College of Medicine
UGME CuRe
Faculty of Health Sciences
Faculty Forum #6
June 19, 2014
LAUNCHING NEW PRECLERKSHIP CURRICULUM
AUGUST 2014
Dr. Keevin Bernstein Director, Curriculum Renewal
on behalf of CuReExecutive
Outline
1. Review CuRe Process & History
2. Preclerkship Curriculum and its creation
3. Evaluation
4. Next Steps…..To Do List….Challenges
1
UGME CURRICULUM RENEWAL MAP April 2011
OUTCOME>
Process
New UGME Curriculum 2013
that fulfills FMEC recommendations & Accreditation Standards
Internal Review
Surveys
Retreats
Curriculum map
Existing curriculum
External
Consultation
Website
Educational Experts
Site visits
Task
Specific
groups
Stakeholder
Consultations
Faculty
Development
Commitment to Person, Family & Community ;
Principles
Curriculum
Renewal
Goal
Mission
Social Responsibility, Professionalism, Inclusivity;
Scholarship, Excellence, Discovery, Innovation, Critical Thinking
Consistent Pedagogy
Scholarship
Outcome Based Objectives
Medical Informatics
Integrated
Continuous Quality Improvement
Inter-Professionalism
Flexible
Maximize Current strengths
UGME CURRICULUM RENEWAL
University of Manitoba UGME Review
CuReUGME
UGMEFaculty
FacultySurvey
Survey
 CuRe
Survey
Dec
Dec
2010
2010
CuReFaculty
FacultyRetreat
Retreatand
andReport
Report
and
Report
 CuRe
April
April
2011
2011
CuReUGME
UGMECourse
Course&&Clerkship
ClerkshipDirector
DirectorSurvey
Survey June
June
 CuRe
Clerkship
Director
Survey
2011
2011
CuReDepartment
DepartmentRepresentative
RepresentativeFocus
FocusGroup
Group
 CuRe
Department
Representative
Focus
Group
July
July
2011
2011
LCME/CACMSAccreditation
Accreditation
Accreditation
 LCME/CACMS
Studentsurveys
surveys
• •Student
surveys
Report
• •Report
Oct
Oct
2011
2011
CuReTask
TaskGroup
Group(11)
(11)Reports
Reports
 CuRe
Task
Group
(11)
Reports
Nov
Nov
2011
2011
June
2008
 External Review; Genevieve Moineau MD
Associate Dean, UGME University of Ottawa
 Internal Review; Oscar Casiro MD Associate Dean UGME
Cheryl Kristjanson PhD Director ED Development
2002
UGME CURRICULUM RENEWAL
Oct 2012
PRINCIPLES:

Physicians for 21st century:


Fully integrated spiral scaffold curriculum throughout 4 years


Fulfills (or exceeds) UGME global objectives, FMEC recommendations and
LCME/CCME standards
Enhance communication between faculty, and continuity with students
Person to Community Centered

Not focused on organ system or department based

Fewer Lectures…Lecturers ….more small group/interactive sessions

Build upon existing or potential strengths

Innovative – utilizing evolving technology

Iterative and Transparent process

Address Governance and Faculty Recognition
4
CuRe : The Journey………..
UGME Curriculum Renewal for 21st Century
1. Curriculum 21st century Framework :
Separated into 8 Modules (M0-M7)

Human Biology, Health & Disease Modules (Modules 0-3)
 Foundation of Medicine Module (M0)
 Human Biology & Health Module (M1)
 Health & Disease Module (M2)
 Consolidation Module (M3)
 AM Years 1 & 2:
Preclerkship
 Clerkship (Modules 4-7)
 Integrated across all 4 years


CP4s
Longitudinal Courses/Themes
 Integrated into M0-3
 PM Years 1 & 2:
Preclerkship
 Clerkship AHD
2. Governance
3. Evaluation: Student Assessment and CuRe Evaluation
http://umanitoba.ca/faculties/medicine/education/undergraduate/curriculum/curriculumrenewal.html
UGME CURRICULUM RENEWAL FRAMEWORK
Principle: “Fully integrated spiral scaffold curriculum through 4 years”
Year
Year
1
1
2
2
M0: Foundation
M1: Human
M2: Health &
Disease
Abnormal ProcessesClinical Integration
Biology & Health
Normal ProcessesClinically Applied
3
3
M4 TTC:
Transition to
Clerkship
M5: Med 3
Boxes are not scaled
4
4
M6:
 Med 4 Electives
 CaRMS
Clinical Clerks
M7 TTR:
 UGME
M2: Health& Disease M3:Consolidation
Transition to
Academic
Half
Day
Abnormal Processes
Residency
• Longitudinal Courses
Incorporated into Academic time
I.
II.
III.
IV.
V.
Clinical Reasoning
Clinical Skills
Indigenous Health
Professionalism
Population Health

