{"id":108119,"date":"2022-11-01T08:56:10","date_gmt":"2022-11-01T12:56:10","guid":{"rendered":"http:\/\/www.bumc.bu.edu\/busm\/?page_id=108119"},"modified":"2026-02-09T16:20:43","modified_gmt":"2026-02-09T21:20:43","slug":"curriculum-overview","status":"publish","type":"page","link":"https:\/\/www.bumc.bu.edu\/camed\/education\/md\/curriculum-overview\/","title":{"rendered":"Curriculum Overview"},"content":{"rendered":"<p><span data-contrast=\"auto\">The BU Chobanian &amp; Avedisian School of Medicine\u2019s MD curriculum is an innovative four-year curriculum at the <\/span><a href=\"https:\/\/www.bumc.bu.edu\/camed\/frontline-medicine\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span data-contrast=\"none\">Frontlines of Medicine<\/span><\/a><span data-contrast=\"auto\">. Our instructional design principles and teaching methods incorporate best practices in learning theory, acknowledge the learning needs and styles of our diverse group of students and integrates science, health equity and clinical medicine.\u00a0 Our curriculum is designed to prepare our graduates for medical practice now and in the future.\u00a0<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:1,&quot;335551620&quot;:1,&quot;335559685&quot;:0,&quot;335559737&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">The curricular goals of our MD program are to ensure that every BU Chobanian &amp; Avedisian SOM graduate can:<\/span><span data-ccp-props=\"{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:1,&quot;335551620&quot;:1,&quot;335559685&quot;:0,&quot;335559737&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<ul>\n<li>Establish and maintain medical knowledge necessary for the care of patients<\/li>\n<li>Demonstrate clinical skills and diagnostic reasoning needed for patient care<\/li>\n<li>Effectively communicate with patients, families, colleagues and interprofessional team members<\/li>\n<li>Practice relationship centered care to build therapeutic alliances with patients and caregivers<\/li>\n<li>Exhibit skills necessary for personal and professional development needed for the practice of medicine<\/li>\n<li>Demonstrate knowledge of health care delivery and systems needed to provide optimal care to patients and populations<\/li>\n<li>Exhibit commitment to promoting and advancing health equity for all patients<\/li>\n<\/ul>\n<h4>Curriculum Background<\/h4>\n<p><span data-contrast=\"none\">Our\u202fcurriculum, redesigned in 2022, was created through a visioning process, that began and continued for five years before implementation, where medical school leaders, faculty, students and staff came together to describe the priorities of our MD program thinking about how healthcare will evolve in the future, the needs of the populations we serve and the many professional paths our students take after graduation.\u00a0\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:200,&quot;335559740&quot;:276}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"none\">The curriculum redesign process began with a review of the Carnegie\u202fFoundation\u202freport\u202f<\/span><i><span data-contrast=\"none\"><a href=\"http:\/\/archive.carnegiefoundation.org\/professional_graduate_education\/medical-education-study.html\" target=\"_blank\" rel=\"noopener noreferrer\">Educating Physicians: A Call for Reform of Medical School and Residency<\/a>. <\/span><\/i><span data-contrast=\"none\">Our curriculum now includes the <\/span><span data-contrast=\"none\">principles<\/span> <span data-contrast=\"none\">described in the paper<\/span> <span data-contrast=\"none\">that called\u202ffor (1) standardizing learning outcomes and individualizing the learning process, (2) promoting multiple forms of integration, (3) incorporating habits of inquiry and improvement, and (4) focusing on the progressive formation of the physician&#8217;s professional identity.\u202f Our instructional design is also based on learning theory and principles from\u202f<\/span><i><span data-contrast=\"none\">Make It Stick: The Science of Successful Learning<\/span><\/i><span data-contrast=\"none\">\u202fwritten by <\/span><span data-contrast=\"auto\">Roediger, McDaniel and Brown.