Knowledge | |
• Core medical knowledge (e.g., consent topics) | |
• How to define boundaries | |
• How and when to escalate care or call for help | |
• Knowing what to do when you don’t know what to do | |
• The purpose and value of teaching strategies (i.e., “priming” for learning) | |
• An awareness of others’ issues and roles (e.g., other classmates and patients) | |
• The centrality of the patient in healthcare | |
• The nature of uncertainty within healthcare practice (i.e., “health professions’ work has many grey areas as opposed to black/white ones”; “uncertainty is not always bad”) | |
• Dunning-Kruger effect | |
Skills | |
• Recognising uncertainty | |
• Communication skills | |
• Managing challenging situations | |
• Emotion regulation | |
• Self-assessment | |
• Self-directed learning | |
• Working with feedback | |
• Reflective practice (e.g., journaling) | |
• Assertiveness | |
• Taking initiative | |
• Teamwork skills | |
• Problem solving | |
• Research skills | |
• Information retrieval skills | |
• Project management skills | |
• Decision making despite incomplete knowledge | |
• Ethical decision making | |
Attitude | |
• Openness | |
• Adaptability | |
• Motivation | |
• Value learning from others | |
• Growth mindset | |
• Positivity | |
• Self-awareness | |
• Collaborative attitude | |
• Tolerance | |
• Resilience | |
• Engagement | |
• Trust | |
• Confidence/Experience |