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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 following document outlines the learning objectives for the Roy J and Lucille A. Carver College of Medicine (CCOM), doctor of medicine program that were revised and approved by the Medical Education Council in February 2016. The overall organization of the collegiate objectives follows the schema of the six ACGME competencies. Generally, each of the collegiate objectives are organized to align with the spiral nature of the New Horizons curriculum. The spiral nature of the curriculum intentionally places learning activities that revisit and build on previous experiences while preparing students for subsequent learning. Major educational strands exist throughout the curriculum and serve to provide the experiences that promote the skills, attitudes, and knowledge necessary for the medical degree. The educational strands include:
Develop Interpersonal and Communication Skills (ICS) that result in effective information exchange and collaboration with patients, their families, and other health care professionals.
Integrate Medical Knowledge (MK) to address the mechanisms of health and disease. This involves a solid foundation in the established and evolving biomedical, clinical, epidemiological, and social-behavioral sciences that impact patient care.
Develop skills for
Practice Based Learning and Improvement (PBL). These skills are necessary to investigate
and evaluate the delivery of patient care; appraise and assimilate scientific
evidence; and implement continuous improvements for patient care. Collectively this goal reflects routine
self-evaluation and life-long learning.
Deliver Patient Care (PC) that is
patient-centered, compassionate, appropriate, and effective for the treatment
of health problems and the promotion of health.
Develop Professionalism (PR) as manifested
through a commitment to carrying out professional responsibilities, adherence
to ethical principles, and sensitivity to a diverse patient population.
Develop a System Based Practice (SBP) approach to patient care as manifested by actions
that demonstrate an awareness of, and responsiveness to, the larger context of
health care. This includes developing
skills to effectively call on system resources to provide optimal health.
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