Curricular variations in combined baccalaureate-M.D. programs

Norman, A W; Calkins, E V

doi:10.1097/00001888-199211000-00018

Cited by 7 publications

(3 citation statements)

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“…These attempts have consisted of baccalaureate-MD programs (Norman and Calkins 1992), and programs combining internal medicine and pediatrics with primary care or family medicine (Roland et al 1975;Kaufman et al 1982;Brotherton et al 2001) and behavioral science-psychiatry (Balis et al 1974). In 1991, the W. K. Kellogg (Bland et al 2000) and Robert Wood Johnson (Colwill et al 1997;Lewin et al 1999) foundations initiated in selected medical schools curricular changes with similar objectives.…”

Section: Path 1: Interventions and Consultations Specialtiesmentioning

confidence: 99%

Expected benefits of streamlining undergraduate medical education by early commitment to specific medical specialties

Benbassat

Baumal

2011

Adv in Health Sci Educ

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Undergraduate medical education is too long; it does not meet the needs for physicians' workforce; and its content is inconsistent with the job characteristics of some of its graduates. In this paper we attempt to respond to these problems by streamlining medical education along the following three reforms. First, high school graduates would be eligible for undergraduate medical education programs of 4 years duration. Second, medical school applicants would be required to commit themselves to a medical specialty and choose one of four undergraduate paths: (1) "Interventions/consultations" path that would prepare its graduates for residencies in secondary and tertiary specialties, such as cardiology and surgery, (2) "continuous patient care" path for primary care specialties, such as family medicine and psychiatry, (3) "diagnostic laboratory medicine and biomedical research" path that would prepare for either laboratory-based careers, such as pathology, biochemistry and bacteriology, or research in e.g., immunology and molecular genetics, and (4) "epidemiology and public health" path that would include population-based research, preventive medicine and health care administration. Third, the content of each of these paths would focus on relevant learning outcomes, and medical school graduates would be eligible for residency training only in specialties included in their path. Hopefully, an early commitment to a medical specialty will reduce the duration of medical education, improve the regulation of physicians' workforce and adapt the curricular content to the future job requirements from medical school graduates.

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Section: Path 1: Interventions and Consultations Specialtiesmentioning

confidence: 99%

Expected benefits of streamlining undergraduate medical education by early commitment to specific medical specialties

Benbassat

Baumal

2011

Adv in Health Sci Educ

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“… 13 By 1991, 28 medical schools had formal accelerated BA/MD pathways accounting for approximately 900 students. 14 Interestingly, the number of medical schools offering accelerated BA/MD programs decreased between 1990 and 2011, with 7-year formal BA/MD programs decreasing from 32% to 13% and 6-year BA/MD programs decreasing from 23% to 7%. 12 A 2011 survey identified 81 accelerated BA/MD programs for highly selected students.…”

Section: Introductionmentioning

confidence: 99%

Time-variable medical education innovation in context

Stamy¹,

Schwartz²,

Phillips³

et al. 2018

AMEP

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BackgroundMedical education is undergoing robust curricular reform with several innovative models emerging. In this study, we examined current trends in 3-year Doctor of Medicine (MD) education and place these programs in context.MethodsA survey was conducted among Deans of U.S. allopathic medical schools using structured phone interview regarding current availability of a 3-year MD pathway, and/or other variations in curricular innovation, within their institution. Those with 3-year programs answered additional questions.ResultsData from 107 institutions were obtained (75% survey response rate). The most common variation in length of medical education today is the accelerated 3-year pathway. Since 2010, 9 medical schools have introduced parallel 3-year MD programs and another 4 are actively developing such programs. However, the total number of students in 3-year MD tracks remains small (n=199 students, or 0.2% total medical students). Family medicine and general internal medicine are the most common residency programs selected. Benefits of 3-year MD programs generally include reduction in student debt, stability of guaranteed residency positions, and potential for increasing physician numbers in rural/underserved areas. Drawbacks include concern about fatigue/burnout, difficulty in providing guaranteed residency positions, and additional expense in teaching 2 parallel curricula. Four vignettes of alternative innovative and relevant curricular initiatives are also presented in order to place 3-year MD programs in a broader context of medical education reform in the U.S.ConclusionThree-year MD pathways are the most common accelerated alternative available at a small number of medical schools for highly selected students. Long-term evaluation of these programs will be essential to determine if these programs are meeting their goals (e.g., increasing the number of physicians in rural/underserved areas). Benefits and shortcomings of such programs should be carefully examined when considering this approach, or others described, as part of MD curricular options designed to individualize medical education.

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“…1,2 Concepts from the broader field of education were integrated into these programs: specification of curriculum objectives; criterion-based evaluation; improving female and minority access to medical education; and experience-based learning. Several of these programs also introduced endeavors such as recruitment of students for primary-care careers in medically underserved areas; integration of sciences, social sciences, and humanities in the curriculum; increased faculty involvement; and small group instruction even before similar recommendations were made by the Project Panel on the General Professional Education of the Physician.…”

mentioning

confidence: 99%