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Evidence of Demonstrating Competency: Guidance for Institutions, Students and AdvisorsEmil Chuck, Ph.D.Director of Admissions Case Western Reserve University School of Dental MedicineCleveland, OhioCorrespondence to etchuck@case.edu Carol Elam, Ed.D.Associate Dean for Admissions and Institutional AdvancementUniversity of Kentucky College of MedicineLexington, KentuckyJennifer Steffen Kimble, M.Ed.Director of AdmissionsVanderbilt University School of MedicineNashville, TennesseePatricia S. O'Sullivan, Ed.D.Director of Research and Development in Medical EducationUniversity of California, San FranciscoSan Francisco, CaliforniaOverviewWe designed these templates to serve as frameworks for thinking about student competencies in both advising and in writing letters of evaluation. We started with the end result in mind to be able to document evidence of student competence to enter medical school, and designed the templates to elaborate the nature and type of evidence attainable by various curricular and extra-curricular learning activities. The templates can be used both for educating faculty regarding the competencies in interpersonal and technical skills, knowledge, attitudes, and values that are essential to be effective and caring physicians. The templates also can help institutional leaders critically appraise curricular opportunities and outreach activities tied to their campus and community that address the development of these competencies. Additionally, students may use these templates as roadmaps for documenting their competency development while they are in college, and prior to their application to medical school. These templates are also flexible to include additional competencies that may be essential for entry to other health professional programs. Please read Elam et al., The Advisor, September 2014, for details on the rationale of the design.Inside this document you will findTemplate 1: Overview of Competencies and Evaluation StrategiesDirectionsTemplateTemplate 2: Students and AdvisorsDirectionsPartial ExamplesTemplateTemplate 3: Institutions, Advisors and StudentsDirectionsPartial ExamplesTemplateTemplate 1: Overview of Competencies and Evaluation StrategiesDirectionsThe AAMC Guidelines for Letter Writers () highlights 14 major competencies expected for entering students to medical schools, but there is a concern that letter writers may use a “checklist mentality” in identifying an applicant’s acquired competencies without providing substantive detail or history. Template 1 (Overview of competencies and evaluation strategies) allows the letter writer to acknowledge and characterize a learning curve to developing mastery of a competency for the applicant as observed by the author. Using a common language and some common examples, template 1 allows the advisor and letter writers to provide more detailed and more informative letters for an admissions committee. Along the first column of the template, each competency defined by AAMC is organized into one of four domains: Thinking and Reasoning, Science, Interpersonal and Intrapersonal attributes. Column two lists characteristics associated with the competencies (). Column three gives examples of possible sources of evidence that can measure or document that the competency has been learned, demonstrated, and/or incorporated into the student’s behavior. Columns four to six provide suggestions of increasingly stronger evidence of competency mastery using the paradigms of Miller’s Pyramid (knows, knows how, and does; see Table 1).Level (Miller’s Pyramid)Template 1 Column #ExplanationKnows how4Demonstration of skills (competences) Shows how5Performs under supervision and assessmentDoes (applies) 6Performance in context (independent practice)Table 1. Explanation of competency development from Miller’s Pyramid. Examples for each of the AAMC entering competencies is found in the associated column of Template 1.Advisors and letter writers should refer to Template 1 as a tool for ideas about his/her observations of the assessment or development of relevant competencies that can be included in the applicant’s letter of evaluation. The most useful letters use Miller’s Pyramid to assess or evaluate the applicant’s competency mastery for specific observations witnessed by the author.Advisors should feel empowered to add or modify the “Sources of Evidence” column to reflect their campus and community resources and the individual strengths of the advisees served, as will be shown in Templates 2 and 3. Not only can advisors use this template to help compose letters of evaluations, they may use this template as a rubric for advising students on ways to demonstrate proficiency in the competency areas.Intrapersonal CompetencyCharacteristicsPossible Sources of EvidenceExamples for “Knows How”Examples for“Shows How”Examples for“Does”Ethical Responsibility to Self and OthersBehaves in an honest and