Curriculum for the 21st Century
Curriculum Changes for the UASOM at UAB
Curriculum for the 21st Century
Years 1-2 (Pre-Clerkship) Modular integrated/organ based Concept driven Adult/active learning
Year 3: Clerkships Will begin earlier Structure and organization to be reviewed Continue themes
Mandatory Scholarly Activity (expanded definition of scholarship) Three months Review committee
Year 4 Reevaluate all current 4th year requirements Pre-residency prep course Teaching /basic science
Guiding Principles of the Curriculum Student Centered, Active Learning, Application Based Based on Problem Solving Based on SOM Goals and Objectives Learning facilitated through clinical context Integration of modules with interdepartmental approach Appreciation of evidence as the basis for medical decision
making Appreciation of investigation as a component of medical
practice and learning Integration of Important Themes Use of evaluation methods appropriate to assess different
goal and objectives
Pre-Clerkship Phase Modules including:
Patient, Society and Doctor Fundamentals 1 (biochemistry, genetics,cell biology,
physiology) Fundamentals 2 (pathology, pharmacology,
microbiology, immunology) 8 organ-based modules 3 weeks of “Special Topics”
Blend of instructional modalities and assessments Interdisciplinary and integrated in instruction and
assessment Modules are not departmentally controlled and
are responsible to the MEC
Clerkship Phase Current Core Clerkships to be reviewed for
needed changes Start 2 months earlier than current July 1
start date Opportunity for us to consider innovation Themes will continue in longitudinal
fashion
Scholarly Activity Phase Scholarship as defined broadly as in
faculty promotion 12 weeks of an approved scholarly activity Required for graduation Appropriately mentored and supervised Defined final product for each experience Review and oversight by a faculty panel
Pre-residency Phase (4th Year) Preparation for next phase of training Individualized for each student and
approved by a recognized faculty advisor Include current acting internships and
electives Re-introduce basic sciences/teaching to
students Include a required residency prep course
for final skills to enable successful transition as a functional resident
Robert Rich, MD, VP and Dean,UASOM at UAB
Dennis Boulware, MDSenior Associate Dean
Roger Berkow, MD Assistant DeanChair of Implementation Task Force
Peter Anderson, DVM, PhD, Pre-Clerkship Coordinator
Nathanial Robin, MD, Pre-Clerkship Coordinator
Alice Goepfert, MDPDS
Tom Houston, MDThemes
Louis Justement, PhDScholarly Activity
Laura Kezar, MDPre-Residency
Johnita Dobbs, MA, EdProgram Manager
Lee Meadows, PhDConsultant
MECCheri Canon, MD
Module Directors and Co-directors
Module DirectorsPre-clerkship coordinator JHS – Pete AndersonPre-clerkship coordinator Clinical – Nat Robin
PDS Alice Goepfert (OB) [email protected]
Fundamentals 1 Laura Cotlin (Cell Bio) [email protected] Nat Robin (Gen) [email protected]
Fundamentals 2 Peter Anderson (Path) [email protected] Clinical Ken Waites (Path) [email protected]
Intro to Organs Erik Schwiebert (Phys) [email protected] Clinical Nancy Tofil (Peds) [email protected]
Cardiovascular Silvio Litovsky (Path) [email protected] Clinical Barry Rayburn (IM) [email protected]
Pulmonary Bruce Alexander (Path) [email protected] Clinical Kevin Leon, MD (IM) [email protected]
Renal Mark Bevensee (Phys) [email protected] Clinical Ivan Maya (IM) [email protected]
GI Cathy Fuller (Phys) [email protected] Clinical Douglas Heimburger (Nutrition) [email protected]
MS/Skin Marcas Bamman (Phys) [email protected] Clinical W. Winn Chatham (IM)/Catherine Lucas (Derm)
[email protected] / [email protected]
Neuroscience Robin Lester (Neurobiol) [email protected] Clinical Tony Nicholas (Neuro) [email protected]
Richard Powers (Path) [email protected] Hal Thurstin (Psych) [email protected]
Heme/Onc Vishnu Reddy (Path) [email protected] Clinical Kimberly Whelan (Peds) [email protected]
Endo Shawn Galin (Phys) [email protected] Clinical Hussein Abdul-Latif (Peds) [email protected] Repro Mike Conner (Path) [email protected] Clinical Todd Jenkins (OB) [email protected]
