The Developmental Pursuit of Foundational Scientific Knowledge

Presented by Lim Lomis, MD on September 17, 2015 at 12:00 pm

This session will describe efforts at Vanderbilt University School of Medicine to inculcate attention to the scientific foundations of medicine during the post-clerkship phase (years 3 and 4 in our revised “Curriculum 2.0”). We will discuss “Integrated Science Courses,” which intertwine ongoing foundational learning with clinical experiences to enhance student perception of relevance. We will discuss a model to intentionally foster master workplace learners by articulating a process for ongoing learning throughout one’s medical practice. Finally, we will discuss the use of shared developmental milestones throughout the entire curriculum to measure students’ approach to learning and ongoing knowledge acquisition.

Presenter Bios

Kimberly D. Lomis, MD is Associate Dean for Undergraduate Medical Education, Associate Professor of Surgery, and Associate Professor of Medical Education and Administration at Vanderbilt University School of Medicine. She is charged with the implementation of a major revision of the medical school curriculum, “Curriculum 2.0.” In that capacity, Dr. Lomis guided the efforts of over one hundred faculty members, residents and students to create an integrated, dynamic system of learning that is responsive to the needs of individual learners.

Dr. Lomis received her B.S. from the University of Texas at Austin in 1988 and her M.D. from the University Texas Southwestern Medical School in 1992. She trained in general surgery at Vanderbilt University Medical Center from 1992-1997 and practiced until 2012. She holds a graduate certificate in the Business of Medicine from Johns Hopkins, and is a Harvard Macy Institute Scholar.

Dr. Lomis’ academic interests include complex systems, change management and competency-based medical education. She guided the implementation of competency milestones for UME at Vanderbilt, which serve as evidence of student development in the new digital portfolio. She is the associate project director for the Association of American Medical Colleges national pilot project regarding the “Core Entrustable Professional Activities for Entering Residency” (CEPAER), and is co-director of the competency-based assessment group in the AMA Accelerating Change consortium.

Dr. Lomis also serves in the AAMC as the national chair of the Section on Undergraduate Medical Education, and is on the steering committee for the AAMC Group on Educational Affairs.