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How did we make the Interdisciplinary Generalist Curriculum Project work? School-level efforts to facilitate success
C Matson1, A Davis, D C Steinkohl
1Department of Family Medicine, Eastern Virginia Medical School, 721 Fairfax Avenue, Norfolk, VA 23507, USA. matsonCC@EVMS.EDU
Summary
Successful implementation of the Interdisciplinary Generalist Curriculum (IGC) Project relied on collaboration, shared power, and strong communication. These elements fostered educational program changes and improved student learning experiences.
Area of Science:
- Medical Education
- Curriculum Development
- Interdisciplinary Studies
Background:
- The Interdisciplinary Generalist Curriculum (IGC) Project aimed to reform medical education.
- Schools needed to integrate new curricula and adapt organizational structures.
Purpose of the Study:
- To examine the planning and implementation processes of IGC-funded schools.
- To identify key educational and management issues during curriculum change.
- To understand the role of collaboration in successful implementation.
Main Methods:
- Analysis of how schools incorporated IGC requirements into educational programs and infrastructure.
- Identification of emerging educational and management issues.
- Evaluation of collaboration, communication, and leadership support.
Main Results:
- Collaboration was the key to successful implementation.
- Shared power and dean support were essential.
- Effective communication channels were critical for curricular change.
- The common approach involved adding interdisciplinary clinical curricula and integrating basic science with clinical material.
- Active student learning was a primary goal.
Conclusions:
- Interdisciplinary communication structures and melding of disciplinary cultures led to positive ripple effects.
- Successful curriculum reform requires strong collaborative efforts and supportive leadership.
- Flexibility in clinical experiences is necessary for diverse student needs.