MSM Integrated First Year Curriculum · Integrated Basic Science Curricula About 40-50% of American...
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MSM Integrated First Year Curriculum
M. L. Elks, MD, PhD
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Integrated curriculum
Background Process Experiences Outcomes Plans for next year
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Medical School Curricula
Flexner Report 1910 Emphasis on basic science Emphasis on clinical clerkships
“Traditional Curriculum”
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Traditional Courses
Preclinical or basic sciences Biochemistry Anatomy Physiology Pathology Microbiology Pharmacology
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“Newer” Courses
Genetics Neurobiology Cell biology and microanatomy (histology) Pathophysiology
Clinical skills, physical diagnosis Behavioral sciences, interviewing skills
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Course Formats
Lecture-based Discipline-based versus “organ systems” Case-based Problem-based learning Team-teaching On-line (distance)
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LCME 2005
Partial or substantial noncompliance
ED-33. There must be integrated institutional responsibility for the overall design, management, and evaluation of a coherent and organized curriculum.
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ED-33
“limited central resources and strong departmental authority over the educational program combine to preclude effective integrated institutional responsibility for the overall design, management, and evaluation of the curriculum. …largely unchanged from the last survey, when curriculum management was cited as a concern.”
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LCME 2005
Other concerns were expressed abouttoo much lecture timelimited “self-directed study”too many hours (over 1000 versus national
average of about 700)too many exams
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Student Concerns
Overloaded daily schedule (sometimes six or more hours of lecture
No study time Conflicting demands between courses
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Integrated Basic Science Curricula
About 40-50% of American medical schools have partially or completely integrated curricula
In 2008, only 69 of 143 US and Canadian MD programs had a course titled “biochemistry” (48%)
Wide variety of course titles and integration Same (about 90% congruence)
topics/information taught in first two years
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Challenge
Increase central control and coordination Decrease lecture and total contact time
Same faculty Same amount of information on Step 1
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Premise—Do more by Doing less
“The mind can absorb only what the butt can endure”
Limit lecture by small time (120 min to 90 min) Decrease redundancy by improving order Combine some topics Combine exams
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Process
12-18 months of planning meetings by course directors
Same faculty, same topics, different order Improved cross-disciplinary understanding Some within session integration
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Courses Combined
Medical Biochemistry Human Morphology (already combining
Histology, Embryology and Gross Anatomy) Medical Physiology Neurobiology (already an integrated course)
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Other First Year Courses
Fundamentals of Medicine 1 (already combining Human Behavior, Epidemiology/Biostatistics, Human Values 1, and Clinical Preceptorship)
Community Health (unique service-learning course)
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General Organization
Basic Principles Organ Systems
Musculoskeletal (Lymphatic) Cardiovascular Hematologic Respiratory Endocrine GI Reproductive Renal Neuro
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Organizational
Part functional (systems) Part anatomic (dissection order)
Organ Systems 1 “above the diaphragm” Organ Systems 2 “below the diaphragm” Organ Systems 3 “above the shoulders”
(Neurobiology and Head and Neck)
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Time line
2005-2006 planning 2006-2007—detailed planning 2007-2008—integrated topic order, retained
names of courses 2008-2009—same order of topics, change
course designations
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Changes in 2007-2008
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Net Changes
55% reduction in scheduled lecture time 52% reduction in exam time
No reduction in lab time No reduction in small group, clinical time
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Issues in 2007
“front-end” loading of biochemistryAbout 50% of biochemistry “points” in first two
exams
Addressed with “in course enrichment” (ICE) tutorial sessions (led by Ms. Young)
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Addressed in coming Year
Eliminated “biochemistry” Extended topic “footprint” (over longer time) Integrated “ICE” into schedule Complex process to “catch up” students in fall
to allow “adapt to medical school” time
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Other Issues
Irregularly irregular topic schedule This is an artifact of “integrated topics”
without integrated courses
Now courses are time-based,
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Curriculum 2007-8
Biochemistry 10 hr Human Morphology 14 hr Physiology 10 hr Neurobiology 7 hr Fundamentals of Medicine 1 7hr Community Health 4 hr
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Curriculum 2008
Basic Principles 8 hr Organ Systems 1 12 hr Organ Systems 2 10 hr Organ Systems 3 10 hr Fundamentals of Medicine 1 7hr Community Health 4 hr