User:Hartmanethan/sandbox

Put this under Entry-level education:

The 2020 LCME requirements for Medical education are summarized in standards 6-9:

Standard 6: Competencies, Curricular Objectives, and Curricular Design

Medical school faculty define competencies to be achieved through objectives. Faculty are responsible for the formation and application of medical school curriculum that allow students to achieve the defined competencies and objectives. Objectives of medical education programs are statements of:

• Knowledge
• Skills
• Behaviors
• Attitudes

Students are expected to achieve these objectives by the completion of the medical education program.

6.1 Program and Learning Objectives

Faculty of medical schools determine outcome-based terms and learning objectives in each required learning experience important for the assessment of student progress toward becoming a physician. Medical schools make these educational objectives available to all medical students, faculty, residents, and others involved in teaching and assessing competencies and curricular outcomes.

6.2 Required Clinical Experiences

The faculty of medical schools define the following for medical students:

• Types of patients/clinical conditions encountered
• Skills performed
• Appropriate clinical settings
• Expected level of responsibility

6.3 Self-Directed and Life-Long Learning

Faculty of medical schools include time for self-directed and lifelong learning skills. Self-directed learning includes:

• Self-assessment of learning needs
• Independent identification, analysis, and synthesis of relevant information
• Critical appraisal of information sources for reliability
• Feedback on these self-directed and lifelong learning skills

6.4 Inpatient/Outpatient Experiences

Faculty of medical schools provide inpatient and outpatient clinical experiences to medical students as part of the curriculum.

6.5 Elective Opportunities

Faculty of medical school curriculum include elective courses in addition to required learning experiences that allow students to:

• Increase exposure to and augment understanding of various medical specialties.
• Pursue students' academic interests.

6.6 Service-Learning/Community Service

Faculty of medical schools provide adequate opportunities for service-learning and community service, encouraging and supporting medical student participation in those activities.

6.7 Academic Environments

Faculty of medical schools make sure that students have opportunities for learning in environments that enable interactions with:

• Students enrolled in other health professions (e.g. pharmacy, nursing, public health).
• Graduate and professional degree programs (e.g. PhD., Masters programs)
• Physicians in graduate medical education (GME) and continuing medical education (CME) programs

6.8 Education Program Duration

Medical schools provide at least 130 weeks of instruction.

Standard 7: Curricular Content

7.1 Biomedical, Behavioral, Social Sciences

In order to support medical students' understanding of modern medical science knowledge, concepts, and methods necessary to the application of this understanding to individual and population health, medical curriculum includes content from:

• Biomedical sciences
• Behavioral sciences
• Socioeconomic sciences

The faculty of a medical school ensure that the medical curriculum includes content from the biomedical, behavioral, and socioeconomic sciences to support medical students' mastery of contemporary medical science knowledge and concepts and the methods fundamental to applying them to the health of individuals and populations.

7.2 Organ Systems/Life Cycle/Prevention/Symptoms/Signs/Differential Diagnosis, Treatment Planning

Medical curriculum includes clinical experiences related to:

• Organ systems
• Phases of human life cycle
• Continuity of care
• Preventative care
• Acute care
• Chronic care
• Rehabilitation
• End-of-life care

The faculty of a medical school ensure that the medical curriculum includes content and clinical experiences related to each organ system; each phase of the human life cycle; continuity of care; and preventive, acute, chronic, rehabilitative, and end-of-life care.

7.3 Scientific Method/Clinical/Translational Research

Instruction in the following areas:

• Scientific Method
• Scientific principles of clinical and translational research
• Ethical principles of clinical and translational research
• Understanding the ways in which research is carried out, assessed, explained to different audiences (e.g. patients), and applied to the care of patients.

The faculty of a medical school ensure that the medical curriculum includes instruction in the scientific method and in the basic scientific and ethical principles of clinical and translational research, including the ways in which such research is conducted, evaluated, explained to patients, and applied to patient care.

