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medical education
- Knowledge
- Patient Care
- Interpersonal and Communication Skills
- Professionalism
- Practiced-Based Learning and Improvement
- Systems-Based Practice
The education of medical students at Temple University School of Medicine includes a solid foundation in the fundamentals of basic and clinical science. The first two years are taught in an integrated approach, closely tying basic science concepts to clinical medicine, professionalism and medical ethics. The clinical years are marked by extensive hands-on experience in caring for patients. The William Maul Measey Institute for Clinical Simulation and Patient Safety allows students to learn basic clinical skills and teamwork in a safe learning environment throughout the curriculum. Thus, graduates are exceptionally well prepared to pursue residency training.
The major goal of Year 1 is normal structure, function and development. The year is divided into six blocks:
- Human Gross Anatomy
- Elements of Bioscience
- Body Systems 1, 2 and 3 (3 blocks)
- Basic Principles of Immunology, Pathology and Pharmacology
A doctoring course running throughout the curriculum enables students to learn the basics of history-taking, physical exam skills and professionalism. The course uses clinical cases to integrate the teaching and evaluation of clinical skills with the basic science concepts in each of the blocks, and utilizes the William Maul Measey Institute for Clinical Simulation and Patient Safety to aid learning through interactive clinical scenarios. Faculty preceptors provide individualized mentoring and career advising.
Year 2 focuses on the causes, mechanisms, identification and treatment of major human diseases. The second year is divided into 5 blocks:
- Microbiology and Infectious Diseases
- Diseases of the Cardiovascular and Respiratory Systems
- Diseases of the Renal, Endocrine and Reproductive Systems
- Diseases of the Central Nervous and Musculoskeletal Systems
- Diseases of the Gastrointestinal System, Hematology and Oncology
The Doctoring 2 course enables students to practice and improve their clinical skills and professionalism through closely supervised rotations in both ambulatory and hospital settings.
During Year 3, beginning in mid-May of the second year, students rotate through core clerkships in:
- Family Medicine
- Internal Medicine
- Neurology
- Obstetrics and Gynecology
- Pediatrics
- Psychiatry
- Surgery
- Elective (clinical, research or academic)
The third year Doctoring course emphasizes career advising, evidence-based medicine, professionalism and clinical decision-making.
In Year 4, beginning in May of the third year, students can focus on areas of interest through a large variety of electives, and enhance their clinical skills through a medicine sub-internships, emergency medicine, and radiology, and two of the following: surgical subspecialties, intensive care and second sub-internship. For a diagrammatic look at the curriculum, click HERE.
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| Medical School Competencies |
Temple University School of Medicine (TUSM) is one of three Commonwealth medical schools in Pennsylvania. It is dedicated to educating and training students to be excellent physicians who will be thoroughly prepared to meet the medical needs of Pennsylvania and beyond. The school places particular emphasis on attracting and graduating future physicians who will provide compassionate care to underserved populations. This tradition has been preserved and passed on by a faculty which is dedicated to filling the medical needs of North Philadelphia and surrounding communities.
TUSM is dedicated to enrolling students who exemplify academic excellence, and embody the passion, commitment and integrity to meet the highest standards in patient care and medical scholarship. Temple students represent the diversity of society; they are recent college graduates and those changing careers, and they come from a wide variety of cultural, socioeconomic, and geographic backgrounds. They also have demonstrated capacity for volunteerism, altruism, and a genuine desire to help those in need.
A TUSM education provides a solid foundation in the fundamentals of basic and clinical science. The curriculum is structured to ensure that students acquire the knowledge, skills, and attributes essential to the practice of medicine. The clinical years are marked by an extensive "hands-on" experience in caring for patients. Thus, graduates are exceptionally well prepared to pursue further training. Additionally, students have opportunities to engage in basic and clinical research and discover if their aptitudes and interests lie in these areas.
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KNOWLEDGE
Physicians must be knowledgeable about the scientific basis of medicine and be able to apply that knowledge to clinical problem-solving and the practice of medicine. They must engage in independent learning to remain current in their knowledge.
Students are expected to demonstrate:
- Knowledge of the normal structure and function of the human body as a whole and of each of its major organ systems, throughout the life cycle
- Knowledge of the molecular, biochemical, and cellular mechanisms important in maintaining the body's homeostasis
- Knowledge of the various causes (genetic, developmental, metabolic, toxic, microbiologic, immunologic, neoplastic, degenerative, psychological, and traumatic) of disease and the ways in which disease affects homeostasis (pathogenesis)
- Knowledge of the altered structure and function (pathology and pathophysiology) of the body and its major organ systems that occur in clinically and pathophysiologically important diseases and conditions
- Knowledge of the basic mechanics of pharmacologic and non-pharmacologic modalities employed in the treatment of disease and amelioration of pain and suffering
- Knowledge of the important non-biological determinants of poor health such as the economic, psychological, occupational, social, and cultural factors that contribute to the development and/or continuation of illness
- Knowledge of the epidemiology of common illnesses within a defined population, and the systematic approaches useful in reducing the incidence and prevalence of those illnesses
- Knowledge of disease and injury prevention practices in the care of individual patients and their families, and public health education
- Knowledge of the various types of family planning and their potential impact on the patient, the family and the public
- Knowledge of the physical and psychological aspects of aging and dying and a commitment to support and appropriately counsel patients and their families
- The ability to recognize the importance of the scientific method in establishing the causation of disease and therapeutic efficacy of treatment
- The ability to recognize how factors such as age, gender, ethnicity, sexual orientation, functional limitations, languages, belief systems, and socioeconomic status impact health, perceptions of well-being and medical care of culturally diverse and medically underserved populations
- Knowledge of the forms and value of complementary medicine as employed in the treatment of disease
- The ability to recognize the impact of chronic disease and disability on a patient’s ability to function in society
- The ability to engage in independent learning to stay abreast of the scientific advances, relevant to the practice of medicine
- Knowledge of the basic principles and ethics in clinical and translational research, and how such research is conducted, evaluated and applied to the care of patients
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PATIENT CARE
Students must be able to provide patient care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health.
