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New MSTP Curriculum: Lead. Serve. Inspire. Inquire. Investigate (LSI3) 

The Ohio State University College of Medicine has a long history of preparing students to take on the rigors of a wide variety of post-graduate training opportunities in institutions within Ohio and across the nation. We believe that to meet the needs of our students, faculty and community, we must strive to continuously improve our curriculum.

Lead. Serve. Inspire will be the curriculum for tomorrow's medicine, designed to shape the physician for the future.The MSTP has worked closely with the Medical School and Graduate School Leadership to develop a curriculum specifically for MSTP students - the Lead. Serve. Inspire. Inquire. Investigate (or LSI3) curriculum.  The LSI3 curriculum incorporates the new Medical School curriculum and the curricula of the partnering graduate programs to provide MSTP students with a unique, rewarding, and challenging curriculum.

Ohio State's reputation for curricular innovation, acclaimed faculty, pioneering research and world class patient care is well established. We must champion innovative thinking to ensure that we are training the types of physicians who will shape the future of medicine and fulfill our mission to improve people's lives.

At the center of the new Lead. Serve. Inspire curriculum are clinical experiences that will help students apply foundational science concepts to patient care. The key aspects of the LSI curriculum framework include:

  • Three-part curriculum that takes four years to finish
  • Fully integrated basic science and clinical science
  • Early longitudinal practice based clinical service that allows students to apply classroom knowledge to real patients
  • Self-directed learning with multiple assessment methods to provide individualized learning by standardized outcomes
  • Faculty coaching to support strong clinical skills
  • Project work that requires critical thinking and synthesis
  • Clinical problem solving in a team-based environment
Early Experience

Early in the first year to year-and-a-half of the curriculum, OSU medical students begin learning about the various body system disorders, including bone and muscle, neurological, cardiopulmonary, gastro-intestinal and renal, endocrine and reproductive disorders, and begin seeing patients who actually have these disorders early in the first and second years of their programs. This type of longitudinal practice reinforces understanding of the foundational concepts while integrating procedure-based training, history taking and physical examination. Case discussions held in small learning groups also help to integrate core foundational concepts into clinical reasoning, patient care and patient management. Anatomy is integrated across the curriculum so students learn their regional anatomy associated with the foundational and clinical science they are learning, as they apply these concepts to patients.

Student Projects

Throughout the curriculum, students participate in a variety of longitudinal projects, including health coaching with patients, studies in patient safety, understanding health systems, and solving problems through interdisciplinary teamwork. A systems longitudinal project allows students to incorporate basic science and clinical learning across the four year experience under the guidance of a faculty mentor.

Clinical Applications

As students progress through the curriculum, they will begin to focus on gaining an understanding of patients with specialized medical needs, patients with reproductive and surgical needs, and patients within special, vulnerable populations, such as victims of abuse, addiction, poverty, low literary, etc. Students will also have the ability to develop advanced competencies in clinical management, including hospital-based care and ambulatory and relationship-centered care. An advanced clinical track allows students to experience the full spectrum of clinical application through interdepartmental rotations in specialty areas. An advanced competency track built into the curriculum gives students a dedicated block of time to pursue longitudinal studies, international rotations or research projects.

Assessment and Evaluation

The new curriculum employs an evaluation system that facilitates student self-assessment and individualized education plans. Evaluation is competency-based using multiple domains to measure progress toward mastery. Students see their progress in different competencies along the way by receiving immediate and frequent feedback.​​