<\/span><span data-contrast=\"none\"> Our curriculum focuses on\u202finterleaving, spaced learning and\u202fusing\u202fmultiple learning styles and strategies to promote long term retention and deep learning. We continuously evaluate and evolve our curriculum to ensure that our students are prepared to meet the needs of patients now and in the future. We also aim to help students explore their professional interests, identity and become leaders and scholars in medicine through explorations in the curriculum.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:200,&quot;335559740&quot;:276}\">\u00a0<\/span><\/p>\n<h4>Curriculum Phases<\/h4>\n<p><span data-contrast=\"none\">The curriculum has three phases, the pre-clerkship phase, clerkship phase and post-clerkship phase.\u00a0 The goals and details of each phase are described below.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:200,&quot;335559740&quot;:276}\">\u00a0<\/span><\/p>\n<h5>Pre-Clerkship Phase<\/h5>\n<p><span data-contrast=\"none\">The pre-clerkship phase objectives, content and instructional design are based on the following goals:<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:200,&quot;335559740&quot;:276}\">\u00a0<\/span><\/p>\n<ul>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"9\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559684&quot;:-2,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"1\" data-aria-level=\"1\"><i><span data-contrast=\"none\">Integration of foundational, clinical, social and health systems sciences in a systems-based curriculum<\/span><\/i><span data-contrast=\"none\">\u202f<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:200,&quot;335559740&quot;:276}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"9\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559684&quot;:-2,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"2\" data-aria-level=\"1\"><i><span data-contrast=\"none\">Spaced Learning to Enhance Long Term Retention<\/span><\/i><span data-contrast=\"none\">\u202f<\/span><i><span data-contrast=\"none\">for Learners<\/span><\/i><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"9\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559684&quot;:-2,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"1\" data-aria-level=\"1\"><i><span data-contrast=\"none\">Promotion of\u202fWellness and\u202fProfessional Identity Formation of our Learners<\/span><\/i><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:200,&quot;335559740&quot;:276}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"9\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559684&quot;:-2,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"2\" data-aria-level=\"1\"><i><span data-contrast=\"none\">Educating students on how to promote and advance health equity for all patients<\/span><\/i><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:200,&quot;335559740&quot;:276}\">\u00a0<\/span><\/li>\n<li data-leveltext=\"\uf0b7\" data-font=\"Symbol\" data-listid=\"9\" data-list-defn-props=\"{&quot;335552541&quot;:1,&quot;335559684&quot;:-2,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Symbol&quot;,&quot;469769242&quot;:[8226],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;\uf0b7&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}\" aria-setsize=\"-1\" data-aria-posinset=\"3\" data-aria-level=\"1\"><i><span data-contrast=\"none\">Self-Regulated Learning and Developing Adaptive Expertise<\/span><\/i><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:200,&quot;335559740&quot;:276}\">\u00a0<\/span><\/li>\n<\/ul>\n<p><a href=\"\/camed\/files\/2022\/10\/Phase-1-Preclerkship-Schematic.png\"><img loading=\"lazy\" src=\"\/camed\/files\/2022\/10\/Phase-1-Preclerkship-Schematic-636x115.png\" alt=\"Phase 1 Preclerkship Schematic\" class=\"alignnone wp-image-108124 size-medium\" width=\"636\" height=\"115\" srcset=\"https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Phase-1-Preclerkship-Schematic-636x115.png 636w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Phase-1-Preclerkship-Schematic-1024x186.png 1024w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Phase-1-Preclerkship-Schematic-768x139.png 768w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Phase-1-Preclerkship-Schematic-1536x278.png 1536w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Phase-1-Preclerkship-Schematic-2048x371.png 2048w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Phase-1-Preclerkship-Schematic-540x98.png 