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 Learning Objectives
The graduating physician will demonstrate enduring ability to apply and integrate medical knowledge, clinical skills (both cognitive and procedural), and professional attitudes to provide medical care to patients across the spectrum of health (wellness, acute illness, chronic illness) and along the continuum of life. The graduating physician will integrate an understanding of the determinants of health and the modifiers of illness, together with an understanding of the unique characteristics and circumstances of each patient, to guide diagnosis and patient- and family-centered clinical decision-making.
- Identify normal human development, structure, and function as well as inherent variability for each.
- Identify the determinants of health at the individual, family, and community level.
- Describe evidence-informed principles of surveillance and screening for the normal/healthy population and for at-risk populations.
- Describe how health promotion and public health principles apply to clinical care.
- Identify individual patient risk factors to develop appropriate care strategies.
- Explain the spectrum of pathology and presentations of common and/or important acute and chronic diseases.
- Demonstrate an approach to the diagnosis of common and undifferentiated clinical presentations.
- Obtain appropriate and accurate patient history through a patient and family-centered interview.
- Elicit relevant positive and negative physical signs through performance of an appropriate patient-centered physical examination, optimizing patient comfort.
- Respond appropriately to potentially urgent/emergent conditions in patient care.
- Develop a relevant prioritized differential diagnosis through clinical reasoning and integration of clinical information.
- With consideration of patient context, select and interpret results of appropriate and evidence-informed diagnostic tests based on differential diagnosis.
- Demonstrate proficiency appropriate for level of training in basic procedural skills relevant to clinical care.
- Develop and implement an appropriate patient-centered and evidence-informed treatment or management plan, including where appropriate pharmacologic and/or non-pharmacologic strategies, multidisciplinary care, patient self-management, and follow up plans.
- Identify ways to improve patient safety.
The graduating physician will demonstrate competence in the use of effective communication skills. The following are determined to be key competencies for the graduating student: Conduct patient centered interviews, demonstrate effective interviewing and listening skills, analyzing patient context, negotiating an effective patient centered management plan, and effectively presenting information to other healthcare professionals involved in patient care.
- Demonstrate appropriate communication skills.
- Adjust personal communication style to patient’s needs, understanding and content of communication to effectively communicate including in challenging and difficult situations.
- Effectively present information about clinical encounters and management plans to supervising physicians and/or team members including hand-over of care.
- Maintain accurate, comprehensive, legible and up-to-date medical record documentation.
- Demonstrate effective team collaboration.
- Collaborate effectively to access hospital and/or community resources/supports.
Physicians are integral participants in the health care of individuals and in the function of healthcare organizations. Physicians have a primary fiduciary responsibility to each individual patient but also a broader societal responsibility for prudence and wisdom in the use of scarce resources. Physicians are a resource to patients, their families, communities and populations. Physicians manage their personal, family and professional lives and their working relationships with employees, colleagues and other health care workers using effective processes of leadership, human resource and financial management. Physicians use information systems and practice management tools to coordinate care and ensure efficient and effective care. The graduating physician will have foundational knowledge of these principles and emerging competence in the areas of self-directed and self-managed professional practice.
- Explain the best use of resources when making equitable patient-centered clinical and population healthcare decisions.
- Employ information technology effectively for patient care.
- Manage workload effectively.
- Participate in career planning.
Physicians use their expertise (knowledge) and influence (social, political, financial) to advance the health and well-being of individual patients, communities, and populations. Physicians contribute actively to the development of public policy, particularly in the areas affecting the determinants of health and access to care. Graduating physicians will recognize and attempt to balance competing backgrounds, interests and needs as they develop personal professional competency in this domain.
- Identify vulnerable individuals and populations.
- Identify opportunities and, where possible, solutions for patient and/or community advocacy.
The graduating physician recognizes the need for and commits to the process of lifelong reflective learning. The graduating physician accepts the responsibility to share, translate, teach, and enhance medical knowledge for the benefit of patients, students, colleagues, and society as a whole.
- Demonstrate self-directed learning including utilizing appropriate resources and critical research appraisal strategies.
- Describe the principles of evidence-informed medicine.
- Describe the principles of quality improvement/assurance and relevance to patient care and safety.
- Apply the principles of healthcare research.
- Participate in education of others.
