Table 1 Types of Self-Reported Curricular Changes/Innovations

Changes to Curricular Structure/Organization:

 --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:

 --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:

 --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:

 --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:

 --Curriculum Mapping (N = 2)

 --Enhanced Use of New/Emerging Technology (N = 1)