Page 1
Page 2
Page 3
Page 4
Page 5
Page 6
Page 7
Page 8
Page 9
Page 10
Page 11
Page 12
Page 13
Page 14
Page 15
Page 16
Page 17
Page 18
Page 19
Page 20
Page 21
Page 22
Page 23
Page 24
Page 25
Page 26
Page 27
Page 28
Page 29
Page 30
Page 31
Page 32
SUMMER 2015 COMMUNIQU 5 Polycom nearly every week attending which helped tremendously. We started with a vision that I put on paper for people to react to I made presentations every other month to the directors of medical education and incorporated their feedback met with the base hospital leadership and the major changes were the longitudinal third-year curriculum which replaced the primary care ambulatory clerkship six-month curriculum with a nine-month curriculum dedicated to the third-year student the assigning of core rotations to be completed in Year 3 so that students would have them before they took part two of their COMLEX exam and many other not-so-subtle changes along the way. One of the members of that second planning committee was Saroj Misra then at St. John Providence Health System in Warren where he was director of medical education and family medicine residency program director for the osteopathic division. Misra went from being one of the many contributors to the revisions in the clerkship curriculum to being the person charged with its implementation and guidance when he joined MSUCOM as the director of clinical clerkship curriculum in January 2014. Hes had a unique perspective on the process that he thinks will be valuable to share with the clinical faculty in how to look at the student experience. Having sat in the clinical world for most of my career and now coming into academics its been interesting to nd out student needs he says. As physicians in practice teaching students we have a tendency to think only about clinical knowledge how to practice medicine. Were rarely thinking about testing or core competencies. So while the knowledge we may be teaching is valuable clinically we have to recognize theres a wider skill set a student needs to be effective in their clerkship experience to pass standardized testing and to be the ideal candidate for residency. A big challenge that Misra and Riegle have faced is getting feedback on how the Class of 16 was prepared for their clerkship rotations from the preceptors who are supervising them. Because they are busy people and they are located among 25 hospitals getting feedback from the preceptors on how the students are meeting the core clinical concepts C3 modules in clerkship has not been easy. Ive visited some base hospitals to watch a C3 session and meet with instructors and with students after the C3 session to nd out how its going Misra says. Feedback can get lost in evaluations so Ive found that its important to have a dialogue to nd out how things are going and to explain our purpose. Ive been to ve or six base hospitals so far and plan to visit each before the end of the academic year. To help prepare the instructors for working with students and to get their feedback Misra says theres discussion about the possibility of holding training workshops for C3 directors so that directors of medical education can meet module writers as well as new listservs which allow C3 directors to post questions on the modules. The college needs to work hard to collaborate with our clinical physicians he says. The days of academia being a walled off tower where students learn here and then go off into the world are gone. The college has worked hard to become a partner with our community hospitals and physicians to teach students. Another individual whos had a unique perspective on the curricular revision is Michael Blair. A member of the Class of 2016 Blair is also the Class of 2016 representative on the curriculum committee. Understanding why things are put together the way they are helped me keep an eye on the bigger picture he said. Without knowing whats going on behind the scenes its easy to sweat every little detail. That lightened it up a little for me. I dont think it changed the content of what I learned but how I viewed what I was learning in a different perspective. I think that the same realization is now occurring in my classmates minds now that they are in clerkshipNow I get it. I understand why this was put together the way it is. Hughes is appreciative of all the faculty participation in the process and is pleased with the outcome of the revision process. By building it across all four years and having many faculty serve it has garnered widespread input and generated much discussion. In addition since we know what we have we have been able to eliminate redundancy and teach a broader scope of materials especially in Years 3 and 4. The individuals who have been involved in the revision process do not consider it static product. The curriculum is a dynamic entity that should always be undergoing scrutiny and change Sefcik points out. In that vein work continues on rening and reworking it to do even further content integration and reduce the number of remaining silos. A lot of very positive results and constructive feedback are occurring as a result of everyones efforts Sefcik summarizes and we still have opportunities ahead and plans to do even more. Mary Hughes supervises Tarun Srivastava center and Shelby Booker right during a respiratory class exercise. FEATURES