Made some changes in the core curriculum, reflecting more emphasis on current ethical and legal norms and less emphasis on philosophical foundations. There are now 2.5 full days off between the last lecture and the exam itself. Although some faculty persist in providing only the more abbreviated form for their lectures, those individuals tend to be good lecturers and are well-accepted by the class. The teaching faculty are now more attuned to the needs of students outside the lecture hall, notably to be dismissed on time for lunch, PPS activities, etc. Likewise, the afternoon histology sessions now include both formal introductions by faculty as well as supervised self-study opportunities.
All slides are now available on the Web.
The extra credit essays are now written only after students select a mentor to assist them in evaluating the topic to be presented, and the literature which supports it. Modified the problem-based learning sessions to improve the faculty to student ratio. Developed a patient-based interactive session which included a tour of the renal replacement therapy center, thus, exposing students to patients with end stage renal disease, and the ancillary personnel involved in their care such as nurses, dieticians, and social workers. Two of four Monday sessions end at lunch unless an emergency occurs, allowing students more reading, computer, and or personal study Split evidence-based medicine into two parts to allow practical experience and working through an actual case evaluation. Also, Dr. Ireland, an epidemiologist is contributing her skills to the workshop.