Curriculum: Third Year
July through mid-June (48 weeks)
Option 1
- Eight-week clerkships required in the following:
- Six-week clerkships required in the following:
- Two-week clerkships required in the following:
Option 2
- Rural Opportunities in Medical Education (ROME) - is a 20-28 week interdisciplinary experience in a rural primary care setting, the remainder of the clerkships are completed at an urban home campus site.
Option 3
- Minot Integrated Longitudinal Experience (MILE) - A 44-week experience combining family medicine, internal medicine, obstetrics/gynecology, pediatrics, surgery, neurology, psychiatry and one 4 week rotation in rural family medicine.
Additional Requirements For ALL Year 3 Students
- Clinical Epidemiology course
- 2 week Specialty Exploration or Interprofessional Elective
- End-of-year Clinical Skills Assessment (CSA) – mid-June
By the end of the third year the student will be able to:
- Communicate effectively with patients (EPA #1) and staff (EPA #9)
- Form therapeutic and ethically sound relationships with patients, and respectful relationships with other health care workers (EPA #9)
- Perform, document and present an accurate history and physical examination, both complete and problem-focused, including mental status examination. (EPA #1)
- Perform basic clinical procedures (vital signs, phlebotomy, peripheral and central venous access, suturing, lumbar puncture, Foley catheter and nasogastric tube placement, surgical scrub technique, cast application and cardiopulmonary resuscitation.) (EPA #12)
- Formulate and discuss a differential diagnosis using knowledge from basic and clinical sciences data from the history and physical examination and clinical reasoning skills. (EPA #2)
- Develop an appropriate diagnostic and treatment plan (EPA #3)
- Incorporate family community, cultural and ethical issues into the treatment plan and process of care (EPA #1)
- Access, understand and discuss findings in the medical literature and apply these findings to patient care (EPA #7)
- Acquired knowledge of common clinical conditions (EPA #2, #3)
- Developed an understanding of clinical research through completion and discussion/presentation of a clinical research project (EPA #7)
Entrustable Professional Activities (EPAs)
EPA 1: Gather a history and perform a physical examination
EPA 2: Prioritize a differential diagnosis following a clinical encounter EPA 3: Recommend and interpret common diagnostic and screening tests
EPA 4: Enter and discuss orders and prescriptions
EPA 5: Document a clinical encounter in the patient record
EPA 6: Provide an oral presentation of a clinical encounter
EPA 7: Form clinical questions and retrieve evidence to advance patient care
EPA 8: Give or receive a patient handover to transition care responsibility
EPA 9: Collaborate as a member of an interprofessional team
EPA 10: Recognize a patient requiring urgent or emergent care and initiate evaluation and management
EPA 11: Obtain informed consent for tests and/or procedures
EPA 12: Perform general procedures of a physician
EPA 13: Identify system failures and contribute to a culture of safety and improvement
Goals and Objectives by Department/Clerkship
| Objectives | UND SMHS MD Competencies | Year 3 Benchmarks |
| 1. Formulate a research question | 1.1,1.2, 1.3, 1.6, 1.7, 1.8, 1.9, 8.6 | 9, 10 |
