Internal Medicine
Detailed Curriculum Map
This detailed curriculum map is meant for the programs internal use in curricular planning of the program.
= Teaching; = Assessment
Map by Royal College Curriculum
Training Experiences
Transition to Discipline
|
Required
1. Clinical training experiences: |
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| 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:
Cardiology
·
Nephrology
·
Hematology
·
Respiratory Medicine
·
Endocrinology and Diabetes
·
MTU
·
Neurology
R1 Academic Day: Common Ward Calls |
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| 1.2. After-hours coverage for inpatients and internal medicine consultation to the emergency department | Rotations: Cardiology · Nephrology · Respiratory Medicine · Endocrinology and Diabetes · Hematology · MTU · Neurology | |||
|
Required
2. Other training experiences: |
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| 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
R1 Academic Day: Impact of medical documentation and handover in patient care |
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| 2.2.2. Diagnosis and management of common medical emergencies |
Onboarding and Orientation:
Common Medical Emergencies Lecture
R1 Academic Day: Common Ward Calls · Lab interpretation (CBC, RFT, LFT, coags, blood gas) |
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| 2.3. Certification in Advanced Cardiac Life Support (ACLS) | Onboarding and Orientation: ACLS Certificate Upload | |||
|
Recommended
3. Other training experiences: |
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| 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: Nephrology · MTU | |||
| 1.2. Inpatient cardiology service: acute cardiac presentations in hospitalized patients | Rotations: Cardiology | |||
| 1.3. Any ambulatory care clinic in Internal Medicine or its subspecialties | Rotations: Hematology · Cardiology · Nephrology · Respiratory Medicine · Endocrinology and Diabetes · Gastroenterology · Rheumatology · Neurology · Infectious Diseases · Oncology · Dermatology · Allergy and Immunology | |||
| 1.4. Acute care experience with patients presenting to emergency department | Rotations: Cardiology · Nephrology · MTU · ICU · ER | |||
| 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 · ICU · Neurology · Rheumatology · ER | |||
|
Required
2. Other training experiences: |
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| 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: |
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| 3.1. Critical care (e.g., ICU, CCU) | Rotations: Cardiology · ICU | |||
| 3.2. Consultation service in a subspecialty of Internal Medicine | Rotations: Hematology · Nephrology · Respiratory Medicine · Cardiology · Endocrinology and Diabetes · 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: |
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| 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 | Research Course: Critical Appraisal Workshop | |||
|
Optional
5. Clinical training experiences: |
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| 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 · Hematological Oncology · Dermatology · Allergy and Immunology · 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: Nephrology · MTU · Endocrinology and Diabetes · ER · Rheumatology · Neurology · Medical Consultations · Community Medicine · 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 · ICU · ER | |||
| 1.7. Internal medicine in a community based setting | Rotations: Community Medicine · Geriatrics | |||
|
Required
2. Other training experiences: |
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| 2.1. Formal instruction in: | ||||
| 2.1.1. Critical appraisal | Research Course: Critical Appraisal Workshop | |||
| 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: |
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| 3.1. Simulation training for internal medicine procedures | ||||
| 3.2. Participation in a scholarly project |
QI & Safety Course:
Quality Improvement Workshop
Research Course: Research Workshops · Research Project |
Research Course: Research Project Overall Score | ||
| 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: |
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| 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: Nephrology · MTU | |||
| 1.1.1. Inpatient medical service in the role of a junior attending, e.g., CTU | Rotations: Nephrology · MTU | |||
| 1.1.2. Inpatient consult service in the role of a junior attending, including to emergency department | Rotations: Nephrology · MTU | |||
| 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 · Nephrology · CCU · Respiratory Medicine · Endocrinology and Diabetes · Gastroenterology · Neurology · Community Medicine · Geriatrics · Infectious Diseases · Oncology · Hematological Oncology · Dermatology · Obstetric Medicine · Allergy and Immunology · Longitudinal Clinic | |||
|
Recommended
4. Other training experiences: |
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| 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: Cardiology · MTU · Hematology · Nephrology · Respiratory Medicine · Endocrinology and Diabetes · Neurology · ER |
| TTD2. Identifying and assessing unstable patients, providing initial management, and obtaining help | Rotations: Cardiology · MTU · 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: Cardiology · MTU · Respiratory Medicine · Hematology · Nephrology · ICU · Gastroenterology · ER · Neurology · Rheumatology · ER · 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: Cardiology · MTU · Endocrinology and Diabetes · Hematology · Nephrology · Respiratory Medicine · ICU · Gastroenterology · Rheumatology · Neurology · Infectious Diseases · Oncology · Hematological 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: Respiratory Medicine · Hematology · Hematology · Endocrinology and Diabetes · Respiratory Medicine · Endocrinology and Diabetes · 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: Cardiology · MTU · MTU · Nephrology · Hematology · Hematology · 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: Cardiology · MTU · Endocrinology and Diabetes · Endocrinology and Diabetes · ICU · Neurology · 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: Cardiology · Cardiology · MTU · MTU · Respiratory Medicine · ICU · Neurology · Neurology |