7.4 Critical Judgment/Problem-Solving Skills

Students receive instruction in the principles of medicine. Medical students have opportunities to develop skills of critical thinking with adequate evidence and experience. Medical students have opportunities to improve critical thinking by finding solutions to medical problems of diseased and healthy patients.

The faculty of a medical school ensure that the medical curriculum incorporates the fundamental principles of medicine, provides opportunities for medical students to acquire skills of critical judgment based on evidence and experience, and develops medical students' ability to use those principles and skills effectively in solving problems of health and disease.

7.5 Societal Problems

Instruction in the prevention, diagnosis, reporting, and treatment of medical issues caused by societal problems

7.6 Cultural Competence and Health Care Disparities

Opportunities provided for students to recognize and address bias. Medical school curriculum teaches biases of self, others, and health care delivery. These biases include:

• Variation in perception of health and illness, including symptoms, disease, and treatments.
• Cultural competency in health care
• Health care disparities and the impact they have on all populations
• Potential methods to remove disparities

The faculty of a medical school ensure that the medical curriculum provides opportunities for medical students to learn to recognize and appropriately address biases in themselves, in others, and in the health care delivery process. The medical curriculum includes content regarding the following:

§  The diverse manner in which people perceive health and illness and respond to various symptoms, diseases, and treatments

§  The basic principles of culturally competent health care

§  Recognition of the impact of disparities in health care on all populations and potential methods to eliminate health care disparities

The knowledge, skills, and core professional attributes needed to provide effective care in a multidimensional and diverse society

7.7 Medical Ethics

During the preclinical and clinical curriculum, medical students receive instruction in medical ethics and human values. Students are expected to behave ethically while caring for patients. Additionally, students should be able to relate to patients, patients' families, and others involved in the care of patients.

both prior to and during their participation in patient care activities and require medical students to behave ethically in caring for patients and in relating to patients' families and others involved in patient care.

7.8 Communication Skills

Medical students receive instruction in specific communication skills to speak with patients, families, colleagues, and healthcare professionals.

7.9 Interprofessional Collaborative Skills

Medical curriculum prepares students to work on teams with health care providers from multiple disciplines to provide care to patients. Experiences in collaboration may incorporate practitioners and students from different healthcare professions.

The faculty of a medical school ensure that the core curriculum of the medical education program prepares medical students to function collaboratively on health care teams that include health professionals from other disciplines as they provide coordinated services to patients. These curricular experiences include practitioners and/or students from the other health professions.

Standard 8: Curricular Management, Evaluation, and Enhancement

8.1 Curricular Management

Medical school faculty commiettees oversee the medical school program, including design, management, integration, evaluation, and enhancement.

A medical school has in place an institutional body (i.e., a faculty committee) that oversees the medical education program as a whole and has responsibility for the overall design, management, integration, evaluation, and enhancement of a coherent and coordinated medical curriculum.

8.2 Use of Medical Educational Program Objectives

The faculty committee uses widely accepted objectives to select teach content, evaluate and change the curriculum. Faculty leaders responsible to specific courses are in charge of creating course objectives congruent with objectives of the medical education program (i.e. goal of a course should align with goals of the medical school).

ensure that the medical curriculum uses formally adopted medical education program objectives to guide the selection of curriculum content, and to review and revise the curriculum. The faculty leadership responsible for each required course and clerkship link the learning objectives of that course or clerkship to the medical education program objectives.

8.3 Curricular Design, Review, Revision/Content Monitoring

The faculty committee is responsible for development, design, and implementation of all parts of the medical curriculum, including:

• Program objectives
• Learning objectives for each course
• Teaching methods necessary for reaching objectives
• Assessment methods appropriate for reaching objectives
• Curricular content
• Content sequencing
• Content review
• Content updates
• Evaluation of course, clerkship, and instructor

responsible for the detailed development, design, and implementation of all components of the medical education program, including the medical education program objectives, the learning objectives for each required curricular segment, instructional and assessment methods appropriate for the achievement of those objectives, content and content sequencing, ongoing review and updating of content, and evaluation of course, clerkship, and teacher quality. These medical education program objectives, learning objectives, content, and instructional and assessment methods are subject to ongoing monitoring, review, and revision by the responsible committee.