ethical manner Adheres to ethical principles and follows rules and procedures Resists peer pressure to engage in unethical behavior and encourages others to behave in honest and ethical waysDevelops and demonstrates ethical and moral reasoningCoursework in philosophy, ethics, theology, or social justiceAdherence to institutional honor code of conductResponsible authorship of research (posters or submitted articles)Training in confidentiality (FERPA or HIPPA)Criminal background checkTestimonials from mentors, advisors, supervisors on observations of integrityTakes a course that includes ethics, medical ethics, ethical conduct of researchWorks in lab and/or on group projectsReflects on the consequences of any witnessed unethical behavior (plagiarism, identity theft, illegal file sharing, etc.)Discussed the AMCAS Guidelines for Clinical Shadowing ExperiencesService-learning projects associated with ethics-related courseworkConfronts others in voicing positions on integrity and ethics for challenging situationsAdvocacy on behalf of individuals, groups, communitiesDiscussion of articles on ethics, philosophy, and moral reasoningRecognized as a judge of outstanding moral character through awards or leadershipTeaches and demonstrates to others ways to avoid plagiarism and cheatingConsults with experts on new challenges in promoting a campus with high moral integrityReliability and DependabilityConsistently fulfills obligations in a timely and satisfactory manner Takes responsibility for personal actions and performanceCalendar or planner (personal, curricular, employment) with associated remindersEmployment or volunteer service timesheets, evaluations, and other documentationCompletion of e-curriculum for select course (homework, quizzes, exams, papers)Testimonials from mentors, advisors and/or supervisors on project workParticipates in prehealth advising classes/workshops focusing on scheduling, time management, goal-setting, and responsibility.Reflects upon a score report from a personality/pre-employment integrity exam.Successfully follows detailed instructions for time-sensitive didactic laboratory experiments.Record of consistent attendance and engagement during routine appointments with prehealth advisors Leads in “activities points” for philanthropic activities with fraternitySubmits an early complete and competitive AMCAS application.Fundraised and organized a spring break service trip.Oversees or manages others in a successful project.Shares and evaluates his/her peers regarding their schedule to prepare for the pletes thesis defense for graduation.Resilience and AdaptabilityDemonstrates tolerance of stressful or changing environments or situations and adapts effectively to them Is persistent, even under difficult stituations Recovers from setbacksObjective evidence of circumstances that may lead to significant hardship, setbacks, disappointments, or failure. These may include frequent changes of address or academic status, disruptions with family lifestyle or health, or displacement due to natural disasters or manmade conflict.Self-reflection regarding the aforementioned challenges and how he/she persisted or adapted using a support system of family, friends, counselors, and mentors.Testimonials by mentors, advisors and/or supervisors particularly about relationships and challengesAttends workshop series sponsored by the counseling center of maintaining healthy lifestyle habits and coping with stress.Discusses video “TED Talks” for a freshman seminar regarding the importance of resilience in education.Participates in competitive activities but demonstrates healthy sportsmanship and support towards his/her opponentsFrequently meets with advisors or faculty regarding difficulties with prehealth coursework.Accepted new job tasks and responsibilities when a team member falls ill and could not attend a community service event.Represents challenges as something they overcame in an insightful way as opposed to challenges that proved an excuse for poor performance.Anticipates changes and adjusts priorities due to an unanticipated deadline.Counsels anonymous callers for a local help line for runaway teenagers.Capacity for ImprovementSets goals for continuous improvement and for learning new concepts and skillsEngages in reflective practice for improvement Solicits and responds appropriately to feedbackFrequent involvement in workshops, forums, or conferences that build upon material learned in a classroom.Extracurricular activities that were initiated in the last two years that do not relate directly to academic coursework or personal identityAnnual updates of Individual Competency Plan, or similar holistic review benchmarking assessmentDiscussed results of personality inventory surveys, such as Meyers-Briggs and StrengthsQuest Improvement in course performance over the entire semester, or in several similar courses over a yearUnderstands the importance of continuing education and technology updates