Educational Programs

at the University of Illinois
College of Medicine

Raymond H. Curry, MD, FACP

Senior Associate Dean for Educational Affairs University of Illinois College of Medicine

Professor of Medicine and Medical Education University of Illinois at Chicago

  • The second-largest LCME-accredited (MD-granting) medical school in the US
  • Graduating more Black and Latinx physicians than any other US school, excepting those based within HBCUs and those in Puerto Rico
  • The MD alma mater of 20% of physicians currently practicing in the State of Illinois; over 40% either received the MD or trained in our GME programs (or both)
  • The alma mater of 2/3 of the Black, Latino/Latina, and Indigenous American physicians currently practicing in the State of Illinois
  • Among the top 5 producers of full-time academic faculty at US medical schools (24% of graduates)
  • One of 9 US medical schools co-located on a campus with the full complement of health professions schools:
    • medicine
    • nursing
    • dentistry
    • pharmacy
    • public health
    • applied health sciences
    • social work

A brief introduction to:

  • MD education (UME)
  • Graduate Medical Education (GME)
  • Graduate Education (GEMS program)
  • Special Curricular Programs, and inter-college connections
  • Teaching opportunities and obligations
  • Faculty development opportunities

Structural Principles of the Illinois Medicine Curriculum

  • Each campus offers a four-year, fully resourced curriculum, with content developed collaboratively by faculty at all sites
  • Synchronization across all campuses with respect to:
    • Learning objectives
    • Exam/assessment methods
    • Academic calendar for both courses and clerkship rotations
  • Campuses share many materials via “flipped classroom” approaches
  • Resources at each campus, including clinical rotations, are available to students from other campuses

MD Program Leadership

  • College – wide Office of Educational Affairs
    • Senior Associate Dean; Associate Dean for Educational Planning and QI
    • Centralizes data management, assessment and program evaluation functions and coordinates curriculum management
  • Campus – level
    • Each campus has an associate dean for academic affairs/med educ, as well as assistant deans for curriculum, student affairs, and DEI
  • Curriculum Management – committees and faculty leads
    • Curriculum committees are college-wide, including the College Committee on Instruction & Appraisal
    • Each course and clerkship also has a 3-campus leadership team
  • Student Support/Oversight of the Student Experience
    • College Committee on Student Experience
    • At each campus: Student affairs staff; physician advisors; academic advisors; mental health services
    • For the College: Director, Student Learning Environment

The Illinois Medicine Curriculum

Term Structure

  • Each term is 16 weeks, except for Phase 1(A) (18 weeks)
  • A given student may complete Phase 2 as early as Apr M3 (three terms), or as late as Aug M3 (4 terms)
  • Phase 3 curriculum can begin as early as May M3

Phase 1 Learning Formats

Core Cases:

  • 1-3 sessions per week, working in groups of 6
  • Organized in either Team Based Learning® or “unfolding case” format
  • Always a clinical context!

Additional types of sessions:

  • Lectures (2-4/week
  • Gross anatomy (2 students dissect at a time; teach back to group)
  • Doctoring and Clinical Skills (DoCS) course tutor groups, workshops
  • Teaching/assessment of clinical skills in simulation center
  • Medical Colloquia – selective sessions, wide-ranging topics

Observation, Assessment, and Grading

Phase 1 approach:

  • All courses are Pass/Fail
  • Weekly quizzes in block courses – “learning through assessment”
  • Use of Osmosis™ adaptive learning platform
  • Clinical skills observation and feedback

Phases 2 and 3 approach:

  • Clerkships of 4 weeks or more are graded Honors/High Pass/Pass/Fail
  • Experiences < 4 weeks and all non-clinical electives are Satisfactory/Unsatisfactory
  • Frequent observation and feedback from faculty is paramount; ensuring this, and
    developing faculty’s skills are one of our highest priorities

Avenues for involvement in medical student education:

