Summary of Retreat & Next Steps Who? Invitations to 155 Faculty & 17 Students Attended by 93 Faculty & 11 Students representing 18 Departments Facilitated by LuAnn Wilkerson, Ed.D., Sr. Assoc. Dean for Medical Education, David Geffen School of Medicine at UCLA September 10-11, 2009

Small Groups “Snowball” groups Summary Presentations

Retreat Questions What will distinguish the future FSM graduate? How do we create a system that allows for personalized and differentiated learning? How do we develop our students into uniquely qualified leaders and change agents? What do we need to facilitate excellent educators? How do we promote responsibility, commitment and participation in UGME by faculty, students, administrators and hospital staff? How does education factor into the compensation model for clinical faculty and basic science faculty? How do we create and foster a culture of inquiry and curiosity (deep level learners)? How do we use broader resources of the university and the broader institutional medical center (law, engineering, nursing, PA, etc) to create multidisciplinary educational opportunities in UGME? How can we create an integrated curriculum?

Process to create a new educational experience Phase 1 (8 weeks) – From Vision to Educational Models Phase 2 (6-8 months) – Creation of Learning Modules, Timing & Sequencing Implementation and Ongoing Evaluation

Guiding Principles for Educational Program Design Core competencies. Create a learner-centered, evidence-based curriculum and assessment plan that is guided by the FSM core competencies. Enhancing Strengths. Build upon existing foundations of excellence in our education program (e.g., colleges and societies, clinical care, research, etc.). Integrated approach. Teach the science basic to medicine in an integrated fashion with a focus on the application to human wellness and disease. Team-based. Foster a team-based, multi-disciplinary approach to education and offer opportunities for engagement both in the local community and in international settings. Education as a cultural priority. Create a culture that places a high priority on the education of our learners where faculty are well-prepared and recognized for their roles in education. Flexibility. Design a flexible education program that may provide opportunities for research and other scholarly pursuits.

Competency Standards

Phase 1: Task Forces will propose new curricular models (by December report to the Steering Committee) Organizing Principles Immersive Clinical Experiences Areas of Concentration

Organizing Principles Charge What knowledge and skills do students need to be effective learners in clinical settings? Defining Principles – Modular Design – Integration of Normal-Abnormal in a Clinical Context – Horizontal & Vertical integration throughout the entire curriculum – Organ System / Disease Entities / Centers – Longitudinal Clinical Experiences using Societies (novice  expert medical students) to develop clinical skills, professional development, & contextual learning about acute & chronic disease

Immersive Clinical Experiences Charge Propose clinical core experiences – What, when, & how much? Define and organize teaching across disease/condition rather than disciplines Propose models to integrate scientific principles with learning state-of-the-art patient care

Areas of Concentration (AOC) Charge Define components of the AOC Personalized & Differentiated learning – Flexible Design – Early Opportunities for mentored experiences Capstone projects – Emphasizing Longitudinal & Developmental Inquiry

Phase 2: Interdisciplinary Working Groups to define modules, themes & threads Groups to be constructed based on the curricular models developed – Mini-work groups created to address the issues of themes & threads Steering Committee will continually review and establish alignment of modules, sequencing, and student flow through modules

To succeed, FSM will need …. Faculty with the time to: – help plan – help develop modules – assist with implementation and evaluation – mentor junior faculty & residents – teach and mentor students Instructional technology & faculty development Clinical & Community Resources and Engagement