Phase One of the Well Beyond Curriculum establishes core scientific and clinical foundations through integrated courses, case-based learning, and early patient- and community-centered experiences. This phase emphasizes basic science disciplines, clinical sciences, health systems science, humanities and humanism in medicine, and scientific literacy and inquiry. Students begin to form their professional identity and develop critical thinking, clinical problem solving, communication, teamwork, physical exam, and core patient care and clinical skills.
The objectives in this section describe what students should achieve by the end of Phase One to be prepared for Phase Two’s core clinical experiences.
Provide patient-centered care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health.
1.1 P1 Follow a standardized approach to gather accurate information from multiple sources for basic patient presentations.
1.2 P1 Perform a comprehensive physical exam, identifying obvious abnormal findings, while maintaining patient comfort and safety.
1.3 P1 Develop a basic differential diagnosis and assessment for common clinical problems using foundational clinical knowledge, making simple connections between history, exam findings, and initial tests.
1.4 P1 Identify and justify basic initial laboratory and imaging studies for common clinical presentations and begin to interpret basic findings with guidance.
1.5 P1 Describe the risks, benefits, indications and contraindications of common procedures and observe their performance with attention to patient safety and comfort.
1.6 P1 Propose a patient-centered plan for low-complexity clinical problems using a structured framework that emphasizes safety and access considerations.
1.7 P1 Describe the effects of key social drivers on health and the corresponding impact on patient concerns and chronic disease.
1.8 P1 Describe the risks in transitions of care and how a structured handoff can be used to promote patient safety and continuity of care.
1.9 P1 Counsel and educate patients and families about common diagnoses, management plans, and preventive health in simulated settings.
1.10 P1 Recognize the patient conditions that warrant immediate attention and identify steps for an appropriate response.
1.11 P1 Practice delivering sensitive information to patients and family members with empathy and awareness of other people's emotions in simulated settings.
1.12 P1 Summarize the array of health care services available to patients, families and communities for the prevention of health problems or health maintenance.
Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and social-behavioral sciences, and apply this knowledge to the care of patients and populations.
2.1 P1 Apply appropriate strategies to implement a systematic approach for basic problem solving.
2.2 P1 Explain biomedical science principles underpinning common diseases and connect mechanisms to prevention, signs, symptoms, and therapies.
2.3 P1 Apply basic clinical science principles to the diagnosis and management of common medical problems and relate established clinical concepts to patient care in classroom or simulated settings.
2.4 P1 Describe current and historical factors affecting health equity, including structural inequities in access and quality of care, and identify ways in which they may influence patient care.
2.5 P1 Explain basic epidemiology, biostatistics, and prevention concepts and apply them to common clinical and public-health scenarios and experiences in classroom or simulated settings.
2.6 P1 Identify social determinants of health and explain their impact on disease prevention and health promotion in both individual patients and populations.
2.7 P1 Apply an inquiry-oriented and analytic approach to learning and participate in the research process.
2.8 P1 Identify and appropriately use available technology and decision support tools in classroom or simulated settings, recognizing potential sources of error, bias, and clinical inapplicability.
2.9 P1 Recognize ambiguity or uncertainty in patient care and identify resources and support to guide decision-making.
Demonstrate the ability to investigate and evaluate one’s care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and life-long learning.
3.1 P1 Reflect and act on performance data in classroom, simulated, or clinical experiences; set specific learning goals and track progress with guidance.
3.2 P1 With guidance, locate, review and begin to apply updated guidelines, technologies, and services to classroom, simulated, or patient experiences.
3.3 P1 Formulate focused questions, search, and preliminarily appraise literature to inform recommendations in classroom or simulated settings.
Demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals.
4.1 P1 Utilize active listening and appropriate nonverbal cues with patients and families and practice the use of empathetic language in classroom or simulated settings.
4.2 P1 Communicate with dignity, respect, and professionalism in interactions with educators, support personnel, peers, physicians, community members, and health professionals.
4.3 P1 Work collaboratively and respectfully with others as a contributing member of groups in classroom settings and healthcare teams, seeking guidance when appropriate.
