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The md program at harvard medical school comprises two curricular tracks, pathways and health sciences & technology (hst), overview of the md curriculum - pathways & hst  .

Pathways incorporates pedagogical approaches that foster active learning and critical thinking, earlier clinical experience, advanced clinical and basic/population science experiences, and a scholarly project that will allow every student to plan an individual pathway to the MD degree.

HST is offered jointly by HMS and the Massachusetts Institute of Technology (MIT) and is oriented toward students with a declared interest in a career in biomedical research or a strong interest and background in physical or molecular science. The HST curriculum is designed to emphasize basic and quantitative understanding of modern biomedical sciences and pathophysiologic processes and a fundamental approach to important concepts in modern biology and biotechnology.

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A Look at Medical School Curriculum by Year

Whether you’ve already secured your seat or you’re still working your way through the application process , you’re now looking to learn a bit more about what to expect in medical school. It’s true that each Doctor of Medicine (MD) program is different—but medicine is a very regulated field, which means there are certain subjects and skills all future physicians are required to learn.

There are a few different paths students can take in pursuit of their medical degree. The most common among them, however, is the traditional four-year MD program. Read on for an overview of what St. George’s University (SGU) students can expect from the four-year medical school curriculum by year.

What to expect in medical school: The four-year MD curriculum

Four-year MD programs are generally split into two primary sections, with the first two years spent covering the basic sciences and the final two years spent teaching students more about the clinical sciences. You can expect the course delivery itself to vary among programs, but using this SGU program outline can help give you an idea of what to expect throughout each phase of your time in medical school.

Year one: Basic sciences

• This 17-credit course is taught over a span of 17 weeks. Topics covered include the foundation of medicine; the musculoskeletal system; and the cardiovascular, pulmonary, and renal systems.
• This 17-credit course is taught over 18 weeks. Topics covered include endocrinology and reproduction; digestion and metabolism; and neurosciences and behavioral sciences.

Year two: Basic sciences

• This eight-credit course is taught over a span of six weeks. Topics covered include the basics of immunology and microbiology; public health assessment tools; culture and societal issues/physician-patient relationship; and ethics, professionalism, and medical jurisprudence.
• This 21-credit course is taught over 18 weeks. Topics covered include general principles of pathology; pharmacology and microbiology; renal and cardiovascular systems; respirator and hematopoietic systems; and digestive, endocrine, and reproductive systems.
• This 23-credit course is taught over a span of 18 weeks. Topics covered include a continuation of the pathological basis of disease in areas like bone and skin, endocrine, neuropathology, forensics, and infant pathology.
• Fifth-term students at SGU can also expect to take a four-credit course to learn the basic sciences foundation for clinical reasoning.

Years three & four: Clinical sciences

• Core rotations: 42 weeks will be spent participating in clinical rotations, where medical students will learn to translate the foundational knowledge they’ve built into clinical skills alongside supervising physicians. The sequence of clinical courses will vary, but students should expect to complete rotations in internal medicine, surgery, pediatrics, obstetrics/gynecology, and psychiatry.
• Sub-internships and electives: After core rotations are completed, students will spend the remaining 38 weeks participating in sub-internships and elective courses. SGU students will also complete a clinical rotation in family medicine and general practice during this time. Sub-internships refer to the clinical rotations fourth-year students pursue at hospitals affiliated with their medical school programs. Elective courses are available for students to select individually.

Final medical school considerations

In addition to the year-by-year outline of a traditional four-year medical school curriculum, there are a few other elements you’ll want to keep on your radar throughout your time in med school. All medical students, for example, will need to sit for the United States Medical Licensing Examination (USMLE) Step 1 and Step 2 before they can apply for residency.

Students should expect to sit for the USMLE Step 1 at the end of their second year of medical school. The USMLE Step 2 focuses more on clinical management, and students can expect to take this phase of the exam after they’ve completed clinical rotations.

It’s also helpful to note that the classic four-year MD program most have grown accustomed to isn’t your only option. The School of Medicine at SGU proudly offers a range of options, from five-, six-, and seven-year MD pathways to dual degree opportunities in which students can earn a master’s degree alongside their MD.

To learn more about the details of these programs, visit the SGU Doctor of Medicine program page .

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Watch this short video to learn about the SGU School of Medicine and fill out the form out the form to speak with a practicing graduate, a current student, or an admissions officer.

US residencies in 2023 1

US residency placement rate for graduates over the last five years​ 2

USMLE Step 1 pass rate for first-time test-takers over the last five years 3

USMLE Step 2CK pass rate for first-time test-takers over the last five years 4

1 Data as of June 2023.

2 Average of 2019, 2020, 2021, 2022, and 2023 residency placement rates. Residency placement rate is defined as the total number of students/graduates who obtained a US residency divided by the total number of students/graduates who applied to a US residency program in a given year as of September 2023.

3 Total results from the five calendar years 2018-2022. First-time pass rate is defined as the number of US students (US citizens/permanent residents) passing USMLE Step 1 on their first attempt divided by the total number of US students taking USMLE Step 1 for the first time within the given time range. In order to be certified to take USMLE Step 1, students are required to pass all basic sciences courses.

4 Total results from the five academic years 2019-2023. First-time pass rate is defined as the number of US students passing USMLE Step 2 CK on their first attempt divided by the total number of US students taking USMLE Step 2 CK for the first time. USMLE Step 2 CK is typically taken upon completion of third-year core clinical rotations

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US Residencies in over 20 specialties in 2023 1

US residency placement rate for graduates over the last three years 2

USMLE Step 1 pass rate for first-time test-takers over the last three years 3

USMLE Step 2CK pass rate for first-time test takers over the last three years 4

2 Average of 2021, 2022, 2023 residency placement rate. Residency placement rate is defined as the total number of students/graduates who obtained a US residency divided by the total number of students/graduates who applied to a US residency program in a given year as of March 2023.

