M2: Second Year Courses: New Curriculum – Applies to Class of 2028 and on

After completion of this course, the learner will be able to:

Knowledge for Practice

• Using the foundational sciences*, describe the normal structure and function of the endocrine, reproductive, and renal systems and how structure and function are regulated across the lifespan.
• Detail the major endocrine, reproductive, and renal systems diseases based on pathophysiologic mechanisms, anatomic and histological features, genetic predispositions, and their interrelationships.
• Describe the mechanisms of disease (MOD) of common acute and chronic conditions of the aforementioned systems.
• Integrate foundational sciences* knowledge and mechanisms of disease to explain the prototypical clinical presentation and characteristic findings of core/common conditions of the endocrine, reproductive, and renal systems.
• Report on the epidemiology (e.g., prevalence, pretest probability, diagnostic certainty, post-test probability) of endocrine, reproductive, and renal systems disorders.
• Describe agents used in treating common or prototypical diseases of the aforementioned organ systems, emphasizing mechanisms of action including the Indications, adverse effects, and interactions of commonly used medication.
• Understand the basics of healthcare financing (including insurance and reimbursement models) and the central themes of healthcare reform in the US.
• Identify quality improvement methods and their role in healthcare.

Patient Care

• Gather a history of an adult patient, including the relevant personal and psychosocial context, presenting with a single chief complaint related to the endocrine, reproductive, and renal systems.
• Perform a thorough and problem-focused physical examination for a patient presenting with a common and/or emergent clinical symptom(s) or condition related to the aforementioned organ systems.
• Develop an accurate problem list and a relevant summary statement (problem representation) for a patient presenting with a common and/or emergent clinical symptom(s) or condition related to the organ systems.
• Synthesize the concepts from the endocrine, reproductive, and renal systems to generate and justify a provisional differential diagnosis, including support with underlying foundational sciences*, for a patient presenting in a simulated setting.
• Propose a basic diagnostic and management plan for patients presenting with the most common or harmful disorders related to these organ systems, including support with underlying foundational sciences*.
• Demonstrate a commitment to providing patient-centered care with compassion, and respect to all patients and their families, regardless of medical diagnosis.
• Apply clinical reasoning concepts including analytical and intuitive reasoning techniques, problem representations, semantic transformation, and key features and apply them to solve clinical problems and develop assessments and plans for patients.
• Integrate knowledge of epidemiology (i.e., risk factors, predisposing conditions), pathophysiology, and clinical features (history and PE) to develop illness scripts for common clinical presentations.
• Identify the key subjective and objective components of the patient data base gathered in the encounter and the key components of the SOAP note.
• Document both authentic and simulated patient encounters.
• Articulate measures that can be utilized to prevent (primary, secondary, and tertiary) disease and promote health across the lifespan supported by the foundational sciences.

Interpersonal and Communication Skills

• Demonstrate a patient-centered approach when conducting a reproductive and sexual health history.
• Assess and counsel patients regarding lifestyle, prevention, and health and wellness strategies using motivational interviewing techniques.
• Communicate effectively with peers, faculty, staff, and patients to ensure the accurate exchange of information and promote skillful interprofessional collaboration.

Professionalism

• Apply the principles of medical ethics to situations and dilemmas encountered in the care of patients with problems or conditions of the endocrine, reproductive, and renal systems.
• Demonstrate professional behavior with students, faculty, and staff in the classroom and simulated and actual patient care settings with regard to punctuality, reliability, contribution to team efforts, respect for team members, and acceptance of constructive advice.
• Demonstrate professionalism and respect when providing narrative feedback to peers and faculty, and in course evaluations.

Systems-based Practice

• Describe the economic and psychosocial impact of chronic endocrine, reproductive, and renal disease on the individual and community.
• Assess the health status of populations using available data (e.g., public health surveillance data, vital statistics, registries, surveys, electronic health records and health plan claims data)
• Describe how social determinants of health can influence the incidence, prevalence, course of illness and outcomes of acute and chronic problems of the aforementioned organ systems.
• Recognize the personal, psychosocial, and contextual factors that can impact treatment options, patient adherence, and recovery, and cause consequences for the family and caregivers.

