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INFORMATION FOR

Across the Lifespan

Course Directors

Course Description

Organization

The Across the Lifespan (ATL) master course aims for medical students to acquire knowledge of normal and abnormal human development through all stages of life in a manner that fosters the acquisition of clinical reasoning skills and prepares students to enter the clerkships.

The ATL course is divided into life stages (now learning units) from conception to senescence, and integrates relevant sessions from longitudinal courses (anatomy, populations and methods) and longitudinal threads. The course directors work with the Clinical Skills (CS) course director to align relevant sessions with the ATL course objectives.

Numerous sessions occurring earlier in the curriculum as part of other master courses, longitudinal courses, and threads are relevant to the ATL course. Students will be reminded of concepts and conditions previously discussed in the curriculum when appropriate. The uro-genital anatomy overview, embryology, and reproduction physiology and cell biology sessions are covered at the beginning of the course so that students acquire the basic knowledge necessary to understand the material presented in each of the life stages.

First life stage (Learning Unit 1): Conception, Pregnancy, and Birth.

Students learn about the physiology of pregnancy, labor, and post-partum and are introduced to common disorders of this life stage.

Second life stage (Learning Unit 2): Child and Adolescent Growth and Development.

Students learn the basic processes of growth and development from infancy through adolescence, and how the unfolding of these biological, cognitive, psychological, and social underpinnings inform medical practice. The critical role of the family and the community in achieving optimal outcomes is emphasized.

Third life stage (Learning Unit 3): Reproductive Years and Middle Age.

Students are introduced to the most common types of disorders of the uro-genital tract in a chronological fashion (from puberty to menopause/hypogonadism), using a symptom-based approach when appropriate. Some complications of early pregnancy are discussed, illustrating the continuity of events across the life cycle.

Fourth life stage (Learning Unit 4): Aging.

Students learn about the physiology of aging and the multiple, often complex, medical, social, economic, and psychological factors that impact cognitive, functional status and quality of life in older adults. The importance of interdisciplinary care is demonstrated.

Pedagogy

The ATL course is organized into four distinct learning units, each focusing on one of the life stages. In these learning units, students encounter new material through asynchronous learning and in-person sessions, and then engage in practice and feedback through team-based learning, small group case-based workshops, patient presentations and panels, interactive labs and guided clinical reasoning exercises.

There is an emphasis on the role of the interprofessional team in caring for patients across all life stages.

Assessment and Feedback

Formative Feedback

Comp EPO: Title Type Initiated by Completed by #/course
MTD

HP

CR

RS 		2.1: Mechanism and Treatment of Disease

1.1/1.2: Health Promotion and Disease Prevention

3.1: Clinical Reasoning

7.1/7.2/7.4 Responsibility to Society 		Quizzes

Self-assessment 		Faculty

Faculty 		Students

Students 		4 (1/week)

1
CR

PC 		3.1: Clinical Reasoning

4.1/4.3: Patient Care 		Clinical Reasoning Consultation

Comprehensive Integrative Puzzle 		Faculty and ACEs

Faculty 		Students

Students 		1

4
PR

CM 		5.3-5.5: Professional identity formation

6.3: Communication Skills 		Small-group written and in-person feedback Faculty Faculty 1/student in High Engagement workshops
CR

PC 		3.1: Clinical Reasoning

4.1: Patient Care

6.2-6.3: Communication Skills 		Simulation Feedback Faculty Faculty (during debrief) 1 simulation in this course

Summative

  • End-of-course, pass/fail written qualifier. Passing score is set at 65%.