The graduating physician accepts the tenets of the profession: commitment to the health and well-being of individuals and society through ethical practice, profession-led regulation, and high standards of personal behavior. Physicians are guided by codes of ethics, committed to clinical excellence, and embrace appropriate attitudes and behaviors, including honesty, altruism, integrity, commitment, compassion, respect, and the promotion of the public good.
- Demonstrate professional behavior informed by ethical/legal standards and awareness of personal wellness and limitations.
- Describe current ethical and legal principles important in medicine including those related to informed consent, capacity, patient autonomy, privacy and confidentiality.
- Explain the evolving contract between physicians, their organizations and society.
- Demonstrate culturally safe and respectful care of all patients including First Nations, Inuit, and Metis.
The MD program consists of two years of pre-clerkship and and two years of clerkship = four-year program.
The undergraduate curriculum is:
- 2 years of pre-clerkship courses
- 2 years of clerkship
The curriculum is:
- Learner centered
- CASE-based (Cooperative, Active, Self-Directed and/or Experiential learning)
- Integrated case studies to link basic and clinical science learning
- Reflective of CANMed roles, FMEC recommendations, MCC objectives, and accreditation standards
Indigenous Health Curriculum
The MD program has a diverse Indigenous health curriculum that is constantly adding new learning opportunities. Many opportunities exist with a focus on Indigenous 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 Indigenous health opportunities in the MD curriculum.
Student Information Guide & Syllabi
|Year 3 Map||Year 4 Map|
Entrustable Professional Activity
EPA = Entrustable Professional Activity
- “A unit of professional practice that can be entrusted to a sufficiently competent learner or professional.”
- Discrete, time-limited task a trainee can be observed performing.
- Designed to be directly observed by faculty, who, “in the moment”, document the encounter and provide corrective coaching
- Written comments MOST valuable
- Partial observation acceptable – be sure to document what portion was observed
- Does not represent a pass/fail decision, rather a simple record of what was observed.
- Many such observations will be put together to form an overview of the trainee’s performance.
Association of Faculties of Medicine of Canada (AFMC) developed 12 Undergraduate EPAs, to be implemented by all Canadian medical schools. Goal to ensure a common frame of reference outlining what residency program directors can expect of an incoming Canadian Medical graduate.
“The AFMC EPAs… are a clear, concise list of what graduating medical students should be entrusted to do without direct supervision on DAY ONE of residency.”
U of S EPA implementation 2020-21:
- EPAs 1 and 6 assessed in all core clerkship rotations, alongside current assessment procedures.
- EPA 1 - Obtain a history and perform a physical examination adapted to the patient’s clinical situation.
- EPA 6 - Present oral and written reports that document a clinical encounter.
- Aim for students to have each EPA observed once per week of rotation.
2021 and beyond:
- Each rotation will assess a number of the 12 AFMC EPA’s
  Ten Cate, Olle, Curriculum development for the workplace using Entrustable Professional Activities (EPA’s) AMEE Guide 99
2 Boucher, André, AFMC EPA document
Program Feedback Tool
Before you submit your feedback:
Why your feedback is important:
Feedback from students is part of the UGME’s continuous quality improvement work. Your feedback is valued, and we use feedback submitted through this to tool to identify problems that need to be solved in a timely way, as well as things that are going well.
What happens to your feedback?
Feedback submitted through this tool is shared with a small group within the Undergraduate Medical Education Program administrative team. It is then de-identified by an Administrative staff member (all your personal information removed) and sent to the relevant instructor, Module/Course Director, or Rotation Coordinator who needs to respond. You will receive confirmation from the Administrative Staff member that your feedback has been received, and the type of actions being taken in response to your feedback.
How to make your feedback useful:
Please remember, the ability to communicate in a professional manner is a cornerstone of being a physician. As you submit your feedback, please note that constructive comments are very useful. Specific details are especially helpful for understanding what went well and for identifying areas that need improvement.
For example, providing details of teaching methods that you found especially helpful 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 received through the feedback system 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.
The Situation, Background, Assessment, Recommendation (SBAR) method of providing information has been chosen as a tool for you to use to structure your feedback as it is is used in patient care environments. Using SBAR in this context gives you an opportunity to practice summarizing your observations in a concise and actionable manner.
Situation—What happened? What is the situation? Why are you submitting this feedback?
Background—What is the relevant background/context to this situation? Provide an objective description of the events.
Assessment— Tell us your take on this situation. What is the impact on your learning?
Recommendation—What would you recommend? What would you like to see continue? What can be improved for future situations of a similar nature?
Thank-you for your feedback!