Our process

While our history and graduates have proved our urban clinical excellence strength and impact in numerous ways, we are transforming our curriculum to provide the best student experience possible a learning environment informed by extensive research, analysis and review that will provide physicians-in-training with a unique set of tools, skills, knowledge and experiences to position them as leaders in medicine.

The initial phase of curriculum transformation that provided self-directed learning opportunities for medical students occurred during the 2016-2017 academic year. Concurrent with a substantial reduction in lecture hours and introduction of self-directed instructional delivery, the medical school faculty embarked on a curriculum transformation plan starting with Year 1 and an implementation date of July 2018. The new preclinical curriculum increases the effectiveness of content delivery through horizontal integration with self-paced clinical training based on graduate medical education competencies.

Rationale for change

Medical education is undergoing a transformation nationally. The demand on future physicians to gain medical knowledge is now at a pace that exceeds the capabilities of a traditional four-year curriculum. It is imperative that medical educators train students to be self-directed, lifelong learners. The need for substantive change in the curriculum is driven by our obligation to provide a high-quality, 21st century educational experience for students.  

The process for curriculum transformation was completed  in a thorough systematic curricular assessment process with strategic revisions that were made with faculty, stakeholder and student input.