necessary for the supervised practice of medicine, and use knowledge efficiently in the analysis and solution of clinical presentations.

2.      Evaluate patients and properly manage their medical problems by:

a)      Conducting a comprehensive medical history and thorough physical examination; reliably eliciting appropriate information in the history and detecting abnormal findings on the physical examination.

b)      Correctly identifying the patient's diagnosis, differential diagnosis, and medical problems.

c)      Applying an appropriate clinical reasoning process to the patient’s problems.

d)      Advocating for patients while formulating and implementing a resource-conscious management plan to deal effectively with patient problems.

e)      Applying basic patient safety principles

3.      Apply a comprehensive patient-centered approach in the evaluation and care of patients including sensitivity to differing: sexual orientation and gender identity, cultural and spiritual beliefs, attitudes and behaviours,economic situations.

4.      Demonstrate knowledge of the fundamental concepts of disease prevention and health promotion for individual patients and populations and incorporate them into treatment plans as appropriate.

5.      Communicate and interact effectively with patients, families, medical staff and others involved in the delivery of health services.

6.      Describe and apply ethical principles and high standards in all aspects of medical practice.

7.      Exhibit appropriate professional behaviour,including awareness of personal wellness and limitations.

8.      Formulate clear clinical questions and apply an evidence-based approach to solving these questions.

9.      Demonstrate educational initiative and self-directed life-long learning skills.

10.    Describe the basic principles of clinical and translational research, including how such research is conducted, evaluated, explained to patients and applied to patient care.

 

These educational objectives will be achieved through the competencies listed below.

 
Approved by Curriculum Committee: 99/12/03
Reviewed and approved by Curriculum Committee: 04/02/20
Approved by Faculty Council: 04/12/08
Revised by Undergraduate Medical Education Committee 10/04/09
Revised by UMEC June 4th, 2010 and November 21 2014 Approved by Faculty Council March 11, 2015

Competencies Leading to Achievement of Graduation Educational Objectives

See Appendix 1 for List of Outcomes Measures

1. Medical Expert role: graduating medical students will be able to provide supervised patient-centered medical care. The subcomponents of this competency are as follows:

a. Ability to maintain an appropriate body of medical knowledge

Main Graduation Educational Objective(s)

Clerkship-ready milestone/relevant outcome measure (s)

Residency-ready milestone/relevant outcome measure (s)

1,2

Understands foundational  basic science concepts for each clinical presentation within pre-clerkship courses (A1,A2, A8, A10, A11)

 

Describes and begins to apply foundational  clinical concepts for each clinical presentation within pre-clerkship courses (A1, A2, A8, A10, A11)

 

 

 

Is able to demonstrate an appropriate approach to common laboratory/radiological tests (A1, A2,B2, A8)

Applies clinically-relevant basic science concepts in solving problems (A5, A7, A8,B1, B3, B4,B5,B6)

 

 

Consistently applies clinical diagnostic knowledge to solving clinical problems (A5, A6, A7, A8, B1, B2, B3, B4, B5)

 

 

Interprets typical results for common diagnostic tests accurately, while using statistical concepts such as sensitivity, specificity, likelihood ratios, predictive value  (A5, A6, A7, A8, B1, B4,B6)

b. Ability to gather and synthesize essential and accurate information to define each patient’s clinical problems3

Main Graduation Educational Objective(s)

Clerkship-ready milestone/relevant outcome measure (s)

Residency-ready  milestone/relevant outcome measure (s)

2,3,5,8

Conducts a patient-centered history that illuminates the health issues, social context and illness experience for each patient (A3, A4, A9,A11)

 

 

  

Consistently performs the necessary steps for a normal physical examination of each system. Is sometimes able to recognize abnormal findings. (A1, A3, A11)

 

 

Is able to recognize patients’ central clinical problem and  develops limited differential diagnoses (A1, A2, A8, A11)

 

 

Can provide an organizational approach  or scheme to most clinical presentations (B2, B3)

 

Consistently conducts a patient-centered history that illuminates the health issues, social context and illness experience for each patient. This includes, when relevant, obtaining collateral history from family, other health care professionals (A5, A6, A7, B3, B4, B5,B6)

 

