Members: Marc Pizzimenti, Charles Clark, Jeff Emrich, Jill Endres, Paul Leonard, Marygrace Elson, Erwin Shibata, Jack Stapleton, Michael Takacs, Kelly Thormodson, Jerry Weiss, Jaci Haugsdal, Mara Determan, Joshua Fischer, Eric Kaiser Steering Committee Liaisons: Kristi Ferguson, Mark C Wilson, Tim Thomsen Members: Marc Pizzimenti, Charles Clark, Jeff Emrich, Jill Endres, Paul Leonard, Marygrace Elson, Erwin Shibata, Jack Stapleton, Michael Takacs, Kelly Thormodson, Jerry Weiss, Jaci Haugsdal, Mara Determan, Joshua Fischer, Eric Kaiser Steering Committee Liaisons: Kristi Ferguson, Mark C Wilson, Tim Thomsen Clinically Centered Education, with Reinforced Foundations

Primary Idea  Move students from discipline overviews/concepts to experiencing the multifacets of medicine (and back) throughout the curriculum –  Reliance on lecture (traditionally defined) –Independent/group learning fostered –Distribution of foundational and clinical sciences across the continuum of curriculum –Experiences are content relevant and demonstrate integration across disciplines  Move students from discipline overviews/concepts to experiencing the multifacets of medicine (and back) throughout the curriculum –  Reliance on lecture (traditionally defined) –Independent/group learning fostered –Distribution of foundational and clinical sciences across the continuum of curriculum –Experiences are content relevant and demonstrate integration across disciplines

 Lecture Use  CCOM has large percentage of lecture use  CCOM also effectively uses small group exercises  Expand activites –Module learning –Online learning –Large Lecture “Discussions”  CCOM has large percentage of lecture use  CCOM also effectively uses small group exercises  Expand activites –Module learning –Online learning –Large Lecture “Discussions” Barzansky, 2009; CCOM database, AAMC database

CCOM Curriculum Renewal Year I, Sem. 1 The ‘Well Patient Visit’ - Interviewing, history, and comprehensive PE Cellular and Molecular Medicine (Biochem, Genetics, Cell Bio) Macro Medicine (Anatomy (with lab), Embryology, Imaging) Clinical Continuity Experience FCP I: CBL and PPD Restructure the Foundational Sciences:  independent/group learning,  lecture,  discussion oriented small/large group meetings Clinical links in the curriculum

Well-Patient Visit  Year I Semester 1 –Focus on Interviewing and basic skills  Clinical Observation  Simulated Patient –Interview, Hx –PE  Year I Semester 2 –Focus on comprehensive PE  Participate in clinical visits  Practice  Limitations  Available visits  Student travel  Scheduling  Year I Semester 1 –Focus on Interviewing and basic skills  Clinical Observation  Simulated Patient –Interview, Hx –PE  Year I Semester 2 –Focus on comprehensive PE  Participate in clinical visits  Practice  Limitations  Available visits  Student travel  Scheduling

Clinical Links in the Curriculum  Self/Group directed learning modules –simulation, cases, interactive on-line, procedural observation and reflection, etc.) –Faculty guidance, debriefing  Promote understanding of basic science concepts and illustrate clinical relevance –Example: Chest-Tube InsertionChest-Tube Insertion  Self/Group directed learning modules –simulation, cases, interactive on-line, procedural observation and reflection, etc.) –Faculty guidance, debriefing  Promote understanding of basic science concepts and illustrate clinical relevance –Example: Chest-Tube InsertionChest-Tube Insertion

CCOM Curriculum Renewal Year I, Sem. 2 The ‘Well Patient Visit’ - Interviewing, history, and comprehensive PE Mind, Brain, Behavior HOS Clinical Continuity Experience FCP II: CBL and PPD Clinical links in the curriculum  Allows for participation and integration of other student teams –PT, Dentistry, Graduate Students  Allows for participation and integration of other student teams –PT, Dentistry, Graduate Students