Integr/USMLE Erik Schwiebert (Phys) and Nancy Tofil (Peds)Nancy Hinson [email protected]
Peter Anderson PreClerkship Coordinator (JHS)Nat Robin PreClerkship Coordinator (Clin)
Anatomy/Radiology/SurgeryShane Tubbs/Bob Stanley/Eben Rosenthal
BiochemistryTim Townes
Cell BiologyLaura Cotlin
PathologyPeter Anderson
PharmacologyDennis Pillion
PhysiologyMarcas Bamman
MicrobiologyLou Justement
GeneticsNat Robin
Themes/ICMTom Houston
NutritionDoug Heimburger
Module Director and Co-director
Module Approx. Start Date Approx Duration
Week #
PSD Jul 30, 2007-Aug 17 3 weeks 1-3
Fundamentals 1 Aug 20, 2007- Oct 12 8 weeks 4-11
Break Oct 15-21 12
Fundamentals 21 Oct 22, 2007- Dec 14 8 weeks 13-20
Winter break Dec17-Jan 1 21,22
Intro/Org systems2 Jan 2-Jan11, 2008 2 weeks 23,24
Cardiovascular Jan 14(5)-Feb 8, 2008 4 weeks 25-28
Pulmonary Feb 11- Mar 7, 2008 4 weeks 29-32
Spring Break Mar 10-16 33
Renal1 Mar 17 – Apr 11, 2008
4 weeks 34-37
Gastrointestinal Apr 14- May 9, 2008 4 weeks 38-41
MS/Skin May 12 – June 6, 2008
4 weeks 42-45
Summer Break June 9-July 20 46-51
Timing and Duration of ModulesYear 1
Timing and Duration of ModulesYear 2
Special topicsor Break
Jul 21-Aug 17, 2008
3 weeks out of total of 7
required
1-4
Neurosciences Aug 18-Oct 31, 2008
11 weeks 5-15
Fall Break Nov 1-Nov 9 16
Heme/Onc1 Nov 10– Dec 5, 2008
4 weeks 17-20Thanksgiving
Special topics/Break Dec 8- Dec 19, 2008
2 weeks 21,22
Winter Break Dec 20-Jan 4 23-24
Special topics2 Jan 5-9, 2009 25
Endocrine/Repro Jan 12- Feb 20, 2009
6 weeks 26-31
Integ/USMLE prep Feb 23- Mar 13, 2009
3 weeks 32-34
USMLE Step 1 March 16-April 24
35-40
New Curriculum: Key Differences No more than 24 (~20 is better) hours per week of student
contact <50% lectures Includes ICM, Themes, small groups, labs, independent
learning modules Anatomy:
Radiology, pro-sections, surgical anatomy Grades: <50% MCQ
Professionalism Projects Presentation/preparation/team work
Class time 10AM to 3PM (MSTP have CMB 8-10 AM) Small group/Lab times can vary
ICM usually 3-5 PM 1-2 times per weeks
Pedagogy Goals and objectives for each contact
with student (What is the expected outcome)
Core Competencies – School wide Goals and objectives, ACGME
Identify themes with ATWG Identify Special Topics - request to
the faculty (scholar’s week format)
Pedagogy Integration of material within and between modules Students will be responsible for everything that came
before (could be testable in context of current module) Students expected to prepare for concept based sessions Module teams (directors and clinical co-directors) need to
direct student preparation (text book reading, journal articles, web based learning).
Ultimate goal could be to develop a series of paper or computer “families” who students follow through the curriculum. Issues of prevention, diagnosis, treatment, compliance, culture, compliance and disease mechanism can be addressed by problems which develop based on the current module.
Integration of clinical skills and themes / PDS topics into each module.
Pedagogy
Instructional Methods Lecture Clinical correlations Discussion Groups Small Groups Problem based learning Independent learning Computer based Other
Module Structure
•Normal development •Normal processes •Abnormal processes •Diagnosis, therapeutics and disease management •Epidemiology and evidence-based medicine •Prevention and nutrition •Societal impact
Each module should be organized as follows:
Functional Anatomy and Structure (Imaging (Radiology) Gross Anatomy and Surgery)
Embryology and Post-natal Development (Embryology, Pediatrics)
Microscopic Anatomy (Histology and Pathology)
Normal Organ function (Physiology, cell biology, biochemistry, genetics, nutrition)
Organ Pathology, Pathophysiology and Pharmacotherapeutics (Pathology, Oncology, Microbes, Immunology, Nutrition problems, toxicology, environmental factors, treatment, Genetics of disease)
Prevention of disease - nutrition, toxin exposure (e.g., cigarettes, alcohol), environment (e.g. sedentary vs. active lifestyle).
Treatment of disease. Surgical (anatomy) and pharmacologic. Aging – changes in system over the life cycle.
