Graduation Objectives

*Heading are emboldened.  Sub-headings that particularly apply to the LCP experience are also emboldened.

I. Lifelong Learning

Graduates will be lifelong learners.  Following PBL tutorial, patient care interactions, or in anticipation of future learning needs, students will be life-long, self-directed learners by:

A) Identifying gaps in knowledge and utilizing learning activities to refine their knowledge base.

B) Addressing learning needs by acquiring, integrating, and evaluating their ability to utilize credible resources.

C) Demonstrating commitment to obtaining new knowledge associated with improving patient/population outcomes.

D) Demonstrating commitment to improving personal performance and acknowledging limits in knowledge.

II. Foundational Knowledge and Discovery

Graduates will understand the foundational knowledge and discovery supporting clinical medicine.  Students will apply foundational knowledge and discovery to the practice of medicine by:

A) Describing the normal structure and function of each organ system and their interaction within the human body as a whole.

B) Applying knowledge of the biological (molecular, cellular, and biochemical) mechanisms and non- biological (social, behavioral, psychological, and environmental) drivers that maintain the body’s homeostasis in order to address the maintenance of good health 

and preventative measures in patient care.

C) Applying the current knowledge necessary to explain the various biological (molecular, cellular, and biochemical) and non- biological (social, behavioral, psychological, and environmental) causes of illness and the way in which they impact the body and mind (pathogenesis), in order to ask focused clinical questions and implement a diagnostic approach in patient care.

D) Applying the current knowledge necessary to describe the altered structure and function (pathology and pathophysiology) of the body and its organ systems and tissues that are seen in various diseases and disorders, in order to perform a focused clinical history and physical exam, and implement a diagnostic approach in patient care.

E) Applying the current knowledge necessary to explain the mechanisms by which various treatment modalities impact the pathogenesis and natural history of diseases and disorders seen in patient care, in order to implement a treatment and monitoring plan.

F)  Discussing the principles of biomedical research methods, common biostatistical tools, scientific

rationale, and evidence-based medicine, and how they are applied to clinical medicine.

III. Care of Patients

Graduates will provide patient-centered care that is compassionate, appropriate and effective for the treatment of health problems and promotion of health in the ambulatory and hospital setting.  When seeing a patient presenting with a concern or illness in the ambulatory or hospital setting, students will be able to care for that patient by:

A) Approaching each patient with an awareness of and sensitivity to the impact the patient’s age, gender, culture, spiritual beliefs, socioeconomic background, lifestyle, social support, sexuality, and healthcare beliefs may have on the diagnosis and treatment of their illness.

B) Understanding the components of the informed consent process and being capable of obtaining informed consent for tests, procedures, and/or other interventions while respecting patient confidentiality and autonomy, and preserving patient dignity.

C) Applying clinical reasoning and critical thinking to develop functional problem lists and differential diagnoses during a patient encounter.

D) Performing a complete or complaint-focused history and physical exam following an appropriate exam sequence as indicated by the context of the encounter and utilizing correct technique in a manner that reflects a clear understanding of the manifestations of common illnesses.

E) Selecting and interpreting appropriate diagnostic tests with careful consideration of the test characteristics, risks, potential complications, discomfort to patients, cost, and patients’ overall therapeutic goals.

F) Performing routine procedural skills under appropriate supervision that are considered essential for a particular area of medical practice.

G) Developing and implementing an appropriate treatment plan, including the practice of order and prescription entry, that takes into account efficacy, adverse effects, socioeconomic, safety, and compliance issues in the context of the patient’s values and overall goals for treatment.

H) Recognizing and initiating therapy for acute life-threatening conditions.

I) Understanding the complex decision making that is intertwined with palliative and end-of-life care for patients.

J) Incorporating principles of inter professional, high quality, team-based patient care.

K) Learning to apply the principles of quality improvement and systems-based practice to the care of patients.