| F4b. Formulating, communicating, and implementing discharge plans for patients with common medical conditions in acute care settings - Part B: Discharge plan communication | Rotations: Cardiology · Cardiology · MTU · MTU · Respiratory Medicine · ICU · Neurology · Neurology |
| F5. Assessing unstable patients, providing targeted treatment and consulting as needed | Rotations: Cardiology · MTU · Nephrology · Respiratory Medicine · ICU · ER · Gastroenterology · Neurology · Oncology · Hematological Oncology |
| F6. Discussing and establishing patients’ goals of care | Rotations: MTU · Nephrology · Respiratory Medicine · Hematology · Infectious Diseases · Oncology · Hematological Oncology |
| F7. Identifying personal learning needs while caring for patients, and addressing those needs | Rotations: Cardiology · Cardiology · Respiratory Medicine · Endocrinology and Diabetes · Endocrinology and Diabetes · Respiratory Medicine · Nephrology · Nephrology · Hematology · Hematology · ICU · ER · Neurology · Neurology · Rheumatology · Gastroenterology · Infectious Diseases · Hematological Oncology · Oncology |
Core of Discipline
Transition to Practice
Competencies
Medical Expert
| 1. Practise medicine within their defined scope of practice and expertise | ||||||||
| 1.1. Demonstrate a commitment to high-quality care of their patients |
TTD:
2
F: 1 · 2a · 4b C: 10 |
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| 1.2. Integrate the CanMEDS Intrinsic Roles into their practice of Internal Medicine |
R5 Academic Day:
How to navigate R5 with no stress
R3 Academic Day: CANMEDS role integration R5 Academic Day: Workshop: Case-based integration of CANMEDS roles |
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| 1.3. Apply knowledge of the clinical and biomedical sciences relevant to Internal Medicine | F: 1 · 2a | |||||||
| 1.3.2. Physiology as it applies to the cardiac, vascular, pulmonary, gastrointestinal and hepatobiliary, renal, endocrine, neurological, musculoskeletal, hematologic and immunologic systems throughout the life course, including pregnancy and aging | Weekly Site-Based Lectures: Acid-Base Disorders | |||||||
| 1.3.3. Pathophysiology of the cardiac, vascular, pulmonary, gastrointestinal and hepatobiliary, renal, endocrine, neurological, musculoskeletal, hematologic and immunologic systems, as well as of infection and shock |
Weekly Site-Based Lectures:
Shock
R5 Academic Day: Surviving sepsis guidelines Weekly Site-Based Lectures: Acid-Base Disorders |
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| 1.3.5. Microbiology of community and hospital acquired infections |
R3 Academic Day:
Hospital Acquired Infections
Rotations: Infectious Diseases |
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| 1.3.6. Principles of antimicrobial prophylaxis, antibiotic stewardship, and infection prevention and control |
Rotations:
Infectious Diseases
R5 Academic Day: Surviving sepsis guidelines R3 Academic Day: Managing Hajj (workshop) R1 Academic Day: Antimicrobial stewardship |
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| 1.3.7. Principles of immunology and immune dysfunction in autoimmune disease and the immunocompromised host | Rotations: Allergy and Immunology | |||||||
| 1.3.8. Pharmacology as it relates to pharmacokinetics, pharmacodynamics, mechanism of action, routes of delivery and elimination, and adverse effects of medications | R2 Academic Day: Heart Failure · Antibiotic use and misuse · Pleural effusion work up and results interpretation · Interstitial lung disease | |||||||
| 1.3.8.1. Analgesics | Rotations: MTU | |||||||
| 1.3.8.2. Antimicrobials |
Rotations:
MTU
R2 Academic Day: Antibiotic use and misuse R3 Academic Day: Hospital Acquired Infections Rotations: Infectious Diseases R5 Academic Day: Surviving sepsis guidelines |
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| 1.3.8.3. Cardiovascular medications | R2 Academic Day: Heart Failure | |||||||
| 1.3.8.4. Endocrine medications | Weekly Site-Based Lectures: Diabetes and complications | |||||||
| 1.3.8.5. Immune modulating therapies | Rotations: Allergy and Immunology | |||||||
| 1.3.8.7. Respiratory medications |
R2 Academic Day:
Pleural effusion work up and results interpretation
·
Interstitial lung disease
Rotations: Respiratory Medicine |
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| 1.3.10. Principles of screening, as well as of primary and secondary prevention | R3 Academic Day: Screening (Workshop) | |||||||
| 1.4. Apply knowledge of the following systems, clinical scenarios, conditions, diseases and therapies applicable to Internal Medicine, including the manifestations, investigation, and management |
Rotations:
Community Medicine
·
Longitudinal Clinic
R3 Academic Day: Common OPD scenarios (workshop) |
TTD:
2
·
2
F: 1 · 1 · 2a C: 2a · 3a · 8 · 10 TTP: 1a · 2a |
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| 1.4.1. Cardiac |
Rotations:
CCU
R2 Academic Day: Heart Failure Weekly Site-Based Lectures: Heart Failure · ACS R1 Academic Day: Workshop: How to read ECG · Approach to arrhythmia Weekly Site-Based Lectures: Arrhythmias/ECG approach |
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| 1.4.1.1. Symptoms |
R3 Academic Day:
Infective Endocarditis
R2 Academic Day: Heart Failure |
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| 1.4.1.1.1. Chest pain |
R1 Academic Day:
Approach to chest pain
Rotations: MTU |
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| 1.4.1.1.2. Dyspnea |
Rotations:
MTU
R1 Academic Day: Approach to shortness of breath |
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| 1.4.1.1.4. Syncope | Rotations: MTU | |||||||
| 1.4.1.2. Findings and investigations |
R1 Academic Day:
Approach to chest pain
R2 Academic Day: Heart Failure |
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| 1.4.1.2.2. Cardiac murmurs | R3 Academic Day: Infective Endocarditis | |||||||
| 1.4.1.3. Disorders |
R2 Academic Day:
Heart Failure
R1 Academic Day: Approach to shortness of breath |
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| 1.4.1.3.1. Acute coronary syndromes and their complications |
R1 Academic Day:
