TY - JOUR
KW - Academic Medical Centers
KW - Cooperative Behavior
KW - Curriculum/standards/trends
KW - Delivery of Health Care, Integrated
KW - Education, Medical, Undergraduate/organization & administration/trends
KW - Educational Measurement
KW - Humans
KW - Interdisciplinary Communication
KW - Models, Educational
KW - New Mexico
KW - Program Development
KW - Program Evaluation
KW - Questionnaires
KW - Schools, Medical/standards
AU - J. A. Kitzes
AU - R. D. Savich
AU - S. Kalishman
AU - J. C. Sander
AU - A. Prasad
AU - C. R. Morris
AU - C. Timm
A1 - 
AB - Changing demographic, social, economic and technological trends have impacted the expectations of the Academic Health Center in preparing physicians to serve the needs of the American society, resulting in revisions to current curricula. In addition to the traditional basic sciences and clinical disciplines, accredited medical schools are required to provide curriculum exposure in behavioral health, communication skills, diversity and cultural awareness, ethics, evidence-based medicine, geriatrics, integrative medicine, pain management, palliative care, public health, socio-economic dynamics, and domestic violence. These themes are considered 'cross-cutting' since it is recognized these important curricular components apply across all years of medical school. In this article, the authors describe a strategic model developed at the University of New Mexico School of Medicine (UNMSOM) to integrate horizontally and vertically 12 cross-cutting themes as an evolving interdisciplinary curriculum reform process. These areas were defined through a combination of internal self-study, external requirements, and student and faculty interest. In the early stage of use of this model at UNMSOM, the authors describe the new cross-cutting themes that have been integrated. Minimal disruption and a spirit of cooperation and acceptance have characterized the curricular change that has been required. Preliminary assessment indicates that the program has been successful.
BT - Medical teacher
C5 - Education & Workforce
CP - 5
CY - England
DO - 10.1080/01421590701288564
IS - 5
JF - Medical teacher
N2 - Changing demographic, social, economic and technological trends have impacted the expectations of the Academic Health Center in preparing physicians to serve the needs of the American society, resulting in revisions to current curricula. In addition to the traditional basic sciences and clinical disciplines, accredited medical schools are required to provide curriculum exposure in behavioral health, communication skills, diversity and cultural awareness, ethics, evidence-based medicine, geriatrics, integrative medicine, pain management, palliative care, public health, socio-economic dynamics, and domestic violence. These themes are considered 'cross-cutting' since it is recognized these important curricular components apply across all years of medical school. In this article, the authors describe a strategic model developed at the University of New Mexico School of Medicine (UNMSOM) to integrate horizontally and vertically 12 cross-cutting themes as an evolving interdisciplinary curriculum reform process. These areas were defined through a combination of internal self-study, external requirements, and student and faculty interest. In the early stage of use of this model at UNMSOM, the authors describe the new cross-cutting themes that have been integrated. Minimal disruption and a spirit of cooperation and acceptance have characterized the curricular change that has been required. Preliminary assessment indicates that the program has been successful.
PP - England
PY - 2007
SN - 1466-187X; 0142-159X
SP - 489
EP - 494
EP - 
T1 - Fitting it all in: Integration of 12 cross-cutting themes into a School of Medicine curriculum
T2 - Medical teacher
TI - Fitting it all in: Integration of 12 cross-cutting themes into a School of Medicine curriculum
U1 - Education & Workforce
U2 - 17885970
U3 - 10.1080/01421590701288564
VL - 29
VO - 1466-187X; 0142-159X
Y1 - 2007
ER -