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About the Process

The UGME’s new curriculum must ensure that the established MDCM Objectives will have all been achieved by the end of the fourth year of medical school. The section of the MDCM Objectives which addresses the CanMEDS “Medical Expert” competency is based on the Medical Council of Canada (MCC) “Medical Expert” Objectives. These MCC Objectives are divided into clinical presentations, each with a set of learning objectives that lay out the knowledge required to pass the MCC examinations. There are approximately 100 common clinical presentations. For information on how these presentations were chosen by the MCC, please see references below. There has been extensive and careful collaboration between licensing bodies, medical schools, the practicing professionals and learners in developing these objectives. In addition, the MCC Test Committee members use these MCC clinical presentations and learning objectives to create the examination questions. In the last couple of years we have reached out to all disciplines through retreats and surveys, to establish which disciplines should be responsible to address each Medical Council of Canada common clinical presentation.

Therefore, Fundamentals of Medicine & Dentistry (FMD), formerly known as "BOM”, Transition to Clinical Practice (TCP), formerly known as “ICM”, and the new Clerkship must ensure that our graduates have an approach to common clinical situations and thus achieve the MCC Objectives for these clinical presentations.  In order to ensure that all these MCC “Medical Expert” Objectives will be adequately addressed in the new curriculum, we have assigned the presentations and their objectives to one or more disciplines during one or more of the new curriculum components (FMD, TCP, and Clerkship). Clinical presentation/objectives assignments were based on input from the disciplines during the last couple of years, through retreats, surveys and committees. Based on this consultation, we have developed a set of “Medical Expert” Objectives that each FMD course and clinical discipline will be responsible for.

References:

“Conceptual Guidelines for Developing and Maintaining Curriculum and Examination Objectives: The Experience of the Medical Council of Canada” by Mandin, H. &  Dauphine W. D. p. 1031-1037, ACADEMIC MEDICINE, VO L. 75, NO. 10 / October 2000 “Developing a "Clinical Presentation" Curriculum at the University of Calgary by Mandin, Henry and Al. Academic Medicine, v70 n3 p186-93 Mar 1995

Centrally Managed Curriculum

The New Curriculum Implementation Committee is centrally responsible for defining the types of patients and clinical conditions that students must encounter, the appropriate clinical setting for the educational experiences, and the expected level of student responsibility (accreditation standard ED-2). The following are a few of the benefits of a centrally managed curriculum:

  • Allow a better systematic approach to manage the curriculum
  • Ensure that clinical experience is comparable across sites and therefore meet accreditation standards.
  • Clearly identify the unwanted redundancies and highlight the gaps  within our curriculum
  • Clarify expected learning outcomes of our students within each rotation
  • Allow us to develop better student assessment tools with well written expectations that are measurable
  • Better support departments in their teaching goals by outlining what the Curriculum Committee expects out of our graduates
  • Ensuring that our curriculum stays up-to-date by revising the learning outcomes grid annually with input from all departments
  • If asked to design a course, can easily find where and how related material is taught in curriculum
  • If asked to take over a course, can easily see where redundancies are that should be deleted and where gaps appear where important information is not covered
  • Access to teaching network of both faculty and educational methods, so that if want to develop new method as well as content, could easily access those already doing it successfully