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Table 4 A sample portion (General Internal Medicine) of the UBC Department of Medicine Postgraduate Education Curriculum Map.

From: Real time curriculum map for internal medicine residency

Speciality and Topics 2003–2004 2004–2005 2005–2006
General Internal Medicine    
Topics covered in Academic Half Day:    
Eating Disorders 1 (ME)   
Errors as a Learning Opportunity    1 (P)
Ethics of Symptom Management    1 (P)
Evidence Based Medicine: General Internal Medicine    1 (S)
Fever in the Returning Traveller    1 (ME)
Hypertension (including Isolated Systolic Hypertension)    1 (ME)
Insurance and Introduction to Practice Management    1 (M)
Optimization of Drug Therapy in Patients with Liver Disease   1 (ME)  
Palm Project in Medicine 2 (S)   
Peri-operative Medicine   1 (ME)  
Principles of Drug Therapy 1 (ME)   
Pros and Cons of Being a Community Internist   1 (M)  
Secondary Hypertension, Laboratory Investigations of   1 (ME)  
Things They Didn't Teach You in Medical School 1 (M) 1 (M)  
Toxicology   1 (ME)  
Topics not covered in Academic Half Day:    
Anti-obesity drugs    
Achilles tendonitis – from fluoroquinolone antibiotics    
Atrophic vaginitis    
Botulism    
Brain death    
Calculate incidence    
Candida albicans Infection    
Case control study    
Cellulitis    
Chlamydia trachomatis infection    
Chronic catheter-assisted urinary drainage    
Chronic recurrent sinusitis    
Chronic venous insufficiency    
Complement cascade    
Compression of the lateral femoral cutaneous nerve    
Contact dermatitis    
Dog bite    
Down's syndrome (risk for atlanto-axial instability)    
Dupytren's contracture    
End-of-life issues    
Epidural abscess    
Epistaxis    
Erythema multiforme    
Fat-soluble vitamins    
Garlic, ginseng and gingko biloba    
Genetic Diseases    
Glaucoma    
Heat stroke    
Hereditary angioedema    
Hidradenitis suppurativa    
Hyperthermia    
Hypophosphatemia    
Hypothermia    
Innocent cardiac flow murmur    
Ischemic encephalopathy    
Isopropyl alcohol ingestion    
Klinefelter's syndrome    
Lactose intolerance    
Lateral epicondylitis    
Likelihood ratios    
Low back pain    
LSD    
Male adolescent with gynecomastia    
Malignant external otitis    
Marked obesity    
Meniere's disease    
Meningitis    
Methanol ingestion    
Morton's neuroma    
Myoclonus    
Neurofibromatosis    
Number needed to treat    
Obstructive sleep apnea    
Palpitations    
Patient controlled analgesia    
Post-test probability    
Post-traumatic stress disorder    
Prevalence    
Preventive medicine    
Prostrate disease    
Psoriasis    
Renal stones    
Restless legs syndrome    
Rhabdomyolysis    
Rhinocerebral mucormycosis    
Risk reduction, absolute – number needed to treat    
Rotator cuff tendonitis    
Scurvy    
Secondary syphilis    
Serotonin syndrome    
Serum alkaline phosphatase elevation    
Sexually active homosexual man    
Sinusitis as a cause of halitosis    
Subconjunctival Hemorrhage    
Splenectomy and medical issues    
Symptomatic carotid artery stenosis    
Symptomatic urinary tract infections    
Systolic heart failure    
Tension headache    
Tinea pedis and lower extremity cellulitis    
Traveller    
Ulnar neuropathy    
Uncomplicated low back pain    
  1. Topics are listed in consecutive rows, with the corresponding hours of academic half day (AHD) coverage in columns. All topics are cross-matched against examination objectives from each year's ACP-ASIM in-training examination. The topics are colour coded to indicate those covered and examined (bolded black font), those covered but not examined (non-bolded black font), and those examined but never covered (red font in the original map). The AHD hours are also colour coded to indicate the category of core competencies covered under the CanMEDS 2005 framework, including medical expert (ME, or white boxes in the original map), manager (M, or gold boxes), scholar (S, or rose boxes), and professional skills (P, or grey boxes). In this particular sample map, core competencies in health advocacy (green boxes), communication (yellow boxes) and collaboration skills (orange boxes) have not been covered in the formal curriculum cycle.