3 Average of 2019, 2020, 2021 scores. First-time pass rate is defined as the number of students passing USMLE Step 1 on their first attempt divided by the total number of students taking USMLE Step 1 for the first time. In order to be certified to take USMLE Step 1, students are required to pass all basic sciences courses.

4 Average of academic years 2019, 2020, 2021 scores. First-time pass rate is defined as the number of students passing USMLE Step 2 CK on their first attempt divided by the total number of students taking USMLE Step 2 CK for the first time. USMLE Step 2 CK is typically taken upon completion of third-year core clinical rotations.

Contact SGU

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Office of Admission St. George’s University c/o University Support Services, LLC The North American Correspondent 3500 Sunrise Highway, Building 300

Programs Doctor of Medicine Doctor of Medicine/Master of Science (MD/MSC) Doctor of Medicine/Master of Public Health (MD/MPH) Medical PHD Degree

Copyright: St. George’s University – 2023

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The first year of the pre-clerkship curriculum consists of three blocks — Normal Human Structure and Function; Mind and Brain; and the Molecular Basis of Medicine — and a clinical thread that runs throughout the entire year.

Normal Human Structure and Function

This block covers:

• Gross Anatomy

It is organized into modules on Basic Biological Principles, Cardiovascular, Blood, Gastrointestinal, Endocrine, Reproductive and Urogenital Systems, Pulmonary, Renal, Acid-Base, and Special Senses.

Mind and Brain

• Neuroscience
• Neuroanatomy
• Behavioral Science
• Head and Neck Anatomy

Molecular Basis of Medicine

This block includes:

• Biochemistry
• Molecular Biology
• Medical Genetics

Clinical Thread

The clinical thread is comprised of the Clinical Foundations I (including Epidemiology and Biostatistics) and the Patient-Centered Clinical Education 1.  

Throughout the Clinical Foundations I course, students will use point-of-care ultrasound, the Simulation Center and our Clinical Skills Center to reinforce basic science concepts and build their clinical acumen.

View first-year course descriptions ›

[see LCME 7.x, 6.8]

The curriculum of the University of Maryland School of Medicine has been established and administered by the Curriculum Coordinating Committee of the school. The 150 week curriculum is designed to be completed in 4 academic years, though many students may delay completion to participate in research, acquire additional academic degrees, or participate in programs to obtain specialty choices.

The overall aim of the curriculum is to prepare the student to be a successful resident within the framework of the Physician Competency Reference Set, which serve as the overall program goals. In addition, the curriculum is designed to prepare the student to be a life-long learner who will use their medical school education for the rest of their career.

During the first two years of medical school , the curriculum is built around a series of interdisciplinary blocks to allow the student to connect and link relevant scientific material to clinical conditions. In addition, the first two years include a longitudinal course entitled Introduction to Clinical Medicine where students learn about the doctor-patient relationship and the psychosocial aspects of patients, organized medicine, and society to enable them to optimally treat the diverse group of patients that they will encounter.

The third and fourth years of the curriculum provide the student a series of required and elective experiences to allow them participation in a broad range of medical specialties and settings, as well as the opportunity for focused areas of clinical activity as they prepare for their career choices.

• Academic Grid 2018-19
• First and Second Year: Preclerkship Curriculum
• Third and Fourth Year: Clinical Curriculum

[see LCME 6.1, 8.2]

Program and Learning Objectives

The medical education program objectives were developed by the Curriculum Coordinating Committee (CCC) with input from the Office of Medical Education and Office of Student Affairs, and were reviewed and approved by the CCC in 2015. All objectives are stated in terms of the AAMC Physician Competency Reference Set ( PCRS ).

Outcome measures are linked to program objectives by each course and clerkship director. The medical school ensures that the outcome measures selected are appropriate through review by the Year 1/Year 2 Committee for precelinical courses and by the Clinical Years Committee (CYC) for all clinical courses with ultimate approval by the Curriculum Coordinating Committee. The Year 1/Year 2 Committee formally conducts peer review of each required course on a rolling basis. This review provides the course director and Year 1/Year 2 Committee feedback on areas for improvement and integration between courses. The CYC formally conducts peer review of each required clerkship, allowing focused review of each clerkship's objectives and evaluation methods and providing feedback on areas for improvement through collaborative development of action plans.

The faculty, working through the CCC, Year 1/Year 2 Committee, and CYC, has framed all course and clerkship goals and objectives within the PCRS taxonomy. Both preclerkship and clinical years' goals and objectives; however, are ultimately driven and linked to the main University of Maryland School of Medicine educational program objectives. The individual course/clerkship directors formulate goals and objectives for each educational program unit with the input of departmental faculty and leadership. These goals and objectives are then reviewed and approved by the CCC and its subcommittees. In this review process, the faculty ensures that the learning objectives of individual courses/clerkships meet the overarching program objectives.

Faculty members within each course and clerkship receive the program and learning objectives from the course or clerkship director, who is tasked with ensuring that those objectives are disseminated in the most effective way for that particular group of instructors.

Medical Education Program Objectives

[see LCME 8.3]

Curricular Design

Developing the objectives for individual courses and clerkships.

Objectives are developed by course and clerkship directors and co-directors and are approved by the Curriculum Coordinating Committee (CCC) following review by the appropriate subcommittee (Year 1/Year 2 Committee for the preclerkship years, Clinical Years Committee (CYC) for the clinical years). Substantial changes in objectives are likewise reviewed by the subcommittees and CCC. The AssociateDean for Medical Education and the Chief Academic Officer (CAO) are non-voting members of the CCC and provide guidance to changes in objectives. The CAO, who reports directly to the Dean, has the overall responsibility for the medical education program of the school as a whole, but is not involved in individual course, clerkship, or objective development.

