Curriculum Block

Objectives

• Demonstrate how to perform the basic communication and interpersonal skills that are required to accomplish each of the specific and discrete tasks defined in the Kalamazoo Consensus Statements. (1999, 2002).
• Illustrate the difference between disease and illness, and plan an approach to understanding the patient’s illness experience.
• Analyze the influence of gender on health concerns and health care provision.
• 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.
• Justify how knowledge from the social sciences and humanities contributes to medical practice.
• Plan and advocate for an appropriate course of action at both the individual- and population-level that responds to the diverse factors influencing their health.
• 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.
• 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.
• Summarize the concepts, principles, and research evidence that support the importance and efficacy of developing communication and interpersonal skills in medicine.
• Appraise, incorporate principles of resource stewardship to, and apply acquired knowledge into medical decision-making.
• Illustrate how being a good communicator is a core clinical skill for physicians, and how effective physician-patient communication can foster patient satisfaction, physician satisfaction, adherence and improved clinical outcomes (CanMEDS 2015).
• Integrate moral reasoning and judgment with communication, interpersonal, and clinical skills to provide the patients with effective and ethical care.
• Identify ethical issues and dilemmas in their own clinical experiences related to patient care, institutional practices and health policies.
• Judge when additional expertise is needed in the resolution of ethical choices and where to find appropriate resources (help, laws, policies, etc.) to obtain this help.
• Summarize the ethical, legal obligations and duty of care that physicians have for patients, colleagues and, communities, and the tensions that may arise from these responsibilities.
• Employ and critically evaluate ethical theories and principles when exploring learning scenarios and reasoning about ethical challenges in the clinical setting.
• Apply principles of evidence-based and evidence-informed medicine in medical decision-making.

Activities

• Communication Skills 2
• Introduction to Evidence Based Medicine at Point of Care: Part 1
• Intro to Canadian Health Care System
• Introduction to Indigenous People's Health
• Narrative in Medicine
• Patient Safety
• Anti-Oppressive Practice
• Epistemology
• Trauma Informed Care

Tags

Part 2 Professional Competencies 2 Part 2 5.1 Demonstrate accountability to patients, society, and the profession 5.10 Manage conflicts of interest and dual relationships. 5.11 Demonstrate trustworthiness and reliability that makes colleagues feel secure when one is responsible for the care of patients 5.12 Present oneself professionally to patients, families, and members of the health care team 5.2 Demonstrate compassion, integrity, and respect for others 5.3 Demonstrate altruism, appropriately balancing patient needs and self-interest/self-care 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. 5.7 Demonstrate the application of ethical principles to commonly encountered ethical issues such as the provision or withholding of care, confidentiality, informed consent, and including compliance with relevant laws, policies, and regulations 5.8 Balance personal values and beliefs with professional and societal ethics 5.9 Maintain appropriate boundaries with patients and other professionals 7.5 Work with physicians and other colleagues in the health care professions to promote understanding, manage differences, and resolve conflicts 7.6 Participate in different team roles and appropriately apply leadership skills to establish, develop, and continuously enhance team function. 8.1 Demonstrate healthy coping mechanisms to respond to stress 8.2 Practice flexibility and maturity in adjusting to change with the capacity to alter one’s behaviour 8.3 Develop the ability to use self-awareness of knowledge, skills, and emotional limitation to seek help appropriately 8.4 Demonstrate awareness and acceptance of different points of view 8.5 Recognize that ambiguity is part of clinical health care and respond by utilizing appropriate resources in dealing with uncertainty