Curriculum Nuts and Bolts and Expectations of Students
Here is a partial list of Curriculum Nuts and Bolts and Expectations of Students:
- For each week, faculty-defined learning objectives are provided via EFloMD. Assessment of student performance will be based on these objectives. Adequate time for independent study and self-directed learning is provided each week for students to research these objectives. Not all objectives will be explicitly reviewed with students by a faculty member in a given week (e.g.; CBL learning objectives).
- The process of information gathering, self-directed learning and independent study is a specific design feature of the curriculum demonstrated to result in better understanding and retention than more passive forms of learning. If a student feels an objective has not been ‘covered’ adequately for their understanding, the responsibility is on the student(s) to arrange time with faculty and/or find resources to address the gap. Faculty members provide suggested readings as curated resources to help address objectives.
- On average, there are up to 4 hours/week of assignments ‘required’ outside of in-class time. Assignments can include pre-reading in preparation for small group discussion, graded deliverables (i.e.; things that are required to be ‘turned in’ for a grade), etc.
- Preceptorship experiences during preclerkship are inherently non-comparable in terms of what each preceptor does with each student. A few ‘absolutes’ include preceptorships provide: safety for students, safety for patients; coordinated logistics.
- Relating to University Academic Integrity, students are reminded to keep learning objectives from Case-Based Learning (CBL) sessions confidential from one cohort to the next (i.e.; from 2nd year students to 1st year students). The process of discovery is integral to the CBL process.