Faculty Reflections on the Process of Building an Integrated Preclerkship Curriculum: A New School Perspective

This is a reflective essay based on the experience of developing a structure and function module within a new integrated medical curriculum. Our hope is that the insights we gained during a 4-yr journey in a new medical school will be transferable to others engaged with curriculum development. Here,...

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Bibliographic Details
Published in:Advances in physiology education 2014-09, Vol.38 (3), p.199-209
Main Authors: Khalil, Mohammed K, Kibble, Jonathan D
Format: Article
Language:English
Subjects:
A Personal View
Active Learning
Case Studies
Clinical Clerkship
College Faculty
Curriculum
Curriculum Development
Educational Change
Educational Development
Essays
Faculty Development
Faculty, Medical
Florida
Integrated Curriculum
Kruskal Wallis Test
Mann Whitney U Test
Medical Education
Medical Schools
Online Surveys
Reforms
Statistical Analysis
Teaching methods
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Summary:This is a reflective essay based on the experience of developing a structure and function module within a new integrated medical curriculum. Our hope is that the insights we gained during a 4-yr journey in a new medical school will be transferable to others engaged with curriculum development. Here, we present an interpretive analysis of our personal experiences together with some original research data and a synthesis of the literature. We will argue that a focus on teaching faculty is the key to successful curriculum integration and suggest an agenda for faculty development. Our essay begins by exploring what curriculum integration really means and what its purpose might be. Our case study explores the challenges of building a shared understanding among stakeholders and of negotiating learning outcomes and methods of teaching as well as the process of developing content and assessment. We feel that many of our experiences in the new medical school are applicable in other settings, such as curriculum reform in established schools and for developers of competency-based premedical curricula. We conclude with recommendations to assist other curriculum planners and teachers by offering some benefits of hindsight.
ISSN:1043-4046
1522-1229
DOI:10.1152/advan.00055.2014