540w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Phase-1-Preclerkship-Schematic-1080x196.png 1080w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Phase-1-Preclerkship-Schematic-1628x295.png 1628w\" sizes=\"(max-width: 636px) 100vw, 636px\" \/><\/a><a href=\"\/camed\/files\/2022\/10\/Phase-1-Preclerkship-Schematic.png\"><\/a><\/p>\n<p><a href=\"\/camed\/files\/2025\/08\/Phase-1.2.png\"><img loading=\"lazy\" src=\"\/camed\/files\/2025\/08\/Phase-1.2-636x93.png\" alt=\"Phase 1.2 Preclerkship Schematic\" width=\"636\" height=\"93\" class=\"alignnone wp-image-136873 size-medium\" srcset=\"https:\/\/www.bumc.bu.edu\/camed\/files\/2025\/08\/Phase-1.2-636x93.png 636w, https:\/\/www.bumc.bu.edu\/camed\/files\/2025\/08\/Phase-1.2-1024x151.png 1024w, https:\/\/www.bumc.bu.edu\/camed\/files\/2025\/08\/Phase-1.2-768x113.png 768w, https:\/\/www.bumc.bu.edu\/camed\/files\/2025\/08\/Phase-1.2-1536x226.png 1536w, https:\/\/www.bumc.bu.edu\/camed\/files\/2025\/08\/Phase-1.2-2048x301.png 2048w, https:\/\/www.bumc.bu.edu\/camed\/files\/2025\/08\/Phase-1.2-540x79.png 540w, https:\/\/www.bumc.bu.edu\/camed\/files\/2025\/08\/Phase-1.2-1080x159.png 1080w, https:\/\/www.bumc.bu.edu\/camed\/files\/2025\/08\/Phase-1.2-1628x239.png 1628w\" sizes=\"(max-width: 636px) 100vw, 636px\" \/><\/a><\/p>\n<p><span data-contrast=\"none\">Students in the pre-clerkship phase of the curriculum are enrolled in four courses 1) Principles Integrating Science, Clinical Medicine and Equity (PISCEs), 2) Doctoring 3) Learn, Experience, Advocate, Discover and Serve (LEADS), 4) Personal and Professional Development (PPD), and 5) Consolidation and Preparation for Clerkship.<\/span><\/p>\n<h6>Principles Integrating Science, Clinical Medicine and Equity (PISCEs)<\/h6>\n<p><span data-contrast=\"auto\">PISCEs is a longitudinal integrated course that prepares students with the medical knowledge needed to care for patients. It integrates foundational science, pathophysiology and disease management. The course is broken into 3 foundational modules\u202ffollowed by eight systems-based (e.g.,\u202fcardiovascular, neuro\/psych) modules. Woven into each of these modules are longitudinal threads which include oncology, infectious disease, anatomy,\u202fmicrobiology, pharmacology and pathology, as well as the school\u2019s health equity curricular themes.\u00a0\u00a0\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">The PISCEs curriculum uses multiple instructional design strategies to support active learning, peer learning and team development.\u00a0 The instructional design of the course can be seen below:<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:200,&quot;335559740&quot;:276}\"><\/span><\/p>\n<p><a href=\"\/camed\/files\/2022\/11\/PISCEsWk1.png\"><img loading=\"lazy\" src=\"\/camed\/files\/2022\/11\/PISCEsWk1-636x360.png\" alt=\"PISCEs Week 1 Instructional Design: Content Delivery &amp; Application sessions\" class=\"alignnone wp-image-108525 size-medium\" width=\"636\" height=\"360\" srcset=\"https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/11\/PISCEsWk1-636x360.png 636w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/11\/PISCEsWk1-1024x580.png 1024w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/11\/PISCEsWk1-768x435.png 768w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/11\/PISCEsWk1-1536x870.png 1536w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/11\/PISCEsWk1-2048x1160.png 2048w\" sizes=\"(max-width: 636px) 100vw, 636px\" \/><\/a><a href=\"\/camed\/files\/2022\/11\/PISCEsWk2.png\"><img loading=\"lazy\" src=\"\/camed\/files\/2022\/11\/PISCEsWk2-636x376.png\" alt=\"PISCEs Week 2 Instructional Design: Content Delivery, Application, and Consolidation Sessions\" class=\"alignnone size-medium wp-image-108526\" width=\"636\" height=\"376\" srcset=\"https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/11\/PISCEsWk2-636x376.png 636w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/11\/PISCEsWk2-1024x605.png 1024w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/11\/PISCEsWk2-768x454.png 768w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/11\/PISCEsWk2-1536x908.png 1536w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/11\/PISCEsWk2-2048x1211.png 2048w\" sizes=\"(max-width: 636px) 100vw, 636px\" \/><\/a><a href=\"\/camed\/files\/2022\/11\/PISCEsWk2.png\"><\/a><\/p>\n<p><span data-contrast=\"auto\">The last 10 weeks of the pre-clerkship curriculum, called the\u202f <\/span><b><span data-contrast=\"auto\">Advanced Integration Weeks,<\/span><\/b><span data-contrast=\"auto\"> focuses on integrated cases based on the <a href=\"https:\/\/www.bumc.bu.edu\/camed\/education\/md\/curriculum-overview\/mepos\/core\/\">Core patient presentations<\/a>\u202forganized by clinical areas and disciplines.