Curriculum Retreat XIII: June 22, 2011
Curriculum Reform: Moving from WHAT to HOW
READING LIST
GROUP A: Pedagogy
Required Reading
Harden RM, Crosby J. AMEE Guide No 20 The good teacher is more than a lecturer – the twelve roles of
the teacher. Medical Teacher. 2000;22(4):334-347.
http://informahealthcare.com/doi/pdf/10.1080/014215900409429
McKendree J. e-Learning. In: Swanwick T, ed. Understanding medical education: evidence, theory and
practice. London, UK: Wiley-Blackwell; 2010:151-163. (not available electronically-contact OCED)
Taylor D, Miflin B. AMEE Guide No 36 Problem-based learning: Where are we now? Medical Teacher.
2008;30(8):742-763.
http://informahealthcare.com/doi/full/10.1080/01421590802217199
Recommended Reading
McLaughlin K, Mandin H. A schematic approach to diagnosing and resolving lecturalgia. Medical
Education. 2001;35(12):1135-1142.
http://onlinelibrary.wiley.com/doi/10.1046/j.1365-2923.2001.01090.x/full
Ruiz JG, Mintzer MJ, Leipzig RM. The impact of e-learning in medical education. Academic Medicine.
2006;81(3):207-212.
http://journals.lww.com/academicmedicine/Fulltext/2006/03000/The_Impact_of_E_Learning_in_Medical
_Education.2.aspx
Cook DA, Levinson AJ, Garside S. Time and learning efficiency in internet-based learning: a systematic
review and meta-analysis. Adv in Health Sci Educ. 2010;15(5):755-770.
http://www.springerlink.com/content/p433421756566574/fulltext.html
Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. Internet-based learning in the
health professions: a meta-analysis. JAMA. 2008;300(10):1181-1196.
http://jama.ama-assn.org/content/300/10/1181.full
Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. Instructional design variations in
internet-based learning for health professions education: a systematic review and meta-analysis.
Academic Medicine. 2010;85(5):909-922.
http://ovidsp.tx.ovid.com/sp3.4.1b/ovidweb.cgi?&S=BCKJFPBECFDDABDNNCCLOAOBKCNPAA00&Link+Set=S.sh.34|1|sl_10
Parmelee DX, Michaelsen LK. Twelve tips for doing effective team-based learning (TBL). Medical
Teacher. 2010;32(2):118-122.
http://informahealthcare.com/doi/full/10.3109/01421590903548562
Kaufman DM, Holmes DB. The relationship of tutors' content expertise to interventions and
perceptions in a PBL medical curriculum. Medical Education. 1998;32(3):255-261.
http://onlinelibrary.wiley.com/doi/10.1046/j.1365-2923.1998.00158.x/full
Tiwari A, Lai P, So M, Yuen K. A comparison of the effects of problem-based learning and lecturing on
the development of students' critical thinking. 2006;40(6):547-554.
http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2929.2006.02481.x/full
Johnson L, Smith R, Willis H, Levine A, Haywood K. (2011). The 2011 Horizon Report.
Austin, Texas: The New Media Consortium. (See Executive Summary, pages 2-7)
http://www.educause.edu/Resources/2011HorizonReport/223122
GROUP B: Clerkship Common Themes
Required Reading
Hirsch DA, Ogur B, Thibault GE, Cox M. “Continuity” as an organizing principle for clinical education
reform. New England Journal of Medicine. 2007;356(8):858866.
http://www.nejm.org/doi/full/10.1056/NEJMsb061660
Chew FS, Relyea-Chew A. Distributed web-supported radiology clerkship for the required clinical
clerkship year of medical school. Acad Radiol. 2002;9(6):713-720.
http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B75BK-4B0M79S-122&_cdi=12985&_user=492150&_pii=S1076633203803173&_origin=&_coverDate=06%2F30%2F2002
&_sk=999909993&view=c&wchp=dGLzVlzzSkWb&_valck=1&md5=7dc6bf3a5207d2e3264f71122c945b27&ie=/sdarticle.pdf
Recommended Reading
Aronoff SC, Evans B, Fleece D. Integrating evidence based medicine into undergraduate medical
education: combining online instruction with clinical clerkships. Teaching and Learning in Medicine.
2010;22(3):219-223.
http://www.informaworld.com/smpp/section?content=a923152259&fulltext=713240928
Hoppmann RA, Rao VV, Poston MB, et al. An integrated ultrasound curriculum (iUSC) for medical
students: 4-year experience. Crit Ultrasound J. 2011;3(1):1-12.
