We have divided the report into eight sections that contain key points gleaned from our evaluation, as well as specific recommendations to help address our issues of concern. The recommendations usually, but not always, follow from the key points. Some points are self-explanatory in the action required. John Shatzer, Ph.D. Stuart Slavin, M.D., M.Ed. Students are the largest and most significant stakeholders of the curriculum change and can offer a unique view of the process, being the only stakeholder that has experienced the curriculum firsthand.
Module quality is highly variable.
I and II is not always obvious to the students. A wide range of quality of learning opportunities among clerkships is apparent. A great deal of attention has been paid to reforming the curriculum in the first two years, but curricular improvement in the third year should be a major focus in coming years. To achieve this goal, it will be critical to gather more specific data about clerkship quality across different sites. As a part of the regular reexamination process for the Program in Medicine curriculum, a review of the individual components should be undertaken to ensure they remain consistent with the principles of learning upon which the renewal was based.