The M Delta Curriculum
The M Delta curriculum delivery methods reflects current practices in health care, focusing more on team-based learning, and less on lecture-style coursework. Our curriculum is built on the theory that good learning is collaborative and social, not competitive and isolated. Active learning, rather than listening to instructors and memorizing content, is assessed by what students will do with the information they learn. Faculty facilitate collaborative group work, allowing students to practice problem solving and the application of knowledge in clinical case-based exercises, reflective of contemporary methods in medicine.
The curriculum includes early and sustained clinical exposure; integration of clinical medicine with the basic sciences over all four years; enhanced use of medical simulation exercises in both gross and virtual anatomy labs; in-depth exploration of radiology using state-of-the-art medical imaging; and individualized education with a focus on self-directed learning that respects diverse talents and ways of learning.
The curriculum is divided into three stages:
Stage 1
Exploration Stage 1 lasts for approximately 18 months and follows a launch into the curriculum. The Exploration Stage 1 is centered on a team-based learning (TBL) curriculum that is patient-centered and case-based. Students have a student longitudinal continuity practice (see CLIC below). Laboratory (including cadaver dissection as well as technology-enhanced virtual laboratory experiences), simulation, and a doctoring course are included in the Exploration Stage. The TBL experiences are supported by ReALM (remote active learning materials). Experiences in interprofessional teams are included in this stage as part of HSS (Health Systems Science). Stage 1 is comprised of five 10-week blocks. Each block is followed by a two-week LEAP (Learning Enhancement and Assessment Period). There is a 12-week Advanced Clinical Period between the third and fourth years, allowing ample time for research or other exploration.
| Course Title | Course Description |
|---|---|
| COrE (Case Oriented Essentials) | The Case Oriented Essentials (COrE) Program is a set of 5 courses that use Team Based Learning (TBL) as the main pedagogy for curriculum delivery. The program's primary goal is to present the breadth of health and biopsychosocial science topics using a patient-centered approach incorporating the impact of health and disease on both the individual patient, family, and community. The sequence of index cases and virtual patients integrates aspects of foundational health sciences, organ system physiology and pathophysiology, pharmacology, biostatistics and epidemiology, law and ethics, and clinical medicine throughout the program during each TBL unit. Each course builds on prior content, allowing the student to apply basic science concepts to understand symptom presentation, mechanisms and patterns of health and disease, and the principles behind therapeutic strategies. |
| FabLab (Fabric of Anatomy & Biology Lab) | The laboratory experience includes Gross Anatomy, Virtual Anatomy, Histology, and early exposure to Radiology and Ultrasound in both the Human Anatomy Lab (HAL) and Virtual Anatomy Lab (VAL). The goal of the Laboratory program is to provide students with fundamental knowledge of the anatomy and microanatomy of all clinically relevant regions and structures within the human body. This knowledge will inform physical examination and clinical reasoning skills. Students will learn to correlate state-of-the-art medical images with anatomy and to recognize pathological changes associated with anatomy. Laboratory experiences will also include physiology experiments. |
| DOCC (Delivery of Clinical Care) | In small groups, students will learn the necessary history, exam and communication skills to interact with patients and colleagues in this doctoring course (DoCC). They are provided individual feedback for ultimate growth as a professional by the triad for each group: physician, allied health professional and senior student. The course will be integrated with the other courses in Stage 1 and students will learn and be assessed in the Clinical Skills Center in exercises with patient instructors |
| HSS (Health Systems Science) | The health systems science program is a suite of courses that complement the study of the basic and clinical sciences and represent the third critical domain to prepare clinicians for practice in the twenty-first century. Health systems science introduces students to the analytical tools and skills they need to understand health policy and the health care system, apply a systems-based approach to dilemmas within the health care system, assess the scientific literature, measure population health, and advocate for greater health equity for all their patients. The courses also give students direct experiences meeting and working with patients living with challenging and/or chronic illnesses, exploring local communities and work environments that shape the social determinants of health, identifying community resources and organizations, and observing a wide variety of other health professionals in their practice settings. Health systems science utilizes a variety of pedagogies, including team-based learning (TBL), problem-based learning (PBL), interprofessional education, applied projects, and experiences in the community and at our affiliate institutions to fully equip our students as life-long learners and teachers. |