Approach to chest pain
Rotations: MTU R1 Academic Day: Approach to shock |
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| 1.4.1.3.2. Cardiomyopathies | R1 Academic Day: Approach to shock | |||||||
| 1.4.1.3.3. Congestive heart failure |
Rotations:
MTU
R1 Academic Day: Approach to shock R5 Academic Day: Heart Failure guidelines R1 Academic Day: Approach to HTN emergencies |
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| 1.4.1.3.4. Coronary artery disease |
R1 Academic Day:
Approach to chest pain
Rotations: MTU |
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| 1.4.1.3.5. Pericarditis, pericardial effusion, and tamponade |
R1 Academic Day:
Approach to chest pain
·
Approach to shock
R3 Academic Day: Approach to patient with pericardial disease |
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| 1.4.1.3.6. Pulmonary hypertension | R4 Academic Day: Pulmonary Hypertension | |||||||
| 1.4.1.3.7. Valvular heart disease | R3 Academic Day: Infective Endocarditis · Valvular heart disease | |||||||
| 1.4.2.2.1. Peripheral edema | Rotations: MTU | |||||||
| 1.4.2.3.1. Hypertension |
Rotations:
MTU
Weekly Site-Based Lectures: Hypertension R1 Academic Day: Approach to HTN emergencies |
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| 1.4.2.3.2. Aortic aneurysm |
R3 Academic Day:
Screening (Workshop)
R1 Academic Day: Approach to HTN emergencies |
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| 1.4.3. Respiratory |
R2 Academic Day:
Pleural effusion work up and results interpretation
·
Interstitial lung disease
Rotations: Respiratory Medicine Weekly Site-Based Lectures: COPD R2 Academic Day: Approach to Hemoptysis Weekly Site-Based Lectures: Pneumonia · Bronchial Asthma · OSA/OHS |
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| 1.4.3.1. Symptoms | R2 Academic Day: Pleural effusion work up and results interpretation · Interstitial lung disease | |||||||
| 1.4.3.1.1. Acute and chronic dyspnea |
Rotations:
MTU
R1 Academic Day: Approach to shortness of breath R5 Academic Day: COPD/BA guidelines · Pulmonary Embolism guidelines |
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| 1.4.3.1.2. Cough |
Rotations:
MTU
R5 Academic Day: COPD/BA guidelines |
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| 1.4.3.1.3. Hemoptysis | R5 Academic Day: Pulmonary Embolism guidelines | |||||||
| 1.4.3.1.4. Wheeze |
Rotations:
MTU
R5 Academic Day: COPD/BA guidelines |
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| 1.4.3.2. Findings and investigations |
R2 Academic Day:
Pleural effusion work up and results interpretation
·
Interstitial lung disease
R1 Academic Day: Approach to shortness of breath |
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| 1.4.3.2.1. Interpretation of pulmonary function testing |
R2 Academic Day:
Workshop: How to read PFT
R5 Academic Day: COPD/BA guidelines R3 Academic Day: Data Interpretation (workshop) |
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| 1.4.3.3. Disorders |
R2 Academic Day:
Pleural effusion work up and results interpretation
·
Interstitial lung disease
R1 Academic Day: Approach to shortness of breath |
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| 1.4.3.3.1. Bronchial asthma |
Rotations:
MTU
R5 Academic Day: COPD/BA guidelines |
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| 1.4.3.3.2. Chronic obstructive lung disease |
Rotations:
MTU
R5 Academic Day: COPD/BA guidelines |
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| 1.4.3.3.3. Interstitial lung disease | Rotations: MTU | |||||||
| 1.4.3.3.5. Pneumonia | Rotations: MTU | |||||||
| 1.4.3.3.6. Pneumothorax | R1 Academic Day: Approach to shock | |||||||
| 1.4.3.3.7. Pulmonary embolism |
R1 Academic Day:
Approach to chest pain
Rotations: MTU R1 Academic Day: Approach to shock R5 Academic Day: Pulmonary Embolism guidelines |
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| 1.4.3.3.8. Sarcoidosis | R3 Academic Day: Sarcoidosis | |||||||
| 1.4.4. Gastrointestinal and hepatobiliary |
R2 Academic Day:
Approach to abnormal LFTs
·
Malabsorptive syndromes and diarrhea
Rotations: Gastroenterology R2 Academic Day: Inflammatory bowel disease Weekly Site-Based Lectures: Hepatitis · UGIB · Chronic Liver Disease |
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| 1.4.4.1. Symptoms |
R2 Academic Day:
Malabsorptive syndromes and diarrhea
·
Inflammatory bowel disease
R1 Academic Day: Approach to GI bleeding R2 Academic Day: NASH - MASLD |
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| 1.4.4.1.1. Acute and chronic abdominal pain |
Rotations:
MTU
R1 Academic Day: Approach to chronic liver disease |
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| 1.4.4.1.3. Nausea and vomiting | Rotations: MTU | |||||||
| 1.4.4.1.4. Regurgitation | R1 Academic Day: Approach to chest pain | |||||||
| 1.4.4.2. Findings and investigations |
R2 Academic Day:
Approach to abnormal LFTs
·
Malabsorptive syndromes and diarrhea
·
Inflammatory bowel disease
R1 Academic Day: Approach to GI bleeding R2 Academic Day: NASH - MASLD R1 Academic Day: Approach to chronic liver disease |
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| 1.4.4.2.1. Ascites | Rotations: MTU | |||||||
| 1.4.4.2.4. Abnormal liver tests | Rotations: MTU | |||||||
| 1.4.4.3. Disorders | R2 Academic Day: Malabsorptive syndromes and diarrhea · Inflammatory bowel disease | |||||||
| 1.4.4.3.2. Acute and chronic diarrhea | Rotations: MTU | |||||||
| 1.4.4.3.3. Bacterial peritonitis | Rotations: MTU | |||||||
| 1.4.4.3.6. Upper and lower gastrointestinal bleeding |
Rotations:
MTU
R1 Academic Day: Approach to shock · Approach to GI bleeding · Approach to chronic liver disease |
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| 1.4.4.3.7.1. Gastroesophageal reflux and its complications | R1 Academic Day: Approach to chest pain | |||||||
| 1.4.4.3.7.4. Varices |
Rotations:
MTU
R1 Academic Day: Approach to GI bleeding · Approach to chronic liver disease |
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| 1.4.4.3.8.3. Peptic ulcers | R1 Academic Day: Approach to GI bleeding | |||||||
| 1.4.4.3.9.2. Diverticular disease | R1 Academic Day: Approach to GI bleeding | |||||||
| 1.4.4.3.9.4. Inflammatory bowel disease | R1 Academic Day: Approach to GI bleeding | |||||||
