FEATURE

Baystate's Longitudinal Curriculum for Third-Year TUSM Students Melds Innovation and Tradition

Traditionally, the third year of medical school consists of a series of clinical rotations based on medical specialties.  In recent years, this structure has been challenged by educators proposing that students learn best when patient contact occurs over a long period of time, in a context of close mentoring and reflection. Consequently, some curricula have abandoned tradition entirely, in favor of a new model in which students are assigned a panel of patients to follow for one year. Enthusiasts report that students develop a better appreciation of cultural and environmental factors that influence health, enjoy fulfilling relationships with patients and develop strong communication skills and a compassionate approach to patient care.

Michael Picchioni MD, Department of Internal Medicine, and Thomas Campfield MD, Department of Pediatrics, are exploring the feasibility of a curriculum that attempts to incorporate the best of both approaches. Their longitudinal curriculum provides students with long-term patient contact and insures appropriate mentoring and supervision, but within the traditional structure familiar to generations of physicians. Drs. Picchioni and Campbell recently received an Innovations in Education Award from TUSM to conduct a feasibility study of their curriculum.

Starting in January 2009 that are piloting a longitudinal clinical experience for TUSM students who are spending their third year at Baystate. Each student is paired with a mentor based on their interests and possible career direction. Mentors select patients for students to follow over several months. The goal of this innovative approach is for students to learn pathophysiology in a rich longitudinal context as they follow their patients over several months, learn to deliver compassionate care and communicate effectively by observing a skilled mentor, and make better informed career choices with their mentors’ guidance. Information will be gathered from students, mentors and patients about their experience with this program to determine if it is truly feasable and learn how it can be improved.

Faculty from any department and specialty area who have a deep committment to education and enjoy working with students are invited to contact Drs. Campfiled or Picchioni to learn more about the project.