Revision Process

Using data collected during an extensive curriculum review process in Fall 2012 and as part of the 2012 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