The Pritzker Curriculum (2025)

Table of Contents

Academics Phoenix Curriculum Calendar Curriculum Objectives Scholarship and Discovery Quick Links Clinical Performance Center Quick Links

Academics

The curriculum at the University of Chicago provides a solid foundation in the basic sciences, building on a rich tradition at our institution in developing new knowledge. Realizing that scientific discovery impacts clinical practice, our curriculum is designed to emphasize the relationship between the basic and clinical sciences. The Phoenix Curriculum, which begins with the matriculating class of 2023, will provide students with ample time for self-directed learning, research scholarship, and community engagement while accelerating entry into the clinical phase.

Phoenix Curriculum Courses
Phase One
Phase Two
Phase Three

Legacy Curriculum Courses

Resources
PSOM AY '24-'25 Calendar
Lottery
Visiting Students

Phoenix Curriculum Calendar

Curriculum Objectives

The educational objectives of the University of Chicago Pritzker School of Medicine’s curriculum are grouped by competencies as defined by the Accreditation Council for Graduate Medical Education (AGCME) and the Physician Competency Reference Set as defined by the Association of American Medical Colleges (AAMC).

Objectives	Phase 1: Foundation & Formation	Phase 2: Application	Graduation
CSR1	Obtain an accurate, thorough history from an actual patient or standardized patient in an organized fashion	Obtain a relevant, accurate, and problem-focused history from patients, families, and electronic health records in an organized fashion	Obtain a relevant, accurate, and problem-focused history from patients, families, and electronic health records in an organized fashion that demonstrates clinical reasoning
CSR2	Perform an accurate and thorough physical exam, understand appropriate anatomy, and identify normal findings	Perform an accurate, clinically relevant physical exam pertinent to the setting and purpose of the patient’s visit and identify both normal and abnormal findings	Perform a clinically relevant, appropriately thorough physical exam pertinent to the setting and purpose of the patient visit and identify and interpret normal and abnormal findings
CSR3	Create a differential diagnosis for common active problems that include “must-not-miss” and common diagnoses	Create and prioritize a differential diagnosis integrating key clinical features to appropriately narrow the differential diagnosis to the most likely leading diagnoses	Create and prioritize a differential diagnosis following a clinical encounter by synthesizing essential information from previous records, history, physical exam, and initial diagnostic evaluation
CSR4	Recommend first-line tests to evaluate diseases on the differential diagnosis as well as screening tests	Recommend, order, and interpret targeted testing for leading and “must not miss” diagnoses, incorporating pre-test probabilities. Recommend patient-appropriate tests for screening	Recommend, order, and interpret laboratory data, imaging studies, and other tests for screening as well as diagnoses, incorporating pre-test probabilities, lab characteristics (e.g., sensitivity and specificity), and post-test probability
CSR5	Document a clinical encounter with an organized narrative, problem list, basic initial differential diagnosis, and management plan	Document a clinical encounter with a pertinent narrative, problem list, differential diagnosis, and initial management plan	Document a clinical encounter with pertinent history and physical examination, problem list, prioritized differential diagnosis, and comprehensive management plan
CSR6	Provide an accurate and organized oral presentation of a clinical encounter with a complete history, physical exam, assessment, initial basic differential diagnosis, and propose a management plan	Provide a well-organized oral presentation of a clinical encounter with pertinent history, pertinent physical exam, assessment, differential diagnosis, and basic management plan	Provide a well-organized and concise oral presentation of a clinical encounter with pertinent history, pertinent physical exam, assessment, prioritized differential diagnosis, and comprehensive management plan
CSR7	Identify a basic management plan for common diagnoses using resources	Recommend basic management plans, including medications, demonstrate knowledge of how orders are processed in the workplace, and consistently identify medical and social factors that could influence recommendations	Recommend, enact, follow up, and assess diagnostic and therapeutic plans of care
CSR8	Recognize vital sign abnormalities and the need to respond, and identify potential causes	Recognize concerning signs or symptoms and unexpected results or data, promptly seek help, and recommend some initial or basic stabilization interventions	Recognize and prioritize patients requiring urgent or emergent care, initiating evaluation and management
CSR9	Understand when to use common procedures, the importance of informed consent, precautions, complications, and sterile technique	Assist in performing common procedures safely and correctly, including participating in obtaining informed consent, following universal precautions and sterile technique, and attending to patient comfort	Perform common procedures safely and correctly when indicated, including participating in obtaining informed consent, following universal precautions and sterile technique, and attending to patient comfort
CSR10	Identify appropriate components of a structured written and verbal patient care handoff to transition care responsibility	Participate in directly observed verbal and written structured handoffs for patients to transition care responsibility and apply information received to patient care	Provide succinct verbal and written communication conveying illness severity, situational awareness, action planning, and contingency planning during a structured handoff to transition care responsibility