| 2. Identify and evaluate basic study designs (e.g., descriptive, cross-sectional, case-control, cohort) used in observational epidemiology | 1.6, 1.9 | 8, 9, 10 |
| 3. Design an observational epidemiology study | 1.8, 2.8 | 10 |
| 4. Understand and obtain Institutional Review Board (Human Subjects Review) approval | 1.8, 4.9, 5.3 | 10 |
| 5. Understand and utilize existing data and/or secondary datasets | 1.7, 1.9 | 10 |
| 6. Recognize appropriate analysis and interpret results to answer a research question | 1.8 | 10 |
| 7. Present research findings in a useful and readable manner, including clear and concise tables | 1.8, 1.9, 1.10, 4.3, 4.5, 5.7, 8.6 | 8, 9, 10 |
| 8. Write a research manuscript | 1.8, 1.9 , 1.10, 5.7, 8.6 | 8, 9, 10 |
| 4th year | UND SMHS MD Competencies | Year 3 Benchmarks | Goals |
| 1.1a. Given the performance of a clinical encounter, the LWBAT with >80% accuracy perform a focused physical exam. |
2.3, 2.7 |
EPA 1
|
1. Enhance and refine data collection, problem solving and critical thinking skills. |
| 1.1b. Given the performance of a clinical encounter, the LWBAT with >80 % accuracy complete a complete physical examination. |
2.3, 2.7 |
EPA 1
|
|
| 1.2. Given the results of a patient encounter, the LWBAT generate at >80% accuracy, a diagnosis and treatment plan using evidence based medicine and the whole person concept. |
3.3, 3.4, 3.5.1, 3.5.2, 3.5.3, 3.5.4, 3.5.5, 3.7, 3.8, 6.2 |
EPA 5 Year 3 Benchmark 6 |
|
| 1.3a. Given the results of a patient encounter, the LWBAT present with >80 % accuracy the history and physical exam findings and diagnosis and treatment plan for the patient. | 1.5, 3.7, 5.7, 6.1 |
EPA #6 Year 3 Benchmark 3 |
|
| 1.3b. Given the results of a patient encounter, the LWBAT record within the medical record with 80% accuracy the findings of the history and physical examination, as well as the diagnosis and treatment plan for the patient. | 1.7, 3.7, 3.8, 6.1, 8.5 |
EPA # 5 Year 3 Benchmark 3 |
|
| 1.4. Given the results of a patient encounter, the LWBAT with 80% accuracy present pertinent information and education to patients that is patient centered and at the appropriate level of healthcare literacy for the patient. |
1.6, 1.8,1.10, |
EPA 1, 3, 9 Year 3 Benchmark 1, 5, 6 |
|
| 1.5. Given the results of a patient encounter for a musculoskeletal problem, the LWBAT with >80% accuracy perform appropriate physical examination of the upper or lower extremity, or the spine; and differentiate between sprains, strains, fractures, inflammatory or degenerative processes affecting the musculoskeletal system. | 2.1, 2.3, 3.1, 3.2 ,3.6 |
EPA 1 Year 3 Benchmark 3, 4, 5, 6 ,9 |
|
| 1.6. Given the results of a patient encounter involving the skin, the LWBAT with > 80% accuracy perform appropriate examination and assessment of an integumentary problem. | 2.1, ,2.3, 3.1, 3.2, 3.3 |
EPA 1 Year 3 Benchmark 3, 4, 5, 6, 9 |
|
| 1.7. Given a patient encounter for a patient in crisis, the LWBAT initiate appropriate initial patient care 100% of the time to improve patient outcome. |
3.1, 3.2, 3.3,3.4, 3.5.1, 3.5.3, 3.5.4, |
EPA 10 Year 3 Benchmark 1, 3, 5, 6, 7, 8 |
|
| 1.8. Given a patient encounter that exceeds the capabilities of the student and preceptor; the student will suggest appropriate consultation or referral options with 90% accuracy. | 1.1, 2.3, 2.7, 3.1, 3.2, 3.3, 3.4,3.5.1, 3.5.2, 3.5.3, 3.5.4, 4.1, 4.2, 4.3, 5.2, 5.7, 6.1, 6.2, 7.3, 7.4, 8.8, 8.9 |