Scholarship in Medicine (SiMed 3 and 4)
Themes/Disciplines
6
Composite Clinical Presentations (CP4)
UGME CURRICULUM RENEWAL
Composite Clinical Presentations (CP4)
Goals to be achieved upon graduation
“Composite” Clinical Presentations:
Symptoms
or Signs
Derived •from
combination
:
• Lab abnormalities
• MCC objectives
• UBC modified
MCCAffecting
Objectives–clinical
• Factors
Health presentations (~130)
• Suggestions from UGME PreClerkship and Clerkship
• Health Conditions
Directors survey ( June 2011)
……Then divided into 4 color coded groups…….
Spiral Curriculum Framework
Clinical Presentations “must represent a common or important way in which a patient, group
of patients, community or population actually presents to the physician and which a graduate
http://www.ucalgary.ca/mdprogram/node/622
would be expected to handle” UC 2009
7
Undergraduate
Medical
Education
ONE UNIVERSITY. MANY FUTURES.
Composite Clinical Presentations CP4 UGME Feb 2014 Final V7
SYMPTOMS & SIGNS 35
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
di pl opi a
53
dys pha gi a
54
dys pnea -a cute & chroni c
55
dys uri a /UTI
56
ea r pa i n
57
edema
58
extremi ty pa i n-a cute&chroni 5
c9
eye tra uma
60
fever
61
fa ti gue
62
foot ul cers
63
fra cture/di s l oca ti on
64
GI bl eed
65
hea d i njury
66
hea da che
67
hea ri ng l os s
68
hema turi a
69
a bdomi na l ma s s
a bd pa i n: a cute & chroni c
a l l ergi c rea cti ons
a nxi ety
a s ci tes
ba ck pa i n
bl unt tra uma
burns
bl eedi ng
ca rdi a c murmurs
ches t pa i n
cons ti pa ti on
cough- a cute & chroni c
cya nos i s
del i ri um
dementi a
di a rrhea - a cute & chroni c
hemoptys i s
hi rs uti s m
hoa rs e voi ce
i mpotence
i nconti nence
ja undi ce
joi nt pa i n-a cute & chroni c
l ympha denopa thy
neck ma s s /thyroi d
pa i n s yndrome
pa l pi ta ti ons
pruri tus
pa ra l ys i s
pa ra s thes i a e/numbnes s
pol yuri a
pel vi c pa i n/ma s s
red eye
s ei zures
s ki n growths
s ki n ra s hes
s l eep di s orders
s omnol ence
s ore throa t
s peech a bnorma l i ti es
s yncope
tendon rupture
tes ti cul a r s wel l i ng/pa i n/ma s s
ti nni tus
vi s i on l os s a cute & chroni c
ABNORMAL LABS
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
vomi ti ng
97
wea knes s
98
wei ght l os s
99
wheezi ng- a cute & chroni c
100
UT l ower obs tructi ve s ymptoms 101
verti go/di zzi nes s
102
H EALTH CONDITIONS
103
a ci dos i s
104
a l ka l os i s
105
Hgb di s orders
106
ca l ci um/phops ha te/ma gnes i um
107
ca rdi a c ma rkers /EKG
108
coa gul a ti on a bnorma l i ti es
109
crea ti ni ne:a cute & chroni c
110
CXR a bnorma l i ti es
111
l i pd a bnorma l i ty
112
l eukocyte di s orders
113
l i ver enzymes /functi on
114
pota s s i um a bn
115
pl a tel et di s orders
116
pul mona ry functi on tes ts
117
s odi um a bnorma l i ti es
118
uri na l ys i s a bnorma l i ti es
119
FACTORS EFFECTING HEALTH 120
a dvers e drug rea cti ons
121
body wei ght di s turba nces
122
chroni c di s ea s e
123
contra cepti on
124
cul tura l i nfl uences
125
Determi na nts of Hea l th
126
devel opmenta l ped del a y
127
di s a bi l i ti es
128
educa ti ona l l evel
129
el derl y/fra i l
130
envi ronmenta l hea l th
131
food a nd wa ter s ecuri ty
132
i nfecti ous epi demi c/preventi on
133
negl ect/a bus i ve rel a ti ons hi p or beha vi or
134
poverty
135
s moki ng
136
s ubs ta nce a bus e/a ddi cti on/a l cohol i s m137
*Complied from MCC objectives, UGME CD survey 2010 , UBC website
ADHD s pectrum
a drena l di s orders
a rthri ti s
a utoi mmune di s ea s es
ca rdi ova s cul a r di s ea s e
ci rrhos i s
CNS i nfecti ons
di a betes
drug Overdos e
ea ti ng di s orders
funga l i nfecti ons
HIV/AIDS
hypertens i on
i nferti l ti y
ki dney di s ea s e-chroni c
l ung di s ea s e-chroni c
ma l nutri ti on
mens es /menopa us e
mood di s orders
mul ti pl e s cl eros i s
os teopros i s
pedi a tri c emergenci es
pa l l i a ti ve ca re
pi tui ta ry di s orders
pregna ncy/compl i cations
ps ychos i s
puberty & s exua l differentiation
s hock/res us ci ta ti on
s ports i njuri es
STI
s ui ci da l beha vi or
s urgi ca l i nfecti ons
TB
thyroi d di s orders
venous thrombos i s
8
UGME CURRICULUM RENEWAL GOVERNANCE
UGME CuREXecutive (…..Directors)
Preclerkship
Merril Pauls
Longitudinal
Course
Leaders
Keevin Bernstein
Ira Ripstein
Diane Moddemann
Rob Brown
Karen Klym
Adrian Gooi
Barry Cohen
Joanne Hamilton
Don Smyth
Bryan Payne
Shawna Klapecki
Chair
Associate Dean
Curriculum
Simulation
Clinical Skills
Online Learning
Student Evaluation
Educ. Development
Basic Science rep
Program Manager
Administrative Asst.
Preclerkship
M0 & M1/2
Leaders
Clerkship
Core Rotation
Leaders
2014
Clerkship
Eunice Gill Nicola Matthews
Clinical Academic(TTC/TTR)
Tara Petrychko - Administrator
Longitudinal
Theme
Leaders
UGME CURRICULUM RENEWAL GOVERNANCE
Module Courses




Foundation of Medicine
MO
Blood and Immunology
Cardiovascular
Respiratory
M1/M2
M1/M2
M1/M2











ENT
Neuroscience


Leaders
M1/M2
Don Houston
Anita Soni
Clare Ramsey
Adrian Gooi
Tanya Sala (Kerri Schellenberg)
Lorne Bellan
Ophth
Musculoskeletal
Endocrine & Metabolism
Woman’s Reproductive Health
GI, Hepatology & Nutrition
Urinary Tract
Cindy Ellison /Don Smyth
M1/M2
M1/M2
M1/M2
M1/M2
M1/M2
Jason Peeler
Carmen Hurd
Maggie Morris
Don Duerkson
Keevin Bernstein
Intro to ID & Therapeutics
Intro to Oncology
M2
M2
George Zhanel
Gary Harding
Consolidation
Dermatology
Pain Management
M3
M3
M3
Kristel VanInvelde/Holly Hamilton
Jack Toole
Paul Daenick/Joel Loiselle
UGME CURRICULUM RENEWAL GOVERNANCE
 Longitudinal Courses
Leaders

Critical Reasoning
Martha Ainslie

Clinical Skills
Karen Klym/Rob Brown

Indigenous Health
Barry Lavallee ( Linda Diffey)

Population Health
Joss Reimer

Professionalism
Merril Pauls/Aviva Goldberg
UGME CURRICULUM RENEWAL GOVERNANCE
 Longitudinal Theme
Thread throughout curriculum with a designated leader; differs from
Course as no designated exam:













Diagnostic Imaging
Generalism
Gender & Sexual Health
Genetics
Geriatrics
Health Psychology
Health Care Systems
Interprofessional care
Information Sciences
Leadership
Pain Management
Palliative Care
Social Accountability
Jeff Mottola…>James Kippen
Debrah Macphail *
Sandy Marles
Kristel van Inevelde
Maxine Holmqvist....Mike Teschuk
Amanda Condon
Amanda Condon
Judy Littleford
Paul Daenick/ Joel Loiselle *
Paul Daenick
Anne Durcan
* Recent additions
UGME CuRe: PreECLERKSHIP – Target AUG 2014
Content presented in the context of a Person, Family & Community:
Human Biology, Health & Disease Modules (AM)
 After the first 4 weeks of basic science foundation relevant to the study of medicine
(M0), the following 62 weeks ( separated by breaks) provides a system-based, spiral,
scaffold , integrated approach to normal (M1) and abnormal function(M2).
 There are 9 system based units each with 2 separate courses per system scaffolding from
the application of basic science to normal function (M1) evolving to clinical practice (M2).
M2 starts with an introduction to Infectious Disease and Oncology.
 Year 2 concludes with a 10 week Consolidation Module (M3) to ensure all the content
from the previous modules and Longitudinal courses are assimilated.
 All individual courses will have a separate evaluation each requiring a minimum mastery
with scaffold content.
Longitudinal Courses and Themes (PM)
 Focus will be a Person to Community Centered curriculum highlighting principles of
professionalism, social accountability & responsibility helping to contextualize health issues
 Presented in the afternoon in one of the 5 Longitudinal courses of 1) Clinical Reasoning,
2) Clinical Skills , 3) Indigenous Health, 4) Population Health (fka Community Health
Sciences) and 5) Professionalism maximizing community exposures linked to the morning
13
Module courses .
UGME CURRICULUM RENEWAL FRAMEWORK
Principle: “Fully integrated spiral scaffold curriculum through 4 years”
Year
Year
1
1
2
2
M0: Foundation
M1: Human
M2: Health &
Disease
Abnormal ProcessesClinical Integration
Biology & Health
Normal ProcessesClinically Applied
3
3
M4 TTC:
Transition to
Clerkship
M5: Med 3
Boxes are not scaled
4
4
M6:
 Med 4 Electives
 CaRMS
Clinical Clerks
M7 TTR:
 UGME
M2: Health& Disease M3:Consolidation
Transition to
Academic
Half
Day
Abnormal Processes
Residency
• Longitudinal Courses
Incorporated into Academic time
I.
II.
III.
IV.
V.
Clinical Reasoning
Clinical Skills
Indigenous Health
Professionalism
Population Health

Scholarship in Medicine (SiMed 3 and 4)
Themes/Disciplines
14
Composite Clinical Presentations (CP4)
UGME CURRICULUM RENEWAL GOVERNANCE
Foundation of Medicine MO
Cindy Ellison /Don Smyth
 Provide basic science foundation relevant to the study & practice of medicine
 Focus will be on the principles, themes and overarching framework
 4 weeks …58 hours: mostly WGS ( Whole Group Sessions) with relevant
illustrative clinical scenarios
 Premier instructors from the basic science departments
 Course created with components :
• Cells:
•
•
•
•
Protein:
Tissues:
Altered cells:
Roles in Health & Disease
Structure & Function, Communication, Metabolism ,
Intake/Output, Reproduction and Environment
Biology, Imaging and Sampling
Inflammation & Neoplasia
Genetics, Immunity, Pathogens, Toxins
Pharmacology and Human Development
http://umanitoba.ca/faculties/medicine/education/undergraduate/curriculum/curriculumrenewal.html
UGME CURRICULUM RENEWAL FRAMEWORK
Principle: “Fully integrated spiral scaffold curriculum through 4 years”
Year
Year
1
1
M0: Foundation
M1: Human
Biology & Health
Normal ProcessesClinically Applied
2
2
M2: Health &
Disease
Abnormal ProcessesClinical Integration
3
3
M4 TTC:
Transition to
Clerkship
M5: Med 3
Boxes are not scaled
4
4
M6:
 Med 4 Electives
 CaRMS
Clinical Clerks
M7 TTR:
 UGME
M2: Health& Disease M3:Consolidation
Transition to
Academic
Half
Day
Abnormal Processes
Residency
• Longitudinal Courses
Incorporated into Academic time
I. Clinical Reasoning
II. Clinical Skills
III. Indigenous Health
IV. Professionalism
V. Population Health
• Themes/Disciplines

Scholarship in Medicine (SiMed 3 and 4)
16
Composite Clinical Presentations (CP4)
UGME CuRe 21st century:
Human Biology, Health & Disease Modules
Course Template March 2012
 Human Biology and Health Module (I )
 Health and Disease Module (2)
Contrasting Module I and Module 2
I = Human Biology and Health…Module 1
2 = Health and Disease…………....Module 2
1: Normal development, anatomy and processes
 Provide overview of burden of illness / diseases related to system
 Predominantly basic sciences with clinical cases (normal or abnormal) to
contrast or help illustrate normal
2: Abnormal processes
 Provide overview of burden of illness & societal impact of diseases
 With each specific abnormality or disease cover all “9” elements
 Predominantly clinical cases with review of basic science
17
UGME CuRe 21stCentury: Module 1 & 2 Course Template
March 2012
Human Biology & Health…(“systems I”) 1
1. Introductory lecture (2hrs)





Course objectives
Overview of system/organ function
Overview of anatomy and relevant structures
Overview of Burden of illness
Patient illustration
2. Normal Development & Embryology
Health & Disease….(“systems II” ) 2
1. Introductory lecture (2 hrs)
• Course objectives
• Review of Systems I
• Burden of illness
 Epidemiology and Social
• Patient illustration
2. Clinical Genetics
• Review of embryology if relevant
3. *Life Cycle impacts:
• Development--> pediatrics --> geriatrics
4. Abnormal Processes:
3. Gross Anatomy & Imaging
• Specific Abnormality or Disease pathophysiology
*With each entity :
4. Histology
5. Normal Processes including impact of aging
 Physiology
 Biochemistry & Molecular biology
 Pharmacology
*All material ( where possible) will be presented
as normal contrasting to illustrations of abnormal
providing clinical relevance
1) Epidemiology
2) Scientific Basis and Anatomy review
3) Prevention and Screening1
4) Cultural, Social and Ethical issues
5) Natural History & Prognosis
6) Diagnosis 2
7) Therapeutics and Disease Management
8) Translational Research & Evidence Based Medicine
9) Health Care System
*Either as part of module or parallel longitudinal course
1 Includes
2 Includes
amongst others nutrition, life style, exercise
history, physical, labs, imaging and pathology18
UGME CURRICULUM RENEWAL FRAMEWORK
Principle: “Fully integrated spiral scaffold curriculum through 4 years”
Year
Year
1
1
2
2
M0: Foundation
M1: Human
M2: Health &
Disease
Abnormal ProcessesClinical Integration
Biology & Health
Normal ProcessesClinically Applied
3
3
M4 TTC:
Transition to
Clerkship
M5: Med 3
Boxes are not scaled
4
4
M6:
 Med 4 Electives
 CaRMS
Clinical Clerks
M7 TTR:
 UGME
M2: Health& Disease M3:Consolidation
Transition to
Academic
Half
Day
Abnormal Processes
Residency
• Longitudinal Courses
Incorporated into Academic time
I.
II.
III.
IV.
V.
Clinical Reasoning
Clinical Skills
Indigenous Health
Professionalism
Population Health