IV. Communication and Interpersonal Skills

Graduates will be able to communicate effectively with patients, families and other providers in the interdisciplinary healthcare team.  When in a classroom, clinical, or other healthcare setting, students will communicate effectively with others by:

A. Communicating with and educating peers, patients, and their support systems, across diverse

backgrounds, languages and cultures, using language interpretive services when appropriate, and

using strategies to build therapeutic alliances, promote inclusion and equity, ensure

understanding, and respect for individual perspectives.

B. Demonstrating patient-centered communication skills including being attentive to patient verbal

and nonverbal cues, patient/family culture, social drivers of health, and utilizing active listening

skills.

C. Demonstrating emotional awareness and intelligence, and reflecting on how one’s

intersectionality may influence one’s perspectives in clinical decision-making, and interaction

with patients, families, communities and members of the interprofessional team.

D. Conveying clinical information and reasoning, with appropriate assertiveness, in all types of

formal and informal oral and written presentations, that is tailored for different audiences,

purposes and contexts.

E. Documenting accurate, complete, organized, and concise clinical notes in medical records

(including EMR) in a timely manner.

F. Delivering, receiving and implementing feedback from peers, faculty, administration, staff, and/or

patients in a respectful and professional manner.

V. Population and Community Health

Graduates will understand, advocate, and apply principles and strategies of population and community health that will result in equitable care of diverse patients and communities.  When in a classroom, clinical, or community setting, students will provide equitable care of diverse patients and communities by:

A) Demonstrating an understanding of Native Hawaiian and other Indigenous peoples’ views of health and illness, the impact of social and cultural determinants on their health status, and applying effective strategies for providing culturally safe, appropriate, and competent care to improve their overall health and wellbeing.

B) Demonstrating meaningful participation in collaborative community health activities that optimize the health and quality of life of all persons who live and/or work in a defined community or communities.

C) Evaluating the influence of social determinants of health, including economic, psychological, behavioral, environmental, political, and cultural factors, as well as the effects of racism, that contribute to the maintenance of health and the care of patients, their families, and communities.

D) Demonstrating knowledge of the physician’s role in global health issues such as climate change, emerging infectionsand pandemics, bioterrorism, war, and environmental disasters.

E) Utilizing data from medical records, insurance claims, or other datasets to identify important public health or population health management strategies (including telehealth) that support the health of communities.

VI. Professionalism

Graduates will be professional and ethical and demonstrate an enthusiasm for medicine while delivering compassionate care to their patients.  When practicing medicine or representing JABSOM both inside and out of the classroom or clinical

setting, students will embody the JABSOM Professionalism Philosophy and exhibit the highest

standards of professional and ethical behavior by:

A. Applying the theories and principles of medical ethics.

B. Adhering to the policies of JABSOM and UHM and any hospital and/or clinic sites regarding

academic and scientific integrity, student conduct and completing school and professional

requirements in a timely manner.

C. Demonstrating respect, honesty, altruism, accountability, honor, excellence, integrity, and

humility in all interactions.

D. Presenting with appropriate professional appearance and attire.

E. Maintaining patient confidentiality and preserving patient dignity and modesty.

F. Dealing with unexpected outcomes and professional mistakes openly and honestly in ways that

promote patient and clinical team trust and self-learning.

G. Recognizing personal limitations and demonstrating the ability to self-assess.

H. Contributing to a safe and positive environment by demonstrating respect for diversity, and

teaching and supporting others.

VII. Wellness and Resiliency

Graduates will have the skills and strategies to maintain wellness and resiliency.

Students will maintain their wellness and resiliency by:

A. Developing individualized strategies to maintain personal physical and mental health while

fostering positive connections with others.

B. Utilizing strategies to maintain personal safety and the safety of others in both academic and

clinical environments.

C. Recognizing physician impairment and identifying resources available for treating physical and

mental illness.

D. Stating the key elements of the student mistreatment policy, recognizing mistreatment, knowing

how to report it, and finding resources for mistreatment.