Impact (Epidemiology, Sociology/Society, Public Health)
Clinical history and physical examination
Instructional Topic TemplateTitle of Session: _______________________________Course: ________________________________Discipline: (anatomy, biochemistry, pathology, physiology, ect)_____________Class Type: (Lecture, Small group discussion, lab, clinical encounter) __________Presenter: ____________Professional attire required: Y_____ N______Equipment required (Stethoscope, computer etc)___________Vocabulary or key words presented in session or describing session: ___________ ____________ ______________________ ____________ ______________________ ____________ ______________________ ____________ ______________________ ____________ ___________Objectives or Key teaching points: (At the end of this session the student will state, describe, contrast, list, demonstrate, distinguish, calculate, compare, review, characterize, perform, solicit, explain, correlate, determine, recognize, discuss, practice, identify):__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Instructional Topic Template
Materials or ActivitiesPowerPoint presentation: Previous transcripts or notesTextbook readingWeb based resources
Description of Activity:
Required Preparation:Textbook chapters:Journal articles:Web based material:Hand outs:Other:
Independent learning:Web sites:Journal articles:Team based learning projectsProjectsOther
MedEdportal: AAMC resource of online computer modules (searchable by topic or browse) http://services.aamc.org/jsp/mededportal/goLinkPage.do?link=home
Health Education Asset Library: (National Library of Medicine searchable resources)http://www.healcentral.org Anatomy TV through Lister Hill Libraryhttp://www.anatomy.tv/home.aspx
Evaluation/Assessment
Number and timing of exams (formative /summative) Work with A/T WG ACGME tool box (think outside of MCQ) MCQ (local or NBME customized) <50% MCQ
NBME type with clinical stem Avoid factoid questions
Projects Small group participation and performance Problem sets Computer exercises Professionalism/Communication/Team work (SBP) Use of resources/Information (PBL)
New Curriculum ACGME 6 Core Competencies
Competency 1 – Patient Care. Competency 2 - Medical Knowledge. Competency 3 – Interpersonal and
Communications Skills. Competency 4 – Practice-based Learning
and Improvement. Competency 5 – Professionalism. Competency 6 - Systems-Based Practice.
ACGME Gen.
Competencies
UASOMG&O
Instructional Methods Assessment
Patient Care Social and Community Contexts of Health CareBiomedical Knowledge and Clinical SkillsProfessionalism and Communication
Small group (clerkships)LecturesStandardized or real patientsSimulations
MCQShort answer testsEssayFaculty observationStandardized oral exams, individual or group examsPlanned presentations (patient or project) OSCEPortfolios
Medical Knowledge
Social and Community Contexts of Health CareBiomedical Knowledge and Clinical Skills
LectureLabSmall GroupTeam-based projectsComputer assisted learning
MCQShort answer testsEssayStandardized oral exams, individual or group examsPlanned presentations (patient or project)Learning portfolios
Practice-Based Learning and Improvement
Professionalism and CommunicationClinical SkillsSocial and Community Contexts of Health Care
LectureLabSmall GroupTeam-based projectsComputer assisted learning
MCQShort answer testsEssayPortfolios Standardized oral exams, individual or group examsPlanned presentations (patient or project)
Interpersonal and Communication Skills
Professionalism and Communication
Small group (clinical)LecturesStandardized or real patients
360 evaluationsOSCEPlanned presentations (patient or project)
Professionalism Professionalism and Communication
LectureLabSmall GroupStudent-faculty interactions in all settingsRole modeling
360 evaluationsOSCEGlobal ratings
Systems-Based Practice
Biomedical Knowledge and Clinical SkillsSocial and Community Contexts of Health Care
LectureLabSmall GroupTeam based projects
MCQShort answer testsEssayFaculty observationStandardized oral exams, individual or group examsPlanned presentations (patient or project)
DISCIPLINES
ACGME COMPETEN.
Bioch Cell bio
Phys Anat Genet Micro Nutr Path Pharm ICM
KNOWLEDGE
PATIENT CARE
COMMUNICATION/INTERPERSONALSKILL
PROFESSIONALISM
SYSTEM-BASED PRACTICE
PATIENT BASED LEARNING
Co
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Theme Cluster Theme Content Theme Directors
1 Clinical Skills Stan Massie
2
Practice-based Learning, Evidence-based MedicineInformation Management
Terry Shaneyfelt,Pat Higginbottom
3Prevention, Patient Ed, Behavioral Sciences,Substance Abuse
Hal Thurstin,Jill Billions
4Geriatrics,Palliative Care
Rick Sims, Laura KezarAmos Bailey,Christine Ritchie
5 Rural Medicine John Wheat
6
Ethics,Humanities,Cultural Competence
Greg Pence,Hughes Evans,Carlos Estrada,
Initial Courses
PDS Fundamentals 1
Fundamentals 2
Intro/Org systems
Cardio-vascula
r
Pulmonary
Theme Grades
Approx. Start Date
30-Jul-07 20-Aug-07 22-Oct-07 2-Jan-08 14-Jan-08
11-Feb-08
Approx. Duration
4 weeks 8 weeks 8 weeks 1-2 weeks 4 weeks
4 weeks
Example Themes
Evidence-based
Medicine
Ethics andHumanities
Palliative Care
Course Grades
Adult Learning Focus is on student learning not teaching
Needs of the student rather than ease of presentation Active learning
Interactive (Audience response systems) Problem based Case based Practical Applicable New ways to make large groups interactive (consultant)
Self Directed Use prior skills or knowledge of the learner