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  • Learner-centered Integrated Curriculum (LInC) Portfolio Foundations of Medicine (Years 1 and 2) Core Clinical Experiences (Year 3) Advanced Studies (Year 4)

    Each curriculum year was presented to the Educational Policy Committee for review; each year was unanimously approved: Foundations of Medicine 1 Monday, December, 2009 Foundations of Medicine 2 Monday, November, 2010 Core Clinical Experiences Monday, February, 2011 Advanced Studies Monday, February, 2012

  • Learner-centered Integrated Curriculum (LInC) Portfolio

    ThiscurriculumportfolioisdesignedtoprovideanoverviewoftheFoundationsofMedicine1and2(FOM1andFOM2),CoreClinicalExperiences(CCE)andAdvancedStudies(AS)oftheUMMSLearnercenteredIntegratedCurriculum(LInC).Ourcurriculumencompassesrelatedcourses,diversepedagogicalmethodsandcoordinatedrelevantassessment.SpecificexamplesfromFOM1,FOM2,CCEandAScoursesarereferencedtohighlightimplementationofkeyprinciplesthroughout.Background:Scientificandmedicalknowledgeareexpandingatanexponentialpace.Nationalorganizationshavecalledforchangestophysicianeducationinordertoaddressnewfields,changingpracticeandintegrationofthisknowledgeintoclinicalwork.Medicalschoolsacrossthecountryareheedingthesecallsandredesigningtheircurriculatoaddresscorecompetencies.In2003UMMSbeganourcurriculumredesignprocessbydefininginterrelatedcompetenciesforundergraduatemedicaleducation.Afterextensiveselfstudy,reviewofexternalmodelsandcontemporaryinitiativeswedefinedanewcurriculumfootprintthatwasunanimouslyendorsedbytheEPCin2008.Overthesubsequentmonthswehavedefinedanewvisionforthecurriculumthatbuildsonourstrengths,addressestheneedsoftheCommonwealthandtheUShealthcaresystemandsupportsstudentstoidentify,solidifyandpursuetheirpassions.

    The UMMS educational experience will inspire our future physicians to excel inpatient care,

    innovation, discovery, leadership and service. Thisvisionisrepresentedwithinourcurriculumbyimplementationof7keyprinciplestosupportourstudentsachievementofour6competencies.Detailsoftheseprinciplesareelaboratedonthefollowingpages.NewtoLInC:

    Diverseapproachestolearning(highlightingstudentpreparationandresponsibility) Flexibilityofmethods(toengageteachersandlearners) Formativeandsummativestudentassessmentwithfeedback(enhancingand supportinglearning) Credit/NoCreditinFOM1,FOM2andtheseveralcomponentsoftheAdvancedStudies

    curriculum(tobuildacademicstudentcommunityandsupportdiversestudentstoachievesuccessandexcellence),followedbyourcurrentdifferentiatedgradinginCCE,requiredASsubinternshipandelectivestoallowforstudentstodistinguishtheirachievement.AScomponentsthatwillbegradedcredit/nocreditincludetheEmergencyClinicalProblemSolver(ECPS),AdvancedBiomedicalandTranslationalSciences(ABTS)andCapstonerequirements.

    Robustcourseevaluation(toimproveourprocessesofteaching)

    UMMSCompetenciesforMedicalEducationPhysicianas:

    CommunicatorAdvocateClinicalProblemSolverScientistPerson Professional

  • Coordinatedthematicblocksofclinicalexperienceswithpurposefulintegrationofbasicsciences,skillandcontentbasedcurricula

    Developmentallyappropriate,longitudinal,integratedcurriculumthatspanstheCCEfocusingonthreadedthemesandbuildingontheLearningCommunitiesplatform

    CareerexplorationelectivesintheCCEyear Sharedresources(developedandaccessedovertimetoenhanceteachingandlearning) NeurologyintherequiredthirdyearCCEcurriculum EarlyadvancementtoASwhichallowsseniorelectivestooccurstartingMayofthestudents4th

    year(twomonthsearlierthancurrently) AnEmergencyClinicalProblemSolvercoursethatsupportsASstudentsintegratetheircumulative

    basicandclinicalsciencemedicalknowledge,teamworkbased,problemsolvingandleadershiptodiagnoseandtreattheundifferentiatedpatientincommonandunexpectedurgentandemergentscenariosinvariedsettingsandusingsimulation.