in health care practiceShadows a podiatrist and an optometrist to gain more insight into the health profession as an alternative to medicinePlans additional coursework to complete requirements for an additional minor/certificateHandles criticism during scholarly presentationsDesigns alternate ways to help others learn difficult concepts in physiologyEvaluates and mentors prehealth underclassmenRecognized by faculty at graduation for exemplary improvement in academic courseworkInterpersonal CompetencyCharacteristicsPossible Sources of EvidenceExamples of “Knows How”Examples of “Shows How”Examples of“Does”Service OrientationDemonstrates a desire to help others and sensitivity to others’ needs and feelings Demonstrates a desire to alleviate others’ distress Recognizes and acts on his/her responsibilities to society locally, nationally, and globallyInvolvement in organizations focusing on community service for a specific population or causeCulture of service from institution/programs attendedHistory of family or peer community servicePosts flyers for future meetings of Amnesty International campus chapterJoins a team for Relay for Life 24-hour marathonCollects school supplies for students at a local underserved schoolWatches documentary of challenges with illegal human traffickingDesigns a presentation to recruit others to join upcoming service project at local free clinicSecures sponsorships for a charity performance to support domestic abuse victims shelterSupports Navy dentists in a mission tour taking care of patients in Southeast AsiaHelps in decisions hiring and training new volunteers for annual trip to help hurricane victimsDevelops lasting collaborations to recruit students from the entire campus for upcoming AIDS WalkAwarded campus community award for service to the student bodySocial and Interpersonal SkillsDemonstrates an awareness of others’needs, goals, feelings, and the ways that social and behavioral cues affect people’s interactions and behaviors Adjusts behaviors appropriately in response to these cuesTreats others with respectPeer and facilitator evaluations during team-oriented case discussionsWorking with fellow volunteers and clients of not-for- profit organization or clinical settingInteractions with faculty or staffEmployment with a customer-centered focus (retail, food service) Took coursework in interpersonal communicationAttended workshop on understanding intergenerational dynamics in the workplacePassive involvement in intramural athleticsPracticed at career services mock networking and interviewing workshopSecures over $10,000 in donation pledges by phone in fundraising campaignTutors middle school girls in math and scienceLeads a weekly MCAT study group with classmatesInterviewed caregivers of cancer patients for a term paperVoted as recruitment chair for fraternity rushAppointed house manager of a concert hallEvaluates feedback and makes suggestions based on customer satisfaction surveyCultural CompetenceDemonstrates knowledge of social and cultural factors that affect interactions and behaviorsShows an appreciation and respect for multiple dimensions of diversity Recognizes and acts on the obligation to inform one’s own judgmentEngages diverse and competing perspectives as a resource for learning, citizenship, and workRecognizes and appropriately addresses bias in themselves and othersInteracts effectively with people from diverse backgroundsCourses with content in the behavior and social sciences, humanities, and historyActivities involving cooperation with diverse peersGlobal or international experiencesProfessional resources on cultural competence, such as the National Center for Cultural CompetenceCompleted a minor in gender studiesMember of a team that represented an under-resourced African nation for Model UN conferenceLived in scholar’s dorm focused on Russian language and culture, but the applicant is not Russian by heritageHosted a hospitality night for international students and scholarsDiscusses holistic approach to the doctor-patient relationship with clinical mentors.Takes Implicit Association Test to understand bias.Reviewed the website on cultural competency from the National Diabetes Education ProgramDiscusses cultural considerations in addressing solutions to manage climate changeBecomes a confidant and advocate for a transgender patient during clinical observationReflects upon medical mission experience serving rural underserved patientsExternship involves testing of portable medical equipment to help midwives take care of pregnant women in rural, underserved areasOriented a new postdoc (non-English-speaking) to the laboratory and local cultureActively trains peers and faculty to be LGBTQ allies on campusEstablishes a high school “non-violence” club as its mentorRecruits, selects, and trains participants for international medical mission tripPublishes reflections on 6 months of volunteer work for local rehabilitation center for disabled