Working Groups & ad hoc Committees

Evidence Based Medicine Vertical Integration Group

Members: John Wiecha, David Flynn, Molly Cohen-Osher, Miriam Hoffman, Megan Young, Carol Walsh, Theresa Davies-Heerema, Suzanne Sarfaty, Annie Liu


  • What concepts and skills we need to teach medical students
  • When in the curriculum we need to teach different concepts/skills
  • How to give an overarching conceptual framework to help students at all 4 years in the curriculum
  • How to give students a practical tool to enable using these skills in the classroom setting and the clinical setting


Clinical Competencies Working Group

Members: Rachel Thompson, Angela Jackson, Ken Grundfast, Warren Hershman, John Wiecha, Lorraine Stanfield, Nanette Harvey, Chris Vaughan, Lisa Norton, Miriam Hoffman, Justin Slade


  • To make sure we are adequately addressing and assessing LCME mandated policies as they apply to competency in patient care/medical knowledge/professionalism/etc. during the clinical training years
    • To innovate along these lines with regard to curriculum addressing required patient types and procedures
    • To better define expectations with regard to a student’s level of responsibility in the care of a required patient/procedure
    • To ensure effective alternative learning opportunities for students who do not care for a required patient type
  • To lay the groundwork for assessing our students’ performance within the rubric of the Entrustable Professional Activities for entering residency
  • In other words, to ensure that our students graduate medical school competent to perform at an intern level on day one of residency

Nutrition Vertical Integration Group

Members: Carine Lenders MD, MS, ScD; Aaron Manders, MS, RD, LDN; Nanette Harvey, MD; Lorraine Stanfield, MD; Kate Donovan, MS, RD; SNAAC Leadership

Advisory Faculty: Caroline Apovian, MD; Ben Siegel, MD; Jonathan Berz, MD; Susan Fried, PhD; Wayne LaMorte MD, PhD, MPH; Gail March, PhD; John Wiecha, MD; Aimee Lim-Miller, MSW, LICSW

Goal: To assess, enhance, and sustain nutrition medicine knowledge, attitudes, and skills at the medical school

Outcomes: Nutrition VIG Documents

View as PDF

Substance Use and Prescription Drug Misuse (SUPDM) Vertical Integration Group

Faculty Members:Daniel Alford, Theresa Kim, Miriam Hoffman, Nanette Harvey, John Otis, Lorraine Stanfield, Molly Cohen-Osher, Ryan Chippendale, Karen Harnett, Heidi Werner, Oren Berkowitz, Susan White, Megan Young, Cheryl McSweeney, Alison Larson, Ed Bernstein
Staff Members: Jacqueline German, Ann Cashell
Student Members: Katrina Ciraldo, Lauren Ha, Jamie Lim, Andrew Hyatt, Rohan Rastogi

In response to the state’s opioid morbidity and mortality crisis, in 2015, Massachusetts’ Governor Charlie Baker and Secretary of Health and Human Services Marylou Sudders created the Governor’s Medical Education Working Group on Prescription Drug Misuse which included the Deans of the four state medical schools. The Working Group created the Core Competencies for the Prevention and Management of Prescription Drug Misuse to be taught to all Massachusetts medical students. At BUSM the SUPDM VIG was created to ensure that these Core Competencies were covered in the BUSM curriculum.


  • Determine which classes within the current four year BUSM curriculum address any aspect of substance use/prescription drug misuse
  • Identify needed changes throughout curriculum and determine what is considered “core” content and “supplemental” (i.e., elective) content
  • Add content to fill gaps, update existing content, reduce any redundancies
  • Map Governor’s “Medical Education Core Competencies” to updated BUSM SUPDM curriculum
  • Create a new teaching paradigm for SUPDM education within BUSM
  • Faculty development SUPDM teaching opportunities
  • Sustainability and ongoing updates of all SUPDM curricular components


  • Created VIG Learning Areas for SUPDM Education at BUSM.
  • Created the SUPDM Curriculum Map. SUPDM curriculum has been mapped throughout the four year BUSM curriculum. This has been divided into a:
    1. core curriculum: courses that all students receive through standardized content and
    2. supplemental curriculum: learning opportunities (e.g. electives, observerships, lectures) that not all students receive.
  • Created Matching the Governor’s Working Group Core Competencies to the BUSM SUPDM Curriculum. Documents that the Governor’s Medical Education Core Competencies are met through core components of SUPDM curriculum throughout BUSM, meaning all graduating students will have met minimum core competencies requirements; additional opportunities to learn/practice are offered in supplemental curriculum.

Integrating Foundational and Clinical Sciences (iFACS)

Members: Ann Zumwalt, Nanette Harvey, Molly Cohen-Osher, Jarett Rushmore, Megan Young, Robert Lowe, Rebecca Lara, David Druga, Paul George

Goals: The committee will investigate where clinical and foundational sciences correlations are being taught in the current curriculum and create initiatives to add clinical correlations to years 1 and 2 and add foundational sciences to clerkships/electives in years 3 and 4. In addition to adding breadth and depth to the curriculum, the GQ score in this area could be positively impacted.