| Communicates clearly and effectively with patients and families |
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1. Oral Communication |
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- Demonstrates relevant medical and biopsychosocial knowledge in encounters with patients and their families.
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Role playing with peers, student observations of faculty with simulated or real patients (small or large group), video trigger tapes for discussion (small group), student interview with simulated patients |
Patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE), multiple choice examinations, essay/written examinations |
- Demonstrates active listening
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Role playing with peers, student observations of faculty with simulated or real patients (small or large group), video trigger tapes for discussion (small group), student interview with simulated patients |
Faculty /preceptors feedback during teaching sessions/interviews, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE), peer assessment |
- Demonstrates empathic responding, including summarization, use of silence, reflection, patient’s comments, use of facilitative responses, and confrontation as appropriate
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Student observations of faculty with simulated or real patients (small or large group), student interview with simulated patients |
Faculty /preceptors feedback during teaching sessions/interviews, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE), peer assessment |
- Sets priorities for each encounter and demonstrates ability to negotiate therapeutic goals and treatment plans
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Student observations of faculty with simulated or real patients (small or large group), student interview with simulated patients |
Faculty /preceptors feedback during teaching sessions/interviews, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE), peer assessment |
- Clearly and coherently explains diagnosis and options in treatment and care in patient-appropriate language (i.e., use of non-technical language)
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Role playing with peers, student observations of faculty with simulated or real patients (small or large group), video trigger tapes for discussion (small group), student interview with simulated patients |
Faculty /preceptors feedback during teaching sessions/interviews, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE), peer assessment |
- Demonstrates the ability to convey bad news sensitively, compassionately, and clearly.
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Role playing with peers, student observations of faculty with simulated or real patients (small or large group), video trigger tapes for discussion (small group), student interview with simulated patients |
Faculty /preceptors feedback during teaching sessions/interviews, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE), peer assessment |
- Recognizes and responds appropriately to patient interactions that are complicated by stigmatizing conditions, socio-economic problems, language and culture, sexual orientation, spiritual/religious, cognitive impairment, personality styles, and /or strong emotional content
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Role playing with peers, student observations of faculty with simulated or real patients (small or large group), video trigger tapes for discussion (small group), student interview with simulated patients |
Faculty /preceptors feedback during teaching sessions/interviews, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE), peer assessment |
- Implements the process of obtaining informed consent with due regard for threats to validity
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Small group discussions/seminars, lecture/presentations, role playing with peers |
Faculty direct observation and feedback, patient or simulated patient feedback, assessment with simulated patient (i.e., OSCE), peer assessment |
2. Written Communication |
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- Explains diagnosis and treatment in clear and concise written language
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Descriptive reports, class assignments, patient notes |
Faculty feedback during teaching sessions, OSCE, CPX, written exams, essays |
- Composes letters that clearly and effectively advocate for the patient
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Independent study, review of examples with discussion and feedback |
Prepare sample letters with faculty feedback |
| Communicates clearly and effectively with teachers, colleagues, health- care team members, and the wider community |
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1. Oral Communication |
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- Accurately and appropriately summarizes patient narratives and clinical evaluations on rounds and in conferences
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Small group discussion/seminars, rounds, videos or real patient stories and discussion, role playing |
Faculty feedback during teaching sessions, formalized faculty observations of students, peer assessment |
- Maintains appropriate continued contact with team members regarding patient care
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Reflective discussions and feedback, role playing, faculty modeling |
Formalized feedback from other team members (i.e., faculty, peers, nurses, PA’s) |
- Maintains respectful and collegial interpersonal relationships with team members.
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Reflective discussions and feedback, role playing, faculty modeling |
Faculty feedback during teaching sessions, formalized faculty observations of students, peer assessment |
- Demonstrates traits of adaptability, flexibility, reliability, punctuality and responsibility
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Faculty modeling |
Faculty feedback during teaching sessions, formalized faculty observations of students, peer assessment |
| 2. Written Communication |
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- Communicates the initial patient evaluation (write-up) and subsequent daily evaluation (progress notes) in clear and concise written language appropriate to the task at hand
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Small group writing practice, rounds/patient care writing and feedback |
Faculty review of written patient care data |
- Composes case reports and written medical reports in clear and understandable language
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Written assignments, participation in daily activities in hospital |
Faculty review of written patient care data |
| Develops effective teaching skills appropriate to a variety of settings |
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- Demonstrates competence in oral presentation to larger groups
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Workshops, faculty modeling, instructional videos |
Formalized faculty observation of students, peer assessment, video tape critique |
- Demonstrates ability to facilitate the interactive process in small group settings
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Rounds, faculty modeling, small group discussions/seminars |
Formalized faculty observation of students, peer assessment, video tape critique |
- Demonstrates effective one-to-one teaching on clinical rounds
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Faculty modeling, instructional videotapes, small group discussions/seminars |
Formalized faculty observation of students, peer assessment, video tape critique |
| Uses computer technology effectively |
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| Uses bibliography databases as a resource for patient care, research, and problem solving |
Independent study, teaching re: problem-solving, workshops |
Written assignments and reports, review of presentation materials |
| Uses common communication software packages (i.e, word processing, powerpoint) |
Independent study, teaching re: problem-solving, workshops |
Written assignments and reports, review of presentation materials |
| Uses computer for communication withpatients, families, health-care team members and insurance companies |
Independent study, teaching re: problem-solving, workshops |
Written assignments and reports, patient, peer, preceptor, and other professionals reporting |
