Joined September 2013
"This is education stepping forward and saying, you know, maybe we own a piece of this problem and can we better prepare our trainees to do the things they're now called upon to do."
Kimberly Lomis, MD
Vanderbilt University School of Medicine's Curriculum 2.0 aims to create master adaptive learners—physicians who learn, engage in guided self-assessment and adapt to the evolving needs of their patients and the health care system throughout their careers.
All students are embedded in the health care workplace beginning with the earliest phases of their undergraduate medical education. These early clinical experiences provide them with opportunities to participate in a variety of clinical settings, assuming increasing responsibilities as they acquire new competencies.
Other educational innovations produced at Vanderbilt include integrated science courses in the 3rd and 4th year of medical school and milestone-based student assessments for the core clerkships and all clinical rotations.
This paper by authors from the Vanderbilt University School of Medicine explains the process undertaken by one medical school to design, implement and improve competency milestones for medical students. Experience to date indicates that milestone-based assessment has significant potential to guide the development of medical students.
Vanderbilt is continuously improving the logistics of its educational portfolio and is currently developing a GPS to further assist students in navigating the curriculum.
2017 spring consortium meeting
Poster presented: Engaging Students in Transition From UME to GME: EPA Week and Exit Competency Review
Need/gap addressed: Students are not fully aware of the intent to align the school of medicine’s competency-based assessment system with the processes they will encounter in GME.
Principal investigator: Kimberly Lomis, MD, Associate dean, undergraduate medical education