Fsm3.0 march update
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  • Integrate the teaching of foundational sciences in an organ-system based format that extends across all 4 years and integrates the bio-psycho-social determinants of health & disease along the continuum of diagnosis, treatment, prevention, palliation & EOL care and creates threads of imaging, genetics and preventionAuthentic clinical experiences integrated into the 1st 2 years that create the KtK and provided FCE for skill acquisition, application of basic science concepts and LCE for professional growth and development…….no more pre-clinical/clinical dichotomy…but rather a seamless continuum of professional developmentExpansion, refinement and integration of the Patient & Physician content to include patient safety, team work and collaborationProfessional Development & Expertise (AOC) integrated across all 4 yearsContent additionsPedagogical changes to deliver a curriculum that maximizes participation, self-determination and spurs inquiryCollaboration that takes advantage or our rich environmentInquiry-drivenPatient-CenteredPersonalized, Differentiated Learning….the hallmark of our transformed system; in which learning not time is the constant; allows mentored exploration/personal development relevant and tailored to the individual needs of each student
  • Integrate the teaching of foundational sciences in an organ-system based format that extends across all 4 years and integrates the bio-psycho-social determinants of health & disease along the continuum of diagnosis, treatment, prevention, palliation & EOL care and creates threads of imaging, genetics and preventionAuthentic clinical experiences integrated into the 1st 2 years that create the KtK and provided FCE for skill acquisition, application of basic science concepts and LCE for professional growth and development…….no more pre-clinical/clinical dichotomy…but rather a seamless continuum of professional developmentExpansion, refinement and integration of the Patient & Physician content to include patient safety, team work and collaborationProfessional Development & Expertise (AOC) integrated across all 4 yearsContent additionsPedagogical changes to deliver a curriculum that maximizes participation, self-determination and spurs inquiryCollaboration that takes advantage or our rich environmentInquiry-drivenPatient-CenteredPersonalized, Differentiated Learning….the hallmark of our transformed system; in which learning not time is the constant; allows mentored exploration/personal development relevant and tailored to the individual needs of each student
  • Science in Medicine in Phase One of the New Curriculum. There are 14 sequential modules. Each integrates basic science with the medical science of abnormal anatomy and physiology. Modules were created by combining content from the existing Structure-function and Scientific Basis of Medicine courses, updating, removing redundancies, and placing related material together. The sequence was chosen as the best progression through the organ systems. A variable sequence model (not shown) also has been constructed for future consideration, in which the final four units occur in five choices of sequence with a period of Area of Concentration study at varying places in the sequence.
  • Science in Medicine in Phase One of the New Curriculum. There are 14 sequential modules. Each integrates basic science with the medical science of abnormal anatomy and physiology. Modules were created by combining content from the existing Structure-function and Scientific Basis of Medicine courses, updating, removing redundancies, and placing related material together. The sequence was chosen as the best progression through the organ systems. A variable sequence model (not shown) also has been constructed for future consideration, in which the final four units occur in five choices of sequence with a period of Area of Concentration study at varying places in the sequence.
  • The Science in Medicine (SiM) sequence for the Prologue. The Prologue comprises the first 12 weeks of the new curriculum, ending around Thanksgiving, and SiM is a major component. Content was developed from the first two units of Structure-Function and the Toolbox units of Scientific Basis of Medicine, and additional topics in genetics and other areas were added. The sequence of major content areas is shown here.
  • The SiM prologue sequence on the 2012 calendar. The Prologue will be followed by the first part of the cardiovascular module.
  • The SiM prologue sequence on the 2012 calendar. The weekly content within the major content areas is printed here. Daily content topics have been chosen within the weeks. An example will be shown for week 5 of the prologue, the third week of genetics (circled).
  • SiM Prologue content for week 5, the final week of the genetics topic area. Now that these specific topics have been selected, our efforts will turn toward the tasks ahead. There is a strong call for the new curriculum to stress better integration across curricular elements and development of more active learning experiences. The SiM committee plans to approach this by improving what we already do well as we incrementally develop new tools for delivery of content. Lecturers must be committed to excellence, aware of topics that have already been covered and those yet to come, and eager to make lectures more interactive. We will continue to rely on Problem Based Learning sessions to engage the students to take on more responsibility for their education, we will explore development of more Team Based Learning sessions, and we will develop new technologies for individualized learning. The SiM Prologue sequence and Phase One module sequence provide a specific basis for integrating with the other curricular elements – clinical medicine, health and society, and professional development, all of which will play an important role that begins in the Prologue.
