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.