PREAMBLE TO EDUCATIONAL
GOALS AND OBJECTIVES
The Stritch School of Medicine is part of Loyola University Chicago,
an urban Catholic university that is composed of a culturally and
religiously diverse faculty, student body, and administration. We
believe that our graduates benefit and grow from that diversity
within a community united by a shared passion for learning and healing.
School of Medicine specifically calls upon the Jesuit tradition
of education, which emphasizes the full development of its students,
rigorous concern for the quality of its academic programs, and promotion
of a broad educational curriculum that encourages leadership in
the service of others and advances social justice. Our graduates
are encouraged to be leaders in bringing improved healthcare to
all members of society, especially its most disadvantaged.
of Medicine graduates are expected to conduct their professional
lives acknowledging the intrinsic dignity and worth of all human
beings. This attitude is developed within a university medical center
community that views patients as people to be healed and not diseases
to be cured. To do so, graduates are expected to be knowledgeable,
skillful, dutiful, and altruistic.
School of Medicine requires its medical students to develop competencies
in six areas to the level expected of new physicians entering graduate
medical education programs. Students will be broadly trained and
prepared to undertake advanced training and choose careers in academic
medicine, community medicine, and/or research. Faculty members are
committed as teachers, mentors, and role models to support the development
of these student competencies.
Know, understand and apply the basic concepts of the basic
and clinically supportive sciences.
- Normal structure
and function of the body and each of the basic and clinically
important to maintaining the body’s homeostasis including
molecular, biochemical, cellular mechanisms important to maintaining
the body’s homeostasis
of disease, including altered structure and function, with an
emphasis on the genetics and molecular basis of disease.
- Human life
span, including in-utero development, developmental changes and
milestones, psychological development, and the differences between
normal variation and disease
AND COMMUNICATION SKILLS
- Use effective
listening skills and elicit information using effective nonverbal,
explanatory, and questioning skills.
- Use verbal
- Use written
- Use information
technology to manage information, access online medical information
and communicate findings with others.
the learning of other students and health care professionals.
and employ principles of teaching and learning relevant to
the variety of roles and responsibilities of the physician
- Use appropriate
techniques for collaborating and teaching in small groups.
- Use appropriate
techniques fro providing effective feedback.
and work effectively with others as a member of a team in a variety
of settings to provide patient-focused care.
the roles and goals of various health professional team members
- Be aware
of strategies for resolving conflicts and communicating effectively
effectively with patients and patient’s family
and effectively communicate issues of patient care with non-physician
healthcare workers, including clergy.
- Deal effectively
with difficult situations.
· Giving bad news
- Dealing with
angry patients and families
MORAL REASONING AND ETHICAL JUDGEMENT
- Be responsible,
reliable, and dependable
the major obligations of physicians to their patients and
show that the foundation of the medical profession is a skilled
and devoted service to people who come for care for a variety
personal integrity, honesty, and self-discipline in all course
and clerkship activities and in interactions with patients,
peers, faculty, residents, and non-physician staff
these interactions as analogs of future professional relationships
thereby maintaining the same high standards expected in patient
care and consistent with the Statement on Academic Integrity
for SSOM students.
a professional image in manner, dress, grooming and speech
in all interpersonal relationships that is consistent with
the medical profess0on’s accepted contemporary standards
in the community.
work to begin to bring about just healthcare reform by taking
leadership and educational roles to advocate for the common
commitment to service to patients in need.
the role of spirituality and personal values in their practice
the ability to exercise sound judgment and function under
appropriately with patient
the patient’s rights and privacy.
the salient legal, ethical, spiritual, and psychological issues
that night affect the management of a patient’s illness
and modify management as appropriate (e.g., informed consent,
appropriately with the entire team, other health professionals,
and community professionals in the care of the patient and in
the educational setting.
the expertise of other professionals and experts as appropriate.
- Use appropriate
steps in dealing with unethical behavior by other members
of the healthcare team.
basic ethical concepts and apply them in moral reasoning in the
educational and healthcare context.
and conflicting ethical considerations in a particular ethical
choice in the care of an individual patient.
analyze and defend ethical choices in the treatment of an
articulate and analyze the ethical issues in health policy.
articulate and analyze the ethical issues in relations with
other health care professionals.
and employ skills necessary to implement ethical choices in
medical practice, including employ effective communication
skills, identify when other persons, expertise, or resources
are needed to resolve ethical choices, ability to obtain this
integrate the above skills in the care of his/her own patients
(obtain informed consent or refusal of treatment; evaluate
person’s competence to accept or refuse treatment and
appropriate follow-up; ability to care for patients with a
poor prognosis, including patients that are terminally ill,
in and ethically sensitive manner
and effectively deal with unethical behavior
and effectively use the resources available for dealing with
and appropriately manage potential conflicts of interest that
physicians face as caregivers and researchers due to research
incentives, gifts, offers, and investment opportunities.
and follow institutional policies and procedures that guide
the actions to be taken in the event unethical behavior is
SKILLS AND PATIENT CARE
and record essential and accurate information about patients.
and record complete history, focused histories, patients,
fears and concerns, impact of an illness and its treatment
on the patient and the patient’s family, non-biologic
factors (family, culture, age, gender, disabilities and religious
and record complete screening physical examination, organ-specific
focused examinations (HEENT, cardiovascular, pulmonary, abdominal,
pelvis, breast, neurological including mental status, musculoskeletal,
to understand the patient’s perspective regarding his/her
a database synthesizing pertinent facts from the history, physical
and laboratory data.
and legibly write hospital admitting notes and orders, daily
progress notes, discharge summaries, focused outpatient follow-up
pertinent data to develop a relevant problem list including organic,
psychological and social issues.
