AETCOM

The undergraduate medical education program is designed with a goal to create an
“Indian Medical Graduate” (IMG) possessing requisite knowledge, skills, attitudes,
values and responsiveness, so that he or she may function appropriately and
effectively as a doctor of first contact of the community while being globally relevant.
AETCOM module is a manifestation of this realization that endeavors to strike a balance between the five identified roles of an ‘Indian Medical Graduate (IMG)’ viz; Clinician, Leader & Member of health care team, Communicator, Life- long learner and Professional; right from the 1st professional year of training.

1. AETCOM Introduction Dr Sreenivasa Murthy M D Assistant Professor Dept of Biochemistry MIMS, MANDYA

2. IMG – Core Competencies Professional Life Long Learner Clinician Leader Communicator

3. Alignment of Skill to Values Knowledge Skill Attitude Values Indian Medical Graduate

4. Curriculum Gap Intended Curriculum What we student to acquire Taught Curriculum Engage student with intended curriculum Experienced Curriculum Differs from student to student Assessed Curriculum Assessing what we want them to learn Achieved Curriculum Competencies students acquired after undergoing course

5. Formal – what we say Hidden – what we do Curriculum

6. Classical Approach Role modelling Mentorship Professional apprenticeship

7. Direct Approach to Teach Domains of attitude and communication Emphasis on Ethics Stage appropriate opportunity for experiential learning and reflection

8. ATCOM Module Case based module Case scenarios with discussion points Structured program Distributed over all years ? Assessment

9. AETCOM Module 5 Sections 2 Annexures

10. Section I Enumerates the roles of the IMG Clinician Leader and member of the core health care system Communicator Life long learner Professional

11. SECTION II

12. Learning modules for Professional year I Number of modules 5 Number of hours 34 Sessions are interdependent Self guided learning Interactive discussions Closure session with reflection Assessment

13. Learning modules for Professional year -2 Number o f m odule s 7 Number of hours 35

14. The foundation of communication – 2 The foundation of bioethics Health care as a right Working in a health care team Bioethics contd - The cover up. Case study on patient autonomy and decision making Bioethics contd – Life machine. Bioethics contd – Who is the doctor? What does it mean to be family member of the sick patient

15. Learning module for professional year 3 Number o f m odule s 5 Number of hours 25

16. Foundation of communication 3 Case studies in bioethics – Disclosure of medical errors Seeking immunity The foundation of communication -4 Case study in bioethics - Confidentiality Case study in bioethics – Fiduciary duty

17. Learning modules for professional year -4 Number of modules Number of hours 45 The foundation of communication 4

18. Case study in medical –legal and ethical situations – Child’s child Case study in medical –legal and ethical situations - The angry brick kiln owner Case studies in ethics empathy and the doctor patient relationship Case studies in ethics and the doctor – industry relationship Case studies in ethics and the doctor – The offer Case studies in ethics and patient autonomy – The cruel parents Dealing with death

19. Section III Additional list of desirable competencies in attitudes and communications Non core

20. Section IV Competency Acquisition Log Suggested log book pattern

21. SECTION V

22. Appendix I List of competencies in AT COM 1 – 39 Core competencies 40 -53 non core (Desirable) competencies

23. Appendix 2 Communication skills rating scale from Kalamazoo consensus statement

24. Assessment of Learning Provide feedback to improve learning Facilitator observe (facilitates learning) Corrective measure (including counseling initiated) if performance below expected

25. Revitalizing professionalism Cognitive base Experiential learning Continuity Role Modeling Mentorship

26. Sometimes you put walls up, not to keep people out But to s e e w ho c a r e s e n o u g h to b r e ak t h e m down Socrates

27. Definition of Profession An occupation – that regulates itself through systematics, required training and collegial discipline That has a base in technical, specialized knowledge & skills That has a service rather than a profit orientation Enshrined in its code of ethics

28. FORMAL CURRICULUM Empathy Compassion Altruism } What we Say or desire

29. Hidden curriculum (Today) Weariness Strong distrust of emotions Failure of communication

30. Walking through AETCom Teaching AETCom: Who What When and How

31. What does it mean to be a doctor 8 (6 +2 hrs of self directed learning) Assessment not required What does it mean to be a patient 8 (6 +2 hrs of self directed learning Formative assessment – Written and oral Summative - SAQ The doctor patient relationship 7 hours (5 +2hrs for self directed learning) Formative Su mm a t iv e Foundation of communication 7 hours (5 +2hrs for self directed learning Formative Summative may be deferred The cadaver as our first teacher 4 (2+2)hrs Formative Summative may not be required

32. Desirable competencies of AETCOM These may be included in whole or in part of the formative assessment of the student

33. List the competencies required for the above roles Clinician Leader and member of the core health care system Communicator Life long learner Professional 15 core competencies 6 core competencies 3 core competencies 5 core competencies 5 core competencies