1. Teaching Opportunities: “Basic Sciences” Curriculum David Geffen School of Medicine at UCLA John Tormey, MD

2. Introductions Introduce yourself, briefly summarizing your background and what brings you to UCLA. What kind(s) of teaching experience(s) do you envision for yourself at UCLA?

3. Changing Medical Curriculum 3 rd Year Core Clerkships (2000) Revisions being planned 2007 4th Year curriculum -The Colleges (2001) 1 st & 2 nd Years - Integrated, interdisciplinary Human Biology & Disease curriculum (2003) Theme: Increased relevance and integration of basic science and clinical curricula

4. The Colleges Acute Care Applied Anatomy Leadership (MBA/MPH) Medical Science Primary Care Urban Underserved (Drew)

5. Features of “The Colleges” Features of “The Colleges” Increased mentoring & career guidance Greater “connectedness” with faculty and student colleagues 1 week foundations curriculum Seminar series and scholarly products during 4 th Year Longitudinal experiences

6. Background for Change from Classic “Basic Sciences” Curriculum 1. The curriculum had discipline-based structure roughly divided into normal (1st year) and abnormal (2nd year). 2. Division of time and sequencing among disciplines was set ~50 years ago. 3. Courses were up to each department, with limited coordination between courses. 4. Connections between basic science and its clinical contexts needed to be stronger.

7. Background for Change 5. 4-5 unrelated courses simultaneously competed for student attention. Students crammed but they didn’t retain well. 6. Attempts to move components of the curriculum were thwarted by curricular gridlock. 7. To get past this, we rethought and rearranged the first two years in their entirety.

8. Summer Break optional: “STTP” research program Foundations of Medicine 1 molecular, cell biology, development, immunology, general path Cardiovascular, Renal & Respiratory Medicine 1 Gastrointestinal, Endocrine & Reproductive Medicine 1 Foundations of Medicine 2 infectious diseases & cancer Gastrointestinal, Endocrine & Reproductive Medicine 1 Musculoskeletal Medicine Medical Neurosciences 1 Medical Neurosciences 2 Cardiovascular, Renal & Respiratory Medicine 2

9. Content Threads Run Through All Blocks

10. Example: Cardio-Renal-Respiratory Course Year I Contents Histopathology and gross anatomy Physiology and pharmacology Pathophysiology that complements the anatomy and physiology Introductory doctoring & physical exam skills Clinical reasoning - approach to medical literature

11. Course Themes - Week by Week 1.The cardiac pump & regulation of its rate 2.Regulation of blood flow and blood pressure 3.Myocardial infarction, valve disease and heart failure 4.Renal regulation of salt and water 5.Fluid, electrolyte and acid-base balance 6.Dyspnea and exchange of gases between atmosphere and tissues 7.Pulmonary edema and respiratory failure 8.Integration and application

12. Typical Week at a glance cases, small group tutorials integrate lecture material and labs in context of their clinical relevance MondayTuesdayWednesdayThursdayFriday 2 hrs PBL Case Intro Week’s Theme PBL Case Conclusion 2 hrs Max/day Lecture (Intro) Lecture Case Vignettes 2-4 hrs Max/day Lab/Tutorial Lecture Other

13. Some Roles in Undergraduate Medical Curriculum Small Group Facilitators/Tutors (Most needed) Problem-Based Learning Tutor, Block (~8 weeks) 1, 2 Doctoring Threads, Yearlong 1, 2, 3 Clinical Skills, Yearlong 1, 2 Laboratory / Discussion Sessions, Years 1 & 2 Examples Lecturer Limited opportunities

14. More Roles Research Advisor STTP (summer research) etc. Office-Based Clinical Preceptor Doctoring / Clinical Skills Threads, Yearlong 1, 2 Longitudinal specialty and sub-specialty preceptor, 3 College preceptor or mentor/research advisor 4 th year 3 week electives — new ideas accepted!

15. Why Should I Teach? Teaching is required for academic promotion, documentation is a required part of your dossier file Career advancement Importance of teaching evaluations Importance of creative activity Interaction with bright & eager learners Professionally invigorating And it is fun!

16. How to get involved in teaching Complete teaching recruitment form Indicate preferences in teaching Contact course coordinators/College chairs for additional information, or Contact John Tormey John Tormey JTormey@mednet.ucla.edu