veteransDefends thesis on the challenges of access to health care for Australian aboriginalsTeamworkWorks collaboratively with others to achieve shared goals Shares information and knowledge with others and provides feedbackPuts team goals ahead of individual goalsEmploymentClassroom projectsExtracurricular and leisurely activitiesResearch laboratory and collaborating groupsProfessional “blue-ribbon” reports such as the Core Competencies for Interprofessional Collaborative PracticeDiscussed the rubric on “teamwork contribution” when grading a small group class projectTook a management course in conflict resolutionEnjoyed the team-building activities during pre-orientation campReviewed Teaching and Learning website section on Online Tools for Effective TeamworkReviews articles discussing the importance of interprofessional teamwork and health careAssigns roles to self and others to make the team more effectiveEstablishes common schedule, goals and objectives for a small study groupPublicly praises outstanding members of the team while privately coaching other members to perform betterIs invited to be a panelist at a leadership conferenceCreates protocols and criteria for successful training of future teamsIs chosen by peers to be captain for the team at an upcoming competitionPromotes and mentors others as leadersOral CommunicationEffectively conveys information to others using spoken words and sentences Listens effectivelyRecognizes potential communication barriers and adjusts approach or clarifies information as neededSpeeches, group discussions and oral presentationsFormal conversations with faculty, managers, or researchers as documented in testimonialsPublic speaking coaches or organizationsThe instructor developed a formal grading doctrine outlining expectations for the required oral presentation.Joined Toastmasters chapter and listens to their podcasts frequentlyRecites his/her own work at a local weekly “poetry slam”Participated in mock interview workshopWorks as a news reporter for campus radio stationAssumes the role of “translator” between physicians and caregivers who are waiting for patients after surgeryWins regional speech/debate competitionsSelected as a top poster presentation at a research showcasePrepares a candidate for class officer for upcoming debateThinking and Reasoning CompetencyCharacteristicsPossible Sources of EvidenceExamples of“Knows How”Examples of “Shows How”Examples of“Does”Critical ThinkingUses logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. Coursework or assignments that have an emphasis towards critical thinking and evaluation as shown through specific grading rubrics or doctrinesLiterature-based research presentations or projectsMCATThe course discusses the importance of evaluating the validity and credibility of claims regarding homeopathic or alternative medical treatment.Our department seminars ask students to do literature reviews from high-impact journals.The students are asked to review a marketing plan and adapt it for a different customer base.The applicant has casually played chess as a hobby beginning in high school.Provides documentation and references for a presentation arguing to remove the influence of Big Pharma in medical educationSubmits an annotated paper on the importance of the Civil Rights Movement in today’s worldFinal essay exam reveals proper synthesis of information learned in the classAs an emergency room scribe, he/she frequently discusses the decision-making process with the physicians he/she works for.Gets an undergraduate research project funded through a grant written by the applicantCompletes writing an accurate historical one-act play that takes place during the Japanese shogunate periodApplicant writes a weekly editorial for the student newspaper and robustly defends his/her arguments with citations in follow-up comments on the newspaper websiteQuantitative ReasoningApplies quantitative reasoning and appropriate mathematics to describe or explain phenomena in the natural worldCoursework that is traditionally based in quantitative skills as articulated by the syllabiEmployment where quantitative or statistical reasoning is essentialMCATRigorous application of dimensional analysis to convert between moles and gramsAppropriately uses the Student t-test in data analysisUses Newton’s Law of Cooling to determine an accurate time of death for a corpseAccounting workshop to balance ledgers as club treasurerAppropriately reports on a simulation of predator-prey interactions during famineGraphs the forces involved in collisions resulting in concussions based on experimental dataIdentifies appropriate “control groups” and confounding factors when designing experiments that require quantitative analysisCreated a tutorial to understand Hardy-Weinberg equilibriumDefended projections for climate change trends over the next millennium as part of the applicant’s research paperAssisted in developing a new medical device that will