The School of Medicine Curriculum Committee is an LCME-mandated standing committee of the faculty and includes faculty, student and resident representation. The function of the curriculum committee is to oversee the education program as a whole and has the responsibility for the overall design, management, integration, evaluation and enhancement of a coherent and coordinated curriculum. Through its work, the curriculum committee determines educational policy and curricular structure, promotes educational innovations and scholarship, and establishes implementation strategies for the four-year School of Medicine educational program leading to the Doctor of Medicine degree. The curriculum committee has 2 standing subcommittees, the Phase I Block Chairs committee and the Phase II Clerkship Directors committee that oversee the day-to-day operations of their respective curricular phases, bring proposals forward to the curriculum committee and implement recommended changes from the curriculum committee.
Roles and Responsibilities
- Develop, maintain and evaluate a curriculum that reflects current medical knowledge and practice and is consistent with meeting LCME standards.
- Review and modify the goals and objectives for the curriculum with particular emphasis on ensuring that the goals and objectives are linked to desired outcome measures.
- Establish a logical sequencing of the curriculum and curriculum content that is coordinated and integrated within and across the academic periods of study (i.e., horizontal and vertical integration).
- Monitor and evaluate the quality of the blocks and clerkships and their effectiveness in meeting the goals and objectives for medical student education.
- Ensure that the methods of pedagogy and medical student assessment are effective, innovative and appropriate for the achievement of the program's educational objectives.
- Monitor the content and student workload in each Phase of the curriculum.
- Promote educational innovation, experimentation and scholarship to inform the development and maintenance of a dynamic and current curriculum.
Curriculum Committee Membership
The curriculum committee is an integrated body with rotating membership that includes members of the faculty, administration and student body in proportions appropriate to assure wide understanding of the issues at hand, flexibility, a lack of bias, and full representation across the institution, in order to achieve the school’s overall educational objectives. All members are nominated or elected by their peers and appointed by the Dean. Members are appointed for three-year terms and may be reappointed for successive terms.
Chair: Deborah Dellmore, MD – Department of Psychiatry
Vice Chair: Jonathan Eldredge, PhD – Health Sciences Center Library and Informatics Center
Representatives from Phase I Block Chairs
- Dave Czuchlewski, MD - Department of Pathology
- Anthony Fleg, MD – Department of Family and Community Medicine
- Charles Wiggins, PhD – Department of Internal Medicine
Representatives from Phase II Clerkship Directors
- Melissa Martinez, MD – Family and Community Medicine
- Leonard Noronha, MD – Department of Internal Medicine
Representatives from Phase III Clerkship Directors
- Maria Enrione, MD – Department of Pediatrics
- Joanna Fair, MD – Department of Radiology
Representatives from Doctoring Curriculum
- Jennifer Benson, MD – Department of Internal Medicine
- Ann Morrison, MD – Department of Internal Medicine
Representative from Learning Communities
- Jim McKinnell, MD – Department of Pediatrics
Representative from Clinical Reasoning
- Justin Roesch, MD/Patrick Rendon, MD – Department of Internal Medicine
Representative from PA Program
- Kathy Johnson, PA – Physician Assistant Program
Representative from Phase I Threads
- Karen Santa Cruz, MD – Department of Pathology
Students from Phase III
- Henning De May
- Daphne Olson
- Alternate: Christopher Anstine
Students from Phase II
- Gregory Ziomek
- Michelle Sandoval
Students from Phase I, Year 2
- Natalie Johannes
- Megan McClean
- Alternates: Julia Dexter/ Eric Rightly
Students from Phase I, Year 1
- Chrys Djatche de Kamgaing
- Dane Abruzzo
Student from MD-PhD program
- Arden Vanderwall
- Mary Lacey, MD – Department of Internal Medicine
- Elaine Bearer, MD - Department of Pathology
- Janet Vessart, MD– Department of Emergency Medicine
- Staci Lee, MD – Department of Internal Medicine
- Elizabeth Anne Greene, MD – Department of Pediatrics
Faculty Representative from VAMC
- Henry Lin – Department of Internal Medicine/GI
Representative from HSLIC
- Jon Eldredge – Health Sciences Library and Informatics Center
- Brittney Coffman
- Representing A&L (Assessment and Learning) – Ed Fancovic*/ Nancy Schneider
- Representing PEAR (Program Evaluation) – Summers Kalishman*/Rebecca Hartley*/ Nancy Shane
