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Becoming a Physician at UM SOM - Questions

There are several questions that immediately arise about the area under consideration (e.g. "Professionalism, Respect for Patients, Families and Colleagues, Death and Dying, Impairment, Sexual and Aggressive Behavior, Physician/Industry relationships, Humanism, Ethics, Life-long Learning, Physicians subordinating themselves to their patients, Ethical behavior, Research subjects, and Sensitivity to age, culture, disability, diversity and gender"):

  1. What is the definition of the larger area of "Professionalism, Respect for Patients, Families and Colleagues, Death and Dying, Impairment, Sexual and Aggressive Behavior, Physician/Industry relationships, Humanism, Ethics, Life-long Learning, Physicians subordinating themselves to their patients, Ethical behavior, Research subjects, and Sensitivity to age, culture, disability, diversity and gender"?
  2. What are the definitions of the individual aspects of "Professionalism, Respect for Patients, Families and Colleagues, Death and Dying, Impairment, Sexual and Aggressive Behavior, Physician/Industry relationships, Humanism, Ethics, Life-long Learning, Physicians subordinating themselves to their patients, Ethical behavior, Research subjects, and Sensitivity to age, culture, disability, diversity and gender" comprising the larger area?
  3. Are all the aspects of each area covered at least once in depth during the four years?
  4. Are all the aspects reinforced and developed throughout the four years.
  5. Is there a way that all the aspects can be woven together and appear as an underlying theme or sub-text throughout the four years?
  6. Can we devise a means of evaluating the student's awareness/behavior/performance in these areas?

Responses to the Questions Covered in this Report

1-2. In Appendix 1 I have summarized the definitions from reports and studies performed elsewhere of what constitutes the area (e.g. "Professionalism, Respect for Patients, Families and Colleagues, Death and Dying, Impairment, Sexual and Aggressive Behavior, Physician/Industry relationships, Humanism, Ethics, Life-long Learning, Physicians subordinating themselves to their patients, Ethical behavior, Research subjects, and Sensitivity to age, culture, disability, diversity and gender") and aspects under consideration.

3. In Appendix 2, I have listed each Course Director or responsible faculty member's responses to my survey asking what areas and aspects were currently or could be included in their course.

4-6. To answer questions 4-6, requires me to provide further details (see recommendations.)