non-invasively monitor blood glucose concentrationsScientific InquiryApplies knowledge of the scientific process to integrate and synthesize information, solve problems and formulate research questions and hypothesesIs facile in the language of the sciences and uses it to participate in the discourse of science and explain how scientific knowledge is discovered and validatedScientifically-rigorous coursework and researchCoursework whose syllabi include a focus on experimental designPublic understanding of science, engineering, technologyThe class has a grading rubric that discusses the importance of repeatable observation and testable hypotheses in psychology experiments.Students are asked to evaluate a newspaper article’s accuracy regarding a scientific discovery.Research assistants are charged with designing their own hypothesis-driven projects under supervision and coaching by postdocs.Residents in our Science and the Public living learning community discussed gender and racial bias regarding science understanding.Ability to explain scholarly work Defend data analysis, interpretation, implications of resultsRole in scholarly work/disseminationDevelops relevant curriculum: labs, modules, learning materialsWritten CommunicationEffectively conveying information to others using written words and sentences“English composition” or writing-intensive courseworkAMCAS and supplemental application essaysAttendance at Writing Center workshops on writing personal essaysRequired freshman composition seminar classScientific communication and writing seminarCourse’s final exam involves a term paperEtiquette workshop on proper written and email communication to prospective employersReads multiple novels in Latin American literature for a major term paper Created a blog as a public journal about his/her not-so-straight path to medicineWrites a weekly sports column covering several athletes in swimming, tennis, and golf.Submitted a funding proposal to local foundation to support a “science lab day” at the nearby elementary schoolPublished a research article in an online undergraduate research journalSubmitted a short story to student-organized literary journalEdits articles for alumni magazineWriting Center tutor to help professors evaluate student writing in the “Human biology of cancer” classScience CompetencyCharacteristicsPossible Sources of EvidenceExamples of “Knows How”Examples of“Shows How”Examples of“Does”Living SystemsApplies knowledge and skill in the natural sciences to solve problems related to molecular and macro systems. Syllabi and course curricula for completion of degreesProfessional society guidelines, such as American Chemical Society Guidelines for Bachelor’s Degree Programs, or ASBMB Degree Accreditation programProfessional “blue-ribbon” reports such as “Vision and Change in Undergraduate Biology Education”Institutional center for teaching and learningThe instructor uses of case-based discussions during small-group sessions.The applicant learns under an organ-system-based context.In our laboratory, each student is expected to be able to produce a poster documenting his/her progress in the project for the department research showcase.This postbac program requires students to submit a synthesis report of the literature on a specific therapeutic drug by the end of the semester, integrating biochemistry, physiology, and pharmacology.Each tutor is cross-trained to cover multiple science courses and topics, including statistics, molecular biology, organic chemistry, and physiology.The applicant’s research project is innovative in applying engineering principles to simulate blood flow in cerebral aneuryisms.Human BehaviorApplies knowledge of the self, others, and social systems to solve problems related to the psychological, social, and biological factors that influence health and well-being Syllabi and course curricula for completion of degreesService organizations and advocacy groupsProfessional society reports such as the Curriculum Guide for Undergraduate Public Health EducationProfessional “blue-ribbon” panel reports such as the AAMC Behavioral and Social Science Foundations for Future Physicians”Courses including social sciences, anthropology, ethics, political science, public health, psychology, etc.Our biology course focused on HIV in society, with an understanding not just of the biological mechanisms but also the psychological and social barriers constructed from lack of understanding.Joined a campaign to maintain a tobacco-free campus.Assignments that integrate systems to address healthdisparitiesFormed a book club open to all prehealth students to discuss monthly. Examples include books by Paul Farmer, Perri Klass, Atul Gawande, and Abraham VergheseDevelops programs for residents at a local senior nursing prize for a public health presentation at summer enrichment programShowcases collection of artwork created by traumatic brain-injury victimsProvides resources to improve the