Internal Medicine
Detailed Curriculum Map
This detailed curriculum map is meant for the programs internal use in curricular planning of the program.
Program Activities
Rotations
Weekly Site-Based Lectures
Activity | Training Experiences | EPAs | Competencies |
---|---|---|---|
Stroke | ME: 1.4.7. | ||
DKA & HHS | ME: 1.4.6. | ||
Heart Failure | ME: 1.4.1. | ||
COPD | ME: 1.4.3. | ||
Hepatitis | ME: 1.4.4. | ||
Meningitis/Encephalitis | ME: 1.4.12. | ||
Shock | ME: 1.3.3. · 1.4.7.3.1. · 1.4.13.1. · 1.4.13.1.3. | ||
Thyroid Disorders | ME: 1.4.6. | ||
ACS | ME: 1.4.1. | ||
UGIB | ME: 1.4.4. · 1.4.13.1. | ||
Seizures | ME: 1.4.7. | ||
SLE | ME: 1.4.9. | ||
AKI | ME: 1.4.5. | ||
ARDS | ME: 1.4.13.1. | ||
Septic Arthritis | ME: 1.4.9. | ||
Anemia | ME: 1.4.8. | ||
Diabetes and complications | ME: 1.3.8.4. · 1.4.6. | ||
Pneumonia | ME: 1.4.3. · 1.4.12. | ||
Acid-Base Disorders | ME: 1.3.2. · 1.3.3. · 1.4.5. | ||
Bronchial Asthma | ME: 1.4.3. | ||
Hypertension | ME: 1.4.2.3.1. · 1.4.5.2.9. · 1.4.5.2.10. | ||
Arrhythmias/ECG approach | ME: 1.4.1. | ||
Rheumatoid Arthritis | ME: 1.4.9. | ||
VTE/Hypercoagulable State | ME: 1.4.8.2.3. · 1.4.8.2.10. · 1.4.8.2.11. · 1.4.8.3. · 1.4.8.3.1. · 1.4.8.3.2. | ||
Headache | ME: 1.4.7. | ||
CKD | ME: 1.4.5. | ||
Chronic Liver Disease | ME: 1.4.4. | ||
OSA/OHS | ME: 1.4.3. | ||
Hypo/hypernatraemia | ME: 1.4.5. | ||
FUO | ME: 1.4.12. |
Onboarding and Orientation
Activity | Training Experiences | EPAs | Competencies |
---|---|---|---|
KIMS Orientation | TTD: 2.1. | ||
KBIM Orientation | TTD: 2.1. · 2.2.1. | ||
Common Medical Emergencies Lecture | TTD: 2.2.2. | ME: 1.4.13.1. | |
ACLS Certificate Upload | TTD: 2.3. |
Research Course
Activity | Training Experiences | EPAs | Competencies |
---|---|---|---|
Critical Appraisal and Research Methods | C: 2.1.1. | S: 3.3. | |
Research Project | C: 3.2. | S: 3.3. · 4.1. · 4.2. · 4.3. · 4.4. |
QI & Safety Course
Activity | Training Experiences | EPAs | Competencies |
---|---|---|---|
Quality Improvement Workshop |
C:
2.1.2.
·
3.2.
·
3.3.
TTP: 2.1. |
L:
1.1.
S: 4.4. |
|
Patient Safety Workshops | C: 2.1.2. · 3.3. |
L:
1.2.
·
1.3.
·
1.4.
P: 2.2. |
|
Quality Improvement Project |
C:
2.1.2.
·
3.3.
