Standard 6: Competencies, Curricular Objectives, and Curricular Design The faculty of a medical school define the competencies to be achieved by its medical students through medical education program objectives and is responsible for the detailed design and implementation of the components of a medical curriculum that enable its medical students to achieve those competencies and objectives. Medical education program objectives are statements of the knowledge, skills, behaviors, and attitudes that medical students are expected to exhibit as evidence of their achievement by completion of the program. Supporting Documentation Provide a schematic or diagram that illustrates the structure of the curriculum for the year of the self-study. The schematic or diagram should show the approximate sequencing of, and relationships among, required courses and clerkships in each academic period of the curriculum. If the structure of the curriculum has changed significantly since the DCI and self-study were completed (i.e., a new curriculum or curriculum year has been implemented), include a schematic of the new curriculum, labeled with the year it was first introduced. A schematic of any parallel curricula (tracks). Supporting Data Table 6.0-1 | Year/Academic Period 1 Instructional Formats Using the most recently completed academic year, list each course from of the curriculum year/academic period one and provide the total number of instructional hours for each listed instructional format. Note that “small group” includes case-based or problem-solving sessions. Provide the total number of hours per course and instructional format. If is selected, describe the other format in the text. Add rows as needed. “other” Number of Formal Instructional Hours Per Course Patient Course Lecture Lab Small Group Contact* Other Total Total * Includes interactions with simulated patients Table 6.0-2 | Year/Academic Period 2 Instructional Formats Using the most recently-completed academic year, list each course from year/academic period two of the curriculum and provide the total number of instructional hours for each listed instructional format. Note that “small group” includes case-based or problem-solving sessions. Provide the total number of hours per course and instructional format. If is selected, describe the other format in the text. Provide a definition of if selected. Add “other” “other” rows as needed. Number of Formal Instructional Hours Per Course Small Patient Course Lecture Lab Group Contact* Other Total Total * Includes interactions with simulated patients Table 6.0-3 | Year/Academic Period 3-4 Weeks/Clerkship Length and Formal Instructional Hours per Clerkship
Standard 6: Competencies, Curricular Objectives, and Curricular Design The faculty of a medical school define the competencies to be achieved by its medical students through medical education program objectives and is responsible for the detailed design and implementation of the components of a medical curriculum that enable its medical students to achieve those competencies and objectives. Medical education program objectives are statements of the knowledge, skills, behaviors, and attitudes that medical students are expected to exhibit as evidence of their achievement by completion of the program. Supporting Documentation Provide a schematic or diagram that illustrates the structure of the curriculum for the year of the self-study. The schematic or diagram should show the approximate sequencing of, and relationships among, required courses and clerkships in each academic period of the curriculum. If the structure of the curriculum has changed significantly since the DCI and self-study were completed (i.e., a new curriculum or curriculum year has been implemented), include a schematic of the new curriculum, labeled with the year it was first introduced. A schematic of any parallel curricula (tracks). Supporting Data Table 6.0-1 | Year/Academic Period 1 Instructional Formats Using the most recently completed academic year, list each course from year/academic period one of the curriculum and provide the total number of instructional hours for each listed instructional format. Note that “small group” includes case-based or problem-solving sessions. Provide the total number of hours per course and instructional format. If “other” is selected, describe the other format in the text. Add rows as needed. Number of Formal Instructional Hours Per Course Course Lecture Lab Small Group Patient Contact* Other Total Total * Includes interactions with simulated patients Table 6.0-2 | Year/Academic Period 2 Instructional Formats Using the most recently-completed academic year, list each course from year/academic period two of the curriculum and provide the total number of instructional hours for each listed instructional format. Note that “small group” includes case-based or problem-solving sessions. Provide the total number of hours per course and instructional format. If “other” is selected, describe the other format in the text. Provide a definition of “other” if selected. Add rows as needed. Number of Formal Instructional Hours Per Course Course Lecture Lab Small Group Patient Contact* Other Total Total * Includes interactions with simulated patients Table 6.0-3 | Year/Academic Period 3-4 Weeks/Clerkship Length and Formal Instructional Hours per Clerkship
2019-20_dci_full_2018csom9-18-18.docx