UGME CURRICULUM RENEWAL FRAMEWORK · 2020. 2. 19. · UGME CURRICULUM RENEWAL GOVERNANCE . UGME CuRe Clerkship . EX. ecutive Chair , CuRe Director . Keevin Bernstein Associate Dean,

Year 1 2 3 4

Incorporated into Academic time • Longitudinal Courses I. Clinical Reasoning II. Professionalism/Doctoring III.Clinical Skills ->Community Clinics IV.Community Health/Epidemiology V. Indigenous Health VI.Scholarship in Medicine

• Themes/Disciplines Composite Clinical Presentations (CP4) 2

Year 1 2 3 4 Year 1 2 3 4

Boxes are not scaled

M0: Foundation M2: Health &

Disease Abnormal Processes- Clinical Integration

M1: Human Biology & Health Normal Processes- Clinically Applied

M2: Health& Disease

Abnormal Processes

M5: Med 3 Clinical Clerks

UGME Academic Half Day

M6: Med 4 Electives CaRMS

UGME CURRICULUM RENEWAL FRAMEWORK

M4 TTC: Transition to Clerkship

M3:Consolidation

Principle: “Fully integrated spiral scaffold curriculum through 4 years”

M7 TTR: Transition to Residency

Presenter

Presentation Notes

“Titles” of preclerkship, clerkship, systems, year etc may not be maintained Applied Contextualized Linked Relevance

Outline 1. Review Process ….. Keevin Bernstein

2. Transition to Clerkship (TTC …M4) ….. Nicola Matthews

3. Core Clinical Rotations (M5) ….. Eunice Gill

4. UGME Academic Half Day ….. Nicola Matthews

5. Scholarship in Medicine projects ….. Carla Ens

6. Student Evaluation ….. Keevin Bernstein

7. TTR plans (M7) ….. Keevin Bernstein

Faculty Forum #5 June 20, 2013 New UGME CuRe Clerkship : Med 3

Goals: Maintain strength of current curriculum i.e. clinical experience Facilitate integrated 4 year scaffold curriculum Develop central governance for clerkship Develop mandatory academic time Provide opportunities for self reflection Introduce key element from FMEC and TG into clerkship

• Social Accountability • Community Health Science and Public Health • Indigenous Health • Professionalism • Clinical Health Psychology • Health Care systems and Interprofessional collaboration • Information Science

Develop academic project(s)

Introduce other elements from 11 UGME CuRe TG

UGME CuRe Clerkship

UGME CURRICULUM RENEWAL GOVERNANCE UGME CuREXecutive (…..Directors) Preclerkship Keevin Bernstein Chair Clerkship Merril Pauls Ira Ripstein Associate Dean Eunice Gill Nicola Matthews Vacant Curriculum Clinical Academic(TTC/TTR) Rob Brown Simulation Catherine Moltzan Integration Karen Klym Clinical Skills Adrian Gooi Online Learning Barry Cohen Student Evaluation Joanne Hamilton Educ. Development

Preclerkship M0 & M1/2

Leaders

Longitudinal Course Leaders

Clerkship Core Rotation

Leaders

Longitudinal Theme Leaders

Presenter

Presentation Notes



Leaders

Longitudinal Courses Leaders

Clerkship Core Rotation

Leaders



Leaders

Longitudinal Courses Leaders

PreClerkship M0 & M1/2

Leaders


UGME CURRICULUM RENEWAL GOVERNANCE

CLERKSHIP (Med 3 & 4 )

Process began in June 2012

Presenter

Presentation Notes



UGME CuRe Clerkship Executive Clinical Rotation Leaders

Anesthesia Chinniampalan Rajamohan Emergency Mona Hegdekar Family Medicine Susan Hauch Internal Medicine Mike Semus Obstetrics/Gyne Jenna McNaught Pediatrics Jeff Hyman/Diane Moddemann Psychiatry Eunice Gill Surgery Kris Milbrandt ENT Adrian Gooi Ophthalmology Lorne Bellan

UGME CuRe Clerkship Committee (35 in total)

Consumers Elizabeth Berg PGY3 Steven Promislow PGY3 Amit Kaushal PGY3

Peter Sytnik Med4

Presenter

Presentation Notes



UGME CuRe Clerkship EXecutive

Chair , CuRe Director Keevin Bernstein Associate Dean, UGME Ira Ripstein Clinical Clerkship Director Eunice Gill Academic Clerkship Director (TTC/TTR) Nicola Matthews Simulation Director Rob Brown Integration Director Catherine Moltzan Clinical Skills Director Karen Klym Student Evaluation Director Barry Cohen Education Development Director Joanne Hamilton Online Learning Director Adrian Gooi Clerkship Administrator Tara Petrychko CuRe Assistant Tina Mills