EPA 8, 9 Year 3 Benchmark 1, 2, 5, 6, 7, 8, 9 |
|
| 1.9. Given a clinical encounter the LWBAT demonstrate the tenets of the Patient Centered Medical Home (PCMH) according to the PCMH criteria. |
1.4, 1.9, |
EPA 6, 7 ,9, 13 Year 3 Benchmark 7, 8 |
|
| 1.10. Given a patient with an oral complaint, the LWBAT generate a plan to address the oral complaint or diagnosis that addresses the impact this has on the patient’s health with 80% accuracy. |
2.1, 2.2, 2.3, |
EPA 1, 9 Year 3 Benchmark 3, 5, 6 |
|
| 2.1. Given access to patients who need wellness advice, the LWBAT choose to include Wellness in patient treatment plans 80% of the time. |
1.9, 1.10, |
EPA 1, 3, 7 Year 3 Benchmark 5, 6, 7, 8 |
2. Learn principles and interventions for Health Promotion and Disease Prevention that are maximally conducive to good health. |
| 2.2. Given a patient encounter where health promotion and disease prevention recommendations would be appropriate; and for presentation, the LWBAT present the primary, and secondary health promotion and disease prevention recommendations as defined by USPSTF for that age and gender group when appropriate. |
1.8, 1.9, 1.10, |
EPA 1 ,3, 7 Year 3 Benchmark 5 ,6, 7, 8 |
|
| 2.3. Given a patient encounter, and presentation where health screening should be recommended the LWBAT present recommended screenings for that patient based on risk factors for the patient with 80% accuracy. |
1.10, |
EPA 1 ,3, 7 Year 3 Benchmark 5, 6, 7, 8 |
|
| 2.4. Given access to patients in need of lifestyle modification, LWBAT choose to use the “stages of change” model and motivational interviewing to encourage lifestyle changes to support wellness 80% of the time. |
1.10, |
EPA 1 ,3, 7 Year 3 Benchmark 5, 6, 7, 8 |
|
| 2.5. Given the results of a patient encounter, the LWBAT present pertinent information and education related to health promotion and disease prevention that is patient centered and at the appropriate level of healthcare literacy with 80% accuracy. (1.4 applied to HPDP) |
1.8, 1.9, 1.10 |
EPA 1, 3, 7 Year 3 Benchmark 5, 6, 7, 8 |
|
| 2.6a. Given access to patient populations, LWBAT identify at-risk and underserved and their healthcare needs 80% of the time. |
1.9, |
EPA 1, 3, 7 Year 3 Benchmark 5, 6, 7, 8 |
|
| 2.6b. Given access to patients whose primary language is not English, LWBAT choose to ask for and use an interpreter 100% of the time if it is necessary for that patient. | 1.1, 1.9, 1.10, 2.9, 3.1, 3.4, 3.5, 4.1, 4.8.1 ,4.8.2, 5.6, 5.8, 6.1, 7.1, 7.3, 7.4 ,7.5 |
EPA 1 ,3, 7 Year 3 Benchmark 5, 6, 7, 8 |
|
| 3.1. Given access to patients in the community, the LWBAT generate a plan that takes into account healthcare resources and challenges 80% of the time. | 1.4, 1.9, 2.7,2.8, 2.9, 2.10, 3.4, 3.9, 4.4, 5.5, 5.6, 6.1, 6.2 ,6.3, 6.4, 7.1, 7.2, 7.3, 7.4, 7.5, 8.4, 8.5, 8.6, 8.7, 8.8, 8.9, |
EPA 7, 9, 13 Year 3 Benchmark 6, 7 |
3. Learn about health-care resources or challenges in your community |
| 4.1a. Given a patient encounter, LWBAT incorporate the family and support system into the patient treatment plans and education, 80% of the time. | 2.9, 3.1, 3.5.5, 3.9, 4.1, 4.4 |
EPA 1, 7, 9, 13 Year 3 Benchmark 1, 2, 5, 6, 7, 8, 9, 10 |
4. Recognize the social determinants of health and the reciprocal impact, on patients and their families; and of family, community, and culture on perception and reception of health care.