4.4 P1 Document an organized, comprehensive and accurate clinical note that meets legal/ethical standards of privacy and professionalism in classroom or simulated settings.
4.5 P1 Deliver organized and complete oral presentations following an established format with facilitator prompts as needed.
4.6 P1 Demonstrate sensitivity, honesty, and compassion in simulated or classroom-based discussions with patients and families involving sensitive or difficult topics (e.g., breaking bad news, error disclosure, or end-of-life care).
4.7 P1 Identify and reflect on one's own emotional responses and those of others, considering how they affect interactions, and respond professionally, seeking guidance as needed.
4.8 P1 With guidance, communicate medical knowledge effectively with patients, families, peers, and other health professionals during classroom or simulated settings.
4.9 P1 Identify common barriers to communication and, with guidance, use strategies to address them in classroom, simulated, or clinical settings.
Demonstrate a commitment to carrying out professional responsibilities and an adherence to moral and ethical principles.
5.1 P1 Demonstrate compassion, integrity, accountability and respect for peers, educators, patients, community members, and members of the health care team.
5.2 P1 Recognize one’s limitations and gaps in knowledge and request additional help or supervision.
5.3 P1 Demonstrate respect for patient privacy and recognize inherent power differentials in healthcare relationships with guidance.
5.4 P1 Describe and practice behaviors that promote allyship and equitable care in classroom or simulated settings.
5.5 P1 Discuss foundational ethical dilemmas in medical care and practice navigating dilemmas in classroom or simulated settings.
5.6 P1 Abide by relevant laws, policies, and regulations.
5.7 P1 Demonstrate trustworthy behavior (follow-through, honesty, confidentiality) that builds trust with patients, peers, and others in the learning community.
Demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care.
6.1 P1 Describe how different clinical settings and delivery systems function by observing and reflecting on workflows, team roles, policies, and available resources in simulated or early clinical experiences. Begin to recognize how these factors influence patient care, with guidance.
6.2 P1 Observe and describe key components of care coordination and transitions between providers or settings (e.g., handoffs, discharge planning, follow-up responsibilities).
6.3 P1 Describe basic cost, value, and risk-benefit consideration for diagnostic and treatments for patients in classroom or simulated settings.
6.4 P1 In classroom, simulated, or clinical settings, identify an opportunity for quality or safety improvement in a case or process and propose a feasible change.
6.5 P1 Describe foundational leadership behaviors that enhance team function and the learning environment (e.g., setting shared goals, inviting input, summarizing decisions, closing the loop, etc.).
Demonstrate the ability to engage in an interprofessional team in a manner that optimizes safe, effective patient- and population-centered care.
7.1 P1 Describe how to work with other health professionals to establish a climate of mutual respect, dignity, diversity, ethical integrity, and trust.
7.2 P1 Describe roles and responsibilities of team members, including the physician, and apply this understanding in simulated, classroom, or clinical experiences to address patient needs.
7.3 P1 Communicate with other health professionals in a timely, respectful, and clear manner to support collaborative, patient-centered care, with guidance, in classroom, simulated, or clinical experiences.
7.4 P1 Describe how to establish, develop, and improve group or team performance seeking guidance to ensure safe, efficient, effective, and equitable outcomes.
Demonstrate the qualities required to sustain lifelong personal and professional growth.
8.1 P1 Utilize self-assessments and external feedback to identify personal limitations and engage in help-seeking and behavior change as needed, with guidance.
8.2 P1 Demonstrate organizational and time-management skills that support academic performance and personal well-being.
8.3 P1 Actively solicit feedback and incorporate guidance into future performance. Engage in self-reflection to support lifelong learning and improvement with guidance.
8.4 P1 Identify personal strengths and limitations in knowledge, skills, and attitudes, and engage in targeted learning activities with guidance to address gaps.
8.5 P1 Set foundational, measurable learning goals; monitor progress and adjust goals based on input from others to address deficiencies in one's knowledge, skills, attitudes, and abilities.
8.6 P1 Provide education to peers and others in classroom or simulated settings.