I notice a suspicious lack of support for your claims. Come on, put it out there for us!
Read above, it's supported. There's nothing vague about how students are stick with crummy CHCs if they get accepted late or even if they are accepted early and aren't ranked high enough according to numerous factors.
The CHC system is clunky as hell too. That's supported by the fact that there should be no reason to put most of the students at a disadvantage where they are forced to stream lectures from across the country at very sites that serve very little utility. Early clinical experience is gained at almost any medical school without the CHC system (if you think proof is missing there google it, but you should already know this). Most medical schools at least have the option for students to attend lectures, and by forcing students to stream it makes the lectures a lot less interactive. I don't care if the students do fine with it, not allowing students to be able to attend lecture is dumb. If you can do it, that's great, but not allowing the option is just plain dumb and annoying.
Learning is best done actively, through thinking, asking questions, and interacting and the CHC system deprives students of just that. If students do well in it, that doesn't mean it's a good system, it just means they are smart students. I'd argue the same exact thing about LECOM - seton hill. The real question is what purpose do the CHCs actually serve? If the whole purpose is to divide students into a small intimate class community across the country at a site that interests them, then it fails at that too. What purpose does this serve when there are only some clinical experiences gained, alongside the osteopathy principles course, and the majority of time is spent streaming lectures at home? Where is the COMLEX/STEP support at these sites? Arguably the ultimate purpose of the first two years is to ensure students will be able to cover material so students can excel at these examinations, so why fragment them across the country, when the most valuable resources and teachers are sitting there in the middle of mesa, az? It's nonsense. Also, how on earth is this clinical presentations model, which is a perfect compliment to PBL, going to serve any point at all when you're mostly confined to passive learning through streams and don't interact with the majority of the class? Where is the classwide community?
It's a horrible system, and you can get just as much experience with different clinical sites at a normal school through visiting rotations without gimping your first two years.
If you think that's vague, you're missing the point entirely, and I already explained these points fully a while ago (scroll up). If this system was planned out better, e.g. at each CHC the courses were taught emphasizing disparities encountered in each community with pertinent examples, and everyone had the option to attend it'd be really good, but right now it's not.
