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Graduates of the UT Health Science Center College of Medicine will complete a medical education program that prepares them for entry into a variety of advanced, differentiated physician training programs. To enable graduates to attain this objective, the medical education program will facilitate the development of the requisite knowledge, skills, attitudes, and beliefs. Graduating students will be expected to adhere to the STEEEP Principles, providing care that is safe, timely, effective, efficient, equitable and patient-centered, and will be expected to demonstrate competency in the following areas:
Patient Care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of optimal health.
Students are expected to:
- provide compassionate treatment for all patients, respecting their privacy and dignity;
- conduct patient-centered encounters, perform and document both complete and focused histories and physical examinations appropriate for the level of training;
- evaluate data, identify problems, and plan proper action using scientific evidence and clinical judgment;
- demonstrate the ability to formulate a diagnosis, a treatment plan, and a prognosis based on an understanding of the patient, the natural history of the disease, and known intervention alternatives;
- apply principles of health promotion and disease prevention as high priorities;
- work effectively with other health professionals in order to provide patient-focused care;
- demonstrate basic skills in routine technical procedures;
- demonstrate literacy in the use of computers, medical informatics, and other technology to support patient care decisions.
Medical Knowledge about established and evolving biomedical, clinical, and cognitive (e.g. epidemiological and social-behavioral) sciences and the application of this knowledge to patient care.
Students are expected to:
- demonstrate knowledge of the molecular, biochemical, and cellular mechanisms that are important in maintaining the body’s homeostasis;
- demonstrate knowledge of the normal structure and function of the body (as an intact organism) and of each of its major organ systems;
- identify the principles that underlie normal human development and aging;
- demonstrate knowledge of disease processes, including symptoms, diagnosis, and treatment;
- recognize that health and illness involve psychological, biological, cultural, ethnic, gender, age, and socio-economic components;
- develop an analytical thinking approach to problem solving and clinical reasoning;
- understand the scientific basis, indications, and interpretation of common diagnostic modalities;
- demonstrate knowledge of therapeutics and therapeutic decision-making;
- recognize patients with immediately life threatening cardiac, pulmonary, or neurological conditions and be able to institute appropriate initial actions;
- know the principles of preventive medicine, health maintenance and how environment affects health and disease;
- demonstrate awareness of both traditional and non-traditional modes of care.
Practice-Based Learning and Improvement involving the investigation and evaluation of patient care practices, appraising and assimilating scientific evidence, and improving patient care practices.
Students are expected to:
- use information technology to access on-line medical information, and support their own education;
- use evidence-based medicine approaches and knowledge of study designs and statistical methods to appraise clinical studies on diagnostic and therapeutic effectiveness;
- understand continuous quality improvement practices;
- demonstrate the ability to pursue self-directed learning and self-assessment for the purpose of lifelong learning to stay abreast of scientific advances and for continual improvement in clinical practice.
Interprofessional and Communication Skills resulting in effective information exchange and teaming with patients, patients’ families, and professional associates.
Students are expected to:
- demonstrate interpersonal skills that build rapport and empathic communication with patients and their families across socioeconomic, ethnic, and cultural boundaries;
- counsel and educate patients and their families;
- communicate effectively in oral and written formats with health care team members.
Professionalism based on a commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population.
Students are expected to:
- advocate at all times the interests of one’s patients over one’s own interest;
- demonstrate the qualities of integrity, compassion, reliability, and dependability in interactions with colleagues, patients, and patients’ families;
- recognize ethical issues relating to a physician’s responsibilities and obligations to patients, colleagues, and society (e.g., end -of-life issues);
- demonstrate a sensitivity to the religious, mental, emotional, cultural, social-economic and physical needs of patients and their families, and maintain confidentiality of patient information;
- understand the importance of a commitment to excellence through the continuation of one’s own professional education and growth, acceptance of scrutiny by peers and others, and dealing openly and honestly with professional mistakes;
- demonstrate a commitment to teach;
- understand the potential for personal impairment resulting from the high-stress environment of the practice of medicine, and recognize the availability of support resources.
Systems-Based Practice that demonstrates an awareness of and responsiveness to the larger context and system of health care and the ability to effectively utilize system resources to provide optimal care.
Students are expected to:
- develop a sense of social responsibility;
- understand the role of managed care and health care delivery systems and possess a knowledge of cost-effective and quality health care practices;
- identify weaknesses in the health care delivery system and the causes of medical errors, and be able to develop a plan of action to correct them;
- demonstrate knowledge of and respect for the overlapping roles and distinct competencies of different health professionals.
Adopted by COM Faculty, May 9, 2007, Revised November 26, 2012
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