Consistently and accurately performs the necessary steps for physical examination of each system, in a manner directed to the patient’s historical data. Is usually able to  identify abnormal findings.  (A5, A6, A7, B4, B5,B6)

 

Consistently identifies the patient’s primary diagnosis and 3-5 differential diagnoses. Can list the patient’s current health problems, while recognizing and acting on “red flags”   (A5, A6, A8, B1, B3,B4, B5,B6)

Can apply an organizational approach or scheme to most  clinical presentations, as well as occasionally use non-analytical reasoning or pattern recognition (A5, A6, A7, B3, B4,B6)

 c. Ability to propose a safe, appropriate (supervised) patient-centered investigation and treatment plan

Main Graduation Educational Objective(s)

Clerkship-ready milestone/relevant outcome measure (s)

Residency-ready milestone/relevant outcome measure (s)

2,3

Given typical scenarios, is able to provide investigation and management options (A1, A2, A8)

 

 

Provides safe patient care under direct supervision (A12)

 

 

Describes indications for basic procedures (from procedural skills course) and can perform them on mannequins (A1, A8)

Consistently applies an appropriate investigation and management plan, recognizing limited health care resources (A5, A6, A7, A8, B1, B3, B4, B5,B6)

 

Conducts aspects of patient care without direct supervision. Asks for help when encounters uncertainty or limits to competency (B3, B4, B5,B6)

 

Can perform, with supervision, basic investigative procedures (A6, A7,B5)

 2.  Communicator role: graduating medical students will demonstrate excellent communication skills that are attentive to patient/family needs and respectful.  Subcomponents of this competency are as follows:

a. Ability to elicit and record accurate information from patients and families

Main Graduation Educational Objective(s)

Clerkship-ready milestone/relevant outcome measure (s)

Residency-ready milestone/relevant outcome measure (s)

2,5

Gathers and synthesizes essential and accurate information to define each patient’s clinical problems as per expectations outlined above in section 1b (A4)

 

 

 

Can describe  the elements required for effective patient-care documentation  (within the patient record) (A4, A9)

 

In addition to what is outlined in 1b, recognizes the need to conduct a patient-centered history that includes collateral history (from family, friends, other health care providers) and/or additional information from documents (A5, A6, A7, B3, B4, B5,B6)

 

Demonstrates the ability to provide organized, comprehensive, accurate and reflective patient-care documentation. This includes patient records capturing multi-disciplinary care (A7, B4)

 

 b. Ability to discuss and convey an investigation/treatment plan with patients and families

Main Graduation Educational Objective(s)

Clerkship-ready milestone/relevant outcome measure (s)

Residency-ready milestone/relevant outcome measure (s)

2,3,5

Is aware of the need to ask patients to declare their opinions or preferences regarding current medical problem/plan (A1,A4, A9)

 

 

Can discuss the importance of engaging patient/family in decision making (A1, A4, A9)

 

Consistently seeks to understand patient opinions or preferences regarding current medical problem/plan (B3, B4)

 

Engages patient/family in decision-making for simple problems, with  assistance for complex/ambiguous situations (B3, B4)

 c. Ability to communicate important and serious news to patients and families

Main Graduation Educational Objective(s)

Clerkship-ready milestone/relevant outcome measure (s)

Residency-ready milestone/relevant outcome measure (s)

5,7

Can describe the general principles of communicating serious news to patients, including importance of empathy, honesty and sincerity (A1, A4, A11)

 

Communicates with empathy, honesty and sincerity, and can participate (with supervision) in important patient discussions (A6, A7, B4, B5)

 

 

 3. Collaborator role: graduating medical students will be effective within health care teams. Subcomponents of this competency are as follows:

a. Ability to work with other members of the interprofessional healthcare team to provide an integrated patient health plan

Main Graduation Educational Objective(s)

Clerkship-ready milestone/relevant outcome measure (s)

Residency-ready milestone/relevant outcome measure (s)

5,7

Is able to identify the roles of other team members

(A13)

 

 

 

Identifies the potential reasons for consulting other health providers for different patient scenarios (A12)

Recognizes the unique skills, roles and responsibilities of all members of the team.  Treats other members of the health care team with respect

(A7, B1, B4)

 

Makes clear and effective requests for consultations to other health providers (A7)