Practice-Based Learning

• Identify strengths, deficiencies, and limits in one’s performance and implement improvement strategies (e.g., deliberate practice).

Personal and Professional Development

• Identify strategies to promote self-regulation to meet personal goals and responsibilities.
• Apply metacognitive strategies to reflect on one’s thinking and plan, monitor, evaluate, and make changes to their own learning behaviors.

*The Foundational Sciences include the following biomedical disciplines: anatomy (macroscopic, microscopic, and developmental), biochemistry, epidemiology, genetics, immunology, nutrition, microbiology, physiology, pathology, and pharmacology.

After completion of this course, the learner will be able to:

Knowledge for Practice

• Using the foundational sciences*, describe the normal development, structure, and function of the central and peripheral nervous systems and how structure and function are regulated across the lifespan.
• Describe the anatomic connectivity and physiologic processes underlying the major functional systems (motor, sensory, homeostatic, and higher cortical functions) of the nervous system.
• Integrate foundational sciences* knowledge and mechanisms of disease to explain the prototypical clinical presentation and predict the location, etiology, and disease course of pathologies in the CNS based on clinical signs and symptoms.
• Recognize the clinical presentations of major diseases of the nervous system and describe how the history, neurologic exam (i.e., localization), mental status exam, and common diagnostic tests are used to develop a differential diagnosis for diseases of the nervous system.
• Describe the epidemiology, risk factors, genetics, pathophysiology (when known), diagnostic classification, clinical features, differential diagnoses, and typical course and prognosis of the major psychiatric disorders, as well as their common comorbid conditions and mental status findings.
• Describe agents used in treating common nervous system (neurologic and psychiatric) disorders emphasizing mechanisms of action and including the indications, adverse effects, and interactions of commonly used medication.
• Identify types of medical errors and potential mitigation strategies.

Patient Care

• Gather a complete and relevant neurological and psychiatric history of a pediatric, adult, and geriatric patient.
• Perform a thorough and accurate neurological examination.
• Develop and accurate problem list and concise summary statement (problem representation) for a patient presenting with a common and/or emergent clinical symptom(s) or condition related to the aforementioned organ systems.
• Synthesize the neurological/psychiatric system concepts to justify a provisional differential diagnosis, including support with underlying foundational sciences*, for a patient presenting in a simulated setting.
• Propose a basic diagnostic and therapeutic plan for a patient presenting with a neurological or mental health complaint, including support with underlying foundational sciences.
• Articulate measures that can be utilized to prevent (primary, secondary, and tertiary) disease and promote health across the lifespan supported by the foundational sciences.
• Demonstrate a commitment to providing patient-centered care with compassion, and respect to all patients and their families, regardless of medical diagnosis.

Interpersonal and Communication Skills

• Use effective patient-centered communication techniques in simulated and actual clinical encounters to conduct efficient and organized patient-centered medical interviews in a focused and complete manner based on the patient’s presenting problem.
• Demonstrate advanced communication skills with patients and families by appropriately managing challenging patient encounters.
• Communicate effectively with peers, faculty, staff, and patients to ensure the accurate exchange of information and promote skillful collaboration.

Professionalism

• Apply the principles of medical ethics to situations and dilemmas encountered in the care of patients with neurologic or psychiatric problems or conditions.
• Demonstrate professional behavior with students, faculty, and staff in the classroom and simulated patient care settings with regard to punctuality, reliability, contribution to team efforts, respect for team members, and acceptance of constructive advice.
• Demonstrate professionalism and respect when providing narrative feedback to peers and faculty, and in course evaluations.

Systems-based Practice

• Discuss the biological and non-biological factors that contribute to mental health and illness across the lifespan, including neurodevelopmental disorders, mood disorders, substance abuse, and addiction, the disparities in occurrence, recognition, and treatment of these disorders, and their impact on individuals, families, and the healthcare system.
• Describe the role of human factors in promoting patient safety.

Practice-Based Learning

• Identify strengths, deficiencies, and limits in one’s performance and implement improvement strategies (e.g., deliberate practice).

Personal and Professional Development

• Identify strategies to promote self-regulation to meet personal goals and responsibilities.
• Apply metacognitive strategies to reflect on one’s thinking and plan, monitor, evaluate, and make changes to their own learning behaviors.