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3064888/?tool=pubmed
Pipas CF, Peltier DA, Fall LH, Olson AL, Mahoney JF, Skochelak SE, Gjerde CL. Collaborating to
integrate curriculum in primary care medical education: successes and challenges from three US medical
schools. Fam Med. 2004;Jan(36 Suppl):S126-132.
http://www.stfm.org/fmhub/fm2004/January/CatherineS126.pdf
Koestler JL. 360 degrees: planning a new pediatric clerkship. Academic Medicine. 2002;77(11):1163.
http://journals.lww.com/academicmedicine/Fulltext/2002/11000/360_Degrees__Planning_a_New_Pediatr
ic_Clerkship.30.aspx
Sack S, Drabant B, Perrin E. Communicating about sexuality: an initiative across the core clerkships.
Academic Medicine. 2002;77(11):1159-1160.
http://journals.lww.com/academicmedicine/Fulltext/2002/11000/Communicating_about_Sexuality__An_I
nitiative.25.aspx
Lowitt NR. Assessment of an integrated curriculum in radiology. Academic Medicine. 2002;77(9):933.
http://journals.lww.com/academicmedicine/Fulltext/2002/09000/Assessment_of_an_Integrated_Curriculu
m_in.37.aspx
Demmer LA, Totzkay CM, Zapka JG. An interdisciplinary interclerkship in genetic testing and ethics.
Academic Medicine. 2001;76(5):538-539.
http://journals.lww.com/academicmedicine/Fulltext/2001/05000/An_Interdisciplinary_Interclerkship_in_
Genetic.79.aspx
MagraneD, Ephgrave K, Jacobs MB, Rusch R. Weaving women's health across clinical clerkships.
Academic Medicine. 200;75(11):1066-1070.
http://journals.lww.com/academicmedicine/Fulltext/2000/11000/Weaving_Women_s_Health_across_Cli
nical_Clerkships.9.aspx
GROUP C: Longitudinal Patient Experience
Required Reading
Jha V, Quinton ND, Bekker HL, Roberts TE. Strategies and interventions for the involvement of real
patients in medical education: a systematic review. Medical Education. 2009;43(1):10-20.
http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2008.03244.x/full
Ogrinc G, Mutha S, Irby DM. Evidence for longitudinal ambulatory care rotations: a review of the
literature. Academic Medicine. 2002;77(7):688-693.
http://journals.lww.com/academicmedicine/Fulltext/2002/07000/Evidence_for_Longitudinal_Ambulatory
_Care.8.aspx
Recommended Reading
Irby DM. Teaching and learning in ambulatory care settings: a thematic review of the literature.
Academic Medicine. 1995;70(10):898-931.
Wamsley MA, Dubowitz N, Kohli P, Cooke M, O’Brien BC. Continuity in a longitudinal out-patient
attachment for year 3 medical students. Medical Education. 2009;43(9):895-906.
http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2009.03424.x/full
Kantor BS, Myers MR. From aging… to saging – the Ohio State Senior Partners Program: longitudinal
and experiential geriatrics program. Gerontology & Geriatrics Education. 2006;27(2):69-81.
http://pdfserve.informaworld.com/556856_915425110_902718694.pdf
Linssen T, Van Dalen J, Rethans J-J. Simulating the longitudinal doctor-patient relationship: experiences
of simulated patients in successive consultations. Medical Education. 2007;41(9):873-878.
http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2007.02850.x/full
Eleazer GP, Wieland D, Roberts E, Richeson N, Thornhill JT. Preparing medical students to care for
older adults: the impact of a senior mentor program. Academic Medicine. 2006;81(4):393-398.
http://journals.lww.com/academicmedicine/Fulltext/2006/04000/Preparing_Medical_Students_to_Care_f
or_Older.15.aspx
Muir F. Placing the patient at the core of teaching. Medical Teacher. 2007;29(2-3):258-260.
http://informahealthcare.com/doi/full/10.1080/01421590701291477
Peters AS, Schnaidt SJ, Seward SJ, Rubin RM, Feins A, Fletcher RH. Teaching care management in a
longitudinal primary care clerkship. Teaching and Learning in Medicine. 2005;17(4):322-327.
http://www.informaworld.com/smpp/content~content=a789375489~db=all
Westra R, Haller IV, Adams J, Peterson BJ, Pearson J. Early introduction to pregnancy care and delivery
for medical students. Fam Med. 2008;40(1):17-23.