TTP: 2.1. |
ME: 5.1. · 5.2. |
Old Senior Academic Day Lectures (Until Sep 2023)
Old Core Academic Day Lectures (Until Sep 2023)
R1 Academic Day
R2 Academic Day
Activity | Training Experiences | EPAs | Competencies |
---|
R3 Academic Day
R4 Academic Day
Activity | Training Experiences | EPAs | Competencies |
---|
R5 Academic Day
Leadership Day
Activity | Training Experiences | EPAs | Competencies |
---|---|---|---|
Foundation of the leader role | L: 3.1. · 3.2. · 4.1. · 4.3. | ||
Teaching the leader role | L: 3.1. · 3.2. · 4.1. · 4.3. | ||
Leading and Managing in Everyday Practice Workshop | L: 3.1. · 3.2. · 4.1. · 4.3. | ||
Leadership Types Workshop | L: 3.1. · 3.2. · 4.1. · 4.3. | ||
Leadership Practice Scenarios Workshop | L: 2.2. · 3.1. · 3.2. · 4.1. · 4.3. |
Training Experiences
Transition to Discipline
Required 1. Clinical training experiences: |
|||
1.1. Any inpatient medical (e.g., coronary care unit (CCU), intensive care unit (ICU), clinical teaching unit (CTU), subspecialty ward) service or emergency department | Rotations: Respiratory Medicine · CCU · Endocrinology and Diabetes · MTU · Nephrology · Hematology · Neurology | ||
1.2. After-hours coverage for inpatients and internal medicine consultation to the emergency department | Rotations: Nephrology · Endocrinology and Diabetes · Respiratory Medicine · MTU · CCU · Hematology · Neurology | ||
Required 2. Other training experiences: |
|||
2.1. Orientation to the clinical and learning environment, to include the following topics: postgraduate education policies, learning resources, assessment system and electronic platform; Internal Medicine program portfolio and resident resources; health and wellness; institutional admitting and discharge processes, and information systems | Onboarding and Orientation: KIMS Orientation · KBIM Orientation | ||
2.2. Formal instruction in: | |||
2.2.1. Topics related to patient safety (e.g., handover, infection control) | Onboarding and Orientation: KBIM Orientation | ||
2.2.2. Diagnosis and management of common medical emergencies | Onboarding and Orientation: Common Medical Emergencies Lecture | ||
2.3. Certification in Advanced Cardiac Life Support (ACLS) | Onboarding and Orientation: ACLS Certificate Upload | ||
Recommended 3. Other training experiences: |
|||
3.1. Focused experience providing early clinical and technical skills training (e.g., boot camp) | |||
3.2. Simulation training experiences in technical procedures |
Foundation of Discipline
Required 1. Clinical training experiences: |
|||
1.1. Internal medicine inpatient service | Rotations: MTU · Nephrology | ||
1.2. Inpatient cardiology service: acute cardiac presentations in hospitalized patients | Rotations: CCU | ||
1.3. Any ambulatory care clinic in Internal Medicine or its subspecialties | Rotations: Hematology · Respiratory Medicine · Nephrology · CCU · Endocrinology and Diabetes · Gastroenterology · Rheumatology · Neurology · Infectious Diseases · Dermatology · Allergy and Immunology · Oncology | ||
1.4. Acute care experience with patients presenting to emergency department | Rotations: MTU · CCU · Nephrology · ER · ICU | ||
1.5. After-hours coverage for a broad spectrum of inpatients and internal medicine consultation to the emergency department | Rotations: Nephrology · Endocrinology and Diabetes · MTU · ICU · Rheumatology · Neurology · ER | ||
Required 2. Other training experiences: |
|||
2.1. Directed and/or independent learning experience, in topics such as medical ethics, critical appraisal, and wellness (e.g., use of journal clubs, online modules, academic rounds) | |||
Recommended 3. Clinical training experiences: |
|||
3.1. Critical care (e.g., ICU, CCU) | Rotations: CCU · ICU | ||
3.2. Consultation service in a subspecialty of Internal Medicine | Rotations: Respiratory Medicine · Endocrinology and Diabetes · Nephrology · CCU · Hematology · Gastroenterology · Neurology · Rheumatology · Infectious Diseases · Dermatology · Allergy and Immunology | ||
3.3. Care of the elderly | |||
3.4. Palliative care | |||
Recommended 4. Other training experiences include: |
|||
4.1. Instruction or experience in procedural skills (may use simulation) | |||
4.2. Training in clinical teaching and learner assessment | |||
4.3. Introduction to research methodology/scholarly work | |||
Optional 5. Clinical training experiences: |
|||
5.1. Internal Medicine in a community based setting |
Core of Discipline
Required 1. Clinical training experiences: |
|||
1.1. Internal medicine inpatient CTU. This experience must include being the team leader | Rotations: MTU | ||
1.2. Ambulatory care: clinic and/or day hospital. This must include experience with a broad spectrum of conditions as well as patients with complex disorders | Rotations: Hematology · Nephrology · CCU · MTU · Respiratory Medicine · Gastroenterology · Geriatrics · Infectious Diseases · Oncology · Allergy and Immunology · Dermatology · Hematological Oncology · Longitudinal Clinic | ||