 

 b. Is a respectful member of the interprofessional health care team

Main Graduation Educational Objective(s)

Clerkship-ready milestone/relevant outcome measure (s)

Residency-ready milestone/relevant outcome measure (s)

5,7

Can describe and discuss the principles involved in respectful interactions with other health care professionals (A13)

 

 

Employs verbal, non-verbal, and written communication strategies that facilitate collaborative care (A4, A13)

 

Consistently respectful in interactions with other health care professionals

 

 

Actively engages in collaborative communication with all members of the team (A7, course 8 teaching, B4)

 

4. Manager role: graduating medical students will be able to manage the care of the patients and populations they serve, as well as their own wellness. Subcomponents of this competency are as follows:

a. Ability to advocate for systemic quality improvement related to  patient health and safety

 

Main Graduation Educational Objective(s)

Clerkship-ready milestone/relevant outcome measure (s)

Residency-ready milestone/relevant outcome measure (s)

 

2,5

Can identify some risks to  patient safety during health care provision and describe strategies to mitigate these risks (intro to clinical practice course lectures/small groups)

 

Can identify risks to patient safety during health care provision and apply strategies to mitigate these risks (B1, B4,  course 8 teaching)

 b. Ability to manage time to balance physician responsibilities with personal life

Main Graduation Educational Objective(s)

Clerkship-ready milestone/relevant outcome measure (s)

Residency-ready milestone/relevant outcome measure (s)

7

Can identify principles of physician wellness and identify ways to improve work-life balance (A1, B3)

 

Can apply the principles of physician wellness to better manage their residency work-life balance (B1, B3)

 c. Ability to balance the needs of a single patient with the just allocation of global healthcare resources

Main Graduation Educational Objective(s)

Clerkship-ready milestone/relevant outcome measure (s)

Residency-ready milestone/relevant outcome measure (s)

2

Can identify the major stakeholders in the health care system (A1)

 

 

Can describe and evaluate the need for cost-awareness in a system with limited resources (teaching during course small groups)

 

Can apply knowledge of the major stakeholders in the health care system (A1, B1, B4)

 

Can at times apply cost-awareness to decisions related to investigation and therapy (B1, B5)

 5. Health Advocate: graduating medical students will be able to advocate for needed services for specific patients and for systemic change that will advance population health. Subcomponents of this competency are as follows:

a. Ability to advocate for health promotion and disease prevention in the community-at-large

Main Graduation Educational Objective(s)

Clerkship-ready milestone/relevant outcome measure (s)

Residency-ready milestone/relevant outcome measure (s)

4

Can describe the general principles of health promotion and disease prevention (A1, A8, B3)

 

 

Applies relevant concepts to recommend appropriate screening and healthy lifestyle promotion (A5,A6, A8, B1, B4, B6)

 

 b. Ability to identify the determinants of health and barriers to health care access, especially for the vulnerable/marginalized populations B1, b4, a9

Main Graduation Educational Objective(s)

Clerkship-ready milestone/relevant outcome measure (s)

Residency-ready milestone/relevant outcome measure (s)

4

Is sensitive to and has basic awareness of differences related to culture, ethnicity, gender, race, age and religion when caring for a patient  (A1, A8, A9)

 

Describes the principles of the determinants of health as they relate to patient care and potential healthcare gaps and barriers (A1). Aware of potential need to advocate for patients when barriers to care exist.

Seeks to understand and modify care plan to account for patients’ culture, ethnicity, gender, race, age and religion (A5, A6, B1, B3, B4, B5, B6)

 

Given specific patients facing barriers to care, be able to describe advocacy options to resolve these barriers (B4)

 

 

 

 6. Scholar: graduating medical students will be able to effectively develop self-learning plans to address gaps in knowledge and skill when they become apparent, as part of life-long learning. Subcomponents of this competency are as follows:

 a.  Ability to integrate evidence-based medicine and information technology into daily patient/colleague interactions

Main Graduation Educational Objective(s)

Clerkship-ready milestone/relevant outcome measure (s)

Residency-ready milestone/relevant outcome measure (s)

8,10

Lists the steps to formulating and conducting a focused search to answer health care questions (A1, A8,A9, A10)

 

Can formulate a clear question, and conduct the necessary steps to answer that question, related to a real clinical encounter (A5, B1, B3, B4, B6)

 

 b. Describe the basic principles of clinical and translational research, including how such research is conducted, evaluated, explained to patients and applied to patient care.