Objectives	Phase 1: Foundation & Formation	Phase 2: Application	Graduation
KFP1	Acquire foundational knowledge of the etiology, pathogenesis, and clinical manifestations of basic medical problems	Further expand and begin to apply foundational knowledge and clinical evidence for the prevention, diagnosis, and treatment of patients with basic medical problems	Apply medical knowledge necessary for the prevention, diagnosis, and treatment of basic and complex medical problems
KFP2	Examine foundational knowledge, clinical evidence, and clinical experience (primary and secondary) as sources of clinical decision support	Apply foundational knowledge, clinical evidence, and clinical experience (primary and secondary) to the care of patients	Recognize limitations in knowledge and subsequently identify and use available resources to inform clinical reasoning and decision-making

Objectives	Phase 1: Foundation & Formation	Phase 2: Application	Graduation
ICS1	Communicate with patients in a patient-centered manner that builds rapport and ensures patient understanding	Communicate with patients in a patient-centered manner that builds rapport, establishes trust, and ensures patient understanding	Communicate with patients in a manner that ensures understanding, establishes trust, and forms a therapeutic relationship that promotes shared decision-making
ICS2	Participate in discussion of sensitive and difficult topics with patients and standardized patients under the direction of supervisors	Discuss challenging information (e.g., breaking bad news, negotiating complex discharge plans or end-of-life care issues) with patients and caregivers under the direction of the healthcare team	Demonstrate sensitivity, honesty, understanding, and empathy in difficult conversations with patients and caregivers
ICS3	Communicate effectively with patients and their caregivers and demonstrate an understanding of their preferences	Help patients and their caregivers understand recommended medical care and engage in discussions regarding their wants and needs	Solicit patients’ and caregivers’ needs and goals and incorporate them into the management of a patient
ICS4	Demonstrate the ability to recognize one’s own emotional responses to interpersonal interactions	Anticipate one’s own and other’s emotional responses to interpersonal interactions	Attend to one’s own and others’ emotional responses during interpersonal interactions

Objectives	Phase 1: Foundation & Formation	Phase 2: Application	Graduation
TBC1	Identify the roles of other healthcare team members	Incorporate knowledge of one’s own role in different teams and settings and the roles of other health professionals in providing patient care	Use the knowledge of one’s own role and those of other professions to appropriately assess and address the needs of patients to deliver safe and high-quality health care
TBC2	Communicate effectively and respectfully with others (peers, physicians, other health professionals) involved in small groups and in patient care	Communicate with colleagues within one’s profession or specialty and other health professionals in a responsive and responsible manner that supports collaborative patient-centered care	Communicate with patients, families, and health professionals in a responsive and responsible manner that supports a team approach to healthcare delivery
TBC3	Demonstrate professional values through active participation in preclinical group collaborations	Engage in respectful shared decision-making with physicians and other colleagues in the health care professions	Apply core professional relationship-building values and the principles of team dynamics to perform effectively in designated team roles to plan, deliver, and evaluate patient-centered care that is safe, timely, efficient, effective, and equitable
TBC4	Recognize effective leadership skills and identify mentors who enhance team function, the learning environment, and the healthcare delivery system	Models and begins to develop leadership skills and style that will enhance team function, the learning environment, and the health care delivery system	Demonstrate leadership skills that enhance team function, the learning environment and the healthcare delivery system