http://www.stfm.org/fmhub/fm2008/January/Ruth17.pdf
Ogur B, Hirsh D, Krupat E, Bor D. The Harvard Medical School – Cambridge Integrated Clerkship: an
innovative model of clinical education. Academic Medicine. 2007;82(4):397-404.
http://journals.lww.com/academicmedicine/Fulltext/2007/04000/The_Harvard_Medical_School_Cambrid
ge_Integrated.16.aspx
GROUP D: Clinical Reasoning
Required Reading
Eva KW. What every teacher needs to know about clinical reasoning. Medical Education. 2004;39(1):98106.
http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2929.2004.01972.x/full
Bowen JL. Educational strategies to promote clinical diagnostic reasoning. New England Journal of
Medicine. 2006;355(21):2217-2225.
http://www.nejm.org/doi/full/10.1056/NEJMra054782
Recommended Reading
Alexander EK. Perspective: moving students beyond an organ-based approach when teaching medical
interviewing and physical examination skills. Academic Medicine. 2008;83(10):906-909.
http://journals.lww.com/academicmedicine/Fulltext/2008/10000/Perspective__Moving_Students_Beyond
_an_Organ_Based.5.aspx
Benbassat J, Baumal R, Heyman SN, Brezis M. Viewpoint: suggestions for a shift in teaching clinical
skills to medical students: the reflective clinical examination. Academic Medicine. 2005;80(12):11211126.
http://journals.lww.com/academicmedicine/Fulltext/2005/12000/Viewpoint___Suggestions_for_a_Shift_i
n_Teaching.12.aspx
Bordage G. Elaborated knowledge: a key to successful diagnostic thinking. Academic Medicine.
1994;69(11):883-885.
Charlin B, Tardif J, Boshuizen HP. Scripts and medical diagnostic knowledge: theory and applications for
clinical reasoning instruction and research. Academic Medicine. 2000;75(2):182-190.
http://journals.lww.com/academicmedicine/Fulltext/2000/02000/Scripts_and_Medical_Diagnostic_Know
ledge__Theory.20.aspx
Croskerry P. The importance of cognitive errors in diagnosis and strategies to minimize them. Academic
Medicine. 2003;78(8):775-780.
http://journals.lww.com/academicmedicine/Fulltext/2003/08000/The_Importance_of_Cognitive_Errors_i
n_Diagnosis.3.aspx
Croskerry P. A universal model of diagnostic reasoning. Academic Medicine. 2009;84(8):1022-1028.
http://journals.lww.com/academicmedicine/Fulltext/2009/08000/A_Universal_Model_of_Diagnostic_Rea
soning.14.aspx
Harasym PH, Tsai TC, Hemmati P. Current trends in developing medical students' critical thinking
abilities. The Kaohsiung Journal of Medical Sciences. 2008;24(7):341-355.
http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B83W9-4TR37D2-21&_cdi=33781&_user=492150&_pii=S1607551X08701311&_origin=&_coverDate=07%2F31%2F2008
&_sk=999759992&view=c&wchp=dGLzVlbzSkzk&md5=00a7bbff5a2888193b6065c38bf62529&ie=/sdarticle.pdf
Kaplan DM. Perspective: whither the problem list? Organ-based documentation and deficient synthesis
by medical trainees. Academic Medicine. 2010;85(10):1578-1582.
http://ovidsp.tx.ovid.com/sp3.4.1b/ovidweb.cgi?QS2=434f4e1a73d37e8c8b72a1e2ee153b389f6403a577fc28d8caf8a9c16e77a2ff65a1
b40690fcb74b7e6445d6fa351a18306714a06a38ee8af8ce7976ee7d37da83863170ed4e77ef1683a1f5d7c0
8ac231abe56c45f434429f11ab3dd19788c1536ab14595h
Kassirer JP. Teaching clinical reasoning: case-based and coached. Academic Medicine. 2010;85(7):11181124.
http://journals.lww.com/academicmedicine/Fulltext/2010/07000/Teaching_Clinical_Reasoning__Case_B
ased_and.11.aspx
Kempainen RR, Migeon MB, Wolf FM. Understanding our mistakes: a primer on errors in clinical
reasoning. Medical Teacher. 2003;25(2):177-181.
http://informahealthcare.com/doi/pdf/10.1080/0142159031000092580
Norman GR, Eva KW. Diagnostic error and clinical reasoning. Medical Education. 2010;44(1):94-100.
http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2009.03507.x/full
Wolpaw TM, Wolpaw DR, Papp KK. SNAPPS: a learner-centered model for outpatient education.
