Resources and References
Revised curriculum, starting in fall 2010
- Curriculum outline (pdf)
- Typical week (pdf)
- Academic calendar year 1 (pdf)
- Academic calendar year 2 (pdf)
Planning retreat materials
- Curriculum retreats
Planning events and documents related to Dean Deborah Powell's MED 2010 initiative (2005-2009)
- State of the Medical School Address 2006 (pdf), in which Powell describes the reasons for and outlines the plans for MED 2010 (slide 6 and following)
- Proceeding from a conference on e-folio (pdf) as a physicians' data management tool, October 2007
- MED 2010 Summit posters and information, from the October 14, 2008 event.
- Proposal for Revised Educational Program (MED 2010)
Reports
- Scientific Foundations for Future Physicians from AAMC and the Howard Hughes Medical Institute (June 2009)
- National Alliance for Physician Competence / Good Medical Practice USA
- Medical
Educational Costs and Student Debt
(AAMC) - Summary of Crossing the Quality of Chasm
(Institute of Medicine report) - Summary of Bridge to Quality
(IOM report) - Summary of Educating Doctors to Provide High Quality Care
(Association of Amerian Medical Colleges report) - Educating
Doctors to Provide High Quality Medical Care
(Publication of Institute for Improving Medical Education) - Sullivan Commission Report, Missing Persons: Minorities in the Health Professions (2004) (pdf)
- The
Education of Medical Students: Ten Stories of Curriculum Change
(Milbank Memorial Fund/Association of American Medical Colleges, September 2000)
Other Resources
- Rethinking the Way We Evaluate Trainees by Brad Benson, M.D., and Louis Ling, M.D.
- Compact for Teaching and Learning
- Articles about student assessment:
- Epstein RM and Hundert EM. Defining and assessing professional and competence. JAMA 2002;287:226-235.
- Epstein RM. Assessment in medical education. NEJM 2007;356:387-396.
- Epstein RM, Dannefer EF et al. Comprehensive assessment of professional competence: The Rochester experiment. Teaching and Learning in Medicine 2004;160:186-196.
- "Medical Education Reform: Seizing the Opportunity," a presentation by Malcolm Cox, M.D., Carl W. Walter Distinguished Professor of Medicine, Harvard Medical School. http://umconnect.umn.edu/p96162438
- "We have a fundamental mismatch between how students learn and the lecture method," says Arthur Levine, president of Teachers College at Columbia University. In "101 Redefined," published in the New York Times Jan. 16, 2005, innovative approaches to improving teaching and learning in higher education are outlined. View "101 Redefined."
- Two brothers-in-law, both health professionals; the dentist is doing much better than the primary-care doctor, financially, in terms of work hours, and in degree of job satisfaction. Learn why in the Wall Street Journal article, "New Drill—Tale of Two Docs: Why Dentists are Earning More," published on A1 Jan. 10, 2005.
- A Q & A with Win Wallin, head of Dean Powell's Board of Visitors, a group that wants "to do whatever they can to alert the community to what is taking place at the university and try to influence the progress of the medical school and rejuvenate it." The interview with Janet Moore was published Jan. 18, 2005 in the Star Tribune. View "Seeking a Cure for What Ails U."
- A new paradigm is needed for medical education, as educators consider the emerging virtual medical school, the globalization of medical education, and the possibility of a unitary approach to educating physicians. Consider what lies ahead in "Evolution or Revolution and the Future of Medical Education," in Medical Teacher, vol. 22, no. 5, 2000.
- Adult Learning, three slides that touch on the conditions, tenets and benefits of adult learning. http://umconnect.umn.edu/p75833740/
- The focus on fundamental clinical skills in undergraduate medical education has declined over the last several decades. Dramatic growth in the number of faculty involved in teaching and increasing clinical and research commitments have contributed to depersonalization and declining individual attention to students. In response, the University of Washington School of Medicine has created an integrated developmental curriculum that emphasizes bedside teaching and role modeling, focuses on enhancing fundamental clinical skills and professionalism, and implements these goals via a new administrative structure. View "Promoting Fundamental Clinical Skills."