| 1.4.4.3.9.5. Irritable bowel syndrome | Rotations: MTU | |||||||
| 1.4.4.3.10. Hepatic |
R2 Academic Day:
NASH - MASLD
R1 Academic Day: Approach to chronic liver disease |
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| 1.4.4.3.10.1. Acute and chronic hepatitis | Rotations: MTU | |||||||
| 1.4.4.3.10.2. Cirrhosis and its complications |
Rotations:
MTU
R1 Academic Day: Approach to GI bleeding |
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| 1.4.4.3.11. Biliary tract disease | R1 Academic Day: Approach to chronic liver disease | |||||||
| 1.4.4.3.12.1. Acute and chronic pancreatitis | Rotations: MTU | |||||||
| 1.4.5. Renal |
R4 Academic Day:
Renal replacement therapy and transplant
Rotations: Nephrology Weekly Site-Based Lectures: AKI · Acid-Base Disorders · CKD · Hypo/hypernatraemia R5 Academic Day: KDIGO guidelines |
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| 1.4.5.1. Findings and investigations | R1 Academic Day: Approach to AKI | |||||||
| 1.4.5.1.1. Acid-base disturbances | Rotations: MTU | |||||||
| 1.4.5.1.2. Fluid and electrolyte abnormalities |
Rotations:
MTU
R1 Academic Day: Approach to electrolyte imbalance · Approach to hyponatremia |
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| 1.4.5.1.3. Hematuria |
Rotations:
MTU
R1 Academic Day: Approach to AKI |
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| 1.4.5.1.4. Proteinuria | Rotations: MTU | |||||||
| 1.4.5.2. Disorders |
R4 Academic Day:
Renal replacement therapy and transplant
R1 Academic Day: Approach to electrolyte imbalance |
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| 1.4.5.2.1. Acute renal failure |
Rotations:
MTU
R1 Academic Day: Approach to AKI · Approach to HTN emergencies |
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| 1.4.5.2.2. Acute tubular necrosis | R1 Academic Day: Approach to AKI | |||||||
| 1.4.5.2.4. Glomerulonephritis |
R1 Academic Day:
Approach to AKI
R2 Academic Day: Approach to glomerular disease |
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| 1.4.5.2.5. Interstitial nephritis | R1 Academic Day: Approach to AKI | |||||||
| 1.4.5.2.6. Nephritic and nephrotic syndromes | R1 Academic Day: Approach to AKI | |||||||
| 1.4.5.2.7. Renal calculi | R1 Academic Day: Approach to AKI | |||||||
| 1.4.5.2.9. Renovascular hypertension | Weekly Site-Based Lectures: Hypertension | |||||||
| 1.4.5.2.10. Renal complications of diabetes, hypertension, and rhabdomyolysis |
Rotations:
MTU
R1 Academic Day: Approach to AKI Weekly Site-Based Lectures: Hypertension R5 Academic Day: Latest ADA guidleines |
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| 1.4.5.3. Therapies |
R4 Academic Day:
Renal replacement therapy and transplant
R1 Academic Day: Approach to AKI · Approach to electrolyte imbalance |
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| 1.4.6. Endocrine and metabolic |
R2 Academic Day:
Hypoglycemia disorders
R4 Academic Day: Endocrine incidentelomas Rotations: Endocrinology and Diabetes R4 Academic Day: Approach to the patient with Cushing's syndrome Weekly Site-Based Lectures: DKA & HHS · Thyroid Disorders · Diabetes and complications |
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| 1.4.6.1. Symptoms |
R4 Academic Day:
Endocrine incidentelomas
·
Approach to the patient with Cushing's syndrome
R1 Academic Day: Approach to thyroid fuction test R3 Academic Day: Pituitary Disease |
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| 1.4.6.1.2. Fatigue and malaise |
R1 Academic Day:
Approach to calcium disorders and bone disorders
R2 Academic Day: Adrenal Disease |
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| 1.4.6.1.6. Weight gain and loss | R2 Academic Day: Adrenal Disease | |||||||
| 1.4.6.2. Findings and investigations |
R2 Academic Day:
Hypoglycemia disorders
R4 Academic Day: Approach to the patient with Cushing's syndrome |
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| 1.4.6.2.1. Hyper- and hypocalcemia |
R3 Academic Day:
Osteoporosis
R1 Academic Day: Approach to electrolyte imbalance · Approach to calcium disorders and bone disorders |
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| 1.4.6.2.2. Hyper- and hypoglycemia |
R3 Academic Day:
Fasting and medications management
R1 Academic Day: Approach to diabetes emergencies |
|||||||
| 1.4.6.2.3. Obesity |
R3 Academic Day:
Obesity
R1 Academic Day: Approach to thyroid fuction test |
|||||||
| 1.4.6.3. Disorders |
R2 Academic Day:
Hypoglycemia disorders
R4 Academic Day: Endocrine incidentelomas R2 Academic Day: Lipid disorders R4 Academic Day: Approach to the patient with Cushing's syndrome |
|||||||
| 1.4.6.3.1. Adrenal masses |
R1 Academic Day:
Approach to electrolyte imbalance
R2 Academic Day: Adrenal Disease |
|||||||
| 1.4.6.3.2. Diabetes mellitus: type 1 and type 2 |
Rotations:
MTU
R3 Academic Day: Fasting and medications management R1 Academic Day: Approach to diabetes emergencies R5 Academic Day: Latest ADA guidleines |
|||||||
| 1.4.6.3.2.1. Complications of diabetes including retinopathy, neuropathy, vascular disease and ulcers |
Rotations:
MTU
R3 Academic Day: Approach to peripheral neuropathy |
|||||||
| 1.4.6.3.3. Hyper – and hypoadrenalism |
R1 Academic Day:
Approach to electrolyte imbalance
R2 Academic Day: Adrenal Disease |
|||||||
| 1.4.6.3.4. Hyper – and hypoparathyroidism | R1 Academic Day: Approach to electrolyte imbalance · Approach to calcium disorders and bone disorders | |||||||
| 1.4.6.3.5. Hyper – and hypothyroidism | R1 Academic Day: Approach to electrolyte imbalance · Approach to thyroid fuction test | |||||||
| 1.4.6.3.6. Lipid disorders | R3 Academic Day: Dislipidaemia (Workshop) | |||||||
| 1.4.6.3.7. Male hypogonadism | R3 Academic Day: Pituitary Disease | |||||||
| 1.4.6.3.8. Pancreatic endocrine neoplasms | R1 Academic Day: Approach to calcium disorders and bone disorders | |||||||
| 1.4.6.3.9. Pituitary masses |
R3 Academic Day:
Pituitary Disease
R1 Academic Day: Approach to headache |
|||||||
| 1.4.6.3.10. Thyroid enlargement and nodules | R1 Academic Day: Approach to thyroid fuction test | |||||||
| 1.4.7. Neurological |
Weekly Site-Based Lectures:
Stroke
Rotations: Neurology Weekly Site-Based Lectures: Seizures · Headache |
|||||||
| 1.4.7.1.1. Acute and chronic headache | R1 Academic Day: Approach to headache | |||||||