1.3. Service providing internal medicine consultation to other disciplines or to medical subspecialty inpatient units | Rotations: Medical Consultations | ||
1.4. Service providing preoperative assessment and perioperative care | Rotations: Medical Consultations · Longitudinal Clinic | ||
1.5. After hours coverage for a broad spectrum of inpatients and internal medicine consultation to the emergency department | Rotations: Endocrinology and Diabetes · Nephrology · MTU · ER · Neurology · Rheumatology · Community Medicine · Medical Consultations · Obstetric Medicine · Longitudinal Clinic | ||
1.6. Experience with critically ill patients. This must include ICU, CCU, and internal medicine consultation to the emergency department | Rotations: MTU · CCU · ER · ICU | ||
1.7. Internal medicine in a community based setting | Rotations: Community Medicine · Geriatrics | ||
Required 2. Other training experiences: |
|||
2.1. Formal instruction in: | |||
2.1.1. Critical appraisal | Research Course: Critical Appraisal and Research Methods | ||
2.1.2. Patient safety, quality assurance and quality improvement methodology | QI & Safety Course: Quality Improvement Workshop · Patient Safety Workshops · Quality Improvement Project | ||
Recommended 3. Other training experiences: |
|||
3.1. Simulation training for internal medicine procedures | |||
3.2. Participation in a scholarly project |
QI & Safety Course:
Quality Improvement Workshop
Research Course: Research Project |
||
3.3. Experience in patient safety/quality improvement | QI & Safety Course: Quality Improvement Workshop · Patient Safety Workshops · Quality Improvement Project | ||
Optional 4. Clinical training experiences: |
|||
4.1. Preceptorship in Internal Medicine | |||
4.2. Internal Medicine for specific populations | |||
4.2.1. Care for vulnerable/marginalized populations | Rotations: Geriatrics | ||
4.2.2. Remote populations | |||
4.3. Other disciplines, subspecialties as well as Areas of Focused Competence, with entry from Internal Medicine | |||
4.4. Methods of delivery of internal medicine care | Rotations: Longitudinal Clinic | ||
4.4.1. Telehealth | Rotations: Longitudinal Clinic | ||
4.4.2. Interprofessional ambulatory care | Rotations: Longitudinal Clinic | ||
4.5. Other specialty areas relevant to Internal Medicine | |||
4.5.1. Emergency Medicine | Rotations: ER | ||
4.5.2. Diagnostic Radiology and Nuclear Medicine | |||
4.5.3. Pathology and laboratory medicine | |||
4.5.4. Physical Medicine and Rehabilitation | |||
4.5.5. Anesthesiology | |||
4.6. Consultation service in clinical ethics | |||
Optional 5. Other training experiences: |
|||
5.1. Training in point-of-care ultrasound | R1 Academic Day: Workshop: Introduction to POCUS |
Transition to Practice
Required 1. Clinical training experiences: |
|||
1.1. Inpatient Internal Medicine | Rotations: MTU · Nephrology | ||
1.1.1. Inpatient medical service in the role of a junior attending, e.g., CTU | Rotations: MTU · Nephrology | ||
1.1.2. Inpatient consult service in the role of a junior attending, including to emergency department | Rotations: MTU · Nephrology | ||
1.2. Perioperative medicine clinic | Rotations: Medical Consultations · Longitudinal Clinic | ||
1.3. Longitudinal clinic in Internal Medicine | Rotations: Longitudinal Clinic | ||
1.4. Community based Internal Medicine | Rotations: Community Medicine · Geriatrics | ||
1.5. Experience with critically ill patients, in the role of most responsible physician, which must include experience with patients requiring mechanical ventilation and hemodynamic support (e.g., a level 2 or level 1 critical care unit) | Rotations: MTU · ICU | ||
Required 2. Other training experiences: |
|||
2.1. Participation in a quality improvement initiative | QI & Safety Course: Quality Improvement Workshop · Quality Improvement Project | ||
Recommended 3. Clinical training experiences: |
|||
3.1. Obstetrical medicine | Rotations: Obstetric Medicine | ||
3.2. Exercise stress test supervision and interpretation | |||
3.3. Holter monitor interpretation | |||
3.4. Point-of-care ultrasound | R1 Academic Day: Workshop: Introduction to POCUS | ||
3.5. Experience in any subspecialty of Internal Medicine. This may be inpatient or ambulatory care | Rotations: Hematology · Endocrinology and Diabetes · Nephrology · CCU · Respiratory Medicine · Neurology · Gastroenterology · Community Medicine · Infectious Diseases · Geriatrics · Dermatology · Obstetric Medicine · Allergy and Immunology · Hematological Oncology · Oncology · Longitudinal Clinic | ||
Recommended 4. Other training experiences: |
|||
4.1. Instruction in practice management (e.g., formal instruction, practice audit, preceptorship) | |||
4.2. Guided development of a plan for lifelong learning |
EPAs
Transition to Discipline
TTD1. Performing histories and physical exams, documenting and presenting findings, across clinical settings for initial and subsequent care | Rotations: Respiratory Medicine · CCU · Endocrinology and Diabetes · Nephrology · MTU · Hematology · ER · Neurology |