Identifying the appropriate teaching and assessment methods

Teaching and assessment methods are determined by the course and clerkship directors, with input from unit leaders, and are approved by the respective committees. Teaching and assessment methods are subject to change as a result of the student feedback (e.g., from focus groups), formal evaluations, feedback from individual teaching faculty, and suggestions developed in the process of peer evaluation of courses. Substantial changes in assessment methodologies are reviewed by the CCC and its subcommittees.

Identifying course and clerkship content and assessment methods that are appropriate for the course/clerkship learning objectives

The content for each course and clerkship is determined by the course/clerkship directors with input from the teaching faculty with review and approval by the CCC and its subcommittees. Content areas are evaluated compared to performance on NBME shelf exams and USMLE Step exams. Assessment methods are evaluated on a regular basis by the process of peer review, and in addition are reviewed at the CCC and its subcommittees. Any substantial changes are approved by these committees.

Evaluating the quality of individual faculty member teaching (e.g., through peer assessment of teaching or review of course content)

The course/clerkship director, co-director(s), and section leaders review individual faculty teaching effectiveness both on an ongoing basis and after the course/clerkship is completed. The review during the course occurs through personal observation, review of video capture of lectures, and after the completion of the course/clerkship. The course director, co-directors and unit/section leaders conduct a thorough review of formal student evaluations and provide feedback to the individual faculty regarding the quality of their teaching. Course/Clerkship directors work with the faculty to help them improve. If necessary, the teaching faculty are encouraged to take advantage of opportunities to improve their teaching effectiveness; for example, through numerous courses offered in the School and on campus, as well as through one-on-one coaching by the more experienced faculty.

Monitoring the quality of individual faculty member teaching (e.g., through the review of student evaluations of courses and clerkships)

The course/clerkship director, co-director(s), and section leaders monitor individual faculty teaching effectiveness through the review of student feedback and evaluations. This review occurs during and after the courses/clerkships. Monitoring during the course consists of peer review by course and section leadership, regular student focus groups, and realtime student feedback on individual sessions. Monitoring after the course consists of a required comprehensive end-of-course evaluation completed by all students. After the completion of the course/clerkship, the course director, co-directors and unit/section leaders conduct a thorough review of formal student evaluations and of the feedback provided during focus group meetings. Of note, there are several examples of when less than successful teaching performance by individual faculty members resulted in their replacement with a more apt educator, with the resultant improvement of student learning, performance on the exams, and student feedback.

Evaluating the overall quality and outcomes of the course/clerkship

Each year, the course/clerkship directors present the overall performance and quality of completed courses/clerkships at the respective subcommittee (Year 1/Year 2 Committee or CYC). The subcommittees also receive the results of ongoing peer evaluation of teaching effectiveness. Student representation on the CCC and its subcommittees provides overall student perspectives. The course leadership as well as CCC and its subcommittees regularly review such outcome data as student performance on internal examinations as well as NBME/USMLE examination results. In addition, both subcommittees regularly review the Graduation Questionnaire and NRMP data. The Associate Dean for Medical Education and the Medical Education Advisory Committee (MEAC) independently evaluate the courses to determine if leadership changes are needed within a  course/clerkship.

Curricular Review, Revision, Monitoring

MedScope, the online portal for curriculum management, is the current repository for the medical student curriculum. MedScope houses the curriculum database including such searchable items as topic/title, faculty instructor, objectives, keywords, teaching methods, learning materials and assessment methods. The faculty in each course and clerkship contribute to the database. Curricular content and instructional materials (i.e., presentations and notesets) from prior years are available on MedScope as well. All course and clerkship directors, section/unit leaders, and individual faculty instructors have access to the curriculum materials for the preclerkship years via MedScope. Leadership and staff of the Office of Medical Education (OME) and the Office of Student Affairs (OSA) also have access to all curricular content. Course and clerkship directors along with their respective administrative staff provide updated curricular information. This is monitored by OME. Primary responsibility for management of the content and function of the database rests with OME in collaboration with course and clerkship directors. The results of reviews of curricular content are provided to the Curriculum Coordinating Committee and its subcommittees.

Curricular content is monitored by course/clerkship directors in consultation with teaching faculty. The results of this monitoring are reviewed annually and presented to the respective subcommittee of the Curriculum Coordinating Committee. Recently, both the Year 1/Year 2 Committee and CYC have begun the task of mapping the four year curriculum. The findings in this process have already led to several enhancements of curriculum in the preclerkship and clinical years. For example, several redundant lectures in first and second year were consolidated and several under-represented areas enhanced (e.g. more formalized and detailed content on hematology and coagulation). The Office of Medical Education (OME) reviews the four year curriculum and, if any gaps are discovered, contacts the respective course/clerkship director for further information and/or action. OME is the hub for curricular mapping endeavors.

Required courses in the preclerkship phase of the curriculum

The Year 1/Year 2 Committee has a policy pertaining to formal review of required courses. In addition to reporting to the Year 1/Year 2 Committee and Curriclum Coordinating Committee (CCC) on outcome and performance measures for each course every year, all established courses are peer-reviewed at least once every five years; new courses are reviewed annually for the first two years, and biannually after thatfor another two cycles. Each formal peer review consists of a pre-observation meeting to discuss the targets and goals for the review, observation during the course, and post-course review of course evaluations. For content review, all course materials (including recordings of all lectures) are available on MedScope. To facilitate the review, the Office of Medical Education gathers and distributes data from internal and external sources. The formal review report includes the list of strengths and suggestions for improvement; it is shared with the course director and then reported to the Year 1/Year 2 Committee and the CCC. These reviews provide additional information to the continuing review of the entire curriculum by the CCC.

