The Patient, Physician and Society

Total Contact Hours:

48 hours

Course Directors:

Sabrina Neeley, Ph.D., MPH, Assistant Professor, Community Health
Ryan Mast, D.O., Assistant Professor, Psychiatry

Course Description:

The purpose of this course is three-fold:
(1) to introduce medical students to the various factors that affect the health of patients and populations in the U.S.
(2) to provide an introduction to medical ethics, research ethics, and professionalism as it pertains to patient-physician interactions; and
(3) to introduce medical students to normal human physical, psychological, sexual, and social development across the lifecourse.


Course Learning Goals, Assessment, Practice, Teaching and Learning Activities, and their Integration with the Institutional Educational Objectives:

What does our institution want our graduates to do?

If your students mastered the content of your course, what would they be able to do?
 

What will students need to do for them and others (peers, professors) to know whether they have achieved this specific learning goal?

How will students get the information they need to learn?

1.
Institutional Objectives

2.
Learning Goals

3.
Assessment
Activities (graded)

4.
Practice/Feedback Activities (non-graded)

5.
Teaching and Learning Activities

K2, K3

C2, C3

P2, P3

Students will be able to identify factors that influence patient perceptions of care and the patient experience

Book reflection

Case Discussions

Patient experience memoir

Patient small group discussions/reflection

Physician reflection

C2, C3

P2, P3

Students will be able to explain characteristics of the patient-physician relationship and how that relationship affects patient care and outcomes.

Book reflection

Case Discussions

Patient experience memoir

Patient small group discussions/reflection

Physician reflection

K1, K2

C2, C3

Students will demonstrate knowledge of the elements of informed consent, confidentiality, and competency determination.  Students will also be able to identify exceptions to the requirement of informed consent and confidentiality.

Quizzes

CITI training

Case Discussions

Ethical Theory tutorial

Nuts & Bolts tutorial

K2

C2, C3

P2, P3

Students will be able to identify the elements of professionalism, including the purposes of codes of ethics, self-regulation, and personal accountability.

Book reflection

Quizzes

Case Discussions

Foundations of Professionalism tutorial

Professionalism code

Physician reflection

K1, K2

C2, C3

P3

Students will demonstrate the ability to recognize and articulate common ethical conflicts that arise for medical students, in patient care, health policy, public and international health.

 

Book reflection

Quizzes

Case Discussions

Nuts & Bolts tutorial

K2, K3

C2, C3

P3

Students will demonstrate familiarity and competence with different ethical approaches to conflicts, and use them appropriately to defend specific decisions, verbally and in writing.

Quizzes

Case Discussions

Ethical Theory tutorial

K2, K3

C2, C3

P3

Students will be able to describe how the structure and delivery of care in the U.S. affects the health of individuals and the population, particularly in regards to the determinants of health, prevention, and health disparities

Book reflection

Quizzes

Case Discussions

Healthcare Handbook

Social Determinants of Health reading

“Lion in the House” video

Population Health tutorial

Health Economics & Disparities tutorial

K1, K2, K3

Students will be able to describe the leading causes of mortality and the leading morbidity risks for each of the following life stages:  Birth/Infancy; Childhood; Adolescent; Young Adulthood/Middle Adulthood; and Older Adulthood.

Quizzes

TBLs (RAT)

Case Discussions

TBLs (APP)

Leading Causes of Mortality and Morbidity tables

K1, K2, K3

C2, C3

Students will be able to describe physical developmental milestones (motor, language and cognitive), psychological development (Erickson’s Stages), sexual development (gender identity, sexual identity and sexual orientation) and social development for the following live stages:  Birth/Infancy; Childhood; Adolescent; Young Adulthood/Middle Adulthood; and Older Adulthood

Quizzes

TBLs (RAT)

Case Discussions

TBLs (APP)

Behavior & Medicine reading

Childhood Didactic & Videos

RWJF Briefs

Adolescence, Adulthood, Aging tutorials

Development Charts

K1, K2, K3

Students will be able to write a comprehensive description of each of the components of the following life stages:  Birth/Infancy; Childhood; Adolescent; Young Adulthood/Middle Adulthood; and Older Adulthood

Quizzes

 

Behavior & Medicine reading

Adolescence, Adulthood, Aging tutorials

K1, K2, K3

C2, C3

P3

Students will be able to describe the major issues and common reactions to normative crises for the following live stages:  Birth/Infancy; Childhood; Adolescent; Young Adulthood/Middle Adulthood; and Older Adulthood

Quizzes

TBLs (RAT)

Case Discussions

TBLs (APP)

Behavior & Medicine reading

Adolescence, Adulthood, Aging tutorials

K1, K2, K3

C2, C3

P3

Students will be able to define child abuse, elder abuse and intimate partner violence, including the types of abuse; identify the risk factors for the various types of abuse and the psychological consequences; and be able to describe the responsibilities of a physician for managing intimate partner violence, child abuse and elder abuse

Quizzes

TBLs (RAT)

Case Discussions

TBLs (APP)

Child, Intimate Partner, and Elder Abuse readings

Falls Overview