MD Program
Competencies
The competency framework for 大象传媒鈥檚 School of Medicine鈥檚 MD program is designed to prepare future physicians who can provide outstanding, inclusive, accessible and culturally safe care in diverse settings, and who can make a societal impact.
Consistent with our mission to emphasize primary care and community-based family medicine, our program recognizes the critical role community-based education plays in shaping compassionate, person-centered physicians equipped to address evolving health care needs.
Central to our approach is a deep respect for Indigenous knowledge, which offers invaluable perspectives on health, wellness and community care. We recognize the profound wisdom of these teachings and seek to create a learning environment that honours and integrates Indigenous knowledge systems while advancing reconciliation.
Aligned with our vision for transformative medical education, the framework also incorporates emerging technologies, including virtual care experiences, to ensure students are prepared for dynamic and innovative care settings.
The 大象传媒 MD program competency framework
Competency domain descriptions
Professional
Students will cultivate compassionate, respectful and emotionally aware interactions while critically reflecting on their own beliefs, biases and their impact on care of people. Integrity, accountability, ethical conduct and adherence to standards of the practice of medicine are essential to fostering safe, inclusive and trustworthy clinical and learning environments.
Communicator
Students will establish trusting, compassionate and culturally safe therapeutic relationships by actively listening, adapting communication to individual needs and responding empathetically in all interactions. Students will recognize and seek to mitigate the unique challenges faced by First Nations, Inuit and M茅tis patients, families and communities as well as other equity-denied groups. Effective person-centered care relies on eliciting personal histories, sharing health information transparently, supporting informed decision-making, and maintaining accurate, ethical and confidential documentation to optimize clinical decision-making and safety.
Collaborator
Students will collaborate in team-based, person-centered care by clarifying roles, communicating effectively, and recognizing people and their communities of support as key members of the health-care team. Ensuring continuity and safety in shared, transferred and consultative care requires clear communication, efficient task management and timely coordination among health-care professionals.
Health Advocate
Students will navigate health-care structures to promote equitable access, understand systemic challenges, and address disparities affecting First Nations, Inuit, M茅tis and other equity-denied populations through policy, advocacy and culturally safe care. Recognizing the interdependence of health, social systems and the environment, they must actively counteract oppression, collaborate with communities to identify health priorities and support sustainable, inclusive health-care solutions.
Medical Expert
Students will become skilled clinicians by accurately assessing clinical presentations in community and other health care settings, formulating differential diagnoses and developing evidence informed management and treatment plans. They will integrate whole person, trauma informed approaches drawing upon diverse knowledge systems to ensure care is contextually relevant and responsive to individual and community needs.
Leader
Students will cultivate inclusive, compassionate leadership, engage in quality improvement, and promote safe care by addressing health-care system gaps and mitigating adverse outcomes. Through responsible resource stewardship and the creation of culturally safe, equity-oriented environments, they ensure ethical decision-making, collaborative problem-solving and the delivery of high-quality, person-centered care.
Scholar
Students will engage in continuous self-assessment, reflection and lifelong learning to enhance their personal growth, integrate evidence-based practice and contribute to scholarly work. By building skills for knowledge translation, ethical research and inclusive teaching, they will support high-quality care, advance medical knowledge and promote equitable learning environments.
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