Required clerkships

Required clerkships are formally reviewed within each respective department with reporting to the Clinical Years Committee (CYC) and CCC regularly, with the last occurring in 2014. Student evaluations of the clerkship/preceptor/site, faculty evaluations of the students, performance on all USMLE Steps, performace on NBME shelf exams, OSCE data, and NRMP match data are included in the review process. The CYC reviews and considers changes across the third and fourth years. Each clerkship director must report any significant changes in objectives, teaching methodology, and course format to the CYC and CCC annually. The Office of Medical Education gathers and distributes data from internal and external sources to support the curricular reviews. These reviews provide additional information to the continuing review of the entire curriculum by the CCC.

Individual years or phases of the curriculum

Both Year 1/Year 2 Committee and CYC conduct formal reviews of preclerkship and clinical years, respectively. This review occurs on an annual basis and includes review of formal student feedback (course evaluations and GQ) as well as outcome data; for example, review of student performance on internal examinations as well as the results from national examinations. These reviews are then discussed at the CCC, and changes to the curriculum are proposed to address identified deficiencies.

The curriculum as a whole

The CCC continuously monitors the effectiveness and cohesion of the entire curriculum; in addition, formal review of outcome measures and student feedback is undertaken annually. Outcome measures evaluated include the review of student performance on the National Board Examinations, shelf exams, Graduation Questionnaire, faculty evaluation of student competency through direct observation (e.g., mini-CEXs). Other outcome measures such as match results (frequency per specialty, perceived quality of matched programs, student ability to obtain residency of choice) are tracked. Residency program directors complete a survey at the end of the graduate’s internship to provide feedback to the School of Medicine on the graduate’s competency in achieving expected milestones. The results of this review are reported to the Medical Education Advisory Committee and the Dean; changes to the curriculum are proposed to address identified deficiencies.

[see LCME 8.1]

Curricular Management

The Curriculum Coordinating Committee (CCC) is a standing committee of the School of Medicine mandated by its bylaws and serves as the faculty governance of the education program of the University of Maryland School of Medicine, representing the entire teaching faculty of the School. The CCC is comprised of all required course/clerkship directors and departmental elective directors, as well as elected faculty member, student class officers and curriculum representatives. The chair of the CCC is chosen by the Dean. Four faculty member representatives are elected by the School of Medicine faculty. The student representatives are elected by student vote at the beginning of each year. The CCC also includes as non-voting members the Senior Associate Dean for Academic Affairs, the Associate and Assistant Deans for Medical Education, Student Affairs, Admissions, as well as a community hospital liaison. The faculty members of the CCC do not have terms and serve as long as they hold the position of course/clerkship/elective directors. The elected faculty members of the committee serve a two year term. The elected student members of the committee serve until their graduation from the School. The CCC meets monthly.

The CCC has two standing subcommittees. The Year 1/Year 2 Committee is devoted to the preclerkship years and is comprised of all first- and second-year course directors as well as student representatives. The Clinical Years Committee (CYC) is comprised of all clerkship directors as well as student representatives. The charge of each subcommittee is to gather information from students, faculty, and department chairs; to review and evaluate the current curriculum; and to generate and evaluate proposals for changes in courses and clerkships. Each subcommittee meets monthly and reports directly to the CCC.

Developing and reviewing the educational program objectives

The CCC and its two subcommittees, working closely with the Chief Academic Officer (Senior Associate Dean for Academic Affairs) and the Medical Education Advisory Committee (MEAC), develop and periodically review and revise institutional objectives, ensure the use of appropriate teaching methods and evaluation, and monitor the effectiveness and quality of teaching. There is periodic review of goals and objectives, which undergo revision as the result of discussion and deliberations in both subcommittees and the CCC.

Ensuring that there is horizontal and vertical curriculum integration (i.e., that curriculum content is coordinated and integrated within and across academic years/phases)

Since the curricular reform of 1994, which created inter-disciplinary preclerkship blocks, the Year 1/Year 2 Committee has monitored the successful integration of those courses. The Year 1/Year 2 Committee and CYC include faculty representing continuous themes in the student education, such as ethics and professionalism, student research, radiology, genomics and epidemiology. Many themes run vertically through the curriculum: examples include clinical concepts and skills which are omnipresent in the first two years, both in the form of Introduction to Clinical Medicine I/II and in every preclerkship course in the form of lectures and small group sessions devoted to clinical significance of the concepts covered. To reinforce the vertical integration of continuing topics, a new course, Foundations of Disease, was created in the beginning of second year; this course consists of introduction to mechanisms of disease, pharmacology and epidemiology. Although these concepts are taught in first year, they are explored to a much greater depth in second year as the foundation and bridge to the primarily systems-based structure of second year. The course/clerkship directors, the Year 1/Year 2 Committee, the CYC, and the CCC constantly work on better integration of content taught throughout the curriculum.

Monitoring the overall quality and outcomes of individual courses and clerkships

Both the Year 1/Year 2 Committee and CYC conduct ongoing course and clerkship review; this review includes, for example, review of student performance on internal examinations as well as the results from national examinations. Each course engages in a peer review process where course directors from other courses sit in on aspects of the course under review, evaluate all student feedback, and generate their own evaluation of the course quality/effectiveness. The peer reviewers meet with the course director to discuss their observations and suggestions. The overall review is also brought to the Year 1/Year 2 Committee or CYC. The standard schedule for peer review is every five years for long standing courses. New courses are evaluated annually in the first two iterations of the course, then once more at the two year point before moving to the regular peer review cycle. In addition, both subcommittees regularly review the results of peer evaluation of teaching effectiveness, student evaluation data, as well as outcome measures.

