MD Program Information

The Revised Curriculum for the GW School of Medicine will prepare students to practice in a rapidly changing health care system by:

  • Integrating teaching of the basic sciences, clinical sciences and public health to build critical thinking skills
  • Applying of a range of active learning strategies to maximize student engagement and knowledge retention
  • Offering early and longitudinal clinical exposure to ground learning in practice and provide for meaningful engagement with patients
  • Offering opportunities for reflective self-assessment and mentoring to support professional development
  • Individualizing student experiences to take advantage of the unique opportunities provided in the Nation's Capital.

MD Program Objectives

The overarching objective of the M.D. program is the graduation of physicians who are competent, to the satisfaction of the faculty and the standards of the profession, in the following areas:

  • Medical Knowledge
  • Patient Care
  • Interpersonal and Communication Skills
  • Practice-based Learning and Improvement
  • Systems-based Practice
  • Professionalism

The Program Objectives are informed by well-established standards of medical education and designed to reflect the unique strengths and goals of The George Washington University School of Medicine and Health Sciences.

Full list of MD Program Objectives

Curricular Parameters

Fundamentals of Medicine (Pre-Clinical Phase)

As part of the revised curriculum, the Fundamentals of Medicine faculty agreed that all blocks taught in the Fundamentals of Medicine phase would adhere to the following design parameters:

Preparation by Learners:

  1. Each distinct class session should require some preparatory work by students. To ensure students can complete the work required for each day of classes, the amount of preparatory time should not exceed 1 hour per each 1 hour of class.

Engagement of Learners:

  1. Every 2 weeks of class time should include a minimum of 50% of time spent in active engagement. Active engagement includes all teaching modalities that are not lecture (i.e.: pairs, small group discussion, large group discussion, TBL, PBL, independent learning).  Lecture is defined as “instruction or verbal discourse by a speaker before a large group of learners” (AAMC).
  2. Lecture time should be broken up every 15 minutes with an active learning technique.
  3. A variety of active learning techniques should be used across each week of class time.

Assessment of Learners:

  1. There should be a minimum of 2 examinations per eight week block.
  2. There should be a minimum of 2 formative assessment opportunities before each examination.

Fundamentals of Clinical Practice (Clerkship Phase)

As part of the revised curriculum, the clerkship directors agreed that all clerkships would adhere to the following design parameters:

Preparation by Learners:

  1. Each distinct class session should require some preparatory work by students. To ensure students can complete the work required for each day of classes, the amount of preparatory time should not exceed 1 hour per each 1 hour of class.

Engagement of Learners:

  1. Didactic sessions should include a minimum of 50% of time spent in active engagement. Active engagement includes all teaching modalities that are not lecture (i.e.: pairs, small group discussion, large group discussion, TBL, PBL, independent learning).  Lecture is defined as “instruction or verbal discourse by a speaker before a large group of learners” (AAMC).
  2. Lecture time should be broken up every 15 minutes with an active learning technique.

Resources

The following materials and forms are used to plan and document the revised curriculum and session designs.