    Selectionfromanumberofcoursetopicsthatemphasizefrontiersinbiomedicalsciencesinafieldofinterestrelevanttostudentsinterest,preferencesandcareerpathofferedthroughtheASAdvancedBiomedicalandTranslationalSciencescourse.

    Enhancedfocusontheprinciplesofscholarship,researchmethodsandscientificinquirythroughtheASCapstonecoursethatwillallowallstudentstheopportunityforamentoredscholarlyprojectconductedthroughoutthefouryearcurriculumonatopicofchoiceandundertheguidanceofafacultymember.OfferedtointerestedstudentsasapilotinAY1213and1314.Thiswillbecomeagraduationrequirementfortheclassof2016.

    TheLInCcurriculumredesignenthusiasticallyembracesaphilosophyofinterdisciplinaryandintegratedteachingandlearninginordertosupportourstudentsapproachtopatientcarefromtheirearliestcourses.TheintegratedFOM1andFOM2curriculaaredesignedtohelpstudentsbegintogainconfidenceandcompetenceinlearningtosolveavarietyofscientificandmedicalproblems.Foundationalcoursematerialswillbetaughtandevaluatedfrommultipleperspectives,givingstudentsdiverseopportunitiestomastertheknowledgeandskillstheywillusetoidentifyandsolve

    problemscreativelyandeffectively.Coursesdesignedandtaughtfrommultidisciplinaryperspectiveswillmodelthekindsofcreativepartnershipswewillaskourstudentstoundertakeastheylearntoworkinteamsandtakecareofpatients. TheCCEbuildsonthiswithmaintenanceofdisciplinebasedexperiencestoinformstudentscareerchoices.Thoughtfulcoordinationofthoseclerkshipsallowsforsharedcurricula,teachingandmodelingtheinterdisciplinaryteamworkcriticaltopatientcare.Specificbasicscienceintegrationledbybasicsciencesectionleaderswilllinktothefoundationalcurriculaandbuildstudentsapplicationofscientificprinciplesanduseofdataincaringforpatients.Alongitudinal,thematic,interstitialcurriculumthatbindsthesepiecestogetherwillengageallstudentsinlearningtogetherperiodicallythroughouttheCCEregardlessoftheirclerkshiporsitelocation.Theintegrationofthebasicandclinicalsciences,selfreflection,interprofessionalteamworkandlifelonglearningskillscontinuetogrownthroughtheAdvancedStudiescurriculum.

    Medicineisbynatureinterdisciplinary.Thoughtfulpatientcarerequiresthatphysiciansintegrateknowledgeintheirownproblemsolvingandworkacrossfields.

    Principle#1: InterdisciplinaryandIntegratedTeachingandLearning

  • EachFOM1andFOM2courseiscreatedanddirectedbyfacultyteamswithcomplementarybasicandclinicalscienceexpertise.

    FOM1coursessuchasBuildingWorkingCellsandTissues(BWCT)andDevelopment,StructureandFunction(DSF),andFOM2coursessuchasOrganSystemDiseases(OSD)andTheBrain:NervousSystemsandBehaviors(NSB)integraterelatedmaterialfrommultiplebasicandclinicalperspectives.

    TheDoctoring&ClinicalSkills(DCS)courseandtheIntegratedCaseExercise(ICE)curriculumprovideongoingopportunitiestointegratedevelopingclinicalandbasicscienceknowledgeandskillsovertime,beginninginFOM1andadvancinginskillsdevelopmentthroughoutFOM2.