Monitoring the outcomes of the curriculum as a whole

Outcome monitoring includes the review of student performance on the National Board Examinations, shelf exams, Graduation Questionnaire, as well as faculty evaluation of student competency through direct observation (e.g., mini-CEXs). A significant outcome measures is the result of the NRMP match (i.e., frequency per specialty, perceived quality of matched programs, student ability to obtain residency of choice). Residency program directors complete a survey at the end of the graduate’s internship to provide feedback to the School of Medicine on the graduate’s competency in achieving expected milestones.

Students devote 10 to 12 months to scholarly investigation and fulfill elective rotations in the third and fourth years. By condensing the traditionally structured training from four years into three, Duke's M.D. program provides students ample opportunity to pursue their own independent interests .

Features of the Doctor of Medicine Curriculum

• Four years dedicated to the exploration of medicine from a Patient FIRST perspective that embodies our core values of humanism, professionalism, diversity and inclusion, and lifelong learning  
• A compact one-year basic science curriculum that integrates core biomedical content in the context of clinical patient care
• A blended learning model that utilizes technology to deliver core content while maximizing in-person time for integration and synthesis and team development
• An entire year dedicated to an in-depth exploration of an area of scholarly interest across a range of scientific disciplines in order to become change agents in the future of health care
• Clinical experiences across numerous general and specialized fields by some of the top health care providers in their fields
• Mentorship of students by faculty and student leaders in all facets of the learning process
• Implementation of a standardized and valid assessment of progress, carefully and thoughtfully evaluating the acquisition of knowledge, skills, and attitudes appropriate to the goals of each student as a future physician

Download the Curriculum Schedule

Text Version of Curriculum Schedule

Curriculum Innovation: Training the Physician Leaders of the Future

Duke University School of Medicine’s Doctor of Medicine (M.D.) program has launched the Patient FIRST curriculum that provides a transformative learning experience for students which puts the patient at the center of their learning beginning Day 1 of medical school.

The Third Year

Duke's unique third year provides an opportunity for students to study in-depth an area of particular interest  in some form of scholarly endeavor—whether it be bench, clinical research, or a dual degree. This third year is a time for students to gain insight into long-term career goals and mature their approaches to medicine.

Curriculum Reports

• Anatomy Resources
• Assessment Methods at Medical Schools
• Assessment of Professional Behavior
• Clerkship Assessment Methods for Clinical Knowledge and Skills
• Clerkships Most-Included Topics at Medical Schools
• Clerkship Night Call Requirements
• Clerkship Requirements by Discipline
• Clerkship Week Requirements by Curriculum Year
• Clinical Course Required Weeks by Discipline
• Combined Degrees or Early Acceptance Programs
• Community-based Faculty Recruitment and Retention Difficulties
• Content Documentation as Independent Course or Part of an Integrated Course
• COVID-19 Pandemic Changes to Curriculum
• Curriculum Change in Medical Schools

Curriculum Topics in Required and Elective Courses at Medical School Programs

• Elective Extramural Maximum Weeks Reported for US Medical Students
• Elective Extramural Policies Reported by US Medical Schools
• Elective Extramural Weeks Reported for US Medical Students
• Entrustrable Professional Activities (EPAs) Language in Medical Schools’ Program Objectives
• Grading Systems Used in Medical School Programs
• Hours per Week Students Spend in Required Activities During the First and Second Years
• Instructional Methods Used by Medical Schools
• Instructional Methods Used to Teach Basic Science Disciplines
• International Electives
• Interprofessional Education Requirements at US Medical Schools
• Longitudinal Integrated Clerkships at US Medical Schools
• Mistreatments and Breaches of Professionalism Reporting in the Medical School Community
• NBME Subject Exam Requirements
• Opioid Addiction Content in Required Curriculum
• Pathway Programs at Medical School Programs
• Phase (Academic Level) Length and Distribution
• Physician Competency Reference Set (PCRS) Links To Schools’ Program Objectives
• Research Requirement for Medical Students
• Regional Campus Expansion Plans at Medical School Programs
• Regional Campuses at Medical School Programs
• Regional Campuses at US Medical Schools by Curriculum Year
• Resources Used by Medical Schools
• Service Learning by Academic Level
• Simulation Center Use at Medical Schools
• Social Determinants for Health by Academic Level
• SP/OSCE Required Final Examinations
• Structure of Pre-Clerkship Curriculum
• Teaching Formats by Topic in Required Courses/Clerkships
• Transition to Residency Courses in Medical School Programs
• Ultrasound Use at US and Canadian Medical Schools
• USMLE Requirements by Component
• USMLE Requirements for Advancement/Promotion or Graduation
• USMLE Timing Requirements at US Medical Schools
• Veteran Care Instructional Methods
• Weeks of Elective Courses Available and Required at Medical School Programs
• Weeks of Instruction and Contact Hours Required in Medical School Programs
• Weeks of Instruction Required for the MD Degree

Data Source: Liaison Committee on Medical Education (LCME) Annual Medical School Questionnaire Part II

Download Data (Excel)

Survey Item : Check the topics listed below that are included in the curriculum as part of a required course and/or an elective course. n indicates the total number of medical schools that included the topic in either a required or an elective course in the given academic year. N indicates the total number of medical schools that participated in the survey for the given academic year. Source : LCME Annual Medical School Questionnaire Part II, 2016-2017 through 2021-2022. The functionality of the chart may vary across devices and browsers.

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The Curriculum

The video above features first-year medical student interactions with a patient during the Respiratory Module.

The curriculum at USA College of Medicine focuses on the concept of education across the continuum.  It is fueled by the challenge in medical education of how best to move the matriculating medical student along the pathway to becoming a competent physician and life-long learner.  The job is complex as young physicians must be able to satisfy an ever increasing level of competency in all aspects of their profession.  The goal at USA COM is to provide a dynamic plan of learning expectations and awareness in training of what needs to be accomplished toward expertise of becoming a competent physician.

