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The College of Human Medicine has created and accepted these goals for our educational endeavors. Our curriculum embraces and reflects these goals, and curricular development will be guided by them. Each goal is described by the bullets that follow, to help promote a consistent understanding of SCRIPT. The bullets should be considered as modifiers rather than specific objectives for each goal.
Serving the people
Serving the community
Serving the profession
This is a long-standing feature of the CHM curriculum, clearly visible in our seal and motto, “Serving the People.” For CHM, service is aligned with the traditions of medicine in the long and noble history of humanism in the West, rather than just the relationship between companies and their customers. Our graduates are a part of that tradition, and use their knowledge and skills for the benefit of the people in their community and the world. We expect our graduates to do more than just provide excellent care for patients; we expect them to be intellectually and socially engaged as scientific and rational resources and leaders for their communities and their profession. Our focus on service is clear from our “mission fit” admissions policy, the community-focused activities of our students, our curricular focus on health policy, community integration, care of the underserved, and the work of our faculty, which ranges from local to international projects.
Excellent clinical skills
Respectful interpersonal communication
Culturally appropriate care
ACGME (Accreditation Council for Graduate Medical Education) competencies of Patient Care and Interpersonal and Communication Skills
Institute of Medicine competency of “Provide patient-centered care”
The care of patients with clinical excellence and compassion is the
hallmark of CHM physicians and trainees.
CHM has a very strong clinical skills program that extends from the first
to last day of the students’ curriculum. Our students begin the curriculum
with a formal clinical skills course, continue through clerkships, and end
their training with a Patient Care Gateway that will certify their competence.
The CHM faculty has created detailed curricula on clinical decision making,
counseling, and the time-honored skills of the physician, including history
taking, physical examination, and the clinical management of disease.
Critical thinking
Evidence-based medicine
Quality improvement
ACGME competency of Practice-Based Learning and Improvement
Institute of Medicine competencies of “Employ evidence-based practice” and “Apply quality improvement”
Our graduates can use rational thought to evaluate scientific issues
and their own practice.
It is the faculty’s expectation that CHM graduates be able to rationally
consider medical issues and bring the cumulative evidence of many scientific
and cognitive disciplines to bear on the issues and concerns of patients.
At a fundamental level rationality is about thinking critically, making use
of the scientific method, and understanding and using evidence in a thoughtful
manner that reflects the needs and values of patients. It is the expectation
of the faculty that CHM graduates will use these same skills to examine and
improve their own clinical practice, and it is the faculty’s hope that
graduates participate in the creation and development of new knowledge.
Integration of medical and social systems
Biopsychosocial model
Information Management
Enhance patient safety
Patient access to care
ACGME competency of Systems-Based Practice
Institute of Medicine competencies of “Work in interdisciplinary teams” and “Utilize informatics”
CHM graduates integrate information and skills from a broad range
of fields, disciplines, and people, and can effectively and efficiently integrate
many resources into the care of their patients.
Our curriculum has a special emphasis on the integration of the basic sciences,
social sciences, and the humanities. Problem-based learning, the Integrative
Clinical Correlation course, and a variety of small group and collaborative
work in the curriculum manifest this emphasis and teach students to work in
teams and to look for important knowledge and information from a large array
of sources and professions. Additionally, CHM graduates recognize that they
treat patients within a larger health care community. Our graduates understand
how their actions may influence the experience of their own patients as well
as the larger health and social communities. CHM graduates understand their
responsibility as advocates of their patients and members of the community
to provide safe and effective care that is not burdensome.
Honesty
Respect
Compassion
Professional responsibility
Social responsibility
ACGME competency of Professionalism
CHM’s commitment to the professionalism of its graduates goes beyond the simple prohibition of egregious acts to the more difficult and subtle issues of daily professional behaviors and professional development. As an institution, CHM has a very successful history of recruiting and fostering a diverse faculty and student body. The CHM Professionalism curriculum extends from the ethics curriculum to the expectation of self improvement, from scientific rigor to our focus on service, from the graduate's responsibility to the profession to their responsibility to the taxpayers and patients who supported their education.
New knowledge through research
Command of essential knowledge
For individual patients
For communities
For the profession
Personal development
Lifelong learning and teaching with patients, students, and colleagues
Mentorship
ACGME competency of Medical Knowledge
Our faculty and students transform basic science information into
clinically relevant knowledge that can be used to help patients, communities,
and our profession.
One of the intellectual cornerstones of modern medicine has been the translation
of discoveries in many scientific fields into clinically relevant knowledge.
Our curriculum defines such knowledge broadly, and the college recognizes
and encourages the creation of new knowledge by faculty and students through
inquiry and research. The faculty expects graduates to have excellent medical
knowledge encompassing the basic sciences, clinical sciences, and clinically
relevant portions of the humanities. Furthermore, we recognize and embrace
medical school and medical practice as life transforming activities for students,
faculty, practitioners, and patients.