{"id":944,"date":"2017-08-29T22:09:40","date_gmt":"2017-08-29T22:09:40","guid":{"rendered":"https:\/\/magazines.uthscsa.edu\/future\/?p=46"},"modified":"2018-09-27T15:48:11","modified_gmt":"2018-09-27T15:48:11","slug":"new-medical-school-curriculum-draws-praise-from-students-faculty","status":"publish","type":"post","link":"https:\/\/magazines.uthscsa.edu\/schools\/2017\/08\/29\/new-medical-school-curriculum-draws-praise-from-students-faculty\/","title":{"rendered":"New Medical School Curriculum Draws Praise from All"},"content":{"rendered":"

By Catherine Duncan<\/p>\n

For two years, multiple teams throughout the Joe R. and Teresa Lozano Long School of Medicine spent hundreds of hours completely modifying the school\u2019s curriculum. Those who graduated prior to 2016 may not recognize this dynamic way of learning.<\/p>\n

\"\"
The school\u2019s CIRCLE curriculum encourages students to work together on team-based activities.<\/figcaption><\/figure>\n

The new curriculum is called CIRCLE, an acronym for Curricular Integration: Researchers, Clinicians, Leaders, Educators. Led by Florence Eddins-Folensbee, M.D., vice dean for education, and Deborah Conway, M.D., associate dean for curriculum, planning began in 2010 with implementation occurring in 2012. The Class of 2016 was the first group to complete four years of the CIRCLE curriculum.<\/p>\n

\u201cNow that we have graduated our second class and are welcoming our sixth class, we can see the results of everyone\u2019s efforts,\u201d Dr. Conway said. \u201cThis curriculum was developed with the goal of creating well-rounded and highly qualified clinicians. Proof of our success is the results of Match Day 2017. This second class of CIRCLE graduates boasts the highest match percentage in the school\u2019s history\u201498 percent.\u201d<\/p>\n

She attributes this success to the school\u2019s faculty collaborating to create a curriculum that deeply integrates basic science, clinical knowledge and the art of doctoring so students from week one are learning important facts alongside core skills and the nuances of practicing medicine.<\/p>\n

\u201cOur students are now learning the patient-centered approach as soon as they start medical school,\u201d Dr. Conway said. \u201cCIRCLE emphasizes active learning in a setting based on experience and observation. Today\u2019s students spend fewer hours in lectures, and they have assumed a more direct responsibility for their education.\u201d<\/p>\n

Jessica Hughes, M.D., who was in the first class to complete the four-year curriculum, said CIRCLE promotes clinical reasoning from day one. \u201cFirst-year medical students work through weekly case-based scenarios from the beginning of medical school. I think this was one of the strongest aspects of the new curriculum,\u201d she said.<\/p>\n

The new curriculum is heavily reliant on technology. Dr. Conway explained, \u201cStudents now access all medical information on their laptops. Textbooks and syllabuses are all electronic. The students can discuss course content through blog posts and online chats. Even examinations are administered electronically which allows faculty members to provide custom feedback to students.\u201d<\/p>\n

Dr. Hughes, who is now completing her residency in obstetrics\/gynecology at UT Health San Antonio, called the advances in technology an extremely beneficial aspect of CIRCLE. \u201cHaving the ability to re-watch lectures and access dozens of textbooks instantly really enhanced the learning process. Now that all board exams are done electronically, taking medical school tests online better prepares students for USMLE (United States Medical Licensing Examinations),\u201d she said.<\/p>\n

\"\"
The digital anatomy laboratory in the Academic Learning & Teaching Center is an integral part of the new medical school curriculum.<\/figcaption><\/figure>\n

Omid Rahimi, Ph.D., director of the human anatomy program and associate professor of cell systems and anatomy, said the digital anatomy laboratory in the Academic Learning & Teaching Center is becoming an integral part of the new curriculum. While the digital anatomy lab will not replace the traditional gross anatomy instruction (which uses donated bodies), it enhances students\u2019 educational experience, he said.
\n\u201cUsing 3-D technology, we are able to digitally dissect real patients\u2019 data, which can include CT scans and MRI images of normal and diseased anatomy. Students digitally dissect this data using a PlayStation controller,\u201d Dr. Rahimi. \u201cThis technology, for example, allows them to filter just for vessels. They can rotate them and cut them digitally. We can enhance the students\u2019 understanding of spatial relations we are trying to teach in anatomy courses.\u201d<\/p>\n

The digital lab is allowing students to learn from real radiologic studies in their first semester; previously, students did not see this until their third year, he said. \u201cFrom day one, they are combining basic science with patient care. They get to see why they are learning the basic science material. I am seeing a higher level of engagement now,\u201d Dr. Rahimi added.<\/p>\n

Many classes are taught as a \u201cflipped classroom,\u201d which means students first view lectures by faculty online and later attend class. Dr. Conway explains, \u201cThese virtual desktop lectures allow the students to start and stop the lecture at any time. They can stop and research questions with other students or the faculty member. Later in class, they discuss the material with the professor and other students. This has proven to give them a deeper understanding of the material.\u201d<\/p>\n

The new student-centered curriculum also features team-based activities. Dr. Conway said team work is not only important but mandatory for the medical students. There are many benefits of the team-based approach: learning professional navigational skills, providing learning support, and gaining exposure to new perspectives and ideas.<\/p>\n

Clinicians facilitate the teams\u2019 activities so that student teams practice real-world reasoning in a setting where they are not graded. They gain valuable experience and coaching in discussing cases or constructing diagnostic plans, she said. \u201cHopefully, we are creating an environment where skilled and innovative teachers can bring their best to the table while students develop their skills,\u201d Dr. Conway said.<\/p>\n

Dr. Hughes said by working each week in small groups led by an attending physician, students developed clinical reasoning and began to think like clinicians. \u201cThese groups also foster teamwork because each group of students must develop an action plan to work through case-based scenarios,\u201d she added. \u201cI think this was one of the most engaging and rewarding aspects of the new curriculum.\u201d<\/p>\n

The CIRCLE curriculum is created with a framework open to adjustment and adaptation with feedback encouraged from students and faculty. Dr. Conway said, \u201cThe structure also allows us to respond to emerging trends in medical education. There is an ongoing fine tuning of the courses.\u201d<\/p>\n

CIRCLE has contributed to fulfilling the school\u2019s fundamental mission of teaching students how to be good learners. As students and later as clinicians, they must have developed habits of inquiry and innovation. \u201cWe are helping them learn how to ask questions, identify what they don\u2019t know, and find answers for their patients,\u201d she said.<\/p>\n

Dr. Conway said the Long School of Medicine team is proudest of the product at the end of this process\u2014graduating spectacular students.<\/p>\n

Today\u2019s medical students are \u201cconducting research, starting up new clinics, developing new threads of curriculum, attaining dual degrees, and serving as advocates for their patients. They continue to amaze us in ways we can\u2019t imagine,\u201d she said.<\/p>\n","protected":false},"excerpt":{"rendered":"

Multiple teams devoted hundreds of hours to completely modify the Long School of Medicine’s curriculum.<\/p>\n","protected":false},"author":42,"featured_media":67,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"magazine":[22],"issue-year":[20],"featured-story":[37],"class_list":["post-944","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-academics","magazine-future","issue-year-20","featured-story-landing-page"],"yoast_head":"\nNew Medical School Curriculum Draws Praise from All - Magazines of the Schools at UT Health San Antonio<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/magazines.uthscsa.edu\/schools\/2017\/08\/29\/new-medical-school-curriculum-draws-praise-from-students-faculty\/\" \/>\n<meta property=\"og:locale\" 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