OFFICE OF CURRICULAR AFFAIRS

OVERVIEW OF THE WR² CURRICULUM

The University Program curriculum always has reflected the latest in educa­tional practices and medical knowledge. In the 1950s the School of Medicine was the first to introduce the organ systems approach to teaching the basic sciences. In July 2006 the University Program launched the Western Reserve² Curriculum (WR²) to create a system of learning that reunites health and medicine into a single, integrated program of study to prepare students for the ongoing practice of evidence-based medicine in the rapidly changing healthcare environment of the 21st century.

The WR² Curriculum has high expectations for self-directed learning, and seeks to train physician scholars who are prepared to treat disease, promote health and examine the social and behavioral context of illness.  It interweaves four themes of research and scholarship, clinical mastery, leadership and civic professionalism.

Scholarship and clinical relevance are the benchmarks for learning, and clinical experiences and biomedical and population sciences education are integrated across the four years of the curriculum.  The WR² Curriculum also creates an independent, educational environment where learning is self-directed and where student education primarily occurs through: 1) facilitated, small-group student-centered discussions 2) large group interactive sessions such as Team Learning or didactic sessions that offer a framework or synthesis, 3) interactive anatomy sessions, 4) clinical skills training, and 5) patient-based activities.

Clinical experiences begin in the first weeks of the University Program when students participate in community-based health care field experiences.  In the second month of medical school, students begin the Rotating Apprenticeship in Medicine Program (RAMP). This program involves students in five patient care settings.  In January of the first year, students begin the Community Patient Care Preceptorship (CPCP).  Each student works with a community physician one afternoon a week for a semester. 

Research and Scholarship begin early in the curriculum with sessions led by faculty engaged in cutting edge research.  In the summer following year one, the majority of students engage in summer research opportunities.  All students participate in a mentored 16 week experience in research and scholarship and complete an MD thesis prior to graduation.

Electronic resources make the most of classroom time while improving opportunities for self-directed learn­ing and capitalizing on the innovative technology available at Case.

A key component of the University Pro­gram is the unscheduled time on Thursday mornings and weekday afternoons. Students use this time for self-directed learning as well as to pursue a joint degree, take electives, participate in interest groups, shadow a practicing physician, or become active in student organizations.

Each student in the University Program is a member of one of the following advis­ing societies: Emily Blackwell Society, Frederick Robbins Society, David Satcher Society, or Joseph Wearn Society. Each so­ciety is headed by an advising dean, who helps the students navigate the curricu­lum, advises them on residency and career planning, and writes their dean’s letters. The society deans hold regularly sched­uled small group and individual meetings with the students. The society deans are all members of the faculty of the School of Medicine and participate actively in the educational programs of the school. Some aspects of the curriculum are coordinated through the societies.

During the clinical years, students from the University and College Programs share a common clinical curriculum.  Students in both programs have the opportunity to engage in clinical rotations at any of the three affiliated teaching hospitals in Cleveland - The Cleveland Clinic, MetroHealth Medical Center and University Hospitals/Veterans Affairs Medical Center.

Please see the “Curricular structures of Case M.D. programs” chart and “The four-year University Program in detail” section on subsequent pages of this publi­cation for additional information.