Front of Med-Dent Building

Journey's Curriculum: Task Force on Curriculum & Student Wellbeing 

The Journey's Curriculum, implemented in 2017 with the Class of 2021, was developed with the goal of creating a fully integrative learning experience among both doctoring and the basic sciences, in addition to increasing individualized scholarly pursuits and medical student wellbeing. The Task Force on Curriculum & Student Wellbeing, a task force charged by the Committee on Medical Education (COME), was charged with identifying aspects of the first year of the Journeys curriculum that may unduly detract from student learning and wellbeing. Their findings led to the following (in addition to other recommendations still being implemented):

  • Density: further evaluation and reduction of curricular density that was either unneccessary or low-impact.
  • Organization: further evaluation of lecture organization, with emphasis on integrative and sequential flow of material.
  • Clarity: further clarification of expectations, organization, and academic processes around performance as students progress.
  • Student Time: cap on curricular hours each week.
  • Best Practices: further emphasis, guidance, and accountability around learning objective mapping and exam/lecture material best practices for faculty. 
  • Mental Health Resources: recruitment of full-time psychologist, embedded within the School of Medicine.
  • Committee on Medical Student Wellbeing: a dedicated committee was charged to assess medical student wellbeing & propose interventions and/or changes to promote wellbeing.

Journey's Curriculum: Intersessions

The Foundational Phase of our new curriculum has a series of Intersessions after each exam block, and prior to the start of basic science coursework for the following block. These include the following, in addition to discrete longitudinal courses occuring outside of modules - many of which are focused on the varying dimensions of wellbeing:

Intersessions: Health Disparities & Health Equity, Nutrition & Patient Health, Health Policy & Advocacy, Medical Genetics

Discrete Longitudingal Courses occuring outside of the Modules: Ambulatory Care (Y1), Community-Based Learning (Y1), Medical Student Grand Rounds (Y1, Y2), Ethics (Y1, Y2), Patients, Population & Policy (Y1), Nutrition & Patient Health (Y1), Medical Genetics (Y2), Cura Personalis (Clinical Skills) (Y1, Y2)