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All Sessions will be held on Tuesday's from 12:00 noon Et until 1:00 pm Et

Integration of Basic and Clinical Sciences Across the Curriculum in a Community Based Distributed Campus Educational Model: A Work in Progress at the Florida State University College of Medicine

Speakers:                   Dennis Baker, Ph.D. and Mary Johnson, Ph.D.

The Florida State University College of Medicine (FSU CoM), founded in 2000, was established through a legislative mandate to educate physicians responsive to community needs and who provide patient-centered care to elder, minority, and underserved populations in Florida. FSU CoM is the oldest of the 'new medical schools.' Our clinical curriculum is delivered in the context of a community-based distributed campus model at six regional campuses spread across the entire geographic span of Florida. All clinical teaching is conducted by community-based physicians, with 70% of that training occurring in the ambulatory setting. Connecting year 1 and 2 basic science and clinical faculty to year 3 and 4 community-based clerkship directors to create a 'continuous educational experience' for students is challenging but very necessary. In this presentation we will share strategies we have employed to promote the exchange of information between regional campus clerkship directors and year 1-2 basic science course directors.  Additionally we will describe collaborative strategies our central campus faculty has utilized to create year 1 and 2 courses with a strong clinical emphasis by incorporating input from regional campus clerkship directors. One successful approach was sharing specific objectives from courses and clerkships using the ACGME competency domains as a focal point.

Curriculum Integration and Student-centered Learning at Oakland University William Beaumont School of Medicine

Speakers:                   Robert Noiva, Ph.D. and Angela Nuzzarello, M.D., MPHE

In this session, we will discuss some of the innovative instructional and support programs of the OUWB School of Medicine.  Our curriculum utilizes an organ systems-based approach to instruction during the M1 and M2 years, employing weekly integrative team-based learning sessions to encourage small student groups to apply recently acquired knowledge to solve relevant clinical problems.  Basic science content will be reinforced in the M3 and M4 years using weekly small group cased-based sessions highlighting clerkship-specific basic science concepts.  The OUWB curriculum also features a four-year capstone project for all students, encouraging students to pursue independent activity in bench, clinical or translational research, as well as education-related or service-related activities.  This capstone program allows students to pursue their passion in a mentored environment, while producing scholarly work of scientific or social importance.  Recognizing that the path to becoming a physician is enhanced through guidance and mentoring, OUWB has also established the PRISM program (Promoting Reflection and Individual growth through Support and Mentoring), providing students with a multi-layered system of support that begins the first day of medical school and continues to graduation.

Educating Physician Thought Leaders at the Virginia Tech Carilion School of Medicine

Speaker:                     Richard C. Vari, Ph.D.

In this session we will discuss the medical education curriculum at the Virginia Tech Carilion School of Medicine that focuses on providing medical students an educational experience grounded in inquiry, research, and discovery. Through a unique partnership between Virginia Tech University and Carilion Clinic a private medical school was created to produce physicians who will possess the knowledge, skills and attitudes to become leaders in health care delivery. Beginning with a small class size of 42 students, carefully selected using a holistic interview process which includes the Multiple Mini-Interview, the program is designed to integrate four educational Value Domains across the four years of medical school: Basic Sciences, taught using a PBL-Hybrid model during the first two years, Clinical Sciences and Skills, Research, and Interprofessionalism. Students are required to complete a hypothesis-driven research project before graduation. In addition, a longitudinal interprofessional healthcare education program places medical students in various learning environments with nursing, physician assistant, and other allied health students. Our goal is to produce physicians with outstanding clinical skills and significantly enhanced research capabilities who will remain life-long learners. Moreover, they will have an understanding of the importance of interprofessionalism in order to enable them to more effectively function as part of a modern healthcare team.

Promoting Learning over Teaching: Organizing Principles for Curriculum Design at Hofstra North Shore-LIJ School of Medicine

Speaker:                     David Battinelli, M.D.

During this session, Dr. Battinelli will be describing the story of a new medical school The Hofstra North Shore-LIJ School of Medicine. He will be focusing on the development of the curriculum and our efforts to promote learning over education.  Highlighted will be approximately 10-12 facets of the process and curriculum that they believe are somewhat unique and innovative.    Including:

Affiliation of West Virginia University (WVU) School of Medicine with the Oman Medical College to Provide a Quality Medical Curriculum in the Sultanate of Oman.

Speaker:                     David J. Smith, Ph.D and James M. Shumway, Ph.D

An Affiliation of West Virginia University (WVU) School of Medicine with the Oman Medical College (OMC) to Provide a Quality Medical Curriculum in the Sultanate of Oman  

The Sultanate of Oman, located in the Gulf region of the Middle East on the eastern side of the Saudi Arabian peninsula, is geographically a small country (about the size of Kansas) with three million people.  In 1970, His Majesty Sultan Qaboos bin Said Al Said deposed his father, and with the discovery of oil, led the country from one of nomadic tribes to the modern country we know today.  A significant part of that modernization has been the building of the infrastructure to meet the health care needs of its people.  Part of Sultan Qaboos' vision was Omanization, that is, educating Omani citizens to replace expatriate workers to fill the roles of a modern society.  With that vision in mind, several businessmen established a private medical college, Oman Medical College, to increase the education of physicians beyond what the state run Sultan Qaboos University could do alone, essentially doubling the number of medical school graduates in the country.  The vision for OMC is to provide a US style medical education to be taught in English.  The college opened in September of 2001, with a premedical campus in Muscat (three years of preparatory undergraduate education) and the final four years (similar to a US medical school curriculum) taught on the medical college campus in Sohar.  After two years of pre-clinical basic sciences on the Sohar campus, students receive their clinical training for the last two years at the large regional hospital in Sohar as well as in the nearby hospital in Rustaq.  In 2008, the first class of medical students graduated.  

The purpose of this IAMSE web seminar will be to describe the challenges and opportunities of the affiliation of OMC with WVU.  Among the topics to be discussed will be the nature of the affiliation agreement, the governance of the college, the impact of language and culture on students' preparedness for medical school, and the challenges of developing a faculty that can teach in a western curriculum.  Recent changes in the basic science curriculum from a block- to an integrated-system will also be described, which when fully implemented is designed to improve the critical thinking skills of the Omani students whose educational background and culture heretofore have hindered the development of independent thinking skills.   

Training Medical Leaders: The University of South Florida-Lehigh Vally Health Network SELECT program

Speaker:                     Frazier Stevenson M.D. and Alicia Monroe

A new program in medical education has been jointly created by the University of South Florida (USF) College of Medicine and Lehigh Valley Health Network. The Scholarly Excellence, Leadership Experiences, Collaborative Training program, or SELECT, will prepare physician leader who can accelerate change in health care. The program will offer 56 students per year the opportunity to shape their educational experiences in a unique long-distance collaboration between  a highly progressive, student-centered medical school, the USF College of Medicine in Tampa, FL, and at one of the country's top health networks known for its quality, safety and modern team care, Lehigh Valley Health Network in Allentown, PA.

Students admitted to SELECT will spend their first two years taking classes at USF College of Medicine, and then go to Lehigh Valley Health Network for two years to focus on clinical education. The curriculum provides a value- added approach to the USF core curriculum, emphasizing leadership skills, team training, and health system education, preparing graduates for both their specialty of choice and for leadership which will help drive reform in medicine and health care.