- Director of OMED (Office of Medical Educator Development) – Gary Smith
- Director of CSC (Curriculum Support Center) - Paul Perea
- Director of OARS (Office of Academic Resources and Support) – Pam DeVoe
- Associate Dean for Undergraduate Medical Education – Paul McGuire*
- Assistant Dean Medical Science Education – Marcy Osgood*
- Representing Student Affairs – Sheila Hickey*/ Teresa Vigil
- Associate Dean for Diversity or Office for Diversity Representative – Valerie Romero-Leggott*
- Assistant Dean for Health Professions Program – Shelly McLaughlin/ Lee Danielson*
* Frequently, ex officio members will abstain from voting, but unless by-laws constrain their rights, they are afforded the same rights as other members, including debate, making formal motions, and voting. Based on the SOM by-laws, Ex Officio members of this committee who are considered SOM Voting Faculty (Tenured, Tenure-Track, Clinician Educator, Lecturer, Instructor, and Research contract faculty members with half-time or greater appointments) will be eligible to vote on Curriculum Committee matters.
Meeting Schedule, Agendas and Announcements
Meetings of the Curriculum Committee are held on the first, third and fifth Wednesday of each month from 4:00pm – 5:00pm. Subcommittee meetings are held as needed and as called by each Subcommittee Chair. Approximately one week prior to each meeting, members receive an email appointment with attached agenda for the upcoming meeting and a copy of the previous meeting's minutes. Allinterested UNM-SOM faculty members, residents, students, and staff are invited to attend CurriculumCommittee meetings as visitors. Meetings generally last one to one-and-a-half hours. Specialmeetings may be scheduled throughout the year.
Meeting Location: HSLIC 428
Guiding Principals and Policies
Curricular Values, Principles and Policies That Guide UME Curriculum Development, Reform, and Evaluation
The integrated undergraduate medical education curriculum at the UNM School of Medicine is designed to prepare students with the essential knowledge, skills and attitudes necessary to provide effective, compassionate healthcare for the diverse population of New Mexico within a rapidly evolving healthcare environment.
In developing and revising our curriculum, we are guided in our decisions by what we value related to the competencies of an excellent physician, our responsibilities as educators, and the best evidence from educational research, as reflected in the principles and policies described below.
PRINCIPLE 1. The University of New Mexico School of Medicine Curriculum Committee, as a standing committee of the faculty, has broad oversight of the fouryear medical curriculum.
The Curriculum Committee serves as an LCME-mandated committee. The Committee guides and evaluates the curriculum and all of its components on a regular basis to ensure continuous improvement through the incorporation of the most up-to-date educational strategies for fostering student success. In addition, the Committee serves as a forum to review courses and approve new course proposals, to study special issues and problems, and to report to the faculty on curricular issues.
Policy 1A. The function of the SOM Curriculum Committee will include the following:
- Establish the general educational policies and procedures for the School of Medicine curriculum based on educational theory, research, and innovations.
- Define the educational goals and objectives of the School of Medicine curriculum.
- Initiate and review proposals for new courses and clerkships, as well as proposals modifying current curricular offerings, based on sound educational principles.
- Identify and standardize best practices across curricular elements.
- Monitor, evaluate, and continuously improve the quality of our educational program utilizing data grounded in sound educational principles and derived from multiple sources, including student outcome assessments and student and faculty evaluations of courses, clerkships, and instructors.
- Evaluate the effectiveness of the curriculum and recommend changes in accordance with the accreditation requirements of the Liaison Committee on Medical Education (LCME) and the mission and vision of the School of Medicine.
PRINCIPLE 2. Each component of the curriculum is based on defined goals and objectives that relate directly to and are designed to address the School of Medicine Competencies and Learning Objectives.
Policy 2A. Units of the curriculum have clearly defined and integrated goals and objectives, require students to assume increasing responsibility for safe and effective patient care, and are consistent with the competencies and learning objectives as adopted by the School of Medicine Curriculum Committee.