TTD2. Identifying and assessing unstable patients, providing initial management, and obtaining help | Rotations: MTU · CCU · Nephrology · Respiratory Medicine · ER · Neurology |
Foundation of Discipline
F1. Assessing, diagnosing, and providing initial management for patients with common acute medical presentations in acute care settings | Rotations: Respiratory Medicine · Hematology · MTU · Nephrology · CCU · ICU · ER · ER · Gastroenterology · Neurology · Rheumatology · Infectious Diseases · Hematological Oncology · Oncology |
F2a. Managing patients admitted to acute care settings with common medical problems and advancing their care plans- Part A: Patient Assessment and Management | Rotations: MTU · Nephrology · Endocrinology and Diabetes · CCU · Respiratory Medicine · Hematology · ICU · Gastroenterology · Neurology · Rheumatology · Infectious Diseases · Hematological Oncology · Oncology |
F2b. Managing patients admitted to acute care settings with common medical problems and advancing their care plans - Part B: Communication with Patient/Family | Rotations: Endocrinology and Diabetes · Endocrinology and Diabetes · Hematology · Hematology · Respiratory Medicine · Respiratory Medicine · Gastroenterology · Rheumatology · Infectious Diseases · Hematological Oncology |
F2c. Managing patients admitted to acute care settings with common medical problems and advancing their care plans - Part C: Handover | Rotations: MTU · MTU · CCU · Hematology · Hematology · Nephrology · Nephrology · ICU · Gastroenterology · Neurology · Infectious Diseases · Hematological Oncology |
F3. Consulting specialists and other health professionals, synthesizing recommendations, and integrating these into the care plan | Rotations: MTU · Endocrinology and Diabetes · Endocrinology and Diabetes · CCU · Neurology · ICU · Oncology · Hematological Oncology |
F4a. Formulating, communicating, and implementing discharge plans for patients with common medical conditions in acute care settings - Part A: Discharge plan documentation | Rotations: MTU · MTU · CCU · CCU · Respiratory Medicine · Neurology · Neurology · ICU |
F4b. Formulating, communicating, and implementing discharge plans for patients with common medical conditions in acute care settings - Part B: Discharge plan communication | Rotations: MTU · MTU · CCU · CCU · Respiratory Medicine · Neurology · Neurology · ICU |
F5. Assessing unstable patients, providing targeted treatment and consulting as needed | Rotations: Respiratory Medicine · MTU · Nephrology · CCU · ICU · ER · Gastroenterology · Neurology · Hematological Oncology · Oncology |
F6. Discussing and establishing patients’ goals of care | Rotations: Nephrology · Respiratory Medicine · Hematology · MTU · Infectious Diseases · Hematological Oncology · Oncology |
F7. Identifying personal learning needs while caring for patients, and addressing those needs | Rotations: Respiratory Medicine · Nephrology · Nephrology · Endocrinology and Diabetes · CCU · Endocrinology and Diabetes · Respiratory Medicine · Hematology · Hematology · CCU · ICU · ER · Gastroenterology · Neurology · Neurology · Rheumatology · Infectious Diseases · Hematological Oncology · Oncology |
Core of Discipline
Transition to Practice
Competencies
Medical Expert
Communicator
1. Establish professional therapeutic relationships with patients and their families | |||||||
1.1. Communicate using a patient-centred approach that encourages patient trust and autonomy and is characterized by empathy, respect, and compassion |
TTD:
1
Old Core Academic Day Lectures (Until Sep 2023): Communication Skills: Medical Encounter Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Case Base History Taking · Communication Skills: Ethics (Case Based) · Communication Skills: Medical Error R5 Academic Day: Communication skills work shop R1 Academic Day: Workshop: Communication skills |
||||||
1.2. Optimize the physical environment for patient comfort, dignity, privacy, engagement, and safety |
F:
2a
·
6
Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Case Base History Taking · Communication Skills: Ethics (Case Based) R5 Academic Day: Communication skills work shop R1 Academic Day: Workshop: Communication skills |
||||||
1.3. Recognize when the values, biases, or perspectives of patients, physicians, or other health care professionals may have an impact on the quality of care, and modify the approach to the patient accordingly |
C:
6
·
9b
Old Core Academic Day Lectures (Until Sep 2023): Communication Skills: Medical Errors · Conflicts with senior physicians and team communication Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Case Base History Taking · Communication Skills: Ethics (Case Based) R5 Academic Day: Communication skills work shop R1 Academic Day: Workshop: Communication skills |
||||||
1.4. Respond to a patient’s non-verbal behaviours to enhance communication |
