Table 4 Allocating learning objectives into UME vs. GME

For the majority of these objectives, I don’t think its UME OR GME. Most should be introduced in UME and reinforced/further refined/further developed in a specialty specific way in GME.

Each can be addressed in UME - but will need re-addressing and contextualization in GME.

I had a hard time saying that any were non-essential, and a hard time ‘pushing’ things to GME. I wanted to keep most in UME to at least some extent!

Much of the content should begin to be delivered during UME when professional identity formation and early clinical skills/practice styles are beginning to be developed. However, the SKILLS that we begin teaching should continue and be refined. My concern is that if we begin exposure and clinical skills development too late, that they will already develop “bad habits” that will be hard to re-shape at the GME level.

Many of these should be introduced in UME and reinforced in GME after the trainee has some experience as a provider. For example, definitions should be introduced in UME but revisited with deeper discussion during GME.

It is difficult to choose when to primarily to teach all skills - in the ideal world all would be introduced in undergraduate medical education and readdressed at the graduate level.