Academic Medicine. 2003:78(9):893-898.
http://journals.lww.com/academicmedicine/Fulltext/2003/09000/SNAPPS__A_Learner_centered_Model_
for_Outpatient.10.aspx
GROUP E: Professional Identity Formation
Required Reading
Cohen JJ. Professionalism in medical education, an American perspective: from evidence to
accountability. Medical Education. 2006;40(7):607-617.
http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2929.2006.02512.x/full
Gordon JJ, Evans HM. Learning medicine from the humanities. In: Swanwick T, ed. Understanding
medical education: evidence, theory and practice. London, UK: Wiley-Blackwell; 2010:83-98. (not
available electronically-contact OCED)
Sandars J. The use of reflection in medical education: AMEE Guide No 44. Medical Teacher.
2009;31(8):685-695.
http://informahealthcare.com/doi/full/10.1080/01421590903050374
Standards of Conduct. Weill Cornell Medical College Student Handbook. 2010-2011:57-59.
http://weill.cornell.edu/education/about/honor_code.html
Newman DH. A medical school honor code: What does it mean? The Pharos. 1997;Spring:2-4. (not
available electronically)
Recommended Reading
Hodges BD, Ginsburg S, Cruess R, et al. Assessment of professionalism: recommendations from the
Ottawa 2010 Conference. 2011;33(5):354-363.
http://informahealthcare.com/doi/full/10.3109/0142159X.2011.577300
Boudreau JD, Cruess SR, Cruess RL. Physicianship: educating for professionalism in the post-Flexnarian
era. Perspectives in Biology and Medicine. 2011 Winter;54(1):89-105.
http://muse.jhu.edu/journals/perspectives_in_biology_and_medicine/v054/54.1.boudreau.html
Slotnick HB. How doctors learn: education and learning across the medical-school-to-practice trajectory.
Academic Medicine. 2001;76(10):1013-1026.
http://journals.lww.com/academicmedicine/Fulltext/2001/10000/How_Doctors_Learn__Education_and_
Learning_across.8.aspx
Perry M, Maffulli N, Willson S, Morrissey D. The effectiveness of arts-based interventions in medical
education: a literature review. Medical Education. 2011;45(2):141-148.
http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2010.03848.x/full
Ousager J, Johannessen H. Humanities in undergraduate medical education: a literature review. Academic
Medicine. 2010;85(6):988-998.
http://journals.lww.com/academicmedicine/Fulltext/2010/06000/Humanities_in_Undergraduate_Medical
_Education__A.22.aspx
Aronson L. Twelve tips for teaching reflection at all levels of medical education. Medical Teacher.
2011;33(3):200-205.
http://informahealthcare.com/doi/full/10.3109/0142159X.2010.507714
Mann K, Gordon J, MacLeod A. Reflection and reflective practice in health professions education: a
systematic review. Adv in Health Sci Educ. 2009;14(4):595-621.
http://www.springerlink.com/content/a226806k3n5115n5/fulltext.html
Kumagai AK. A conceptual framework for the use of illness narratives in medical education. Academic
Medicine. 2008;83(7):653-658.
http://journals.lww.com/academicmedicine/Fulltext/2008/07000/A_Conceptual_Framework_for_the_Use
_of_Illness.9.aspx
Wald HS, Davis S, Reiss S, Monroe A, Borkan J. Reflecting on reflections: enhancement of medical
education curriculum with structured field notes and guided feedback. Academic Medicine.
2009;84(7):830-837.
http://journals.lww.com/academicmedicine/Fulltext/2009/07000/Reflecting_on_Reflections__Enhanceme
nt_of_Medical.9.aspx
Karnieli-Miller O, Vu TR, Holtman MC, Clyman SG, Inui TS. Medical students' professionalism
narratives: a window on the informal and hidden curriculum. Academic Medicine. 2010;85(1):124-133.
http://journals.lww.com/academicmedicine/Fulltext/2010/01000/Medical_Students__Professionalism_Na
rratives__A.35.aspx
Gabbay DS. A medical student honor code. Emergency Medicine Clinics of North America. 1999;17(2):
417-428.
http://www.mdconsult.com/das/article/body/2576133042/jorg=journal&source=&sp=10872447&sid=0/N/148494/1.html?issn=0733-8627
McCabe DL, Treviño LK, Butterfield KD. Cheating in academic institutions: a decade of research. Ethics
and Behavior. 2001;11(3):219-232.
http://web.ebscohost.com/ehost/detail?sid=728c07df-157e-4329-8f00a7f5c149e0c6%40sessionmgr13&vid=4&hid=13&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ== db=aph&AN=4949872