III. Using Science to Guide Diagnosis, Management, Therapeutics and Prevention
Competency Director: Virginia C. Thurston, Ph.D.
The competent graduate knows and can explain the scientific underpinnings, at the molecular, cellular, organ, whole body, and environmental levels for states of health and disease based upon current understanding and cutting-edge advances in contemporary basic science. The graduate uses this information to diagnose, manage and present the common health problems of individuals, families, and communities in collaboration with them. The graduate develops a problem list and differential diagnosis, carries out additional investigations, chooses and implements interventions with consultation and referral as needed, determines outcome goals, recognizes and utilizes opportunities for prevention, monitors progress, shares information and educates, and adjusts therapy and diagnosis according to results.
Assessments
- Likert Scale: Level 1
- Likert Scale: Level 3—Non-Clinical Electives
- Likert Scale: Level 3—Clinical Electives
- Team Based Learning (TBL):
- TBL Exercise Application Proposal (Independent Study)
- Team Learning Defined
- Getting Started with Team Learning by Larry Michaelsen
- Three Keys to Using Learning Groups Effectively by Larry Michaelsen
- TBL Presentation by Paul Koles (Wright State)
- Creating Effective Application Exercises for Basic Sciences #1
- Student Proposal for Generic Clinical Electives
- Student Proposal for Research Projects
- Student Proposal for Research Program in Academic Medicine
- Example Experiences for Integrating Science and Clinical Education
- Example Assessments
- InLeT: Welcome to InLeT, the Interactive Learning Toolkit.
