MD Program

  • The New Horizons MD Curriculum

    The image below is a representation of our New Horizons MD curriculum, to begin for incoming students in the Fall of 2014.  Click components in the diagram to learn more about it, or start here.


    The New CurriculumPreclinical CurriculumMedicine and SocietyClinical and Professional SkillsAnatomyMedicine and SocietyMechanisms of Health and Disease KeystoneClinical CurriculumCore ClerkshipsUSMLE blockFoundations BlockTransition to ClerkshipsPreclinical CurriculumClinical and Professional SkillsClinical CurriculumMechanisms of Health and DiseaseMechanisms of Health and DiseaseFoundations BlockClinical CurriculumMedicine and SocietyCore ClerkshipsMechanisms of Health and DiseaseClinical and Professional SkillsPathwaysMechanisms of Health and DiseasePathwaysPathwaysPathways

  • Learning Objectives for the Doctor of Medicine Program

    Revised Spring 2010

    The following document states the learning objectives for the Roy J and Lucille A. Carver College of Medicine doctor of medicine program. The collegiate Medical Education Committee (MEC) revised the learning objectives in 2010 following the LCME review of the College in the fall of 2009. Suggestions from the LCME as well as ideas currently in development as the College undertakes a renewal of the curriculum in the 2010-11 academic year are incorporated into the revised objectives.

    Changes from the previous statement of learning objectives include: 

    1. Reducing the total number of objectives from 62 to 23.
    2. Defining the objectives more broadly. This is intended to
      1. Better allow the MEC to dynamically manage the short and mid term specifics of the curriculum while maintaining longitudinal stability of the objectives
      2. Allow course and clerkship directors greater flexibility in applying the collegiate objectives to their specific domains
    3. Restatement of the objectives in terms of the expectations of the overall four-year curriculum rather than specifically applying each objective to a certain time point in the curriculum. 

    The overall organization of the objectives follows the schema of the six ACGME competencies. A short note precedes each section to explain the thinking of the committee in regards to the organization of the specific objectives within the section.

    These objectives were approved by the Medical Education Committee at the 8/11/10 meeting.

    Interpersonal and Communication Skills (3 objectives)

    that result in effective information exchange and teaming with patients, their families, and other health professionals

    ICS01 is an umbrella statement that includes all scenarios of interpersonal communication relevant to physician professional roles.

    ICS02 is a subset of skills to be emphasized that deal with communication regarding the care of a specific patient.

    ICS03 is a subset of skills to be emphasized that deal with effective communication between all members of the healthcare team in the care of a specific patient.

    • ICS01 Present information and ideas in an organized and clear manner to educate or inform others.
    • ICS02 Engage in effective dialog with all those concerned in the patient’s care including their patients, the patient’s family and other healthcare workers.
    • ICS03 Demonstrate ability to write appropriate clinical notes and other communication with the health care team

    Medical Knowledge (4 objectives)

    about established and evolving biomedical, clinical, and cognate (e.g. epidemiological and social-behavioral) sciences and the application of this knowledge to patient care

    The medical knowledge objectives address the 4 main domains of knowledge in which a medical student must be competent:

    MK01 the normal healthy human.

    MK02 human diseases, disorders and disabilities.

    MK03 diseases as they manifest in individuals.

    MK04 the treatment of diseases as they apply to individual patients.

    • MK01 Demonstrate knowledge of the healthy human body, explaining structure and function from conception to death through integration of molecular, cellular, biophysical, genetic, organ system, biostatistical, behavioral and psychological bases.
    • MK02 Demonstrate knowledge of the diseases and conditions of the body and demonstrate the ability to correlate this knowledge with clinical, laboratory, radiologic and epidemiologic data concerning a patient.
    • MK03 Demonstrate knowledge of diseases and disorders as they manifest in individuals including the diagnosis and prognosis of the diseases and conditions most likely to be encountered in both outpatient and inpatient settings.
    • MK04 Demonstrate knowledge of the treatment of diseases and conditions as they apply to individuals including pharmacologic and other interventions that can prevent, cure, or alter the course of these diseases and conditions.

    Practice Based Learning and Improvement (2 objectives)

    that involves investigation and evaluation of their own patient care, appraisal and assimilation of scientific evidence, and improvements in patient care

    PBL01 addresses general self-directed learning skills.

    PBL02 addresses problem solving skills as they apply to caring for patients.

    • PBL01 Demonstrate fundamental skills in self-directed learning including the ability to identify knowledge and performance gaps; generate appropriate questions; use effective strategies to obtain answers to those questions; assess the validity, completeness and relevance of the information; and apply validated knowledge to address gaps.
    • PBL02 Demonstrate a systematic, integrated and effective evidence-based approach to problem solving in the diagnosis and management of diseases and disorders

    Patient Care (5 objectives)

    that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health

    The patient care objectives reflect five general steps in caring for a patient and the abilities required to successfully complete them. The steps include:

    PC01 the initial patient encounter.

    PC02 develop and refine a differential diagnosis.

    PC03 communicate with other members of the healthcare team.

    PC04 appropriately treat the patient’s concerns.

    PC05 inform, counsel and educate the patient.

    • PC01 Integrate knowledge of health, disease, and the concerns, needs and expectations of a patient in order to take an appropriate history, perform a physical examination, and develop a thorough problem list.
    • PC02 Integrate and synthesize clinical data in order to develop and prioritize a differential diagnosis; and appropriately order diagnostic tests to evaluate and clarify the differential.
    • PC03 Report clinical data by obtaining and communicating the clinical facts in an organized manner that demonstrates understanding and synthesis of the findings.
    • PC04 Develop an appropriate and comprehensive plan to promote health, prevent illness and injury, and manage disease including terminal illness.
    • PC05 Counsel and educate a patient effectively

    Professionalism (6 objectives),

    as manifested through a commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population

    The professionalism objectives address 6 domains:

    PR01 - respectful interactions with others.

    PR02 - self awareness.

    PR03 - community ethics.

    PR04 - community laws and regulations.

    PR05 - responsibilities of a healthcare provider.

    PR06 - diversity. 

    • PR01 Interact respectfully with peers, teachers, simulated patients, patients, families, healthcare team members and others, throughout medical school.
    • PR02 Demonstrate awareness of one’s beliefs and values and the impact they may have on the ability to be a compassionate and ethical physician.
    • PR03 Understand ethical principles operating in the healthcare environment and the medical profession.
    • PR04 Demonstrate understanding of legal principles and ethical choices in patient care and implement during interactions with others.
    • PR05 Accept personal responsibility for meeting the expectations of their role as a healthcare provider at all stages of training.
    • PR06 Demonstrate compassion towards others regardless of differences in beliefs, lifestyles, and cultural heritage. 

    System Based Practice (3 objectives)

    as manifested by actions that demonstrate an awareness of and responsiveness to the larger context and system of health care and the ability to effectively call on system resources to provide care that is of optimal value

    The system based practice objectives address 3 domains:

    SBP01 healthcare factors and the doctor-patient relationship

    SBP02 system problems and patient care

    SBP03 the healthcare team and patient care 

    • SBP01 Understand the influence of cultural, environmental and socioeconomic factors on access to health care, delivery of healthcare (added 5/2013) and on the doctor-patient relationship.
    • SBP02 Outline ways to identify and address system problems that affect patient care.
    • SBP03 Explain the role of all members of the healthcare team and collaborate with them to provide the highest quality of care.