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- Elicit information
- Perceive, acknowledge, and respond to nonverbal communication
- Convey information, verbally and in writing
- Clarify information
- Create rapport
- Develop therapeutic relationships
Examples
Examples of areas in which skillful communication is required beginning in years 1 and 2 include, but are not limited to: answering oral and written exam questions, eliciting a complete history from a patient, presenting information in oral and written form to preceptors and patients, participating in sometimes fast-paced small-group discussions/interactions, participating in group dissections, participating in pathology labs, and interacting with and responding to course administrators and directors.
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- Attend (and participate in) all classes, groups, and activities in the curriculum
- Examine patients
- Perform basic laboratory procedures and tests
- Perform diagnostic procedures
- Provide general and emergency patient care
- Function in outpatient, inpatient, and surgical venues
- Perform in a reasonably independent and competent way in sometimes chaotic clinical environments
Examples
Examples of activities/situations requiring candidates' motor/tactile function beginning in years 1 and 2 include, but are not limited to: participating in classes, small groups, patient presentations, review sessions, dissections, laboratory work, and microscopic investigations; using a computer; performing a complete physical exam - including observation, auscultation, palpation, percussion, and other diagnostic maneuvers; performing simple lab tests; using light microscopes; performing cardiopulmonary resuscitation.
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- Rational thought
- Measurement
- Calculation
- Visual-spatial comprehension
- Conceptualization
- Analysis
- Synthesis
- Organization
- Representation (oral, written, diagrammatic, three dimensional)
- Memory
- Application
- Clinical reasoning
- Ethical reasoning
Examples
Examples of applied cognitive abilities beginning in years 1 and 2 include, but are not limited to: understanding, synthesizing, and recalling material presented in classes, labs, small groups, patient interactions, and meetings with preceptors; understanding 3-dimensional relationships, such as those demonstrated in the anatomy lab; successfully passing oral, written, and laboratory exams; understanding ethical issues related to the practice of medicine; engaging in problem solving, alone and in small groups; interpreting the results of patient examinations and diagnostic tests; analyzing complicated situations, such as cardiac arrest, and determining the appropriate sequence of events to effect successful treatment; working through genetic problems.
Examples of required cognitive abilities in years 3 and 4 include, but are not limited to: integrating historical, physical, psychosocial, and ancillary test data into differential diagnoses and treatment plans; understanding indications for various diagnostic tests and treatment modalities - from counseling counselling to medication to surgery; understanding methods for various procedures, such as lumbar punctures and inserting intravenous catheters; being able to think through medical issues and exhibit sound judgment in a variety of clinical settings, including emergency situations; identifying and understanding classes of psychopathology and treatment options; making concise, cogent, and thorough presentations based on various kinds of data collection, including web-based research; knowing how to organize information, materials, and tasks in order to perform efficiently on service; understanding how to work and learn independently; understanding how to function effectively as part of a healthcare team.
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- Consistently display academic integrity, fairness and respect for others
- Promptly complete all assignments and responsibilities attendant to the diagnosis and care of patients (beginning with study in the first year)
- Communicate with, examine, and provide care for all patients—including those whose gender, ethnicity, culture, sexual orientation, or spiritual beliefs are different from the candidate’s own
- Develop mature, sensitive, and effective relationships, not only with patients but with all members of the medical school community and healthcare teams
- Maintain sobriety in all academic and clinical environments, and refrain from the illegal use of substances at all times
- Abide by all state, federal, and local laws, as well as all University of South Florida codes of conduct
- Tolerate physically, emotionally, and mentally demanding workloads
- Function effectively under stress, and proactively make use of available resources to help maintain both physical and mental health
- Adapt to changing environments, display flexibility, and be able to learn in the face of uncertainty
- Take responsibility for themselves and their behaviors
Examples
Examples of professional behavior beginning in years 1 and 2 include, but are not limited to: showing up for required experiences on time and prepared; handing in assignments on time; refraining from plagiarizing or cheating; treating faculty, staff, and other students with respect; making an effort to understand prejudices and preconceptions that might affect patient interactions or collegial relationships (especially in the areas of race and ethnicity, sexual orientation, gender, disability, age, and religious difference); developing successful working relationships with preceptors, staff, and peers by accepting constructive feedback.
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Each year, all candidates must sign and return the form “Declaration of Meeting Technical Standards for the University of South Florida Morsani of Medicine” to the MCOM Office of Student Affairs. Failure to sign and return the form could result in being removed from enrollment and prevent promotion or graduation. Falsification of a form is a violation of the Honor Code and could lead to dismissal from the program. Each year, the MCOM Office of Student Affairs will notify candidates of the deadline for filing the declaration, but it is the candidate’s responsibility to complete, sign, and return the form by the deadline.
Students with Disabilities
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USF does not ask candidates to provide disability information as part of the admission process. On occasion, a candidate identifies a disability that may impact his/her ability to meet the MCOM Technical Standards for Admission, Progression and Graduation. When this occurs, the following procedure will be adhered to:
- Upon learning of a candidate for admission with a disability, the Assistant Dean for Admissions will bring the candidate to the attention of the Associate Dean for Student Affairs so that appropriate evaluation can be arranged and coordinated by the Department of Medical Education with Students Accessibility Services. The Assistant Dean for Admissions will also inform the Chairperson of the Medical Student Selection Committee.
- Any candidate who is admitted and registered with the University may apply for accommodations consideration with the Office of Student Accessibility Services. Admitted candidates can contact Student Accessibility Services to request appropriate accommodations. The approval of accommodations must be coordinated by the
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- Department of Medical Education with Student Accessibility Services (SAS) [Deborah McCarthy, Director, SVC 1133, 813-974-4300]) as set forth below.
Enrolled Students with Disabilities
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