  • Current Curriculum Model

Fsm3.0 march update Presentation Transcript

  • 1. Curriculum renewal
    FSM will mentor and educate students to become exceptional, compassionate and innovative physicians, educators, and researchers
    We expect our students to be inquiry-driven team leaders who will serve patients, society and the profession
    March 2011 Update
  • 2. Curriculum renewal
    March 2011 Update
    100 faculty
    15students
    200faculty
    25students
    Sept 2009 Retreat
    Aug 2012
    Phase 1
    Implementation
    Sept 2011
    Phase 1
    Plan Completed
    Oct 2010
    Kick-Off
    ~April 2013
    Phase 2
    Implementation
    ~April 2014
    Phase 3
    Implementation
    Curriculum Development
    organization, content
    Instructional Design to deliver content
    Faculty Development to facilitate content delivery
    Assessment Design to evaluate student learning outcomes
    113faculty
    25students
    Curriculum Evaluation and Continuous Quality Improvement
  • 3. Collaborative
    Multidisciplinary & Inter-professional Teams, Societies, Colleges
    Collaborative Colleges
    Competency-Based
    Evidence-Based Learning
    PBL, TBL, Simulation, Virtual Reality
    Active Learning
    PBL
    Science in Medicine
    Content
    PPS , MDM
    Content
    AOC, Competency, PPS , MDM
    Structure Function
    Health & Society
    Scientific Basis of Medicine
    Integrated
    Personal - Adaptive
    Learner-Centered
    Inquiry-Driven
    Clinical Medicine
    Professional Development
  • 4. 4 Curricular Elements
    content
    threads
    Clinical Medicine
    • Prevention, Diagnosis, Treatment, Rehabilitation, Palliation
    (Prevention includes nutrition, lifestyle medicine, behavioral change, wellness
    (Diagnosis includes Hx & PE, laboratory medicine, imaging)
    (Treatment includes therapeutics and technical skills) (Rehab includes transitions of care) (Palliation includes end of life care)
    • Medical Decision-Making & Clinical Reasoning
    (MDM includes Info Acquisition & Management, EBM, Cost- Effectiveness)
    • Communication (oral, written, counseling, teaching)
    Professional Development
    • Area of Scholarly Concentration, “Pathways”, Professional Goals
    • 5. Personal Awareness and Self-Care
    • 6. Professional Behavior and Moral Reasoning
    • 7. Teamwork & Leadership
    Curricular Model
    Health & Society
    • Biopsychosocial determinants of Health and Disease (Healthy People 2020)
    • 8. Health Disparities, Equity and Advocacy
    • 9. Health Economics and Health Systems
    • 10. Global, Community and Public Health Perspectives
    • 11. Patient Safety and Quality Improvement
    Science in Medicine
    • Foundational Sciences (cellular processes, genetics, metabolism
    inflammation and infection)
    • Normal Structure and Function
    • 12. Mechanisms of Disease, Diagnosis, Therapeutic Interventions,
    Disease Prevention
    • Organ-based, lifecycle / developmental framework
  • Curriculum renewal
    March 2011 Update
    Continuity
    Organizing principles
  • 13. Year 2
    Year 1
    Year 3
    Current Curriculum
    Year 4
    SF
    SBM
    Clinical Medicine
    Normal
    Abnormal
    Patient, Physician, Society
    Proposed Curriculum