Scholarship in Medicine (SiMed 3 and 4)
Themes/Disciplines
19
Composite Clinical Presentations (CP4)
UGME CURRICULUM RENEWAL
Longitudinal Courses:
 Clinical Reasoning CR





Critical Thinking*
Information Sciences*
“Metacognition”*
Integration* strategies - eg Case of the week
CP4
*CuRe TG
 Population Health
• Formerly KA Community Health Sciences
• Temporarily KA Public Health, Prevention & Scholarship
 Epidemiology
 Public health
 Prevention
 Health care systems *
 Global Health
Clinical Skills *
 Occupational
 Communication skills
 Environmental
 Physical exam skills/diagnosis
 Community Clinics & Distributed Learning contexts* Specific or Key populations
 Procedural skills
 Scholarship in Medicine *
 SiMed3 - Clerkship AHD
 Self reflection*

SiMed4 - TTR
 Professionalism








Social accountability/equity*
Cultural safety/diversity*
 Indigenous Health*
Humanities/Ethics/History
Physician wellness (formerly Survival Tactics)
Narrative or Arts and Medicine
Decorum
Interprofessional
Leadership/Health advocacy*
20
UGME CURRICULUM RENEWAL FRAMEWORK
Principle: “Fully integrated spiral scaffold curriculum through 4 years”
Year
Year
1
1
2
2
M0: Foundation
M1: Human
M2: Health &
Disease
Abnormal ProcessesClinical Integration
Biology & Health
Normal ProcessesClinically Applied
3
3
M4 TTC:
Transition to
Clerkship
M5: Med 3
Boxes are not scaled
4
4
M6:
 Med 4 Electives
 CaRMS
Clinical Clerks
M7 TTR:
 UGME
M2: Health& Disease M3:Consolidation
Transition to
Academic
Half
Day
Abnormal Processes
Residency
• Longitudinal Courses
Incorporated into Academic time
I.
II.
III.
IV.
V.
Clinical Reasoning
Clinical Skills
Indigenous Health
Professionalism
Population Health

Scholarship in Medicine (SiMed 3 and 4)
Themes/Disciplines
21
Composite Clinical Presentations (CP4)
UGME CURRICULUM RENEWAL FRAMEWORK
Principle: “Fully integrated spiral scaffold curriculum through 4 years”
4 Step UGME CuRe Preclerkship Course Creation:
Sequential Process : Course Leader’s Presentations
4.
3.
2.
1.
4 step UGME CuRe Preclerkship Course Creation:
Sequential Process : Course Leader’s Presentations
Principle: “Fully integrated spiral scaffold curriculum through 4 years”
CuReX- Curriculum Renewal Executive
Integration Committee- all UGME Directors & Leaders ( ~55)
4.
3.
2.
1. Leader’s Vision within CuRe Framework
presentation to Integration Committee
 Suggestions provided
 Faculty Development- TBL and Online Learning
 External Review – Dr. Charles Prober- Stanford
May-June 2013
8 meetings
23
FINAL …..V7
Y1
CuRe Preclerkship M0, 1/2: Human Biology , Health and Disease
 Human Biology and Health
Weeks
M0 • FOUNDATION
M1 1. Blood & Immunology I
4 ---- 2014 Aug 25 - Sept 19
3----------- Sept 22 - Oct 11
6 ----------- Oct 14 - Nov 21
2. CV I and Resp (+ ET) I
4 ------------ Nov 24 - Dec 19
Dec break
3. NeuroScience I(Psych, Neuro + Opth)
2------2015 Jan 5 - Jan 16
4. Musculoskeletal I
5. Endocrine I and Woman’s Reproductive Health I 4------------- Jan 19 - Feb 13
4------------- Feb 17 - Mar 13
6. GI/Hep/Nutrition I and Urinary Tract I
TOTAL 27
1------------ Mar 16 – 20 ………. Reading week
M2
 Health and Disease
1. Intro to Infectious Disease & Therapeutics
2. CV 2
3. Resp (+ ET) 2
Y2
4.
Introduction to Oncology
5.
6.
7.
8.
9.
10.
11.
Blood & Immunology (+ autoimmune diseases)2
NeuroScience (Psych, Neuro, Opth) 2
Woman’s Reproductive Health (WRH) 2
Endocrine 2
GI/Hep/Nutrition 2
Urinary Tract 2
Musculoskeletal 2 and Skin 2
M3  Consolidation
2--------------Mar 23 - April 2 ( Good Friday April 4 )
7--------------April 7 - May 22 (Easter Monday April 6)
1--------------May 25 - 29 ………..…. Rural week
4--------------Aug 24 - Sept 18
7--------------Sept 21 - Nov 6
3--------------Nov 9 - Nov 27
3--------------Nov 30 - Dec 18
Dec break
3 -----2016 Jan 4 - Jan 22
3--------------Jan 25 - Feb 12
4--------------Feb 16 - Mar 11
1-------------Mar 14 - 18 ……….Reading week
10-------------Mar 24 - May 27
24
Weekly Template…..Year 1
Yr 1 and Yr 2 mirror images for Clinical Skills, CR and Free time
Monday
Tuesday
Wednesday
Thursday
Friday
M1 week 1
WGS or
WGS/A
9:00
WGS or WGS/A
SGS/T
AS
AS
SGS/T
10:00
WGS or WGS/A
SGS/T
WGS or WGS/A
SGS/LP
SGS/LP
SGS/T
11:00
WGS or WGS/A
WGS or WGS/A
AS
SGS/T
12:00
AS
Lunch
Lunch
Clinical
Reasoning
13:00
14:00
Lunch
Lunch
Clinical
Skills 50%
Free time
50%
Clinical
Reasoning
Clinical Skills-50%
Clinical
Reasoning
Lunch
Longitudinal
Course
Clinical Skills-50%
15:00
Longitudinal
Course
Longitudinal
Course
Free time -50%
Longitudinal
Courses
Free time- 50%
16:00
Longitudinal
Course
Longitudinal
Course
Free
25
4 Step UGME CuRe Preclerkship Course Creation
Sequential Process : Course Leader’s Presentations
Principle: “Fully integrated spiral scaffold curriculum through 4 years”
CuReX- Curriculum Renewal Executive
Integration Committee- all UGME Directors & Leaders ( 55)
4.
3.
2. Leader’s Course to CuReX
• Objectives & Sessions
• Feedback provided
Oct –Dec 2013 16 meetings
1. Leader’s Vision within CuRe Framework presentation to
Integration Committee
 Suggestions provided
 Faculty Development- TBL and Online learning
 External Review – Dr. Charles Prober- Stanford
May-June 2013 8 meetings
Total Meetings: 24
26
Principle: “Fully integrated spiral scaffold curriculum through 4 years”
Module Courses …..Longitudinal Courses………Selected Themes
 Scaffolding Module content ………
 Longitudinal courses interdigitating with the morning Modular courses
 Theme content thread through module or longitudinal courses
 Ensuring scaffolded into, and within clerkship !
27
Principle: “Fully integrated spiral scaffold curriculum through 4 years”
Longitudinal Courses………………242 Hours through M0-M2.
 Professionalism (Merril Pauls/Aviva Goldberg)
1.
2.
3.
4.
5.
6.
7.

