Key Features of the Curriculum Model
Download the Curriculum Model.
Integration of Basic and Clinical Sciences
General Principles Module (brown)
Selected core concepts and skills are framed around the three pillars of medicine (clinical skills, basic sciences, and ethical, legal and societal implications of care(ELSI)) throughout our M1-2 year organ system modules.
Organ System Modules (green)
Organ-System Modules continue to use case-based structured learning activities. We use Team Based Learning (TBL), an instructional approach currently in use at over 80 U.S.Medical Schools, to continuously provide application of basic science and ELSI principles to clinical medicine.
Download the sequence of Organ System Modules for the first two years.
Longitudinal Experience Advancing Patient care (LEAP) (teal)
Early and sustained clinical exposure is a critical element of our curriculum, achieved through our Longitudinal Experience to Advance Patient care (LEAP) panel. Working as members of multi-year student care teams, M1s-M4s will provide 1/2 day a week coverage to a “patient panel ” under faculty supervision. LEAP provides contextual learning for basic science principles with clinical skills. A second 1/2 day a week brings students together with a basic scientist and clinician to re-integrate patient care with basic science, clinical and population health principles.
Learn more about our LEAP Preceptors and Locations.
Clinical Immersion Activities (blue)
Moving from case-based, interactive classroom learning, students’ time in direct patient contact increases as they are immersed in caring for patients in a variety of clinical settings. Basic science and clinical content will continue to be integrated, through regular sessions facilitated by both basic scientists and clinicians, to build on and enrich connections between basic science principles and clinical practice. During this phase, students will complete selected hospital-based immersion experiences serving in a sub-intern role to further develop their clinical competencies and decision making skills while pursuing electives to refine their skills and explore specialty options.
Pathways were the first component of our revitalized curriculum to be implemented in 2009-10. Participation in one of the five Pathways is required for all M1 - M3 students, providing students the scaffold within which to individualize their medical training by pursuing an area of interest: as educators, scientists, master clinicians, urban/community or global partners to improve health. Through Pathways, students gain life-long learning skills by the establishment of an individualized learning plan and completion of a project (graduating Class of 2014).