    Phase 1
    Phase 2
    Phase 3
    Science in Medicine
    Clinical Medicine
    Health & Society
    Professional Development
  • 14. Curriculum renewal
    March 2011 Update
  • 15. Curriculum renewal
    March 2011 Update
  • 16. Phase 1
    I
    II
    III
    IV
    V
    VI
    VII
    VIII
    IX
    X
    XI
    XII
    XIII
    XIV
    Psychiatry/Behavioral Science
    Head & Neck, Ophthalmology
    Break
    Reproductive/Urogenital
    Area of Concentration
    Gastrointestinal
    Musculoskeletal
    Summer Break
    Holiday Break
    Holiday Break
    Spring Break
    Spring Break
    Dermatology
    Pulmonary
    Neurology
    Hematology
    Endocrine
    Oncology
    Renal
    Prologue
    CV
    CV
    Integration & Synthesis Module
    Integration & Synthesis Modules
    Integration & Synthesis Module
    SiM
    CM
    H&S
    PD
    Competency-Based, Gateway Assessments with Portfolio Reviews
    3
  • 17. Curriculum renewal
    March 2011 Update
    Sept 2009 Retreat
    Aug 2012
    Phase 1
    Implementation
    Sept 2011
    Phase 1
    Plan Completed
    Oct 2010
    Kick-Off
    ~April 2013
    Phase 2
    Implementation
    ~April 2014
    Phase 3
    Implementation
    Curriculum Development
    organization, content
    Instructional Design to deliver content
    Faculty Development to facilitate content delivery
    Assessment Design to evaluate student learning outcomes
    Curriculum Evaluation and Continuous Quality Improvement
  • 18. Curriculum renewal
    March 2011 Update
    Science in medicine
    Phase 1
    Phase 2
    Phase 3
    Science in Medicine
    Clinical Medicine
    Health & Society
    Professional Development
  • 19. Phase 1 Sequence - Science in Medicine Modules
    I
    II
    III
    IV
    V
    VI
    VII
    VIII
    IX
    X
    XI
    XII
    XIII
    XIV
    Psychiatry/Behavioral Science
    Head & Neck, Ophthalmology
    Break
    Reproductive/Urogenital
    Area of Concentration
    Gastrointestinal
    Musculoskeletal
    Summer Break
    Holiday Break
    Holiday Break
    Spring Break
    Spring Break
    Dermatology
    Pulmonary
    Neurology
    Hematology
    Endocrine
    Oncology
    Renal
    Prologue
    CV
    CV
    Integration & Synthesis Module
    Integration & Synthesis Modules
    Integration & Synthesis Module
    CM
    H&S
    PD
    Competency-Based, Gateway Assessments with Portfolio Reviews
    3
  • 20. Prologue - Sequence of Science in Medicine (Weeks)
    Fall 2012
    September
    October
    November
    CELLS, RECEPTORS, MEMBRANES
    PHARMACOLOGY
    MICROBIOLOGY
    IMMUNOLOGY
    HUMAN BODY
    CELL INJURY
    GENETICS
    EXAM & PORTFOLIO
    ASSESSMENT
  • 21. September 2012 Calendar
    November 2012 Calendar
    Prologue Sequence of SiM - Weekly Calendar
    Mon
    Tue
    Fri
    Thu
    Wed
    Mon
    Tue
    Fri
    Thu
    Wed
    3
    5
    2
    1
    7
    6
    4
    INTRO,
    THEMES,
    THREADS
    PHARMACOLOGY:
    KINETICS
    INTRO
    MICROBIOLOGY
    LABOR DAY
    CELLS, ORGANELLES, MACROMOLECULES
    CELLS, RECEPTORS, MEMBRANES
    10
    12
    5
    9
    8
    7
    6
    14
    13
    11
    MICROBIOLOGY
    INTRO
    IMMUNOLOGY
    RECEPTORS, G PROTEINS, MEMBRANE TRANSPORT, CHANNELS
    CELLS, CONT.
