This document outlines the learning objectives and topics covered in an introductory clinical medicine course. The objectives are to develop knowledge of medical ethics and professionalism, clinical skills like self-care and reflecting on experiences, and attitudes like patient-centered care. Key topics include physicianship skills like communication and medical interviewing, the patient-physician relationship, professionalism, the life cycle, chronic illness, and cultural competence. Various teaching methods like lectures, role-playing, patient interviews, and video clips will be used.

1. F. Tuna Burgut, M.D.
Assoc. Professor of Psychiatry
tunaburgut@gmail.com

2. What will we learn this Year?
A LOT

3. Our Learning Objectives
• Knowledge:
Describe the essential components of professionalism in medicine.
Explain the basic concepts of medical ethics.
Describe the roles of physicians and other professionals in the delivery of health
• Skills:
Identify ones own needs for wellness and self-care.
Develop the ability to reflect on ones experiences and professional development.
Identify how patient care changes in the different stages of the life cycle
• Attitudes:
Exemplify professional attributes, such as altruism, patient confidentiality, personal responsibility,
and accountability to others, while beginning the transition to becoming a physician.
Adopt a holistic and patient-centered approach to medical care.
Recognize how age, social class, gender, race, ethnicity and culture influence health care delivery.
Develop a professional identity and demeanor.
Recognize and accept ambiguity and uncertainty in clinical situations and medical decision
making.
Demonstrate a foundation for lifelong learning.

4. “Physicianship” is the special skill
set needed by physicians, such as
communication, medical ethics,
and professionalism.

5. Physicianship
• Communication
• Patient-Physician Relationship
• Professionalism
• Medical Interviewing
• Reflection
• Life Cycles
• Chronic Illness
• Cultural Competence
• Difficult Socio-Medical Issues

6. • This course is an introduction to clinical medicine
and thus, the foundation for building competence
in patient care, medical knowledge,
professionalism, practice-based learning,
communication skills and systems-based practice.
Skills in medical interviewing and reflective
practice are developed and related to the
following content areas: the patient-physician
relationship, the life-cycle, chronic illness,
nutrition, cultural competence and socio-medical
issues.

7. TOPICS RELATED TO EVERY ORGAN SYSTEM
• Gender, ethnic, and behavioral considerations affecting disease treatment
and prevention, including psychosocial, cultural, occupational, and
environmental factors
• emotional and behavioral factors
• influence on person, family, and society
• occupational and other environmental risk factors
• gender and ethnic factors
In the Reproductive system items discussed will include:
• family planning and pregnancy
• gender identity, sexual orientation, sexuality, libido
• effects of traumatic stress syndrome, violence, rape, child abuse

8. Introduction to Behavioral Sciences
• Historical models of the mind
• Temperament and Personality
• Introductory Affective neuroscience
• How to become more Resilient?

9. How will we do this?
• Lectures
• Role Play
• Interviews with patients
• Video clips

10. Communication Skills
• The ability to communicate is recognized to be
one of the key components of effective medical
practice.
• Evidence-based studies show that effective
interpersonal and communication skills are
associated with improved health outcomes
(Stewart, 1995; Stewart et al., 1999).
• Ineffective communication skills are associated
with malpractice claims and suits (Levinson et al.,
1997) and medication errors.

11. Communication skills in medicine are learnt slowly and
often only by experience.
 Graduates should be able to: ‘Communicate effectively
with patients and colleagues in a medical context’.
 This should include skills such as; clear, sensitive and
effective communication.
 The efficacy of communication should not depend on
the age, social, cultural or ethnic backgrounds,
disabilities of an individual.
 The communication occurring should be effective
within any healthcare context, including with
vulnerable patients and not depend on the role an
individual is fulfilling.

12.  Good communication between patients and doctors
has positive effects on health and the patients' quality
of life. Communication skills can be trained. In many
countries communication skills training is an important
part of medical education and continuing medical
education.
 During their clinical education students should be
especially trained for difficult situations in the patient-doctor
encounter.
 Communication training or experiences in 'real life'
settings are provided every year of the medical
curriculum. The training starts with simple basic skills
but gradually slips into medical communication or
consultation training and results in communication in
different contextual situations or with special groups of
patients. Rehearsal is important and seen as inevitable.
 Skills are trained in small groups (10-15 students), with
focus on role-playing

13. Our focus here is on the physician-patient
relationship. We will explore such topics as
communication
-professionalism
-clinical reasoning
-forming a rapport with the patient
-understanding the patient's perspective,
medicine and culture
-the social history
-patient education and adherence.
In your Skills Groups, you will practice portions of
the medical interview, and you will begin talking
to patients in your office preceptor sessions.

14. • Non-Verbal Communication…very important
• Verbal Communication

15. • Non Verbal Communication starts when…

16. Non Verbal Behavior
• Appearance: gender,age,physical features,
clothing, artifacts (jewelry, glasses)
• Posturing?
• Proxemics

17. Proxemics exercise
• A B C D E F
• X X

18. 2 3
1 4

19. The New Guinea man featured below was living in an isolated, preliterate culture
using stone implements which had never seen any outsiders before. Dr. Paul
Ekman asked him to show what his face would look like if:His child had just died.
He stepped on a smelly dead pig. He was about to fight. Friends had come

20. Ekman’s faces