CCOM Curriculum Renewal Year 1 Summer Track Distinctions Mentored Independent Scholarly Project 10-week project that contributes to successful completion of a distinction track Community Service Project Global Health Project Teaching and Learning Project  Large % of student currently participate  Formal part of the curriculum?  Limitations –Opportunities for all –Funding issues  Assessment –Portfolio - ifolio  Large % of student currently participate  Formal part of the curriculum?  Limitations –Opportunities for all –Funding issues  Assessment –Portfolio - ifolio

CCOM Curriculum Renewal Year II, Sem.1 Common Core Problem Visits - Unit visits to observe and practice focused Hx and PE components Pathobiology - pathology focused with elements of Anatomy, Immunology, PID, and Pharmacology Intersession Clinical Skills Workshops Integrated blocks based upon common clinical presentations: Carcinogenesis, Headache, Diabetes, Hypertension, Smoking, Obesity, Geriatrics, Pain, Orthopaedic Issues, Respiratory infection, etc. Track Distinctions  Provides opportunity for PA program students to participate

Intersession  Modeling of Year structure –Case studies, simulations focus on disease process and mechanisms  Review skills, foundational concepts  Interdisciplinary approaches  Ethics  Patient safety, human Factors  Communication  Modeling of Year structure –Case studies, simulations focus on disease process and mechanisms  Review skills, foundational concepts  Interdisciplinary approaches  Ethics  Patient safety, human Factors  Communication

Integrated Blocks and Core Problem Visits  Disease process, clinical presentation focus –Focal shift of FCP III-IV  Carcinogenesis  Chest Pain  Diabetes –Permits review of foundational material in conjunction with parallel studies in pathobiology –Demonstrate variety of clinical settings –Introduction to specific issues of team function, patient safety, human factors, ethics  Disease process, clinical presentation focus –Focal shift of FCP III-IV  Carcinogenesis  Chest Pain  Diabetes –Permits review of foundational material in conjunction with parallel studies in pathobiology –Demonstrate variety of clinical settings –Introduction to specific issues of team function, patient safety, human factors, ethics

Carcinogenesis Block  Foundations –Genetics > inheritance, counseling –Pathology> presentation, mechanisms, biochem –Pharmacology> neoplastic drugs –Anatomy > lymphatics, circulatory –PID> opportunistic infections –Immunology > mounted responses, drug pathways –FCP > bad news, screening, economics, social, legal –Health policy  Foundations –Genetics > inheritance, counseling –Pathology> presentation, mechanisms, biochem –Pharmacology> neoplastic drugs –Anatomy > lymphatics, circulatory –PID> opportunistic infections –Immunology > mounted responses, drug pathways –FCP > bad news, screening, economics, social, legal –Health policy  Clinical Areas –Dermatology –OB/GYN –Urology –Surgery > GI, Breast –ENT > Head & Neck –FM & IM > Screening, Dx –HemOnc –Psychiatry > mental health –Ortho –Anesthesia > pain management –Radiology >  Clinical Areas –Dermatology –OB/GYN –Urology –Surgery > GI, Breast –ENT > Head & Neck –FM & IM > Screening, Dx –HemOnc –Psychiatry > mental health –Ortho –Anesthesia > pain management –Radiology >

CCOM Curriculum Renewal Year II, Sem. 2 Common Core Problem Visits - Unit visits to observe and practice focused Hx and PE components Pathobiology - pathology focused with elements of Anatomy, Immunology, PID, and Pharmacology Intersession Clinical Skills Workshops Integrated blocks based upon common clinical presentations: Carcinogenesis, Headache, Diabetes, Hypertension, Smoking, Obesity, Geriatrics, Pain, Orthopaedic Issues, Respiratory infection, etc. Track Distinctions USMLE preparation and vacation time

