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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.
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BMC Medical Education

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