| Maximize student time spent with patients, faculty members, or both |
Situated learning theory |
Adopt learning society structure to link faculty fellows and students across the curriculum Support continuity for preceptors and students using scholar groups across first 2 years of curriculum Use formative simulation to learn and apply patient care skills, integrate scientific knowledge Begin students’ authentic clinical experiences within the first semester of the curriculum |
| Support student growth through learning by doing and being useful |
Learning as Doing
Experiential Learning Theory |
Ensure that students are performing authentic clinical tasks, such as performing medication reconciliation or obtaining vital signs in clinics in the first semester, and growing in responsibility thereafter
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| Use evidence-based approaches to instructional design, instructional strategies, and student achievement |
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Create learning communities Integrate scientific and clinical learning within courses Introduce flipped classrooms for large and small group activities Use individual and team Readiness Assessment Tests for large group activities Engage in active learning in simulation and laboratories Create an assessment suite with progress testing, multisource feedback, direct observations of clinical skills, and portfolios |
| Align curriculum and assessment with what matters in the real world |
Learning as Doing
Adult learning theory
Situated learning theory |
Create milestones and learning objectives to align curriculum and assessment Align graduation expectations with the Accreditation Council for Graduate Medical Education core competency expectations for entering residents Align progress tests with the USMLE Step examinations and licensing requirements Use symptom-based presentations to structure curricular content Use realistic patient scenarios for objective structured OSCEs Create workplace based assessments modeled on the Association for American Medical College’s Core Entrustable Professional Activities and other authentic physician tasks |
| Give continual attention to student wellness |
Maslow’s hierarchy of needs |
Facilitate longitudinal relationships among faculty fellows and students through learning communities Use scholar group fellows as coaches for students, with one-on-one meetings twice per semester Incorporate wellness into competencies and learning objectives Incorporate required wellness activities through Student Affairs |
| Integrate basic, clinical, and social sciences with patient care |
Learning by doing
Adult learning theory
Situated learning theory |
Use modified problem-based learning for small group sessions across first 2 years Link formative simulation activities to symptom-based presentations and underlying scientific principles Assess application of scientific knowledge in OSCE post encounters and link multiple choice question examinations to clinical scenarios Embed learning objectives regarding basic and social sciences within clinical experiences |
