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

 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


 CCOM has large percentage of lecture use
 CCOM also effectively uses small group exercises
 Expand activites
– Module learning
– Online learning
– Large Lecture
“Discussions”
1400
1200
1000
800
600
400
200
0
CCOM
(Y1)
National
(Y1)
CCOM
(Y2)
National
(Y2)
CCOM
(Y1+Y2)
National
(Y1+Y2)
Small Group
Lab
Lecture
Barzansky, 2009; CCOM database, AAMC database

Macro Medicine
(Anatomy (with lab), Embryology, Imaging)
Cellular and Molecular
Medicine
(Biochem, Genetics, Cell Bio)
FCP I: CBL and PPD
Clinical links in the curriculum
Clinical
Continuity
Experience
The ‘Well Patient Visit’ -
Interviewing, history, and comprehensive PE
Restructure the Foundational Sciences:
 independent/group learning,
 lecture ,
 discussion oriented small/large group meetings

 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

 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

HOS
Mind, Brain, Behavior
FCP II: CBL and PPD
Clinical links in the curriculum
Clinical
Continuity
Experience
The ‘Well Patient Visit’ -
Interviewing, history, and comprehensive PE
 Allows for participation and integration of other student teams
– PT, Dentistry, Graduate Students

Mentored
Independent
Scholarly
Project
Teaching and
Learning
Project
Community
Service Project
Global Health
Project
10-week project that contributes to successful completion of a distinction track
 Large % of student currently participate
 Formal part of the curriculum?
 Limitations
– Opportunities for all
– Funding issues
 Assessment
– Portfolio - ifolio

Pathobiology pathology focused with elements of Anatomy, Immunology, PID, and
Pharmacology
Integrated blocks based upon common clinical presentations:
Carcinogenesis, Headache, Diabetes,
Hypertension, Smoking, Obesity, Geriatrics,
Pain, Orthopaedic Issues, Respiratory infection, etc.
Common
Core
Problem
Visits -
Unit visits to observe and practice focused Hx and PE components
Track Distinctions
Clinical Skills Workshops
 Provides opportunity for PA program students to participate


– Case studies, simulations focus on disease process and mechanisms
 Review skills, foundational concepts
 Interdisciplinary approaches
 Ethics
 Patient safety, human Factors
 Communication


– 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

 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 >

Pathobiology pathology focused with elements of Anatomy, Immunology, PID, and
Pharmacology
Integrated blocks based upon common clinical presentations:
Carcinogenesis, Headache, Diabetes,
Hypertension, Smoking, Obesity, Geriatrics,
Pain, Orthopaedic Issues, Respiratory infection, etc.
Clinical Skills Workshops
Common
Core
Problem
Visits -
Unit visits to observe and practice focused Hx and PE components
Track Distinctions
USMLE preparation and vacation time

(Starts July 1)
Intersession:
Clinical Beginnings
Theme (2)
Intern. Med
(6 IP + 4 OP)
Surgery
(6 + 2 +2 )
OB/GYN
(3 + 3)
Peds
(3 IP + 3 OP)
Fam. Pract., CBPC
(6)
Surgical Selectives
(examples)
• Orthopaedics (2)
• Ophthalmology (2)
• Urology (2)
• Anesthesia (2)
• Radiology (2)
• Dermatology (2)
• Otolaryngology (2)
Adv. Electives
(12)
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.

 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

 ‘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

(Starts July 1)
Neurology
(4)
Psychiatry
(4)
M4 Sub-I
(4)
Emerg. Med or
CCM
(4)
Adv. Electives
(12)
Capstone (4)
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.


– M1 Summer experience
– Year II
– Advanced Elective

 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.)

 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