    RNA & DNA VIRUSES, BACTERIA, FUNGI, PARASITES, THERAPEUTICS
    17
    19
    12
    16
    15
    14
    13
    21
    20
    18
    IMMUNOLOGY
    CHROMOSOMES, CELL CYCLE, STEM CELLS, MUTATION, INHERITANCE
    ANTIBODIES, T CELLS, EFFECTOR FUNCTIONS, AUTOIMMUNITY, TRANSPLANTS
    GENETICS
    24
    26
    19
    23
    22
    21
    20
    28
    27
    25
    IMMUNOPATHOLOGY,
    INFLAMMATION
    GENETIC VARIATION, PEDIGREE, AUTOSOMAL & CHROMOSOMAL DISORDERS
    THANKSGIVING
    26
    28
    27
    30
    29
    EXAM
    PROLOGUE
    EXAM
    CARDIOVASCULAR MODULE
    October 2012 Calendar
    December 2012 Calendar
    Mon
    Tue
    Fri
    Thu
    Wed
    Mon
    Tue
    Fri
    Thu
    Wed
    1
    5
    4
    3
    2
    3
    5
    7
    6
    4
    GENETICS
    CARDIOVASCULAR MODULE
    GENETIC DISORDER DIAGNOSIS, SCREENING & THERAPEUTICS, SPECIFIC DISEASES
    CARDIOVASCULAR MODULE
    8
    12
    11
    10
    9
    10
    12
    14
    13
    11
    METABOLISM, PATHWAYS, MITOCHONDRIA
    CARDIOVASCULAR MODULE
    HUMAN BODY: EPITHELIUM, CONNECTIVE TISSUE
    HUMAN BODY
    15
    19
    18
    17
    16
    17
    19
    21
    20
    18
    AUTONOMIC,
    SOMATIC
    NERVOUS SYS.
    EMBRYO-
    GENESIS
    BLOOD,
    CIRCULATION
    HUMAN BODY: BONE, MUSCLE
    CARDIOVASCULAR MODULE
    22
    26
    25
    24
    23
    24
    26
    28
    27
    25
    PHARMACOLOGY:
    ABSORPTION,
    TRANSPORT
    CELL INJURY
    <===============HOLIDAY BREAK===============>
    CELL ADAPTATION & INJURY, APOPTOSIS, TUMORS, CANCER
    CHRISTMAS
    31
    29
    31
    30
    PHARMACOLOGY
    <===============HOLIDAY BREAK===============>
    PHARM: DISTRIBUTION, EXCRETION, METABOL., KINETICS
  • 22. September 2012 Calendar
    October 2012 Calendar
    November 2012 Calendar
    December 2012 Calendar
    Prologue Sequence of SiM - Weekly Topics
    Mon
    Tue
    Fri
    Thu
    Wed
    Mon
    Tue
    Fri
    Thu
    Wed
    Mon
    Tue
    Fri
    Thu
    Wed
    Mon
    Tue
    Fri
    Thu
    Wed
    3
    5
    3
    5
    1
    5
    4
    3
    2
    2
    1
    7
    6
    7
    6
    4
    4
    INTRO,
    THEMES,
    THREADS
    PHARMACOLOGY:
    KINETICS
    INTRO
    MICROBIOLOGY
    LABOR DAY
    CELLS, ORGANELLES, MACROMOLECULES
    CARDIOVASCULAR MODULE
    GENETIC DISORDER DIAGNOSIS, SCREENING & THERAPEUTICS, SPECIFIC DISEASES
    10
    12
    10
    12
    8
    12
    11
    10
    9
    5
    9
    8
    7
    6
    14
    13
    14
    13
    11
    11
    METABOLISM, PATHWAYS, MITOCHONDRIA
    INTRO
    IMMUNOLOGY
    RECEPTORS, G PROTEINS, MEMBRANE TRANSPORT, CHANNELS
    CELLS, CONT.
    RNA & DNA VIRUSES, BACTERIA, FUNGI, PARASITES, THERAPEUTICS
    CARDIOVASCULAR MODULE
    HUMAN BODY: EPITHELIUM, CONNECTIVE TISSUE
    17
    19
    17
    19
    15
    19
    18
    17
    16
    12
    16
    15
    14
    13
    21
    20
    21
    20
    18
    18
    AUTONOMIC,
    SOMATIC
    NERVOUS SYS.