| 1.4.7.1.2. Altered mental status and disorders of consciousness |
Rotations:
MTU
R1 Academic Day: Approach to decreased LOC/dizziness · Approach to Seizures · Approach to delerium and agitated patients |
|||||||
| 1.4.7.1.3. Dizziness and vertigo |
Rotations:
MTU
R1 Academic Day: Approach to decreased LOC/dizziness · Approach to delerium and agitated patients |
|||||||
| 1.4.7.1.4. Syncope |
Rotations:
MTU
R1 Academic Day: Approach to decreased LOC/dizziness · Approach to Seizures |
|||||||
| 1.4.7.2.3. Increased intracranial pressure | R1 Academic Day: Approach to headache | |||||||
| 1.4.7.3.1. Acute spinal cord compression | Weekly Site-Based Lectures: Shock | |||||||
| 1.4.7.3.3. Cerebral vascular disease: stroke and transient ischemic attack (TIA) | R1 Academic Day: Approach to headache · Approach to decreased LOC/dizziness · Approach to HTN emergencies | |||||||
| 1.4.7.3.4. Dementia and delirium |
Rotations:
MTU
R1 Academic Day: Approach to decreased LOC/dizziness · Approach to delerium and agitated patients |
|||||||
| 1.4.7.3.6. Meningitis and encephalitis |
Rotations:
MTU
R1 Academic Day: Approach to headache · Approach to decreased LOC/dizziness |
|||||||
| 1.4.7.3.10. Peripheral neuropathy |
Rotations:
MTU
R3 Academic Day: Approach to peripheral neuropathy |
|||||||
| 1.4.7.3.11. Seizure disorders and status epilepticus | R1 Academic Day: Approach to decreased LOC/dizziness · Approach to Seizures | |||||||
| 1.4.7.3.12. Brain neoplasms | R1 Academic Day: Approach to headache · Approach to decreased LOC/dizziness | |||||||
| 1.4.8. Hematologic |
R2 Academic Day:
Anticoagulation management
Rotations: Hematology Weekly Site-Based Lectures: Anemia |
|||||||
| 1.4.8.1. Findings and investigations | R3 Academic Day: Hemeoncology for internists | |||||||
| 1.4.8.1.1. Anemia |
Rotations:
MTU
R1 Academic Day: Approach to anaemia |
|||||||
| 1.4.8.1.4. Splenomegaly | R1 Academic Day: Approach to anaemia | |||||||
| 1.4.8.2.2. Hemoglobinopathies | R1 Academic Day: Approach to anaemia | |||||||
| 1.4.8.2.3. Hypercoaguable states |
Rotations:
MTU
R1 Academic Day: VTE/Hypercoagulable State |
|||||||
| 1.4.8.2.4. Leukemia |
R1 Academic Day:
Approach to anaemia
R3 Academic Day: Hemeoncology for internists |
|||||||
| 1.4.8.2.5. Lymphoma |
R1 Academic Day:
Approach to anaemia
R3 Academic Day: Hemeoncology for internists |
|||||||
| 1.4.8.2.6. Multiple myeloma and other dysproteinemias |
R1 Academic Day:
Approach to anaemia
R3 Academic Day: Hemeoncology for internists R1 Academic Day: Approach to calcium disorders and bone disorders |
|||||||
| 1.4.8.2.7. Myelodysplastic |
R1 Academic Day:
Approach to anaemia
R3 Academic Day: Hemeoncology for internists |
|||||||
| 1.4.8.2.8. Myeloproliferative |
R1 Academic Day:
Approach to anaemia
R3 Academic Day: Hemeoncology for internists |
|||||||
| 1.4.8.2.10. Thrombophilia | R1 Academic Day: VTE/Hypercoagulable State | |||||||
| 1.4.8.2.11. Venous thromboembolic disease |
Rotations:
MTU
R1 Academic Day: VTE/Hypercoagulable State |
|||||||
| 1.4.8.3. Therapies |
R2 Academic Day:
Anticoagulation management
R1 Academic Day: VTE/Hypercoagulable State |
|||||||
| 1.4.8.3.1. Anticoagulant therapy |
Rotations:
MTU
R1 Academic Day: VTE/Hypercoagulable State R4 Academic Day: Managing anticoagulation peri-procedures |
|||||||
| 1.4.8.3.2. Prophylaxis for venous thromboembolic disease |
Rotations:
MTU
R1 Academic Day: VTE/Hypercoagulable State R4 Academic Day: Managing anticoagulation peri-procedures |
|||||||
| 1.4.8.3.3. Transfusion of blood products |
Rotations:
MTU
R1 Academic Day: Approach to anaemia |
|||||||
| 1.4.9. Musculoskeletal |
R2 Academic Day:
Approach to joint pain (mono and polyarthritis)
Rotations: Rheumatology Weekly Site-Based Lectures: SLE · Septic Arthritis · Rheumatoid Arthritis |
|||||||
| 1.4.9.1. Symptoms |
R2 Academic Day:
Approach to joint pain (mono and polyarthritis)
R3 Academic Day: Vasculitis |
|||||||
| 1.4.9.1.2. Muscular pain |
Rotations:
MTU
R1 Academic Day: Approach to chest pain |
|||||||
| 1.4.9.2. Disorders |
R2 Academic Day:
Approach to joint pain (mono and polyarthritis)
R5 Academic Day: Approach to the patient with painful joint |
|||||||
| 1.4.9.2.8. Paget’s disease of bone | R3 Academic Day: Osteoporosis | |||||||
| 1.4.9.2.10. Rheumatoid arthritis | Rotations: MTU | |||||||
| 1.4.9.2.12. Septic arthritis | R3 Academic Day: Septic Arthritis | |||||||
| 1.4.9.2.16. Temporal arteritis and polymyalgia rheumatica | R3 Academic Day: Vasculitis | |||||||
| 1.4.10.2. Immunoglobulin deficiencies | Rotations: Allergy and Immunology | |||||||
| 1.4.10.3. Immunosuppression secondary to cancer and immunomodulatory agents | Rotations: MTU | |||||||
| 1.4.10.4. Opportunistic infections | Rotations: MTU · Infectious Diseases | |||||||
| 1.4.11. Dermatologic |
Rotations:
Dermatology
R3 Academic Day: Dermatology Emergencies |
|||||||
| 1.4.12. Infection |
R1 Academic Day:
Approach to shock
Rotations: Infectious Diseases Weekly Site-Based Lectures: Meningitis/Encephalitis · Pneumonia · FUO |
|||||||
| 1.4.12.1.1. Infective endocarditis | R3 Academic Day: Infective Endocarditis | |||||||
| 1.4.12.1.4. Clostridium difficile colitis | Rotations: MTU | |||||||
| 1.4.12.1.6. Urosepsis | Rotations: MTU | |||||||
| 1.4.12.1.8. Bone and joint infections | R5 Academic Day: Approach to the patient with painful joint | |||||||
| 1.4.12.1.9. Cellulitis and other skin infections | Rotations: MTU | |||||||
| 1.4.12.1.11. Fever of unknown origin |
Rotations:
MTU
R1 Academic Day: Approach to Fever of Unknown Origin |
|||||||
| 1.4.12.1.13. Fever in the hospitalized patient | Rotations: MTU | |||||||
| 1.4.12.1.15. Human immunodeficiency virus (HIV)/acquired immunodeficiency syndrome (AIDS) and its treatment and complications, including but not limited to: | R3 Academic Day: HIV and complications | |||||||
| 1.4.12.1.18. Tuberculosis, including intradermal testing and interpretation | R3 Academic Day: TB and complications | |||||||
| 1.4.12.2.1. Spectrum of activity, adverse effects, and dose adjustments for antibiotics |
Rotations:
MTU
R1 Academic Day: Antimicrobial stewardship |
|||||||
| 1.4.12.2.2. Antimicrobial stewardship | R1 Academic Day: Antimicrobial stewardship | |||||||
| 1.4.12.3. Malignancy | Rotations: Oncology · Hematological Oncology | |||||||
