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Curriculum Objective
Objective
Clerkship Objectives
Demonstrate effective communication skills in conducting a patient centered interview, including exploring the patient’s illness experience as well as the family and social context.

Curriculum Block

Women's Health TTR / Transition to Residency
- Indicates most relevant

Tags

AFMC Entrustable Professional Activities
1. Obtain a history and perform a physical examination adapted to the patient’s clinical situation
AFMC National Clinical Skills
Communication Skills and Medical Interviewing
C2LEO
Communicator; Culturally Aware
CanMEDS Roles
Communicator Establish professional therapeutic relationships with patients and their families. Elicit and synthesize accurate and relevant information, incorporating the perspectives of patients and their families.
Curriculum Block
Women's Health TTR Transition to Residency
General MCC Objectives
Communication Skills
MCC Blueprint
Communication
McMaster Professional Competency
Clinical Skills
McMaster Program Competencies
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.
MeSH
Clinical Competence [I02.399.630.210] Women's Health [N01.400.900] Medical History Taking [E01.370.510] Social Determinants of Health [N01.400.675]

Related Objectives

Parent Objective

Women's Health TTR

Child Objectives
  • Students will be proficient in the performance of a focused women’s health history that is performed in a prioritized, organized manner. The history must be tailored to the clinical situation and specific patient encounter. The encounter must be conducted with respect, in a manner sensitive to the patient’s particular circumstances including sexual/gender orientation and cultural/religious beliefs.
  • Students should use language appropriate for each patient and use non-verbal techniques to facilitate communication.
  • Students should be proficient at obtaining supplemental historical information from other sources, such as family members, friends, or carers.
  • Students should have knowledge of the social determinants of health and should be able to sensitively address these during history taking. Students should understand the special needs of vulnerable groups related to disparities and inequities in seeking and receiving care.
  • Students should ‘bear witness’ to the patient’s experience of trauma and acknowledge the connection between these experiences and their current function.
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