F:
6
C: 9b · 10 Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Case Base History Taking · Communication Skills: Ethics (Case Based) · Communication Skills: Medical Error R5 Academic Day: Communication skills work shop R1 Academic Day: Workshop: Communication skills |
||||||
1.5. Manage disagreements and emotionally charged conversations |
C:
4a
·
4a
·
6
·
7
·
7
·
9b
·
9b
·
10
TTP: 1b Old Core Academic Day Lectures (Until Sep 2023): Communicating with the Patient and Family Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Conflict with Senior Physician · Communication Skills: Case Base History Taking · Communication Skills: Ethics (Case Based) · Communication Skills: Medical Error R5 Academic Day: Communication skills work shop R1 Academic Day: Workshop: Communication skills |
||||||
1.5.1. Demonstrate sensitivity to the emotional and psychological impact of acute emergency situations on patients and families, and provide appropriate counseling | Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Case Base History Taking · Communication Skills: Ethics (Case Based) | ||||||
1.5.2. Communicate effectively with patients and their families about terminal illness and bereavement, including: |
Old Core Academic Day Lectures (Until Sep 2023):
Communicating with the Patient and Family
Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Ethics (Case Based) |
||||||
1.6. Adapt to the unique needs and preferences of each patient and to his or her clinical condition and circumstances |
F:
6
C: 2b · 6 · 7 Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Ethics (Case Based) R5 Academic Day: Communication skills work shop R1 Academic Day: Workshop: Communication skills |
||||||
2. Elicit and synthesize accurate and relevant information, incorporating the perspectives of patients and their families | |||||||
2.1. Use patient-centred interviewing skills to effectively gather relevant biomedical and psychosocial information |
TTD:
1
F: 2b C: 6 · 9a · 10 Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Ethics (Case Based) R5 Academic Day: Communication skills work shop R1 Academic Day: Workshop: Communication skills |
||||||
2.2. Provide a clear structure for and manage the flow of an entire patient encounter |
C:
7
·
9b
Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Ethics (Case Based) R5 Academic Day: Communication skills work shop R1 Academic Day: Workshop: Communication skills |
||||||
2.3. Seek and synthesize relevant information from other sources, including the patient’s family, with the patient’s consent |
F:
2b
TTP: 4 Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Ethics (Case Based) R5 Academic Day: Communication skills work shop R1 Academic Day: Workshop: Communication skills |
||||||
2.3.1. Request and synthesize patient information gathered by another health professional | R5 Academic Day: Communication skills work shop | ||||||
3. Share health care information and plans with patients and their families | |||||||
3.1. Share information and explanations that are clear, accurate, and timely while checking for patient and family understanding |
TTD:
2
F: 1 · 2b · 2b · 4b · 4b C: 1 · 2b · 2b · 4a · 6 · 7 · 9b · 9b · 9b · 10 TTP: 3 Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Ethics (Case Based) R5 Academic Day: Communication skills work shop R1 Academic Day: Workshop: Communication skills |
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3.2. Disclose harmful patient safety incidents to patients and their families accurately and appropriately |
C:
8
·
8
Old Core Academic Day Lectures (Until Sep 2023): Communication Skills: Medical Errors R5 Academic Day: Communication skills work shop R1 Academic Day: Workshop: Communication skills |
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4. Engage patients and their families in developing plans that reflect the patient’s health care needs and goals | |||||||
4.1. Facilitate discussions with patients and their families in a way that is respectful, non-judgmental, and culturally safe |
F:
2b
C: 6 · 7 · 9b TTP: 3 Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Ethics (Case Based) R1 Academic Day: Workshop: Communication skills |
||||||
4.2. Assist patients and their families to identify, access, and make use of information and communication technologies to support their care and manage their health |
Old Senior Academic Day Lectures (Until Sep 2023):
Communication Skills: Ethics (Case Based)
R5 Academic Day: Communication skills work shop R1 Academic Day: Workshop: Communication skills |
||||||
4.3. Use communication skills and strategies that help patients and their families make informed decisions regarding their health |
F:
1
·
2b
·
4b
·
4b
C: 2b · 7 · 9b TTP: 3 Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Ethics (Case Based) R1 Academic Day: Workshop: Communication skills |
||||||
