Aloysius (Butch) Humber, Mark Seifert, and Cory Pitre, School of Medicine

Principal Investigator: Aloysius (Butch) Humbert, assistant dean for curriculum in the clinical sciences and associate professor of clinical emergency medicine, Office of Undergraduate Medical Education and Department of Emergency Medicine, School of Medicine

Co-principal Investigators: Mark Seifer, assistant dean for curriculum in the foundational sciences and professor of anatomy and cell biology, Office of Undergraduate Medical Education; Cory Pitre, statewide competency director for basic clinical skills, assistant professor of clinical emergency medicine, School of Medicine

Project Title: Building Curricula to Enhance Medical Student Competence During Key Stages of Transition

Funding Level: $15,000


The focus of this Curriculum Enhancement Grant is the development of three new courses that are integral to a comprehensive transformation of the undergraduate medical curriculum at the Indiana University School of Medicine (IUSM). Since 2010, over 250 faculty, staff, and students have been working to define outcomes and design a framework for our new curriculum. In December 2012, the curriculum council steering committee of the IUSM approved a framework for our new integrated and competency based curriculum that promotes active learning throughout the four year curriculum. A key aspect of the new curriculum is Transitions courses, situated at key points in the curriculum and designed to ensure just-in-time learning to prepare students for the next phase of their educational program. These three courses will be interdisciplinary in nature and focus on the important knowledge, skills, attitudes, and behaviors that students need as they begin their professional education, move to a stage of learning that takes place predominantly in a clinical setting, and prepare to enter residency training. The purpose of this project is to design the curricula, identify the appropriate tools to assess student performance, and establish metrics by which to measure the success of this aspect of the educational program.