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New Curriculum Mission Statement
The new curriculum has been designed to enhance the understanding and clinical relevance of the basic sciences and to improve students’ problem-solving and independent study skills. The curriculum is based upon the use of patient cases and will increasingly incorporate small group learning, directed self-study and newer instructional technologies.
Overview
In 2000 faculty members at the Keck School of Medicine built the foundation for a medical education with an entirely new curriculum. Beginning with the class of 2005, entering the School in August 2001, medical students experience a new model of medical education designed to better prepare physicians for the challenges of the future.
The School’s previous curriculum, initiated in 1969, was innovative for its time. It was organized around organ systems. Although updated annually, it had never undergone a thorough revision. One external review noted, “The first two years have become a stressful and unpleasant learning experience for many students because of an overemphasis on memorization of facts, inadequate time for problem-solving, and lack of development of self-study skills necessary for lifelong learning in medicine.”
In the three decades since the present curriculum was designed, there have been:
- enormous strides in medical research and an explosion of medical knowledge;
- increasing specialization in medicine;
- new developments in and increased emphasis on molecular medicine, genetics, medical informatics, ethics, evidence-based medicine and more;
- revolutionary changes in financing and delivery of health care, and
- development of new teaching technologies.
In the late 1990s it was becoming obvious that the best approach was not an overhaul, but rather a redesign from the ground up. Medical knowledge is increasing and changing even more rapidly than in the past. It is no longer possible for physicians to memorize all of the information (both the basic science and the clinical knowledge) needed to practice medicine. Physicians also need to be expert communicators and problem solvers, and must be trained in how to access and utilize the best and latest information available.
Given this changing environment, a faculty committee, the Blue Ribbon Task Force on Medical Education, developed priorities for medical education changes. These were:
- an increase in the clinical relevance of the basic sciences through case-based education utilizing common clinical problems;
- a decrease in the number and hours of traditional lectures;
- an increase in the utilization of computer-aided education, and
- systematic control of supplemental reading.
A Case-Based Education Committee developed an innovative student “Practice Profile Project” (PPP), that became the overarching mechanism by which the new curriculum was organized. The PPP is a collection of carefully designed clinical cases that represent the most common and important problems in all medical specialties. These cases, and related issues (basic science, ethical, social, medical economics, etc.) are integrated throughout the new curriculum.
The implementation of this exciting new approach to medical education will move the Keck School to the forefront of medical education. The Class of 2005 will be the first of a new wave of physicians—uniquely trained for success in a new era of medicine.
The Educational Policy Committee is responsible for overall planning of the medical school curriculum. Separate curriculum committees plan and supervise the instructional programs for each year of medical school. Each of the committees comprises student representatives and faculty members from the departments involved in each year’s teaching program. Many faculty physicians and basic scientists contributed countless hours to the development of the new curriculum, remaining consistent with the new curriculum mission statement.
The curriculum of medical education at USC continues to emphasize preparation of the student to give optimal patient care. Students are progressively involved in patient care beginning with their first semester. The curriculum is patient-oriented, and students are expected to assume increasing responsibility for patient care as they acquire sufficient knowledge and skills. During the clinical experiences of the Junior/Senior Continuum students eventually attain a level equivalent to that of an intern.
At the same time, the school recognizes that the explosion of knowledge and techniques brought about by the current “biotechnology revolution” is rapidly altering the practice of medicine. During the four years of medical school, students cannot be taught all that will be needed for the practice of medicine -- either now or in the years ahead. To a far greater degree than in the past, the present curriculum encourages students to acquire skills and habits of self-education and self-instruction which will prepare them for lifelong learning.
The faculty of the school recognize that while most students will eventually practice medicine, some will choose an academic research career. The plan of medical education fosters the development of individuals whose careers may be directed along this path. Faculty are available to counsel and encourage research participation by students during their medical school training.
The curricula of the Keck School of Medicine and its departments acknowledge the crucial place of basic medical science in the advance of modern clinical practice. Both basic and clinical science are taught throughout the four years of the undergraduate medical curriculum. Basic science is taught both as pure basic science and in correlation with clinical science.
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