Graduates provide patient care and education that reflects an awareness of the cultural, psychological, sociologic, familial, economic,
environmental, legal, political and spiritual needs and beliefs of patients. They utilize principles of public health in assessing needs of their
patients and communities. Graduates use their knowledge, skills and attitudes in this domain to better identify and respond to the needs of
individuals and their communities.
| Appreciates the importance of all factors that may influence health, disease, disability and access to
care, in addition to biological factors |
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| 1. Develops an awareness of one’s own social and community context and obtains information regarding these factors in the patients history |
Lectures and small group (including at the
bedside)
OSCE-standardized patients |
Mentor reports, OSCE-standardized
patients |
| 2. Communicates an awareness and respect for
the influence of these factors |
Lectures and small group (including at the
bedside) |
Mentor and self-reports, patient feedback |
3. Engages the familial, cultural, and spiritual
supports of the patient in the care of the patient
where indicated and recognizes when these
supports are detrimental |
Case-study and small group (including at
the bedside), readings |
Mentor and self-reports, patient feedback |
| 4. Monitors and discourages racist, sexist, homophobic language and actions, etc. in oneself and colleagues and regcognizes and deals with
the same in others |
Lecture or video example (not patients)
when appropriate especially in the
workplace |
Mentor, peer, self-reports |
| 5. Recognizes the barriers to health care that
these factors impose |
Case study, readings, lectures |
Self-reports, essays |
| Utilizes appropriate resources in the community
to promote health, prevent disease and manage
illness |
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|
| 1. Becomes familiar with role of and services
provided by community resources |
Lectures, small groups, projects(team
learning), observations, site visits,
discussions |
Peer, teacher/tutor, self |
| 2. Communicates the availability of community
resources to patients and their families |
Bedside-small group, OSCE-standardized
patients |
Mentor reports, OSCE-standardized
patients |
| 3. Initiates referral to community resources for
patients and their families in conjunction with
appropriate staff |
Bedside-small group, OSCE-standardized
patients |
Mentor reports, OSCE-standardized
patients |
| 4. Works cooperatively with social service
providers valuing and incorporating their input
into treatment plan |
Project or rotation with social workers |
Mentor reports |
| Acts as an advocate for better health for patients
and the community |
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|
1. Recognizes the importance of outreach and
social marketing of health care to increase
utilization of health care services and identifies
potentially detrimental marketing tools |
Case-based learning |
Tutor and peer |
| 2. Places patients’ and community’s welfare
above narrow self-interest including, but not
limited to financial arrangements with patients |
Small group case |
Tutor, peer and self-reports |
| 3. Encourages policies and actions designed to
enhance the health and well-being of individuals,
families and communities |
Community Projects (e.g. screening
populations) |
Mentors, self-reports, paper |
4. Recognizes and attempts to reduce
sociocultural, economic and language barriers to
health care including problems of accessibility,
acceptability, availability and literacy |
Bedside, Community Projects |
Mentors, self-reports |
| 5. Gains an understanding of and learns to seek
out information relevant to various local, national
and global health care systems and discusses
the issues in a manner appropriate for an
informed professional student |
Case-based learning, lectures, reading |
Mentors, peer and self-reports |
