Curriculum Block

Objectives

• Review of resources and support systems in place to assist trauma-related care for Indigenous individuals and their families.
• Self awareness and reflection of learners regarding the impact of trauma related to generational issues and strategies to support these individuals and their families.
• Review of trauma-related care and application to Indigenous individuals affected by the residential school system.
• Identify current stereotypes in Canadian Aboriginal medical education.
• Increased awareness of events surrounding Residential School System in Canada.

• 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.
• 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.
• Appraise, incorporate principles of resource stewardship to, and apply acquired knowledge into medical decision-making.
• Describe the determinants of health and how the differential distribution of these determinants influences health status (health gradient) both within and between populations.
• 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.
• 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 3
• Using Evidence-Based Medicine at Point of Care Part 2
• Introduction to Indigenous People's Health
• Narrative in Medicine
• LGBTQ2S Health
• Hidden Curriculum

Tags

Part 3 Professional Competencies 3 Week 5 Part 3 Week 5 Geriatrics Indigenous Health Communication Skills Indigenous Health Priority Groups Communication Gender and Sexuality Indigenous Health Providing anti-oppressive health care Effective Communication 1.1 Gather essential and accurate information about patients and their health through history-taking, physical examination, and the use of laboratory data, imaging, and other tests. 1.4 Make informed decision about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment 1.5 Develop and carry out patient management plans 2.1 Demonstrate an understanding of what knowledge is, the strengths and limitations of different ways of knowing, and how knowledge is created in historical, cultural and social contexts. 2.2 Apply biomedical scientific principles fundamental to health care for patients and populations. 2.3 Apply principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based healthcare 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. 2.6 Understand the process of the dissemination, application, and translation of new health knowledges and practices. 6.1 Understand the systems of healthcare, including federal, provincial, municipal and local, and the influences they have on the health of individuals and populations 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 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 Communication [L01.143] Evidence-Based Medicine [H02.249.750] Geriatrics [H02.403.355] Indigenous Canadians [M01.270.968.500.600.375] Indigenous Canadians [M01.270.968.500.600.375] Interdisciplinary Communication [F01.145.209.381] Sexual and Gender Minorities [M01.270.988]