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STANDARD 6: COMPETENCIES, CURRICULAR OBJECTIVES, AND CURRICULAR DESIGNThe faculty of a medical school define the competencies to be achieved by its medical students through medical education program objectives and is responsible for the detailed design and implementation of the components of a medical curriculum that enables its medical students to achieve those competencies and objectives. The medical education program objectives are statements of the knowledge, skills, behaviors, and attitudes that medical students are expected to exhibit as evidence of their achievement by completion of the program.OVERVIEW DATA Table 6.0-1 | Academic Year 1 - Instructional FormatsSource: School-ReportedUsing the most recently-completed academic year, list each required learning experience from year one of the curriculum and provide the total number of instructional hours for each listed instructional format. Note that “small group” includes case-based and problem-solving sessions. Provide a definition of “other” if selected. Add rows as needed for each campus if there are differences between campuses.Campus (specify only if differences exist between campuses)Required learning experienceWeeksNumber of formal instructional hours per required learning experienceLectureLabSmall groupPatient contactOther (describe)TotalTOTALTable 6.0-2 | Academic Year 2 - Instructional FormatsSource: School-ReportedUsing the most recently-completed academic year, list each required learning experience from year two of the curriculum and provide the total number of instructional hours for each listed instructional format. Note that “small group” includes case-based or problem-solving sessions. Provide a definition of “other” if selected. Add rows as needed for each campus if there are differences between campuses.Campus (specify only if differences exist between campuses)Required learning experienceWeeksNumber of formal instructional hours per required learning experienceLectureLabSmall groupPatient contactOther (describe)TotalTOTALTable 6.0-3 | Academic Year 3 and Year 4 (where applicable) - Weeks/Formal Instructional HoursSource: School-ReportedProvide data from the most recently-completed academic year on the total number of weeks and formal instructional hours per week (includes lectures, conferences, teaching rounds, clinical and procedural skills teaching/workshops) for each required learning experience in years three and four (where applicable) of the curriculum. Provide a range of hours if there is significant variation across weeks. Note that hours devoted to patient care activities should NOT be included. Add rows as needed for each instructional site if there are differences between sites.Instructional site (specify only if differences exist between instructional sites)Required learning experienceTotal weeksTypical hours per week of formal instructionNARRATIVE RESPONSEProvide a brief description of the structure of the medical curriculum.Provide a separate, brief description of each parallel curriculum (e.g., longitudinal integrated clerkship). Include the following information in each description, and highlight the difference(s) from the main curriculum of the medical education program: Name of parallel curriculum:the placement of the parallel curriculum in the medical education program (e.g., year 3 only, all years);the location of the parallel curriculum (names of campuses and/or community sites);the year the parallel curriculum was first offered;the focus of the parallel curriculum, including the additional objectives that students must achieve; the general structure of the parallel curriculum (including the sequence of required learning experiences in each curriculum year/phase);the number of students participating in the parallel curriculum for the last three academic years by year of the medical education program in which the parallel curriculum is implemented (e.g., if the parallel curriculum is implemented only in year 3, provide the number of third-year medical students who have participated each year for the last three academic years). SUPPORTING DOCUMENTATIONa.A schematic or diagram that illustrates the structure of the curriculum. The schematic or diagram should show the approximate sequencing of, and relationships among, required learning experiences in each academic year. (Appendix 6 a)b.If the structure of the curriculum has changed significantly since the DCI and self-study were completed (i.e., a new curriculum or curriculum year has been implemented), include a schematic of the new curriculum, labeled with the year it was first introduced. (Appendix 6 b)c.A schematic of any parallel curriculum. (Appendix 6 c)6.1 PROGRAM AND LEARNING OBJECTIVESThe faculty of a medical school define its medical education program objectives in competency-based terms that reflect and support the continuum of medical education in Canada and allow the assessment of medical students’ progress in developing the competencies for entry into residency and expected by the profession and the public of a physician. The medical school makes these medical education program objectives known to all medical students and faculty members with leadership roles in the medical education program, and others with substantial responsibility for medical student education and assessment. In addition, the medical school ensures that the learning objectives for each required learning experience are made known to all medical students and those faculty, residents, and others with teaching and assessment responsibilities in those required experiences.Definitions taken from CACMS lexiconLearning objectives: Statements of what medical students are expected to be able to do at the end of a required learning experience.Medical education program objectives: Statements of what medical