Caring with Compassion is designed to provide advanced clinical learners with knowledge needed to provide care for socioeconomically disadvantaged populations: homeless, uninsured, and underserved patients. Clinicians will learn how to use team-based skills and bio-psychosocial models of care to provide personalized care for at-risk patients.
There are 3 main components to this curriculum:
- Caring with Compassion – the formal online curriculum. After logging in, each user is provided with a personalized learning dashboard. The dashboard tracks progress in completing 7 educational modules. Specific content learning objectives for each module are provided. (The collected objectives can be reviewed using the menu on this page.) Each learning module provides case-based instruction and includes a post-module quiz. Final quiz scores for all modules are maintained on each user’s learning dashboard. Scores may be shared with someone to verify completion.
- Care Consequences – the learning game. This game provides low-stakes interactive reinforcement of key learning points. Learners must make clinical decisions using incomplete information, but may earn more information by answering fun and quirky questions relating to the Caring with Compassion didactic modules. Game play is optional, and players may play multiple game rounds to try to improve their score or to explore alternative decision paths and consequences. Enter the game from the home page or from the learner dashboard.
- Clinical implementation resources. In our “Resources” section you will find tools for applying new knowledge when caring for at risk populations. Within the “Resources”, our Reference Guides include a printable Pocket Guide trifold pamphlet. The Pocket Guide supports bio-psychosocial clinical case formulation and presentation. Suggested links provide access to reputable national resources and further learning.
Accreditation: ACGME CLER and Milestones
This content supports residency programs in their efforts to advance one of the 6 ACGME CLER (Clinical Learning Environment Review) focus areas: health care quality, including reduction in health care disparities. For internal medicine residency programs tracking learner progress in national reporting milestones, we have identified milestones supported by completion of this curriculum. These may be reviewed using the menu on this page.
This curriculum is designed to support independent, self-directed learning. Therefore, training programs may simply encourage use of this website by individual learners to improve background information and raise content awareness. For more robust implementation, please see the formal Instructor’s Guide.
We welcome your suggestions, encouragement, and concerns. Feel free to send us comments using the information on our “Contact” page.