Presenter

Presentation Notes



Longitudinal Course/Theme Clinical Skills Karen Klym Community Health Science Carla Ens Indigenous Health Barry Lavalee Professionalism Merril Pauls/Aviva Goldberg Diagnostic Imaging Jeff Mottola Generalism Genetics Sandy Marles Geriatrics Kristel van Inevelde Health Psychology Maxine Holmqvist Health Care Systems Amanda Condon Interprofessional care “ Information Sciences Judy Littleford Palliative Care Paul Daenick Social Accountability Anne Durcan


Presenter

Presentation Notes


Year 1 2 3 4

Incorporated into Academic time • Longitudinal Courses I. Clinical Reasoning II. Professionalism/Doctoring III.Clinical Skills ->Community Clinics IV.Community Health/Epidemiology V. Indigenous Health VI.Scholarship of Medicine


Year 1 2 3 4 Year 1 2 3 4





M2: Health& Disease

Abnormal Processes






M3:Consolidation



Presenter

Presentation Notes


GOALS: 1. Help the student expand their focus from learning during

preclerkship years to the actual provision of care in various health care settings.

2. This includes the supervised responsibilities that accompany provision of health and management of disease.

3. Use of simulation, patient assessments, small group sessions and shadowing experiences to teach the students to translate the knowledge gained in pre-clerkship to the clinical setting and the actual provision of care.

4. Begin to facilitate achievement of UGME global objectives transitioning from the predominantly medical expert, scholar and communicator domains to include the collaborator, manager, health advocate and professionalism domains.

2. Transition to Clerkship (TTC): 5 weeks

UGME CuRe Clerkship - Med 3

Four components…..and Highlights of each: Introductory Week 1: TTC Launch with keynote speaker and hippocratic oath Metacognition learning style with guest speaker Whole group sessions scheduled for the morning to review selected generic skills Small group sessions in the afternoon. i.e mini Consolidation Modules (CM)

Weeks 2 & 4: Simulation in CLSF Small group sessions - Mini Consolidation Modules (CM) and other Introduction to the Longitudinal courses- small groups which will become the

weekly academic half day groups during M5. Comprehensive Patient Assessments (CPAs) – Internal Medicine

12

Transition to Clerkship (TTC): 5 weeks

Four components…..and Highlights of each:

Week 3: Community Week: Students will rotate through various community health care areas in diverse

settings and shadow inter-professional teams for either full or half days. • Primary Health clinics • Aboriginal Health • Geriatrics • Mental Health • Sports Medicine /Rehab • Medication Management (Polypharmacy )

Week 5: Transition to Clinical Service Students will be assigned to their first rotation where they will shadow a trainee Students will be orientated to that service with no direct responsibility. 2 buddy calls – including a night and a weekend shift.

Assessment: Formative with mandatory attendance for all sessions. 13

Transition to Clerkship (TTC): 5 weeks

Year 1 2 3 4

Incorporated into Academic time • Longitudinal Courses I. Clinical Reasoning II. Professionalism/Doctoring III.Clinical Skills ->Community Clinics IV.Community Health/Epidemiology V. Indigenous Health VI.Scholarship of Medicine


Year 1 2 3 4 Year 1 2 3 4





M2: Health& Disease

Abnormal Processes






M3:Consolidation



Presenter

Presentation Notes


Surgery/ Anesthesia

Peds and

Obs/ Gyn

Internal & Emergency Medicine

Family Medicine /Public Health

and Psychiatry

12 weeks 6 weeks each 12 weeks 6 weeks each

2 groups 14 2 groups 14 2 groups 14 2 groups 14

15

4 Blocks of 12 weeks each in above order

8 Student Tracks – 2 per block

Each student track will consist of 14 students

Combined to facilitate joint academic time

ECP ( Essential Clinical Presentations) &

CP4 (Composite Clinical Presentations) – Not rotation specific

3. Core Clinical Rotations (M5)


6 week rotation split into two 3 week sections each with a MITER:

General Surgery : 3 weeks all students do GS- 1 student per service

Surgery Core Specialties: 3 weeks- 1 week each for all students; 2-3 students

Plastics, Neurosurgery & Urology

16

CLERKSHIP 2013: Year 3 (M5)

Group 2 Anesthesia

PeriOperative Care

MSK Medicine

General Surgery

Plastic

Neuro Urology

6 WEEKS 6 WEEKS

2 2 2 1 1 1 3

Group 1 General Surgery

Plastics

Neuro

Urology

Anesthesia

PeriOperative Care

MSK Medicine

3 1 1 1 2 2 2 #weeks

#weeks

Surgery Core Specialties

Surgery /Anesthesia: 2 groups- 14 students /group

Surgery: Kris Milbrandt Anesthesia : Chinniampalan Rajamohan

Anesthesia: 2 weeks Perioperative care: 2 weeks

• Follow a patient through perioperative experience in PAC & in surgery clinics • Pain management curriculum: to include Non-pharmacologic pain management-

psychology, acupuncture and Integrative med ( Joel Loiselle & Paul Daenick)

MSK medicine: 2 weeks i) Sports Med (2 days) Pan Am ii) Arthoplasty (2 days) Concordia iii)Trauma (2 days) HSC – on call iv) Physiatry (1days) HSC (v) Peds Ortho (1 or2)

17


Group 2 Anesthesia

PeriOperative Care

MSK Medicine

General Surgery

Plastic

Neuro Urology

6 WEEKS 6 WEEKS

2 2 2 1 1 1 3

Group 1 General Surgery

Plastics

Neuro

Urology

Anesthesia

PeriOperative Care

MSK Medicine

3 1 1 1 2 2 2 weeks

weeks

Surgery /Anesthesia: 2 groups- 14 students /group

6 weeks General Internal Medicine (CTU)

4 weeks Emergency Medicine • ~ 15 emergency medicine shifts, plus optional EMS ride along • Incorporate internal medicine ambulatory care exposure (number and type of clinics

are TBD; aim for 2 per week 1 GIM and 1 specialty ) start at 1 per week • Develop continuity between ER and IM (ex. fast track clinic, urgent consult/follow up).

2 weeks of Internal Medicine selective

Shared academic time

Integrate longitudinal Courses and Themes

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Internal & Emergency Medicine: 2 groups- 14 students / grp #

Weeks 6 6

4 2 Group1

CTU Emergency Medicine Outpatient Internal

Subspecialty Medicine

Group2

Emergency Medicine Outpatient Internal

Subspecialty Medicine

CTU

Internal Med: Mike Semus Emergency: Mona Hegdekar


19

Pediatrics and Obstetrics & Gynecology #

Weeks 6 6

2 2 2 3 3

Group2

Peds Emergency & Outpatient

Peds Inpatients

Obstetrics Gyne Clinics

Obs/Gyn: Jenna McNaught Pediatrics: Jeff Hyman

Group1 Obstetrics Gyne Clinics Peds Emergency & Outpatient

Peds Inpatients


20

Block 4: Family Medicine & Public Health and Psychiatry # Weeks 6 6

Group1 Family Medicine & Public Health

Psychiatry

Group2 Psychiatry Family Medicine & Public Health

Family Med: Susan Hauch Psychiatry: Eunice Gill Psychiatry

• More ambulatory care - ? Shared care model with Family Med

Family Medicine • Rural Family med – incorporate rural Public health officer


Joint Teaching • Mood/Anxiety/Addictions • Public Health/Community Health/Geriatric seminars

21

OTHER Specialties:

1. ENT – TTC and AHD

2. Ophthalmology - 2 half day clinics Location ?

3. Dermatology - clinics ?


22

4. UGME Academic Half Day Scheduled Academic time every Thursday PM: Mandatory attendance Policy no “call” Wednesday past 2300 All at Bannatyne campus in small groups

UGME qThursday PM- 2 hrs: 1 - 2:50 PM Centrally governed clerkship curriculum

Block specific academic time 2 hrs: 3 - 5 PM Maintain central oversight

Developed jointly by 2 departments when feasible • Internal Medicine and Emergency • Anesthesia and Surgery

With rotation specific students


23

Scheduled Academic time every Thursday PM: Mandatory attendance Policy no “call” Wednesday past 2300 All at Bannatyne campus in small groups

UGME qThursday PM- 2 hrs: 1 -2:50 PM Centrally governed clerkship curriculum

Longitudinal Courses: Community Health Sciences (Public Health & Health care system), Professionalism (& Student Affairs ), Indigenous Health & Clinical Reasoning

