Objectives for Graduation
Last Revised and approved by the Curriculum Committee on May 23, 2014
Approved by the Executive Committee on June 20, 2008
Graduates of the University of Hawaii John A. Burns School of Medicine are life-long learners. They apply their
knowledge of biological and medical sciences, demonstrate a deep appreciation for the community, and communicate
effectively in the care of their patients, particularly the peoples of Hawaii and the Pacific Basin. They
practice medicine with the highest professional standards while maintaining their personal health and well-being.
All medical students at JABSOM must demonstrate achievement of these objectives prior to graduation.
I. Life-Long Learning Skills
Graduates will be life-long learners.
Following PBL tutorial, patient care interactions, or in anticipation of future learning needs, students will
be life-long learners by:
As measured by achieving a grade of "credit" in all required courses and 4th year electives, achieving of a
satisfactory evaluation in all Preclerkship PBL tutorials, and the Triple Jump examination.
- Listing important learning issues in the biological, clinical, populational, and behavioral domains and
meeting these learning needs through self-directed study.
- Searching for and retrieving (from electronic databases and other resources) biomedical information,
critically appraising this information, and applying it appropriately to patients and populations.
- Evaluating the knowledge base supporting good patient care, recognizing gaps between prevailing and best
practice, and incorporating the principles of quality improvement to enhance patient care outcomes including
- Evaluating their fund of knowledge, clinical skills, communication skills, and professionalism and
responding proactively to meet or exceed learning needs.
- Showing increasing independence in their self-directed learning skills.
II. The Biological Sciences
Graduates will understand the biological sciences underlying clinical medicine.
Students will apply the biological sciences to the practice of medicine by:
As measured by achieving a grade of "credit" in all required courses and 4th year electives and achieving a
passing score on the USMLE Step 1 Examination.
- Stating the scientific basis for disease and the role of translational research.
- Explaining the molecular, cellular, and biochemical mechanisms that maintain the body's homeostasis.
- Describing the normal structure and function of each major organ system and the human body as an intact
- Explaining the various causes (genetic, developmental, metabolic, toxic, microbiologic, autoimmune,
neoplastic, degenerative, and traumatic) of illness and the way in which they operate on the body
- Explaining the altered structure and function (pathology and pathophysiology) of the body and its major
organ systems that are seen in various diseases and conditions.
- Applying new findings in the biological sciences to diagnosis and therapy.
III. The Care of Patients
Graduates will be able to care for their patients with increasing responsibility, and seeking and responding to
appropriate evaluation and supervision.
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:
As measured by achieving a grade of "credit" in all required courses and 4th year electives, and achieving a passing
score on the MDED 541 Comprehensive Clinical Skills Assessment, and the USMLE Step 2 Clinical Knowledge Examination and
the USMLE Step 2 Clinical Skills Examination.
- Approaching each patient with an awareness and sensitivity to the impact their age, gender, culture, spiritual
beliefs, socioeconomic background, family support, sexuality, and healthcare beliefs may have on the development,
diagnosis, and treatment of their illness.
- Applying clinical reasoning, critical thinking, and problem-solving skills.
- Performing a complete or organ-specific history and physical exam following an appropriate exam sequence and
utilizing correct technique in a manner that reflects a clear understanding of the manifestations of common
- Respecting issues of modesty and personal space when interviewing a patient or performing a physical exam.
- Ordering appropriate diagnostic tests with careful consideration of the test properties, risks and complications,
discomfort to patients, cost, and the patientís overall therapeutic goals.
- Performing routine procedural skills under appropriate supervision, with minimal discomfort to patients.
- Developing and implementing an appropriate therapeutic plan that takes into account efficacy, adverse effects,
cost, safety, and compliance issues, in the context of the patient's overall goals, values, and cultural beliefs.
- Understanding the comprehensive care necessary in caring for patients with chronic conditions and disabilities.
- Recognizing and initiating therapy for acute life-threatening conditions.
- Educating patients, families, and other healthcare providers about health, illness, and the prevention of disease
in a manner they can understand.
- Providing end-of-life care including pain management and guidance to patients and their families on end-of-life
- Incorporating principles of inter-professional patient care, especially in the areas of communication and
IV. Oral and Written Communication Skills
Graduates will be able to communicate effectively with patients, families and other healthcare providers.
When in a classroom, clinical, or other healthcare setting, students will communicate effectively with others by:
As measured by achieving a grade of "credit" in all required courses and 4th year electives, and achieving a passing score
on the MDED 541 Comprehensive Clinical Skills Assessment, and the USMLE Step 2 Clinical Knowledge Examination and the USMLE
Step 2 Clinical Skills Examination.
- Greeting patients warmly, eliciting relevant information, understanding the patientís perspective, responding to their
feelings, educating them about their condition, and explaining further management.
- Utilizing rapport-building techniques, including open-ended questions, empathic listening, checking for understanding,
validation, and appropriate eye contact, body language, and voice quality to attend to patients.
- Communicating with patients and family in a manner that conveys compassion and sensitivity to their feelings and
- Incorporating patient-centered and shared decision-making principles into their practice.
- Motivating patients to adopt new or different behaviors to promote their health.
- Orally presenting cases clearly and concisely.