cultural context of cases presented in class.DirectionsThis worksheet helps applicants align the evidence they have of an activity with a general competency using examples listed in Template 1. The applicants identify their evidence or source that best addresses a specific competency, describes the engagement or activity in detail, and reflects upon the personal significance or meaningfulness of the activity in the context of preparation for a health professional career.This template will be most useful in helping applicants identify and reflect upon activities to be described in the AMCAS (or other central portal) and school-specific application.Other uses for Template 2Advisors may assist prospective applicants gain an understanding of the importance of documenting and reflecting upon activities that highlight their competency mastery. Advisors may provide this worksheet for new advisees to help plan coursework and activities for a desirable application and as a semi-annual or annual self-evaluation prior to submitting an application. Documentation of these self-assessments may be archived to assist institutional prehealth advisors to craft institutional evaluation letters, or as an index to personal portfolios for each prehealth advisee.Mentors and evaluators who do not author comprehensive institutional evaluations may use this template within the scope of his/her relationship with the applicant in describing the applicant’s strengths and competency development.Admissions committee members who read letters of evaluation may employ this template to chart the depth of evaluation for specific competencies that are highlighted within the letter and align these descriptions to the applicant’s descriptions of the impact of specific activities (in the portal or school-specific application).Examples for Template 2 (selected competencies)Example 1: An academic advisor uses Templates 1 and 2 to describe the way an applicant has gained mastery of the Living Systems competency, based on the institutional/departmental resources available.Science CompetenciesEvidence or SourceEngagement or ActivitySignificance/ResultsLiving Systems InstitutionalCurriculum changes intro sequenceNew tutoring program for intro sequence studentsUsed the tutoring program to overcome strugglesTutors and mentors struggling studentsUnderstands teaching metabolism by creating worksheets and a case discussion.Now the advisor writes about the applicant’s competency development:The molecular physiology curriculum was recently revised in accordance to the AAAS/NSF “Vision and Change” report so our introductory biology prerequisite sequence content is spread out through four semesters. To assist struggling students, the Chair funds a student peer tutoring program for the introductory sequence. The applicant used this program and his grades remarkably improved with the later coursework in the sequence; now the applicant was nominated and selected as a peer tutor to help small groups of 4 new students with the material. When faced with the challenge of helping the group understand mechanisms of metabolism, the applicant developed additional worksheets and an innovative mock patient case with the help of other tutors and faculty.Example 2: A community service volunteer coordinator describes the impact the applicant has made as he/she matures. This activity allows the applicant to master interpersonal competencies.The applicant began working as a volunteer confidential crisis hotline counselor sponsored by our interfaith organization after completing training in confidentiality, cultural competence, and oral communication the week after finals. The applicant has access to a counseling team who debriefs all the hotline operators every week on particularly difficult cases. On average, each operator handles 2 calls per shift and talks with each client for up to an hour, discussing with them all the pressures they face to socially conform. The applicant has shown to be one of our most effective counselors, demonstrating outstanding empathy and referring to more experienced counselors whenever things got difficult.An admissions committee member can map out the applicant’s interpersonal competencies:Interpersonal CompetenciesInterfaith group supporting at-risk teenagersConfidential crisis hotline counselor (20 hours/week over the summer)Involves additional training and counseling[Described in AMCAS application as one of three “most meaningful experiences”]Intrapersonal CompetenciesEvidence or SourceEngagement or ActivitySignificance/ResultsEthical Responsibility to Self and OthersReliability and Dependability Resilience and Adaptability Capacity for Improvement Interpersonal CompetenciesEvidence or SourceEngagement or ActivitySignificance/ResultsService Orientation Social and Interpersonal Skills Cultural Competence TeamworkOral CommunicationThinking and ReasoningEvidence or SourceEngagement or ActivitySignificance/ResultsCritical ThinkingQuantitative