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Medical Education Program Objectives

About Medical Education Program Objectives

Medical education programs leading to the MD degree in the United States and Canada are accredited by the Liaison Committee on Medical Education (LCME). Programs are required to demonstrate that their graduates exhibit general professional competencies that are appropriate for entry to the next stage of their training and that serve as the foundation for lifelong learning and proficient medical care.

How are objectives created for a medical education program?

The faculty of a medical school define the competencies to be achieved by its medical students through medical education program objectives (MEPOs). The faculty is also responsible for the detailed design and implementation of the components of a medical curriculum that enable its medical students to achieve those competencies and objectives.

MEPOs are statements of the knowledge, skills, behaviors, and attitudes that medical students are expected to exhibit as evidence of their achievement by completion of the program.

MEPOs at Texas A&M

Graduates from the Texas A&M College of Medicine Medical Degree (MD) program are expected to enter the next phase of their careers as physicians who are well prepared and who demonstrate the Aggie core values:

  • Respect
  • Excellence
  • Loyalty
  • Leadership
  • Integrity
  • Selfless service

The MEPOs represent what our faculty expect our medical students to have achieved upon the successful completion of our curriculum. The program objectives were derived from the core competencies of the six domains described by the Accreditation Council on Graduate Medical Education (ACGME) along with the Core Entrustable Professional Activities (EPAs) detailed by the Association of American Medical Colleges.

Knowledge

Students will successfully:

  • K1. Demonstrate knowledge around the prevention, diagnosis, treatment, management, cure, and palliation of medical conditions (MK, PC);
  • K2. Describe the anatomy, histology, pathology, and pathophysiology of the human body as it pertains to the individual organ systems (MK, PC);
  • K3. Identify the processes around patient history taking, physical examination, assessment, and plan development (MK, PC);
  • K4. Demonstrate the foundational science background necessary to promote quality patient care (MK, PC).

Skills

Students will demonstrate that they can:

  • S1. Adapt to diverse patient attributes and obtain an accurate, complete, and patient-centered medical history (MK, PC, ICS, PROF) (EPA 1, EPA 5);
  • S2. Perform both a complete and organ-specific examination, including a mental status examination (MK, PC, ICS) (EPA 1, EPA 5);
  • S3. Perform core technical procedures in each of the required clerkships (MK, PC) (EPA 12);
  • S4. Obtain informed consent from patients for selected procedures (PC) (EPA 11);
  • S5. Select and justify appropriate common diagnostic tests and medical imaging modalities and accurately interpret and utilize them in patient care (MK, PC) (EPA 3);
  • S6. Prioritize a differential diagnosis following a clinical encounter (MK, PC, PBLI) (EPA2);
  • S7. Communicate effectively, orally and in writing, with patients and their families, colleagues, and other health professionals (PC, ICS) (EPA 6);
  • S8. Retrieve, manage, critically evaluate, and utilize evidence-based information, for solving problems and making decisions relevant to the care of individuals and populations (MK, PC, PBLI) (EPA 7);
  • S9. Construct appropriate management strategies, both diagnostic and therapeutic, for patients with common acute and chronic medical conditions (MK, PC) (EPA 4);
  • S10. Recognize common immediately life-threatening conditions and initiate therapy (MK, PC) (EPA 10);
  • S11. Reason deductively in solving clinical problems including those in which info is incomplete or ambiguous (MK, PBLI);
  • S12. Identify their learning needs and initiate, monitor and evaluate learning strategies to meet those needs (MK, PC, ICS, PBLI, SBP, PROF);
  • S13. Participate in an effective transition of care (PC, SBP) (EPA 8);
  • S14. Collaborate effectively as a member of an interprofessional team (PC, ICS, SBP, PROF) (EPA 9).

Attitudes and Behaviors

Students will display leadership when they:

  • AB1. Demonstrate respect, compassion, accountability, dependability and integrity when interacting with patients and families, peers, faculty, residents and interprofessional healthcare providers (PROF);
  • AB2. Advocate at all times for the interests of their patients and provide selfless service to the healthcare of others (PROF);
  • AB3. Practice collaborative decision making while having the capacity to acknowledge and accept one's limitations in the practice of medicine (SBP);
  • AB4. Maintain loyalty to the Aggie core values (PROF);
  • AB5. Strive for personal excellence in all areas of the learning and medical environment and commit to engage in life-long learning to improve patient care (PC, PBL);
  • AB6. Adhere to institutional and professional standards (PROF);
  • AB7. Recognize psychosocial influence on the perception of illness and its treatment, including but not limited to, culture, socioeconomic status, race, gender and ethnicity (PC, PROF, ICS).