*The Foundational Sciences include the following biomedical disciplines: anatomy (macroscopic, microscopic, and developmental), biochemistry, epidemiology, genetics, immunology, nutrition, microbiology, physiology, pathology, and pharmacology.

After completion of this course, the learner will be able to:

Knowledge for Practice

• Apply foundational sciences* knowledge to understand and explain the interconnectedness of different organ systems and the influence of systemic diseases on this balance.
• Understand the pathophysiology of common diseases affecting multiple organ systems and describe the mechanism of disease of associated manifestations.
• Interpret clinical presentations, lab findings, and imaging studies related to multiorgan diseases to diagnose and manage diseases affecting multiple organ systems.
• Integrate knowledge and clinical skills in the care of patients, emphasizing the application of evidence-based medicine.
• Report on the demographic, epidemiological, and other factors (e.g., social determinants of health) that impact multisystem diseases across the lifespan.

Patient Care

• Demonstrate the ability to gather a hypothesis-driven history from a patient with a common complaint or multiple complaints related to a multisystem disease using a patient-centered approach.
• Perform a patient-centered hypothesis-driven physical exam on a patient presenting with complex symptoms.
• Integrate knowledge of epidemiology (i.e., risk factors, predisposing conditions), pathophysiology, and clinical features (history and PE) to develop illness scripts for clinical presentations of multisystem syndromes or conditions.
• Develop and communicate a concise, well organized summary statement, an accurate and prioritized problem list, and an appropriate, prioritized differential diagnosis for a patient with a presenting complaint/s related to a multisystem disease. This demonstrates the ability to identify, compare, and contrast illness scripts for common presentations.
• Provide sufficient diagnostic justification (what goes for and against a specific hypothesis) for a prioritized differential diagnosis, including underlying pathophysiology and basic diagnostic studies (EKG, labs, CXR) for a patient with a presenting complaint/s related to a multisystem disease.
• Propose a basic diagnostic and therapeutic plan for a patient with a presenting complaint/s related to a multisystem disease.
• Recognize the importance of a holistic approach to patient care when dealing with multisystem conditions.

Interpersonal and Communication Skills

• Demonstrate effective communication skills using audience-appropriate language in simulated clinical settings to conduct efficient and organized patient-centered medical interviews and physical exams during clinical encounters.
• Demonstrate effective interpersonal and listening skills to elicit patients’ concerns and begin to share management plans in the setting of a multisystem disease.
• Exhibit effective interpersonal, communication, and professional skills through interaction with actual and simulated patients, peers, staff, and faculty and during collaborative problem-solving activities.

Professionalism

• Demonstrate respect, compassion, accountability, dependability, and integrity in interpersonal interactions, coursework, and in interactions with patients.
• Uphold principles of medical ethics and patient confidentiality.
• Display respect for diverse patient populations and perspectives.

Systems Based Practice

• Apply knowledge of social determinants of health, patient safety, and coordination of patient care across healthcare systems in simulated contexts.
• Utilize evidence-based medicine in clinical decision-making.

Practice-Based Learning

• Engage in reflective practice and use feedback to achieve learning goals and improve clinical skills and patient care.

Personal and Professional Development

• Demonstrate a commitment to self-directed learning, resilience, and well-being.
• Develop habits of continuous professional development and life-long learning.

*The Foundational Sciences include the following biomedical disciplines: anatomy (macroscopic, microscopic, and developmental), biochemistry, epidemiology, genetics, immunology, nutrition, microbiology, physiology, pathology, and pharmacology.

• Describe the scientific method.
• Identify a topic of personal interest or passion as it relates to the fields of health and medicine and focus that topic into one or more medical-related research questions.
• Synthesize and critique scholarly literature in an area of interest.
• Generate a succinct research hypothesis.
• Develop an appropriate scientific research design with statistically sound strategies.
• Recognize ethical standards and safety/regulatory issues when working with human patients, animal subjects, and hazardous materials.
• Write a high quality research project proposal.
• Demonstrate excellent communication skills when discussing research ideas and communicating project plans in oral presentations.