Curriculum reform and evolution: Innovative content and processes at one US medical school

Aim: Curriculum reform in medical schools continues to be an ever-present and challenging activity in medical education. This paper describes one school's experiences with specific curricular innovations that were developed or adapted and targeted to meet a clear set of curricular goals during...

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Bibliographic Details
Published in:Medical teacher 2019-01, Vol.41 (1), p.99-106
Main Authors: Fischel, Janet E., Olvet, Doreen M., Iuli, Richard J., Lu, Wei-Hsin, Chandran, Latha
Format: Article
Language:English
Subjects:
Active Learning
Clinical Competence
Competency based learning
Curricula
Curriculum - trends
Curriculum Development
Education, Medical - trends
Educational Change
Guidelines
Humans
Innovation
Innovations
Learner Engagement
Learning
Medical education
Medical schools
Objectives
Organizational Innovation
Professional identity
Quality Improvement - trends
Quality management
Reforms
Schools, Medical - organization & administration
Teaching
Total Quality Management
United States
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Summary:Aim: Curriculum reform in medical schools continues to be an ever-present and challenging activity in medical education. This paper describes one school's experiences with specific curricular innovations that were developed or adapted and targeted to meet a clear set of curricular goals during the curriculum reform process. Those goals included: (a) promoting active learning and learner engagement; (b) establishing early professional identity; and (c) developing physician competencies in an integrated and contextual manner while allowing for individualized learning experiences for the millennial student. Methods: Six specific innovations championed by the school are described in detail. These included Themes in Medical Education, Translational Pillars, Stony Brook Teaching Families, Transition Courses, Educational Continuous Quality Improvement Processes, and our Career Advising Program. Development of the ideas and design of the innovations were done by faculty and student teams. Results: We discuss successes and ongoing challenges with these innovations which are currently in the fourth year of implementation. Conclusions: Our curriculum reform has emphasized the iterative process of curriculum building. Based on our experience, we discuss general and practical guidelines for curriculum innovation in its three phases: setting the stage, implementation, and monitoring for the achievement of intended goals.
ISSN:0142-159X
1466-187X
DOI:10.1080/0142159X.2018.1444268