Academic and Faculty Affairs

Quillen College of Medicine

Curriculum Transformation

Introducing the TRAILS Curriculum 

The TRAILS (Team-based Rural Applied Integrated Learning System) curriculum includes the integration of basic and clinical sciences, opportunities for early clinical experiences, state-of-the-art interprofessional training and simulation, and multiple service learning and community outreach opportunities. The curriculum is delivered in learning environments that engage faculty and students in the active application of knowledge and the practice of skills central to patient care. 

Our goal is to provide the best possible experience for our students, while maintaining our strong commitment to primary care and rural and underserved medicine.  Check back here often for updates on our progress.

Key Changes
          • Curriculum re-design will be phased in beginning in July 2022.
          • TRAILS includes: 
                       o 18-month pre-clerkship phase
                                    ♦ 3 semesters of systems-based basic science and clinical skills courses
                                    ♦ 9-week break in June and July between M1 and M2 years
                                    ♦ Active learning instruction methods used throughout curriculum
                        o 6 weeks of dedicated USMLE Step 1 study time
                        o 12 months of Core Clerkships 
                        o 14 months of senior clinical courses with electives/selectives and dedicated time to study 
                            and take USMLE Step 2 
                        o Basic and clinical sciences will be integrated across all years of the curriculum

  • Curriculum Schematic
    TRAILS schematic
  • Typical Weekly Schedule
    TRAILS typical week

 

Events/News

Curriculum Transformation Update - October 2021

  • Introducing the TRAILS Curriculum at Quillen - PDF Slides

Curriculum Transformation Town Hall - April 27, 2021

Presentation to MSEC by Dr. Lindey Henson - January 19, 2021

Curriculum Transformation Town Hall - September 22, 2020

Vision & Guiding Principles

 

  • Vision of the Quillen Physician

    Graduates of the ETSU Quillen College of Medicine will be…


    Skilled Clinicians

    • The graduate will exhibit excellent clinical and diagnostic skills and will apply critical thinking and evidence-based principles to all aspects of their practice.

    Compassionate Physicians

    • The graduate will use patient-centered principles and shared decision-making to navigate patients through the health care system.

    Servant Leaders

    • The graduate will prioritize the overall well-being of those with whom they work and to whom they provide care, advocating for those disadvantaged by the current health care system.

    Effective Collaborators

    • The graduate will be prepared to work collaboratively in interprofessional settings of care, respecting the unique contributions of all team members.

    Lifelong Learners

    • The graduate will be equipped to continually learn throughout their careers, critically evaluating information as it continues to change.
  • Guiding Principles of the Quillen MD Curriculum

    Our educational program will be structured around and continuously informed by the following principles:

    Patient-centered

    • The curriculum will focus on the goal of improving patient care, especially by considering social and cultural contexts of patients.

    Aligned with Mission

    • The curriculum will emphasize interprofessional principles in primary care, serving rural and underserved patients, and improving the care of the region.

    Inclusive

    • The curriculum will seek to reduce bias when possible and promote health equity for all.

    Application-focused

    • The curriculum will promote learning environments that engage faculty and students in the active application of knowledge and the practice of skills central to patient care.

    Inquiry-driven

    • The curriculum will underscore students’ role in learning, equipping them with the skills to think critically and make evidence-based decisions.

    Integrated

    • The curriculum will integrate information from all disciplines that inform medicine throughout all phases of training.

    Emphasize Personal & Professional Growth

    • The curriculum will foster an environment that emphasizes development of a well-rounded clinician in aspects beyond the traditional learning environment.

    Continuous Improvement

    • The curriculum will be continuously reviewed and improved in order to provide the best possible outcomes for students.

    Planned Assessment

    • The curriculum will be supported by assessments designed to provide formative and summative feedback to students as they advance toward competence in the unique knowledge, skills, and attitudes that characterize the Quillen physician.

 

Steering Committee 

(Background, Purpose, etc.)

The Medical Student Education Committee (MSEC) conducts a systematic and comprehensive evaluation of all required courses and clerkships, phases of the curriculum, and the curriculum as a whole on a prescribed, periodic basis. Following the evaluation of the curriculum as a whole, appropriate modifications are implemented to the curriculum and Institutional Educational Objectives (IEOs). The purpose of this Periodic and Comprehensive Evaluation of the Curriculum is to assure a coherent and coordinated curriculum, pursuant to LCME Element 8.3 (Curricular Design, Review, Revision/Content Monitoring). Ad hoc Working Groups to evaluate the curriculum are convened during year four of the curriculum review cycle. Curriculum modifications are planned in year five of the curriculum review cycle.

In the February 2020 letter from LCME detailing findings from the survey visit for full accreditation, Standard 8 (Curricular Management, Evaluation, and Enhancement) was determined to be noncompliant. Evidence cited student dissatisfaction with the coordination and integration within and between first and second years of the curriculum and integration across courses. This information together with the findings from the Ad hoc Working Groups provides an ideal opportunity to improve the curriculum based on emerging best educational practices and aligned with our vision and mission.

Charge

  • Goal
    Provide recommendations for curricular transformation based on findings from the review of the curriculum, LCME accreditation survey visit, emerging medical education innovations, and additional information gathered from various stakeholders. Recommendations will include a timeline for implementation and outline resources required for success.
  • Agenda
    1. Review evidence of strengths and areas of improvement in the undergraduate medical school curriculum.

    2. Explore and evaluate new curriculum models based on best medical educational practices to address the current challenges of health care.

    3. Consider approaches to address horizontal and vertical integration of basic science and clinical medicine within and between years and across courses.

    4. Consult with medical education experts and administrators from institutions who have implemented innovative approaches to medical education such as accelerated pathways, competency-based curricula, and systems-based approaches.

    5. Develop and present to MSEC for approval the best options for a comprehensive new curriculum for the MD program that is aligned with the College of Medicine mission.

    6. Work with the Office of Academic Affairs and MSEC to assist with the implementation of a comprehensive new curriculum.

Structure

  • Structure
    The steering committee will work under the oversight of the Executive Associate Dean for Academic and Faculty Affairs. The committee will be made up of the Chair of MSEC, Associate Dean and Chief of Staff, Associate Dean for Student Affairs, and Vice Chair for Education from the Department of Biomedical Sciences, the Director of Medical Student Education from the Department of Family Medicine, and a representative from leadership of the IPE programs. University and additional College of Medicine faculty and administrators will serve as consultants to the committee as needed. MSEC will help refine plans and have responsibility for implementation and management of the curriculum.
  • Members
    Ivy Click, Ed.D., Assistant Dean for Curriculum (Chair)
    Brian Cross, PharmD., Director of Interprofessional Education & Research Programs
    Beth Ann Fox, M.D., Associate Dean/Chief of Staff
    Tom Kwasigroch, Ph.D., Associate Dean for Student Affairs
    Jason Moore, M.D., Director of Medical Student Education, Family Medicine
    Ken Olive, M.D., Executive Associate Dean for Academic & Faculty Affairs
    Rob Schoborg, Ph.D., Vice Chair for Education, Biomedical Sciences
    David Taylor, M4 Student

Suggestions / Hopes / Concerns

 

 

 

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