Through decades of excellence and innovation in medical education, Ohio State’s College of Medicine has built a solid reputation for preparing physicians with exceptional clinical skills. With the entry of its 2016 College of Medicine class, Ohio State is once again enhancing this reputation as a national leader in medical education with its new Lead. Serve. Inspire. (LSI) curriculum.
“The College has redefined its broad approach to how we train our future physicians – the curriculum has been revamped into a modern and holistic approach to medicine that will position our students to be not only excellent physicians, but worldly thinkers with the capacity to truly change the world,” explains Charles J. Lockwood, MD, dean of Ohio State’s College of Medicine and holder of The Leslie H. and Abigail S. Wexner Dean’s Chair in Medicine.
Lockwood recognized residency graduate Daniel Clinchot, MD, who helped lead this curriculum transformation, for his “commitment to innovative thinking about the profession of medicine and the training of future physicians.”
With the new LSI curriculum, the College is positioned to keep pace with the fluid changes in health care, Lockwood explains. LSI integrates basic science learned in the classroom with clinical science applied in the field. The competency-based framework of this innovative curriculum ensures that the College of Medicine is preparing future physicians to provide high caliber health care to a diverse population. The notion that Ohio State medical students develop into agents of change in the field of medicine with a commitment to the highest ethical standards and full world view is inherent to the spirit of LSI.
The three-part LSI curriculum spans the traditional four years of medical education. Part 1 immediately introduces foundational science, which can best be viewed as the thread that weaves through every facet of the LSI model. Early on, students are placed in clinical settings that impart practical experiences tied to foundational science. Part 2 continues on the path begun by Part 1, but with a slightly more regimented approach – students embark on four-month thematic integrated clinical experiences and learn the value of point-of-care technology in delivering high-quality care to patients. Part 3 is the culmination of the LSI model. It fosters the development of advanced skill-based competencies and advanced clinical competencies. Part 3 also provides physicians-in-training with exposure to areas like emergency medicine and advanced ambulatory care.
Along with positioning procedurally trained students into meaningful clinical settings early in their training, an emphasis is placed on how our future physicians will work in complex systems of care and advocate for their patients within those systems. This means students will be providing care in the field, unprecedentedly early in their studies. In addition, students are required to think critically and to assertively pose scientific-based inquiries during their classroom and clinical experiences. Faculty-guided self-assessment and reflection dovetails with critical thinking and is another tenet of the LSI model.
“We want our students thinking not only about the patients they address or the lessons they learn in the classroom but on their individual assessment of how they are meeting the competencies in both,” Lockwood explains.