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We prepare our graduates to be adaptable physicians dedicated to bettering themselves and their practice throughout their careers by engaging with new research, emerging technologies, and latest evidence-based care. We orient our graduates to engage in advancing the state of their knowledge throughout their careers, whether through research, teaching or knowledge translation/advocacy. As the world we live in evolves rapidly, critical thinking skills are central; our learners and graduates need to be able to assess and apply new information and technologies while remembering that patients remain at the center of their decisions. The rapid pace may also strain our students and thus, ensuring that they have skills to cope throughout their practices and transitions is important. Mindfulness and adaptability are examples of such tools. The rapid pace of new knowledge creation and the pressures applied by pharmaceutical companies and instrument makers can only be met by clear thinking, a lifelong desire to learn, and the ability to assess new knowledge critically. At the same time, these constant demands may stress learners and physicians, so both also need skills to cope with stress throughout their careers. |
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Objective 1 Correctly sequence learning activities to foster a culture of life-long learning in UGME graduates with the aid of curriculum maps. |
Objective 2 Better integration of learning objectives and content relevant to the core themes in UGME. |
Objective 3 Build in learning about healthcare systems, innovation in health technology and digital health. |
Objective 4 Determine how to integrate and signpost longitudinal learning in UGME to better prepare students for PGME expectations. |
Objective 5 Determine the right balance of in person activities versus asynchronous, self-directed online learning-based activities. 听 |
Objective 6 Foster curiosity and learning-how-to-learn as a critical skill in the curriculum, considering the neuroscience of learning. |
Objective 7 Encourage student/faculty engagement with prioritization of the small group setting, when possible. |
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Lead by: Terry H茅bert & Alexander Valerio Collaborators: |
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