1. Flexibility
Emphasize independent study and scheduling choices (guiding principles 2,5)
Begin mentored experiences in research during the first 18 months, and provide multiple opportunities in the schedule for a dedicated 4 month research block and future ongoing research experiences (guiding principle 7)
Redesign elective structure to supplement educational experiences in core curriculum (guiding principles 2,3, 5)
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2. Process of Teaching and Learning
Focus on the amount of student-focused and self-directed learning time instead of calculating the amount of teaching time (guiding principles 2, 3, 4, 5)
Promote student responsibility for learning (guiding principles 2,3,4,7)
Hold 3 interactive student-centered discussions/week (guiding principles 2, 3, 4, 5)
Schedule a maximum of 20 contact hours/week (including student-centered discussions, laboratories, lectures, clinical skills, etc.) (guiding principles 2, 3,5)
Emphasize clinical mastery through clinical exposure and simulation (guiding principles 2, 3, 9, 10)
Emphasize learning from multiple sources (including a rich array of web-based resources) and limit the use of an extensive syllabus (guiding principles 2, 3, 5)
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3. Content
Initiate medical school education at the macro level with a focus on the social and behavioral context of health and disease in the broader population (guiding principles 1,6,8,9)
Identify new educational focus at the interface of clinical medicine and public health (guiding principles 1,6,8)
Weave biomedical science, population health, scholarship, clinical medicine, leadership and civic professionalism longitudinally across the curriculum (guiding principles 1,6, 7,8,9)
Create clinical experiences within biomedical and population sciences, as well as basic science instruction within clinical rotations (guiding principles 2, 6)
Recommit to clinical mastery in the craft of Medicine
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4. Assessment
Change assessments from methods that emphasize passive learning (e.g., the memorization and recall of specific facts to methods) to those that emphasize active learning and concept synthesis (guiding principles 2, 3, 5)
Define core competencies for clinical mastery (guiding principle 10)
Evaluate of all elements of the new system rigorously (guiding principle 3, 10)
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5. Faculty Support
Provide development around interactive teaching and facilitation of student-centered discussions (guiding principles 3, 4, 5)
Foster clinical teaching faculty who directly observe students’ clinical skills (guiding principles 9, 10)
Provide financial and academic support for faculty curriculum leaders during curriculum design, implementation and ongoing delivery (guiding principles 1, 2, 3)
Provide enhanced financial support and academic rewards for the instruction of medical students (guiding principles 1, 2, 3)
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