Curriculum Block

Objectives

• Demonstrate sensitivity to the value system of patients (colleagues, other health care providers – ethical vs professionalism) and others.
• Employ value constructs foundational to the practice of medicine and the delivery of health care, including constructs related to vulnerable and marginalized populations and to the recognition of cultural diversity (using a broad definition and understanding of culture).
• Demonstrate the specific skills for interacting with and responding to patients who present moderate communication challenges (anger; anxiety; values different from the students’ own).
• Demonstrate the acquisition of communications skills (defined by the Kalamazoo Consensus Statements as a set of conscious and behavioural norms) required to build a therapeutic relationship, to conduct an interview with a patient, to communicate about a patient, and to communicate about medicine and science.
• Illustrate how diverse factors (sociocultural, psychological, economic, occupational, environmental, legal, political, spiritual, and technological) interact to influence the health of an individual and the population.
• Develop the attitude and skills for responding to patients with cultural humility.
• Identify the diverse factors (ie. sociocultural, psychological, institutional, economic, occupational, environmental, technological, legal, political and spiritual) that contribute to the systemic marginalization of vulnerable populations and impact health and health care delivery.
• Demonstrate an awareness of key health challenges faced by immigrants and refugees.
• Summarize different “ways of knowing” about the body and how these ways affect the clinical encounter.
• Demonstrate awareness of how social contexts and epistemological perspective, such as privilege and power, contribute to uncertainty and ethical challenges in practice.
• Analyze and critically reflect on how the impact of physician power and privilege may contribute to disparities through biased care.
• Recommend responses to key social and cultural factors that lead to poor health outcomes for individuals, families, and communities.
• Plan socially-just courses of action in order to respond to the diverse factors that intersect and overlap to influence the health of the individuals, families and communities.

Assessments

• End of MF 3

• End of MF 4

• MF 3 Reflection

Tags

Communicator; Culturally Aware Communicator Health Advocate 2011 Part 3 Professional Competencies 3 Week 6 Part 3 Week 6 Health and the Climate Crisis Providing anti-oppressive health care Effective Communication Professionalism and Self-Awareness Social, Cultural and Humanistic Dimensions of Health 2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resource allocation, and disease prevention/health promotion efforts for patients and populations 2.5 Apply principles of socio-behavioural sciences to the provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care-seeking, care concordance, care adherence and barriers to and attitudes toward care. 3.8 Obtain and use information about individual patients and their caregivers, populations of patients, or communities with which patients identify to improve care 4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and sociocultural backgrounds 4.2 Participate in the education of patients, families, students, trainees, peers and other health professionals 4.4 Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions, including the ability to manage one’s own interpersonal responses 5.4 Demonstrate respect for patient confidentiality, privacy and autonomy 5.5 Demonstrate sensitivity and responsiveness to a diverse patient population, including all dimensions of diversity such as those that are included in human rights legislation and federal and provincial law. 5.6 Demonstrate a critical understanding of personal, professional and institutional power and privilege and utilize anti-oppressive practice to create patient experiences where marginalization and oppression are minimized. 6.2 Identify aspects of the healthcare system that serve as barriers and enablers of providing healthcare to and optimizing the health of patients and the population 6.3 Advocate for quality patient care and optimal patient care systems that support patient- and population-centred care that is safe, timely, efficient, effective, and equitable 6.4 Apply concepts of global health and social medicine to the health of individual patients and populations using the ecology, economy, equity framework 6.8 Participate in identifying system-level gaps and errors and, where appropriate, identify, implement or participate in potential system-level solutions 7.2 Use the knowledge of one’s own role and the roles of other health professionals to appropriately assess and address the health care needs of the patients and populations served 8.4 Demonstrate awareness and acceptance of different points of view Cultural Competency [I01.880.853.100.364] Culturally Competent Care [N05.300.206] Emigrants and Immigrants [M01.189] Healthcare Disparities [N05.300.493] Minority Groups [I01.880.853.300] Minority Health [N01.400.512] Physician-Patient Relations [N05.300.660.625] Refugees [M01.755] Social Determinants of Health [N01.400.675] Yes