8.4 Evaluation of Educational Program Outcomes

Medical schools collect and utilize data collected during and after enrollment related to student accomplishment on a national level. Data collected allows medical schools to analyze progress toward program objectives and improve the quality of medical education.

A medical school collects and uses a variety of outcome data, including national norms of accomplishment, to demonstrate the extent to which medical students are achieving medical education program objectives and to enhance the quality of the medical education program as a whole. These data are collected during program enrollment and after program completion.

8.5 Medical Student Feedback

Medical schools have processes in place to gather and examine medical student evaluations of

• Courses
• Clerkships
• Teachers/instructors
• Other types of feedback or relevant information.

In evaluating medical education program quality, a medical school has formal processes in place to collect and consider medical student evaluations of their courses, clerkships, and teachers, and other relevant information.

8.6 Monitoring of Completion of Required Clinical Experiences

Medical schools oversee the completion of clinical experiences and recognize gaps in experiences required to meet program objectives.

8.7 Comparability of Education/Assessment

Medical schools verify that curriculum has has near equivalent educational experiences, providing equal means of assessment in all locations of a given course/clerkship. These standards are meant to ensure that medical students meet the same educational objectives.

A medical school ensures that the medical curriculum includes comparable educational experiences and equivalent methods of assessment across all locations within a given course and clerkship to ensure that all medical students achieve the same medical education program objectives.

8.8 Monitoring Student Time

Medical school faculty committee, administration, and leadership create policies and procedures concerning the time allotted for medical students to spend performing required activities (e.g. total hours spent in clinical duties during clerkships) .

The medical school faculty committee responsible for the medical curriculum and the program’s administration and leadership ensure the development and implementation of effective policies and procedures regarding the amount of time medical students spend in required activities, including the total number of hours medical students are required to spend in clinical and educational activities during clerkships.

Standard 9: Teaching, Supervision, Assessment, and Student and Patient Safety

Medical schools verify that the education program:

• Is comprehensive
• Is fair
• Is uniform
• Provides formative assessment for medical students
• Provides summative assessment for medical students
• Protects medical student and patient safety
• Ensures that everyone involved in medical education is prepared

A medical school ensures that its medical education program includes a comprehensive, fair, and uniform system of formative and summative medical student assessment and protects medical students’ and patients’ safety by ensuring that all persons who teach, supervise, and/or assess medical students are adequately prepared for those responsibilities.

9.1       Preparation of Resident and Non-Faculty Instructors

Residents, graduate students, fellows, and other non-faculty instructors who oversee and teach medical students should knowledgeable about learning objectives for each course/clerkship. These non-faculty teachers should understand and be prepared for their roles in instruction and evaluation. The medical school should have resources to improve non-faculty instructor teaching and evaluation of skills. The medical school also monitors non-faculty participation in these courses.

medical school, residents, graduate students, postdoctoral fellows, and other non-faculty instructors in the medical education program who supervise or teach medical students are familiar with the learning objectives of the course or clerkship and are prepared for their roles in teaching and assessment. The medical school provides resources to enhance residents’ and non-faculty instructors’ teaching and assessment skills and provides central monitoring of their participation in those opportunities.

9.2        Faculty Appointments

9.3        Clinical Supervision of Medical Students

9.4        Assessment System

9.5        Narrative Assessment

9.6        Setting Standards of Achievement

9.7        Formative Assessment and Feedback

9.8        Fair and Timely Summative Assessment

9.9        Student Advancement and Appeal Process

Anatomy Laboratory at Campbell University College of Osteopathic Medicine

Add ACGME under postgraduate training. Licencing in the US.

Residency training length etc.

Air National Guard Base training in medical simulation