CCOM Curriculum Renewal Year III (Starts July 1) If two-site delivery model is maintained programs must be consistent. Required rotations reflect areas of needed competency for graduation. These areas must demonstrate programs that reflect foundations content, clinical case exposure, clinical skills opportunities to fulfill competencies. Intern. Med (6 IP + 4 OP) Surgery ( ) OB/GYN (3 + 3) Peds (3 IP + 3 OP) Fam. Pract., CBPC (6) Intersession: Clinical Beginnings Theme (2) Surgical Selectives (examples) Orthopaedics (2) Ophthalmology (2) Urology (2) Anesthesia (2) Radiology (2) Dermatology (2) Otolaryngology (2) Adv. Electives (12) Foundation Modules

 Integration of foundational material across and in light of clinical experiences –Foundational sciences/concepts –Focal exposure to issues of interdisciplinary team work, patient safety, human factors, ethics –Skills (re)assessment  Delivery –Distance education –Online, CAI modules –Simulation –Case presentation –Large/Small group discussion  Integration of foundational material across and in light of clinical experiences –Foundational sciences/concepts –Focal exposure to issues of interdisciplinary team work, patient safety, human factors, ethics –Skills (re)assessment  Delivery –Distance education –Online, CAI modules –Simulation –Case presentation –Large/Small group discussion

Electives  ‘New’ Clinical experiences that provide multi or cross discipline exposure –Orthopedics  Working with Peds, Family Medicine, Emerg. Med., PM&R  Opportunities to evaluate and treat common MSK injuries  Develop rehab. plans –Women’s Health  Working in an Adolescent clinic (Peds or OBG), Family Medicine, Geriatrics –Other ideas: Perioperative Medicine, Infectious Disease, Research, Foundational Science, Health Law/Policy  ‘New’ Clinical experiences that provide multi or cross discipline exposure –Orthopedics  Working with Peds, Family Medicine, Emerg. Med., PM&R  Opportunities to evaluate and treat common MSK injuries  Develop rehab. plans –Women’s Health  Working in an Adolescent clinic (Peds or OBG), Family Medicine, Geriatrics –Other ideas: Perioperative Medicine, Infectious Disease, Research, Foundational Science, Health Law/Policy

CCOM Curriculum Renewal Year IV (Starts July 1) If two-site delivery model is maintained programs must be consistent. Required rotations reflect areas of needed competency for graduation. These areas must demonstrate programs that reflect basic science content, clinical case exposure, clinical skills opportunities to fulfill competencies. Neurology (4) Psychiatry (4) M4 Sub-I (4) Emerg. Med or CCM (4) Adv. Electives (12) Capstone (4) Foundation Modules

Scholarly Project  Opportunities to participate and develop a longitudinal plan of study –M1 Summer experience –Year II –Advanced Elective  Opportunities to participate and develop a longitudinal plan of study –M1 Summer experience –Year II –Advanced Elective

Capstone  4(2?) weeks  Organized similar to scientific meeting –Plenary sessions, focus groups/ themes –Skills workshops –Foundational science reviews in light of clinical experience –Research presentations –Residency prep topics –Ethics issues –Systems medicine, patient safety and human factors –ACLS certification and Neonatal resuscitation –Social activities (Community challenges, ‘olympics’, etc.)  4(2?) weeks  Organized similar to scientific meeting –Plenary sessions, focus groups/ themes –Skills workshops –Foundational science reviews in light of clinical experience –Research presentations –Residency prep topics –Ethics issues –Systems medicine, patient safety and human factors –ACLS certification and Neonatal resuscitation –Social activities (Community challenges, ‘olympics’, etc.)

Charge  Provide curricular flexibility for integration and change  Address patient and societal needs  Provide earlier clinical experience and appropriate skill development to support that experience  Encompass existing collegiate educational competencies for students  Promote student-centered education, student well-being, engagement, and active learning  Maximize use of education and information technologies  Enable individualized progress through the curriculum as appropriate  Provide curricular flexibility for integration and change  Address patient and societal needs  Provide earlier clinical experience and appropriate skill development to support that experience  Encompass existing collegiate educational competencies for students  Promote student-centered education, student well-being, engagement, and active learning  Maximize use of education and information technologies  Enable individualized progress through the curriculum as appropriate

Questions