\u00a0 Students will revisit prior\u202ffoundational, clinical, and social science content\u202fin\u202fpatient cases to help students consolidate and integrate the material.\u202fIn these final ten weeks of the\u202fpreclerkship\u202fphase, students are immersed each week in patient cases that begin with a patient presentation to a clinic or ER and then evolve over a week where students navigate patient signs, symptoms, labs and imaging to again connect foundational science to patient data they will\u202fsee in clerkships.\u202f\u202fThese cases also have a goal of\u202fintroducing students\u202fto patient cases that are representative of our patient population at Boston Medical Center, our\u202fprimary\u202fteaching hospital.\u202f All cases are based on real patient cases and integrate teaching about our unique populations highlighting knowledge and skills needed to address our curricular key\u202fthemes and populations.<\/span><span data-contrast=\"none\">\u00a0 Finally, students collaborate in small groups to solve clinical problems, simulating the \u201cclinical team\u201d in medical practice and review and prepare for the USMLE Step 1 exam.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<h6 id=\"doctoring\">Doctoring<\/h6>\n<p><span data-contrast=\"auto\">Doctoring 1 is a year-long course in the first year where students learn foundational doctoring skills. The primary purpose of Doctoring 1 is to advance students\u2019 skills in the ten doctoring domains (see below).\u00a0 Through the multiple components of the course, students will learn and practice medical interviewing, physical examination skills and clinical reasoning.\u00a0 They will explore relational competence in both direct patient care and in the small group role plays.\u00a0 Students will learn how to gather data during a medical encounter, including a structured approach to chronological history taking for the history of present illness and details of the additional components (ex. past medical history, past surgical history, family history, social history, allergies, medications, review of systems).\u00a0 Students will learn and practice physical examination techniques in small groups and in clinical encounters.\u00a0 These skills culminate in a systematic approach to the head-to-toe physical examination at the end of the second module.\u00a0 <\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">As the course progresses and students enter their systems based PISCEs modules, students will build off their foundational physical exam skills to learn more advanced skills and physical diagnosis in the system they are learning about in their PISCEs course and this will continue into Doctoring 2.\u00a0 Students will develop the skills of communicating the components of the medical encounter in standard oral and written format. Additionally, oral presentation skills of research topics will be taught and evaluated in small groups.\u00a0 As the course progresses, clinical reasoning aka \u201chow doctors think\u201d will be utilized in evaluating symptom presentations.\u00a0 In all aspects of the course, health equity and disparities will be a lens students will use to reflect on their own backgrounds, on the lived experiences of their patients, and on their role as developing clinicians.