The curriculum must include the scientific basis of the structure and function of human life, which is typically done in the first year, and the pathophysiology of disease and treatment, which occurs in the second year. The curriculum must provide basic training in the humanistic and interpersonal aspects of medicine. Finally, the curriculum must include approaches to learning that are applicable after formal education in medical school residency has been completed. As progress is made in the medical sciences, the curriculum must be refined in an ongoing and coordinated manner by basic scientists and clinicians. The mechanisms by which the content of the curriculum is delivered vary.
Students differ in their ability to learn from lectures, readings, seminars, etc.
A structured form of active learning seems best. An excellent example is the second year Introduction to Clinical Medicine course at the University of Virginia, in which lectures are limited in number and students learn primarily through a problem oriented approach. The responsible faculty members develop a set of clinically based problems which represent core material to be learned or applied. The cases are coordinated with lectures and readings in pathology and pharmacology. Students address the clinical cases individually and in small groups.