Main Graduation Educational Objective(s)

Clerkship-ready milestone/relevant outcome measure (s)

Residency-ready milestone/relevant outcome measure (s)

8, 10

Describes  how clinical and translational research is conducted and evaluated (A1, A9, A10)

 

 

Can seek, evaluate, and discuss with supervisors, evidence provided in clinical and translational research to improve patient care (B3, B4, B6)

 

 c. Demonstrates strategies to remain current on new knowledge and apply evidence-based medicine at point of care

Main Graduation Educational Objective(s)

Clerkship-ready milestone/relevant outcome measure (s)

Residency-ready milestone/relevant outcome measure (s)

8,9,10

Can describe the need to reflect and seek out new information/solutions by using a variety of medical information sources (A1)

Seeks out new information/solutions based on reflection related to problems encountered in clinical rotations (A7,B3, B4, B6)

 

 

  7.  Professional: graduating students will behave in an ethical and professional manner. Subcomponents of this competency are as follows:

    a. Ability to appreciate and integrate the professional, legal and ethical codes of practice

    Main Graduation Educational Objective(s)

    Clerkship-ready milestone/relevant outcome measure (s)

    Residency-ready milestone/relevant outcome measure (s)

    6

    Can identify and describe elements of the professional code of conduct, including principles of informed consent. (A1, A2,A3,A11, A12)

     

     

    Can apply (including obtaining informed consent) the principles of ethical and professional behavior to patient, family, and medical team interactions (A7, B1, B3, B4, B5,B6)

     

    b.  Ability to accept responsibility for patient care while recognizing personal limitations

    Main Graduation Educational Objective(s)

    Clerkship-ready milestone/relevant outcome measure (s)

    Residency-ready milestone/relevant outcome measure (s)

    7

    Accepts professional responsibility when assigned

    (A12). Aware and respectful of limitations.

     

     

     

    Diligent in completing assigned professional responsibilities, without the need for reminders. Recognizes personal limitations and the need to safely and meaningfully consult more senior residents, faculty, other medical specialists, or allied health care professionals (A7, B3, B5)

     

     c.  Ability to receive feedback and demonstrate insightful reflection to improve performance

    Main Graduation Educational Objective(s)

    Clerkship-ready milestone/relevant outcome measure (s)

    Residency-ready milestone/relevant outcome measure (s)

    7

    Demonstrates awareness of the need to solicit and act on feedback from peers and preceptors.

    Consistently solicits feedback from patients and all members of health care team. Consistently reflects upon, and incorporates, the feedback to  enhance performance (A7, B5)

     

    References 

    1. Frank JR, Danoff D. The CanMEDS initiative: implementing an outcomes-based framework of physician competencies. Med Teach. 2007:29;642-7.
    2. http://www.royalcollege.ca/portal/page/portal/rc/canmeds/framework
    3. The Internal Medicine Milestone Project, from ACGME/ABIM collaboration

    Appendix 1: Outcome Measures

    A: Student Evaluations

    1. End of pre-clerkship course examinations (including medical skills examinations)
    2. Pre-clerkship small group evaluations
    3. Pre-clerkship clinical correlation evaluations
    4. Pre-clerkship communication skills formative evaluation
    5. End of clerkship examinations (including clerkship formative OSCEs)
    6. End of clerkship overarching OSCE
    7. Clerkship ITERs
    8. Associate Dean’s formative examinations
    9. Pre-clerkship assignments evaluations (Course IV, evidence-based medicine, Course V)
    10. MED 440 (AEBM) course evaluations
    11. Integrative course preceptor evaluations 
    12. Pre-clerkship electives evaluations
    13. Student feedback on faculty of medicine-nursing inter-professional education session

     

    B: Program Evaluation

    1. MCC Part I results
    2. End of pre-clerkship and clerkship course evaluations
    3. End of year (I, II, III) student feedback
    4. CGQ
    5. PGME program director survey 
    6. Alumni survey

     

    Aboriginal Heath Program