\u00a0 <\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><a href=\"\/camed\/files\/2022\/10\/Doctoring-Domains.png\"><img loading=\"lazy\" src=\"\/camed\/files\/2022\/10\/Doctoring-Domains-632x636.png\" alt=\"The Ten Doctoring Domains: Professionalism, Communication, Health Equity, Teamwork, Self-directed Learning, Oral Presentation, Documentation, Physical Examination, and Clinical Reasoning\" class=\"alignnone wp-image-108125\" width=\"400\" height=\"403\" srcset=\"https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Doctoring-Domains-632x636.png 632w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Doctoring-Domains-150x150.png 150w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Doctoring-Domains-100x100.png 100w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Doctoring-Domains.png 720w\" sizes=\"(max-width: 400px) 100vw, 400px\" \/><\/a><\/p>\n<p><span data-contrast=\"auto\">Doctoring 2 is a year-long course in the second year in which students build off their experience in Doctoring 1 enhancing their skills in the 10 doctoring domains. The course is structured in case-based small groups with a faculty member that allow practice of advanced communication and physical examination skills, as well as clinical reasoning skills.\u00a0 Some of the sessions will include actors or standardized patients to enhance the authenticity of the experiences. There will be a focus on hypothesis-driven data collection (i.e., asking history questions and performing physical examination maneuvers that increase or decrease the likelihood of the diseases on the differential diagnosis) and clinical reasoning. Students will refine and expand their case presentation and note-writing skills and be introduced to the electronic medical record. Cases will promote integration of foundational and social science topics and provide an opportunity for self-directed learning. Students will have a variety of additional simulation sessions and actor\/standardized patient interviews to further their skills. They will continue their clinical placements with a longitudinal preceptor in the fall and will participate in hospital-based clinical encounters with 4<\/span><span data-contrast=\"auto\">th<\/span><span data-contrast=\"auto\"> year medical student and faculty preceptors during the winter\/spring to further advance their clinical skills in preparation for their clinical clerkships. Students will continue to work on their teamwork skills and competence in building a therapeutic alliance with patients and will reflect on topics surrounding professionalism, ethics, and professional identify formation.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<h6>Learn, Experience, Advocate, Discover and Serve (LEADS)<\/h6>\n<p><span data-contrast=\"auto\">LEADS is a two-year course intended to provide our students with time in the formal curriculum to immerse themselves in learning, experience and discovery in health equity so that they can develop skills in designing scholarly innovations now and in their future careers.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">The LEADS health equity curriculum begins with an overview of health equity and the inequities in health that exist due to factors at the personal, social, political, and other structural levels. The course has students consider the role physicians have in recognizing and addressing adverse social determinants of health and the inequities and injustices that contribute to health disparities.\u00a0 The health equity areas of focus in this course include: LGBTQIA+ Health, Global and Refugee Health, Community Health, Homeless Health, Structural Determinants of Health, Racism in Medicine, and Addiction and Health. All areas of focus have a faculty lead(s) who are content experts and deliver core knowledge in the course and provide mentorship and work with students to develop individualized goals.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">The curriculum also engages students in experiential opportunities to advance their understanding of inequities and allow students to further witness the challenges marginalized patients face.\u00a0 Students are introduced to BMC faculty, staff, and community leaders who will share solutions and interventions that have led to improved health outcomes. Longitudinally students engage in regular journal clubs highlighting evidence-based interventions related to health equity and are taught scholarly methods to make change including research methods, educational methods, health systems science, community based and advocacy interventions.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">Finally, students learn ways to disseminate their ideas including through narratives, curricula and other formats. Students are responsible for designing a scholarly project focused on a potential intervention of change in their health equity focus area by the completion of the course.