Graduates demonstrate an understanding of the ethical dimension of medical practice. They are able to identify alternatives in difficult ethical dilemmas, analyze the conflicting considerations and effectively carry out a chosen course of action. They appreciate their obligations to patients, the profession and society. They exhibit altruism, fidelity, respect, compassion, honor, integrity, humility, and a commitment to excellence.
| A. Professional Values |
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| Articulates the meaning of professionalism, the professional tradition, professional ethics, and biomedical ethics. |
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| 1. Describes professionalism as it relates to patient care and the professional tradition |
Reading, lecture, group discussion, Workshops, case & problem based discussion. |
Exams, Peer, teacher report |
| 2. Articulates an understanding of biomedical ethics |
Reading, lecture, group discussion, Workshops, case & problem based discussion. |
Peer, teacher, preceptor report. Paper writing. Exams |
| 3. Explains the process of ethical decision making in patient care and other professional situations. |
Reading, lecture, group discussion, Workshops, case & problem based discussion. |
Exams Written assignment. Peer, preceptor, teacher report. |
| Describes professional virtues and behaviors, including altruism, fidelity, respect, compassion, duty, honor, integrity, and a striving for excellence. |
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| 1. Defines and illustrates altruism, fidelity, respect, compassion, duty, honor, integrity and recognizes these behaviors in oneself and in others |
Reading, lecture, group discussion, Workshops, case & problem based discussion. |
Self, peers, mentors, advisor reports. Exams Written assignment. |
| 2. Describes behaviors that constitute striving for excellence and recognizes these behaviors in oneself and in others |
Reading, lecture, group discussion, Workshops, case & problem based discussion. |
Self, peers, mentors, advisor reports. Exams |
| B. Clinical Decision-Making
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| 1. Makes and defends clinical decisions that reflect and incorporate an understanding of the ethical dimensions of medical practice |
Reading, lecture, group discussion, Workshops, case & problem based discussion. Clinical instruction. |
Self, peer, patient, staff, supervisor reports. Chart review |
| 2. Makes and describes clinical decisions that reflect an understanding of the social dimensions of medical practice, including the social and cultural components of illness, the patient’s health belief system, the sick role, and adherence to recommended therapy |
Reading, lecture, group discussion, Workshops, case & problem based discussion. Clinical instruction. Mentoring/modeling by preceptor. |
Self, peer, patient, staff, supervisor reports. Chart review |
| 3. Describes and articulates a position regarding major ethical dilemmas in medicine |
Reading, lecture, group discussion, Workshops, case & problem based discussion. Clinical instruction. |
Written assignments. Exams Oral exams. Self, patient, peer, teacher, supervisor, patient family reports. |
| 4. Makes and defends decisions in clinical situations involving value conflicts |
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| 5. Identifies alternatives in difficult situations that arise in medical practice. Analyzes systematically the conflicting considerations supporting each alternative. Formulates, defends, and carries out the preferred course of action |
Reading, lecture, group discussion, Workshops, case & problem based discussion. Clinical instruction. |
Written assignments. Exams Oral exams. Self, patient, peer, teacher, supervisor, patient family reports.. |
| C. Obligations to Patients |
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| 1. Provides compassionate care to all patients regardless of the patient’s disease, prognosis, age, gender, race, sexual orientation, ethnicity, religious, cultural or health-related beliefs, socioeconomic class, citizenship status, or ability to pay for care |
Reading, lecture, group discussion, Workshops, case & problem based discussion. Clinical instruction. |
Reports by peers, patients, preceptors, mentors, supervisors, other professionals. Self reporting. |
| 2. Demonstrates the skills required to be an effective patient advocate in the modern health care system |
Reading, lecture, group discussion, Workshops, case & problem based discussion. Clinical instruction. |
Case write up Peer, self, patient, other professionals’ reporting |
3. Demonstrates respect for patients as persons privacy including but not limited to:
- Not talking about a patient in inappropriate contexts.
- Care in handling patient records
- Checking with the patient as to his/her comfort and privacy (e.g. in a shared room) before interview or examination.
- Maintaining confidentiality to the full extent of the law and professional responsibility.
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Reading, lecture, group discussion, Workshops, case & problem based discussion. Clinical instruction. |
Patient, self, peer, other professional reporting. Observations Chart review |
| 4. Demonstrates respect for their patients as persons by being sensitive to, eliciting, and responding appropriately to a patients’ personal values and cultural norms and beliefs |
Reading, lecture, group discussion, Workshops, case & problem based discussion. Clinical instruction. Civic, social, religious activities in the community. |
Reporting by patients, self, professional peers, community members, including supervisors in the community setting |
| 5. Demonstrates honesty and integrity in all interactions with patients and families. |
Reading, lecture, group discussion, Workshops, case & problem based discussion. Clinical instruction. |
Peer, patient, families, colleagues and other professionals reporting. |
6. Maintains appropriate boundaries in relationships with patients
- Refrains from intimate relationships with patients.