Objectives	Phase 1: Foundation & Formation	Phase 2: Application	Graduation
HCA1	Define and describe barriers to equitable care, with a focus on addressing structural racism and systems of oppression	Identify and address the specific social and systemic barriers to equitable outcomes faced by patients under their care	Promote equitable care for patients and communities with a focus on addressing structural racism and systems of oppression
HCA2	Outline how social determinants of health – including those created by racist, oppressive, and biased systems – can impact individual and community health	Solicit and advocate for the specific social, emotional, and medical needs of patients and families of all backgrounds, identities, abilities, and beliefs	Provide patient-centered, evidence-based care to patients of all backgrounds, identities, abilities, and beliefs
HCA3	Recognize—through direct engagement—factors that have shaped community assets and challenges, as well as how said assets and challenges impact health	Integrate an understanding of how community organizations may help promote health for an individual within that community and refer individuals to these organizations as needed to promote their health and wellbeing	Evaluate community assets, create a plan to address specific need-gaps, and engage community members and organizations by partnering with individual patients and/or communities
HCA4	Discuss multiple ways in which physicians can be advocates for individual patients, patient populations, and communities	Utilize principles of advocacy on behalf of individual patients by leveraging their position to support patients in navigating the healthcare system and advocating with them to access appropriate resources	Identify ways to advocate on behalf of individual patients, patient populations, and communities to improve overall health

Objectives	Phase 1: Foundation & Formation	Phase 2: Application	Graduation
PFM1	Engage in and complete all educational responsibilities on time	Attend, engage, and fulfill responsibilities and expectations for students in the educational program, including those specific to each clinical educational environment	Demonstrate accountability for individual and team responsibilities, actions and communications in all required and elective educational and clinical endeavors
PFM2	Demonstrate integrity and ethical behavior in relationships, the curriculum, and extracurricular activities	Demonstrate integrity and ethical behavior in relationships and patient encounters across the clinical environment	Demonstrate integrity and ethical behavior in all required and elective educational and clinical endeavors

Objectives	Phase 1: Foundation & Formation	Phase 2: Application	Graduation
IB1	Engage in respectful conversations with all colleagues, including those with different life experiences and perspectives	Advocate for an inclusive environment for all colleagues, including those with different life experiences and perspectives	Create a sense of belonging with all colleagues, including those with different life experiences and perspectives
IB2	Articulate the theory of intersectionality, noting how identity and lived experiences can influence patients’ perspectives of– and experiences with–the healthcare system	Develop respectful relationships with all patients and their families, including those who have different life experiences and perspectives	Collaborate and cultivate trusting therapeutic relationships with all patients, including those who have different life experiences and perspectives
IB3	Reflect upon one’s own identities, noting how they relate to power and privilege	Explain how one’s own identities, power, and privilege influence interactions with patients, caregivers, and colleagues	Explain how one’s own identities, power, and privileges influence interactions with patients, caregivers, communities, and colleagues
IB4	Explain the use of bystander intervention techniques in responding to instances of injustice (e.g., microaggressions, discrimination, racism)	Note the presence or absence of bystander intervention in experiences where patients, colleagues, or oneself witness, perpetrate, or experience injustice in the healthcare environment	Describe strategies to advocate for oneself and others when there is injustice

Objectives	Phase 1: Foundation & Formation	Phase 2: Application	Graduation
QPS1	Demonstrate proficiency with relevant technology and data science methodology to enhance patient safety and improve patient care	Demonstrate proficiency with relevant technology and data science methodology to enhance patient safety and improve patient care	Demonstrate proficiency with relevant technology and data science methodology to enhance patient safety and improve patient care
QPS2	Describe and recognize hazards that present a threat to patient safety	Observe institutional protocol for reporting safety events and hazards to improve patient safety	Demonstrate knowledge of how to recognize, report, and disclose patient safety events
QPS3	Demonstrate knowledge of common types of human error and limits of human performance	Observe common types of human error, limits of human performance, and the role of culture and system factors in creating safe environments of care	Describe common types of human error, limits of human performance, and the role of culture and system factors in creating safe environments of care
QPS4	Demonstrate knowledge of models for improvement (e.g., Plan-Do-Study-Act) and of basic QI methodologies and quality measures	Observe/identify opportunities for healthcare improvements (e.g., deviations from the standard of care, barriers to access, factors related to patient experience) during learning experiences	Understand basic principles of quality improvement implementation and engage in system improvement activities
QPS5	Demonstrate knowledge regarding how quality measures can help identify health disparities	Observe quality measures stratification during clinical rotations (by race/ethnicity, primary language, socioeconomic status, LGBTQ identity)	Explain how stratification of quality measures by population and/or sociodemographic factors can allow for the identification of healthcare disparities