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">As part of this course, students can join a Longitudinal Research Track as part of the <\/span><a href=\"https:\/\/www.bumc.bu.edu\/medstudentresearch\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span data-contrast=\"none\">Medical Student Research Program<\/span><\/a><span data-contrast=\"auto\"> and will be mentored in a 3- to 4-year experience designed for students who want to immerse themselves in research. Students in this track participate in additional required extracurricular hours with their research team outside of the LEADS curriculum.<\/span><\/p>\n<h6>Personal and Professional Development (PPD)<\/h6>\n<p><span data-contrast=\"auto\">PPD is a 4-year course that gives medical students structured time within the formal curriculum to build the skills, habits, and professional identity needed for lifelong learning, effective teamwork, and sustained well\u2011being in clinical practice.<\/span><span>\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">The curriculum is organized around four major curricular content areas:<\/span><span>\u00a0<\/span><\/p>\n<ol>\n<li data-aria-posinset=\"1\" data-aria-level=\"2\"><i><span data-contrast=\"auto\">Learning, metacognition, and coaching:<\/span><\/i><span data-contrast=\"auto\">\u00a0Students learn about evidence<\/span><span data-contrast=\"auto\">\u2011<\/span><span data-contrast=\"auto\">based strategies for long<\/span><span data-contrast=\"auto\">\u2011<\/span><span data-contrast=\"auto\">term retention, goal setting, self<\/span><span data-contrast=\"auto\">\u2011<\/span><span data-contrast=\"auto\">regulated learning, and continuous improvement. Each student works with a coach to reflect on progress, set individualized learning goals, and develop habits that support ongoing growth and effective lifelong learning.<\/span><span>\u00a0<\/span><\/li>\n<li data-aria-posinset=\"2\" data-aria-level=\"2\"><i><span data-contrast=\"auto\">Teams and teamwork<\/span><\/i><span data-contrast=\"auto\">: Because medicine is practiced in teams, students receive deliberate training in team skills. Sessions emphasize clear communication, negotiation and conflict resolution, giving and receiving feedback, and recognizing and addressing implicit bias in themselves and others. Practical, team\u2011based exercises help students translate these skills into clinical settings.<\/span><span>\u00a0<\/span><\/li>\n<li data-aria-posinset=\"3\" data-aria-level=\"2\"><i><span data-contrast=\"auto\">Personal and professional growth and wellnes<\/span><\/i><span data-contrast=\"auto\">s: The course teaches skills essential for thriving as a student and a physician, including professionalism, resilience, self\u2011care, emotional regulation, and strategies for recognizing and responding to burnout. Students practice coping strategies and develop personalized plans to maintain wellbeing while navigating the stresses of training and patient care.<\/span><span>\u00a0<\/span><\/li>\n<li data-aria-posinset=\"4\" data-aria-level=\"2\"><i><span data-contrast=\"auto\">Career development and leadership skills<\/span><\/i><span data-contrast=\"auto\">: Students need to engage in career exploration and receive advising along the way . The curriculum also cultivates leadership skills that prepare students to take on future roles in clinical teams, education, and health systems.<\/span><span>\u00a0<\/span><\/li>\n<\/ol>\n<p><span data-contrast=\"auto\">Throughout PPD, students engage in reflective exercises, experiential activities, and skill\u2011building workshops. Faculty coaches and content experts provide mentorship, feedback, and individualized goal\u2011setting. By the end of the course, students will have developed a toolkit of learning strategies, teamwork and leadership skills, and wellness practices that support their growth as competent, compassionate, and resilient physicians.<\/span><span>\u00a0<\/span><\/p>\n<h6>Consolidation and Preparation for Clerkship<\/h6>\n<p><span data-contrast=\"auto\" xml:lang=\"EN-US\" class=\"TextRun SCXW16976514 BCX2\" lang=\"EN-US\"><span class=\"NormalTextRun SCXW16976514 BCX2\">This course includes time for Step 1 preparation and study followed by a transitional clerkship in which students participate in experiences <\/span><span class=\"NormalTextRun SCXW16976514 BCX2\">focused on understanding the learning environment of the clerkship year and the core skills needed throughout the clerkship phase.