University of British Columbia Faculty of Medicine

Curriculum Management and Governance Structure (See Figure 1)FIGURE 1: Governance of the MD Program ♦ The governance structure of the MD undergraduate program (Figure 1) has been reviewed and changed over the past two years to reflect the implementation of a new curriculum introduced in 1997. ♦ Terms of reference have been developed for all the committees. ♦ Management of the program is now centrally coordinated by the undergraduate dean's office. ♦ Clerkships are still departmentally managed. Office of Education ♦ Educational support for all the health professions programs at UBC is provided by the Division of Educational Support and Development, located in the Office of the Coordinator of Health Sciences. ♦ About 80% of the division's work is to support the Faculty of Medicine in the areas of student assessment, program evaluation, Web-site management, and curriculum and faculty development. Budget to Support Educational Programs ♦ The school is in the process of defining the budget for the MD undergraduate program. Valuing Teaching ♦ During the past three years there has been a major focus on faculty development to support the implementation of the new curriculum, with a particular focus on the training and in-service support of PBL tutors. ♦ Faculty development is coordinated by two half-time directors of faculty development, advised by a faculty development committee. ♦ The newly formed Teaching Recognition and Evaluation Committee is working on a proposal to develop a special designation for faculty who devote the majority of their time to reaching. CURRICULUM RENEWAL PROCESS Learning Outcomes ♦ The school has a set of defined competencies for medical undergraduates (a copy is available from the first author). Changes in Pedagogy ♦ The new MD undergraduate program has a major focus on small-group, self-directed learning, including three PBL tutorials each week for the first two years. ♦ There is emphasis on early patient contact through three continuity courses: Family Practice; Communication/Clinical Skills; and Doctor, Patient and Society. Application of Computer Technology ♦ Students are required to own computers. ♦ Curriculum information, such as schedules, lecture notes, images, and other learning resources, as well as learning objectives and weekly quizzes, are provided on a Web site. ♦ Some assignments and examinations are computer-based. ♦ Communication with students is largely through electronic mail. ♦ Computer literacy skills are taught as part of the curriculum. Curriculum Review Process ♦ The Program Evaluation Committee is responsible for evaluating the implementation of the new curriculum. ♦ Each course that has been implemented has been reviewed at least once and modifications made. ♦ Over the next five years the success of the program will continue to be evaluated against longer-term outcome measures. ♦ The new MD undergraduate program was introduced in August 1997. ♦ The final year of the new program will be implemented in 2000–2001. ♦ The new curriculum was developed as a consequence of recommendations from the 1993 Accreditation Report. ♦ A strategic planning group set up by the dean developed a blueprint for the new curriculum in November 1994. ♦ Implementation was led by the Curriculum Implementation Task Force, whose members were course directors and educational and administrative support staff. ♦ Successful implementation can be attributed to factors such as leadership and support from the dean, the creation of some new administrative and leadership positions, a core of dedicated faculty, a major faculty development initiative, involvement of students in monitoring evaluation and problem solving, and good feed-back and feed-forward loops. ♦ Barriers include variable support from department heads and disaffection of faculty in a few key departments; financial problems in the medical school and a shrinking teaching pool; burnout of the pioneer faculty, limited success in attracting new education leaders to key positions; and ongoing problems with communication in a large faculty. Future Goals and Challenges ♦ Major goals to be achieved over the next few years are to create a student-assessment system that better reflects the aims of the curriculum, and to improve the delivery of the curriculum to maximize integration and cumulative learning and minimize redundancies and gaps.

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