Graduates approach the practice of medicine with an awareness of their personal strengths, limitations and vulnerabilities. They nurture their own wellbeing and balance the demands of professional and personal life. They actively seek help and advice when needed, develop proper coping strategies, and respond appropriately to valid criticism.
| Recognizes personal strengths and limitations relevant to his/her practice of medicine |
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| 1. Describes the characteristics of different personality types and identify one’s own |
Class re personality types
Review recognized tools available for measuring personality types;
Use the tool to determine one’s own personality type |
Examination re types and characteristics
Reports from group leaders and other teachers/tutors
Personal reflections in portfolio |
| 2. Identifies preferred learning style |
Discussion group re learning styles;
review recognized tools available for determining preferred learning styles
Work w/ academic advisors & tutors |
Examination re learning styles
Self report and reflection in portfolio
Reports from group leaders and other teachers/tutors |
| 3. Recognizes strengths & deficits in knowledge, skills and attitudes in clinical and interpersonal settings. |
Modeling by faculty
Written & oral opportunities for self-evaluation in class or with mentors & advisors |
Self-reporting and reflection in portfolio |
| 4. Recognizes personal behavior in a group situation and consequences of that behavior |
Feedback during/after group work.
Reflective discussion & feedback |
Self, peer, teacher advisor and mentor reports |
| Identifies and addresses challenges - emotional, physical, personal - that might affect one’s health, well-being, or professional capabilities |
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| 1. Distinguishes between elements of personal challenges that are individual and situational and distinguishes between elements of personal problems that are one’s own vs. extrinsic |
Small group session re problem solving techniques and literary analogies
Journaling and reflective discussions in POM small groups
Role Play and Standardized Patient (SP) practice |
Self report and reflection in portfolio OSCE problem |
| 2. Articulates a view of the ideal balance between the personal and professional and compare it one’s own balance in particular situations. |
Small group session re problem solving techniques, creating balance in ones personal and professional life
Use of literary analogies
Journaling and reflective discussion in small groups |
Self report and reflection in portfolio |
| 3. Designs and engages in a program of remedial activities to address deficits in knowledge, skills and attitudes |
Lessons re remediation strategies |
Record of seeking help for deficits. Self-reporting and reflection in portfolio |
| 4. Investigates and delineates options to address the problem(s) |
Classes re problem solving
Case scenarios
Journaling
Reflective discussion with mentors and in small group sessions |
Self-report
teacher advisor and mentor reports |
5. Finds and uses resources available to help address the
problem(s) |
Independent study
Journaling
Stress & time management workshops
Reflective discussion In small group sessions |
Self-report and reflection on accessing and making use of institutional and personal support systems
Teacher, advisor and mentor reports
Participation in workshops |
| Copes adaptively with stressors likely to occur during medical training and practice |
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| 1. Describes one’s own physical and behavioral responses to stress and, when maladaptive, realizes their triggers, onset and occurrence |
Personal journaling
Small group session re physical and behavioral manifestations of stress etc. with opportunities to complete standardized assessment tools |
Self- report and reflection in portfolio and discussion
MCQ examination on stress concepts covered in sessions |
| 2. Identifies interpersonal situations that are most stressful and takes alternative approaches to handling them |
Discussion of stress management in small group sessions
Journaling
Role playing |
Self-report and reflection in portfolio
Standardized Patient
Report of teachers, advisor and mentor |
| 3. Recognizes the effect of personal stress-induced behavior on others |
Discussion of stress management in small group sessions
Journaling
Role playing |
Peer, self, teacher, advisor and mentor reports
Self-report and reflection in portfolio |
| 4. Identifies one’s preferred time management style and applies it to the tasks of a student or physician |
Discussion of stress management in small group sessions
Journaling
Time management workshop |
Self-report and reflection in portfolio Teacher, mentor, tutor, advisor report |
| 5. Practices a personally effective method of relaxation |
Discussion of stress management in small group sessions
Journaling
Stress management workshop |
Self-report and reflection in portfolio |
| Seeks, hears accurately and responds appropriately to constructive criticism from patients, peers, and supervisors |
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| 1. Participates actively in and promotes evaluative processes - regularly solicits and offers constructive feedback] |
Faculty modeling
Small group session on faculty & student training re giving feedback |
Self, peer, teacher, advisor and mentor reports
Self report and reflection in portfolio |
| 2. Distinguishes between constructive and nonconstructive feedback |
Discussion topic for small group sessions
Role play |
Standardized Patient
Self, peer, teacher, advisor and mentor reports
Self report and reflection in portfolio |
| 3. Acknowledges with appreciation the receipt critical remarks |
Topic for small group session
Role play
Group & teacher feedback |
Standardized patient
Self, peer, teacher, advisor and mentor reports Self-report and reflection in portfolio |
| 4. Restate or recast critical comments accurately |
Topic for small group session
Role play
Group & teacher feedback |
Standardized patient debrief
Self, peer, teacher, advisor and mentor reports
Self-report and reflection in portfolio |
| 5. Engages critics in non-defensive dialogue |
Topic for small group session
Role play
Group & teacher feedback |
Standardized patient
Self, peer, teacher, advisor and mentor reports
Self-report and reflection in portfolio |
| 6. Modifies one’s behavior in response to constructive criticism |
Topic for small group session
Role play
Group & teacher feedback |
Self, peer, teacher, advisor and mentor reports Self-report and reflection in portfolio |
| Recognizes and states personal values and beliefs relevant to his/her practice of medicine |
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| 1. Sets priorities and goals in professional or academic activities |
Topic of small group meeting
Journaling
Questionnaire |
Self, advisor and mentor reports
Self -report and reflection in portfolio |
| 2. Describes one's own values concerning a general approach to patients, co-workers and the community |
Topic of small group meeting
Journaling |
Self, advisor and mentor reports
Self -report and reflection in portfolio |
| 3. Articulates one's personal views on values and ethical topics in medicine, e.g., the right to die, just access to care, etc. |
Topic of small group session
Self directed learning activities |
Essay examinations
Self, advisor and mentor reports
Self -report and reflection in portfolio |
