Access your curriculum
Undergraduate curriculum, schedules and objectives are available through One45, an application accessible through the MEdIC channel in PAWS. In One45 you can:
- View your academic schedules
- View your rotation schedules
- View objectives, handouts, and links for program, phase, course, session, and rotation
- Send personal assessment forms to preceptors
- Complete assigned course and instructor assessment forms
- Review and signoff personal assessment results
- Review procedure log and enter encounters
View curriculum and objectives
Accreditation Standards Supported:
- 6.1 and 8.2: Enable all stakeholders to access learning objectives, course schedules, assessments and learning materials
- 8.1: Track curricular content horizontally and vertically throughout the program
- 8.3: Monitor the curriculum, including the content taught in each discipline, so that the program's educational objectives will be achieved […] and identify gaps and redundancies in the curriculum
- 8.8: Monitor time students spend in educational and clinical activities
Program objectives - Current (2016-17)
- Knowledge of normal human development, structure and function from a biological, psychological and social perspective.
- Develop knowledge of medical vocabulary, facts, concepts, principles, laws, methods and procedures as demonstrated by the ability to:
- Use them to explain relevant clinical phenomena
- Use them to manage biological and clinical problems
- Describe the natural history of a discrete number of common and important diseases.
- Explain the basic facts and concepts necessary to practice effective preventive medicine including:
- Describe, with advantages and disadvantages, the use of appropriate immunization procedures in the prevention of disease
- Recognize and assess the influence of environmental factors on patient’s problems
- Recognize risk factors for the development of specific diseases
- Explain common screening procedures and their interpretation based on critical review of the relevant evidence.
- Detect and interpret significant physical signs by inspection, percussion, palpation and auscultation and use them in creating a diagnosis.
- Demonstrate skill in using various clinical and laboratory instruments (e.g. ophthalmoscope, stethoscope).
- Demonstrate skill in performing common technical procedures (e.g. measurement of blood pressure, venepuncture).
- Acquire information required to solve problems.
- Adjust the history and physical examination to the requirements of the situation.
- Obtain required information by using appropriate sources (e.g. selection of appropriate clinical and laboratory procedures, library and other sources.
- Define the patient’s problem within the context of their life situations (e.g. person, family, community).
- Evaluate the urgency or seriousness of a situation and act appropriately.
- Form a set of tentative hypotheses or diagnoses.
- Initiate appropriate procedures for checking the hypotheses.
- Revise and re-evaluate the tentative hypotheses and/or treatment plan based on new information and/or response to treatment.
- Conscientiously maintain accurate patient records and files.
- Conduct patient-centered interviews that explore the patient’s feelings, ideas, impact on function and expectation and provide the rationale.
- Develop relationships with patients characterized by compassion, empathy, respect and genuineness.
- Demonstrate a willingness to collaborate with the patient about management.
- Perform a comprehensive physical examination without causing the patient embarrassment.
- Adapt treatment plans with consideration for the patient’s age, general health, special needs, expectations, cultural background, progress or changes in condition.
- Communicate information with explanations that are clear, concise and understandable to patients.
- Counsel patients on risk reduction.
- Balance the patient’s welfare against a need for precision when faced with a clinically ambigious situation.
- Abide by the principles in the Code of Ethics as published by the Canadian Medical Association and keep informed of changes in the code.
- Use specialized knowledge and skills to contribute to the well-being of both the community and individual patients.
- Identify the rights and legal responsibilities of physicians to patients and the community.
- Describe the determinants of health and apply them appropriately to enhance individual and community well-being.
- Apply "cost-effectiveness" to public health interventions.
- Demonstrate skill in self-directed learning by:
- Identifing areas of deficiency and strength in one's own knowledge and skills
- Finding appropriate educational resources
- Evaluating personal learning progress
- Using new knowledge in the care of patients
- Learning and applying the scientific method
- Evaluate the validity and applicability of published data through critical appraisal in consultation with others.
- Develop the self-knowledge necessary for personal growth and continuous learning.
- Critique the scientific method and its application to individual and population problems.
- Support and value the work of scientists as vital to the health of the population.
- Assess the effectiveness of current practices and engage in continuous quality improvement.
- Work effectively as a member of a team.
- Collaborate effectively with patients and families without always taking charge.
- Find common ground when differences of opinion exist.
- Communicate effectively and cooperatively with peers and colleagues engaged in education, research and health care.
- Establish effective relationships with colleagues and other members of the health care team by:
- Considering their suggestions and criticisms
- Tactfully handling differences of opinion
- Providing support and direction to less experienced personnel
- Recognize personal subjective perspectives and ensure that they do not interfere with the patient’s best interests.
