1. New Faculty Orientation Curriculum Restructuring

2. Curriculum Restructuring Goals Increase the amount of time for career exploration electives prior to the deadline for submitting residency applications Streamline pre-clinical curriculum by decreasing/eliminating unplanned redundancies and the focus on unnecessary detail Create a more sensical grouping of courses and clerkships Improve medical student well-being

3. Cellular & Molecular Biology (8 Weeks) MHR (7 Weeks) Pharm (7 Weeks) MHR Pharm Pathology (4 Weeks) Clinical Anatomy (7 Weeks) Thanksgiving Break Epi/Bio (3 Weeks) ACS1 (Longitudinal) Elective (Longitudinal) ACS1 Elective ACS1 Elective Winter Break August November March Phase 1 – Foundations Phase

4. Neuro 7 Wks BMH 2 Wks Heme 3 Wks Cardio 5 Wks Summer Break 10 Weeks Resp 4 Wks Renal 4 Wks GISBJ 3 Wks Endo 5 Wks Thanksgiving Step 1 Study Time 8 Wks HCE 7 Wks D&D 2 Wks ACS 2 Longitudinal ACS 2 Longitudinal ACS 2 Bedside Diagnosis Longitudinal Bedside Diagnosis Longitudinal Phase 2 - Core Knowledge Phase March August Dec April Winter Break ACS 2 BD Electives (longitudinal) ElectivesElElec GI 5Wks

5. Current Third-Year Structure Two 24-week blocks Internal Medicine 12 weeks OB/Gyn 6 weeks Family Medicine* 6 weeks Surgery 8 weeks Pediatrics 8 weeks Neuro/ Psych 8 weeks ACS3 Interprofessional Team Seminars

6. Clerkship Orientation Internal Medicine (Inpt) (8 Wks) Surgery (8 Wks) 1 Week Break Psych/ Neuro (4 Wks each) OB Gyn* (8 Wks) Winter Break Family* Med (8 Wks) Peds (8 Wks) ACS 3 Longitudinal ACS 3 Longitudinal ACS 3 Longitudinal Phase 3 – Core Clinical Phase MayDecemberApril * Includes two weeks for career exploration Inter-professional Team Seminars IPTS

7. Fourth-Year Requirements Two 3-week subinternships (at least one of which has to be in IM or Peds) 3-week ambulatory Internal Medicine rotation 3-week required capstone course 2 or 3-week Emergency Medicine requirement (2-week if done in year 3, 3-week if done in year 4.

8. Core Recommendations to Accompany Restructuring Plan 1. Active learning needs to be a greater part of the pre-clinical and core clinical didactic curriculum. Possible strategies include team-based learning, problem-based learning, and interactive case discussions. 2. Emphasis on clinical correlations for basic science material should be enhanced and expanded. 3. Efforts to reduce unnecessary detail in the curriculum should be ongoing. One path to accomplish this would be to institute NBME subject exams as assessment tools in the pre-clinical years.

9. Core Recommendations to Accompany Restructuring Plan 4. Students need to have greater opportunity for early development of key clinical skills, particularly history-taking and diagnostic reasoning skills. 5. Opportunities to return to the basic sciences in the fourth year should be expanded.