5. Document and share written and electronic information about the medical encounter to optimize clinical decision-making, patient safety, confidentiality, and privacy | |||||||
5.1. Document clinical encounters in an accurate, complete, timely, and accessible manner, in compliance with regulatory and legal requirements |
TTD:
1
·
1
·
1
·
1
F: 1 · 2a · 3 · 5 · 6 C: 1 · 2a · 2a · 3b · 3b · 3b · 3b · 3b · 5 · 9b TTP: 1a · 2a Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Ethics (Case Based) R1 Academic Day: Managing opioids prescription · Workshop: Communication skills |
||||||
5.2. Communicate effectively using a written health record, electronic medical record, or other digital technology |
Old Senior Academic Day Lectures (Until Sep 2023):
Communication Skills: Ethics (Case Based)
R1 Academic Day: Workshop: Communication skills |
||||||
5.3. Share information with patients and others in a manner that respects patient privacy and confidentiality and enhances understanding |
Old Senior Academic Day Lectures (Until Sep 2023):
Communication Skills: Ethics (Case Based)
R1 Academic Day: Workshop: Communication skills |
Collaborator
1. Work effectively with physicians and other colleagues in the health care professions | |||||||
1.1. Establish and maintain positive relationships with physicians and other colleagues in the health care professions to support relationship-centred collaborative care |
F:
1
TTP: 1b · 2b · 6 Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Conflict with Senior Physician · Updates in pulmonary hypertension: evaluation and management |
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1.2. Negotiate overlapping and shared responsibilities with physicians and other colleagues in the health care professions in episodic and ongoing care |
F:
3
C: 1 · 2a · 3a · 4b · 7 · 9a TTP: 1b · 2b · 3 · 4 · 5 · 6 Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Conflict with Senior Physician |
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1.2.1. Make effective use of the scope and expertise of other health care professionals | Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Conflict with Senior Physician | ||||||
1.2.2. Work effectively in intra and inter-professional teams | Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Conflict with Senior Physician | ||||||
1.3. Engage in respectful shared decision-making with physicians and other colleagues in the health care professions |
F:
3
·
4a
C: 3b · 3b · 3c · 3c · 4b TTP: 1a · 1b · 2a · 2a · 2a · 2b · 6 Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Conflict with Senior Physician |
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2. Work with physicians and other colleagues in the health care professions to promote understanding, manage differences, and resolve conflicts | |||||||
2.1. Show respect toward collaborators |
C:
4b
·
11b
·
11b
TTP: 1b · 2b Old Senior Academic Day Lectures (Until Sep 2023): Communication Skills: Conflict with Senior Physician |
||||||
2.2. Implement strategies to promote understanding, manage differences, and resolve conflict in a manner that supports a collaborative culture |
C:
11b
TTP: 6 |
||||||
3. Hand over the care of a patient to another health care professional to facilitate continuity of safe patient care | |||||||
3.1. Determine when care should be transferred to another physician or health care professional |
F:
1
·
2c
TTP: 4 · 5 |
||||||
3.2. Demonstrate safe handover of care, using both verbal and written communication, during a patient transition to a different health care professional, setting, or stage of care |
TTD:
2
F: 2c · 2c · 2c · 4a · 4a · 5 C: 4a · 4b TTP: 1a · 4 · 5 · 5 |
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Leader
1. Contribute to the improvement of health care delivery in teams, organizations, and systems | |||||||
1.1. Apply the science of quality improvement to contribute to improving systems of patient care |
TTP:
8
QI & Safety Course: Quality Improvement Workshop |
||||||
1.2. Contribute to a culture that promotes patient safety | QI & Safety Course: Patient Safety Workshops | ||||||
1.3. Analyze patient safety incidents to enhance systems of care |
TTP:
8
·
8
QI & Safety Course: Patient Safety Workshops |
||||||
1.4. Use health informatics to improve the quality of patient care and optimize patient safety | QI & Safety Course: Patient Safety Workshops | ||||||
2. Engage in the stewardship of health care resources | |||||||
2.1. Allocate health care resources for optimal patient care |
C:
1
·
2a
TTP: 1a · 2a · 4 · 5 |
||||||
2.2. Apply evidence and management processes to achieve cost-appropriate care | Leadership Day: Leadership Practice Scenarios Workshop | ||||||
3. Demonstrate leadership in professional practice | |||||||
3.1. Demonstrate leadership skills to enhance health care |
Leadership Day:
Foundation of the leader role
R5 Academic Day: Role of a senior Leadership Day: Teaching the leader role · Leading and Managing in Everyday Practice Workshop · Leadership Types Workshop · Leadership Practice Scenarios Workshop |
