Skip to main content

Table 1 Types of Self-Reported Curricular Changes/Innovations

From: Post-Carnegie II curricular reform: a north American survey of emerging trends & challenges

Self-reported curricular changes/innovations (Themes represented by bold type) Total No. of Responses (N = 122)
Changes to Curricular Structure/Organization: 28 (22.9%)
 --Structural/Organizational Changes (N = 16)
 --Three Year Medical School Track (N = 1)
 --Shortened Pre-Clerkship Curriculum (N = 5)
 --Re-Alignment of USMLE Step 1 Exam (N = 3)
 --Increasing Opportunity for Electives in MS-3 Year (N = 2)
 --Resurrecting “Old” Structures/Formats (N = 1)
Changes to Curricular Content: 37 (30.3%)
 --Incorporating New or Expanded Forms of Curricular Content (N = 10)
 --Early Clinical Exposures (N = 7)
 --Establishing Longitudinal Experiences (N = 7)
 --Reinforcing Basic Science in the Clinical Years (N = 3)
 --Promoting Student Research/Scholarship (N = 6)
 --Emphasis on Quality and Patient Safety (N = 2)
 --Expanded Health & Wellness Initiatives (N = 2)
Changes to Curricular Delivery: 41 (33.6%)
 --Fostering Enhanced Curricular Integration (N = 19)
 --Increasing Emphasis on Active Learning/Decreased Reliance on Traditional Lectures (N = 14)
 --Emphasis on PBL or TBL (N = 6)
 --Pre-Clerkship “Boot Camp” (N = 2)
Changes to Assessment: 13 (10.6%)
 --Developing a Competency Based Assessment/Curriculum (N = 7)
 --Incorporating New/Altered Forms of Assessment/Assessment Tracking (N = 3)
 --Elimination of Traditional (Letter) Grades (N = 3)
Increasing Use of Technology & Informatics: 3 (2.5%)
 --Curriculum Mapping (N = 2)
 --Enhanced Use of New/Emerging Technology (N = 1)