    EMBRYO-
    GENESIS
    BLOOD,
    CIRCULATION
    HUMAN BODY: BONE, MUSCLE
    CARDIOVASCULAR MODULE
    ANTIBODIES, T CELLS, EFFECTOR FUNCTIONS, AUTOIMMUNITY, TRANSPLANTS
    CHROMOSOMES, CELL CYCLE, STEM CELLS, MUTATION, INHERITANCE
    24
    26
    24
    26
    22
    26
    25
    24
    23
    19
    23
    22
    21
    20
    28
    27
    28
    27
    25
    25
    PHARMACOLOGY:
    ABSORPTION,
    TRANSPORT
    <===============HOLIDAY BREAK===============>
    IMMUNOPATHOLOGY,
    INFLAMMATION
    GENETIC VARIATION, PEDIGREE, AUTOSOMAL & CHROMOSOMAL DISORDERS
    THANKSGIVING
    CHRISTMAS
    CELL ADAPTATION & INJURY, APOPTOSIS, TUMORS, CANCER
    31
    29
    31
    30
    26
    28
    27
    30
    29
    <===============HOLIDAY BREAK===============>
    PROLOGUE
    EXAM
    PHARM: DISTRIBUTION, EXCRETION, METABOL., KINETICS
    CARDIOVASCULAR MODULE
  • 23. Example: Prologue SiM Week 5, Hourly Topics
    Fall 2012
    Monday
    October 1
    Tuesday
    October 2
    Wednesday
    October 3
    Thursday
    October 4
    Friday
    October 5
    Approaches to genetics disorders
    Development, pattern formation, homeobox genes
    Contiguous gene deletions, uniparentaldisomy
    Genetic screening, prenatal, cancer risk
    X chromosome: inactivation, pseudoautosomal regions, Turner syndrome
    Treatment of genetic disorders
    Prenatal diagnosis
    Mitochondrial genetics & diseases
    Behavioral genetics
    Neurofibromatosis Marfan syndrome, hemiglobinopathy, PKU
    Tasks ahead:
    Improve coordination and communication across SiM topics
    Integrate the daily and weekly schedule with other curricular elements - clinical medicine, health and society, professional development
    Develop stimulating, interactive learning experiences that engage students in large and small groups
  • 24. Curriculum renewal
    March 2011 Update
    Clinical medicine
    Phase 1
    Phase 2
    Phase 3
    Science in Medicine
    Clinical Medicine
    Professional Development
  • 25. Tuesday 5pm : Clinical Med Steering Committee
    • Ben Singer
    • 26. Julia Corcoran
    • 27. John Butter
    • 28. Warren Tourtelotte
    • 29. Rama Gourenini
    • 30. Jen Trainor
    • 31. Stephanie Kearns
    • 32. Nicholas Volpe
    • 33. Donna Woods
    • 34. Margaret Duggan
    • 35. Kristine Gleason
    • 36. Bob Tanz
    • 37. John Vozenelik
    • 38. Jay Thomas
    • 39. Michael Fleming
    • 40. Alex Korutz
    • 41. Daniel Katz
    • 42. Joseph Brown
    • 43. Kate Kinner
    • 44. Kelly Walker
    • 45. Aarati Didwania
    • 46. Amanda Zick
  • Tuesday 12noon : Clinical Med subComittee #1
    • Eric Terman
    • 47. Arv Vanagunas
    • 48. Lori Goodhartz
    • 49. Cristine Park
    • 50. Toshi Uchida
    • 51. Boye Ogunseitan
    • 52. Stevie Mazyck
    • 53. Gary MacVicar
    • 54. Marie Crandall
    • 55. Jen Bierman
    • 56. Todd Davis
    • 57. Karen Mangold
    • 58. Alexander Sandu
    • 59. Sharon Unti
    • 60. Mike Moore
    • 61. Susan Santacaterina
    • 62. Nicole Wysolcki
    • 63. Cherina Cyborski
    • 64. Donald-Lloyd Jones
  • Thursday 8am : Clinical Med subCommitee #2
    • Bob Brannigan
    • 65. Tania Saroli
    • 66. Michael Angarone
    • 67. Rick Lee
    • 68. Amer Aldeen
    • 69. Jyothy Puthumana
    • 70. Edgar Black
    • 71. Darius Loghmanee
    • 72. Danielle Smith
    • 73. Julie Stamos
    • 74. Tina Tan
    • 75. Melissa Brown
    • 76. Natasha Wheaton
    • 77. Allison Hammer
    • 78. Stephanie Miller
    • 79. Jay Sarthy
    • 80. Jared Mendelson
  • Clinical medicine element group:
    Tuesday 12noon subcommittee:
    Task: organize the clinical medicine curriculum horizontally almost done mapping broad goals, assessment methods, & learning strategies
    Thursday 8am subcommittee:
    Task: integrate clinical medicine vertically into the CV unit Focused Clinical Experience (FCE) initiative
    Tuesday 5pm steering committee:
    Task: think tank for “big picture” & reactor panel developing a longitudinal student/patient experience
  • 81. Year 2
    Year 1
    Year 3
    Current Curriculum
    Year 4
    SF
    SBM
    Clinical Medicine
    Normal
    Abnormal
    Patient, Physician, Society
    FCE
    Proposed Curriculum
    Phase 1
    Phase 2
    Phase 3
    Science in Medicine
    Clinical Medicine
    Health & Society
    Professional Development
  • 82. single dosesof early clinical medicine…
  • 83. The FCE Concept:
    Find a lecture
    https://fsmweb02.northwestern.edu/emerg/
    Pick 2-3 objectives
    Find real-world examples
    where the lecture content
    is applicable
    Embed students in a clinical area.
