Observation Skills
- Make accurate observations and perform a range of procedures, including those conducted virtually. This requires the functional use of vision, hearing, and touch, and may be enhanced by the sense of smell.
- Observe demonstrations and participate in scientific experiments, including cadaver dissection and the examination of anatomical, pathological, and neuroanatomical specimens.
- Study microorganisms and tissues under a microscope in both normal and pathological states.
- Review diagnostic images and interpret clinical data accurately.
- Observe and evaluate patients both at a distance and up close with precision.
- Understand verbal communication, perceive nonverbal communication, and detect changes in mood, activity, and posture.
- Obtain medical histories and perform comprehensive physical exams to inform accurate diagnostic and treatment plans.
Communication Skills
- Elicit information from patients effectively and sensitively.
- Interpret and respond appropriately to verbal, written, and nonverbal communication.
- Communicate clearly and efficiently with healthcare professionals, staff, and peers, both verbal and in writing—in real-time, recorded, or time-limited settings.
Motor Skills and Functioning
- Possess sufficient motor skills to complete essential components of both the basic science curriculum (e.g., gross anatomy dissection) and the clinical curriculum. This includes gross and fine motor movements, equilibrium, and functional use of vision and touch.
- Have adequate motor function to perform physical examination techniques such as palpation, auscultation, percussion, and other diagnostic maneuvers.
- Conduct basic laboratory tests (e.g., urinalysis, CBC), perform diagnostic procedures (e.g., thoracentesis, paracentesis), and interpret EKGs and radiographic images.
- Carry out necessary motor tasks to provide general and emergency patient care. Examples include cardiopulmonary resuscitation, administering IV fluids and medications, applying pressure to control bleeding, opening obstructed airways, suturing simple wounds, and performing basic obstetrical maneuvers.
- Withstand physically demanding workloads and function effectively in high-stress patient care environments.
- Consistently prioritize patient care above all other responsibilities in clinical settings.
Cognitive Skills
- Acquire, process, interpret, integrate, and apply information from direct observation, verbal and written communication, imaging studies, microscopic pathology slides, electrocardiograms, and other clinical data sources.
- Comprehend three-dimensional and spatial relationships and demonstrate ongoing inquiry, intellectual curiosity, and a commitment to professional growth.
- Assimilate and integrate large volumes of detailed, complex information within defined timeframes.
- Apply problem-solving and critical thinking skills, including investigative and analytical approaches to clinical situations, and the ability to make accurate and timely clinical judgements.
Professionalism, Behavioral Skills, and Ethical Standards
- Honesty, integrity, conscientiousness, professionalism, altruism, empathy, and compassion in all activities and interactions with faculty, staff, peers, patients, and families in a courteous and respectful manner.
- Willingness to accept responsibility for their actions and be accountable.
- A collaborative spirit, contributing to a constructive learning environment, accepting constructive feedback, recognizing their knowledge or skill limits, and taking responsibility for improvement.
- Sufficient interpersonal skills, knowledge, and attitudes to interact positively and sensitively with people from all parts of society, ethnic backgrounds, abilities, and belief systems, and be motivated toward practicing caring and compassionate medicine.
- High ethical and legal standards expected of physicians, including patient confidentiality, respect for patient autonomy, and adherence to professional codes of conduct.
- Promptly complete all responsibilities related to the preclinical and clinical learning environment while demonstrating a patient-centered approach.
- Function effectively in the face of uncertainties common in clinical problems. Behave in a trustworthy, ethical, and moral manner in line with professional values and standards. Comply with all academic and clinical policies.
- Maintain sobriety in all academic and clinical settings.
- Refrain from illegal substance use at all times.
Emotional Skills
- Have the emotional health to fully use intellectual abilities, exercise sound judgement, and handle the emotional demands of the medical profession, including exposure to suffering, illness, and death.
- Show flexibility and resilience in changing and unpredictable situations common in medical practice.
- Be aware of their own emotions and those of others.
- Demonstrate maturity appropriate for the medical profession, manage conflicts between personal and professional duties, and seek help when needed.
Assessment of Student Performance
Assessments in many courses provide a summative evaluation of a student’s academic, technical, and professional performance, in addition to a course grade. Assessments during third-period clerkships are included in the Medical Student Performance Evaluation—formerly the Dean’s Letter. More information about assessment is available in the Medical Student Handbook.
Grievances
If a student believes a grade or assessment of technical proficiency is inaccurate or unfounded, they may appeal it through the student grievance process outlined in Appendix A of the Medical Student Handbook.
Adverse Actions
If the Medical Student Evaluation and Promotion Committee (MSEPC) determines that a student is unable to meet the technical standards established by the college, it may recommend an Adverse Action, up to and including expulsion from the M.D. program. Students have the right to appeal any Adverse Action. The full disciplinary and appeals process is detailed in Appendix A of the Medical Student Handbook.
Accommodations
The College of Medicine acknowledges and abides by the Americans with Disabilities Act (ADA) of 1990 and its amendments. Candidates who believe they may qualify for reasonable accommodations to meet one or more technical standards should refer to the Procedure for Requesting Accommodations for a Disability, outlined in the Medical Student Handbook. Members of the administration or faculty who believe a student may benefit from evaluation for accommodations should refer students to the associate dean for Student Affairs for consultation. Additionally, the MSEPC may refer a student for assessment as part of the student evaluation process.
Access the Medical Student Handbook