<\/span><\/span><\/p>\n<p>The United States Medical Licensing Examination (USMLE) is a national, three step examination for medical licensure in the U.S. Students must take Step 1 and Step 2 CK during their time in the MD Program. For more information on state-specific licensing requirements, please see the <a href=\"https:\/\/www.bu.edu\/state-authorization\/doctor-of-medicine-licensing-disclosure\/\" target=\"_blank\" rel=\"noopener noreferrer\">State Authorization website.<\/a><\/p>\n<h5>Clerkship Phase<\/h5>\n<p><a href=\"\/camed\/files\/2022\/10\/Phase-2-Clerkship-Schematic.png\"><img loading=\"lazy\" src=\"\/camed\/files\/2022\/10\/Phase-2-Clerkship-Schematic-636x97.png\" alt=\"Phase 2 Clerkship Schematic\" class=\"alignnone wp-image-108122 size-medium\" width=\"636\" height=\"97\" srcset=\"https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Phase-2-Clerkship-Schematic-636x97.png 636w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Phase-2-Clerkship-Schematic-1024x156.png 1024w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Phase-2-Clerkship-Schematic-768x117.png 768w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Phase-2-Clerkship-Schematic-1536x233.png 1536w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Phase-2-Clerkship-Schematic-2048x311.png 2048w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Phase-2-Clerkship-Schematic-540x82.png 540w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Phase-2-Clerkship-Schematic-1080x164.png 1080w, https:\/\/www.bumc.bu.edu\/camed\/files\/2022\/10\/Phase-2-Clerkship-Schematic-1628x247.png 1628w\" sizes=\"(max-width: 636px) 100vw, 636px\" \/><\/a><\/p>\n<p><span data-contrast=\"auto\">The core clerkship year follows the preclerkship phase. Students complete clinical clerkships in medicine, surgery, pediatrics, obstetrics\/gynecology, family medicine, neurology, and psychiatry. Students work with residents and attending physicians in the care of a broad range of patients and clinical conditions. Students rotate through multiple clinical settings including ambulatory and inpatient and rural, urban and suburban, depending on their site placement ad preference. Students also have one selective of their choice in Emergency Medicine, Radiology or Research that they can choose during the third year.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\">The core clerkship year concludes with a week-long transition to 4<\/span><span data-contrast=\"auto\">th<\/span><span data-contrast=\"auto\"> year experience that prepares students for the expectations of a sub-intern.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<h5>Post-Clerkship Phase<\/h5>\n<p><a href=\"\/camed\/files\/2023\/09\/Phase-3-Post-clerkship-Schematic.png\"><img loading=\"lazy\" src=\"\/camed\/files\/2023\/09\/Phase-3-Post-clerkship-Schematic-636x99.png\" alt=\"Post-Clerkship Curriculum diagram\" class=\"alignnone wp-image-116574 size-medium\" width=\"636\" height=\"99\" srcset=\"https:\/\/www.bumc.bu.edu\/camed\/files\/2023\/09\/Phase-3-Post-clerkship-Schematic-636x99.png 636w, https:\/\/www.bumc.bu.edu\/camed\/files\/2023\/09\/Phase-3-Post-clerkship-Schematic-1024x159.png 1024w, https:\/\/www.bumc.bu.edu\/camed\/files\/2023\/09\/Phase-3-Post-clerkship-Schematic-768x120.png 768w, https:\/\/www.bumc.bu.edu\/camed\/files\/2023\/09\/Phase-3-Post-clerkship-Schematic-1536x239.png 1536w, https:\/\/www.bumc.bu.edu\/camed\/files\/2023\/09\/Phase-3-Post-clerkship-Schematic-2048x319.png 2048w, https:\/\/www.bumc.bu.edu\/camed\/files\/2023\/09\/Phase-3-Post-clerkship-Schematic-540x84.png 540w, https:\/\/www.bumc.bu.edu\/camed\/files\/2023\/09\/Phase-3-Post-clerkship-Schematic-1080x168.png 1080w, https:\/\/www.bumc.bu.edu\/camed\/files\/2023\/09\/Phase-3-Post-clerkship-Schematic-1628x253.png 1628w\" sizes=\"(max-width: 636px) 100vw, 636px\" \/><\/a><\/p>\n<p><span data-contrast=\"auto\">Upon completion of the core clerkship year, students complete advanced clinical rotations in geriatrics and home care, a sub-internship in the specialty of their choice and 6 months of electives. The third and fourth years combined include a minimum of 28 weeks of elective time with opportunities to pursue clinical and basic science research, teaching skills as well as independent study programs. Students also must complete a longitudinal requirement in Teaching, Advocacy, Research, Advocacy or Quality Improvement in their additional months of fourth year. Students may also participate in a specialty specific electives designed to prepare students for the transition to residency.