Learning Objectives

Discipline-specific learning objectives

Comp EPO Course Objective
HP 1.1 and 1.2 Demonstrates foundational knowledge in epidemiology and public health approaches to health promotion and disease prevention for common gynecological, urological, pediatric and geriatric conditions, as well as common complications of pregnancy and childbirth, including environmental and individual risk factors that may be modifiable (see course core conditions list).
MTD 2.1 Demonstrate knowledge of the normal development, structure and function of the reproductive system and the related molecular, biochemical, and cellular mechanisms required for health and homeostasis. (see core concepts and conditions)

Demonstrate knowledge of normal pregnancy and childbirth, child and adolescent development, normal reproduction, and normal human aging. (see core concepts and conditions)

Demonstrate knowledge of the epidemiology, pathophysiology, clinical presentation, evaluation, and management of gynecological, urological, pediatric and geriatric conditions, and common complications of pregnancy (see core concepts and conditions)
CR 3.1 Formulate basic, prioritized differential diagnoses, and outline a diagnostic evaluation and management approach for common gynecological, urological, pediatric, and geriatric conditions, and common complications of pregnancy, making the reasoning and information needs explicit.
PC 4.1 Select and prioritize key history questions for common obstetrics, pediatrics, reproductive health, and geriatric disorders, including key symptoms, risk factors, and pertinent positives/negatives (see core conditions list).

Identify the paraclinical data (lab studies, imaging, and other tests) most appropriate for the investigation of common obstetric, pediatric, reproductive health, and geriatric conditions (see course core conditions list).
PC 4.3 Able to construct a thorough differential diagnosis in a case scenario, clinical vignette, or a simulated encounter, focusing on common gynecological, urological, pediatric and geriatric conditions, and common complications of pregnancy (see core disorder list)

Use a prioritized problem list to propose and justify an evidence-informed next-step management plan, recognizing the patient-specific factors (such as age, weight, allergies, pharmacogenetics, sex, and co-morbid conditions) that impact the patient management plan.
RS 7.1 Describes common social and structural determinants of health in pregnancy, childhood and adolescence, reproduction, aging and end of life, and their impact on patients and communities.
RS 7.2 Demonstrate understanding of the disparate impact of common gynecological, urological, pediatric, and geriatric conditions, and common complications of pregnancy on diverse populations and the factors impacting health equity.
RS 7.4 Recognize factors that contribute to health care costs in patients with common gynecological, urological, pediatric, and geriatric conditions, and common complications of pregnancy.

Common learning objectives relevant to this course

Comp EPO Course Objective
PR 5.3 Demonstrate the ability to collaborate effectively with peers in small-group activities by completing required preparation; showing respect; welcoming teammates’ input; responding to others’ needs; and contributing to a psychologically safe environment grounded in mutual respect and trust.

Give and openly receive reinforcing and constructive feedback to improve performance.
PR 5.4 Exhibit professionalism within the learning environment, including meeting administrative deadlines without reminders; completing course evaluations; adhering to policies; notifying small group leaders about absences; and communicating promptly and professionally with course directors, coaches, Heads of House, and/or deans to request guidance or assistance on all issues that impact the ability to meet course or phase requirements.

Demonstrates professionalism in clinical correlation sessions involving patient participation by arriving on time, engaging respectfully with all session participants, showing empathy and respect for patients’ backgrounds and circumstances, safeguarding patient privacy and confidentiality, and fostering an inclusive, psychologically safe learning environment.
PR 5.5 Demonstrate the ability to identify ethical principles in clinical scenarios and case vignettes and discuss how they impact patient care.
CM 6.3 Demonstrates the ability to communicate effectively with peers and faculty in small-group activities, including active listening, respectful and honest communication, ability to ask and answer questions, and willingness to receive feedback.

Demonstrates effective interactions with patients during clinical correlation sessions (e.g., asking appropriately framed questions, and expressing appreciation).
RS 7.3 Apply an equity lens to safety/quality cases to identify structural contributors to disparate outcomes and propose system-level improvements.
RS 7.4 Recognize factors that contribute to health care costs and the application of cost-effectiveness analysis in guiding clinical decision making and allocation of resources
CDK 8.1 Manages information needs by Identifying, locating, retrieving, evaluating, synthesizing and applying appropriate literature to answer questions that derive from clinical scenarios.