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Students doing the floor and unit rotations will be able to demonstrate knowledge of the core curriculum as outlined in the individual sections. Additionally, students should familiarize themselves with the subject content and knowledge competency as outlined on the CDIM website.

Students doing both floor and unit rotations will be able to demonstrate a knowledge of the principles of teaching and learning relevant to the variety of roles and responsibilities of the physician.


Students doing both floor and unit rotations will be able to:

  1. Effectively observe, communicate, and interact with patients, patients' families, and other health care workers.
  2. Explain to patients and patients' family members the findings of clinical investigations, plans for follow-up, discharge instructions or possible courses of therapy.
  3. Use appropriate skills and strategies to deal with difficult situations, such as giving bad news and dealing with angry patients.
  4. Outline roles and goals of various health care officials and communicate effectively with them regarding issues of patient care.
  5. Demonstrate appropriate teaching skills with fellow members of the health care team and patients, especially with sophomore students while acting as small group co-facilitators in the IPM-2 course.


Students doing both floor and unit rotations will be able to:

  1. Care conscientiously for patients with the highest standard of professional, ethical and moral conduct in all circumstances arising in association with the patients' illnesses.
  2. Display behaviors that foster and reward the patient's trust in the physician, including appropriate grooming, punctuality, honesty, and respect for patient confidentiality.
  3. Converse appropriately and behave with personal integrity in interactions with peers, faculty, housestaff, and non-physician staff.
  4. Recognize and accept own limitations in knowledge and clinical skills and commit to continuous improvement in knowledge and ability.


Students doing both floor and unit rotations will be able to:

  1. Provide (with appropriate supervision) complete care for assigned patients:
    1. constructing admit notes (H&Ps; problem lists; prioritized differential diagnosis; diagnostic, therapeutic and patient education plans), hospital orders, daily progress notes and discharge summaries.
    2. interacting with patients' families.
    3. collaborating with other health care personnel.

  2. Work collaboratively as members of a health care team in a variety of settings.

  3. Actively participate in rounds, demonstrating the ability to:
    1. act independently regarding the recognition of changes in patients' status and developingngoing plans for therapy and diagnosis.
    2. appropriately interpret diagnostic tests.
    3. utilize the literature to benefit the care of patients, to engage in self-learning, and to teach other members of the team.

  4. Perform routine clinical procedures (venipuncture, insertion of intravenous catheters, arterial puncture, insertion of nasogastric tubes, insertion of Foley catheters, suture lacerations) and, when appropriate, more advanced procedures (lumbar puncture, thoracentesis, arthrocentesis, paracentesis, central line placement).

  5. Construct appropriate management strategies (diagnostic and therapeutic) for common clinical training problems. These training problems include, but are not limited to, the materials in your core curriculum.


(Reference SSOM, LUMEN, UME, Educational Goals and Objectives,   #1, 5, 7 & 8)

Students doing both floor and unit rotations will be able to:

  1. Demonstrate an investigatory and analytic thinking approach to course work and clinical situations.
    1. Pursue resources necessary to understand and solve diagnostic and therapeutic problems.
    2. Demonstrate ability to use multiple sources of information.
    3. Demonstrate openness to adopting new methods of acquiring information.

  2. Locate, appraise, critically review and assimilate evidence from scientific studies and medical literature related to their patients' health problems.
    1. Demonstrate ability to discern relevancy of literature.
    2. Evaluate the reliability, validity, accuracy, cost-effectiveness and timeliness of the information or research reported by a resource.

  3. Use information technology learning resources to manage information, access online medical information and support own education.

  4. Demonstrate leadership and motivation.
    1. Coordinate the management of the patient's problem. Mentor junior members of the team.

(Reference SSOM, LUMEN, UME, Educational Goals and Objectives,   #1 & 5)

  1. Appreciate the importance of the many non-biologic factors that influence health, disease, disability, and access to care.
    1. Demonstrate understandi ng of how the patient's family, culture, age, gender, disabilities, and religious beliefs can influence healthcare decisions and outcomes.
    2. Engage the familial, cultural and spiritual supports of the patient in the care of the patient.
    3. Avoid stereotypical language (e.g. racist, sexist, homophobic, etc.)· Recognize the barriers to health care that non-biologic (socio-economic) factors impose.
    4. Demonstrate knowledge of non-biological determinants of child abuse and domestic violence and the economic, psychological, social, and cultural factors that impact their development and continuation.
    5. Demonstrate an understanding that some individuals in our society are at risk for inadequate healthcare, including the poor, uninsured, underinsured, children, unborn, single parents, elderly, racial minorities, immigrants, refugees, physically disabled, mentally disabled, chemically dependent, and those with incurable diseases.

  2. Know how to partner with health care managers and health care providers to assess, coordinate, and improve health care, and how these activities can promote health, prevent disease and manage illness.
    1. Demonstrate knowledge of the role of and services provided by community resources.
    2. Arrange referrals to community resources for patients and their families.
    3. Work cooperatively with social/human service providers valuing their input and incorporating appropriate input into the treatment plan.




Loyola University Chicago Stritch School of Medicine. All rights reserved.
Please send questions or comments to: Matthew Fitz, M.D.
Updated: 7/30/07 ... Created: 4/22/99