<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<p><span data-contrast=\"auto\" class=\"TextRun SCXO87084155 BCX0\" xml:lang=\"EN-US\" lang=\"EN-US\"><span class=\"NormalTextRun SCXO87084155 BCX0\">The Back to the Classroom program (B2TC) is an opportunity for fourth year medical students to return from their clinical rotations for a two-week course that allows them to take a deep dive into foundational science and its application to clinical medicine through week-long topic-based seminars. Each seminar is one week in length, so students explore two topics over the two-week course. These seminars are designed to revisit the foundational science principles that underlie medical practice while also preparing learners for their residency experiences.\u00a0 Seminars are structured in an active learning format, with case-based discussions and\/or hands-on laboratory work, along with focused readings to prepare them for the active learning sessions.\u00a0 Example seminars have included surgical anatomy, genetics, neonatology, reproductive health, gender-affirming care, liver disease, and neurologic disorders.<\/span><\/span><\/p>\n<p><span data-contrast=\"auto\">Students can view information about currently offered electives via the <\/span><a href=\"https:\/\/www.bumc.bu.edu\/camed\/offices-services\/md-program-offices\/registrars-office\/current-medical-students\/fourth-year-student-information\/fourth-year-elective-catalog\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span data-contrast=\"none\">Fourth Year Course Catalog<\/span><\/a><span data-contrast=\"auto\">, available on the Registrar\u2019s Website.\u00a0<\/span><span data-ccp-props=\"{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}\">\u00a0<\/span><\/p>\n<h4><strong>See Also:<\/strong><\/h4>\n<ul>\n<li><a href=\"https:\/\/www.bumc.bu.edu\/camed\/offices-services\/md-program-offices\/registrars-office\/\">Registrar\u2019s Office<\/a><\/li>\n<li><a href=\"https:\/\/www.bumc.bu.edu\/camed\/education\/dual-degree\/\">Dual Degree Programs &amp; Certificates<\/a><\/li>\n<li><a href=\"https:\/\/www.bumc.bu.edu\/camed\/admissions\/why-camed\/md-md-phd-entering-students\/\">MD &amp; MD\/PhD Entering Student Information<\/a><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The BU Chobanian &amp; Avedisian School of Medicine\u2019s MD curriculum is an innovative four-year curriculum at the Frontlines of Medicine. Our instructional design principles and teaching methods incorporate best practices in learning theory, acknowledge the learning needs and styles of our diverse group of students and integrates science, health equity and clinical medicine.\u00a0 Our curriculum [&hellip;]<\/p>\n","protected":false},"author":2072,"featured_media":0,"parent":131271,"menu_order":3,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"bu-publication":[],"_links":{"self":[{"href":"https:\/\/www.bumc.bu.edu\/camed\/wp-json\/wp\/v2\/pages\/108119"}],"collection":[{"href":"https:\/\/www.bumc.bu.edu\/camed\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.bumc.bu.edu\/camed\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.bumc.bu.edu\/camed\/wp-json\/wp\/v2\/users\/2072"}],"replies":[{"embeddable":true,"href":"https:\/\/www.bumc.bu.edu\/camed\/wp-json\/wp\/v2\/comments?post=108119"}],"version-history":[{"count":39,"href":"https:\/\/www.bumc.bu.edu\/camed\/wp-json\/wp\/v2\/pages\/108119\/revisions"}],"predecessor-version":[{"id":141682,"href":"https:\/\/www.bumc.bu.edu\/camed\/wp-json\/wp\/v2\/pages\/108119\/revisions\/141682"}],"up":[{"embeddable":true,"href":"https:\/\/www.bumc.bu.edu\/camed\/wp-json\/wp\/v2\/pages\/131271"}],"wp:attachment":[{"href":"https:\/\/www.bumc.bu.edu\/camed\/wp-json\/wp\/v2\/media?parent=108119"}],"wp:term":[{"taxonomy":"bu-publication","embeddable":true,"href":"https:\/\/www.bumc.bu.edu\/camed\/wp-json\/wp\/v2\/bu-publication?post=108119"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}