2m model two metaphor education bergus curriculum modeling committee
TRANSCRIPT
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2M ModelTwo Metaphor Education
Bergus Curriculum Modeling Committee
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2M Model Highlights2M Model Highlights
• Think like experts• Clinical, Professional and Scientific Knowledge
and Skills
ComprehensiveContinuousIntegrated
ComprehensiveContinuousIntegrated
• High information retention, low student stress
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Know the factsKnow the facts
Professional Clinical Care
Professional Clinical Care
GoalGoal
• Create a complete physician• Two metaphors of learning
Knowledge Acquisition
Knowledge Acquisition
Clinical and Professional
Development
Clinical and Professional
Development
2M Model
2M Model
Complete physicianComplete physician
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6 Key Innovations
Preventive Health
Economics, greening
Development and Aging
Medical ethics, law
Basic sciences
Professionalism
EBM, imaging, pathology
Patient safety
Patient care
Behavioral healthSocial determinants of health
Pain
Human Structure
Molecules to Mendel
Pathogens & Human Responses
M4 Capstone Course
M4 Capstone Course
Language ofMedical Science
Language ofMedical Science
Clinical Presentation Curriculum
Clinical Presentation Curriculum
Four 12-week M3 blocks
Four 12-week M3 blocks
CCORE ThreadsCCORE Threads
Clinical and Professional
Development
Clinical and Professional
Development
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CurricularContent Organizing & Evaluation“Threads”12 consistent themes
CCORE ThreadsCCORE Threads
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Semester 1Semester 1
• Language of Medical Science• Clinical and Professional Development
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Semester 1Semester 1
• AM: Classroom Learning• PM: Dissection, Clinical Experience or Clinical Skills
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Semesters 2–4: Clinical PresentationsSemesters 2–4: Clinical Presentations
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Clinical Presentation ModelClinical Presentation Model
• Finite number of biological responses
• Finite number of chief presenting complaints
• Clinical knowledge organized into diagnostic categories (schemes)
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• Vascular Ectasia• NSAID Enteropathy• Tumors• Crohn's disease• Infections• Meckel’s
Diverticulum
• Polyps• Cancer
• Hemorrhoids• Fissures
• Infectious• IBD• Ischemic
“Blood in the Stool” Scheme“Blood in the Stool” Scheme
*If patient presents with severe hematochezia, 10% will have an upper GI lesion.
Copyright Paul L. Foster School of Medicine
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Anatomy
Physiology
Histology Pharmacology
Immunology
Pathology
Microbiology
Biochemistry
Semesters 2–4Semesters 2–4
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Year 3: Clinical TrainingYear 3: Clinical Training
• Core clinical clerkships and CCORE threads
• Clinical Skills Training
• Topics in Medicine
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Clerkships: CCORE Threads Clerkships: CCORE Threads
• Morbidity and Mortality (M&M) Conference
• Example: Pediatrics
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Basic sciences
Patient care:Chronic Illness Care, Palliative Care, Disease Management, CAM, Culturally-appropriate care
M&M ConferenceM&M Conference
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• Electives• Distinction Tracks• Capstone Course– Capstone Conference– Skills Training (ACLS)– Residency “Boot Camp”
Year 4: Clinical TrainingYear 4: Clinical Training
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Capstone ConferenceCapstone Conference
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Future ChallengesFuture Challenges
• Clinical Sites
• Faculty
• Faculty Development
• Coordination
• Time for development
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2M Model Highlights2M Model Highlights
• Think like experts• CCORE Threads• Early clinical experience• M1–M3 clinical skills development
2M Model
2M Model
Complete physicianComplete physician
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2M Model Highlights2M Model Highlights
• Think like experts• CCORE Threads• Early clinical experience• M1–M3 clinical skills development
2M Model
2M Model
Complete physicianComplete physician
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2M ModelTwo Metaphor Education
Bergus Curriculum Modeling Committee
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