Students should be able to observe demonstrations and experiments in the basic sciences, including but not limited to physiologic and pharmacologic demonstrations in animals, microbiologic cultures, and microscopic studies of micro-organisms and tissues in normal and pathologic states. Students should be able to observe a patient accurately at a distance and close at hand. Observation necessitates the functional use of vision auditory, and somatic sensation. It is enhanced by the functional use of the sense of smell.
Students should be able to speak, to hear, and to observe patients in order to elicit information, describe changes in mood, activity, and posture, and perceive nonverbal communications. Students should be able to communicate effectively and sensitively with patients. Communication includes not only speech but also reading and writing. Students should be able to communicate effectively and efficiently in oral and written form with all members of the health care team.
Students should have sufficient motor function to elicit information from patients by palpation, auscultation, percussion, and other diagnostic maneuvers. Students should be able to perform basic laboratory tests, carry out diagnostic and therapeutic procedures, and read graphic images. Examples of skills which may be required include the ability to perform phlebotomy, to start intravenous lines, to visualize microscopic preparations, to insert NG and Foley catheters, to obtain body fluids through a variety of diagnostic maneuvers, and to read x-rays and EKGs. Students should be able to execute motor movements reasonably required to provide general care to patients, and to either provide, or direct the provision of emergency treatment of patients. Examples of emergency treatment reasonably required of physicians are cardiopulmonary resuscitation, the administration of intravenous fluids or medication, the application of pressure to stop bleeding, and the opening of obstructed airways. Such actions require coordination of both gross and fine muscular movements, and functional use of the senses of touch and vision.
Intellectual, Conceptual, Integrative, and Quantitative Abilities
These abilities include measurement, calculation, reasoning, analysis, and synthesis. Problem solving, the critical skill demanded of physicians, requires all of these intellectual abilities. In addition, students should be able to comprehend three-dimensional relationships and to understand the spatial relationships of structures.
Behavioral and Social Attributes
Request for Accommodation
Students should possess the emotional health required for full utilization of their intellectual abilities, the exercise of good judgment, the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and the development of mature, sensitive, and effective relationships with patients sometimes under very stressful conditions . Students should be able to tolerate physically taxing workloads and to function effectively under stress. They should be able to adapt to changing environments, to display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of many patients. Compassion, integrity, concern for others, interpersonal skills, interest, and motivation are all personal qualities that are assessed during the admissions and education processes.
Requests for accommodation to meet these guidelines by individuals with a disability as defined by the Rehabilitation Act of 1973, the Americans with Disabilities Act and the ADA Amendments Act will be considered on the basis of their abilities and the extent to which reasonable accommodation can be provided.