Longitudinal Themes: Clinical Health Psychology, Diagnostic Imaging, Health Care Systems, Geriatrics, Interprofessional Collaboration & others

Mixed Student groups that are not rotation specific

Facilitate self reflection

Relate recent and relevant clinical experiences to principles

CLERKSHIP 2013:Year 3 (M5) - AHD

Each 12 week Block will have UGME AHD: Scholarship in Medicine: 3 sessions Professionalism 2 sessions (3hrs) Indigenous Health 1 session Selection from: (either already scheduled or proposed)

• Student Affairs ( Electives, wellness) • Clinical Health Psychology (Understanding Trauma, Understanding

Grief, Motivation) • Conflict Management Session (IPE) • Collaborative Patient care (IPE) • Diabetes Management • ENT • Geriatrics: Delirium and Hazards of Hospitalization in the Elderly • Palliative care • Pharmacology – Antibiotics • Radiology • Tumor Conference Rounds( proposed by pathology and oncology) • OTHERS

CLERKSHIP 2013:Year 3 (M5) - AHD

UGME AHD Schedule Block 1 (June 1 3)

BLOCK 1:Oct 1-Dec 22 UGME Topic: 1300-1500 Rotation Topic:1500-1700 Thursday, October 3 Scholarship in Medicine Project I

(Drs. Ens, Littleford & Condon )

Thursday, October 10 Antibiotics (Dr. Aoki & Dr. Zhanel)

Thursday, October 17 Professionalism - 3 hrs start 12:30 (Drs. Pauls & Goldberg)

Start Time: 3:30 pm

Thursday, October 24

Student Affairs – Boundaries/Safety

OR (Dr. Martin & Dr. Barakat) Collaborative Patient Care (IPE)

(Dr.Dean)

Thursday, October 31 Scholarship in Medicine Project I (Drs. Ens, Littleford & Condon)

Thursday, November 7 Motivation Pt. I &. II (Dr. Holmqvist)

EXAM, Friday, November 8 (4 Exams)

Family Medicine, Obstetrics & Gynecology, Pediatrics, & Psychiatry

Thursday, November 14 Radiology (Dr. Mottola)

Thursday, November 21 Inpatient Management Diabetes (Dr. Hurd)

Thursday, November 28

Indigenous Health OR (Dr. Lavallee)

Preliminary Electives Session (Dr. Lee and Dr. Libich)

Thursday, December 5 Professionalism - 3 hrs start 12:30 (Drs. Pauls & Goldberg)

Start Time: 3:30 pm

Thursday, December 12 Scholarship in Medicine Project III (Drs. Ens, Littleford & Condon)

Thursday, December 19

Motivation Pt. III (Dr. Holmqvist)

EXAM, Friday, December 20 (6 Exams)

Family Medicine, Medicine, Obstetrics & Gynecology, Pediatrics, Psychiatry & Surgery

Options Not confirmed

BLOCK 1:Oct 1-Dec 22 UGME Topic: 1300-1500 Int & Emerg Med:1500-1700 Thursday, October 3 Scholarship in Medicine Project I

(Drs. Ens, Littleford & Condon )Procedures (2hrs)

Thursday, October 10 Antibiotics (Dr. Aoki & Dr. Zhanel)

Shock (ER/ 1hr) Abdominal Pain (ER/1hr)

Thursday, October 17 Professionalism - 3 hrs start 12:30 (Drs. Pauls & Goldberg)

CNS Emergencies (ER/ 1hr) 3:30 Toxicology(ER/ 1hr)

Thursday, October 24

Student Affairs – Boundaries/Safety

OR (Dr. Martin & Dr. Barakat) Collaborative Patient Care (IPE)

(Dr.Dean)

Chest Pain ( Cardiology/1 hr) CHF( Cardiology/1 hr)

Thursday, October 31 Scholarship in Medicine Project II (Drs. Ens, Littleford & Condon)

ECG (IM/ER 1 hr) ABG (IM/Nephro 1hr)

Thursday, November 7 Motivation Pt. I &. II (Dr. Holmqvist)

Hypertension(IM/1hr) Delirium (IM/1hr)

EXAM, Friday, November 8 (4 Exams)

Family Medicine, Obstetrics & Gynecology, Pediatrics, & Psychiatry

Thursday, November 14 Radiology (Dr. Mottola)

