PGY-1 Cardiology Service Curriculum

Competencies-Based Learning Objectives and Assessment Methods

 

PG Year:  PGY 1

Rotation: UCMC Cardiology

Location: UCMC

 How Topic or Skill is Taught

Examples:

  • Didactic
  • Case conference
  • Continuity clinic
  • Work rounds
  • Inpatient attending rounds
  • Procedure room/OR
  • Simulation
  • Journal Club

 

 Assessment Method(s) or Evaluation Tool

 

(C)      Clinical records review

(D)      Direct observation

(E)      Evaluation by non-faculty

(G)     Global faculty evaluation

(L)      Case log review

(P)      Portfolio review

(PTS)   Patient survey

(PES)   Peer survey

(S)       Skills checklist

(SA)    Self-assessment form

(T)      In-training exam

 

(O)  Other (specify)

 What Constitutes Acceptable Performance Rating

Examples:

  • Specific score on in-training exam
  • Completing steps in proper sequence
  • Specified Likert scale rating
  • Listing specific possibilities in a differential diagnosis
  • Graded presentation

 
Rotation objectives:

 

  • Medical Knowledge (topics to be covered – must cover and assess)
    • Formulation of a differential diagnosis and outline a plan for the evaluation and management of a diverse patient problem list.

 

 

  • Patient Care Skills (including technical skills to be learned and demonstrated – must cover and assess)
    • Demonstrate baseline competency in medical interviewing and physical examination, with a focus on elements specific to general medical diseases.
    • Demonstrate organization that enables longitudinal evaluation, management and treatment of the general medical patient.

 

  • Interpersonal and Communication Skills
    • Document patient encounters and medical plans in the medical chart.
    • Educate patients about their disease, medications, and therapies.

 

 

 

 

  • Professionalism
    • Demonstrate professionalism through effective communication and a commitment to excellence.

 

 

  • Systems-Based Practice
    • Anticipate obstacles to and orchestrate successful transition to home.

 

 

 

  • Practice-Based Learning and Improvement
    • Provide teaching during interactions with the patients, the medical team, and students.

 

 

  

 

Resident Work Rounds

Attending teaching rounds

Morning report

Noon Didactic Conference

 

Resident Work Rounds

Attending teaching rounds

Morning report

Noon Didactic Conference

 

 

 

Resident Work Rounds

Attending teaching rounds

Morning report

Noon Didactic Conference

 

 

Resident Work Rounds

Attending teaching rounds

Morning report

 

Resident Work Rounds

Attending teaching rounds

Morning report

 

 

Resident Work Rounds

Attending teaching rounds

Morning report

Noon Didactic Conference

 

  

 

C, D, G, PES, I

 

 

 

 

 

 

C, D, G, PES, I

 

 

 

 

 

 

 

C, D, G, PES

 

 

 

 

 

 

 

C, D, G, PES

 

 

 

C, D, G, PES

 

 

 

 

 

C, D, G, PES

  

 

  • Satisfactory rating on evaluations from faculty
  • Satisfactory rating on evaluations from peers

 

 

 

 

  • Satisfactory rating on evaluations from faculty
  • Satisfactory rating on evaluations from peers

 

 

 

 

 

  • Satisfactory rating on evaluations from faculty
  • Satisfactory rating on evaluations from peers

 

 

 

 

 

  • Satisfactory rating on evaluations from faculty
  • Satisfactory rating on evaluations from peers

 

  • Satisfactory rating on evaluations from faculty
  • Satisfactory rating on evaluations from peers

 

 

 

  • Satisfactory rating on evaluations from faculty
  • Satisfactory rating on evaluations from peers
  • Graded presentation

 

 

 

PGY-2 Cardiology Service Curriculum

Competencies-Based Learning Objectives and Assessment Methods

 

PG Year:  PGY 2

Rotation: UCMC Cardiology

Location: UCMC

How Topic or Skill is Taught

Examples:

  • Didactic
  • Case conference
  • Continuity clinic
  • Work rounds
  • Inpatient attending rounds
  • Procedure room/OR
  • Simulation
  • Journal Club

Assessment Method(s) or Evaluation Tool

(C)      Clinical records review

(D)      Direct observation

(E)      Evaluation by non-faculty

(G)     Global faculty evaluation

(L)      Case log review

(P)      Portfolio review

(PTS)   Patient survey

(PES)   Peer survey

(S)       Skills checklist

(SA)    Self-assessment form

(T)      In-training exam

(O)  Other (specify)

What Constitutes Acceptable Performance Rating

Examples:

  • Specific score on in-training exam
  • Completing steps in proper sequence
  • Specified Likert scale rating
  • Listing specific possibilities in a differential diagnosis
  • Graded presentation
Rotation objectives:

 

  • Medical Knowledge (topics to be covered – must cover and assess)
    • Formulation of a differential diagnosis and outline a plan for the evaluation and management of a diverse patient problem list.

 

 

 

  • Patient Care Skills (including technical skills to be learned and demonstrated – must cover and assess)
    • Demonstrate baseline competency in medical interviewing and physical examination, with a focus on elements specific to general medical diseases.
    • Demonstrate organization that enables longitudinal evaluation, management and treatment of the general medical patient.

 

  • Interpersonal and Communication Skills
    • Document patient encounters and medical plans in the medical chart.
    • Educate patients about their disease, medications, and therapies.