- Writing legible, comprehensive progress notes, history and physical exams, and prescriptions.
- Providing constructive, meaningful feedback to colleagues, course directors, PBL tutors, lecturers, and other members
of the educational community.
V. Populational and Community Health
Graduates will appreciate the epidemiology of disease and the role of the physician in public health and global health issues,
particularly those important to Hawaii and the Asia-Pacific region.
When in the clinical or classroom setting, students will appreciate the epidemiology of disease and the role of physicians in
populational and community health by:
As measured by achieving a grade of "credit" in all required courses and 4th year electives, and achieving a passing score on
the MDED 541 Comprehensive Clinical Skills Assessment, and the USMLE Step 2 Clinical Knowledge Examination and the USMLE Step 2
Clinical Skills Examination.
- Stating the epidemiology of common illnesses within diverse populations and the systematic approaches useful in reducing
the incidence and prevalence of such illnesses.
- Stating the important non-biological determinants of poor health and the economic, psychological, social, and cultural
factors that contribute to the development and/or continuation of illness.
- Explaining the physicianís role in current Global Health Issues that include emerging infections and pandemics, bioterrorism,
and natural disasters.
- Stating the important public health measures that support the health of communities.
- Stating important legal aspects of medicine.
- Caring for patients who are unable to pay and to advocate for access to health care for members of traditionally underserved
- Applying common biostatistical tools such as the likelihood ratio, positive and negative predictive values, and the number
needed to treat to patient care.
- Incorporating principles of quality improvement and systems-based practice in patient care and research.
Graduates will be professional and ethical, demonstrate an enthusiasm for medicine, and value honor, integrity, altruism, respect,
accountability, excellence, scholarship, and leadership while delivering compassionate care to their patients.
When practicing medicine or representing JABSOM outside the classroom or clinical setting, students will exhibit the highest
standards of professional and ethical behavior by:
As measured by achieving a grade of "credit" in all required courses and 4th year electives, and achieving a passing score on the
MDED 541 Comprehensive Clinical Skills Assessment, and the USMLE Step 2 Clinical Knowledge Examination and the USMLE Step 2 Clinical
- Stating the theories and principles that govern ethical decision-making including those related to the major dilemmas in medicine.
- Adhering to JABSOM policies regarding academic integrity, cheating, plagiarism, fabrication, and falsification and to JABSOM and UHM
policies regarding student conduct.
- Showing respect, honesty, integrity, and humility.
- Presenting a professional appearance and demeanor.
- Respecting patient confidentiality and preserving patient dignity.
- Recognizing potential conflicts of interest inherent in various financial and organizational arrangements in the practice of
- Dealing with professional mistakes openly and honestly in ways that promote patient trust and self-learning.
- Acknowledging personal limitations and the need for life-long learning.
- Completing school and professional requirements in a timely manner.
- Willingly teaching and supporting others.
- Participating positively in JABSOM learning opportunities.
- Demonstrating respect for diversity and maintaining a safe environment for all.
- Incorporating principles of interdisciplinary collaboration, especially in the areas of communication and patient safety.
- Demonstrating the ability to reflect and self-assess.
VII. Personal Health and Well-Being
Graduates will maintain personal health and well-being.
Students will maintain their personal health and well-being by:
As measured by their creation of a personal health and well-being plan for the preclerkship, clinical and postgraduate periods
of their medical education
- Stating strategies to maintain personal physical and mental health.
- Stating healthy coping mechanisms to manage stress and exam anxiety.
- Stating strategies to maintain personal safety in both academic and clinical environments.
- Debriefing critical clinical incidents, such as poor outcomes and mistakes, with colleagues so they can better cope with
emotional stresses of clinical practice.
- Identifying resources available for treating depression, substance abuse, and other forms of physician impairment.
- Recognizing the importance of balancing personal, family, and career goals.Stating strategies to maintain personal physical
and mental health.
Association of American Medical Colleges. The Medical School Objectives Project:
Report 1 Learning Objectives for Medical Student Education Guidelines for Medical Schools 1998
Association of American Medical Colleges. The Medical School Objectives Project: Report II Contemporary Issues in Medicine:
Medical Informatics and Population Health 1998
Association of American Medical Colleges. The Medical School Objectives Project: Report III Contemporary Issues in Medicine:
Communication in Medicine 1999
Association of American Medical Colleges. Medical School Objectives Project: Report IV Contemporary Issues in Medicine:
Basic Science and Clinical Research 2001
Association of American Medical Colleges. The Medical School Objectives Project: Report V Contemporary Issues in Medicine:
Quality of Care 2001
Association of American Medical Colleges. Medical School Objectives Project: Report VI Contemporary Issues in Medicine:
Genetics Education 2004
Association of American Medical Colleges. Medical School Objectives Project:
Report VII Contemporary Issues in Medicine:
Musculoskeletal Medicine Education 2005
The Royal College of Physicians and Surgeons of Canada. CanMEDS 2005 Physician Competency Framework
American Board of Internal Medicine. Project Professionalism 1995
Liaison Committee on Medical Education. Function and Structure of a Medical School
Accreditation Council on Graduate Medical Education (ACGME)
Common Program Requirements: General Competencies 2007.