- Refrains from touching the patient inappropriately
- Responds appropriately to advances made by a patient
- Suspends exam if instructed to do so by patient. Complies with reasonable request.
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Readings. Role playing. Case based studies. Speaker, workshop,
CAI
Mentoring, modeling behavior. |
Written assignments. Participation in group discussion. Peer, patient, families, colleagues and other professionals reporting. |
| 7. Acknowledges the importance of patient self-determination by, for example including the patient in negotiations regarding choice of strategies for diagnosis and treatment |
Reading, lecture, group discussion, Workshops, case & problem based discussion. Clinical instruction. |
Peer, patient, families, colleagues and other professionals reporting. |
| D. Obligations to colleagues and teachers |
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1. Shows respect for colleague teachers and other health professionals.
- Conveys respect for others consistently through attitudes and behavior
- Serves as a role model by being punctual and reliable in the performance of his/her duties
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Training in negotiations in personal interactions; small groups, CAI, workshops. Establishing expectations in courses and group work. |
Verbal feedback and daily interactions. Observations, assignments, self and others’ reports. Observations of group interactions. Reports by patients, staff, other health care professionals.
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2. Acts responsibly
- Takes responsibility for one’s own actions
- Fulfills obligations undertaken in a timely manner
- Takes on appropriate share of team assignments
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Assignment
Role play
Team participation |
Reports by patients, staff, other health care professionals. |
3. Collaborates with others
- Functions effectively as a team member by successfully integrating their contributions with those of others
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Reading, lecture, group discussion, Workshops, case & problem based discussion. Clinical instruction., group projects. Participation in teams |
Observations of participation in groups. Written assignments. Readings. Case studies. Self, peer, patient and other professionals’ reports. |
| 4. Demonstrates a commitment to educating colleagues, students and other health professionals • Notes and responds to inappropriate behavior by others and handles situation in appropriate time and place • Participates in educational activities to benefit others |
Tutors. Lectures. Prepares lessons. Participates in the educational environment. Acts as a TA. Runs a workshop. |
Tutee, peer, self, teacher, student, attendee, etc. reports. Review of presentation materials. |
| E. Obligations to oneself |
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1. Manifests an appreciation of the need to continue to learn. Cf Lifelong learning.
2. Demonstrates an appreciation of one’s own strengths and weaknesses and awareness of strategies for addressing the latter. Cf. Self-Awareness |
Reading, lecture, group discussion, Workshops, case & problem based discussion. Clinical instruction. |
Observations. Participation in workshops. |
| F. Obligations to the larger community |
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1. Responds to the societal needs at large and to the particular needs of the community they serve.
- Serves as a community role model
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Participation in community events, social groups, clubs, etc. PR about social events where physician help is needed. Exposure to Newspapers and other community publications, and the media.
Required community service. |
Community member reports. Self reports. Patient and family reports. Community organization documentation. |
- Demonstrates knowledge of health care needs and resources on the local, national and international levels.
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CAI, newspapers, media, journals, self-learning activities. Lectures, presentations. Readings.
Required community service. |
Written assignments, papers. Community organization reports.
Self, peer, teacher, supervisor reports. |
| 2. Recognizes and understands the influence of economic, social and political factors on health insurance availability and access to health care in the United States |
Reading, lecture, group discussion, Workshops, case & problem based discussion. Clinical instruction.. |
Written assignments, observations of participation in small group discussions.
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3. Demonstrates professionalism regarding gifts, conflicts of interest, and the appearance of impropriety
- Describes, illustrates and avoids threats to medical professionalism posed by conflicts of interest inherent in various financial and organizational arrangements for medical practice.
- Recognizes conflicts of interest to themselves, their patients and their practice
- Does not accept inappropriate gifts/favors from patients
- Does not promote a particular drug or course of treatment due to promise of personal gain.
- Does not accept money or gifts from pharmaceutical companies beyond the guidelines recommended by the American Medical Association
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Reading, lecture, group discussion, Workshops, case & problem based discussion. Clinical instruction. |
Small group participation.
Attendance at workshop.
Written reports.
Peer and self reports.
Written assignments,
Observations and reports by patients, corporations, families, peers, other professionals, self.
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