The educational objectives are framed around the six core competencies for medical training delineated by the Accreditation Council for Graduate Medical Education and American Board of Medical Specialties in 1999.  The USA COM curriculum is devoted to the integrated instruction of all competencies beginning in the first week of medical school.  Replacing traditional discipline based basic science courses, instruction commences with a two-year sequence of modules devoted to different organ systems.

The goal of engaging students in a holistic curriculum across the full four years of medical school at USA has improved training and competency in all areas that define the science and art of doctoring.  Progress toward the synthesis of skills into observable behaviors related to each competency are carefully assessed in a series of milestones designed to achieve national standards of excellence at every level of training during the entire undergraduate medical education program.

Our Medical School Curriculum

Building the Foundation for Your Success

A Word From Our Dean - Updated Curriculum Changes September 2024

As the Dean of the Trinity School of Medicine, I am excited to share the transformative changes we have implemented in our curriculum, setting us apart from other Caribbean medical schools. Our newly introduced organ-based spiral curriculum is at the forefront of medical education innovation. This approach aligns seamlessly with the USMLE Content Outline, ensuring our students are exceptionally well-prepared for their board examinations. What makes our curriculum truly unique is its early integration of clinical medicine, allowing students to apply their foundational knowledge to real-world scenarios from the outset. This integration enhances understanding and cultivates critical thinking skills essential for future physicians.

Our curriculum thoughtfully connects all subjects of the preclinical years, offering a more cohesive and comprehensive learning experience. This interconnectivity ensures a deeper and more intuitive understanding of medical sciences as concepts are revisited and reinforced through various stages of the learning process. This spiral method not only aids in retention but also in synthesizing complex medical knowledge.

In modernizing the educational experience, we have strategically incorporated ‘white space’ time into our schedules. This allows students to engage in self-directed learning and well-being activities, fostering a balanced approach to medical education. Understanding the importance of fair and accurate assessments, we have established a dedicated committee to ensure our internal tests’ fairness, clarity, and scientific accuracy. This committee plays a crucial role in maintaining the integrity of our evaluation process, ensuring that all assessments are equitable and reflective of current medical knowledge.

Furthermore, our curriculum includes case-based learning (CBL) in clinical settings, ensuring students receive a consistent and high-quality educational experience across all core clerkships. This method bridges the gap between theory and practice and prepares our students for the diverse challenges they will face in their medical careers. By incorporating CBL, we equip our students with the skills to analyze and approach clinical cases confidently and competently.

At Trinity School of Medicine, we are committed to providing an education that is comprehensive, current, and responsive to the evolving needs of healthcare. We invite you to join this exciting journey as we train the next generation of skilled, compassionate, and innovative medical professionals.

John P. Geisler, MD, MSPharm, FACOG

ANAT 301 Anatomy I

This course provides the students with lectures and comprehensive overview of the gross anatomy of the osteomioarticular system and peripheral nervous system, with consideration of relationships of various anatomical structures. The interpretation of normal medical imaging studies is also highlighted. 3 credits

ANAT 302 Anatomy II

This course provides the students with lectures and comprehensive overview of the gross anatomy of the components of the respiratory, cardiovascular, digestive and the urogenital systems as well as the organs of vision, hearing and balance. Prerequisite – Anatomy I.  3 credits

ANAT 308 Embryology

This course provides the students with lectures and comprehensive overview of human embryology, including features and major events of the development of specific organs and systems of humans in embryonic and fetal periods, the current understanding of some of the molecular events that guide development of the embryo. 2 credits

ANAT 309 Histology

This course provides the students with a foundation for understanding the microscopic organization of the human tissues. The course commences with the basic concepts of tissue preparation and microscopy followed by the study of the cardinal features of the cell and its internal structures as revealed by light and electron microscopy. The normal histological organization of the four basic tissues and organs is presented with emphasis on the relation of structure to function, as well as the structural changes underlying selected diseases. The normal microscopic structure of the components of the major organ systems is studied in detail. 2 credits

ANAT 400 Introduction to Teaching Anatomy

Students are provided an opportunity to enhance their teaching skills to students in Anatomy 1 or 2. This elective is also appropriate for students interested in teaching the anatomy portion of Neuroscience. 1 credit

BCHE 307 Molecular Biology and Genetics

This course provides students with a basic understanding of the chemical components of the human body and their functions, the molecular architecture of eukaryotic cells and organelles, the principles of bioenergetics and enzyme catalysis, the chemical nature of biological macromolecules, their three-dimensional conformation, the principles of molecular recognition, and the major metabolic pathways in health and their most frequent disorders. 7 credits

BIOS 331 Biostatistics

This course provides students with concepts of statistics used in biomedical literature and provides the students opportunities to demonstrate the ability to interpret studies correctly using information presented in the course. 1 credit

COBS 301 Epidemiology & Biostatistics

This course introduces the students to the practice of statistics such as displaying distributions with graphs, describing distributions with numbers, looking at data relationships, scatter plots, correlation, least squares and multiple regression, relations in categorical data, the question of causation, sampling designs, statistical inference, estimating with confidence, tests of significance, power and inference, comparing two means, comparing several means, inference from two-way-tables, and nonparametric tests. The course also introduces the students to the application of statistics to epidemiology in the matter of rates, incidence and prevalence, mortality and fatality, measures of risk such as the odds ratio, sensitivity and specificity, and predictive values.  1 credit

CLMD 401 Introduction to Clinical and Community Medicine I

This course introduces students to the unique patient-physician relationship and the skills that are needed for effective clinical interactions. Students learn the skills of history taking and practice the art of communication during patient encounters. Practical opportunities to interview real patients under the supervision of clinical faculty are provided during hospital and clinic visits. An introduction to the field of public health allows students to explore the relationship between public health and clinical medicine. Medical ethics, cultural competence and patient centered care are discussed and standards of care in privacy and safety are presented leading to certification in HIPAA and OSHA-BBP standards. 3 credits