    ArepositoryofsharedBLSVista(webbased)materials,includingcasematerials,willbedevelopedovertimeandbecomeanimportantresourcethatwilllinkcoursestogetheracrosstheFoundationsofMedicinecontinuumandintotheCCEandASyears.

    Coordinatedthematicsectionsofclinicalclerkshipsallowforsharedcurricula,formativeandsummativeassessmentsandstudentexperiencesacrosssitesanddisciplines.

    Specificbasicscienceintegrationbringsthefoundationsofmedicineclearlyintothefocusofclinicalcaremodelingthepracticeofphysicianasscientistandprofessional.

    OngoingsupportofenthusiasmforlifelonglearningthroughstudentselectedAdvancedBiomedicalandTranslationalSciencescourseworkandtheCapstonescholarlyprojectrequirement.

    TheFoundationalLInCcurriculumisbasedonamodifiedorgansystemapproach,withahighdegreeofcooperationbetweenFOM1andFOM2courses.TheLInCFOM1curriculumsequencebeginswithastudyofmolecules,genes,cellsandtissues,thenexaminesorgansandorgansystemsandhowtheyareregulatedatbothtissueandsystemiclevels(DSF).Thesecondsemesterintroducesastudyofvariousdiseasesandagentsthatimpactphysiologicalfunction,andendswithourfirstFOM2organsystemdisease(OSD)blockthecardiovascularsystem.Coursesincludeanintroductiontopharmacology,anintroductiontocancerconcepts,astudyofinfectiousdiseasesandtheircausalagentsandanexaminationofhostdefensesystemsandblood.Theseconceptsaretiedtogetherthroughthelearningcommunitiescurriculum(DCS)andbyaseriesofintegratedcaseexercises(ICE)thatbothrunthroughoutFOM1and2.Eachbuildsincomplexityasstudentsmastertheconceptsdevelopedovertwoyears.TheFOM2curriculumbuildsonFOM1byintegratingandadvancingtheconceptsintroducedbyindividualcoursesinYear1.TheOSDcoursecontinuesthroughrespiratory,renal,GI,reproductive,endocrineandmusculoskeletal/skinblocksinparallelwiththeteachingofneurologiccontentinTheBrain:NervousSystemandBehavior.ThestudentsareengagedinlearningaboutpopulationsandnonpathophysiologiccausesofdiseaseintheFOM2courseDeterminantsofHealth,(DoH)andtheybecomeimmersedinaninterdisciplinary,communitybasedservicelearningexperiencethroughtheDoHclerkship.TheyearculminatesinacoursetitledPatientswhichusesundifferentiatedcomplaintstoreturntothebasicsciencesthatunderliediseaseinapatientcentered,casebasedmodel.

    Principle#2: SequencingandPrioritizingtoOptimizeCoursesandCourseContent

  • Coreclinicalexperiencesareorganizedintothreecoordinatedthematicsections:CareofAdults(MedicineandNeurology),CareofFamilies(FamilyMedicineandCommunityHealth,PediatricsandPsychiatry)andPerioperativeandMaternalCare(SurgeryandObstetrics/Gynecology.EachofthesesectionsalsohasabasicsciencesectionleaderwhoisresponsibleforworkingwiththeclerkshipdirectorsandFOM1andFOM2coursecoleaderstointegrateappropriatebasicscienceinstructionthroughouttheclinicalclerkships.AninterstitialcurriculumscheduledthroughouttheCCEwilllinkthreadedcurriculainareassuchasprofessionalism,patientsafetyandqualityimprovementandinterdisciplinarycontentareassuchasdomesticviolenceandgeriatricstostudentsatsettimesintheyear.Sessionsandexerciseswillbegearedtowardsstudentsdevelopmentallevel,growingwiththemastheybecomemoreseasonedintheirclinicalstudies.Practicebasedexerciseswilloccurbetweensessionsastheyreturntotheirteamsandpatientcaretoreinforceprinciplesandbuild

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