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Le TT, Prober CG. A Proposal for a Shared Medical School Curricular Ecosystem. Acad Med. 2018;93(8):1125-1128doi: 10.1097/ACM.0000000000002194.
Le, T. T., & Prober, C. G. (2018). A Proposal for a Shared Medical School Curricular Ecosystem. Academic medicine : journal of the Association of American Medical Colleges, 93(8), 1125-1128. https://doi.org/10.1097/ACM.0000000000002194
Le, Tao T, and Prober, Charles G. "A Proposal for a Shared Medical School Curricular Ecosystem." Academic medicine : journal of the Association of American Medical Colleges vol. 93,8 (2018): 1125-1128. doi: https://doi.org/10.1097/ACM.0000000000002194
Le TT, Prober CG. A Proposal for a Shared Medical School Curricular Ecosystem. Acad Med. 2018 Aug;93(8):1125-1128. doi: 10.1097/ACM.0000000000002194. PMID: 29517524.
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Acad Med. 2018 Aug;93(8):1125-1128. doi: 10.1097/ACM.0000000000002194.

A Proposal for a Shared Medical School Curricular Ecosystem.

Academic medicine : journal of the Association of American Medical Colleges

Tao T Le, Charles G Prober

Affiliations

  1. T.T. Le is associate clinical professor of medicine and pediatrics, University of Louisville School of Medicine, Louisville, Kentucky, and founder and chief education officer, ScholarRx, Elizabethtown, Kentucky. C.G. Prober is professor of pediatrics, microbiology, and immunology; founding executive director, Stanford Center for Health Education; and senior associate vice provost for health education, Stanford University, Palo Alto, California.

PMID: 29517524 DOI: 10.1097/ACM.0000000000002194

Abstract

New digital platforms are transforming learning in higher education and providing high-quality education content at little or no cost. Educators can now reach large, even global audiences. Yet, many medical schools continue to develop and maintain custom but duplicative curricular content despite having limited faculty and financial resources. In addition, medical students are faced with a multitude of potentially unaligned curricula driven by the school, national licensing exams, and the students' own perceived clinical training needs. The authors propose the creation of a common curricular component ecosystem that is developed around consensus-built foundational learning objectives aligned with core competencies that must be acquired by all students graduating medical school. Identifying and developing common curricula with standardized learning outcomes ideally should involve leading medical education, accreditation, and certification bodies in the United States. Curriculum component standards will be necessary to enable curriculum development, sharing, and adoption at scale. A shared medical curriculum ecosystem would free up faculty time to develop high-value teaching activities at individual medical schools. Students would benefit from a consistent education experience that better aligns with national licensure exams. A shared, core curriculum system could begin to bend the cost curve for medical education in the United States and scale internationally to help address the increasing global shortage of health care workers.

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