|
| 4.1b. Given a patient encounter, LWBAT incorporate the cultural beliefs into the patient treatment plans and education 80% of the time. | 1.9, 2.9, 3.1, 4.1, 4.4, 4.8.2, 5.5 |
EPA 1, 7, 9, 13 Year 3 Benchmark 1, 2, 5, 6, 7, 8, 9,10 |
|
| 4.2. Given a patient encounter, the LWBAT address differences in cultural beliefs that impact healthcare outcomes 80% of the time. | 1.9, 2.9, 3.1, 4.8.2, 4.8.3, 4.8.4 |
EPA 1, 7, 9, 13 Year 3 Benchmark 1, 2, 5, 6, 7, 8, 9,10 |
|
| 4.3. Given a patient encounter, the LWBAT choose to prioritize patient care when faced with conflicts with their own cultural beliefs and biases with 80% accuracy. |
1.3, 1.9, |
EPA 6, 7, 9, 13 Year 3 Benchmark 1, 7, 8 |
|
|
4.4a. Given a patient encounter that identifies a patient who is part of an underserved or vulnerable population, the LWBAT generate a treatment plan that addresses specific access and healthcare needs for the patient 80% of the time. 4.4b. Given a patient encounter in a rural setting, the LWBAT understand the differences in healthcare outcome based on geography and rural settings, and choose to create treatment plans that address rural health disparities 80 % of the time |
1.9, 1.10,
|
EPA 1, 7, 9, 13 Year 3 Benchmark 1, 2, 6, 7, 8, 10 |
|
| 5.1. Given a patient encounter the LWBAT demonstrate knowledge and comfort assessing patient problems 80% of the time. |
1.1, |
EPA 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 Year 3 benchmark 1, 2, 3, 4, 5 ,6, 7, 8, 9 |
5. Develop an awareness of personal strengths, interests, and limitations. |
| 5.2. Given a patient encounter the LWBAT demonstrate comfort with basic clinical skills 80% of the time. |
1.1, |
EPA 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 Year 3 Benchmark 1, 2, 3, 4, 5, 6, 7, 8, 9 |
|
| 5.3. Given a patient encounter the LWBAT demonstrate maturity in interpersonal relationships and personal values 100% of the time. |
1.1, |
EPA 1, 2,3, 4, 5, 6, 7, 8, 9, 10, 11,12, 13 Year 3 Benchmark 1, 2, 3, 4, 5, 6, 7, 8 ,9 |
|
| 5.4. Given a patient encounter the LWBAT adhere to principles of medical ethics 100% of the time. | 1.1, 4.9, 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9, 6.4 ,6.5, 7.2, 7.5, 8.1, 8.2, 8.3, 8.5, 8.7, 8.9 |
EPA 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 Year 3 benchmark 1, 2, 3, 4, 5, 6, 7, 8, 9 |
|
| 5.5. Given a patient encounter the LWBAT choose to respect the rights of patients 100% of the time. |
4.4, 4.7, 4.8.1, 4.8.2, 4.8.4, 4.9 |
EPA 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 Year 3 benchmark 1, 2, 3, 4, 5, 6, 7, 8, 9 |
|
| 5.6. Given a patient encounter the LWBAT to classify the role of family physicians within any health care system with 90% accuracy. |
3.5.1, 3.5.2, 3.5.3, 3.5.4, 3.5.5, |
EPA 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13 Year 3 benchmark 1, 2, 3, 4, 5, 6, 7, 8, 9 |
|
| 6.1. Given a patient encounter, the LWBAT demonstrate the ability to translate basic biomedical science principles into clinical care of patients with 80% accuracy. |