Objectives	Phase 1: Foundation & Formation	Phase 2: Application	Graduation
HSP1	Explain the history and development of the structure and financing models of the U.S. healthcare system, including its similarities and differences in relation to other nations	Discuss the impact of individual patients’ insurance status and healthcare financing structures on the care that they receive	Understand systems of payment and medical insurance and their implications for patient care
HSP2	Describe the problem of high healthcare spending, including major causal factors and impacts on patients & populations	Describe how high healthcare prices affect patients’ out-of-pocket expenses and connect patients’ burden of medical problems to the cost and accessibility of their care	Describe strategies to mitigate high healthcare spending including their impact on providers, healthcare organizations, and patients
HSP3	Outline efforts to reform the U.S. healthcare system since the 20th Century in attempts to expand access, lower costs, and/or promote high-value care	Connect the effects of past, current, or proposed healthcare reform principles to specific patient cases encountered in the clinical setting	Interpret current health care reform proposals in terms of effects on cost, access, and quality, especially as they relate to health disparities

Objectives	Phase 1: Foundation & Formation	Phase 2: Application	Graduation
SI1	Identify, select, and navigate literature to inform the development of a feasible research question and hypothesis	Critically evaluate the integrity, reliability, and applicability of the literature	Identify and critically evaluate existing literature to formulate research questions and hypotheses.
SI2	Describe appropriate research methods to investigate a hypothesis	Describe appropriate research methods to investigate a hypothesis	Describe and utilize appropriate research methods to investigate a hypothesis
SI3	Draw conclusions about a research question from primary data	Describe how results from primary data can be applied in clinical practice	Draw appropriate conclusions from primary data and describe their potential application within medicine
SI4	Communicate the relevance and importance of a research question or line of scientific inquiry	Communicate the relevance and importance of a research question or line of scientific inquiry	Communicate new knowledge obtained from scientific inquiry

Objectives	Phase 1: Foundation & Formation	Phase 2: Application	Graduation
LLP1	Recognize the importance of multisource feedback to assess strengths and limitations of personal performance as a part of ongoing improvement	Seek and incorporate multisource feedback to assess strengths and limitations of personal performance as a part of ongoing improvement	Utilize multisource feedback to identify strengths, deficiencies, and limits of one’s knowledge, skill, and behavior as a part of ongoing improvement
LLP2	Demonstrate a willingness to utilize available resources (e.g., assessment, feedback, and coaching) to facilitate professional growth	Thoughtfully engage educational and clinical opportunities that target areas of desired growth	Seek and reflect on educational and clinical opportunities that promote professional growth
LLP3	Contribute to collaborative learning with peers	Display effective teaching skills in the education of patients	Demonstrate effective teaching skills in the education of health professionals and patients

Objectives	Phase 1: Foundation & Formation	Phase 2: Application	Graduation
PPD1	Engage in reflection to identify their academic, physical and emotional stressors, limitations, and available support resources	Recognize academic, physical, and emotional limitations in real-time and engage in appropriate help-seeking behaviors by accessing support resources	Recognize and utilize support for academic, physical, and emotional limitations that impact academic performance, completion of professional responsibilities, and wellbeing
PPD2	Identify a range of healthy coping mechanisms, unhealthy coping mechanisms, and related consequences	Integrate healthy coping mechanisms into their stress management response, and demonstrate awareness of unhealthy coping mechanisms	Use healthy coping mechanisms to manage stress and seek help for reliance on unhealthy coping mechanisms
PPD3	Recognize the importance of flexibility and adaptability when faced with unexpected changes in the educational environment, clinical care, and personal life.	Demonstrate flexibility and adaptability when faced with unexpected changes in the educational environment, clinical care, and personal life	Demonstrate flexibility and adaptability when faced with unexpected changes in the educational environment, clinical care, and personal life
PPD4	Develop a strategy that ensures response to email and other important communications in a timely fashion	Manage clinical and non-clinical communications via email, phone, text message, and electronic medical record	Demonstrate responsiveness and trustworthiness in the care of patients and professional communications
PPD5	Acknowledge and accept ambiguity and/oruncertainty in complex interpersonal and educational situations.	Generate multiple acceptable solutions tocomplex clinical, interpersonal, and educational situations accounting for ambiguity and/or uncertainty	Demonstrate ability to manage complex clinical,interpersonal, and educational situations involving ambiguity and uncertainty.

