Revision Process

Using data collected during an extensive curriculum review process in Fall 2012 and as part of the 2012 - 2013 self-study process, the WCUCOM identified several strengths and weaknesses related to the existing curricular structure.

Areas of strength identified from existing data include:
  • Small-group and/or active learning experiences when scheduled within preclinical courses
  • Instances where course content is carefully coordinated with surrounding curricular material and supplemental resources provided
  • Dedicated and enthusiastic faculty; caring students; community support
  • Frequent opportunities for one-on-one interactions with and supervision by preceptors
  • Faculty working relationships, faculty experience and depth of knowledge
  • Faculty accessibility and receptiveness
  • Faculty and administrative commitment to students
  • Availability of one-on-one mentoring and advising
  • Peer support network
Needs identified from existing data include:
  • Greater integration of biomedical and clinical science content
  • Increased use of clinical correlations in teaching and insufficient emphasis on the relevance of content to the practice of medicine
  • Add more clinical practice experiences in years one and two
  • Offer a wide variety of instructional delivery formats
  • Extend time and resources available to students for COMLEX preparation
  • Provide more opportunities and preparation for self-directed learning
  • Enhance course coordination
  • Refine approaches to teaching professionalism, cultural competency and evidence-based skill development
  • Enhance opportunities for skill development in team-based care delivery, team communication and inter-professional education
Next steps
  • Continue to include benchmarks and timelines that allow for ongoing quality improvement in the curriculum
  • Form working groups to partner with the Curriculum Council and the Council on Organizational Quality Assurance
  • Adjust and redesign the curriculum to meet identified goals, objectives and outcomes
  • Continue to focus on the learning continuum – from undergraduate to graduate medical education – to lifelong learning – with meaningful transitions, early clinical exposure and incorporation of evidence-based medicine
  • Maintain focus on contextual learning opportunities and needs, including the contemporary clinical context, the scientific, interpersonal, cultural and social contexts, and social responsibility
  • Incorporate new training foci and modalities into the curriculum, including simulation, inter-professional education and information management approaches
  • Support faculty through professional development initiatives and resources to support curricular improvement
  • Maintain a focus on integration of information into meaningful instructional units that cross clinical and basic science disciplines, with major emphasis on concepts and application rather than memorization
  • Include teaching and learning methods that foster more independent and/or small group learning with less reliance on passive lecture approaches
  • Broaden the range of assessment methods linked to the overall objectives and graduation competencies of the WCUCOM