Washington State University Elson S. Floyd College of Medicine

Medical Education Program Highlights Unique holistic admissions process with students selected based on their fit with the college’s mission to prepare physicians with a passion to care for the underserved and take a leadership role in efforts to improve the health care system. Integrated, spiraling, case-based curriculum. College includes 4 regional community campuses of Washington State University where most of third- and fourth-year clinical education occurs; one-quarter of each class assigned to each regional campus. All students do a longitudinal integrated clerkship (LIC) for their third year. All students are enrolled in a 4-year leadership certificate program at the college. All students are required to conduct a scholarly project with a capstone deliverable in the fourth year. All students are required to participate in service learning and interprofessional learning activities during their 4 years. Curriculum Curriculum description First and second years: Foundational sciences in Spokane plus 6 weeks of clinical emersion at their regional campus. Clinical skills building across all 4 years, including extensive use of high-fidelity simulation and standardized and actual patient volunteers in the first 2 years. Regular use of OSCEs to assess learning. Completion of LIC at 1 of our 4 community-based campuses in Washington state for the third year. Fourth year includes required 4-week rotations in emergency medicine and underserved medicine, and a subinternship, along with 24 weeks of electives. Assessment Students are assessed with formative exams every week for 2 weeks followed by high-stakes exam every third week. Workplace assessments are used extensively during clinical rotations. Academic and clinical coaches are used to monitor and guide student progress during the 4 years. Videotaped student encounters with standardized patients and OSCEs are used during the first 2 years. Specific learning objectives are required for every curricular learning session and are provided to guide student learning and design examination questions. Learning objectives are screened and edited by the curriculum associate dean. All students must pass/demonstrate all 13 AAMC Entrustable Professional Activities prior to graduation. Pedagogy Most education during years 1 and 2 is through case-based and small-group learning. Some lecture sessions still occur, but faculty are highly encouraged and supported to use engaged teaching/learning strategies. Large-group session attendance is optional. Preceptors are used for all clinical learning, with some resident involvement, but primarily direct teaching by preceptors in all disciplines. A large percentage of clinical teaching occurs in the ambulatory setting. Standardized and actual patients are used for skills building. High-fidelity simulators are used to teach many types of clinical skills. Students are given ample opportunities for self-directed learning. Curricular Governance The college of medicine gives responsibility for curriculum design to a close collaboration between the associate deans for curriculum and assessment and the Curriculum Committee. The Curriculum Committee has several subcommittees that do detailed analysis of course evaluations and other data to help advise the Curriculum Committee on potential refinements and evolutionary changes to the curriculum. Students participate as members on all these committees, as well as on the Curriculum Committee. The faculty are responsible for serving on various subcommittees of the Curriculum Committee, as well as on the full committee. They are also charged with delivering the curriculum to the students. The vice dean for student and faculty experience oversees the associate dean for faculty affairs and associate dean for curriculum, as well as the senior associate dean for admissions, student affairs and inclusion, allowing for a strong collaboration among these 3 offices, as well as with the associate dean for assessment and evaluation. Faculty development is coordinated with close guidance by chair of the major department in which faculty are appointed, as well as with the curriculum dean and the associate deans at each of the clinical campuses. Regional Medical Campuses The college has campuses in Everett, Spokane, Tri-Cities, and Vancouver, Washington. One-quarter of each class is assigned to each campus. The foundation sciences phase during years 1 and 2 is delivered at the Spokane campus, while all of the clinical learning takes place at a student’s assigned campus, other than away rotations during the fourth year.

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