2M ModelTwo Metaphor Education

Bergus Curriculum Modeling Committee

2M Model Highlights2M Model Highlights

• Think like experts• Clinical, Professional and Scientific Knowledge

and Skills

ComprehensiveContinuousIntegrated

ComprehensiveContinuousIntegrated

• High information retention, low student stress

Know the factsKnow the facts

Professional Clinical Care

Professional Clinical Care

GoalGoal

• Create a complete physician• Two metaphors of learning

Knowledge Acquisition

Knowledge Acquisition

Clinical and Professional

Development

Clinical and Professional

Development

2M Model

2M Model

Complete physicianComplete physician

6 Key Innovations

Preventive Health

Economics, greening

Development and Aging

Medical ethics, law

Basic sciences

Professionalism

EBM, imaging, pathology

Patient safety

Patient care

Behavioral healthSocial determinants of health

Pain

Human Structure

Molecules to Mendel

Pathogens & Human Responses

M4 Capstone Course

M4 Capstone Course

Language ofMedical Science

Language ofMedical Science

Clinical Presentation Curriculum

Clinical Presentation Curriculum

Four 12-week M3 blocks

Four 12-week M3 blocks

CCORE ThreadsCCORE Threads

Clinical and Professional

Development

Clinical and Professional

Development

CurricularContent Organizing & Evaluation“Threads”12 consistent themes

CCORE ThreadsCCORE Threads

Semester 1Semester 1

• Language of Medical Science• Clinical and Professional Development

Semester 1Semester 1

• AM: Classroom Learning• PM: Dissection, Clinical Experience or Clinical Skills

Semesters 2–4: Clinical PresentationsSemesters 2–4: Clinical Presentations

Clinical Presentation ModelClinical Presentation Model

• Finite number of biological responses

• Finite number of chief presenting complaints

• Clinical knowledge organized into diagnostic categories (schemes)

• Vascular Ectasia• NSAID Enteropathy• Tumors• Crohn's disease• Infections• Meckel’s

Diverticulum

• Polyps• Cancer

• Hemorrhoids• Fissures

• Infectious• IBD• Ischemic

“Blood in the Stool” Scheme“Blood in the Stool” Scheme

*If patient presents with severe hematochezia, 10% will have an upper GI lesion.

Copyright Paul L. Foster School of Medicine

Anatomy

Physiology

Histology Pharmacology

Immunology

Pathology

Microbiology

Biochemistry

Semesters 2–4Semesters 2–4

Year 3: Clinical TrainingYear 3: Clinical Training

• Core clinical clerkships and CCORE threads

• Clinical Skills Training

• Topics in Medicine

Clerkships: CCORE Threads Clerkships: CCORE Threads

• Morbidity and Mortality (M&M) Conference

• Example: Pediatrics

Basic sciences

Patient care:Chronic Illness Care, Palliative Care, Disease Management, CAM, Culturally-appropriate care

M&M ConferenceM&M Conference

• Electives• Distinction Tracks• Capstone Course– Capstone Conference– Skills Training (ACLS)– Residency “Boot Camp”

Year 4: Clinical TrainingYear 4: Clinical Training

Capstone ConferenceCapstone Conference

Future ChallengesFuture Challenges

• Clinical Sites

• Faculty

• Faculty Development

• Coordination

• Time for development

2M Model Highlights2M Model Highlights

• Think like experts• CCORE Threads• Early clinical experience• M1–M3 clinical skills development

2M Model

2M Model

Complete physicianComplete physician

2M Model Highlights2M Model Highlights

• Think like experts• CCORE Threads• Early clinical experience• M1–M3 clinical skills development

2M Model

2M Model

Complete physicianComplete physician

2M ModelTwo Metaphor Education

Bergus Curriculum Modeling Committee