DVT/PE (Hematology/1hr) Anemia (Hematology/1hr)

Thursday, November 21 Inpatient Management Diabetes (Dr. Hurd)

COPD/Asthma (Resp 1hr) Thyroid ( Endo 1hr)

Thursday, November 28

Indigenous Health OR (Dr. Lavallee)

Preliminary Electives Session (Dr. Lee and Dr. Libich)

Elevated Serum Creatinine Electrolytes ( Nephro 2hrs)

Thursday, December 5 Professionalism - 3 hrs start 12:30 (Drs. Pauls & Goldberg)

Diarrhea (GI/1hr) 3:30 pm Syncope (IM/1hr)

Thursday, December 12 Scholarship in Medicine Project III (Drs. Ens, Littleford & Condon)

Elevated Liver Enzymes(Hep/ 1hr) GI Bleeding (GI/1hr)

Thursday, December 19

Motivation Pt. III (Dr. Holmqvist)

Arthritis ( Rheum/1hr) MCQ Q & A (IM 1hr)

EXAM, Friday, December 20 (6 Exams)

Family Medicine, Medicine, Obstetrics & Gynecology, Pediatrics, Psychiatry & Surgery

UGME AHD Schedule Block 1: Internal & Emergency Medicine

Objectives:

The graduating medical student will be able to: 1. Judge if a particular paper is one to which they should

assign value

2. Have a sound strategy/method for answering clinical questions that arise in their practice

3. Embody the practice of evidence-based

J. Littleford, S. Bruce, A. Condon, C. Ens 5. SCHOLARSHIP in MEDICINE ACADEMIC PROJECT


Med 3 Med 4

Rotations Block 1 2 3 4 Health Systems and

Safety Community Health

Sciences Health Systems and

Safety Community Health

Sciences All disciplines

Observational Study: Errors and Near Misses Information Prescription In development In development Academic Paper

Information Sciences

Surgery & Anesthesia

Peds and OB

Internal / Emerg Med

FM & PH / Psych

Regardless of which rotation students are in, the assignment framework in each block is identical

Regardless of which block students are in, the focus of each assignment relates directly to their rotation

Information Sciences

Health Systems and Safety OR

Community Health

Sciences

Assignments relevant to

content areas and academic

structure

Class #1 Interactive large group

sessions

Class #2 Small group /

tutorial sessions

Class #3 Student

presentations

MED 3 EXAMPLE (CHS) SCHOLARSHIP in MEDICINE ACADEMIC PROJECT

A national study indicates that nearly half of all Canadian adults have difficulty understanding and using health information.1 Low health literacy - the inability to understand health information and to use that information to make good decisions about one’s health and medical care - is associated with more hospitalizations, greater use of emergency care, less preventive care, and poorer control of chronic illnesses.2 People with low health literacy make more mistakes with their medications, are less able to follow treatment instructions and experience more difficulties negotiating the healthcare system (filling out complex forms, locating providers & services) when compared to people with adequate literacy skills.2 According to the Pew Internet & American Life Project approximately 61% of adult Americans look online for health information and one in ten health inquiries have a major impact on someone’s health or the way they care for another.3 The situation is similar in Canada.4 Access to Internet health information has been reported to improve the way people take care of themselves, manage their illnesses, and help them make better, more informed choices.5 Physicians are in a position to direct their patients to resources containing current, reliable, consumer-friendly information about a health issue or concern.5-8 Offering an “information prescription” as a health care intervention provides a unique opportunity for patients to become more actively involved in their health and in the services they receive. Whether in the form of a pamphlet, website, noted on a prescription pad or included in a Facebook page, information prescriptions should direct patients to authoritative, high quality, and commercial-free information. They can be used to supplement face-to-face interaction and verbal/written information provided in the office or clinic. Information prescriptions have been shown to improve health literacy.9 The Public Health Association of Canada (PHAC) asserts that more emphasis needs to be placed on the promotion of health and on preventing or delaying chronic diseases, disabilities and injuries.9 To do so will “improve the quality of life of Canadians while reducing disparities in health and the impact these conditions have on individuals, families, communities, the health-care system and on society.” Five principles frame prevention activities in Canada:

1. Consider prevention is a priority 2. View prevention as a hallmark of a quality health system 3. Promote prevention as the first step in management 4. Approach health promotion in many ways 5. View health promotion as everybody’s business.10

An Information Prescription is a novel way to deliver concepts of prevention from a clinical perspective. In this block, students will learn about information prescriptions, methods to evaluate and present Internet and print media, sources of local population health data, statistics and community resources, and the role physicians can take in delivering prevention information. Students will make clinical observations to determine one event that could have been prevented in some way; they will then present their case in a small group session to broaden their scope of understanding; and they will create a Information Prescription wiki aimed at the general population to address their identified prevention issue.