2.1, 2.2, 2.3, 2.4, 2.6 |
"EPA 1, 2, 3, 4, 6, 7 Year 3 benchmark 5, 6, 8, 9" |
6. Understand the biomedical scientific basis for clinical care decision making.
|
| 6.1a. Given a patient musculoskeletal encounter, involving the rotator cuff, the LWBAT demonstrate the ability to translate basic biomedical science principals of shoulder anatomy into clinical care of the patient with 80% accuracy. |
2.1, 2.2, 2.3, 2.4, 2.6 |
"EPA 1, 2, 3, 4, 6, 7 Year 3 benchmark 5 ,6, 8, 9" |
|
| 6.1b. Given a patient encounter for dermatology with melanoma, the LWBAT demonstrate the ability to translate basic biomedical science principles of melanoma spread into clinical care of the patient with 80% accuracy. |
2.1, 2.2, 2.3, 2.4, 2.6 |
"EPA 1, 2, 3, 4, 6, 7 Year 3 benchmark 5, 6, 8, 9" |
|
| 6.1c. Given a patient encounter with an upper respiratory infection, the LWBAT demonstrate the ability to translate basic biomedical science principles into clinical care of patients with 80% accuracy. |
2.1, 2.2, 2.3, 2.4, 2.6 |
"EPA 1, 2, 3, 4, 6, 7 Year 3 benchmark 5, 6 8, 9" |
| Objectives | UND SMHS MD Competencies | Year 3 Benchmarks |
| IMED-01: Perform a complete history and physical exam of an adult patient presenting with a common complaint to a general internist office or hospital medical ward. | 3.1 | 3 |
| IMED-02: Demonstrate clinical reasoning ability by formulating an appropriate differential diagnosis for a common medical problem /presenting complaint. | 3.3 | 5 |
| IMED-03: Describe a basic therapeutic and diagnostic plan for common medical conditions. | 3.2, 3.4 | 6 |
| IMED-04: Communicate patient case information effectively and efficiently in oral and written formats. | 3.7 | 1,3 |
| IMED-05: Demonstrate self-directed learning skills. | 1.1, 1.3 | 8 |
| IMED-06: Students will demonstrate professional behavior in both the inpatient and outpatient settings. This is in line with our medical school’s pillars of excellence and with medical licensing standards in the United States and abroad | 1.1 – 1.10 5.1 – 5.9 7.1 – 7.5 |
1,2,3,7 |
| IMED-07 Develop understanding of Social Determinants of Health (SOD) and their relevance to healthcare. | 2.8, 2.9 | |
|
IMED-08 Following the completion of basic science activities, the student will describe and demonstrate an understanding of the integration of basic sciences in internal medicine and patient care. A) Identify the pathophysiologic mechanism of DIC |
2.1, 2.2, 2.4 |
| Objectives | UND SMHS MD Competencies |
| Demonstrate an ability to provide continuity of care for patients as they transition between multiple settings of care. | 3.5.2, 3.5.3, 6.2 |
| Self-direct learning for areas of interest, personal weakness or with relevance to patient care. | 1.1, 1.2, 1.3, 8.1 |
| Improve scholastic and technical skills, interpersonal skills and professionalism through improved continuity of preceptors | 4.1,. 4.2 |
| Recognize the social determinants of health and the reciprocal impact on patients, their families, and the community | 5.1, 5.5 |
| Objectives | UND SMHS MD Competencies | Year 3 Benchmarks |
| NEURO-01: Learn to perform a complete neurologic examination. | 3.1 | 3 |
| NEURO-02: Gain an understanding of the presentation, evaluation and treatment of the most common neurologic diseases | 3.2, 3.3, 3.4 | 5, 6 |
| NEURO-03: Complete a patient write-up, incorporating pertinent neurologic history and examination | 3.7 | 3 |
| NEURO-04: Develop an understanding for localization of neurologic disease through history and examination | 2.3 | 5 |
| NEURO-05: Students will demonstrate professional behavior in both the inpatient and outpatient settings. This is in line with our medical school’s pillars of excellence and with medical licensing standards in the United States and abroad | 5.1, 5.4, 5.6, 5.7, 5.8 | |
| NEURO-06: At the completion of the basic science activity, the learner will be able to: | ||
| 1. Identify the pathophysiological mechanisms of myasthenia gravis. | 2.1, 2.2 | |
| 2. Identify the anatomical basis of the “One-and-a-Half syndrome”. | 2.1, 2.2 | |
| 3. Identify anti-seizure medication mechanisms at the ionic channel level. | 2.4 |