Generate an initial, prioritized differential diagnosis.
Develop and carry out patient management plans.
appropriate management strategies (diagnostic, therapeutic,
and educational) for common conditions both acute and chronic.
care plans for patients with chronic conditions not amenable
to immediate care including rehabilitative services, care
of chronically disabled persons, patients facing the end of
and institute appropriate initial therapies for emergency
and life-threatening situations.
the principles of relieving pain and ameliorating suffering
diagnostic and treatment strategies that are cost-effective
and sensitive to limited resources.
essential clinical information effectively with the team and in
systematically and concisely present clinical data (history,
physical, laboratory data, differential diagnosis and plan).
informed decisions about diagnostic and therapeutic interventions
based on patient information and preferences, up-to-date scientific
evidence, and clinical judgment (Evidence-based medicine).
and educate patients and their families.
to patients and families findings from clinical investigations,
including plans for follow-up, possible courses of therapy
with indications, risks, and benefits and alternative.
an informed consent or refusal.
- Use appropriate
skills and strategies for communicating during difficult situations,
such as giving bad news and dealing with angry patient sand
- Use information
technology to support patient care decisions and patient education.
database retrievals, retrieve patient-specific information,
select and use information technology, and employ electronic
communications for the direct care of patients.
competently all medical and invasive procedures considered essential
for entering any area of graduate medical education.
routine, basic clinical procedures including venipuncture,
basic life support, intravenous catheter insertion, arterial
puncture, lumbar puncture, nasogastric tube insertion, Foley
catheter insertion, suture lacerations.
the results of the most frequent commonly used clinical tests
including electrocardiograms, laboratory tests, radiologic
health care services aimed at preventing health problems or m
knowledge and apply the principles of health maintenance and
disease prevention including screening for diseases, estimating
and communicating risks, immunizations.
LIFELONG LEARNING, PROBLEM-SOLVING AND PERSONAL GROWTH
an investigatory and analytic thinking approach to course work
and clinical situations.
resources necessary to understand and solve diagnostic and therapeutic
ability to use multiple sources of information
openness to adopting new methods of acquiring information.
acquired knowledge effectively.
correctly present, and properly reference information
new skills to faculty and/or colleagues
current with and adapt to changes in the academic and professional
a commitment to individual professional and personal growth.
perform valid, reliable, and critical self-assessment of medical
knowledge and sills as demonstrate by congruence of self-assessment
with faculty/patient evaluations and other performance standards,
personal limitations in knowledge and experience and need
for immediate help/consultation/further study.
attend recommended conferences, classes, seminars, lectures
and other structured learning opportunities.
performance feedback gracefully and modify personal behavior
in response to correction.
practice experience and perform practice-based improvement activities
using a systematic methodology.
the problem of variation in physician behavior for common
conditions, the importance of developing evidence-based practice
methodology to lessen variation, the role of practice pathways
to mange common problems, and the need to individualize recommendations
for the patient.
questions regarding outcomes seen in patient care and consider
simple methods of quality improvement including improved patient
satisfaction, decreased complication rates, improved clinical
outcomes, and improved access to healthcare for patients from
errors in medicine and possible reasons for error.
basic strategies to reduce medical errors.
appraise, critically review and assimilate evidence from scientific
studies and medical literature related to their patients’
ability to discern relevancy of literature.
the reliability, validity, accuracy, cost-effectiveness and
timeliness of the information or research reported by a resource.
knowledge of study designs and statistical methods to the appraisal
of clinical studies and other information on diagnostic and therapeutic
and evaluate any research report used with regard to subject
population (population bias), research methods employed, statistical
methods used, and conclusions drawn.
information technology learning resources to manage information,
access online medical information and support own education.
Demonstrate leadership and motivation.
the management of the patient’s problem· Mentor
junior members of the team.
AND COMMUNITY CONTEXT OF HEALTHCARE
the importance of the many non-biologic factors that influence
health, disease, disability, and access to care.
Demonstrate understanding of how the patient’s
family, culture, age, gender, disabilities, and religious
beliefs can influence healthcare decisions and outcomes.
the familial, cultural and spritual supports of the patient
in the care of the patient,
stereotypical language (e.g. racist, sexist, homophobic, etc.)·
Recognize the barriers to health care that non-biologic (socio-economic)
knowledge of non-biological determinants of child abuse and
domestic violence and the economic, psychological, social,
and cultural factors that impact their development and continuation.
an understanding that some individuals in our society are
at risk for inadequate healthcare, including the poor, uninsured,
underinsured, children, unborn, single parents, elderly, racial
minorities, immigrants, refugees, physically disabled, mentally
disabled, chemically dependent, and those with incurable diseases.
how types of medical practice and delivery systems differ from
one another, including methods of controlling health care costs
and allocating resources.
knowledge of the American healthcare system including reimbursement
mechanisms, the roles of government and private sector, and
the ways patients pay for healthcare.
cost-effective health care and resource allocation that does not
compromise quality of care.
Advocate for quality patient care and assist patients in accessing
care and in dealing the system complexities.
strategies to access health services for patients who need
advocacy and assistance.
and attempt to reduce socio-cultural barriers to health care,
including problems of accessibility, acceptability and availability.
information relevant to local and national health care delivery
and discuss the issues in a manger appropriate for an informed
how to partner with health care managers and health care providers
to assess, coordinate, and improve health care, and how these
activities can promote health, prevent disease and manage illness.
knowledge of the role of and services provided by community
referrals to community resources for patients and their families.
cooperatively with social/human service providers valuing
their input and incorporating appropriate input into the treatment