Educational Innovation
Ohio State’s Lead. Serve. Inspire. (LSI) curriculum prepares tomorrow’s physicians to deliver the highest quality care to a diverse population of patients. Presented as a three-part, four-year experience, the LSI curriculum fully inte¬grates foundational and clinical science throughout the four-year period. Students gain hands-on experience early in the program through a longitudinal, practice-based clinical service that offers opportunities to apply classroom knowledge to actual patient situations. A team-based environment emphasizing self-directed learning with multiple assessment methods provides students with individualized learning opportunities, while producing standardized outcomes.
The goal of the LSI curriculum is to ensure that all students are prepared to excel in their chosen post-graduate residency programs and from there to move on to their areas of specialization and physician practices.
The goal of the LSI curriculum is to ensure that all students are prepared to excel in their chosen post-graduate residency programs and from there to move on to their areas of specialization and physician practices.
To share your thoughts, ideas or suggestions on this initiative, please contact Kathleen Kemp, senior director of Marketing and Strategic Communications in the College of Medicine.
‘Lead. Serve. Inspire.’
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 last August, 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.
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 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.
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.
Medical Education Research Conclave
Even as the LSI curriculum rolls out, College of Medicine educators are examining and evaluating its success. On Jan. 16, more than 100 College faculty and staff gathered for the inaugural Medical Education Research Conclave in the OSU Biomedical Research Tower auditorium.
“Our goal for the conclave was to generate research ideas and connect faculty and staff with common research interests who otherwise might not meet each other,” said Daniel M. Clinchot, MD, vice dean of Education and associate professor of Physical Medicine and Rehabilitation.
Clinchot, who assumed the vice dean position in July, has played a central role in growing Ohio State’s national reputation for curricular innovation. His method for evaluating the new curriculum is just as innovative. Using Medical Education Research Groups, or MERGs, he hopes to quickly gain insight from faculty and staff about what’s working and what’s not working in order to modify the curriculum and promote scholarship opportunities accordingly.
Clinchot put the MERG method to the test at January’s conclave, which served as sort of a meeting of the minds set to a speed-dating-like process. Nine tables were assembled, labeled with signs signifying nine topic areas that had been deemed “ripe for research.” Among the topics were faculty development, learning technology and curricular innovation. Each table would become a Medical Education Research Group, with an assigned lead investigator and scribe. Guests were invited to join two research conversations over a 2-hour period.
“Attendees at the ‘Curricular Innovations’ table discussed the integration of clinical and foundational science in the Lead. Serve. Inspire. curriculum,” Clinchot said. “Faculty from Surgery, Pediatrics and the School of Health and Rehabilitation Services had research questions in this area and were able to discuss and connect with each other at the conclave.”
The topic of curricular innovation drew the most participants among the nine topics. John Davis, MD, PhD, associate dean of Medical Education, facilitated the conversation. He was chosen for his experience in research and scholarship in the area.
“I believe the topic was popular because it represented a multitude of possibilities, attracting people with ideas ranging from the use of iPads in clinical settings to measurable outcomes with ePortfolios in medical education,” Davis said. “We are currently processing the data collected at the conclave and will be scheduling follow-up meetings with attendees who expressed an interest in participating in our research efforts.”
“Our goal for the conclave was to generate research ideas and connect faculty and staff with common research interests who otherwise might not meet each other,” said Daniel M. Clinchot, MD, vice dean of Education and associate professor of Physical Medicine and Rehabilitation.
Clinchot, who assumed the vice dean position in July, has played a central role in growing Ohio State’s national reputation for curricular innovation. His method for evaluating the new curriculum is just as innovative. Using Medical Education Research Groups, or MERGs, he hopes to quickly gain insight from faculty and staff about what’s working and what’s not working in order to modify the curriculum and promote scholarship opportunities accordingly.
Clinchot put the MERG method to the test at January’s conclave, which served as sort of a meeting of the minds set to a speed-dating-like process. Nine tables were assembled, labeled with signs signifying nine topic areas that had been deemed “ripe for research.” Among the topics were faculty development, learning technology and curricular innovation. Each table would become a Medical Education Research Group, with an assigned lead investigator and scribe. Guests were invited to join two research conversations over a 2-hour period.
“Attendees at the ‘Curricular Innovations’ table discussed the integration of clinical and foundational science in the Lead. Serve. Inspire. curriculum,” Clinchot said. “Faculty from Surgery, Pediatrics and the School of Health and Rehabilitation Services had research questions in this area and were able to discuss and connect with each other at the conclave.”
The topic of curricular innovation drew the most participants among the nine topics. John Davis, MD, PhD, associate dean of Medical Education, facilitated the conversation. He was chosen for his experience in research and scholarship in the area.
“I believe the topic was popular because it represented a multitude of possibilities, attracting people with ideas ranging from the use of iPads in clinical settings to measurable outcomes with ePortfolios in medical education,” Davis said. “We are currently processing the data collected at the conclave and will be scheduling follow-up meetings with attendees who expressed an interest in participating in our research efforts.”