| Objectives | UND SMHS MD Competencies | Year 3 Benchmarks |
| OBGYN-01: Demonstrate a basic understanding of the normal reproductive physiologic processes associated with non-pregnant and pregnant female patients. | 1.1, 1.3, 1.6, 2.7, 8.1 | 5, 9 |
| OBGYN-02: Demonstrate a basic understanding of the pathological entities involved in caring for female patients, with particular emphasis on gynecology, obstetrics and menopause. | 1.1, 1.3, 1.6, 2.1, 2.2, 2.3, 8.1 | 9 |
| OBGYN-03: Demonstrate the ability to interact appropriately with female patients and the health care providers involved in their care. | 3.9, 4.1, 4.2, 4.3, 4.4, 4.6, 4.7, 5.1, 7.1, 7.2, 7.3, 7.4, 7.5, 8,5 | 1, 2, 3 |
| OBGYN-04: Demonstrate basic skills in gynecology and obstetrics, including but not limited to; the pelvic exam, pap smears, STD testing, management of labor and delivery, and an overview of basic gynecological operative procedures consisting of both major and minor cases. | 3.2, 3.6 | 4, 5, 6 |
| OBGYN-04A: Obstetrical history and physical examination with accessing adequate obstetrical growth parameters. | 3.1, 3.2, 3.7, 4.8 | 3, 6 |
| OBGYN-04B: Gynecological history and physical examination. | 3.1, 3.2, 3.7, 4.8 | 3, 6 |
| OBGYN-04C: Formulate a reasonable differential diagnosis and a treatment plan for basic obstetrical and gynecological problems. | 2.2, 2.3, 2.5, 3.23.3, 3.4 | 5, 6, 7, 10 |
| OBGYN-04D: Understand the Women’s Health wellness requirements that are age specific. | 1.9, 1.10, 2.8, 3.5.5 | 2, 8, 9, 10 |
| OBGYN-04E: Assist in basic gynecological surgery. To review normal anatomy and to visualize gynecologic abnormalities. | 2.3, 3.6, 5.7, 5.8, 7.3, 7.4, 7.5 | 4, 8, 9 |
| OBGYN-04F: Assist in normal spontaneous vaginal deliveries and cesarean sections. To demonstrate the normal process of delivery and management of complications. | 3.6, 5.7, 5.8, 7.3, 7.4, 7.5 | 4, 8, 9 |
| OBGYN-05: Recognize that diverse cultural, religious and socioeconomic backgrounds can affect both the provider's approach and the patient's response to women's healthcare issues | 1.1, 1.9, 2.8, 2.9, 3.1, 3.4, 3.9, 4.1, 4.2, 4.4, 4.8.1-4, 5.3, 5.5, 6.1, 7.2 | 1,2,7 |
| OBGYN-06: Students will demonstrate professional behavior in both the inpatient and outpatient settings. This is in line with our medical school’s pillars of excellence and with medical licensing standards in the United States and abroad | 1.1 – 1.10 5.1 – 5.9 7.1 – 7.5 |
1,2,3,7 |
| OBGYN-07: After completion of the basic science teaching cases and videos, the learner will be able to: | ||
| a. Identify and/or describe normal histology of the endometrium and changes that occur throughout the menstrual cycle | 2.2 | |
| b. Describe the pathophysiology of endometrial hyperplasia | 2.1, 2.2 | |
| c. Describe the pharmacology of progestins | 2.4 | |
| d. Define infertility and state the etiologies of infertility | 2.1 | |
| e. Describe normal physiology related to infertility including the normal menstrual cycle and normal sperm production. | 2.1, 2.2 | |
| f. Summarize the evaluation of a couple with infertility | 2.5, 2.6 | |
| g. State the physiologic stages of fertilization | 2.2 | |
| h. Identify the pathogenesis of complete and partial moles, the histopathology of molar pregnancy and malignant sequelae | 2.1, 2.2 |
| Objectives | UND SMHS MD Competencies | Year 3 Benchmarks |
| PEDS-01: Obtain and report valuable patient historical information. | 3.1, 3.7 | 3 |
| PEDS-02: Perform a developmentally appropriate and complete physical exam. | 3.1 | 3 |
| PEDS-03: Formulate reasonable differential diagnoses. | 3.3 | 5 |
| PEDS-04: Utilize observational assessment skills to determine acuity of illness and disposition. | 3.4, 3.5.1 | 3 |
| PEDS-05: Assess whether or not a child is growing and developing normally. | 2.5, 3.3 | 5, 9 |
| PEDS-06: Students will know and discuss the importance of immunizations and the data supporting them. | 1.10, 2.6, 2.8, 3.5.5, | 8 |
| PEDS-07: Demonstrate knowledge of the etiology, presenting signs and symptoms, diagnostic evaluation and treatment plan for common pediatric illnesses. | 2.1, 3.2, 3.4, 3.5.2 | 6, 9 |