| 1.4.12.3.1.1. Hypercalcemia | R1 Academic Day: Approach to calcium disorders and bone disorders | |||||||
| 1.4.12.3.2. Screening and prevention |
Rotations:
MTU
R3 Academic Day: Screening (Workshop) |
|||||||
| 1.4.13.1. Common medical emergencies |
Rotations:
CCU
·
Nephrology
·
ER
·
ICU
Onboarding and Orientation: Common Medical Emergencies Lecture Weekly Site-Based Lectures: Shock · UGIB · ARDS |
|||||||
| 1.4.13.1.1. Life-threatening cardiac, respiratory, gastrointestinal, metabolic, neurologic and other organ system dysfunction and abnormalities | Rotations: MTU | |||||||
| 1.4.13.1.3. Shock, including knowledge and identification of the different etiologies |
Rotations:
MTU
Weekly Site-Based Lectures: Shock R5 Academic Day: Surviving sepsis guidelines |
|||||||
| 1.4.13.1.4. Cardio-respiratory arrest | Rotations: MTU | |||||||
| 1.4.13.1.6. Severe drug reactions including but not limited to anaphylaxis and toxic epidermal necrolysis |
Rotations:
MTU
R1 Academic Day: Approach to shock |
|||||||
| 1.4.13.1.7.1. Febrile neutropenia | Rotations: MTU | |||||||
| 1.4.13.2. Peri-operative assessment and management |
Rotations:
Medical Consultations
R5 Academic Day: Pre operative assessment R4 Academic Day: Managing anticoagulation peri-procedures |
|||||||
| 1.4.13.2.2. Anticoagulants and anti-platelet agents |
Rotations:
MTU
R4 Academic Day: Managing anticoagulation peri-procedures |
|||||||
| 1.4.13.2.4. Prophylaxis for venous thromboembolism |
Rotations:
MTU
R4 Academic Day: Managing anticoagulation peri-procedures |
|||||||
| 1.4.13.4.3. Effects and side effects of psychiatric medications | Rotations: MTU | |||||||
| 1.4.13.5. Pregnancy |
Rotations:
Obstetric Medicine
R5 Academic Day: Cases in Obstetric Medicine |
|||||||
| 1.4.13.5.3.1. Hypertension | Rotations: MTU | |||||||
| 1.4.13.5.3.4. Disorders of glucose homeostasis including diabetes mellitus | R5 Academic Day: Latest ADA guidleines | |||||||
| 1.4.13.5.3.6. Venous thromboembolic disease | R5 Academic Day: Pulmonary Embolism guidelines | |||||||
| 1.4.13.5.4.2. Cardiomyopathy | R5 Academic Day: Heart Failure guidelines | |||||||
| 1.4.13.6. The elderly |
Rotations:
Geriatrics
R5 Academic Day: Cases in geriatric medicine R3 Academic Day: Comprehensive geriatrics assessment |
|||||||
| 1.4.13.6.1.2. Depression | Rotations: MTU | |||||||
| 1.4.13.6.1.3. Delirium |
Rotations:
MTU
R1 Academic Day: Approach to delerium and agitated patients |
|||||||
| 1.4.13.6.1.4. Falls and immobility | Rotations: MTU | |||||||
| 1.4.13.6.2.1. Dementia including Alzheimer’s disease, Lewy-body, vascular, and frontal lobe dementias | Rotations: MTU | |||||||
| 1.4.13.6.3. Therapies | R1 Academic Day: Managing opioids prescription | |||||||
| 1.4.13.6.3.1. Rational drug prescribing | R3 Academic Day: Fasting and medications management · Managing Hajj (workshop) | |||||||
| 1.4.13.7. End of life |
Rotations:
Hematological Oncology
·
Oncology
R3 Academic Day: Palliative care |
|||||||
| 1.4.13.7.1.2. Delirium | R1 Academic Day: Approach to delerium and agitated patients | |||||||
| 1.5. Perform appropriately timed clinical assessments with recommendations that are presented in an organized manner |
TTD:
2
F: 2a · 3 C: 1 · 4a · 11b TTP: 1a |
|||||||
| 1.6. Carry out professional duties in the face of multiple, competing demands | R5 Academic Day: How to navigate R5 with no stress |
F:
3
C: 4a · 9a · 9a TTP: 7 |
||||||
| 1.7. Recognize and respond to the complexity, uncertainty, and ambiguity inherent in internal medicine practice | R5 Academic Day: How to navigate R5 with no stress | |||||||
| 2. Perform a patient-centred clinical assessment and establish a management plan | ||||||||
| 2.1. Prioritize issues to be addressed in a patient encounter | R5 Academic Day: Consultation workshop |
TTD:
2
F: 1 · 2a · 5 · 5 C: 1 · 2a · 3a · 3c TTP: 3 |
||||||
| 2.1.1. Recognize medical instability and address the priorities of resuscitation | Rotations: ICU | |||||||
| 2.2. Elicit a history, perform a physical exam, select appropriate investigations, and interpret their results for the purpose of diagnosis and management, disease prevention, and health promotion |
R5 Academic Day:
Consultation workshop
R1 Academic Day: Lab interpretation (CBC, RFT, LFT, coags, blood gas) |
TTD:
1
·
1
·
1
F: 1 · 1 · 4a · 5 · 5 C: 1 · 1 · 1 · 1 · 1 · 2a · 2a · 3a · 3b · 3c · 4a · 4a · 4a · 6 · 9a · 9a · 10 · 10 TTP: 2a · 3 · 3 · 4 |
||||||
| 2.2.8. Perform a quantitative measure of performance status for patients with malignancy | Rotations: Oncology · Hematological Oncology | |||||||
| 2.2.11. Interpret cardio-pulmonary diagnostic testing, including electrocardiograms, and related reports |
R1 Academic Day:
Workshop: How to read ECG
·
Approach to arrhythmia
R3 Academic Day: Data Interpretation (workshop) |
|||||||
| 2.2.12. Interpret reports of medical imaging and pathology in the context of the patient |
R3 Academic Day:
Osteoporosis
R1 Academic Day: Approach to headache · Workshop: CXR & neuroimaging R3 Academic Day: Data Interpretation (workshop) |
|||||||
| 2.3. Establish goals of care in collaboration with patients and their families1, which may include slowing disease progression, treating symptoms, achieving cure, improving function, and palliation |
Rotations:
Oncology
·
Hematological Oncology
R5 Academic Day: Consultation workshop |
F:
2b
·
6
·
6
C: 2b · 4a · 4a · 6 · 9b · 9b |
||||||
| 2.3.3. Recognize when ongoing resuscitation efforts are no longer effective and should be discontinued | Rotations: ICU | |||||||
| 2.4. Establish a patient-centred management plan | R5 Academic Day: Consultation workshop |
TTD:
1
·
2
F: 1 · 2a · 2a · 3 · 4a · 5 · 6 C: 1 · 2a · 2a · 2a · 3a · 4a · 4a · 4a · 9a · 10 TTP: 1a · 2a · 2a · 3 · 3 · 3 · 4 · 4 · 5 · 5 · 5 · 6 |
||||||
| 2.4.1.1. Critically ill patients, including provision of hemodynamic support, non-invasive ventilation and monitoring | Rotations: ICU | |||||||
| 3. Plan and perform procedures and therapies for the purpose of assessment and/or management | ||||||||
| 3.1. Determine the most appropriate procedures or therapies |
F:
1
C: 1 · 4a TTP: 1a · 3 |
|||||||
| 3.1.3. Medications | R3 Academic Day: Fasting and medications management | |||||||