CLMD 402 Introduction to Clinical and Community Medicine II

This course focuses on the information gathering professional activity and builds on previous skills. It introduces physical examination in the skills lab using a regional/organ system approach. Students receive practical experience with patient interviews and physical examination in the clinic setting. Lectures, videos, clinical demonstrations and practice sessions in the skills lab and at various clinical sites help to meet these objectives. Community medicine discussions include access to care in addition to national and global health systems and challenges. 2 credits

CLMD 413 Introduction to Clinical and Community Medicine III

This course continues to provide students with foundational knowledge and skills of patient care. It also emphasizes the professional and personal attributes required in competent and caring physicians. Professional activities are developed through learning and skill-building activities including hospital and clinic rotations, small group activities, interactive presentations and lectures, hospital clinical experiences, and other active learning opportunities to enhance clinical development of students’ professional activities. 2 credits

CLMD 404 Introduction to Clinical and Community Medicine IV

This course further exposes students to the art and skills of patient care. It further strengthens the professional and personal attributes required in a competent and caring physician. Medical professionalism and ethics are emphasized. Students are provided a balanced mix of learning and skill-building opportunities comprised of hospital and clinic rotations, small group activities, and interactive presentations and lectures. The practical learning experience this course provides helps students refine and receive feedback on their demonstration of professional skills.  2 credits

CLMD 405 Introduction to Clinical and Community Medicine V

This course continues integrating clinical medicine with the basic sciences taught in Terms 1-4. Students participate in case presentations, clinical experiences, and active learning activities to enhance clinical skills demonstration throughout the term in preparation for the objective structured clinical examination (OSCE) with virtual standardized patients.  6 credits

CLMD 406 Integrated Systems Review 1

This course is designed to provide students with a review of systems through case presentations and clinical reviews. The purpose of this course is to prepare the student for the comprehensive basic science examination at the end of the term and the USMLE Step 1 exam. With an emphasis on understanding basic sciences from the perspective of a clinician, it provides active learning activities to reinforce importance of chief complaints leading to the development of differential diagnoses. 6 credits

CLMD 407 Integrated Systems Review 2

This course is designed as a remediation course for students who need additional guidance on the integration of clinical and basic sciences. Students attend refined case studies and lectures and perform the same exams as the CLMD 406 students in an effort to insure maximum understanding of clinical presentation. 6 credits

CLMD 408 Integrated Systems Review 3

This course is designed to provide a summative review integrating clinical presentation into the understanding of basic science. Students attend refined course lectures and perform the same exams as the CLMD 406 and 407 students in an effort to ensure maximum understanding of clinical presentation. Alternative review programs may be considered or recommended based on CLMD 407 results. 6 credits

COBS 300 Behavioral Science

This course introduces the bio-psycho-social model of medicine and its application to the life-cycle with emphasis on the psychological, social and cultural determinants of health. Specific topics address the comprehension and assessment of brain function as it relates to personality, behavior, cognition and sexual development. The basic tools needed for decision making in relation to legal and ethical issues are also presented. 2 credits

IDIS 200 NBME Remediation 1

Prerequisite: Failing score on the National Board of Medical Examiners (NBME) Biochemistry, Anatomy, and/or Medical Physiology examination(s). This course is designed to provide students with an opportunity for remediation of failed NBME examinations which occurred in Terms 1 and 2. Students will be required to attend lectures in the subject in which they are remediating the NBME (e.g. Anatomy NBME, students are required to attend all Anatomy 1 and Anatomy 2 lectures during their study term). All remediation requires the student to be in person on the SVG campus.

IDIS 300 NBME Remediation 2

Prerequisite: Failing score on the National Board of Medical Examiners (NBME) Microbiology, Pathology, and/or Pharmacology examination(s). This course is designed to provide students with an opportunity for remediation of failed NBME examinations which occurred in Term 4. Students will be required to attend lectures in the subject in which they are remediating the NBME (e.g. Pathology NBME, students are required to attend all Pathology 1 and Pathology 2 lectures during their study term). All remediation requires the student to be in person on the SVG campus.

IDIS 305 Introduction to Medical Specialties

This introduces students to a broad selection of medical career specialties. Developed by the American Association of Medical Colleges, this interactive program provides information on selecting a medical specialty through an evaluation worksheet to assist with guiding the student in 38 School of Medicine considerations for a medical specialty early in medical school. 1 credit

IDIS 500 Step 1 Preparation Independent Study 1

This course is designed to provide students with an opportunity for independent study in preparation for USMLE Step 1. Review materials and study support are provided. Student is expected to register with the USMLE and Prometric Center and take their first attempt of Step 1 at the beginning of this course. The course may be taken for up to 15 weeks. Once Step 1 is passed, students may progress into Elective I clerkships as the next available starting date. 6 credits

IDIS 501 Step 1 Preparation Independent Study 2

This course is designed to provide students with an additional opportunity for independent study in preparation for Step 1 after an initial failure. Students are to be in person and attend (audit) CLMD 406. This professionally produced review is important to help students achieve a pass on Step 1 exam. Currently, there are three weeks prior to the start of CLMD 406 and 5 weeks post for focused independent study time. Student is expected to sign up for and take their second attempt of Step 1 during this term. The course may be taken for up to 15 weeks. 6 credits

IDIS 502 Step 1 Preparation Independent Study 3

This course is designed to provide students with a final opportunity for independent study in preparation for Step 1 after a second/third failure. Student is expected to pursue other independent review/tutor options as approved and discussed with one of the Deans to facilitate and improve their ability to pass Step 1. Student is expected to sign up for and take their third attempt of Step 1 during this term. The course may be taken for up to 15 weeks. 6 credits

IDIA 503 Step 1 Preparation Independent Study 4

Students who have not passed their Step 1 exam by the end of their third course will be registered for IDIS 503 until such time as they have either passed the Step 1 exam or exhausted their allowable attempts by USMLE rules.

