University of British Columbia Faculty of Medicine

Curriculum Management and Governance Structure ♦ There are two key standing committees with responsibility for curriculum: the MD Undergraduate Program Committee oversees the educational program as a whole and the Curriculum Committee that is charged with curriculum management. ♦ Subcommittees responsible for each year or major curriculum component report to the Curriculum Committee (see Figure 1).FIGURE 1:: MD Undergraduate Program Committees Organizational Structure Office of Education ♦ There is no specific Office of Education for the MD undergraduate program. ♦ There are several units/offices within the Faculty of Medicine that support undergraduate education, including the Assessment Unit, the Evaluation Studies Unit, the Office of Faculty Development, and Technology Enabled Learning. ♦ A Center for Health Education Scholarship was established in 2008. Financial Management of Educational Programs ♦ Funding for the program is provided by the provincial government and is centrally managed. Valuing Teaching ♦ Promotion and tenure decisions are based on performance in both teaching and scholarly activity. ♦ The Faculty of Medicine has instituted a number of awards for excellence in education and teaching. ♦ The Center for Health Education Scholarship provides mentorship and support to faculty and clinical fellows in order to build capacity in educational scholarship. Curriculum Renewal Process ♦ In August 2009, the Dean struck a Task Force on Curriculum Renewal. The report and recommendations were completed in April 2010, and implementation has begun. ♦ The recommendations are aligned with the recommendations of the Association of Faculties of Medicine of Canada Future of Medical Education project. ♦ The eight recommendations relate to social responsibility and accountability; competency-based curriculum; student assessment; flexibility; integration; scholarship; continuity; and the health care system. ♦ The strategy for curriculum renewal is incremental change and continuous quality improvement. Learning Outcomes/Competencies ♦ The UBC Faculty of Medicine MD Undergraduate Program Mission, Goals, and Objectives were approved in January 2005. ♦ A copy is available on the Faculty of Medicine Website: http://www.med.ubc.ca/_shared/assets/Mission_Golas_Objectives_vs24138.pdf. New Topics in the Curriculum Since 2000 ♦ New topics such as patient safety, Aboriginal health, global health, and end of life care have been incorporated into the curriculum. Changes in Pedagogy ♦ The major changes in pedagogy have been as a consequence of the implementation of distributed medical education and the delivery of most large group sessions using videoconferencing. Changes in Assessment ♦ An end of final year OSCE was introduced in 2008 as an exit examination. Clinical Experiences ♦ Clinical education takes place throughout the province of British Columbia in major teaching centers (Clinical Academic Campuses), regional hospitals (Affiliated Regional Centers), and smaller community sites. ♦ All students complete a four-week rural family practice clerkship. ♦ There are four clinical sites that offer a 12-month integrated clerkship. ♦ Clinical capacity is a challenge as a consequence of the doubling of the medical class size and postgraduate program expansion. Regional Campuses ♦ UBC is the only medical school in the province of British Columbia. Since 2004, UBC has moved to a distributed medical program with regional campuses: the Vancouver-Fraser program (class size 192 students per year); the Island Medical Program (32); and the Northern Medical Program (32). ♦ A fourth site, the Southern Medical Program (32 students per year), is scheduled to open in 2011. ♦ All students spend the first semester in Vancouver before moving to their regional campus. ♦ Students at all sites take the same curriculum. The sites are linked by high-quality videoconference technology. Highlights of the Program/School ♦ A province-wide medical education program that is delivered in partnership with two universities and six provincial health authorities. ♦ Implementation of fully distributed medical education and doubling of the medical school class size since 2004. ♦ Implementation of a 12-month integrated clerkship program at four sites in the province, with a further four potential sites identified. ♦ Community–campus partnerships, for example through Community Service Learning and Self-Directed Project options, each taken by approximately a third of the second-year class.

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