| 3.2. Obtain and document informed consent, explaining the risks and benefits of, and the rationale for, a proposed procedure or therapy |
F:
1
C: 5 |
|||||||
| 3.3. Prioritize a procedure or therapy, taking into account clinical urgency and available resources |
F:
1
C: 4a |
|||||||
| 3.4. Perform a procedure in a skillful and safe manner, adapting to unanticipated findings or changing clinical circumstances |
TTD:
2
F: 1 · 2a C: 4a · 5 · 5 · 5 · 5 · 5 |
|||||||
| 3.4.2.2. Invasive and non-invasive mechanical ventilation | Rotations: ICU | |||||||
| 3.4.2.5. Cardiopulmonary resuscitation | Rotations: ICU | |||||||
| 3.4.2.5.5. Diagnosis and management of life threatening cardiac arrhythmias |
R1 Academic Day:
Approach to arrhythmia
R5 Academic Day: Atrial fibrillation guidelines |
|||||||
| 4. Establish plans for ongoing care and, when appropriate, timely consultation | ||||||||
| 4.1. Implement a patient-centred care plan that supports ongoing care, follow-up on investigations, response to treatment, and further consultation |
F:
2a
·
2a
·
3
·
3
·
3
·
4a
·
5
C: 1 · 1 · 2a · 2a · 3a · 4a · 6 · 7 · 9a · 9a TTP: 1a · 1a · 2a · 3 · 5 · 6 |
|||||||
| 5. Actively contribute, as an individual and as a member of a team providing care, to the continuous improvement of health care quality and patient safety | ||||||||
| 5.1. Recognize and respond to harm from health care delivery, including patient safety incidents | QI & Safety Course: Quality Improvement Project |
F:
4a
C: 8 · 8 · 8 · 8 TTP: 8 |
||||||
| 5.2. Adopt strategies that promote patient safety and address human and system factors |
QI & Safety Course:
Quality Improvement Project
R1 Academic Day: Managing opioids prescription |
F:
4a
TTP: 1a · 2b · 8 |
||||||
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 |
R5 Academic Day:
Communication skills work shop
R1 Academic Day: Workshop: Communication skills |
TTD: 1 | ||||||
| 1.2. Optimize the physical environment for patient comfort, dignity, privacy, engagement, and safety |
R5 Academic Day:
Communication skills work shop
R1 Academic Day: Workshop: Communication skills |
F: 2a · 6 | ||||||
| 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 |
R5 Academic Day:
Communication skills work shop
R1 Academic Day: Workshop: Communication skills |
C: 6 · 9b | ||||||
| 1.4. Respond to a patient’s non-verbal behaviours to enhance communication |
R5 Academic Day:
Communication skills work shop
R1 Academic Day: Workshop: Communication skills |
F:
6
C: 9b · 10 |
||||||
| 1.5. Manage disagreements and emotionally charged conversations |
R5 Academic Day:
Communication skills work shop
R1 Academic Day: Workshop: Communication skills |
C:
4a
·
4a
·
6
·
7
·
7
·
9b
·
9b
·
10
TTP: 1b |
||||||
| 1.6. Adapt to the unique needs and preferences of each patient and to his or her clinical condition and circumstances |
R5 Academic Day:
Communication skills work shop
R1 Academic Day: Workshop: Communication skills |
F:
6
C: 2b · 6 · 7 |
||||||
| 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 |
R5 Academic Day:
Communication skills work shop
R1 Academic Day: Workshop: Communication skills |
TTD:
1
F: 2b C: 6 · 9a · 10 |
||||||
| 2.2. Provide a clear structure for and manage the flow of an entire patient encounter |
R5 Academic Day:
Communication skills work shop
R1 Academic Day: Workshop: Communication skills |
C: 7 · 9b | ||||||
| 2.3. Seek and synthesize relevant information from other sources, including the patient’s family, with the patient’s consent |
R5 Academic Day:
Communication skills work shop
R1 Academic Day: Workshop: Communication skills |
F:
2b
TTP: 4 |
||||||
| 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 |
R5 Academic Day:
Communication skills work shop
R1 Academic Day: Workshop: Communication skills |
TTD:
2
F: 1 · 2b · 2b · 4b · 4b C: 1 · 2b · 2b · 4a · 6 · 7 · 9b · 9b · 9b · 10 TTP: 3 |
||||||
| 3.2. Disclose harmful patient safety incidents to patients and their families accurately and appropriately |
R5 Academic Day:
Communication skills work shop
R1 Academic Day: Workshop: Communication skills |
C: 8 · 8 | ||||||
| 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 | R1 Academic Day: Workshop: Communication skills |
F:
2b
C: 6 · 7 · 9b TTP: 3 |
||||||
| 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 |
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 | R1 Academic Day: Workshop: Communication skills |
F:
1
·
2b
·
4b
·
4b
C: 2b · 7 · 9b TTP: 3 |
||||||
| 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 | R1 Academic Day: Managing opioids prescription · Workshop: Communication skills |
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 |
||||||
| 5.2. Communicate effectively using a written health record, electronic medical record, or other digital technology | 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 | 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 |
|||||||
| 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 |
|||||||
| 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 |
|||||||
| 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 |
|||||||
| 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 |
|||||||
| 3.1.1. Organize the handover of care to the most appropriate physician or health care professional | R1 Academic Day: Impact of medical documentation and handover in patient care | |||||||
| 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 | R1 Academic Day: Impact of medical documentation and handover in patient care |
TTD:
2
F: 2c · 2c · 2c · 4a · 4a · 5 C: 4a · 4b TTP: 1a · 4 · 5 · 5 |
||||||
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 | QI & Safety Course: Quality Improvement Workshop | TTP: 8 | ||||||
| 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 | QI & Safety Course: Patient Safety Workshops | TTP: 8 · 8 | ||||||
| 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
·
Teaching the leader role
R5 Academic Day: Role of a senior Leadership Day: Leading and Managing in Everyday Practice · Leadership Practice Scenarios Workshop |
Leadership Day: Leadership role playing assessment | ||||||
| 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 · Leadership Practice Scenarios Workshop | Leadership Day: Leadership role playing assessment | ||||||
| 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 |
Leadership Day:
Foundation of the leader role
·
Teaching the leader role
R5 Academic Day: Role of a senior Leadership Day: Leading and Managing in Everyday Practice · Leadership Practice Scenarios Workshop |
C:
11b
·
11b
·
11b
TTP: 1a · 2b · 2b Leadership Day: Leadership role playing assessment |
||||||
| 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 · Leadership Practice Scenarios Workshop | Leadership Day: Leadership role playing assessment | ||||||
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 | R3 Academic Day: Managing Hajj (workshop) |
F:
4b
C: 10 · 10 |
||||||
| 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 | R5 Academic Day: Role of a senior · Exam orientation · Exam Preparation (Workshop) |
F:
7
TTP: 7 · 7 · 7 |
||||||
| 1.2. Identify opportunities for learning and improvement by regularly reflecting on and assessing their performance using various internal and external data sources | R5 Academic Day: Role of a senior · Exam orientation |
F:
7
·
7
TTP: 7 |
||||||
| 1.2.1. Seek and respond to information about their performance in the clinical setting | R1 Academic Day: Receiving Feedback Effectively and acting on it | |||||||
| 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 | R5 Academic Day: Role of a senior · Exam Preparation (Workshop) | C: 11a · 11a | ||||||
| 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 |
|||||||
| 3.2. Identify, select, and navigate pre-appraised resources |
F:
7
C: 1 |
|||||||
| 3.3. Critically evaluate the integrity, reliability, and applicability of health-related research and literature | Research Course: Critical Appraisal Workshop · Research Project |
F:
7
TTP: 8 |
||||||
| 3.4. Integrate evidence into decision-making in their practice |
F:
7
C: 1 · 2a · 3a TTP: 1a · 2a |
|||||||
| 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: Critical Appraisal Workshop · Research Workshops · Research Project | Research Course: Research Project Overall Score | ||||||
| 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 Workshops · Research Project | Research Course: Research Project Overall Score | ||||||
| 4.3. Contribute to the work of a research program | Research Course: Research Workshops · Research Project | Research Course: Research Project Overall Score | ||||||
| 4.4. Pose questions amenable to scholarly investigation and select appropriate methods to address them |
QI & Safety Course:
Quality Improvement Workshop
Research Course: Research Workshops · Research Project |
Research Course: Research Project Overall Score | ||||||
| 4.4.1. Engage in scholarly inquiry, such as scholarly research, quality assurance, or educational projects | Research Course: Research Workshops | Research Course: Research Project Overall Score | ||||||
| 4.5. Summarize and communicate to professional and lay audiences, including patients and their families, the findings of relevant research, and scholarly inquiry |
Research Course:
Critical Appraisal Workshop
·
Research Workshops
R5 Academic Day: Communication skills work shop |
Research Course: Research Project Overall Score | ||||||
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 |
R1 Academic Day:
How to Excel as a Resident
R3 Academic Day: Medical Ethics and professionalism (Workshop) R1 Academic Day: Medical Ethics |
TTD:
2
C: 3a · 3c · 11a · 11b TTP: 1b · 1b · 2b · 2b · 3 · 5 · 6 · 6 |
||||||
| 1.2. Demonstrate a commitment to excellence in all aspects of practice | R1 Academic Day: How to Excel as a Resident · Medical Ethics | TTP: 7 | ||||||
| 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 | R3 Academic Day: Medical Ethics and professionalism (Workshop) | F: 7 | ||||||
| 2.2. Demonstrate a commitment to patient safety and quality improvement |
QI & Safety Course:
Patient Safety Workshops
R3 Academic Day: Medical Ethics and professionalism (Workshop) |
TTP: 2a | ||||||
| 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 |
R3 Academic Day:
Medical Ethics and professionalism (Workshop)
R1 Academic Day: Medical Ethics |
F:
6
·
6
C: 6 · 6 TTP: 7 · 8 |
||||||
| 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 |
|||||||
| 3.3. Participate in peer assessment and standard-setting | R3 Academic Day: Medical Ethics and professionalism (Workshop) | C: 11a | ||||||
| 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 |
R1 Academic Day:
Workshop: Resident Wellness
R3 Academic Day: Medical Ethics and professionalism (Workshop) |
C: 4b · 8 · 9a | ||||||
| 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) |
|||||||
| 4.3. Promote a culture that recognizes, supports, and responds effectively to colleagues in need |
R1 Academic Day:
Workshop: Resident Wellness
R3 Academic Day: Medical Ethics and professionalism (Workshop) |
TTP: 8 | ||||||
Map by 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. | ||
| 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 Workshop |
F:
4.3.
C: 2.1.1. |
S: 3.3. · 4.1. · 4.5. | |
| Research Workshops | C: 3.2. | S: 4.1. · 4.2. · 4.3. · 4.4. · 4.4.1. · 4.5. | |
| Journal Club Presentations Logbook (Coming Soon) | |||
| Research Project | C: 3.2. | S: 3.3. · 4.1. · 4.2. · 4.3. · 4.4. | |
| Research Project Overall Score | C: 3.2. | S: 4.1. · 4.2. · 4.3. · 4.4. · 4.4.1. · 4.5. |
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. | |
| QI Project Presentation |
R1 Academic Day
R2 Academic Day
R3 Academic Day
R4 Academic Day
| Activity | Training Experiences | EPAs | Competencies |
|---|---|---|---|
| Renal replacement therapy and transplant | ME: 1.4.5. · 1.4.5.2. · 1.4.5.3. | ||
| Endocrine incidentelomas | ME: 1.4.6. · 1.4.6.1. · 1.4.6.3. | ||
| Approach to the patient with Cushing's syndrome | ME: 1.4.6. · 1.4.6.1. · 1.4.6.2. · 1.4.6.3. | ||
| Managing anticoagulation peri-procedures | ME: 1.4.8.3.1. · 1.4.8.3.2. · 1.4.13.2. · 1.4.13.2.2. · 1.4.13.2.4. | ||
| Pulmonary Hypertension | ME: 1.4.1.3.6. |
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 | L: 3.1. · 3.2. · 4.1. · 4.3. | ||
| Leadership Practice Scenarios Workshop | L: 2.2. · 3.1. · 3.2. · 4.1. · 4.3. | ||
| Leadership role playing assessment | L: 3.1. · 3.2. · 4.1. · 4.3. |
Point of Care US
| Activity | Training Experiences | EPAs | Competencies |
|---|---|---|---|
| Principles of POCUS | |||
| Hands on POCUS workshop | |||
| POCUS logbook (will be implemented soon) |