    Aims: provide context, apply & synthesize knowledge and inspire
  • 84. Provide the “why” & inspire inquiry
  • 85. Could it work?
    First FCE pilot Dr. Puthumana’s echo lab experience…
    “Experience was wonderful”
    “the lecture material really came together”
    “Cardiac echo, E/A & E’ definitely seemed more relevant after the exercise”
    “It was certainly inspiring and I would definitely do it again- for other units”
    What’s up next:
    NMH valve surgery (R. Lee)
    CMH heart biopsy (T.Saroli)
    Heart transplant (E.Black)
    Cardiac cath lab (J.Flaherty)
    CCU pharmacist (K. Gleason)
    ED ecg’s (Aldeen, Wheaton)
    CCU nurse shadow (M.Duggan)
    Cardiac MRI imaging (A.Korutz)
    Stress test lab (J.Puthumana)
    Cardiac autopsy (J.Lomasney)
    Any volunteers?
  • 86.
  • 87. A maintenance dose of clinical medicine…
    Because understanding the social/environmental determinants of disease & the chronic care model requires… more than 4 weeks!
  • 88. Continuity
  • 89. So we need to create an educational experience where:
    A team of health professionals, coordinated by a longitudinal physician, working collaboratively to provide high levels of care, access and communication, care coordination and integration, and working to improve care quality and safety.
    This is the AAFP, ACP, AAP, AOA 2007 consensus definition of a Patient-Centered Medical Home
  • 90. SIMPLE & ELEGANTAll residents & attendings can understand a continuity clinic concept
  • 91. Continuity
    Recruit vulnerable patients with one or more of 20 core conditions such as: heart disease, cancer, stroke, COPD, obesity, trauma/SCI, dementia, DM, ESRD, mood disorders, asthma, HIV, SLE, cirrhosis, CHF, high-risk OB, cystic fibrosis, sickle cell, chronic pain, and OA
    Panel of 100 patients with Q4 mth visits would be ~6 patients/wk, +add 1-2 acute slots as needed
  • 92. Simple design, infinite flexibility
    All students have a clinic (simple concept)
    But within their clinic- many chances for “layered individualization” & adaptability:
    Panel of 100 patients allows students to focus (“own”) the patients with conditions they find most interesting
    Multiple visits with 1 patient over 4 years allows for “deep learning” rather than just superficial initial encounters
    Multiple levels of learners allows students to operate at exactly their “true” level. M1’s who are ahead of the curve can start doing more DDx and M3’s who are struggling can work more on PEx skills or Hx
    M3 students could recruit the inpatients that inspire them
  • 93. New resources since 1993:
    And increasing ease of data-mining to assess quality across sites
    Ability to track patient progress when not physically at the clinic
  • 94. Other schools can measure their curricular reform efforts with student satisfaction surveys
    Our educational outcomes could be:
    97% of student CAD patients on B-Blkrs & Aspirin
    Average Hgb A1c dropped1.0% compared to entry
    80% patients up to date with cancer screening metrics
    No racial disparities detectable in screening rates
    Mean BMI of patient panel dropped over 4 years
  • 95. Rhinoceros– why were you so inspiring?