Policy 2B. The overall educational objectives for the School of Medicine address the following competencies 1) Medical Knowledge, 2) Patient Care, 3) Interpersonal and Communication Skills, 4) Personal and Professional Development, 5) Systems and Community Based Practice, 6) Practice Based Learning and Improvement, and 7) Interprofessional Collaboration (See Appendix A).
Policy 2C. Student assessment is balanced among measures of factual knowledge, higher levels of thinking, performance-related skill development, and professional behavior, linked directly to the stated objectives for courses and clerkships. Students are assessed both formatively and summatively using methods that emphasize deep versus superficial learning with measures that are valid and reliable.
PRINCIPLE 3. The Basic and Clinical Sciences are integrated throughout the curriculum.
Policy 3A. Units of the curriculum are designed to integrate student learning of the medical sciences where normal structure and function are taught together with the pathophysiology of various disease states.
Policy 3B. Where appropriate, the curricular components are directed, designed, and delivered by teams that include both Basic and Clinical Science faculty. Policy 3C. Units of the curriculum integrate medical knowledge and clinical competencies to advance clinical reasoning skills.
PRINCIPLE 4. The educational environment is appropriate to the mission of the medical school and students are educated in the biopsychosocial model of health and disease.
Policy 4A. Students spend significant time engaged in practical clinical experiences beginning in the first year of the curriculum.
Policy 4B. Students are provided with experiences serving rural and underserved populations utilizing community-based education, service learning, and interprofessional education.
Policy 4C. Students learn medicine within the context of different cultural and social situations and practice culturally appropriate communications as a means of valuing and leveraging diversity for optimal outcomes.
Policy 4D. Students gain experience in a diverse array of health care settings, including ambulatory, inpatient, critical care, emergent, community-based, and the transitions between them.
Policy 4E. Students have learning experiences that foster an understanding of the importance of long-term continuity of care.
PRINCIPLE 5. Longitudinal themes critical to the practice of medicine are incorporated throughout the curriculum.
Policy 5A. The following themes are integrated throughout the curriculum:
- Ethical and professional practice
- Communication skills for health professionals
- Community, population, and public health
- Role of the physician in health care systems
- Quality improvement, patient safety, and outcome measures
- Skills for working in interprofessional teams
- Pain management and substance misuse
- Palliative care
- Diversity, health disparity, and social justice
- Violence and health
- Behavioral health
PRINCIPLE 6. The curriculum is designed to be learning and learner-centered and to create significant and relevant learning experiences that are based on educational principles supported by the best available research evidence about how people learn. Emphasis is also placed on student self-directed learning with sufficient time provided for independent study and synthesis of information through personal reflection
Policies Related to Phase 1:
Policy 6A. The curriculum demonstrates learning-centeredness by creating a motivating environment, building on learners’ pre-existing knowledge, addressing common misconceptions, facilitating learning with understanding, and developing learner metacognition.
Policy 6B. The curriculum is designed and implemented in a way that clearly links learning objectives, content, methods, and assessment.
Policy 6C. The basic science curriculum is implemented using educational methodologies that place an emphasis on student self-directed learning. The curriculum will emphasize pre-class preparation and use more active, problem-oriented strategies in class with frequent formative and summative assessments.
Policy 6D. In the basic science curriculum, a significant number of the total contact hours are devoted to active learning. Active learning is defined as content that requires the active participation of students. Examples include case-based learning, team-based learning, problembased learning, small group instruction, and any other format in which the students must actively participate in the class to practice the application of learned knowledge to think critically and solve relevant medical problems.
Policy 6E. No more than twenty-six (26) contact hours are scheduled per week. Included in this are all concurrent courses such as Phase 1 blocks, Doctoring, Evidence Based Medicine and Epidemiology/Biostatistics and Clinical Reasoning. Time for the delivery of content through the use of independent learning modules (ILM) such as video lectures, narrated power-point presentations, interactive modules and assigned reading and other assignments should be either provided within the 26 contact hours or limited to 4 hours of outside time. More than 4 hours will result in an hour-for-hour reduction in the scheduled contact time.