students are expected to be able to do at the end of the educational program i.e., exit or graduate level competencies. Required learning experience: An educational unit (e.g., course, block, clerkship rotation or longitudinal integrated clerkship) that is required of a student in order to complete the medical education program. These educational units are usually associated with a university course code and appear on the student’s transcript. Required learning experiences are in contradistinction to electives, which are learning experiences of the student’s choosing. SUPPORTING DATATable 6.1-1 | Competencies, Medical Education Program Objectives, and Outcome MeasuresSource: School-ReportedList each general competency and demonstrate the relationship between each general competency expected of graduates, the medical education program objectives, and the outcome measure(s) specifically used to assess students’ attainment of each related objective and competency. Add rows as needed.General competencyMedical education program objective(s)Outcome measure(s)NARRATIVE RESPONSEa.Provide the year in which the current medical education program objectives were last reviewed and approved.b.Describe how and by whom the medical education objectives were developed, reviewed and approved to ensure that they: 1.reflect and support the continuum of medical education in Canada2.link to the relevant competencies3.allow the assessment of medical students’ progress in developing the competencies for entry into residency and expected by the profession and the public of a physicianc.Describe how the medical school selected the outcome measures for the assessment of its medical education program objectives. How does the medical school ensure that the outcome measures selected are sufficiently specific to allow a judgment that each of the medical education program objectives has been met?d.Describe how medical education program objectives are made known to each of the following groups:1.medical students2.faculty members with leadership roles in the medical education program3.other individuals with substantial responsibility for medical student education and assessmente.Describe how learning objectives for each required learning experience are made known to each of the following groups:1.medical students;2.faculty with responsibility for teaching, supervising or assessing medical students in a specific required learning experience;3.residents and non-faculty instructors with responsibility for teaching, supervising or assessing medical students in a specific required learning experience.6.2 REQUIRED PATIENT ENCOUNTERS AND PROCEDURESThe faculty of a medical school define the types of patients and clinical conditions that medical students are required to encounter, the skills and procedures to be performed by medical students, the appropriate clinical settings for these experiences, and the expected levels of medical student responsibility.SUPPORTING DATATable 6.2-1 | Required Clinical Learning Experiences (Required Patient Encounters, Skills, and Procedures) (Core Appendix)Source: School-ReportedFor each required clinical learning experience, list and describe each patient type, clinical condition, required procedure and skill, and clinical setting in which they take place, along with the required level(s) of student responsibility.Required clinical learning experience Patient type Clinical condition or Skill/ProcedureClinical setting(s)Level of student responsibilityNARRATIVE RESPONSEa.Define the levels of student responsibility provided in Table 6.2-1. Describe differences, if any, for students participating in longitudinal integrated clerkships, if offered.b.Describe how the list of required patient encounters, procedures and skills, and alternative experiences (when students are unable to complete a required patient encounter or perform a required procedural skill), was developed, reviewed and approved.c.Describe how medical students, faculty, and residents are informed of the required patient encounters and procedural skills in each required clinical learning experience.6.3 SELF-DIRECTED AND LIFE-LONG LEARNINGThe faculty of a medical school ensure that the medical curriculum includes self-directed learning experiences and unscheduled time to allow medical students to develop the skills of lifelong learning. Self-directed learning involves medical students’ self-assessment of learning needs; independent identification, analysis, and synthesis of relevant information; appraisal of the credibility of information sources; and feedback on these skills.NARRATIVE RESPONSEDescribe the learning sessions, and the required learning experiences in which these learning sessions occur during the first two years of the curriculum, where in the context of a clinical case, students engage in all of the following components of self-directed learning as a unified sequence (use the names of relevant required learning experiences from the Overview tables 6.0-1 and 6.0-2 when answering): 1.identify, analyze, and synthesize information relevant to their learning needs;2.assess the credibility of information sources;3.share the information with their peers and tutor/facilitator;4.apply their knowledge to the resolution of the clinical case;5.receive feedback and are assessed on their skills in self-directed learning.b.Referring to the sample schedules requested below, describe for the first two years of the program, the amount of scheduled time for self-directed learning sessions.c.Describe how the faculty of the medical school ensure that there is unscheduled time in the first two years of the program to allow medical students to develop the skills of lifelong learning.SUPPORTING DOCUMENTATIONa.Schedules that illustrate the amount of time in the first and second years of the curriculum that medical students spend in