During the last curriculum review process (1998-2001) the working assumption was that the UWSOM curriculum was well designed and well-functioning; the charge was to look for opportunities to enhance the curriculum and innovate with regard to curricular content and administration without changing the basic structure.
Now it is time for change. There are many areas of the curriculum where significant changes should be considered for content, delivery and basic structure. Overall, the next curriculum reform process should consider the many changes that have occurred in the healthcare environment, learning settings and methods, and technologies. These include:
- The explosion in medical and scientific content-representing far more content than can be taught;
- The explosion in information technology, with associated changes in learning technologies, healthcare technologies, advancing sophistication of patient knowledge and understanding, and the need and ability to focus on evidence-based medicine;
- Generational characteristics of students and variations in student learning styles;
- Advances in learning theory and a strong movement nationally toward active learning;
- Changes in the roles of physicians, particularly in a rapidly evolving healthcare system, including heightened focus on use of non-physician health professionals, team-based care, and patient safety.
These factors characterize the constantly and rapidly evolving nature of information and technology. They point to the need for an ongoing, dynamic, continuous improvement strategic educational process that matches the dynamic, ongoing nature of change. Such an approach could combine ongoing smaller "pilot" changes as well as consideration of large-scale changes. To be successful, the ongoing process will be optimized by development of an appropriate governance structure and initiation of a core "visioning" steering committee to evaluate, innovate, reflect, monitor and ensure ongoing attention to continuous curriculum improvement. The primacy of patient-centered care and safety first and foremost, and learner-centered education must be foundational to all considerations and results.