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

Clinically Centered Education, with Reinforced Foundations

Primary IdeaPrimary 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 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”

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800

1000

1200

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CCOM(Y1)

National(Y1)

CCOM(Y2)

National(Y2)

CCOM(Y1+Y2)

National(Y1+Y2)

Hours

Small GroupLabLecture

Barzansky, 2009; CCOM database, AAMC database

CCOM Curriculum Renewal Year I, Sem. 1 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 ExperienceFCP 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 VisitWell-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 CurriculumClinical 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 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 Insertion

CCOM Curriculum Renewal Year I, Sem. 2 CCOM Curriculum Renewal Year I, Sem. 2

The ‘Well Patient Visit’ - Interviewing, history, and comprehensive PE

Mind, Brain, Behavior

HOS

Clinical Continuity ExperienceFCP 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 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 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

Inte

rses

sion

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 Provides opportunity for PA program students to participate

IntersessionIntersession

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

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 BlockCarcinogenesis 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 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

Inte

rses

sion

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) 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 (6 + 2 +2 )

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) Fou

ndat

ion

Mod

ules

Foundation ModulesFoundation 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

ElectivesElectives ‘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) 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)

Fou

ndat

ion

Mod

ules

Scholarly ProjectScholarly 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

CapstoneCapstone 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.)

ChargeCharge

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

QuestionsQuestions