**TMAC(2013) 2014 (103)

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** The curriculum of a medical education program must provide a general professional education and prepare students for entry into graduate medical education. ? 1. Include data from the AAMC GQ/CGQ, and the independent student analysis if relevant, on student satisfaction with the quality of the educational program and their perceptions of preparation in a number of areas (ED-5).

2. The following table can be used or modified:LCME Survey Report Guide, 2013-2014

**

I am confident that I have the following:% RespondingAgree/Strong AgreeClinical skills to begin a residency programFundamental understanding of common conditions and their managementCommunication skills to interact with patients and health professionalsBasic skills in clinical decision-making and the application of evidenceFundamental understanding of the issues in the social science of medicineUnderstanding of the ethical and professional values expected of a physicianAdequately prepared to care for patients from different backgrounds

**Does the educational program provide a general professional education that prepares students for entry into graduate medical education? A specific set of requirements was established that students must meet in order to graduate from the Univ. of Toledo COM (UTCOM) with the M.D. degree, as follows: 1. Successful completion of all required blocks/courses in the preclinical curriculum. 2. Successful completion of the Bridge to Clerkships course. 3. Successful completion of all required core clinical clerkship. 4. Successful completion 36 weeks of electives in M3/M4. 5. Successful completion of a minimum of 8 weeks of Area Health Education Center clerkship in M3 and M4. http://www.UTCOM.org/graduationrequirement.pdf

**6. A passing score must be reported to UTCOM: USMLE Step 1, USMLE Step 2 CK, USMLE Step 2 CS.7. Students must pass all of the required courses in M1 before advancing to M2.8. Students must pass all of the required courses in M2 before advancing to M3.9. Students must passing all core clinical clerkships and Medical Student Evaluation in M4.10. Students failing to meet all of the requirements defined in this policy will NOT be permitted to graduate.

**ED-5-A. A medical education program must include instructional opportunities for active learning and independent study to foster the skills necessary for lifelong learning. ?LCME Site-visit Finding: The first two years of the JCESOM curriculum are highly dependent on lecture and offer few opportunities for medical students to develop the skills necessary for lifelong learning.

** JCESOM Introductory CommentsThe Curriculum Committee (CC) has successfully decreased the percentage of lecture based pedagogy in years one and two from 78% in 2009-2010 to 60% in 2012-2013. The 2013-2014 curriculum will contain approximately 50% didactic lectures. Opportunities for students to engage in active learning and independent study have been added throughout the curriculum. In August 2012, the CC reviewed and adopted the MedBiquitous Learning Inventory as a means to more clearly define and standardize the terms that are reported for each instructional session and assessment methodology. 1. Complete the attached table with the instructional formats used in years one and two of the curriculum during the 2012-2013. Note changes from the time of the 2011 full survey visit.

**3. Provide a list of the types of instructional formats that the medical school characterizes as active learning JCESOM Using the definition of active learning as specified by the LCME (Assess their learning needs, individually or in groups, Identify, analyze, and synthesize information relevant to their learning needs, Assess the credibility of information sources, Share the information with their peers and supervisors, Receive feedback on their information retrieval and synthesis skills), the following instructional formats involve elements of active learning based on the specific activities that are required during the session.

**ED-5-A Table 5- Instructional Formats JCESOM Characterizes as Active Learning

Case-Based Instruction/ Learning Discussion, Large Group [>12 students] Discussion, Small Group [12 students] Games Independent Learning Journal Club Laboratory Peer Teaching Problem-Based Learning (PBL) Reflection Self-Directed Learning Team-Based Learning (TBL)

**JCESOM recognizes the importance of developing life-long-learners who can critically think and problem solve independently and within groups. As a result more opportunities for these activities are added into the curriculum every year.A list of these is provided in ED-5-A Appendix: Active Learning Examples to illustrate where students have the opportunities to engage in the activities described above.

** ED-5-A Appendix: Active Learning Examples Active learning: The process by which a medical student 1). independently, or collaboratively with his or her peers, identifies his or her learning objectives and seeks the information necessary to meet the objectives, and/or 2). contributes to the learning of a group with information that he or she prepares and discusses. In active learning, the learner has a role in the learning outcomes achieved by the individual learner and his or her peers.

**2. It is expected that the methods of instruction and assessment used in courses and clerkships will provide medical students with opportunities to develop lifelong learning skills. 3. These skills include self-assessment on learning needs; the independent identification, analysis, and synthesis of relevant information; and the appraisal of the credibility of information sources. 4. Medical students should receive explicit experiences in using these skills, and they should be assessed and receive feedback on their performance.

**Dr. K.E. Olive, Executive Associate Dean, Quillen College of MedicineThe Quillen curriculum include active learning: 1. Medical Gross Anatomy and Embryology course in M1. 2. Case Oriented Learning in M1 by small groups. 3. Practice of Medicine in M2 with SP cases weekly. 4. Rural Primary Care Track . 5. Clinical Clerkship.

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**?1. Educational program objectives are the general knowledge, skills, behaviors, attitudes/values that students are expected to acquire and demonstrate.

2. They are not the mission or goals of the school nor are they the objectives of individual courses. LCME Survey Report Guide, 2013-2014

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TMAC(2013) 2014 (103)

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