| PEDS-08: Apply basic science knowledge to clinical situations | 2.1, 3.2, 3.5 | 5 |
| PEDS-09: Consider relevant social and cultural factors in patient management and using these communicate to the patients and families in a culturally and developmentally appropriate manner. | 2.9, 3.2, 3.6, 3.9, 4.1, 5.1, 5.5 | 1, 2, 7 |
| PEDS-10: Demonstrate skills required in performing a lumbar puncture utilizing a simulation model. | 3.6 | 4 |
| PEDS-11: Demonstrate the ability to use evidence based medical literature in developing a basic management plan in the care of children. | 1.6 | 8 |
| PEDS-12: Demonstrate ability to function as a student member of an interprofessional health care team. | 4.2, 4.3, 7.4 | 1, 2 |
| PEDS-13: Students will identify cases where diversity affects patient care. | 3.9, 4.8.2, 5.5 | 7 |
| PEDS-14: Students will demonstrate professional behavior in both the inpatient and outpatient settings. This is in line with our medical school’s pillars of excellence and with medical licensing standards in the United States and abroad | 5.1, 5.4, 5.6, 5.7, 5.8 | |
|
PEDS-15: Following completion of the basic science activities within the clerkship, the learner will be able to apply basic science knowledge to clinical situations a. Students will be able to discuss current treatment strategies for cystic fibrosis. b. Students will know the current framework for vaccine research and the role of B-cells in immunological memory |
2.2, 2.4, 2.5, 2.6, 2.7, 2.8
2.4, 2.5, 2.6, 2.7
2.2, 2.6, 2.8 |
| Objectives | UND SMHS MD Competencies | Year 3 Benchmarks |
| PSYCH-01: Elicit and clearly record a complete psychiatric history utilizing the biopsychosocial case formulation | 3.1, 3.7 | 3 |
| PSYCH-02: Elicit, describe, and precisely record the components of the mental status examination | 3.1, 3.7 | 3 |
| PSYCH-03: Use the DSM-5 to identify specific signs and symptoms that are the basis for diagnosis of psychiatric syndromes or disorders. | 1.10, 3.3 | 5, 9 |
| PSYCH-05: Identify clinical and demographic factors associated with increased risk of suicide | 2.5, 2.8 | 5, 9 |
| PSYCH-06: Recognize clinical findings that might suggest a general medical cause for symptoms such as hallucinations, delusions, confusion, altered consciousness, aggressive behavior, mood changes, and anxiety | 3.3 | 5, 9 |
| PSYCH-07: Discuss the clinical features, differential diagnosis, and evaluation of delirium | 3.2, 3.3, | 5, 6, 9 |
| PSYCH-09: Identify typical presentations of abuse of alcohol and other drugs of abuse in general medical practice | 3.3, 3.5.1 | 5, 9 |
| PSYCH-10: Discuss the process for obtaining an involuntary commitment and the physician’s role in obtaining it | 5.4, 5.6 | 2, 7 |
| PSYCH-11: Summarize the elements of informed consent and determination of capacities (e.g. to consent to treatment, to manage funds) | 4.9, 5.6 | 2 |
| PSYCH-13: Identify indications, basic mechanisms of action and pharmacokinetics, common and serious side effects, signs of toxicity, and the guidelines for prescribing the basic classes of psychotropic medications | 2.4 | 6, 9 |
| PSYCH-14: Identify indications, physiologic effects, side effects, and pre-treatment assessment requirements associated with electroconvulsive therapy (ECT) | 2.6 | 6, 9 |
| PSYCH-15: The student will recognize the diversity of the patient population they are working with in terms of culture, socioeconomic status and the effects these have on care of the patient | 2.9, 4.7.2 | 2, 7 |
| PSYCH-16: Obtain information from patients in a manner that produces a minimum of discomfort for the patient, even topics of items that may be embarrassing or anxiety provoking. | 4.6, 4.7, 5.1 | 1, 2 |
| PSYCH-17: Manage resistance presented by addicted persons and/or families including appropriately deployed confrontation. | 4.6, 4.7 | 1, 2 |
| PSYCH-18: Student will understand contributions of nursing staff, social workers, pharmacologists and other health professionals in data collection, treatment planning and treatment. | 4.2, 7.3 | 2 |
| PSYCH-19: Students will demonstrate professional behavior in both the inpatient and outpatient settings. This is in line with our medical school’s pillars of excellence and with medical licensing standards in the United States and abroad | 5.1, 5.4, 5.6, 5.7, 5.8 | |
