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Graduates recognize clinical, scientific and social problems. Graduates employ rational decision-making processes in combination with
other skills. They include patients in these processes and address their needs using the best evidence available.
| Identifies the elements of a problem |
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1. Applies and expands the knowledge base,
demonstrating increasingly greater breadth and
depth |
Didactics, Readings, Computer-assisted
instruction, PBL, CBL, Role modeling and
Demonstration, Patient Interaction, Formative
Assessments (e.g., OSCEs/simulated pts) |
Written tests, Oral exams, Small group
exercises, Daily patient care and teaching
activities, OSCE, CQI projects, 360
Evaluation, Direct observation, Chart review |
2.Identifies and incorporates uncertainty into
clinical decision-making, with a progressively
greater understanding of the limits of clinical
data |
Didactics, Readings, Computer-assisted
instruction, PBL, CBL, Role modeling and
Demonstration, Patient Interaction, Formative
Assessments (e.g., OSCEs/simulated pts) |
Written tests, Oral exams, Small group
exercises, Daily patient care and teaching
activities, OSCE, Critical Appraisal Forms
(EBM) |
3. Assures accuracy including interpreting
properly and recognizing uncertainty |
Didactics, Readings, Computer-assisted
instruction, PBL, CBL, Role modeling and
Demonstration, Patient Interaction, Formative
Assessments (e.g., OSCEs/simulated pts) |
Written tests, Oral exams, Small group
exercises, Daily patient care and teaching
activities, OSCE, Journals, Essays, Reflection,
Direct observation, Chart review, Critical
Appraisal Forms (EBM |
| 4.Distinguishes relevance from irrelevance |
Didactics, Readings, Computer-assisted
instruction, PBL, CBL, Role modeling and
Demonstration, Patient Interaction, Formative
Assessments (e.g., OSCEs/simulated pts) |
Written tests, Oral exams, Small group
exercises, Daily patient care and teaching
activities, OSCE, Journals, 360 Evaluation,
Direct observation, Chart review |
5. Thinks quantitatively and qualitatively.
Understands and uses such concepts as
sensitivity, specificity, positive- and negativepredictive
value, Baye’s theorem, etc |
Didactics, Readings, Computer-assisted
instruction, PBL, CBL, Role modeling and
Demonstration, Patient Interaction, Formative
Assessments (e.g., OSCEs/simulated pts) |
Written tests, Oral exams, Small group
exercises, Daily patient care and teaching
activities, Portfolios, Direct observation, Critical
Appraisal Forms (EBM) |
| Generates a formal statement of the problem |
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1. Recognizes & organizes cohesion,
disparities & logical relationships among
problem elements, assemble findings, data and
clinical/scientific and social cues into a set of
hypotheses about a problem |
Didactics, Readings, Computer-assisted
instruction, PBL, CBL, Role modeling and
Demonstration, Patient Interaction, Formative
Assessments (e.g., OSCEs/simulated pts) |
Written tests, Oral exams, Small group
exercises, Daily patient care and teaching
activities, OSCE, Journals, Essays, Reflection,
CQI projects, 360 Evaluation, Direct
observation, Chart review |
2. Generates, prioritizes and critiques a
differential diagnosis list |
Didactics, Readings, Computer-assisted
instruction, PBL, CBL, Role modeling and
Demonstration, Patient Interaction, Formative
Assessments (e.g., OSCEs/simulated pts) |
Written tests, Oral exams, Small group
exercises, Daily patient care and teaching
activities, OSCE, CQI projects, 360 Evaluation,
Direct observation, Chart review |
3. Triages problems within individuals with
multiple problems and globally among
populations |
Didactics, Readings, Computer-assisted
instruction, PBL, CBL, Role modeling and
Demonstration, Patient Interaction, Formative
Assessments (e.g., OSCEs/simulated pts) |
Written tests, Oral exams, Small group
exercises, Daily patient care and teaching
activities, OSCE, Journals, Portfolios, Essays,
Reflection, CQI projects, 360 Evaluation, Direct
observation, Chart review |
4. Recognizes sources of bias or gaps in
problem statements and conclusions |
Didactics, Readings, Computer-assisted
instruction, PBL, CBL, Role modeling and
Demonstration, Patient Interaction, Formative
Assessments (e.g., OSCEs/simulated pts) |
Written tests, Oral exams, Small group
exercises, Daily patient care and teaching
activities, OSCE, Journals, Portfolios, Essays,
Reflection, CQI projects, 360 Evaluation, Direct
observation, Chart review, Critical Appraisal
Forms (EBM) |
| Tests the validity of the problem statement |
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1. Tests the goodness of fit and limitations of
the identified problem elements, taking care to
partner with the patient and seek to elicit the
patient’s belief system and attribution model in
defining problems |
Didactics, Readings, Computer-assisted
instruction, PBL, CBL, Role modeling and
Demonstration, Patient Interaction, Formative
Assessments (e.g., OSCEs/simulated pts) |
Small group exercises, Daily patient care and
teaching activities, CQI projects, 360
Evaluation, Direct observation, |
2. Formulates an action plan (dx/tx) that
considers both the beneficial and potential
adverse effects of the plan. Develops alternate
strategies and anticipates obstacles/opposition.
Again, partnering with patients. |
Didactics, Readings, Computer-assisted
instruction, PBL, CBL, Role modeling and
Demonstration, Patient Interaction, Formative
Assessments (e.g., OSCEs/simulated pts) |
Written tests, Oral exams, Small group
exercises, Daily patient care and teaching
activities, OSCE, Journals, Portfolios, Essays,
CQI projects, 360 Evaluation, Direct
observation, Chart review |
| Tests the solution |
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1. Implements the plan in a collaborative effort
with the patient, incorporating knowledge of the
patient into the plan of care, including such
matters as consent, cooperation, financial and
psychosocial issues |
Didactics, Readings, Computer-assisted
instruction, PBL, CBL, Role modeling and
Demonstration, Patient Interaction, Formative
Assessments (e.g., OSCEs/simulated pts) |
Oral exams, Small group exercises, Daily
patient care and teaching activities, OSCE,
Portfolios, Essays, CQI projects, 360
Evaluation, Direct observation, Chart review |
2. Reassess the solution and evaluates its
success or failure, recognizing that hypotheses
are “conditional.” If needed, returns to “C” (reevaluates
the problem) |
Didactics, Readings, Computer-assisted
instruction, PBL, CBL, Role modeling and
Demonstration, Patient Interaction, Formative
Assessments (e.g., OSCEs/simulated pts) |
Written tests, Oral exams, Small group
exercises, Daily patient care and teaching
activities, OSCE, Journals, Reflection, CQI
projects, 360 Evaluation, Direct observation,
Chart review |
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