    Students owned the project
    Students worked as a team and had a goal
    The project was simple but yet integrated everything they had been learning in class (reading, writing, math, art, weather, geography, biology, health/nutrition)
    The project inspired inquiry & deep learning
    Professionalism, responsibility were required
    Can’t we aspire to compete with 1st graders??
  • 96. Year 2
    Year 1
    Year 3
    Current Curriculum
    Year 4
    SF
    SBM
    Clinical Medicine
    Normal
    Abnormal
    Patient, Physician, Society
    PCMH
    FCE
    Proposed Curriculum
    Phase 1
    Phase 2
    Phase 3
    Science in Medicine
    Clinical Medicine
    Health & Society
    Professional Development
  • 97. Imagine working with these 4 FSM students over 4 years and seeing what they could do with a panel of their OWN patients
    Imagine the PR campaign & recruitment impact…
    Improving Medical Education by Improving Chicago’s Health
  • 98. Curriculum renewal
    March 2011 Update
    Health & Society
    Phase 1
    Phase 2
    Phase 3
    Science in Medicine
    Clinical Medicine
    Health & Society
    Professional Development
  • 99. Health & Society CEG
    Healthy People 2020 www.healthypeople.gov
  • 100. Prologue:Students learn about themselves
    • Health Risk Appraisal (HRA)
    • 101. Lifestyle factors and readiness to change • Biometric and laboratory results • Compliance with recommended preventive screenings • Existing chronic conditions • Future disease risk factor • Personal environment
    • 102. Personal and group results
    • 103. Behavior Change Plan (BCP)
    • 104. Reanalysis of HRA results
    • 105. Personal and group results
  • Prologue:Students learn about others
    Textbook Chicago
    Chicago bus tour of 6 communities to assess the 4 determinants of health (social environment, physical environmental, health services, individual behavior)
    SES • Racial/ethnic demographics • Built environment • Health care access & delivery • Prevalence of selected health conditions
    Presentations and discussion of health outcome disparities regarding determinants of health
  • 106. Overarching themes
    Determinants of health
    Disparities in health outcomes
    Public health
    Community and global health
    Health service delivery
    Physician roles
    Professional well-being
    Advocacy
    Communication / motivational interviewing/ behavior change
    Interdisciplinary learning
    Lifestyle Medicine Thread
  • 107. Curriculum renewal
    March 2011 Update
    Professional development
    Phase 1
    Phase 2
    Phase 3
    Science in Medicine
    Clinical Medicine
    Health & Society
    Professional Development
  • 108. Professional Development
    Curriculum Renewal Update
    March 2011
  • 109. Overview
    A curricular element that encompasses:
    An Area of Scholarly Concentration (AOSC)
    Professional Behavior and Moral Reasoning/Medical Ethics (PBMR)
    Personal Awareness and Self-Care (PASC)
    Teamwork and Leadership (TL)
  • 110. Accomplishments: November 2010
    • Area of Scholarly Concentration task force: Report on activities of other schools and recommendations for FSM
    • 111. Professional Behavior and Moral Reasoning Competency Committee: Education and assessment blueprint
    • 112. Personal Awareness and Self-Care Competency Committee: Education and assessment blueprint
  • Progress: November 2010-March 2011
    1. Convened sub-committees for four areas of Professional Development.
    2. Agreement on goals, teaching activities and assessment strategies for Prologue/Phase 1.
    3. Development of Pilot projects for Fall, 2011.
  • 113. Broad Goals for Prologue/Phase 1...
    DISCUSS basic theories of teamwork and leadership (TL).
    ANALYZE team structure and roles for a team that they are currently on (TL).
    UNDERSTAND basic research designs in biomedical research (AOSC).
