MSU Shared Discovery C Mark R

Student Manuals for Assessment and Promotion (MAP) are available:

2016 VIEW OR DOWNLOAD | 2017 VIEW OR DOWNLOAD

 

The Shared Discovery Curriculum (SDC) at Michigan State University's College of Human Medicine (CHM) represents a radical departure from present educational models, emphasizing usefulness and experience as a framework for adult education. Featuring the blending of curriculum and action, and in explicit distinction to the traditional medical education of the last 80 years, we create a community-focused medical school experience responsive to the health care needs of Michigan and the country – and in the educational best interests of diverse learners.

Educational research tells us:

  • Elaboration, or the active processing of information by learners, enhances understanding
  • Cooperative learning, that is, learning with others, is more effective than learning individually
  • Feedback is one of the most powerful components of learning
  • Mentoring helps to support learners through the use of reflection and feedback, enhances personal and professional development, increases engagement and reduces burnout
  • Engagement is the opposite of burnout and leads to a high level of satisfaction for learners and faculty
  • Learning in a social context focuses attention on learning as a social and collaborative enterprise, rather than an individual experience

The Five CHM Shared Discovery Innovations:

image of green vertical rings

CHM responded to this research by incorporating five innovations in the Shared Discovery Curriculum:

The Chief Complaints and Concerns: define the end-competencies of the educational program utilizing an integrative framework centered on what happens in the workplace

Just In Time Medicine: curricular/assessment software drives the curriculum

Early, Middle and Late Clinical Experiences: are longitudinal and take place in authentic patient care environments where students are useful members of the healthcare team

The Academy and Learning Societies: provide structure for small group learning, educator development, and support in a challenging environment while strengthening the learner/educator dynamic

The Progress Suite of Assessments: ensures assessment across all 4 years with more formative feedback and more robust, less frequent summative assessment