A Multi-Institution Collaboration to Define Core Content and Design Flexible Curricular Components for a Foundational Medical School Course: Implications for National Curriculum Reform

Abstract

Fundamental to understanding more generalizable concepts; e.g., bacterial pathogenesis 2. Important implication in understanding burden of disease; e.g., epidemiologic features of prevalent infection 3. Evergreen (i.e., known to be true or at least "verified" in a rigorous manner); e.g., clinical manifestations of specific infection, role of immune system in disease presentation 4. Foundational building blocks for understanding next level of core knowledge; e.g., immunologic response to class of pathogens 5. Not simply an easily searchable fact; e.g., size of TB genome 6. Regarded as important subject area by both basic science and clinical experts; e.g., TB 7. Utilized on a regular basis by practicing primary care physician or general specialist; e.g., recognizing at risk populations 8. Explicable; building on prior knowledge; e.g., immune reconstitution inflammatory response with TB & HIV Rx 9. Deliverable as an illness script; e.g., symptoms plus signs leading to the diagnosis of a specific illness 10. Frequently misunderstood in clinical practice; e.g., optimal duration of antibiotic therapy is known 11. Led to the uncovering of big ideas; e.g., bacterial genetics and antimicrobial resistance 12. Counterintuitive; the host response causes much of the morbidity attributable to infectious diseases Supplemental digital content for Chen SF, Deitz J, Batten JN, et al. A multi-institution collaboration to define core content and design flexible curricular components for a foundational medical school course: Implications for national curriculum reform. Acad Med.

Perfectionism, impostor phenomenon, and mental health in medicine: a literature review

“…Efforts to adapt the curriculum to newer generations and improve professional identity development, 62 to design foundational courses that facilitate learning and can be used across medical schools, 63 and to design curricula to improve wellness 64 are just some examples of potential positive changes to medical training that have either occurred or may occur in the near future. More research is needed to determine additional areas of focus in medical education that may contribute to IP and perfectionism.…”

Inoculating a New Generation: Immunology in Medical Education

“…A multi-institution collaboration to develop a “shared medical school curricular ecosystem” has been proposed (32, 33) using online videos to deliver core content to preclinical students, thereby affording faculty more class time to facilitate personalized, interactive learning experiences.…”

Pre-Clinical Remote Undergraduate Medical Education During the COVID-19 Pandemic: A Survey Study

“…Despite the aforementioned challenges, over 50% of respondents would like to continue having videocasted lectures uploaded in advance for the entirety of each block. There is growing debate about whether in-person lectures for pre-clinical medical education are necessary and whether medical schools should pursue centralized online content as the primary basis for didactic teaching (15)(16)(17)(18)(19)(20). Opting for the latter could create opportunities for multi-institutional teaching consortia and shared learning platforms, potentially freeing the resources of medical educators at home institutions to focus on more individualized instruction and clinical experiences.…”