Educational Program Principles for the University of Minnesota Medical School

Approved by Education Council April 21, 2009       Download PDF version

  1. Student progression will be determined by achievement of competency in all domains.
    • Students will be required to pass their specific courses, summative institutional competency assessments, and national licensing examinations.
    • Assessments will use a variety of methods and be designed to encourage retention and integration of previous material and integration across domains of competence. Assessments will reward students for the professional habit of reflective practice – the ability to recognize strengths and identify and effectively remediate weaknesses.
    • Students will monitor progress with the guidance of their advisors, using summative assessments, formative feedback, self assessments, their reflections, and learning portfolios.
  2. Every student will have a faculty advisor throughout the program. Advisors will know their students’ unique backgrounds, abilities and interests, monitor their achievement of competencies including remediation if needed, and help them succeed.
  3. The curriculum will provide flexibility, allowing time for students to engage in experiences that address special skills or interests such as research, international health, or additional degrees. Students will be supported to explore career options from the beginning of medical school.
  4. Science will be featured prominently throughout the program.
    • Students will develop the ability to think critically, to access, manage, and evaluate medical scientific knowledge and information, and to apply it to patient care.
    • Clinical problems and experiences will be used as a basis for exploration and synthesis of the scientific foundations of medicine.
  5. There will be a systematic approach to progressive development of clinical skills and reasoning and the practice of culturally competent patient- and family-centered care from the beginning of medical school through graduation.
  6. Students will learn about different systems, models, and settings of health care through experiences that include care of patients and populations.
  7. The curriculum will employ a variety of teaching methods and encourage faculty and students to be partners in active, experiential learning.
  8. The learning environment will be characterized by professionalism, including honesty, integrity, collegiality, respectful interactions, inquisitiveness, and humility.
  9. Effectiveness and outcomes of the program will be monitored systematically, with timely feedback to key stakeholders including faculty and students, to ensure ongoing quality improvement.
  10. Faculty development, resources to assist in developing and implementing the program, and faculty recognition and promotion will be aligned with program goals.

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