  • Phase 1
    • Content expertise in core case sessions
    • Case construction/review of case materials for basic science content or clinical relevance
    • Exam item writing/review (Angoff method)
    • Classroom tutor, PE skills workshop leader, and/or office preceptor – all in the DoCS course
    • Small group discussions in Professional Development sessions (Synthesis weeks)
    • Medical Colloquium presentation and/or review of students’ narrative reflections
  • Phases 2 & 3
    • Teaching in conjunction with clinical attending/patient care responsibilities
    • Special clinical skills obs/feedback sessions in Transition to Clerkships, Transition to Residency
    • Clinical Intersections sessions (special topics on 5 days/year; other activities are asynchronous
      online, and longitudinal)
  • General mentorship and career advising
  • Mentored research
  • Involvement in student organizations (some are specialty-focused, others service oriented)
  • Funded roles – course and theme leadership, physician house advisors

Graduate Medical Education

Each campus is an individual ACGME Sponsoring Institution, with a separate associate dean for GME/Designated Institutional Official:

Chicago
Claudia Lora, MD, MS, associate dean/DIO; [email protected]
23 ACGME-accredited residencies and 36 fellowships; 40 non-accredited fellowships; ~ 950 trainees [email protected]

Peoria
Frances McBee-Orzulak, MD, MPH, associate dean/DIO; [email protected]
13 ACGME-accredited residencies and 8 fellowships; 4 non-accredited fellowships; ~ 300 trainees

Rockford
Kathleen Kelly, MD, assistant dean/DIO; [email protected]
3 ACGME-accredited family medicine residencies and 1 fellowship; ~40 trainees

Graduate Education (Chicago)

  • The Graduate Education in bioMedical Sciences program (GEMS), is an umbrella, cross-departmental program for graduate education at the Chicago campus
  • Activities are organized around six research concentrations:
    • Cell biology and regenerative medicine
    • Microbiology, immunity and inflammation
    • Integrative and translational physiology
    • Cancer biology
    • Molecular and structural biology
    • Neurobiology.
  • Kamal Sharma, PhD, Department of Anatomy and Cell Biology serves as the GEMS director [email protected]

Other Educational Programs

  • Scholarly Concentration Programs for MD students:
    • Global Medicine (GMed)
    • Urban Medicine (UMed)
    • Equity in Medicine (EquiMed)
    • Rural Medicine (RMed)
    • Clinician-Executive Medicine (CeMed)
    • Innovation Medicine (IMed)
  • Joint Degree Programs:
    • MD/MSTP (~15 students/year, Chicago campus)
    • MD/MS-CTS (clinical and translational science)
    • MD/MPH (4 year or 5 year options)
    • MD/MBA
  • Prematriculation programs
    • provisional admission; summer and year-long options
  • Baccalaureate/MD program (“GPPA Medical Scholars”)
  • Department of Medical Education
    • Masters in Health Professions Education
    • PhD in Curriculum Studies

Expectations for faculty involvement in the college’s educational programs:

  • Teaching is a formal part of your faculty role
  • Typical expectation: 50 hrs/year minimum
  • Most definitely considered in all Promotion and tenure applications

Opportunities for faculty development as educators:

  • Dept of Medical Education (see Chicago web pages)
  • Newly recruited expertise, each campus
  • Various seminars and webinars, announced usually via listser

Resources for support

UICOM Faculty and Staff Resources for Education https://comfaculty.uic.edu/getting-started Max Anderson, MLIS, PhD – Director of Instructional Design and Learning Innovation – [email protected]

  • Illinois Medicine Curriculum Structure and Organization
  • Terms Used in the Illinois Medicine Curriculum
  • All the News that Fits
  • Using Educational Technology Effectively
  • Helpful Documents and Templates
  • Who’s Who

TBL video and resources – from the national Team Based Learning ® Collaborative
http://www.teambasedlearning.org/https://vimeo.com/51713733

Specialty-specific GME learning objectives and faculty expectations are at www.acgme.org

Who you gonna call?

Medical Student Education
Associate Dean, Chicago – Heather Heiman, MD; [email protected]
Associate Dean, Peoria – Jessica Hanks, MD; [email protected]
Assistant Dean, Rockford – Maureen Richards, PhD; [email protected]

Graduate Education (GEMS)
Director – Kamal Sharma; [email protected]

Student Learning Environment (mistreatment, bias, etc.)
Director, Student Learning Environment – Tim Lacy, PhD; [email protected]

Graduate Medical Education
Your department’s program director, or see slide #14 for campus-specific leadership contacts

Prematriculation or BA/MD (GPPA) involvement
Julie Mann, director, special curricular programs – [email protected]