self-directed learning sessions. (Appendix 6.3 a) (also for Core Appendix)6.4 OUTPATIENT / INPATIENT EXPERIENCESThe faculty of a medical school ensure that the medical curriculum includes clinical experiences in both outpatient and inpatient settings.SUPPORTING DATA Table 6.4-1 | Percentage Total Required Clinical Learning Experience Time Source: School-ReportedProvide the percentage of time that medical students spend in inpatient and ambulatory settings in each required clinical learning experience. If the names differ from those in the table, substitute the name used by the medical school. If the amount of time spent in each setting varies across instructional sites (e.g., hospitals), provide a range. Add rows as needed for each campus.Campus% of total required clinical learning experience timeAmbulatoryInpatientEmergency medicineFamily medicineInternal medicineObstetrics gynecologyPediatricsPsychiatrySurgeryOther (list)Table 6.4-2 | Inpatient and Ambulatory Patient Experience Source: AFMC GQProvide data from the AFMC Graduation Questionnaire (AFMC GQ) on the percentage of respondents that agree/strongly agree (aggregated) that when they are presented with a variety of patients that they have the knowledge and skills to perform the tasks listed in the table. Add rows as needed for each campus.CampusSchool %201920202021Care for patients in a hospital settingCare for patients in an ambulatory setting6.4.1 CONTEXT OF CLINICAL LEARNING EXPERIENCESEach medical student has broad exposure to, and experience in, generalist care including comprehensive family medicine. Clinical learning experiences for medical students occur in more than one setting ranging from small rural or underserved communities to tertiary care health centres.SUPPORTING DATA Table 6.4.1-1 | Context of Clinical Learning Experiences (Core Appendix)Source: ISAProvide data from the independent student analysis (ISA) on the percentage of respondents that agree/strongly agree (aggregated) with the statements in the table. Add rows as needed for each campus.CampusSchool % Year 1Year 2Year 3Year 4The curriculum provided broad exposure to and experience in generalist careThe curriculum provided broad exposure to and experience in comprehensive family medicineMy clinical learning experiences (required and elective combined) took place in more than one setting ranging from small rural or underserved communities to tertiary care health centresNARRATIVE RESPONSEa.Describe how the curriculum provides each medical student with broad exposure to, and experience in generalist care including comprehensive family medicine.b.Briefly describe how the medical school ensures that medical students’ clinical learning experiences occur in different settings ranging from small rural or underserved communities to tertiary care health centres. 6.5 ELECTIVE OPPORTUNITIESThe faculty of a medical school ensure that the medical curriculum includes elective opportunities that supplement required learning experiences, permit medical students to gain exposure to and deepen their understanding of medical specialties and pursue their individual academic interests.Definition taken from CACMS lexiconRequired learning experience: An educational unit (e.g., course, block, clerkship rotation or longitudinal integrated clerkship) that is required of a student in order to complete the medical education program. These educational units are usually associated with a university course code and appear on the student’s transcript. Required learning experiences are in contradistinction to electives, which are learning experiences of the student’s choosing. SUPPORTING DATATable 6.5-1 | Required Elective WeeksSource: School-ReportedProvide the number of required weeks of elective time in each year of the curriculum.Total required elective weeksYear 1Year 2Year 3Year 4NARRATIVE RESPONSEa.Briefly describe the types of elective opportunities available to medical students at each campus.6.6 SERVICE-LEARNINGThe faculty of a medical school ensure that the medical education program provides sufficient opportunities for, encourages, and supports medical student participation in a service-learning activity.Definition taken from CACMS lexiconService-learning: A structured learning experience that combines community service with preparation and reflection.SUPPORTING DATA Table 6.6-1 | Service-learningSource: ISAProvide data from the independent student analysis (ISA), by curriculum year, on the percentage of respondents that agreed with the following statements. If available, provide medical school administrative data in an additional table.CampusSchool %Year 1Year 2Year 3Year 4I have participated in a service-learning activity as a student in the MD programNo– I plan to participate laterNo – I am/was not interestedNo – opportunity was not availableNo – other reasonNARRATIVE RESPONSEa.Summarize the opportunities for medical students to participate in a required or voluntary service-learning activity, including the general types of activities that are available.b.Describe how medical student participation in a service-learning activity is encouraged. How are students informed about the availability of these activities? Describe how the medical school supports service-learning activities.6.7 Currently, there is no element 6.76.8 EDUCATION PROGRAM DURATIONA medical education program includes at least 130 weeks of instruction.SUPPORTING DATATable 6.8-1 | Number of Scheduled Weeks per YearSource: School-ReportedUse the table below to report the number of scheduled weeks of instruction in each academic year of the medical curriculum (do not include vacation time). Refer to the overview section if the medical school offers one or more parallel curricula.Number of scheduled weeksYear 1Year 2Year 3Year 4TOTAL: ................
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