Population Health ( Joss Reimer)
1.
2.
3.
4.
5.
6.
7.

Clinical Ethics
Professionalsim:
Medical Humanities:
Physician Wellness:
History of Medicine:
Health Law:
Spirituality:
92
41
14
3
13*
6
13
2
114
Concepts of Health and its Determinants:
Assessing and Measuring Health Status:
Interventions at the Population Level:
Administration of effective health programs:
Infectious Disease & outbreak Management :
Environment:
Health of Key Populations:
21
29
16
7
9
8
35
Indigenous Health (Barry Lavellee/Linda Diffey)
37
1.
2.
3.
4.
5.
6.
Indigenous Health and Ethics :
Health Systems and Policy:
Issues in Indigenous Health:
Community Based:
Family & Development:
Integrated Sessions
10
6
10
8
3
CE
Pro
MH
PW
HM
HL
SP
PR-CE
PR-Pro
PR-MH
PR-PW
PR-HM
PR-HL
PR-SP
(including M3 127)
HD
PH-HD
AM
PH-AM
IP
PH-IP
Adm
PH-Adm
ID
PH-ID
Env
PH-Env
KP
PH-KP
IHE
HSP
IIH
CB
FD
IH- IHE
IH-HSP
IH-IIH
IH-CB
IH-FHD
28
4 Step UGME CuRe Preclerkship Course Creation
Sequential Process : Course Leader’s Presentations
Principle: “Fully integrated spiral scaffold curriculum through 4 years”
CuReX- Curriculum Renewal Executive
Integration Committee- all UGME Directors & Leaders ( 55)
4.
Leader’s Course to
3. Integration Committee
 Objectives & Sessions
 Suggestion & Feedback
 Faculty Development- Objectives
 Student assesssment update
Jan – Feb 2014: 6 meetings
2Leader’s
.
Course to CuReX
• Objectives & Sessions
• Feedback provided
Oct –Dec 2013: 16 meetings
1. Leader’s Vision within CuRe Framework presentation to Total Meetings: 30
Integration Committee
 Suggestions provided
 Faculty Development- TBL and Online learning
 External Review – Dr. Charles Prober- Stanford
May-June 2013: 8 meetings
29
Principle: “Fully integrated spiral scaffold curriculum through 4 years”
 Longitudinal courses would interdigitate with the morning Modular courses;
 Theme content would thread through module or longitudinal courses
Examples:
MO
Clinical Skills
Communication
Clinical Reasoning Critical thinking
Metacognition
Information science
Clinical probabilities
Heuristics
M1
Normal Physical Exam
M2
Abnormal Physical
Cases highlighting
Cases highlighting
Normal process in
Pathophysiology and
integrated fashion
Diseases in integrated
paralleling M1 content fashion paralleling M2
Population Health
Determinants of health Critical appraisal of
linked to M1 course
Evaluating treatment
eg disabilities in NS1
in each M2 course
Professionalism
Principles of Clinical
Ethics (CE)
Clinical Ethic cases
in each M2 course
30
4 Step UGME CuRe Preclerkship Course Creation
Sequential Process : Course Leader’s Presentations
Principle: “Fully integrated spiral scaffold curriculum through 4 years”
CuReX- Curriculum Renewal Executive
4. CuReX Review
Integration Committee- all UGME Directors & Leaders ( 55)
Leader’s Course to
• Feedback
Committee
• Student
3. Integration
 Objectives & Sessions • Approval
 Suggestion & Feedback
 Faculty Development
 Student assessment March 2014 weekly
and continue !
update
Jan – Feb 2014: 6 meetings
2Leader’s
.
Course to CuReX
• Objectives & Sessions
• Feedback provided
Oct –Dec 2013: 16 meetings
Total Meetings: 30
followed by weekly CuReX
1. Leader’s Vision within CuRe Framework presentation to
Integration Committee
 Suggestions provided
 Faculty Development- TBL and Online learning
 External Review – Dr. Charles Prober- Stanford
May-June 2013: 8 meetings
31
4 Step UGME CuRe Preclerkship Course Creation
Sequential Process : Course Leader’s Presentations
Principle: “Fully integrated spiral scaffold curriculum through 4 years”
CuReX- Curriculum Renewal Executive
Integration Committee- all UGME Directors & Leaders ( 55)
4. CuReX Review
• Feedback
• Student
Leader’s Course to
3.
Integration Committee • Approval
 Objectives & Sessions
March 2014 weekly
 Suggestion & Feedback
 Faculty Development-Objectives
 Student asesssment update
2.Leader’s Course to CuReX
Jan – Feb 2014 6 meetings
• Objectives & Sessions
• Feedback provided
Oct –Dec 2013 16 meetings
Total Meetings: 30
followed by weekly CuReX
1. Leader’s Vision within CuRe Framework presentation to
Integration Committee
 Suggestions provided
 Faculty Development- TBL and Online learning
 External Review – Dr. Charles Prober- Stanford
May-June 2013 8 meetings
32
PreClerkship System Courses Only
Pedagogical Approaches : current curriculum by %
M1/2 TARGET for lectures:
2009/2010
<30% with all having some
interactive component
100
90
80
70
Instrucional Test
60
Lab Practical
50
Assigned Studies
40
Tutorials
30
Lectures
20
10
0
CV
RESP
EM
RP
KD
NE
MSK
GI
BL
UGME Pedagogical Approaches Preclerkship
WGS :
Whole Group Session …lecture
WGS/A:
Whole Group Session – interActive
 audience response – top hat
 team based learning
 flipped classroom
SGS/T# : Small Group Sessions – Tutorial ideally >6 groups
SGS/LP:
Small Group Sessions -Lab Practical
AS:
Assigned Study with designated assignment
34
CuRe: STUDENT ASSESSMENT PLAN – Barry Cohen
PRECLERKSHIP:
PRINCIPLE: Multiple assessments per course;
Frequent spiral assessments per year
 Module (M0-M3) Courses:
• Each M1 and M2 course evaluated and passed separately
i.e. No cumulative single block exam
• 30% MCQ midterm, with strugglers flagged and assisted ;
• 70% MCQ final; Course leader may modify with non MCQ evaluation
• Faculty Development from M.C.C. for exam questions
• Do not have to pass M0 to proceed to M1 but must pass M1 course to proceed
to its respective M2 course
• Remediation to occur during other mandatory curricular time
i.e Wed + Fri aft if unscheduled
 Longitudinal Courses:
35
UGME CURRICULUM RENEWAL FRAMEWORK
Consolidation Module (Module 3) 10 weeks