    DEVELOP a 4 year plan for an area of scholarly concentration in research, education or community service (AOSC)
    IDENTIFY, ANALYZE and JUSTIFY appropriate ethical and legal choices in the care of patients and their families (PBMR)
  • 114. …Broad Goals for Prologue/Phase I
    IDENTIFY, ANALYZE, and JUSTIFY ethical choices in the healthcare systems in which they work, including issues of access to care and conflicts of interest (PBMR)
    BEHAVE with honesty, integrity, respect, and compassion toward all patients, families, students, faculty, and other healthcare professionals (PBMR)
    CREATE a 4 year plan for personal awareness and self-care(PASC)
  • 115. Pilot Projects for 2011…
    1. Teamwork and Leadership:
    - Course with Northwestern Center for Leadership on teamwork & leadership for medical students
    - Develop structure/ framework for team analysis of a current team
    2. Professional Behavior and Moral Reasoning:
    - Develop new assessment for current ethics and values course (M1)
  • 116. …Pilot Projects for 2011
    3. Personal Awareness and Self-Care:
    - Develop guidelines for mentor/student 4 year plan for personal awareness and self- care.
    4. Area of Scholarly Concentration:
    - Update medical decision-making (MDM) course to reflect goal of developing a research project/plan with a preceptor.
    - Convene one regular AOSC interest group to meet monthly.
  • 117. Ongoing challenges and opportunities
    Integrate with Clinical Medicine and the Patient Centered Medical Home:
    Opportunities for PBMR, TL, PASC
    Integrate with Health and Society: PASC
    Make one assessment “count” for multiple competencies/curricular elements
  • 118. Curriculum renewal
    March 2011 Update
    100 faculty
    15students
    200faculty
    25students
    Sept 2009 Retreat
    Aug 2012
    Phase 1
    Implementation
    Sept 2011
    Phase 1
    Plan Completed
    Oct 2010
    Kick-Off
    ~April 2013
    Phase 2
    Implementation
    ~April 2014
    Phase 3
    Implementation
    Curriculum Development
    organization, content
    Instructional Design to deliver content
    Faculty Development to facilitate content delivery
    Assessment Design to evaluate student learning outcomes
    113faculty
    25students
    Curriculum Evaluation and Continuous Quality Improvement
  • 119. Reactor Panels
    AWOME
    GHSL
    FAME
    Instructional Design
    & Technology
    Steering
    Steering Committee
    Science in Medicine
    Student
    Assessment
    Competency
    Committee
    Clinical
    Medicine
    MDM & Laboratory Medicine
    Teamwork
    Leadership
    Prologue / Foundations
    Synthesis & Application Modules
    Lifestyle Medicine
    FAME
    Faculty
    Development
    Professional
    Development
    Patient Safety
    Health
    & Society
    Subcommittees
    Curriculum Outcomes &
    Evaluation
    Curriculum
    Committee
    Curr Element Groups
    Thread Subcommittees
  • 120. Thanks for your contributions toward a shared vision
    the imagination to create
    the courage to change
    the excitement and resolve to continue into uncharted areas
    the resilience to recover from a mistake
  • 121. http://goo.gl/L5oZK
    http://twitter.com/#!/FSM_curr
  • 122. Phase 1 Sequence of Science in Medicine Modules
    Variable module sequence
    H/Onc
    Endoc
    D/int
    Re/UG
    AOC
    Psychiatry/Behavioral Science
    Head & Neck, Ophthalmology
    Break
    Re/UG
    Area of Concentration
    D/int
    H/Onc
    Endoc
    AOC
    Gastrointestinal
    Musculoskeletal
    Summer Break
    Holiday Break
    Spring Break
    Spring Break
    Pulmonary
    Neurology
    Renal
    Prologue
    CV
    CV
    Re/UG
    Endoc
    H/Onc
    D/int
    AOC
    Integration & Synthesis Module
    Integration & Synthesis Module
    D/int
    H/Onc
    Re/UG
    Endoc
    AOC
    SiM
    CM
    Re/UG
    Endoc
    D/int
    H/Onc
    H & S
    AOC
    PD
    Endoc = Endocrine
    Re/UG = Reproductive/Urogenital
    H/Onc = Hematology/Oncology
    D/Int = Dermatology/Phase 1 Integration
    Competency-Based, Gateway Assessments with Portfolio Reviews
    3