SiM Med 3: Creating an Information Prescription Pamphlet

Will need to include: • Title that captures the prevention issue • Description of the prevention issue • Current policy / legislation around the issue • Local, provincial, or national statistics describing the issue • Related community organizations • Related websites, etc.

Assessment: • Material to be presented in an engaging, educational, user-friendly manner

at a grade 8 level or lower level (according to the Fry readability graph) • Text is grammatically correct, attribution is provided for pictures/graphics,

one or two references are included where applicable, tables and graphs are included where appropriate

• Content includes factual information, Manitoba data/statistics, community resources

• Only highly rated, educational consumer health websites, applicable to the prevention issue, are cited (as judged by the HON code), etc.

MED 4 SCHOLARSHIP in MEDICINE ACADEMIC PROJECT

SiM Med 4 Assignment

1. Convert a real clinical problem into an answerable (PICO) clinical question

2. Create this question from a real clinical scenario in one of the following disciplines, surgery, internal medicine, pediatrics, obstetrics, psychiatry, emergency medicine, ENT, ophthalmology, anesthesia, radiology

3. Conduct a well-constructed, focused search of the literature

4. Acquire and appraise articles. Synthesize the information. Select a relevant bibliography.

5. Prepare an academic paper, writing/citing & summarizing the findings and ANSWER the question

6. Justify a course of action based on the results – Physician to clinician experience – come to an evidence-based decision that will affect patients

7. Present the findings to colleagues in a small group – peer/facilitator evaluation according to a marking template

Students will pose a clinical question related to a scenario arising from Med IV clinical exposure and then show how the question is answered:

Students watch eight

20-30 min pre-recorded

“green screen” videos given

by Dr. S. Srinathan

4 Academic Half Days

Small group / tutorial sessions

Academic Half Day

Student presentations

SCHOLARSHIP in MEDICINE ACADEMIC PROJECT Med 4 :

Four Academic Half Days during TTR (M7) Mix of interactive whole group and small group sessions: First half hour - lecture Second/third hour - small groups of 15 members, defined by specialty of

interest

Final Session ( M7 April ) Student Presentations

Pre-viewing done online during Electives (M6) Introduction to EBM & Critical Appraisal Asking questions Finding information Systematic review #1 Systematic review #2 RCTs Observational studies Guidelines, GRADE, Diagnostic studies

6. Student Evaluation FITER for all rotations >2 weeks

• Surgery = one 6 week rotation with MITER after either 3 week general surgery or 3 week specialty rotation

NBME: Surgery and Internal Med At end of each block ( ie 1 in block )

Peds/OG and Psych /Family Med At end of each 6 week rotation ( ie 2 per block)

Academic half day /Longitudinal course/themes: Formative for class 2015 ( any new evaluation needs senate approval )

Scholarship in Medicine Academic Projects M5 & M7: passing mark (TBD )with evaluation rubrics for each assignment


39

7. Transition to Residency

Year 4 (M6 & M7): M6 – Electives pre CaRMS (14 weeks and 3 weeks interviews)

ie no change

M7 – Transition to Residency (11 weeks) Needs to be developed:

• Academic time with LMCC review

• Scholarship in Medicine project Med 4

• ACLS

• Consider mandatory additional Core rotations: ie selective IM/ surgery / Community care

• Selectives – palliative care, care of elderly, indigenous health, etc

• Program tailored to specific residencies

CLERKSHIP plans 2014:Year 4 (M6 & M7)

40

Questions …………..comments ?

http://umanitoba.ca/faculties/medicine/education/undergraduate/curriculum/curriculumrenewal.html

WEBSITE……UM/Faculties/Medicine/Education


Thank You………!

http://umanitoba.ca/faculties/medicine/education/undergraduate/curriculum/curriculumrenewal.html

Documents

UGME CURRICULUM RENEWAL FRAMEWORK · 2020. 2. 19. · UGME CURRICULUM RENEWAL GOVERNANCE . UGME CuRe Clerkship . EX. ecutive Chair , CuRe Director . Keevin Bernstein Associate Dean,