| PSYCH-20: Following participation in the basic science learning activities, the learner will be able to utilize basic science knowledge to advance their clinical training in psychiatry by knowing the mechanisms associated with pathology and drug action. | 2.1, 2.2, 2.4 | |
| a. Identify the biochemical mechanism of acute dystonia as it relates to antipsychotic therapy. | 2.1, 2.2, 2.4 | |
| b. Identify Lithium’s effect on intracellular inositol levels. | 2.4 | |
| c. Identify the effect ketamine has on brain derived neurotrophic factor (BDNF). | 2.4 |
| Objectives | UND SMHS MD Competencies | Year 3 Benchmarks |
| ROME-01: Develop data collection and problem-solving skills | 3.1 | 3 |
| ROME-02: Learn principles and interventions for health promotion and disease prevention | 2.8 | 9 |
| ROME-03: Develop an awareness of the impact of family and culture on health care | 2.9, 3.9 | 7 |
| ROME-04: Experience the scope of care provided in a rural setting, including experiences appropriate to family medicine, internal medicine, obstetrics/gynecology, pediatrics and surgery | 6.1 | 7 |
| ROME-05: Learn about patients/families in the context of continuous care in the rural environment | 6.1 | 7 |
| ROME-06: Learn principles of community-oriented primary care (COPC) | 6.1 | 7 |
| ROME-07: Develop an understanding of research activities | 1.3, 2.8 | 8 |
| ROME-08: Address course requirements and expectations for traditional Year 3 clerkships in Family Medicine, Internal Medicine, Obstetrics/Gynecology, Pediatrics and Surgery | See Clerkship sections | See Clerkship sections |
| Objectives | UND SMHS MD Competencies | Year 3 Benchmarks |
| SURG-01: The practice of applying basic science disciplines to clinical situations. | 2.2, 2.3 | 5, 9 |
| SURG-02: To recognize diseases or conditions that are treated surgically. This includes understanding the normal physiology, pathophysiology and changes incurred by surgical treatment. The student will be expected to understand the natural history of surgical diseases and the normal physiology in individuals not affected. | 2.1, 2.2, 2.3, 2.6, 3.3 | 5, 9 |
| SURG-03: To develop problem-solving skills based on a complete history, performance of a complete physical examination and collective interpretation of additional data such as laboratory and X-ray results. | 3.1, 3.2, 3.3 | 3, 5 |
| SURG-04: To recognize common surgical emergencies and the appropriate responses to these emergencies. | 3.5.1 | 6 |
| SURG-05: To develop basic manual skills required in effective patient care. | 3.6 | 4 |
| SURG-06: To develop self-assessment skills that will provide the student with appropriate input or awareness as to his or her performance on the clerkship objectives. | 1.1, 1.2, 1.3 | |
| SURG-07: To develop and maintain personal characteristics, attitudes and ideals appropriate for the physician and surgeon. This should include an awareness of personal strengths, weaknesses, appearance, reliability, integrity, honesty, and the ability to interrelate with other individuals. | 1.1, 4.1, 4.2, 5.1, 5.4, 5.7, 5.8, 8.1 | 1, 2 |
| SURG-08: To develop skills enabling an effective interaction with patients, colleagues, nurses, and other health care professionals. This includes the development of communication skills that are necessary for the exchange of information concerning patients and the ability to cooperate with other disciplines in patient care. | 4.1, 4.2, 4.3, 7.4 | 1, 2 |
| SURG-09: Students will demonstrate professional behavior in both the inpatient and outpatient settings. This is in line with our medical school’s pillars of excellence and with medical licensing standards in the United States and abroad | 5.1, 5.4, 5.6, 5.7, 5.8 | |
| SURG-10: Following self-directed learning, the student will be able to a. Define microsatellite instability and describe its importance in colorectal cancer b. Describe the body’s mechanisms of meeting energy needs during prolonged fasting c. Identify the inheritance of the BRCA gene and describe its role in breast cancer |
2.1, 2.2 |