- Explain the structure and function of the Canadian Health Care System and its major components.
- Assist patients in accessing the health care system for physical, psychological, social and economic rehabilitation or long-term care.
- Identify potential conflict between individual and population health interests and seek advice from others, including ethicists when necessary, to help resolve issues.
- Explain personal assets, perspectives and limitations.
- Be willing to seek help, advice or consultation when needed.
- Accept that physicians cannot be “all things to all people."
- Respond to personal and family needs and develop effective personal support systems.
Program objectives - 2+2 (2018-19)
It is the responsibility and privilege of physicians to be agents of health and healing.
Therefore our graduates will embody the finest personal and professional qualities and exhibit the most effective practices; be fully prepared to learn and improve their practice of medicine over the course of their entire careers; and contribute to the physician human resource needs of Saskatchewan. While still learners they will actively engage in their own learning and support the learning of other students; they will think broadly and act ethically and professionally. The formation, education, and training of our medical students will be directed towards these five core learning goals: discovery, knowledge, integrity, skills, and citizenship and will be built on three pillars: (1) patients, (2) effective teaching, and (3) expert assessment.
You can view a detailed description of the Program Objectives in the file below.
The MD program has begun phasing in a 2+2 curriculum. 2+2 refers to the number of years designated to pre-clerkship and clerkship components of the 4-year program.
2+2 curriculum being phased in:
- 2 years of pre-clerkship courses
- 2 years of clerkship
Old curriculum being phased out:
- 2.5 years of pre-clerkship courses (Phases A, B, C)
- 1.5 years of clerkship (Phase D)
The 2+2 curriculum is:
- Learner centered
- CASE-based (Cooperative, Active, Self-Directed and/or Experiential learning)
- Designed for early and frequent patient contact
- Full of integrated case studies to link basic and clinical science learning
- Reflective of CANMed roles, FMEC recommendations, MCC objectives, and accreditation standards
Current programs will continue to run until all students complete their studies. As the new curriculum is developed and implemented, careful attention will be given to any innovations or improvements that can be included within the current curriculum that will improve the curriculum and provide a better learning experience for the current students.
|Year||Current Program||2+2 Program|
|2014/15||Class of 2017 Phase B starts
Class of 2016 Phase C starts
Class of 2015 Phase D continues
|Class of 2018 Year 1 starts|
|2015/16||Class of 2017 Phase C starts
Class of 2016 Phase D continues
Class of 2019 Year 1 starts
|2016/17||Class of 2017 Phase D continues||Class of 2020 Year 1 starts
Class of 2019 Year 2 starts
Class of 2018 Year 3 starts
|2017/18||Class of 2021 Year 1 starts
Class of 2020 Year 2 starts
Class of 2019 Year 3 starts
Class of 2018 Year 4 starts
Aboriginal health in the curriculum
The MD program has a diverse Aboriginal health curriculum that is constantly adding new learning opportunities. Many opportunities exist with a focus on Aboriginal health, including:
- guest lectures from leading experts
- case studies
- inter-professional problem based learning module
- community service learning projects
- communication module
An Indigenous Health Committee exists to guide Aboriginal health opportunities in the MD curriculum.
Student Information Guide & Syllabi
Submit curriculum feedback
Before you submit your feedback ticket
The ability to communicate in a professional manner is a cornerstone of being a physician.
As you submit your ticket, please note that constructive comments are very useful. Specific details are especially helpful for understanding what went well and identifying areas that need improvement.
For example, providing details of teaching methods that you found especially useful will ensure that they are continued. If you feel that an instructor didn’t teach a specific area well, please explain what they did that did not work well.
All comments are screened prior to dissemination and anything considered inappropriate (i.e., personal attacks or offensive language) is edited or removed. Thus, to ensure that your feedback is heard, please provide comments in a professional, constructive manner using examples where appropriate. Please note, this feedback system is not anonymous.
SBAR is a structured communication method that is used in patient care environments, but it can also be used in nonclinical situations. SBAR provides a vehicle for individuals to speak up and express concern in a concise manner. Providing feedback through the ticket system is an opportunity for you to practice using the SBAR method. Think about how you might word this feedback if you were sharing it face-to-face, or how you might want to receive similar feedback yourself.
Structure your feedback using the SBAR method.
Situation—What happened? What is the situation? Why are you submitting a ticket?
Background—What is the relevant background/context to this situation? (stick to the facts)
Assessment—What do you think the problem is? What worked well in this situation? What is the impact on your learning?
Recommendation—What would you recommend? What can be done to correct the problem? What would you like to see continue?