Graduates are committed to independent lifelong learning. They use critical thinking skills to evaluate and interpret new clinical and scientific
information. They keep abreast of advances in medical knowledge and integrate these into patient care activities. They foster their professional
growth through continuing education, use of evolving technologies and medical information resources, and participation in research. Graduates
actively set clear personal and professional learning goals, pursue them, and apply the knowledge gained to the practice of their profession.
| Recognize limitations in personal knowledge and experience |
|
Self, peer, instructor, advisor, and mentor
reports |
| 1. Initiates steps to identify gaps in knowledge through a
process of self assessment. |
Problem-based, case based
exercises, e-portfolio |
Portfolio reviews, triple jump exercises, OSCE
self-assessment |
| 2. Recognizes and considers differences in the reliability and
validity of information resources |
Problem-based, case based
exercises, e-portfolio |
Portfolio reviews, triple jump exercises, OSCE
station |
| 3. Cross validates information from different resources. |
Problem-based, case based
exercises, e-portfolio |
Portfolio reviews, triple jump exercises |
| 4. Consults with knowledgeable colleagues, advisors, and
subject matter experts. |
Problem-based, case based
exercises, e-portfolio |
Portfolio review for evidence of consultation |
| 5. Acquires and maintains the technical skills needed to access
and efficiently utilize information resources. |
Workshops, hands-ontraining,
e-portfolio |
OSCE station, portfolio review, lab practical
examination |
| 6. Regularly attends, participates, and contributes to
educational activities intended to promote personal and
professional development. |
Grand rounds, colloquia,
professional conferences,
journal clubs, and internet
based educational
opportunities. Faculty
modeling, e-portfolios |
Portfolio review, peer/mentor assessment |
| Applies acquired knowledge in professional settings |
|
|
| 1. Prepares written reports compiling and interpreting research
results and appropriately documenting resources employed. |
Course assignments,
research simulations, e-portfolios |
Portfolio review, review of research reports or
clinical reports documenting resource
utilization |
| 2. Demonstrates new skills and knowledge to faculty,
colleagues, and patients through presentations,
demonstrations, and other teaching activities |
Course assignments, faculty
modeling, casebased/
problem-based
learning, e-portfolios |
Instructor reports, record review, chart
stimulated recall, peer review standardized
patients |
| 3. Identifies, evaluates, and adapts to changes in their
academic and professional environments. |
Personal development
training, advisor mentoring, eportfolios |
Portfolio review documenting
attendance/participation in change-related
forums/activities. |
| 4. Integrates and selectively applies new knowledge in the
classroom and clinical setting. |
Faculty modeling, casebased/problem-based
learning experiences, eportfolios |
Instructor reports, case-based assessments, eportfolios,
OSCEs |
| 5. Utilizes clinical practice guidelines where appropriate |
Faculty modeling, casebased/problem-based
learning experiences, eportfolios |
Record review, chart stimulated recall, OSCEs,
standardized patients |
| 6. Formulates personal learning objectives and frames
questions derived from clinical activities for evidence-based
literature searches. |
Faculty modeling, casebased/
problem-based
learning experiences, eportfolios |
Instructor reports, record reviews |
| Maintains an active interest in developments in those fields
which impact the practice of medicine, including the biomedical,
social, and behavioral sciences, as well as ethics |
|
|
| 1. Reads relevant literature and selectively integrates new
knowledge into existing core knowledge and skills |
Faculty modeling, e-portfolios |
Portfolio reviews, case-based assessment,
instructor reports |
| 2. Seeks new opportunities to advance knowledge through
attendance at workshops, internet-based learning opportunities,
and other continuing education programs. |
Faculty modeling, e-portfolios |
Portfolio review |
