1. Medical School Curriculum Innovation in Central Wisconsin—WHY?
Rural and Community Medical Educators Faculty Development , September 16, 2016
Lisa Grill Dodson, MD Campus Dean, MCW Central Wisconsin

2. Goals
Describe the rationale for a novel curriculum on a regional campus
Outline the elements of a 3 year curriculum
Describe key elements of a Longitudinal Integrated Clerkship (LIC)

3. Regional campus
Community-engaged regional admissions Recruitment of locals, those with connections Community-engaged teaching and learning Exposure to regional health systems (future recruitment advantage)

4. “Three year curriculum”
NOT NEW! Existed many times in U.S. Canadian experience: 40+ years, no difference in grads Adult learning theory based COMPETENCY BASED, NOT TIME BASED 18 weeks less (134 weeks, not 152) Year round (M1 and M2 summers) Jumpstart M1 summer (6 weeks), early clinical exposure 4th year not a good value for all, much wasted time and $

5. Three year curriculum Downsides Benefits
100 yr tradition
Poor understanding of competency
Residency application timing
Residency application Arms Race
“Try out rotations”
Systems issues
Benefits
Acknowledges what student brings
Adult learning, competency based
Higher return on investment ($300K lifetime)

6. Why an LIC?
New opportunity to differentiate MCW curriculum Meets needs of educational partners, MCW, students Increases flexibility Adult learning model Large geographic area less amenable to block rotations.

7. What’s a Longitudinal Integrated Clerkship?
Students:
Participate in comprehensive care of patients over time
Develop longitudinal, continuity relationships with faculty
Address core clinical curriculum competencies across multiple disciplines simultaneously
Source: Cooke, Irby and O’Brien. Educating Physicians: a call for reform of medical school and residency
and Consortium of Longitudinal Integrated Clerkships (CLIC)

8. Design principles for an LIC
Comparable educational experience Same objectives, same methods of assessment Competency based, not time based Continuity with patients and faculty Closer approximation to physician work Allows time for integration/reflection (over time) Flexible, learner focused, adult learning model Allows for individualization Ability to integrate short sessions/just in time learning Opportunities for “mini elective” exposures (in a 3 year curriculum)

10. THANK YOU.
Questions?