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3.2. Facilitate change in health care to enhance services and outcomes | Leadership Day: Foundation of the leader role · Teaching the leader role · Leading and Managing in Everyday Practice Workshop · Leadership Types Workshop · Leadership Practice Scenarios Workshop | ||||||
4. Manage career planning, finances, and health human resources in a practice | |||||||
4.1. 4.1. Set priorities and manage time to integrate practice and personal life |
C:
11b
·
11b
·
11b
TTP: 1a · 2b · 2b Leadership Day: Foundation of the leader role R5 Academic Day: Role of a senior Leadership Day: Teaching the leader role · Leading and Managing in Everyday Practice Workshop · Leadership Types Workshop · Leadership Practice Scenarios Workshop |
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4.2. Manage a career and a practice |
C:
4a
·
4b
TTP: 7 |
||||||
4.3. Implement processes to ensure personal practice improvement | Leadership Day: Foundation of the leader role · Teaching the leader role · Leading and Managing in Everyday Practice Workshop · Leadership Types Workshop · Leadership Practice Scenarios Workshop |
Health Advocate
1. Respond to an individual patient’s health needs by advocating with the patient within and beyond the clinical environment | |||||||
1.1. Work with patients to address determinants of health that affect them and their access to needed health services or resources |
C:
2a
·
2b
·
9a
·
9b
·
10
TTP: 1b · 5 · 6 |
||||||
1.2. Work with patients and their families to increase opportunities to adopt healthy behaviours | C: 2b · 2b · 10 · 10 | ||||||
1.3. Incorporate disease prevention, health promotion, and health surveillance into interactions with individual patients |
F:
4b
C: 10 · 10 R3 Academic Day: Managing Hajj (workshop) |
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1.3.2. Evaluate the potential benefits and harms of health screening with the patient | R3 Academic Day: Screening (Workshop) | ||||||
2. Respond to the needs of the communities or populations they serve by advocating with them for system-level change in a socially accountable manner | |||||||
2.1. Work with a community or population to identify the determinants of health that affect them | R3 Academic Day: Managing Hajj (workshop) | ||||||
2.2. Improve clinical practice by applying a process of continuous quality improvement to disease prevention, health promotion, and health surveillance activities | R3 Academic Day: Managing Hajj (workshop) | ||||||
2.3. Contribute to a process to improve health in the community or population they serve | TTP: 7 | ||||||
Scholar
1. Engage in the continuous enhancement of their professional activities through ongoing learning | |||||||
1.1. Develop, implement, monitor, and revise a personal learning plan to enhance professional practice |
F:
7
TTP: 7 · 7 · 7 R5 Academic Day: Role of a senior · Exam orientation · Exam Preparation (Workshop) |
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1.2. Identify opportunities for learning and improvement by regularly reflecting on and assessing their performance using various internal and external data sources |
F:
7
·
7
TTP: 7 R5 Academic Day: Role of a senior · Exam orientation |
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1.3. Engage in collaborative learning to continuously improve personal practice and contribute to collective improvements in practice | R5 Academic Day: Role of a senior · Exam orientation · Exam Preparation (Workshop) | ||||||
2. Teach students, residents, the public, and other health care professionals | |||||||
2.1. Recognize the influence of role-modelling and the impact of the formal, informal, and hidden curriculum on learners | C: 11a · 11b | ||||||
2.2. Promote a safe learning environment | C: 11a · 11b | ||||||
2.3. Ensure patient safety is maintained when learners are involved | C: 11a · 11a · 11b · 11b | ||||||
2.4. Plan and deliver learning activities |
C:
11a
·
11a
R5 Academic Day: Role of a senior · Exam Preparation (Workshop) |
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2.5. Provide feedback to enhance learning and performance | C: 11a | ||||||
2.6. Assess and evaluate learners, teachers, and programs in an educationally appropriate manner | C: 11a | ||||||
3. Integrate best available evidence into practice | |||||||
3.1. Recognize practice uncertainty and knowledge gaps in clinical and other professional encounters and generate focused questions that can address them |
F:
7
C: 1 TTP: 7 |
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3.2. Identify, select, and navigate pre-appraised resources |
F:
7
C: 1 |
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3.3. Critically evaluate the integrity, reliability, and applicability of health-related research and literature |
F:
7
TTP: 8 Research Course: Critical Appraisal and Research Methods · Research Project |
