Trek Curriculum MEPOs

• Demonstrate behaviors that convey compassion, empathy, respect and inclusion  
• Demonstrate professional behaviors that build trust 
• Apply ethical values to service of individual patients, communities and the public at large. 
• Develop an individualized identity as a physician built on the shared values of the profession. 
• Advocate for the well-being of patients, families, communities, and populations.
  

• Graduates will be entrusted to perform the following activities without direct supervision: 
• Gather a comprehensive patient centered history  
• Perform a physical examination  
• Develop a prioritized differential diagnosis and select a working diagnosis following a patient encounter.  
• Recommend and interpret common diagnostic and screening tests.  
• Create and implement a management plan including entering and discussing patient orders/prescriptions and explaining the diagnosis and collaboratively discussing treatment plans.  
• Recognize a patient requiring urgent or emergent care, initiate evaluation and treatment and seek help 
• Perform general procedures for a physician  
•  Obtain informed consent for tests and/or procedures that the day 1 intern is expected to perform without supervision  
• Integrate individual, community, socio-ecological, and systems factors in service of patient and family well-being. 
• Organize and prioritize responsibilities to provide care that is safe, effective and efficient  

• Demonstrate effective verbal and nonverbal communication with patients, families, and health professionals of diverse backgrounds. 
• Provide written documentation of a clinical encounter  
• Provide an oral presentation/summary of a patient encounter  
• Effectively give or receive a patient handover to transition care responsibility to another health care provider  
• Participate as a contributing and integrated member of an interprofessional team  
  

• Demonstrate and apply knowledge of established and evolving biomedical, clinical, informatics, epidemiological, and social-behavioral sciences.  
  

Demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care. Leadership is defined as taking responsibility for productive change through collaboration with people, processes, institutions, and policy.  

• Adapt personal leadership skills to maximize the performance of self and others. 
• Recognize how healthcare system factors impact health and care delivery.  
• Identify personal and system level factors impacting patient safety and participate in improvement activities.  
  

• Demonstrate the ability to investigate and evaluate one’s care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and life-long learning  
• Form clinical questions, retrieve and appraise evidence to advance patient care (or transform health)  
• Demonstrate the skills of a Master Adaptive Learner  
• Advance knowledge through structured scholarship