Related Experiment Video
Updated: Mar 17, 2026
Mechanical Ventilation Boot Camp Curriculum
Published on: March 12, 2018
Blueprint for an Undergraduate Primary Care Curriculum
Sara B Fazio1, Monica Demasi, Erin Farren
1S.B. Fazio is associate professor, Department of Internal Medicine, Beth Israel Deaconess Medical Center, and Harvard Medical School, Boston, Massachusetts. M. Demasi is instructor of population health (family medicine), Cambridge Health Alliance, and Harvard Medical School, Boston, Massachusetts. E. Farren is education program director, Center for Primary Care, Harvard Medical School, Boston, Massachusetts. S. Frankl is assistant professor, Department of Internal Medicine, Beth Israel Deaconess Medical Center, and Harvard Medical School, Boston, Massachusetts. B. Gottlieb is associate professor, Department of Internal Medicine, Brigham and Women's Hospital, and Harvard Medical School, Boston, Massachusetts. J. Hoy is resident physician, Department of Internal Medicine, Brigham and Women's Hospital, and Harvard Medical School, Boston, Massachusetts. A. Johnson is resident physician, Department of Internal Medicine, University of California, San Francisco, School of Medicine, San Francisco, California. J. Kasper is instructor, Department of Pediatrics, Harvard Medical School, Boston, Massachusetts. P. Lee is assistant professor, Department of Internal Medicine, Cambridge Health Alliance, and Harvard Medical School, Boston, Massachusetts. C. McCarthy is assistant professor, Department of Pediatrics, Boston Children's Hospital, and Harvard Medical School, Boston, Massachusetts. K. Miller is assistant professor of population medicine (family medicine), Cambridge Health Alliance, and Harvard Medical School, Boston, Massachusetts. J. Morris is resident physician, Department of Family & Community Medicine, University of California, San Francisco, School of Medicine, San Francisco, California. K. O'Hare is assistant professor, Department of Internal Medicine, Brigham and Women's Hospital, and Department of Pediatrics, Harvard Medical School, Boston, Massachusetts. R. Rosales is a medical student, Harvard Medical School, Boston, Massachusetts. L. Simmons is assistant professor, Department of Internal Medicine, Massachusetts General Hospital, and Harvard Medical School, Boston, Massachusetts. B. Smith is resident physician, Fort Collins Family Medicine Residency, Fort Collins, Colorado. K. Treadway is associate professor, Department of Internal Medicine, Massachusetts General Hospital, and Harvard Medical School, Boston, Massachusetts. K. Goodell is director for innovation in medical education (family medicine), Center for Primary Care, Harvard Medical School, Boston, Massachusetts. B. Ogur is associate professor of medicine, Department of Internal Medicine, Cambridge Health Alliance, and Harvard Medical School, Boston, Massachusetts.
Abstract:
In light of the increasing demand for primary care services and the changing scope of health care, it is important to consider how the principles of primary care are taught in medical school. While the majority of schools have increased students' exposure to primary care, they have not developed a standardized primary care curriculum for undergraduate medical education. In 2013, the authors convened a group of educators from primary care internal medicine, pediatrics, family medicine, and medicine-pediatrics, as well as five medical students to create a blueprint for a primary care curriculum that could be integrated into a longitudinal primary care experience spanning undergraduate medical education and delivered to all students regardless of their eventual career choice.The authors organized this blueprint into three domains: care management, specific areas of content expertise, and understanding the role of primary care in the health care system. Within each domain, they described specific curriculum content, including longitudinality, generalism, central responsibility for managing care, therapeutic alliance/communication, approach to acute and chronic care, wellness and prevention, mental and behavioral health, systems improvement, interprofessional training, and population health, as well as competencies that all medical students should attain by graduation.The proposed curriculum incorporates important core features of doctoring, which are often affirmed by all disciplines but owned by none. The authors argue that primary care educators are natural stewards of this curriculum content and can ensure that it complements and strengthens all aspects of undergraduate medical education.
More Related Videos
10:38Observational Study Protocol for Repeated Clinical Examination and Critical Care Ultrasonography Within the Simple Intensive Care Studies
Published on: January 16, 2019
13:44Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Related Concept Videos
01:30Primary Healthcare Services
In 1978, international leaders convened in Alma-Ata, Kazakhstan, for what would be a pivotal event in global health. The Alma-Ata Declaration was the first to call...
01:18Introduction To Health Care Delivery System
The Institute of Medicine (IOM) advocates for a patient-centered, effective, safe, timely, equitable, and effective healthcare system. The National Priorities...
01:29Planning Nursing Care II
01:17Flow Sheet
Here's a closer look at the examples of flowsheets commonly used by nurses:
Graphic Sheet Documentation:
01:13Patient-centered Care
01:21Planning Nursing Care I