Abstract
BackgroundMedical school curricula are constantly evolving and change has potential positive and negative effects. At East Tennessee State University Quillen College of Medicine, a broader understanding of the effects of a curriculum change (reduction in clerkship length for one transitional year) was explored.MethodsA broad, system-wide evaluation was used to evaluate impacts on all stakeholders. Curriculum management data, including qualitative and quantitative data and short-term and follow-up perspectives of stakeholders, were used for evaluation.ResultsStudents evaluated the change positively. Academic performance in the transitional year was similar to the prior year. Differences in students’ clerkship evaluations were not statistically significant. Clerkship directors were concerned that students’ clinical experience suffered and noted that implementing changes was time consuming but recognized the benefits for students. Administrators dedicated a significant amount of time to planning the transitional year; however, the additional weeks at the beginning of fourth year made the scheduling process easier.ConclusionThis article demonstrates an overall positive result with this tool for curriculum change but also indicates the impacts differed across stakeholders. Knowledge gained from this experience can help other schools successfully anticipate challenges and prepare for a variety of outcomes in implementing necessary curriculum change.
Highlights
Medical school curricula are constantly evolving and change has potential positive and negative effects
By widening the focus of the evaluation, we provide information about system-wide effects that can assist other schools in anticipating a wide range of consequences associated with curriculum adjustments
After conducting a comprehensive curriculum review, we found there was a need for fourth-year students to have additional time for personalized career exploration and away rotations prior to the opening of the Electronic Residency Application Service (ERAS)
Summary
Medical school curricula are constantly evolving and change has potential positive and negative effects. The pace of change in undergraduate medical curricula is rapid and its scope is broad. Faculty experiences, or leadership perspectives [6,7,8]. These limited reports provide essential information but do not allow institutions to assess the simultaneous impact of change on all stakeholders. Recommendations for planning curriculum change advise considering the vantage points of all stakeholders, such as students, faculty, and administrators [9, 10]. It is possible that a change that benefits one can have adverse effects on another
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