MICR 400 Microbiology I

This course has three sections. The first section is devoted to understanding the basic concepts of immunology and dysfunctional aspects of the immune system. The second section deals with basic bacteriology, virology and mycology which include: classification, structure, growth and replication; mechanisms of gene transfer; mode of action of antimicrobial agents and 39 microbial  resistance, pathogenesis; sterilization and disinfection; and laboratory diagnostic methods. The third section deals with the  description of the major human parasites; emphasis is given on the life cycle, epidemiology, clinical diseases, diagnosis and prevention. 3 credits

MICR 401 Microbiology II

Microbiology II is an organ/system approach to infectious diseases. The course begins with a brief description of the major signs and symptoms of infectious diseases that affect a particular organ/ system. For each etiologic agent, basic characteristics of the pathogen, its habit and means of transmission, virulence attributes, clinical manifestations, diagnostic methods, vaccine and aspects of the immune response to the pathogen and an indication of accepted antimicrobial or related treatment are discussed. Prerequisite – Microbiology I. 3 credits

NEUR 300 Neuroscience

Neuroscience provides the basis for the understanding of structure and function of the human nervous system and disorders affecting it. The course is kept relevant by including discussions of appropriate clinical cases and scenarios. Students will also have the opportunity to extend their understanding of some areas and to develop skills in self-directed learning.  3 credits

PATH 400 Pathology I

Pathology I introduces students to an understanding of the alterations in cells and tissues in response to harmful stimuli. Acquired skills of general pathology including inflammation, ischemia, infarction and  necrosis will be applied to specific organ systems.  6 credits

PATH 401 Pathology II

The course of organ system pathology is designed to help students understand the alterations in specialized organ systems and tissues that are responsible for the disorders that involve these organs. The skills of general pathology acquired in Pathology I will be applied to specific organ systems. Thus, systemic pathology is a continuation of general pathology with special emphasis on organ systems. Prerequisite – Pathology I. 8 credits

PHAR 400 Pharmacology I

The basic principles of pharmacology will be taught in this first semester course. There will be three blocks of concentration: basic pharmacology; autonomic nervous system, renal, cardiovascular, blood, gastrointestinal and respiratory pharmacology; and pain and inflammation pharmacology. 3 credits

PHAR 401 Pharmacology II

The basic principles of pharmacology will be continued in this second semester course. There will be three topics of concentration: 1) chemotherapy of infection and cancer, 2) pain and central nervous system pharmacology, and 3) endocrine pharmacology. The course will culminate with a comprehensive exam over both pharmacology courses. Prerequisite – Pharmacology I.  3 credits

PHYS 307 Medical Physiology

Medical Physiology introduces the student to the basics of normal human physiology or the study of function, activities, and processes of the human body. The course provides an in depth introduction to a systems/organ system study of medically pertinent physiology. Teaching covers general and cell physiology, muscular, endocrine, reproductive, blood systems, cardiovascular, respiratory, renal and GI physiology. As the student is introduced to normal physiology, concepts of pathophysiology are also presented.  6 credits

Clinical Clerkships

Students are eligible to enter clinical clerkships after passing the required NBME and USMLE exams. Students are required to take 48 weeks of clinical core clerkships. The core clerkships in medicine, surgery, pediatrics, family medicine, obstetrics and gynecology, and psychiatry are the basic areas of medical practice about which all physicians need to be knowledgeable. They are included in the curriculum of every medical school. Participation in these clerkships also provides students with an understanding of the various core specialties in medicine.

FMED 500 Family Medicine

In this clerkship, students are introduced to the principles and practice of family medicine. It is an opportunity to begin development of the knowledge, skills and attitudes required to approach a problem in the primary care setting. Students will observe how family physicians provide for ongoing medical needs of their patients within the context of the family and community setting and participate in the care of patients.  6 credits

IMED 500 Internal Medicine

In this clerkship, students are introduced to the principles of caring for the medical patient. Students will begin to understand the general process of the application of medical therapy to patients in a wide variety of settings. The student participates as a member of the medical team and observes the role of the internist as a member of the multidisciplinary team providing patient care. 12 credits

OBGY 500 Obstetrics and Gynecology

During this clerkship, students are introduced to the principles of caring for the OBGYN patient and participate in the various stages of evaluation and treatment of patients. Students will begin to understand the general process of the application of OBGYN specific therapies to patients in a wide variety of settings and participate as a member of a multidisciplinary team for patient care.  6 credits

PEDS 500 Pediatrics

In this clerkship, students acquire knowledge about the process of growth and development and about common diseases and conditions of childhood. Students work with children and families together to develop an understanding of the importance of preventive medicine and how social and environmental factors affect young people.  6 credits

PSYC 500 Psychiatry

In this clerkship, students learn through clinical involvement by working directly with patients and being part of the treatment team. Students develop professional rapport with patients, understand the presentation of psychiatric illness, assess patient histories and mental status and develop bio-psychosocial assessments and treatment plans. 6 credits

SURG 500 Surgery

In this clerkship, students are introduced to the principles of caring for the surgical patient. Students participate in the care of patients in the various stages of evaluation and treatment by surgeons. The student will begin to understand the general process of the application of surgical therapy to patients in a wide variety of settings as a member of the multidisciplinary team.  12 credits

After the completion of elective I clerkships and passing Step 2 CK, an additional 27 weeks are spent in elective II clerkships. The Senior Associate Dean of Clinical Clerkships will assist students in developing an Elective Plan which improves the student’s chances for a residency in a specialty of their choice.

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