 

 

 

  • Professionalism
    • Demonstrate professionalism through effective communication and a commitment to excellence.

 

 

  • Systems-Based Practice
    • Anticipate obstacles to and orchestrate successful transition to home.

 

 

 

  • Practice-Based Learning and Improvement
    • Provide teaching during interactions with the patients, the medical team, and students.

 

 

  

 

Resident Work Rounds

Attending teaching rounds

Morning report

Noon Didactic Conference

 

 

Resident Work Rounds

Attending teaching rounds

Morning report

Noon Didactic Conference

 

 

 

Resident Work Rounds

Attending teaching rounds

Morning report

Noon Didactic Conference

 

Resident Work Rounds

Attending teaching rounds

Morning report

 

Resident Work Rounds

Attending teaching rounds

Morning report

 

 

Resident Work Rounds

Attending teaching rounds

Morning report

Noon Didactic Conference

 

  

 

C, D, G, PES, I

 

 

 

 

 

 

 

C, D, G, PES, I

 

 

 

 

 

 

C, D, G, PES

 

 

 

 

 

 

C, D, G, PES

 

 

 

 

C, D, G, PES

 

 

 

 

C, D, G, PES

  

 

  • Satisfactory rating on evaluations from faculty
  • Satisfactory rating on evaluations from peers

 

 

 

 

 

  • Satisfactory rating on evaluations from faculty
  • Satisfactory rating on evaluations from peers

 

 

 

 

  • Satisfactory rating on evaluations from faculty
  • Satisfactory rating on evaluations from peers

 

 

 

 

  • Satisfactory rating on evaluations from faculty
  • Satisfactory rating on evaluations from peers

 

 

  • Satisfactory rating on evaluations from faculty
  • Satisfactory rating on evaluations from peers

 

 

  • Satisfactory rating on evaluations from faculty
  • Satisfactory rating on evaluations from peers
  • Graded presentation

 

 

 

 

PGY-3 Cardiology Service Curriculum

Competencies-Based Learning Objectives and Assessment Methods

 

PG Year:  PGY 3

Rotation: UCMC Cardiology

Location: UCMC

How Topic or Skill is Taught

Examples:

  • Didactic
  • Case conference
  • Continuity clinic
  • Work rounds
  • Inpatient attending rounds
  • Procedure room/OR
  • Simulation
  • Journal Club

Assessment Method(s) or Evaluation Tool

(C)      Clinical records review

(D)      Direct observation

(E)      Evaluation by non-faculty

(G)     Global faculty evaluation

(L)      Case log review

(P)      Portfolio review

(PTS)   Patient survey

(PES)   Peer survey

(S)       Skills checklist

(SA)    Self-assessment form

(T)      In-training exam

(O)  Other (specify)

What Constitutes Acceptable Performance Rating

Examples:

  • Specific score on in-training exam
  • Completing steps in proper sequence
  • Specified Likert scale rating
  • Listing specific possibilities in a differential diagnosis
  • Graded presentation
Rotation objectives:

 

  • Medical Knowledge (topics to be covered – must cover and assess)
    • Formulation of a differential diagnosis and outline a plan for the evaluation and management of a diverse patient problem list.

 

  • Patient Care Skills (including technical skills to be learned and demonstrated – must cover and assess)
    • Demonstrate baseline competency in medical interviewing and physical examination, with a focus on elements specific to general medical diseases.
    • Demonstrate organization that enables longitudinal evaluation, management and treatment of the general medical patient.
  • Interpersonal and Communication Skills
    • Document patient encounters and medical plans in the medical chart.
    • Educate patients about their disease, medications, and therapies.

 

 

 

  • Professionalism
    • Demonstrate professionalism through effective communication and a commitment to excellence.

 

 

  • Systems-Based Practice
    • Anticipate obstacles to and orchestrate successful transition to home.

 

 

  • Practice-Based Learning and Improvement
    • Provide teaching during interactions with the patients, the medical team, and students.

 

 

  

 

Resident Work Rounds

Attending teaching rounds

Morning report

Noon Didactic Conference

Resident Work Rounds

Attending teaching rounds

Morning report

Noon Didactic Conference

 

 

Resident Work Rounds

Attending teaching rounds

Morning report

Noon Didactic Conference

 

Resident Work Rounds

Attending teaching rounds

Morning report

 

Resident Work Rounds

Attending teaching rounds

Morning report

 

Resident Work Rounds

Attending teaching rounds

Morning report

Noon Didactic Conference

 

  

 

C, D, G, PES, I

 

 

 

 

C, D, G, PES, I

 

 

 

 

 

 

C, D, G, PES

 

 

 

 

 

 

C, D, G, PES

 

 

 

 

C, D, G, PES

 

 

 

C, D, G, PES

  

 

  • Satisfactory rating on evaluations from faculty
  • Satisfactory rating on evaluations from peers

 

 

  • Satisfactory rating on evaluations from faculty
  • Satisfactory rating on evaluations from peers

 

 

 

 

  • Satisfactory rating on evaluations from faculty
  • Satisfactory rating on evaluations from peers

 

 

 

 

  • Satisfactory rating on evaluations from faculty
  • Satisfactory rating on evaluations from peers

 

 

  • Satisfactory rating on evaluations from faculty
  • Satisfactory rating on evaluations from peers

 

  • Satisfactory rating on evaluations from faculty
  • Satisfactory rating on evaluations from peers
  • Graded presentation