Trek Curriculum MEPOs

1. Compassion/Empathy/Respect: Demonstrate behaviors that convey compassion, empathy, respect, and inclusion.
2. Professional Behaviors: Demonstrate professional behaviors that build trust including humility, reliability, and integrity.
3. Ethical Values: Apply ethical values to service of individual patients, communities, and the public at large by consistently demonstrating behaviors that uphold ethical and legal standards.
4. Professional Identity Formation: Develop an individualized identity as a physician built on the shared values of the profession.
5. Advocacy: Advocate for the well-being of patients, families, communities, and populations.

6. History: Complete a patient-centered history integrating hypothesis-driven questioning, secondary sources of data, and patient’s context to make history taking comprehensive, accurate, and efficient.
7. Physical Exam: Perform a physical examination for any chief concern in any setting and condition of patients. Identify and describe findings and clinical relevance.
8. Differential Diagnosis: Develop a prioritized differential diagnosis and problem list for any patient concern or clinical condition.
9. Diagnostic Tests: Recommend and interpret common diagnostic and screening tests that incorporates unique features of each patient.
   1. Common diagnostic tests include: CBC, BMP, LFTs, ABG, Urinalysis, chest X-ray, ECG
10. Management Plan: Create and implement a management plan including entering and discussing patient orders/prescriptions and explaining the diagnosis and collaboratively discussing treatment plans.
    1. Performed independently for common clinical conditions and with faculty support for advanced conditions.
11. Urgent/Emergent Care: Recognize and respond to patients requiring urgent or emergent care, provide initial evaluation and management and seek help.
12. Procedures: Perform basic procedures with supervision after obtaining consent.
    1. Basic procedures include: CPR, Bag-mask ventilation, laceration repair (wound cleaning, anesthetic application, suture selection, demonstrate interrupted stitches, wound care management), pelvic exam, venipuncture
13. Socio-ecological model: Integrate individual, community, socio-ecological, and systems factors in service of patient and family well-being.
14. Organize and Prioritize: Organize and prioritize responsibilities to provide care that is safe, effective, and efficient.

15. Verbal and Nonverbal Communication: Demonstrate effective person-centered verbal and nonverbal communication with patients, families/care supporters of diverse backgrounds in diverse settings including both face-to-face interactions and other forms of communication.
16. Written Documentation: Provide timely and complete documentation without unnecessary details or redundancies on all concerns and in all contexts.
17. Oral Presentation: Provide an oral presentation/summary of a patient encounter, adjusting for audience and context and in a well-organized fashion.
18. Handover: Effectively and efficiently provide or receive a patient handover to transition care responsibility to another health care provider and prioritize the work of cross-coverage.
19. Interprofessional Care: Participate as a contributing and integrated member of an interprofessional team.
    1. Communicate effectively with other health professionals.
    2. Provide thoughtful, professional, and constructive feedback to others.

Medical Knowledge:

20. Medical Knowledge: Demonstrate and apply knowledge of established and evolving biomedical, clinical, informatics, epidemiological, and social-behavioral sciences in each of the following disciplines:

21. Leadership: Adapt personal leadership skills to maximize the performance of self and others by being a respectful and engaged team member able to manage relationships and find common ground.
22. Systems Thinking: Recognize how healthcare system factors impact health and care delivery.
23. Quality Improvement: Identify personal and system level factors impacting patient safety and participate in improvement activities.

24. Evidence-Based Medicine: Form answerable questions, retrieve and appraise evidence to advance patient care (or transform health), and use the evidence appropriately to inform patient care or other decisions.
25. Master Adaptive Learner: Demonstrate the skills of a master adaptive including the ability to seek, respond to, and incorporate feedback from multiple sources, to create and implement personal learning goals, and to reflect on learning.
26. Scholarship: Complete a mentored scholarly project in order to demonstrate an understanding of the processes of structured scholarship and an ability to communicate findings or results via written and oral formats to a scientific community.