Series 8f College of Medicine Curriculum Curriculum Committee Materials
Physical Description: 4 boxes (1.6 linear feet)
Arrangement Note: Arranged alphabetically by topic.
Agency Note: The College of Medicine Curriculum Committee is focused on developing and maintaining a challenging curriculum that fosters excellence and humanism in medicine. The Committee bases its decisions and curriculum structure on certain principles, goals and objectives in education.
Principles of Educational Program Planning and Implementation
The principles were developed with the expectation that they would: (1) serve as criteria for which to base standards of quality for curriculum development, instruction, and evaluation in order to achieve equivalency of approach within the institution and at off-campus sites; (2) serve as a guide to course and clerkship directors in planning and implementing instructional units; (3) be promulgated among students, faculty, and alumni, and serve as criteria for assessing compliance by courses and clerkships, and the curriculum as a whole, and (4) be reviewed periodically for affirmation or revision of the basic tenets of our educational program.
A set of eleven statements was developed and approved by the Curriculum Committee in January of 1994. This document was reviewed, revised, and, after a lively debate, unanimously approved in March of 1997. The principles are as follows:
- The general professional education of the physician is the goal of the curriculum: The General Professional Education is represented as a set of competencies to be acquired by the students as cognitive and psychomotor skills, and professional behaviorsÑwhich all physicians must master regardless of specialty.
- The educational program and evaluations are competency based: The general professional education must be defined in terms of specific competencies expected to be mastered by students. The competencies fall into the following categories:
- ability to use basic science knowledge
- ability to apply clinical knowledge and skills
- clinical reasoning
- professional behavior
- Student evaluations must assess mastery of the stated competencies.
- A conceptual framework for defining knowledge promotes learning and effective utilization of that knowledge and serves as a basis for curriculum integration: Each component of the curriculum should be integrated with the other components and the total as defined by the conceptual framework. The design of courses and clerkships must provide the optimal context for learning and use of resources.
- The ability to learn independently is essential for the physician to provide quality health care: The student must become an independent lifelong learner to be able to adapt to continuing, substantial and unpredictable changes due to scientific, technologic and socioeconomic developments, which will occur in health care.
- Incorporation of the characteristics of outstanding physicians in the educational program is essential for complete professional development of students: The faculty must identify these characteristics and the specific professional behaviors that reflect them. These behaviors, which include interpersonal skills, ethical and legal competence, and a continuing effort to improve ones own performance and the profession of medicine, must be taught, modeled and evaluated.
- Effective health care delivery requires the consideration of family and community contexts: The student must have the opportunity to learn the socioeconomic and psychological conditions which define context and are important factors in the outcome of health care delivery.
- Appropriate faculty and appropriate clinical settings are essential for students acquiring the mastery of the competencies: The curriculum should be implemented by carefully assessing faculty resources and clinical care settings which provide the best match for competency achievement.
- Informatics is essential for effective utilization of information by students: Whenever appropriate, information technology should be applied to instruction, assessment, clinical decision making, and patient care.
9.The educational program must be responsive to emerging needs of society: These needs and expectations must be taken into account when considering curricular content and design.
- Discovery of new knowledge and solutions are part of the medical profession: Students must be allowed and encouraged to pursue research interests in the basic, clinical or socioeconomic sciences. They should also attain an understanding of the processes underlying discovery in the context of health care. Students wanting to participate in this process should be provided adequate time, resources, and preceptorship to do so.
- Health care delivery requires individual and team efforts: The educational program should include exposure to settings which demonstrate the team approach to health care delivery. We are convinced that the quality of an educational program can be strengthened by verbalization and documentation of the vision and values to which the faculty can adhere. Furthermore, the process of arriving at such documentation can help establish an institutional conscience and memory, helpful to both current and future generations of faculty and students.
- Learning and professional development requires a humane environment which fosters respect, personal integrity, service orientation and a sense of personal well being: Our students are being trained to become care givers. We must insure that the environment in which they train cares for them. Our program should be attentive to the student’s sense of well being and foster personal growth, which will engender successful human relationships which is the cornerstone of care giving.
Contents Note: Collection consists of material from 1982-1987 related to the College of Medicine Curriculum Committee meeting and review proces
Series 8: Curriculum Committee
Curriculum Committee Report, September 1985
Curriculum Committee Retreat 1985
Curriculum Committee Retreat 1985
Curriculum Proposal 1986
Curriculum Reviews: Anatomy, 1984
Curriculum Reviews: Anatomy, Gross, 1984
Curriculum Reviews: Anatomy, Microscopic, 1984
Curriculum Reviews: Anatomy, Microscopic, 1985
Curriculum Reviews: Anesthesiology, 1984
Curriculum Reviews: Anesthesiology, 1985
Curriculum Reviews: Basic Sciences, 1984
Curriculum Reviews: Community Health and Family Medicine 1984
Curriculum Reviews: Geriatrics 1983
Curriculum Reviews: GPEP, 1985
Curriculum Reviews: Human Systems Development, 1985
Curriculum Reviews: Immunology and Medical Microbiology, 1984
Curriculum Reviews: Medicine, 1984
Curriculum Reviews: Medicine, 1985
Curriculum Reviews: Microbiology and Immunology, 1985
Curriculum Reviews: Neurology, 1984
Curriculum Reviews: Neurology, 1985
Curriculum Reviews: Neuroscience: 1984
Curriculum Reviews: Neuroscience, 1985
Curriculum Reviews: Obstetrics and Gynecology, 1984
Curriculum Reviews: Obstetrics and Gynecology, 1985
Curriculum Reviews: Ophthalmology, 1984
Curriculum Reviews: Pathology, 1984
Curriculum Reviews: Pathophysiology, 1985
Curriculum Reviews: Pediatrics, 1985
Curriculum Reviews: Pharmacology and Therapeutics, 1981
Curriculum Reviews: Pharmacology and Therapeutics, 1984
Curriculum Reviews: Pharmacology and Therapeutics, 1985
Curriculum Reviews: Physical Diagnosis and Introduction to Clinical Medicine, 1985
Curriculum Reviews: Physiology, 1984
Curriculum Reviews: Physiology, 1985
Curriculum Reviews: Psychiatry, 1984
Curriculum Reviews: Psychiatry, 1985
Curriculum Reviews: Social and Ethical Issues in Medical Practice, 1985
Curriculum Reviews: Surgery, 1984
Curriculum Reviews: Surgery, 1985
Curriculum Reviews: Systemic Pathology, 1985
Medical Education Articles
Student Manuals, Department of Obstetrics and Gynecology, Student Handbook, January 16, 1984-March 9, 1984
Student Manuals, Rotation 1 Phase B, Clinical Clerkship, Department of Medicine, Class of 1987
Curriculum Review Consultant Interviews