1. A Research-Led Medical Curriculum Paul Morgan

2. Building on our research strengths: School of Medicine Research Institutes. Neurosciences and Mental Health Infection and Immunity Cancer and Genetics Molecular and Experimental Medicine Public Health and Primary Care Complementary strengths in partner Schools.

3. The Drivers Current curriculum separates science from clinical experience; Delivered in isolation, relevance of basic science is not appreciated; Almost complete lack of practical research experience in curriculum; Need for understanding and appreciation of research method, strengths and limitations.

4. The objectives. To produce excellent doctors with a better understanding of science and appreciation of importance of research; To produce “research-compatible” doctors – both future leaders and facilitators; To produce doctors who understand the need to question everything, innovate and improve.

5. How will this be achieved? Deliver research-led teaching from current leaders in basic and applied medical research; Provide Research Blocks from year 1 to year 5; Encourage (and support) summer studentships; Encourage (and support) intercalation; Identify and mentor those with academic aspirations.

6. Research Blocks Small groups of students embedded in research groups; Mix of shadowing, “benchside” teaching, hands-on; Build relationships, return to same group, become useful!

7. Mentoring Focus on potential academics – intercalators? SciGEM? Partner with Clinical fellows/Clinical Lecturers as mentors? Peer mentoring? On-line resources?

8. Evolution of the Harvard Model Harvard Medical School introduced a “New Pathway” curriculum in 1985. In 2006, it adopted a more integrated curriculum based on four principles that emerged after half a decade of self-reflection and planning: (1)integrate the teaching of basic/population science and clinical medicine throughout the entire student experience; (2)Re-establish meaningful and intensive faculty-student interactions and reengage the faculty; (3)develop a new model of clinical education that offers longitudinal continuity of patient experience, cross-disciplinary curriculum, faculty mentoring, and student evaluation; (4)provide opportunities for all students to pursue an in-depth, faculty- mentored scholarly project. Fosters a partnership between students and faculty in the pursuit of scholarship and leadership.