ReasoningScientific InquiryWritten CommunicationScience CompetenciesEvidence or SourceEngagement or ActivitySignificance/ResultsLiving Systems InstitutionalCurricularCommunityHuman Behavior InstitutionalCurricularCommunityOther Profession- or Mission-Specific CompetenciesEvidence or SourceEngagement or ActivitySignificance/ResultsUnderstanding of Holistic Approach to Health and WellnessFamiliarity with Complexity of an Interprofessional Health Care SystemFinancial Responsibility to Self and OthersPersonal Wellness and Management (including media exposure)Creativity and EntrepreneurshipPsychomotor or Fine Manual DexterityTemplate 3 for Institutions, Advisors, and StudentsDirectionsEvery admissions committee evaluates each student on the context of the available resources an institution, major, or postbaccalaureate program provides. Institutional officers (prehealth advisors, prehealth committee leaders, postbaccalaureate directors, summer program directors, etc.) best serve the mission of holistic and competency-based admissions by identifying the specific benefits of participation in their communications with admissions committees.This worksheet helps institutional officers articulate the culture of support provided to prehealth students in the development of their entering competencies. Institutional officers identify specific policies or offices in place (infrastructure) at that program to help advisees learn, gain experience, and reflect upon activities for each of the specific competencies desired. With the help of faculty or academic affairs administrators, the institutional officer can use the worksheet to itemize the course and other curricular elements in a specific major or course of study (including living-learning communities) that also address each competency. Finally, the institutional officer can identify community-based resources established outside the institution (such as service opportunities organized by a local free clinic) which are available to advisees. In this way, an admissions committee can evaluate the impact the program has had on preparing the applicant for a future health professional career. In addition, this template can also be used to evaluate an applicant whose journey to apply involves multiple institutions, summer programs, and/or postbaccalaureate/graduate coursework; the community resources section is most likely to be the most unique aspect of the applicant’s use of resources. Partial example for Template 3 (selected competencies)Example 3: The Chair of the Prehealth Committee crafts a cover letter for all applicants. To address the critical thinking competency, he/she describes to admissions committees the way critical thinking is evaluated throughout the curriculum. Talking to admissions committee members of some target schools his/her advisees feed into, the Chair also begins to map the resources available to advisees regarding proper financial management and planning.Critical ThinkingInstitutionalUniversity has specific criteria to designate a class as critical-thinking-focused.Biennial survey from office of institutional assessment on critical thinking and learning outcomes.Teaching and learning office helps faculty develop assessments for critical thinking.CurricularGeneral education requirement: Literature-based seminar courses for all freshmen require applicants to read scholarly literature and discuss in munity (for personal evaluation letter)Our student-organized science club participated in a local church-sponsored debate focusing on evolution vs. creationismFinancial Responsibility to Self and OthersOffice of Student Activities invites an annual workshop on student debt and credit.Office of Financial Aid discusses loan repayment to graduating seniors who opt to attend their workshop.None available unless one has a major in the business school.This applicant has served as the fundraising chair for the campus Relay for Life campaign.Institutional Culture, Resources, and Opportunities for Preprofessional StudentsCompetency AreaInfrastructureCurricularCommunityIntrapersonal CompetenciesEthical Responsibility to Self and OthersReliability and Dependability Resilience and Adaptability Capacity for Improvement Interpersonal Competencies Service Orientation Social and Interpersonal Skills Cultural CompetenceTeamworkOral CommunicationCompetency AreaInfrastructureCurricularCommunityThinking and ReasoningCritical ThinkingQuantitative ReasoningScientific InquiryWritten CommunicationScience CompetenciesLiving Systems Human Behavior Other Profession- or Mission-Specific CompetenciesUnderstanding of Holistic Approach to Health and WellnessFamiliarity with Complexity of an Interprofessional Health Care SystemFinancial Responsibility to Self and OthersPersonal Wellness and Management (including media exposure)Creativity and EntrepreneurshipPsychomotor or Fine Manual Dexterity ................
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