Leaders : Kristel Van Ineveld
Holly Hamilton
Purpose:
Ensure all the content from the previous modules are assimilated
Applied to patient care in a complex health care environment
Ensure ~137 Composite Clinical Presentations have been covered (if not
covered elsewhere) at appropriate level.



First 2 weeks:
 Incorporate Derm (10 Hr) & Pain Management (10hrs)
Subsequent 8 weeks include:





Single symptom presentations with broad differential diagnosis
Multisystem Disease – eg complicated diabetes
“Themes” or Disciplines such as pediatrics, geriatrics
Systemic diseases – eg HIV, SLE ,etc.
Health Care Issues- pain, addictions, etc.
36
Format: small group problem solving and clinical reasoning sessions.
CuRe:

Community Engagement
FF#3 April 2012
Person to Community Centered :
 Social Responsibility and Accountability
•
•
•
•
Population Health and determinants of health framework
Health Advocacy
Interprofessional education and care
Contextualize health issues – quality, equity and cost effectiveness
 Curriculum needs to be based upon priority health needs of
community and province:
 We need to engage government, agencies and public
 Longitudinal Courses:
•
•
•
•
•
Clinical Skills
Professionalism
Community Health
Indigenous Health
Scholarly activity with community
37
UGME Longitudinal Clinical Exposure/Engagement
 Facilitated by engagement with WRHA……Jeanette Edwards…Director, Primary Care
Committee: Co-chaired by Anne Durcan and Amanda Condon
Dianne Moddemann, Karen Klym, Rob Brown, Nicola Matthews
Jose Francois, Barry Lavalee, Keevin Bernstein
Tara Petchrynko, Linda Diffey
Four Domains:
1. Longitudinal Clinical Experience – preclerkship over 2 years
 Attach students to a community clinic to follow patients/family as they navigate health
care system with chronic disease.
 Pair Med 1 with Med 2 to incorporate peer teaching/learning
2. Clinical Exposures – visiting various community agencies
3. Rural week for Med 1…ongoing
4. Community exposures TTC….initiated in Aug 2013
38
Next Steps…..To Do List/Challenges
 Course schedules – fine tuned !
 Objectives :
 UGME Global – revised and approved by CEX
 Course - Developed by course leaders and instructors
Reviewed, modified and approved by CuReX
 Session - Being reviewed by Dianne Moddemann & Joanne Hamilton
 Mapping curriculum – objectives and course exam questions
 Evaluation:
 Student….Course Exam creation
 Course and Faculty……mandatory ?
 Opal:
 Awaiting update to accommodate new curriculum
 Upload: Course schedules & syllabi, and session objectives & materials
 Restructuring admin support:
 All preclerkship and non departmental clinical activities will be
centralized under UGME
 Clerkship development:
 Formal academic integration – UGME AHD and core rotations
 TTR and TTC revisions
Next Steps…..To Do List/Challenges
 Governance …..biggest challenge ! ….
Principle: “Fully integrated spiral scaffold curriculum through 4 years”
Examples:
 Clerkship launched in 2013…..
• Ensure Clerkship curriculum including AHD, and core rotations leading into
TTR is fully integrated to prevent curricular slide and silos
 Integration within new preclerkship curriculum ….ensuring:
• Relevant basic science is integrated into M1/M2
• Longitudinal Courses are integrated
• All themes are appropriately represented
• Diagnostic Imaging incorporated with anatomy and clinical cases
( as it is in new GiN, UT & MSK courses)
• Sessions are interactive
41
UGME CURRICULUM RENEWAL
WEBSITE……UM/Faculties/Medicine:
 all CuRe Information
 Spreadsheet with each course outline,
weekly schedules (M0-M2) …90+ tabs..today !
 Spreadsheet – uploading all course and
session objectives ….once finalized
http://umanitoba.ca/faculties/medicine/education/undergraduate/curriculum/curriculumrenewal.html
Large… Thank You !
42
Student and Resident participation in CuRe
Residents
Students
 Steven Promislow
 Pol Daras
 Amit Kaushel
 Eyal Kraut
 Elizabeth Berg
 Terry Colbourne
 Peter Sytnick
 Harold Gjerde
 Anne Finlayson
 Ryan Chard
 Jesse Marantz
 Robert Schmidt
 Mark Xu
43