Students are expected to:
- Provide health care services aimed at treating acute and chronic conditions, preventing health problems and maintaining health
- Communicate sensitively and effectively with patients and their families in a culturally appropriate manner.
- Obtain an accurate, comprehensive medical history including issues related to age, gender, sexuality and socioeconomic status as it relates to the patient’s health status. Discuss domestic violence, substance abuse, end-of-life issues and other topics that are important to the patient’s well-being.
- Communicate clearly, both orally and in writing, with patients, patients' families, colleagues, and others with whom physicians must exchange information in carrying out their responsibilities
- Conduct a thorough and accurate physical exam, including psychiatric, neurologic, genital, and orthopedic examinations in adults and children
- Perform routine technical procedures used in medicine and surgery
- Interpret the most frequent clinical, laboratory, radiologic, and pathologic manifestations of common maladies
- Reason deductively in solving clinical problems
- Construct appropriate management strategies (both diagnostic and therapeutic) for patients with acute and chronic common conditions, including medical, psychiatric, and surgical conditions, those requiring short- and long-term rehabilitation, and those with serious conditions regarding critical care. All strategies are to be established within the context of patient preferences, and using evidence-based principles
- Appropriately relieve pain and ameliorate the suffering of patients
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INTERPERSONAL AND COMMUNICATION SKILLS
Students must demonstrate interpersonal and communication skills that result in effective clinical care. Students are expected to:
- Demonstrate an ability to communicate effectively, both orally and in writing, with patients of all ages, patients' families, professional associates, and others
- Demonstrate interpersonal skills that build rapport and empathic communication with patients and their families across socioeconomic, ethnic and cultural boundaries
- Demonstrate (or use) effective listening skills
- Work effectively and collaboratively with other members of a multidisciplinary health care team
- Demonstrate the ability to provide accurate and succinct or comprehensive case presentations, as appropriate, in a clear, concise and organized manner
- Address sensitive health care issues in an effective, compassionate, and non- judgmental manner. Such issues may include: screening for alcohol and drug abuse, domestic violence and sexual behavior
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PROFESSIONALISM
Professionalism embodies the responsibilities of a physician that go beyond knowledge and technical skills and enables the delivery of high quality health care. It includes honesty, maintaining patient confidentiality and trust, mutual respect and commitment to the welfare of patients. Students are expected to:
- Demonstrate personal motivation, dependability, integrity, honesty and reliability
- Recognize both their abilities and limitations
- Interact productively and respectfully with peers, supervisors, patients
and their families, as well as colleagues in other disciplines
- Demonstrate their ability to enhance personal knowledge, commit to best practices and independent learning skills and professional development
- Put patients’ interests, ahead of their own, at the center of all clinical encounters and medical decisions.
- Openly deal with professional errors
- Maintain patient confidentiality
- Treat all patients, their families and other members of the medical team with compassion and sensitivity, aware of the diversities of age, culture, race, ethnic and spiritual differences, disabilities and economic status
- Advocate for the health and health care of individual patients and the general
community including the underserved
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PRACTICE-BASED LEARNING AND IMPROVEMENT
Students must be invested in continuing professional improvement, based upon their assimilation of new knowledge, application of evidence-based medicine and thoughtful reflection and analysis of their prior and current practice patterns.
Students are expected to:
- Continuously pursue scholarly endeavors that allow them to apply contemporary knowledge and skills to patient care
- Identify, appraise and assimilate evidence from scientific studies that relates to the care of their patients.
- Improve patient care by obtaining and using information about their own population of patients and the characteristics of the communities from which their patients are derived
- Apply knowledge of epidemiology and biostatistics to assess the effectiveness of diagnostic and therapeutic modalities
- Use information technology to access and manage information
- Facilitate the learning of others, including peers, other health care professionals, students, patients and their families
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SYSTEMS-BASED PRACTICE
Students must demonstrate a knowledge of and responsiveness to the larger context and system of health care and the ability to effectively call on system resources to provide optimal patient care.
Students are expected to:
- Demonstrate an awareness of how their patient care and other professional practices affect other health care professionals, the health care organization and the larger society and how these elements of the system affect their own practice
- Demonstrate an awareness of, and respect for, the roles of other health care professionals, and the need to collaborate in the care of both individuals and communities
- Be aware of how medical practice and delivery systems differ from one another, including methods of controlling health care costs and allocating resources
- Practice cost effective health care and resource allocation while maintaining a high quality of patient care
- Know the structure and function of health care delivery and insurance systems currently used in the U.S.
- Identify and use resources and ancillary health care services for patients in situations in which social and economic barriers to access exist
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