The UNMC College of Medicine is preparing for the upcoming Liaison Committee on Medical Education (LCME) site visit scheduled for April 26-29. In preparation for that visit, many individuals have provided input and suggestions for improvements. A short summary of those changes is provided below.
During the last six months, major changes have been implemented in the COM. The Curriculum Committee has assumed greater control of the curriculum. The committee has taken a more hands-on responsibility for coordinating the curriculum database, core/clerkship reviews, student performance, and overall review/accomplishment of COM objectives.
An ongoing process has been developed to review the entire curriculum based on a thorough review of COM objectives and student performance. Each year both internal and external review of individual cores and clerkships is done to identify success in achieving the overall goals of the curriculum. Each of the COM objectives is evaluated yearly by the Curriculum Committee and rated as “met – green status,” “partially successful – yellow status,” and “not met – red status.”
Areas rated other than “green status” will be investigated further and individualized plans developed to identify corrective action as necessary. The curriculum as a whole is reviewed and decisions made for implementing changes as necessary.
In addition, the Curriculum Committee has appointed a Curriculum Innovations Work Group (CIWG) to independently review the curriculum and make recommendations as to major revisions which should result in more successful achievement of the COM curricular objectives.
The Curriculum Committee also has developed plans to regularly review and publicize curricular innovations already utilized in the current curriculum. These include:
- "flipped classrooms";
- use of an electronic medical record (EMR) in an interprofessional problem-based learning (PBL) case;
- virtual microscopy in histology and pathology laboratories;
- gamification learning theories in education;
- widened use of simulations in training students;
- expansion of "quality curriculum";
- ultrasound training for medical students;
- expanded use of classroom interactive quizzes; and
- investigation of the use of a competency curriculum.
A revised “Patient Encounter Log” allows us to monitor clinical experiences for medical students ensuring adequate exposure to patients with specific disease entities. In addition, this information allows us to compare experiences across clinical sites. Documentation of history and physical examination skills occurs across all required clerkships.
A formalized training of resident and graduate student preparation for teaching is in place and will be centrally monitored.
Access to student health has been improved by adding evening and weekend hours. An online scheduling system has been developed.
An internal survey of student mistreatment perceptions has identified specific areas where improvement can be achieved. Action has been taken by the required clerkships and will be monitored with a repeat survey in six months.
A formal test review for students has been implemented in the first two years of the curriculum and has been well received. Formative feedback has been emphasized through the use of “practice questions” either online or in the lecture hall. Mid-clerkship reviews and evaluations occur in all required clerkships.
The plans recently developed will allow us to continually evaluate our curriculum, identify areas to improve, and evolve as changes in medical care and education occur both locally and nationally. The role of technology in medical education is an ongoing part of the curriculum review.