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intergrated curriculum
Started by Jpc984
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I would recommend that you look into KCUMB's curriculum. It is one of the strengths that draws students to its school and helps them do well on boards. This is a brief description from the school's website:
Curriculum Philosophy
The purpose of the curriculum is to advance the mission of the University and College in preparing its graduates to be highly competent osteopathic physicians. To that end, an enhanced curriculum was implemented in August 2000 (beginning with the Class of 2004). This curriculum eliminates the artificial separation of the basic and clinical sciences, integrating all essential concepts and information into a seamless continuum of clinical presentations. The foundations of anatomy, biochemistry, epidemiology, genetics, immunology, medical ethics, microbiology, osteopathic principles and practices, pathology, pharmacology, physiology, and the clinical disciplines of internal medicine, pediatrics, family medicine, surgery, Ob/Gyn and psychiatry are incorporated into clinical presentations covering all diseases physicians will encounter during day-to-day practice. New concepts such as health-care policy, medical informatics and health and wellness are integrated into the curricular structure.
This patient-centered curriculum prepares students to begin analyzing and integrating medical information in a format used by medical practitioners. This curriculum approach integrates the basic and clinical sciences from the first day of medical school, eliminating the former postponement of meaningful clinical decision making until the third year of medical school.
Teaching Methods
A variety of teaching and learning methods are used in the first two years. These methods include classroom lectures, laboratory exercises, small group discussions, computer-assisted instruction, specialized workshops, the use of standardized patients and other simulated clinical activities.
Curriculum Philosophy
The purpose of the curriculum is to advance the mission of the University and College in preparing its graduates to be highly competent osteopathic physicians. To that end, an enhanced curriculum was implemented in August 2000 (beginning with the Class of 2004). This curriculum eliminates the artificial separation of the basic and clinical sciences, integrating all essential concepts and information into a seamless continuum of clinical presentations. The foundations of anatomy, biochemistry, epidemiology, genetics, immunology, medical ethics, microbiology, osteopathic principles and practices, pathology, pharmacology, physiology, and the clinical disciplines of internal medicine, pediatrics, family medicine, surgery, Ob/Gyn and psychiatry are incorporated into clinical presentations covering all diseases physicians will encounter during day-to-day practice. New concepts such as health-care policy, medical informatics and health and wellness are integrated into the curricular structure.
This patient-centered curriculum prepares students to begin analyzing and integrating medical information in a format used by medical practitioners. This curriculum approach integrates the basic and clinical sciences from the first day of medical school, eliminating the former postponement of meaningful clinical decision making until the third year of medical school.
Teaching Methods
A variety of teaching and learning methods are used in the first two years. These methods include classroom lectures, laboratory exercises, small group discussions, computer-assisted instruction, specialized workshops, the use of standardized patients and other simulated clinical activities.
i honestly only know about nycom. hopefully others will be able to help you find info regarding the other schools. good luck!
i am pretty sure PCOM coined the phrase integrated curriculum. Alot of schools might have something similiar but will not refer to it this way.
TCOM utilizes an integrated systems approach and employs other methodologies as well.
The First Two Years (Basic Sciences)
The first portion of the curriculum is designed to help students integrate the basic and clinical sciences, further develop their ability to diagnose illness, and increase their understanding of the context within which medicine is practiced. The integrated systems approach is built on the same strong foundation of scientific and clinical knowledge that has long characterized TCOM's outstanding academic program.
The instructional program of TCOM uses a variety of teaching methods and settings to prepare students for the increasingly complex role of the physician in modern society. While much of the instruction in the first two years takes place in classroom settings, the use of other teaching methods and materials is increasing. The use of instruction based on clinical presentations of illnesses is increasing dramatically. Many opportunities are provided for laboratory instruction in the preclinical sciences. The instructional program also contains computer-assisted instruction, small-group teaching, specialized workshops, and simulated clinical experiences.
The First Two Years (Basic Sciences)
The first portion of the curriculum is designed to help students integrate the basic and clinical sciences, further develop their ability to diagnose illness, and increase their understanding of the context within which medicine is practiced. The integrated systems approach is built on the same strong foundation of scientific and clinical knowledge that has long characterized TCOM's outstanding academic program.
The instructional program of TCOM uses a variety of teaching methods and settings to prepare students for the increasingly complex role of the physician in modern society. While much of the instruction in the first two years takes place in classroom settings, the use of other teaching methods and materials is increasing. The use of instruction based on clinical presentations of illnesses is increasing dramatically. Many opportunities are provided for laboratory instruction in the preclinical sciences. The instructional program also contains computer-assisted instruction, small-group teaching, specialized workshops, and simulated clinical experiences.
ATSU-SOMA has an overall system break down in their curriculum and will employ a non-traditional small group learning format (they're not calling it PBL, but it sounds similar)