Provide patient-centered care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health

Students will:

Apply medical knowledge to achieve appropriate patient care.
Acquire a high level of clinical proficiency in history taking, physical examination, differential diagnosis, and the effective use of medicine’s evolving diagnostic and procedural capabilities including therapeutic and palliative modalities.
Demonstrate in clinical care an understanding of the impact of psychological, social, and economic factors on human health and disease.
Apply the knowledge and skills necessary to address the needs of a diverse patient population.
Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making.
Perform medical, diagnostic, and surgical procedures considered essential for entering residency.
Organize and prioritize responsibilities to provide care that is safe, effective, and efficient.
Provide continuity of patient care throughout transitions between providers or settings.
Provide appropriate documentation for clinical encounters in the medical record.

Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and social-behavioral sciences, as well as the application of this knowledge to patient care

Students will:

Demonstrate a thorough understanding of the basic and clinical sciences and their application to the practice of medicine and to discovery.
Contribute to the creation, dissemination, application, and translation of new health care knowledge and practices.

Demonstrate the ability to investigate and evaluate one’s care of patients, to appraise and assimilate scientific evidence, and to improve patient care based on self-evaluation and life-long learning

Students will:

Identify strengths, deficiencies, and limits in one’s knowledge and expertise.
Incorporate feedback into practice.
Use information technology to optimize learning.
Develop and utilize the skills necessary to critically evaluate the medical literature and integrate new developments into medical practice in an appropriate manner.
Display effective teaching skills in the education of colleagues, other health professionals and patients.
Possess the skills to analyze practice using quality improvement methods, and to suggest changes with the goal of practice improvement.
Identify the factors that may affect the quality and safety of health care delivery.

Demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals

Students will:

Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds.
Demonstrate respect and empathy with patients, patient families, colleagues and staff.
Communicate effectively with others as a member of the health care team or other professional groups.

Demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles

Students will:

Demonstrate sensitivity and responsiveness to a diverse patient population, including but not limited to diversity in gender, age, culture, race, religion, disabilities, and sexual orientation.
Exhibit the highest moral and ethical standards in the care of patients and in their interactions with others.

Demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care

Students will:

Demonstrate an understanding of various types of health care systems, their role and their impact on health care delivery.
Work effectively in various health care delivery settings and systems.
Incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based care.
Participate in identifying system errors and suggesting potential systems solutions

Demonstrate the ability to engage in an interprofessional team in a manner that optimizes safe, effective patient- and population-centered care:

Students will:

Work with other health professionals to establish and maintain a climate of mutual respect, dignity, diversity, ethical integrity, and trust.
Use the knowledge of one’s own role and the roles of other health professionals to appropriately assess and address the health care needs of the patients and populations served.

Demonstrate the qualities required to sustain lifelong personal and professional growth

Students will:

Demonstrate the ability to use self-awareness of knowledge, skills, physical and emotional limitations to engage in appropriate help-seeking behaviors.
Demonstrate healthy coping mechanisms to respond to stress.
Manage conflict between personal and professional responsibilities.
Carry out professional and educational commitments in a professional manner.

Scholarship and Discovery

Through S&D, Pritzker students—beginning in their first year of medical school—undergo preparation to cultivate the level of mastery necessary to complete a mentored scholarly project by the time of graduation. Students have the option to explore and apply to one of seven scholarly tracks: Basic/Translational Sciences, Clinical Research, Health Services and Data Science; Community Health; Global Health; Medical Education; orHealthcare Delivery Improvement Science.

The S&D curriculum—undertaken in years one, two, and four—provides enhanced training in fundamental concepts and skills to ensure student success in one of these five fields of study.

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More about Scholarship and Discovery

Clinical Performance Center

The purpose of the Clinical Performance Center is to enhance the training of medical students, residents, and physicians at the University of Chicago, by offering a controlled, supportive, and evaluative environment. Use of medical simulation allows University of Chicago to stay at the forefront of healthcare education as well as to develop the gold standard in patient care and medical training.

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Learn more about the Clinical Performance Center