Faculty Forum # 1 April 2011
ALL DAY RETREAT 112 PARTICIPANTS
44
CuRe Task group participants:
134
Co-chairs……………………………. 20
Faculty………………………………..84
Students or residents…………. 30
CuRe Task Groups
1. Curriclular Framework
Co-Chair:
Gary Harding
IM
EM
IM
Peds
Micro
Anat
Surg
Anat
FM
Stu
Stu
Gary Harding
Mona Hegdekar
Anita Soni
Diane Moddemann
George Zhanel
Jerry Vriend
John Lee
Maria Vrontakis
Susan Hauch
Joshua Weiss
Dmitri Krassioukow-Enns
Resources:
Librarian
Joanne Hamilton
gary.harding@cancercare.mb.ca
mhegdekar@mymts.net
ASONI@sbgh.mb.ca
DModdemann@hsc.mb.ca
ggzhanel@pcs.mb.ca
vriend@cc.umanitoba.ca
jlee@sbgh.mb.ca
vrontak@cc.umanitoba.ca
SHAUCH@sbgh.mb.ca
umweis22@cc.umanitoba.ca
dkrassio@me.com
= Student
= Resident
2. Pedagogical Approaches
Co-Chairs:
Jose Francois & Don Houston
3. Integration
Co-Chairs:
Joanne Embree & Martha Ainslie
FM
Jose Francois
IM
Don Houston
OBGY Maggie Morris
OBGY Maggie Ford
IM
Brian Anderson
UGME Carol Anne Northcott
Peds Ana HanlonDearman
IM
Michael Cossoy
Res
Steve Promislow
Stu
Elizabeth Smith
Stu
Sara Weselake
Resources:
Librarian
Tania Gottschalk
tania_gottschalk@umanitoba.ca
hamilto0@cc.umanitoba.ca
Joanne Hamilton
francois@cc.umanitoba.ca
houston@cc.umanitoba.ca
MLMorris@hsc.mb.ca
ford@cc.umanitoba.ca
BANDERSO@sbgh.mb.ca
northcot@cc.umanitoba.ca
ahdearman@hsc.mb.ca
mcossoy@hsc.mb.ca
umpromis@cc.umanitoba.ca
umsmi045@cc.umanitoba.ca
umwesels@cc.umanitoba.ca
Hal Loewen
hal_loewen@umanitoba.ca
hamilto0@cc.umanitoba.ca
Micro/Peds Joanne
IM
IM
CHPsy
Peds
UGME
Peds
Peds/MG
IM
Anat
Stu
Stu
Res
Embree
Martha Ainslie
Sora Ludwig
Mike Teschuk
Jayson Stoffman
Melissa Grapentine
Sergio Fanella
Sandra Marles
Chris Sathianathan
Hassan Marzban
Melina Zylbem
Carly Lodewyks
Amit Kaushal
Resources:
Librarian
Joanne Hamilton
4. Information Literacy
Co-Chairs:
Judy Littleford & Tania Gottschalk
G
Anes
Judy Littleford
r
Libr
Tania Gottschalk
o
CPD
Brenda Stutsky
u
Surg
Diamond Kassum
p
Surg Sadeesh Srinathan
4
Psych
Ken Zimmer
EM
Greg Van de Mosselaer
IM
Sat Sharma
UGME Jocelyn Advent
Anes Dean Bell
IM
Claire Ramsey
Stu
Timo Gosselein
Res
Elizabeth Berg
Resources:
Librarian
judithlittleford@mac.com
tania_gottschalk@umanitoba.ca
stutskyb@cc.umanitoba.ca
DKASSUM@manitoba-ehealth.ca
ssrinathan@hsc.mb.ca
zimmerk@cc.umanitoba.ca
vandemos@cc.umanitoba.ca
SSHARMA@sbgh.mb.ca
jadvent@cc.umanitoba.ca
dean1@mts.net
cramsey@hsc.mb.ca
umgosset@cc.umanitoba.ca
umberge@cc.umanitoba.ca
Tania Gottschalk
tania_gottschalk@umanitoba.ca
Rob Brown
Karen Klym
Navjot Dhindsa
Ryan Zarychanski
Susan Hauch
Jonathan Elkin
5 Ingrid Toews
IM/MicroFred Aoki
IM
Nancy Porhownik
EM
Cheryl ffrench
Surg Kris Milbrandt
Stu
Greg Schmidt
Stu
TJ Grexton
Res James Bohn
Res Joe Bednarczyk
Resources:
Librarian
Joanne Hamilton
rabrown@mts.net
rogersuss@gmail.com
polidhindsa@gmail.com
ryan.Zarychanski@cancercare.mb.ca
SHAUCH@sbgh.mb.ca
jonelkin@shaw.ca
toewsik@cc.umanitoba.ca
aokify@cc.umanitoba.ca
nporhownik@gmail.com
emerg13@gmail.com
kmilbrandt@hsc.mb.ca
umschmig@cc.umanitoba.ca
tjgrexton@gmail.com
jb007shakennotstirred@shaw.ca
joseph_bednarczyk@hotmail.com
G
Bio&MedG
Pharm
r
Path
o
Bio&MedG
u
Peds
p
OBGY
Micro
6
Phys
Peds
CHS
MedE
Anat
Anat
Stu2
Stu2
Res
Carol Cooke
carol_cooke@umanitoba.ca
hamilto0@cc.umanitoba.ca
Sherri Vokey
sherri_vokey@umanitoba.ca
hamilto0@cc.umanitoba.ca
6. Scientific Basis of Medicine
Co-Chairs:
Francis Amara & Don Smyth
5. Clinical Skills
Co-Chairs:
Rob Brown & Karen Klym
G
Anes
FMr
IMo
IMu
FM
p
FM
MedE
embree@cc.umanitoba.ca
mainslie@hsc.mb.ca
SLUDWIG@sbgh.mb.ca
MTeschuk@hsc.mb.ca
Jayson.Stoffman@cancercare.mb.ca
grapenti@cc.umanitoba.ca
umfanell@cc.umanitoba.ca
SMarles@hsc.mb.ca
csathianathan@sbgh.mb.ca
marzban@cc.umanitoba.ca
umzylbem@cc.umanitoba.ca
carlylodewyks@gmail.com
umkaush4@cc.umanitoba.ca
Francis Amara
Don Smyth
Cindy Ellison
James Dalton
Juan Pablo Appendino
Azzam Hussam
Allan Ronald
Ian Dixon
Cheryl Greenberg
Tim Hilderman
Charlotte Rhodes
Jason Peeler
Hassan Marzban
Rebecca Vanderhooft
Blair Peters
Dave Allen
Resources:
Librarian
amara@cc.umanitoba.ca
