Summary of Retreat & Next Steps•Who?

•Invitations to 155 Faculty & 17 Students•Attended by 93 Faculty & 11 Students representing 18 Departments•Facilitated by LuAnn Wilkerson, Ed.D., Sr. Assoc. Dean for Medical Education, David Geffen School of Medicine at UCLA

September 10-11, 2009

Small Groups

“Snowball” groups

Summary Presentations

Graduation questionnaire resultsCourse & Clerkship Evaluations

SWOT AnalysisLCME Report & New Standards

Issues Identified with Competency Development

Rationale for Curriculum Renewal

Steering Committee develops questions for discussion and retreat

design

Hold RetreatIdentify task force topics

Create Vision Document for task forces

Task Force Meetings

Curriculum Committee

actionsFinal Retreat

Recommendations to the Curriculum

Committee

Recommendations to the Dean &

Senior LeadershipImplementation

2011-2012

Curriculum Renewal Process Diagram

2009

Progress reports to CC, students, general faculty,

& administrationContinuing Evaluation, Outcome

Assessment, and Improvement

Final Task Force recommendations;

final reports submitted

Discussions with Deans & Faculty from

other schools who have undergone a major curriculum

improvement effort

September 10-11, 2009

December 2010

Winter 20112/2011

· What will distinguish the future FSM graduate?· How do we create a system that allows for personalized and differentiated learning?· How do we develop our students into uniquely qualified leaders and change agents? · What do we need to facilitate excellent educators?· How do we promote responsibility, commitment and participation in UGME by faculty, students, administrators

and hospital staff?· How does education factor into the compensation model for clinical faculty and basic science faculty?· How do we create and foster a culture of inquiry and curiosity (deep level learners)?· How do we use broader resources of the university and the broader institutional medical center (law,

engineering, nursing, PA, etc) to create multidisciplinary educational opportunities in UGME?· How can we create an integrated curriculum?

Form Initial Retreat Agenda

Retreat Questions• What will distinguish the future FSM graduate?• How do we create a system that allows for personalized and differentiated learning?• How do we develop our students into uniquely qualified leaders and change agents? • What do we need to facilitate excellent educators?• How do we promote responsibility, commitment and participation in UGME by

faculty, students, administrators and hospital staff?• How does education factor into the compensation model for clinical faculty and basic

science faculty?• How do we create and foster a culture of inquiry and curiosity (deep level learners)?• How do we use broader resources of the university and the broader institutional

medical center (law, engineering, nursing, PA, etc) to create multidisciplinary educational opportunities in UGME?

• How can we create an integrated curriculum?

Process to create a new educational experience

• Phase 1 (8 weeks)– From Vision to Educational Models

• Phase 2 (6-8 months)– Creation of Learning Modules, Timing &

Sequencing

• Implementation and Ongoing Evaluation

Guiding Principles for Educational Program Design

• Core competencies. Create a learner-centered, evidence-based curriculum and assessment plan that is guided by the FSM core competencies.

• Enhancing Strengths. Build upon existing foundations of excellence in our education program (e.g., colleges and societies, clinical care, research, etc.).

• Integrated approach. Teach the science basic to medicine in an integrated fashion with a focus on the application to human wellness and disease.

• Team-based. Foster a team-based, multi-disciplinary approach to education and offer opportunities for engagement both in the local community and in international settings.

• Education as a cultural priority. Create a culture that places a high priority on the education of our learners where faculty are well-prepared and recognized for their roles in education.

• Flexibility. Design a flexible education program that may provide opportunities for research and other scholarly pursuits.

Competency Standards

Phase 1: Task Forces will propose new curricular models

(by December report to the Steering Committee)

• Organizing Principles

• Immersive Clinical Experiences

• Areas of Concentration

Organizing PrinciplesCharge

• What knowledge and skills do students need to be effective learners in clinical settings?

• Defining Principles– Modular Design – Integration of Normal-Abnormal in a Clinical Context – Horizontal & Vertical integration throughout the entire curriculum– Organ System / Disease Entities / Centers – Longitudinal Clinical Experiences using Societies (noviceexpert

medical students) to develop clinical skills, professional development, & contextual learning about acute & chronic disease

Immersive Clinical ExperiencesCharge

• Propose clinical core experiences– What, when, & how much?

• Define and organize teaching across disease/condition rather than disciplines

• Propose models to integrate scientific principles with learning state-of-the-art patient care

Areas of Concentration (AOC) Charge

• Define components of the AOC• Personalized & Differentiated learning

–Flexible Design–Early Opportunities for mentored

experiences• Capstone projects

–Emphasizing Longitudinal & Developmental Inquiry

Phase 2: Interdisciplinary Working Groups to define modules, themes & threads

• Groups to be constructed based on the curricular models developed– Mini-work groups created to address the issues of

themes & threads

• Steering Committee will continually review and establish alignment of modules, sequencing, and student flow through modules

To succeed, FSM will need ….

• Faculty with the time to:– help plan– help develop modules– assist with implementation and evaluation– mentor junior faculty & residents– teach and mentor students

• Instructional technology & faculty development• Clinical & Community Resources and Engagement