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3.4. Integrate evidence into decision-making in their practice |
F:
7
C: 1 · 2a · 3a TTP: 1a · 2a |
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4. Contribute to the creation and dissemination of knowledge and practices applicable to health | |||||||
4.1. Demonstrate an understanding of the scientific principles of research and scholarly inquiry and the role of research evidence in health care | Research Course: Research Project | ||||||
4.2. Identify ethical principles for research and incorporate them into obtaining informed consent, considering potential harms and benefits, and considering vulnerable populations | Research Course: Research Project | ||||||
4.3. Contribute to the work of a research program | Research Course: Research Project | ||||||
4.4. Pose questions amenable to scholarly investigation and select appropriate methods to address them |
QI & Safety Course:
Quality Improvement Workshop
Research Course: Research Project |
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4.5. Summarize and communicate to professional and lay audiences, including patients and their families, the findings of relevant research, and scholarly inquiry | R5 Academic Day: Communication skills work shop |
Professional
1. Demonstrate a commitment to patients by applying best practices and adhering to high ethical standards | |||||||
1.1. Exhibit appropriate professional behaviours and relationships in all aspects of practice, demonstrating honesty, integrity, humility, commitment, compassion, respect, altruism, respect for diversity, and maintenance of confidentiality |
TTD:
2
C: 3a · 3c · 11a · 11b TTP: 1b · 1b · 2b · 2b · 3 · 5 · 6 · 6 R1 Academic Day: How to Excel as a Resident R3 Academic Day: Medical Ethics and professionalism (Workshop) R1 Academic Day: Medical Ethics |
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1.2. Demonstrate a commitment to excellence in all aspects of practice |
TTP:
7
R1 Academic Day: How to Excel as a Resident · Medical Ethics |
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1.3. Recognize and respond to ethical issues encountered in practice | R1 Academic Day: How to Excel as a Resident · Medical Ethics | ||||||
1.4. Recognize and manage conflicts of interest | R1 Academic Day: How to Excel as a Resident · Medical Ethics | ||||||
1.5. Exhibit professional behaviours in the use of technology-enabled communication | R1 Academic Day: How to Excel as a Resident · Medical Ethics | ||||||
2. Demonstrate a commitment to society by recognizing and responding to societal expectations in health care | |||||||
2.1. Demonstrate accountability to patients, society, and the profession by responding to societal expectations of physicians |
F:
7
R3 Academic Day: Medical Ethics and professionalism (Workshop) |
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2.2. Demonstrate a commitment to patient safety and quality improvement |
TTP:
2a
QI & Safety Course: Patient Safety Workshops R3 Academic Day: Medical Ethics and professionalism (Workshop) |
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3. Demonstrate a commitment to the profession by adhering to standards and participating in Internist-led regulation | |||||||
3.1. Fulfil and adhere to the professional and ethical codes, standards of practice, and laws governing practice |
F:
6
·
6
C: 6 · 6 TTP: 7 · 8 R3 Academic Day: Medical Ethics and professionalism (Workshop) R1 Academic Day: Medical Ethics |
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3.2. Recognize and respond to unprofessional and unethical behaviours in physicians and other colleagues in the health care professions |
R1 Academic Day:
How to Excel as a Resident
R3 Academic Day: Medical Ethics and professionalism (Workshop) R1 Academic Day: Medical Ethics |
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3.3. Participate in peer assessment and standard-setting |
C:
11a
R3 Academic Day: Medical Ethics and professionalism (Workshop) |
||||||
4. Demonstrate a commitment to physician health and well-being to foster optimal patient care | |||||||
4.1. Exhibit self-awareness and manage influences on personal well-being and professional performance |
C:
4b
·
8
·
9a
R1 Academic Day: Workshop: Resident Wellness R3 Academic Day: Medical Ethics and professionalism (Workshop) |
||||||
4.2. Manage personal and professional demands for a sustainable practice throughout the Internist life cycle |
R1 Academic Day:
How to Excel as a Resident
·
Workshop: Resident Wellness
R3 Academic Day: Medical Ethics and professionalism (Workshop) |
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4.3. Promote a culture that recognizes, supports, and responds effectively to colleagues in need |
TTP:
8
R1 Academic Day: Workshop: Resident Wellness R3 Academic Day: Medical Ethics and professionalism (Workshop) |
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