| CLIC (Clinical Longitudinal Immersion in the Community) | Students are paired with a physician in an outpatient practice for ½ day each week, allowing the student to interact with actual patients with a focus on primary care. Within a month of starting medical school, students begin practicing the skills that they learn in DoCC in the authentic office environment. This experience lasts for at least the first three years (may be continued during fourth year on an elective basis), allowing for significant personal and professional growth. In the final 6 months of the third year, students may elect to spend time in a subspecialty site. |
| Scholarship and Discovery | The overall goal of the course is to prepare students to embrace the breadth of modern scholarship principles and practices integral to their role as future clinicians. Students will build their skills to formulate relevant research questions, design and implement rigorous approaches, collect and appraise evidence, and develop proficiency in scholarly communication. Students will learn and apply the principles of ethical conduct in research. During Stage 1, all students will become familiar with critical aspects of scholarly work in 7 (including Launch) scheduled workshops. They will prepare a Capstone proposal describing their scholarly project (the Capstone Project). Students will conduct the Capstone Project in Stage 2 and/or 3 with the exception of Dual Degree Students |
| Clinical Reasoning | The course is designed to provide a bridge between the basic sciences and clinical rotations by encouraging the learner to analyze clinical cases involving multiple organ systems with a problem-based learning pedagogy. The learner will gain experience in oral presentations similar to presenting cases on clinical rounds. The learner will gain experience with formation of sound assessments and plans for commonly encountered clinical problems. Finally, the learner will practice and enhance communication and collaboration skills while implementing team-based decisions in their assessment and plans. |
| ILOs (Individualized Learning Opportunities) | During LEAP (Learning Enhancement and Assessment Period), students either engage in reinforcement material to support content or participate in an ILO, or Individual Learning Opportunity, thus individualizing their experience. For students who have demonstrated a gap in knowledge, LEAP provides time and faculty support, and in some cases a re-assessment focused on their particular gap. If the student is cleared for an ILO, this elective opportunity five-day period allows total immersion in specialized topics designed by faculty to promote a deeper dive into a curricular area, support skill building, and/or career exploration. It also allows students the opportunity to have a valuable experience and learn outside of the curriculum, including options in the humanities. |
Stage 2
Stage 2, Clinical Immersion, begins with flexible time which can be used for board study, electives, scholarship and/or vacation allowing for individualization of each student’s experiences. A one-week Stage 2 kickoff prepares students to begin clerkships. The clerkships are broken into four 12-week Blocks. Rotation PPN includes four weeks each of Ambulatory Pediatrics, Inpatient Pediatrics and of Neurology. Internal Medicine block includes four weeks of Ambulatory Medicine, six weeks of Inpatient Medicine and two weeks that may be taken as an elective or as vacation time. The FMP rotation includes six weeks each of Family Medicine and Psychiatry with a longitudinal experience in Geriatrics threaded throughout the block. The OGS rotation includes six weeks of Obstetrics and Gynecology and six weeks of Surgery. Radiology is taught longitudinally through Stage 2 with the final examination in the spring. There are two ‘home weeks’ where students come together at the SOM: the fall Homeweek’s theme is palliative care, while the spring Homeweek focuses on advanced skills to prepare for Stage 3. After the second home week there are eight weeks of “Advanced Clinical” time which consists of individualized experiences which may include electives, 3rd year clerkships, board study, 4th year required rotations, scholarship and/or vacation. Students will continue with the CLIC course throughout Stage 2.
Stage 3
Stage 3, Transformation, includes required 4-week rotations in Critical Care, Emergency Medicine, Advanced Inpatient Experience, 2 weeks of Transition to Residency (TTR) and a total of 20 weeks of elective experiences over Stages 2 and 3.
Entrustment
At graduation the student will be entrusted with professional activities to allow them to successfully enter
residency training and meet the graduation competencies.