A Doctoral Curriculum in Transition Shoumita Dasgupta, Ph.D. A Case Study of Boston University’s Graduate Medical Sciences Curriculum Reform

A Doctoral Curriculum in Transition

Shoumita Dasgupta, Ph.D.

A Case Study of Boston University’s Graduate Medical Sciences Curriculum Reform

The initial context

Prospective students

Anatomyand

NeurobiologyBiochemistry

Biophysics Oral BiologyPathology

PharmacologyMicrobiology Physiology

DEPARTMENTAL PROGRAMS


Anatomyand





INTERDEPARTMENTAL PROGRAMS

BehavioralNeuroscience

BiomedicalNeuroscience

Cell andMolecular

Biology

ImmunologyTrainingProgram

MedicalNutritionSciences

MolecularMedicine

Geneticsand

Genomics

Curricular overlap: Biochemistry

Anatomyand

Neurobiology

Biochemistry

Biophysics Oral Biology

Pathology

Pharmacology

Microbiology Physiology





Cell andMolecular

Biology



MolecularMedicine

Geneticsand

Genomics

Curricular overlap: Cell Biology

Anatomyand

Neurobiology

Biochemistry


Pathology

Pharmacology






Cell andMolecular

Biology



MolecularMedicine

Geneticsand

Genomics

Curricular overlap: Molecular Biology

Anatomyand

Neurobiology

Biochemistry


Pathology

Pharmacology






Cell andMolecular

Biology



MolecularMedicine

Geneticsand

Genomics

Curricular overlap: Genetics and Genomics

Anatomyand

Neurobiology

Biochemistry


Pathology

Pharmacology






Cell andMolecular

Biology



MolecularMedicine

Geneticsand

Genomics

Peaceful coexistence

Historical clutter

No room perceived in old curricula for new courses

Convergent evolution

Old courses added similar new topics.

Adopting a new paradigm

Leading Change1. Create urgency.• Document students choosing

other graduate schools based on presence of integrated curriculum.

• Identify areas of curricular redundancy.

Kotter, Harvard Business School, Our Iceberg is Melting

Leading Change1. Create urgency.2. Form a powerful coalition.


Stakeholders from programs affected by curricular overlap

Anatomyand

Neurobiology

Biochemistry


Pathology

Pharmacology






Cell andMolecular

Biology



MolecularMedicine

Geneticsand

Genomics

Leading Change1. Create urgency.2. Form a powerful coalition.3. Create a vision for change.• Charge Integrated Curriculum

Committee to determine core values for curricular reform.


Leading Change1. Create urgency.2. Form a powerful coalition.3. Create a vision for change.4. Communicate the vision.• Reach out to key stakeholders

(e.g. Departmental chairs & Program directors) individually.

• Create opportunities to share the curriculum vision publically through retreats, faculty meetings, and web sites.


Leading Change1. Create urgency.2. Form a powerful coalition.3. Create a vision for change.4. Communicate the vision.5. Remove obstacles.• Open dialog to help stakeholders

embrace change.


Leading Change1. Create urgency.2. Form a powerful coalition.3. Create a vision for change.4. Communicate the vision.5. Remove obstacles.6. Create short term wins.• Recognition for incremental

achievements such as creation of curriculum outline, identification of module directors, completion of first year, etc.


Leading Change1. Create urgency.2. Form a powerful coalition.3. Create a vision for change.4. Communicate the vision.5. Remove obstacles.6. Create short term wins.7. Build on the change.• Empower module directors to

begin detailed course design.


Leading Change


1. Create urgency.2. Form a powerful coalition.3. Create a vision for change.4. Communicate the vision.5. Remove obstacles.6. Create short term wins.7. Build on the change.8. Anchor the changes in

institutional culture.• Move to formally approve

courses.• Create curriculum oversight

body in FiBS Steering Committee• Implement standard student and

peer course eval processes.

Foundations in Biomedical Sciences:Why should we move to an integrated curriculum?

• Encourage students to think in a rigorous and interdisciplinary fashion

• Coordinate content across courses and programs• Reduce redundancy in course content• Decrease lecture hours• Promote collegiality among participating doctoral students• Compete with peer institutions to recruit prospective students

Foundations in Biomedical Sciences:Key features of the integrated curriculum

• A critical thinking component is integrated into each module. (e.g. paper discussions, problem-solving sessions, bioinformatics workshops, etc)

• Critical thinking activities are carried out in small (6-8 members + 1 facilitator) break-out groups

• Each module has a separate course number, exam(s), and grade.• Each module has a course director who sits on a curriculum

steering committee with the other module course directors.

Module I:Protein

Structure, Catalysis, and Interactions

Module II: Structure and

Function of the Genome

Module III: Architecture and Dynamics of the

Cell

Module IV: Mechanisms of

Cell Communication

Foundations in Biomedical Sciences: A Core Curriculum for GMS Doctoral Students

Program-specific course(s): 4-6 credits Program-specific course(s): 4-8 credits

2 credits 2 credits 2 credits 2 credits 2-4 credits

• Translational Genetics and

Genomics• Molecular

Metabolism• Physiology of Specialized Cells

Optional electives:

Fall Semester Spring Semester

Foundations in Biomedical Sciences:Key features of the integrated curriculum

• Students are able to take program-specific courses beginning with their first semester of study.

• A grant writing course is being piloted for the second year of doctoral study.

• Formalized, anonymous course evaluations are standard practice for all modules

• This structure provides more opportunities for students to teach• Individual programs can choose to opt into this curriculum

Foundations in Biomedical Sciences:Feedback from the first implementation

• “Overall I really enjoyed the course. It caused us to work really hard and forced us to apply the information presented to us to different problems that we were given. It was challenging, yes, but I feel as though I have learned a lot from it and I hope this class continues for years to come.”

• “Comparing this module to last year's course, I think this is a huge improvement. It was very well-organized, the lectures flowed together very smoothly, and the lecturers themselves were excellent at teaching their subjects…Thank you to all of the professors and the course directors for an excellent job.”

Foundations in Biomedical Sciences:Feedback from the first implementation

• “I thoroughly enjoyed both the pace and format of this module, especially using last year’s curriculum as a reference point.”

• “I'd like to stress that I enjoyed each module, I thought each was well run and was successful in giving first year students a vital knowledge base that truly is interdisciplinary.”

• “I'd like to thank every faculty member and TA associated with this course. It has made me think in a different way when approaching my work at the bench, and is making me a more complete researcher.”

The new context


Anatomyand





Program in Biomedical Sciences Students

Labs




Cell andMolecular

Biology



MolecularMedicine

Geneticsand

Genomics

AcknowledgementsBoston University, Division of Graduate Medical Sciences

Linda Hyman, Associate Provost

Karen Symes, Foundations Co-director

GMS students

GMS Graduate Program Directors, Chairs, and Representatives

Documents

A Doctoral Curriculum in Transition Shoumita Dasgupta, Ph.D. A Case Study of Boston University’s Graduate Medical Sciences Curriculum Reform