Policy 6F. No more than ten (10) hours of lecture are scheduled per week. In keeping with best practices and supported by research literature and student feedback, it is strongly encouraged that no more than two (2) consecutive hours of lecture are scheduled in a single day.
Policy 6G. A predictable weekly schedule is available that includes at least 3 unscheduled half days per week.
Policy 6H. The content of the Phase I curriculum includes detail appropriate for the students’ stage of education. The content correlates with USMLE objectives and is represented in sufficient breadth and depth to enable passage of the Step 1 exam with scores that are comparable with the national average. The curriculum includes early clinical experiences and content about professionalism, ethics, diversity and other subjects important to and appropriate for the students’ stage of education, their preparation for the Phase II curriculum, and their ultimate success as physicians.
Policy 6I. Content is presented in a coherent flow within the Phase I curriculum. The organization of the curriculum demonstrates how the material relates within the course and links to previous and subsequent courses. New knowledge is built upon prior knowledge acquired in the curriculum and sufficiently integrated so as to make connections relevant. Knowledge develops and builds coherently. For example, students master the principles of Pharmacology before exploring pharmacological approaches to the treatment of organ-specific diseases.
Policy 6J. As a norm, basic biomedical science will demonstrate a clear clinical application made visible to students so they understand “why” they are learning it. In some cases relevance to health and wellness may also be important in addition to, or instead of, relevance to disease.
Policy 6K. The content of the curriculum builds on and reinforces earlier content. Foundational material is introduced before more complex material.
Policy 6L. The Phase I curriculum includes opportunities for students to become life-long learners by integrating information management skills into their learning using state-of-the-art information technology. This includes researching, organizing, evaluating, and applying information to solve clinical problems and determine treatment effectiveness.
Policy 6M. Proposed changes in curricular design and delivery must be approved by the Curriculum Committee, incorporate best practices supported by educational research findings, and take into consideration the impact of such changes on other components of the curriculum.
Policies Related to Phase II and Phase III:
Policy 6N. Active learning strategies are employed during the didactic sessions of the clerkships with no more than ten (10) hours of traditional lecture scheduled per week averaged over the course of the clerkship.
Policy 6O. Duty hours are defined as all clinical and administrative activities related to the clerkship; i.e., patient care (both inpatient and outpatient), administrative duties relevant to patient care, the provision for transfer of patient care, time spent in-house during call activities, and scheduled activities such as conferences. Duty hours do not include reading and preparation time spent away from the duty site.
Policy 6P. Duty hours are limited to 80 hours per week, averaged over a four-week period, inclusive of all in-house call activities. Students must be provided with one day in seven free from all educational and clinical responsibilities, averaged over a four-week period, inclusive of call. Adequate time for rest and personal activities must be provided. This must consist of a minimum 8-hour (ideally 10-hour) time period provided between all daily duty periods and after in-house overnight call. For clerkships that do not have in-house overnight call or that have a night float system, students may not always have a 10-hour rest period, but the duty hours will not extend past a maximum of 16 duty-hours.
Policy 6Q. Supervision of medical student learning experiences is provided throughout the Phase II and Phase III required clinical experiences in accordance with the policy on Supervision of Medical Students in Clinical Learning Situations.
Policy 6R. The Phase II and III curricula include opportunities for students to incorporate information management skills into their learning (finding, organizing, evaluating and applying information) using state-of-the-art information technology.
PRINCIPLE 7. The curriculum and all of its components are evaluated on a regular basis by the Curriculum Committee to ensure continuous quality improvement and achievement of the School of Medicine goals and objectives.
Policy 7A. In evaluating the quality of the curriculum, the Curriculum Committee considers evaluations and outcomes of board performance, courses, clerkships, and teachers as part of the evaluation process.
Policy 7B. There are multi-source, periodic, systematic reviews of the design, content, and instruction in each course to ensure that learning objectives are appropriate and clearly stated, course content is relevant, methods are matched to level of learning, appropriate reinforcement is included, and unnecessary redundancy is eliminated.
Policy 7C. Faculty are provided with the necessary resources and tools to become effective teachers, including faculty development programs, coaching and feedback, and structured faculty evaluations.
Approved by the School of Medicine Curriculum Committee 11/2012