dsmyth@cc.umanitoba.ca
ellisonc@ms.umanitoba.ca
jim@daltonhcc.com
jpappendino@hsc.mb.ca
HAzzam@BRHA.mb.ca
aronald@cc.umanitoba.ca
idixon@sbrc.ca
cgreenberg@hsc.mb.ca
tim.hilderman@gov.mb.ca
rhodes@cc.umanitoba.ca
peelerj@cc.umanitoba.ca
marzban@cc.umanitoba.ca
umvand63@cc.umanitoba.ca
umpet349@cc.umanitoba.ca
david.allen.w@gmail.com
Michael Tennenhouse
m_tennenhouse@umanitoba.ca
45
7. Health Care Systems & Quality
Co-Chairs:
Allan Garland & Joel Kettner
IM Allan Garland
CHS Joel Kettner
Surg Alan Menkis
agarland@hsc.mb.ca
joel.kettner@gov.mb.ca
AMENKIS@sbgh.mb.ca
Peds Jared Bullard
Jared.Bullard@gov.mb.ca
Bio&MedG
Laurel Thorlacius lthorlacius@hsc.mb.ca
IM David Szwajcer
David.Szwajcer@cancercare.mb.ca
FM Amanda Condon
condon@cc.umanitoba.ca
IM Allen Kraut
akraut@ms.umanitoba.ca
Res Sandi Allison
sandrallison@gmail.com
Stu Adriana Krawchenko-Shawarsky
umkrawca@cc.umanitoba.ca
Stu Ashleigh Sprange
umsprana@cc.umanitoba.ca
Resources:
Librarian
Orvie Dingwall
dingwall@cc.umanitoba.ca
8. Social Accountability Framework
Co-Chairs:
Sharon Macdonald & Julie Beaulac
CHM Sharon Macdonald smacdona@cc.umanitoba.ca
Psych Julie Beaulac
jbeaulac@hsc.mb.ca
FM Anne Durcan
alecm@mymts.net
FM/CHS
OT
FM
FM
Stu
Stu
Res
Barry Lavalle
Nelson Oranye
Ian Whetter
Alex Singer
Pol Gomez
Lauren Garbutt
Mahwash Saeed
Resources:
Librarian
9. Experiential & Diversified Learning Contexts
Co-Chairs:
Eunice Gill & Don Klassen
Psych
FM
Peds
oranye@cc.umanitoba.ca
lanwhetter@yahoo.ca
alexandersinger@gmail.com
umgomezp@cc.umanitoba.ca
umgarbul@cc.umanitoba.ca
umsaeedm@cc.umanitoba.ca
Eunice Gill
Don Klassen
Ming-Ka Chan
FM
Holly Hamilton
CHS
Gladys Stewart
Surg
Virginie Pollet
UGME Tara Petrychko
IM/Geri Phil St. John
Psych Randy Goossen
Stu
Eyal Kraut
Janice Linton
janice_linton@umanitoba.ca
Stu
Res
Res
blavalle@cc.umanitoba.ca
Terry Colbourne
Sean Udow
Jayda McLean
Resources:
Librarian
Joanne Hamilton
10. Generalism
Co-Chairs:
Clayton Dyck & Glen Drobot
FM Clayton Dyck
chdyck@sogh.mb.ca
IM Glen Drobot
gdrobot@gmail.com
FM Brent Kvern
bkvern@cc.umanitoba.ca
Surg Lawrence Gillman lgillman@sbgh.mb.ca
Psych Barry Campbell
BCAMPBEL@sbgh.mb.ca
IM Michael Semus
m.semus@gmail.com
Peds Jeff Hyman
jhyman@hsc.mb.ca
Surg Larry Tan
LTan@hsc.mb.ca
IM/GeriKristal van Ineveld cineveld@cc.umanitoba.ca
Res Ed Tan
umtan29@cc.umanitoba.ca
Stu Mark Epp
umepp28@cc.umanitoba.ca
Stu Colin Barber
umbarbec@cc.umanitoba.ca
Resources:
Librarian
Carol Friesen
carol_friesen@umanitoba.ca
EM
Surg
Peds
Surg
IM
Psych
FM
FM
Res
Stu
Stu
Stu
11. Professionalism
Co-Chairs:
Merril Pauls & Jason Park
Merril Pauls
pauls@cc.umanitoba.ca
Jason Park
jpark@sbgh.mb.ca
Aviva Goldberg
AGoldberg@hsc.mb.ca
Patrick McDonald pmcdonald@hsc.mb.ca
Catherine Moltzan Catherine.Moltzan@cancercare.mb.ca
Samia Barakat
barakats@cc.umanitoba.ca
Florin Padeanu
florinpadeanu@shaw.ca
Larry Reynolds
reynolds@cc.umanitoba.ca
Markus Ziesmann umziesmm@cc.umanitoba.ca
Sarah Van Gaalen sarah.van.gaalen@gmail.com
David Oleski
dboleski@gmail.com
Kate Colizza
umcolizz@cc.umanitoba.ca
Resources:
Librarian
Mark Rabnett
mark_rabnett@umanitoba.ca
egill@hsc.mb.ca
drdon@cwwiebemedical.ca
chanm@cc.umanitoba.ca
hhamilton@rha-central.mb.ca
stewartg@cc.umanitoba.ca
vpollet@hsc.mb.ca
petrych@ms.umanitoba.ca
PStJohn@hsc.mb.ca
rgoossen@wrha.mb.ca
umkraut2@cc.umanitoba.ca
umcolbou@cc.umanitoba.ca
umudow@cc.umanitoba.ca
jaydayaya@hotmailcom
Orvie Dingwall
dingwall@cc.umanitoba.ca
hamilto0@cc.umanitoba.ca
Revised Sept 19, 2011
46
UGME CuRe MILESTONES
Created: April 2011
Modified : Oct
Dec 2012
2012
June
2014
ACHIEVED:
Forum #1
Forum #2
Forum #3
Forum #4
Forum #5
Forum #6
Stakeholder Engagement : Faculty- Student-Post Graduate Government - RHAs - Public
April
2011
June
2011
Oct
2011
Dec
Dec
2011
2011
Feb
2012
Mar
2012
April
2012
June
Mar
2012
2012
Dec
Oct
April
2012
2012
Jan
Dec
2012
2013
Feb
Jan
2013
2013
Jan
Dec
2013
2012
June
2013
Aug June
Aug
2013 2014
2013
Aug
2014
New
Clerkship
Launched
Undergraduate Medical Education
2013
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