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A Multi-Institution Collaboration to Define Core Content and Design Flexible Curricular Components for a Foundational Medical School Course: Implications for National Curriculum Reform.

ABSTRACT: Medical educators have not reached widespread agreement on core content for a U.S. medical school curriculum. As a first step toward addressing this, five U.S. medical schools formed the Robert Wood Johnson Foundation Reimagining Medical Education collaborative to define, create, implement, and freely share core content for a foundational medical school course on microbiology and immunology. This proof-of-concept project involved delivery of core content to preclinical medical students through online videos and class-time interactions between students and facilitators. A flexible, modular design allowed four of the medical schools to successfully implement the content modules in diverse curricular settings. Compared with the prior year, student satisfaction ratings after implementation were comparable or showed a statistically significant improvement. Students who took this course at a time point in their training similar to when the USMLE Step 1 reference group took Step 1 earned equivalent scores on National Board of Medical Examiners-Customized Assessment Services microbiology exam items. Exam scores for three schools ranged from 0.82 to 0.84, compared with 0.81 for the national reference group; exam scores were 0.70 at the fourth school, where students took the exam in their first quarter, two years earlier than the reference group. This project demonstrates that core content for a foundational medical school course can be defined, created, and used by multiple medical schools without compromising student satisfaction or knowledge. This project offers one approach to collaboratively defining core content and designing curricular resources for preclinical medical school education that can be shared.

SUBMITTER: Chen SF

PROVIDER: S-EPMC7282480 | biostudies-literature | 2019 Jun

REPOSITORIES: biostudies-literature

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A Multi-Institution Collaboration to Define Core Content and Design Flexible Curricular Components for a Foundational Medical School Course: Implications for National Curriculum Reform.

Chen Sharon F SF Deitz Jennifer J Batten Jason N JN DeCoste-Lopez Jennifer J Adam Maya M Alspaugh J Andrew JA Amieva Manuel R MR Becker Pauline P Boslett Bryn B Carline Jan J Chin-Hong Peter P Engle Deborah L DL Hayward Kristen N KN Nevins Andrew A Porwal Aarti A Pottinger Paul S PS Schwartz Brian S BS Smith Sherilyn S Sow Mohamed M Teherani Arianne A Prober Charles G CG

Academic medicine : journal of the Association of American Medical Colleges 20190601 6

Medical educators have not reached widespread agreement on core content for a U.S. medical school curriculum. As a first step toward addressing this, five U.S. medical schools formed the Robert Wood Johnson Foundation Reimagining Medical Education collaborative to define, create, implement, and freely share core content for a foundational medical school course on microbiology and immunology. This proof-of-concept project involved delivery of core content to preclinical medical students through o ...[more]

PMID: 30801270

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Project description:BackgroundIn 2010, coincident with the 100th anniversary of Flexner's sentinel report, the Carnegie Foundation published an updated review of North American medical education and challenged medical schools to initiate further educational reforms. Specific recommendations pertained to a) ensuring standardized outcomes while allowing for individualized processes, b) integrating foundational knowledge with clinical experience, c) cultivating habits of inquiry and innovation and d) professional identity formation. As we approach the 10-year anniversary of this latest report, we sought to determine what type of curricular revisions have been emerging within the past decade and what types of challenges have been encountered along the way?MethodsIn 2018, an electronic survey was sent to all 166 Liaison Committee on Medical Education (LCME) accredited North American Medical Schools, using the points of contact (educational deans) that were listed in a publicly available, Association of American Medical Colleges database. Free text comments were grouped into themes using the constant-comparative technique.ResultsSixty unique responses yielding a 36.14% response rate. The distribution of responses was proportionally representative of the distribution of public vs. private, old vs. new vs. established North American medical schools. Self-reported curricular changes aggregated into five main themes: Changes in curricular structure/organization, changes in curricular content, changes in curricular delivery, changes in assessment, and changes involving increased use of technology/informatics. Challenges were predominantly focused on overcoming faculty resistance, faculty development, securing adequate resourcing, change management, and competition for limited amounts of curricular time.ConclusionsChanges in curricular organization, content, delivery, assessment and the use of technology reflect reforms that are broad and deep. Empowering faculty to "let go" of familiar constructs/processes requires strong leadership, particularly when initiating particularly disruptive curricular changes, such as relocating the Step 1 examination or shifting to a competency-based curriculum. While North American medical schools are responding to the calls for action described in the second (2010) Carnegie Foundation report, the full vision has yet to be achieved.

Dataset Information

A Multi-Institution Collaboration to Define Core Content and Design Flexible Curricular Components for a Foundational Medical School Course: Implications for National Curriculum Reform.

Publications

A Multi-Institution Collaboration to Define Core Content and Design Flexible Curricular Components for a Foundational Medical School Course: Implications for National Curriculum Reform.

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