S.F. Chen is clinical associate professor of pediatrics, Stanford University School of Medicine, Stanford, California. J. Deitz is assistant dean, Stanford Continuing Studies, Stanford University, Stanford, California. At the time of the study and writing, she was director of research and evaluation, Office of Medical Education, Stanford University School of Medicine, Stanford, California. J.N. Batten is a fourth-year medical student, and at the time of the study and writing, he was a second-year medical student, Stanford University School of Medicine, Stanford, California. J. DeCoste-Lopez is senior pediatric resident, Lucile Packard Children's Hospital, Stanford Children's Health, Palo Alto, California. M. Adam is director of health education outreach, Stanford Center for Health Education, Stanford University, Stanford, California. J.A. Alspaugh is professor of medicine and of molecular genetics and microbiology, Duke University School of Medicine, Durham, North Carolina. M.R. Amieva is associate professor of pediatrics and of microbiology and immunology, Stanford University School of Medicine, Stanford, California. P. Becker is senior project manager, Information Resources & Technology, Educational Technology Department, Stanford University School of Medicine, Stanford, California. B. Boslett is assistant professor of medicine, University of California, San Francisco, School of Medicine, San Francisco, California. J. Carline is professor of biomedical informatics and medical education, University of Washington School of Medicine, Seattle, Washington. P. Chin-Hong is professor of medicine, University of California, San Francisco, School of Medicine, San Francisco, California. D.L. Engle is assistant dean for assessment and evaluation, Office of Curricular Affairs, Duke University School of Medicine, Durham, North Carolina. K.N. Hayward is associate professor of pediatrics, University of Washington School of Medicine, Seattle, Washington. A. Nevins is clinical associate professor of medicine, Stanford University School of Medicine, Stanford, California. A. Porwal is managing director, Stanford Center for Health Education, Stanford University, Stanford, California. P.S. Pottinger is associate professor of medicine, University of Washington School of Medicine, Seattle, Washington. B.S. Schwartz is associate professor of medicine, University of California, San Francisco, School of Medicine, San Francisco, California. S. Smith is professor of pediatrics, University of Washington School of Medicine, Seattle, Washington. M. Sow is curriculum program manager, Student Affairs, Office of Medical Education, Stanford University School of Medicine, Stanford, California. A. Teherani is professor of medicine and education scientist, Center for Faculty Educators, University of California, San Francisco, School of Medicine, San Francisco, California. C.G. Prober is senior associate vice provost for health education and professor of pediatrics and of microbiology and immunology, Stanford Center for Health Education, Stanford University, Stanford, California.
Acad Med. 2019 Jun;94(6):819-825. doi: 10.1097/ACM.0000000000002663.
Medical educators have not reached widespread agreement on core content for a U.S. medical school curriculum. As a first step toward addressing this, five U.S. medical schools formed the Robert Wood Johnson Foundation Reimagining Medical Education collaborative to define, create, implement, and freely share core content for a foundational medical school course on microbiology and immunology. This proof-of-concept project involved delivery of core content to preclinical medical students through online videos and class-time interactions between students and facilitators. A flexible, modular design allowed four of the medical schools to successfully implement the content modules in diverse curricular settings. Compared with the prior year, student satisfaction ratings after implementation were comparable or showed a statistically significant improvement. Students who took this course at a time point in their training similar to when the USMLE Step 1 reference group took Step 1 earned equivalent scores on National Board of Medical Examiners-Customized Assessment Services microbiology exam items. Exam scores for three schools ranged from 0.82 to 0.84, compared with 0.81 for the national reference group; exam scores were 0.70 at the fourth school, where students took the exam in their first quarter, two years earlier than the reference group. This project demonstrates that core content for a foundational medical school course can be defined, created, and used by multiple medical schools without compromising student satisfaction or knowledge. This project offers one approach to collaboratively defining core content and designing curricular resources for preclinical medical school education that can be shared.
医学教育工作者尚未就美国医学院课程的核心内容达成广泛共识。为此，五所美国医学院组成了罗伯特伍德约翰逊基金会重新构想医学教育合作组织，旨在为医学微生物学和免疫学基础课程定义、创建、实施和免费共享核心内容。这一概念验证项目通过在线视频向医预学生传授核心内容，并在学生和教师之间开展课堂互动。灵活的模块化设计使其中四所医学院能够成功地将内容模块融入不同的课程设置中。与前一年相比，实施后的学生满意度评分相当或有显著提高。在培训中与 USMLE Step 1 参考组同时参加该课程的学生在国家医师考试委员会定制评估服务微生物学考试项目中获得了相同的分数。三所学校的考试成绩在 0.82 到 0.84 之间，而全国参考组的成绩为 0.81；第四所学校的考试成绩为 0.70，该校学生在参考组提前两年的第一学期参加了考试。该项目表明，基础医学课程的核心内容可以由多所医学院定义、创建和使用，而不会影响学生的满意度或知识水平。该项目提供了一种合作定义核心内容和设计基础医学教育课程资源的方法，可以进行共享。
