SCHEDULING

Medical School and Undergraduate Calendars (2.4/7)

Student Concern: Students felt strongly that the medical school calendar should be uncoupled from the undergraduate calendar. Students were concerned that the calendar was too short. Recommendations were to reduce vacation time, start second-year classes earlier in the summer, and schedule examinations independently of the university registrar.

Response: To lengthen the school year and make it more in keeping with other medical schools, Bio 281: Pathophysiology has been extended into the January Term and Bio 282: Pathophysiology will now begin the week before the start of the second semester. In addition, beginning in July 2001, the third year will begin on July 2 rather than July 30, adding four weeks to the clinical years. The new starting date is in line with most other medical schools. Presently, Bio 373: Introduction to Clinical Medicine begins in the last week of August. To begin all 2nd- or 1st-year classes in the last two weeks of August is difficult. Both the summer months and the first three weeks in January are considered “protected” time to be used by the basic science faculty for research and grant-writing activities.

Timeframe: Major calendar changes will go into effect in academic year 2001–02.

Winter Break for Second-Year Students (4.2/7)

Student Concern: Students were concerned that the winter break in 2nd year should be shortened and that the additional class time should be structured and well organized.

Response: Because of this request, we shortened the winter break as discussed in the preceding paragraphs.

Winter Break for First-Year Students (4.3/7)

Student Response: Some students felt that the winter break in the first year should be shortened, while others did not.

Response: Currently, first-year students may take January Term courses or undertake independent research during winter break. We discussed with the anatomy faculty the student recommendation for teaching several additional weeks of anatomy in January. They felt that the research demands and teaching responsibilities for graduate and postdoctoral students would preclude adding any additional time to teaching human morphology. No changes are contemplated at this time.

Number of Class Hours (4.6/7)

Student Concern: Students expressed a desire to have the number of scheduled hours in class reduced to allow more time for independent studying. The report suggested reducing the number of PBL sessions in pathophysiology to two per week, beginning earlier in the morning, and emphasizing that classes end on time.

Response: Given that Brown Medical School already has one of the lowest number of class hours of any U.S. medical school, further reducing the number of class hours will be difficult to accomplish without adversely affecting the quality of instruction or meeting the need to convey an ever-expanding knowledge base. One possible solution is to reschedule some pathophysiology small-group sessions to free additional afternoons during the second year. We will consult with the pathophysiology course leaders and the course section leaders to determine if it is practicable to hold lectures and small-group sessions on Monday, Wednesday, and Friday mornings

Given the laboratory components of many first-year basic science courses, we cannot reschedule first-year classes to free up more afternoons for students to undertake independent research or community service.

Two pathophysiology course leaders and a number of second-year students recently discussed the recommendation of reducing the number of PBL cases per week to two. The issue was also discussed with the MDCC subcommittee on the preclinical years.

The subcommittee did not favor the suggestion because of the nature and structure of problem-based learning. Students need time to define learning issues, then find the answers before reporting back to the group. Compressing the time of small-group meetings would undermine this valuable learning modality.

Starting Second Year Earlier (5.0/7)

Student Concern: The report recommended starting the second year earlier.

Response: Please refer to the section on the Medical School Calendar and Undergraduate Calendar

PLME Students in Medical School Classes (5.4/7)

Student Concern: Students suggested that, in order to preserve fairness in grading and quality of teaching, PLME undergraduates should not be allowed to take medical school classes early.

Response: The PLME is considered a continuum and is unique in combined-degree programs largely because of the ability of PLME undergraduates to pursue medical school courses “early.” The intent that PLME students who elect the option to enroll in medical school courses as undergraduates and are able either to fill their time in medical school with advanced degrees, to continue undergraduate courses in the humanities and social sciences, or to take on leadership roles in community service, is one that attracts many high school seniors to Brown's PLME over other combined-degree programs. This conclusion has been documented in a recent alumni survey. The admissions office also confirms that this is an attractive part of the program. Over 25 current or past medical students have pursued a master of medical science (MMS) degree as part of their 8-year educational plan. To facilitate the receipt of an MMS in 8 years, the majority of MMS candidates have taken a medical school course “early.” Approximately 10 PLME seniors per class chose to pursue honors degrees in biology; many of these took one medical school course early for pedagogical reasons. The PLME administration feels strongly that the opportunity that this option offers PLME students should be preserved for those students who wish to maximize the PLME experience. We agree that the PLME deans should be more vigilant in advising and asking students to justify their educational plans and we will ask that they strive to do so.

Over time, the number of students taking advantage of this opportunity has decreased. Three factors contribute. First, for the last few years, medical school faculty have attempted to coordinate first-year courses more closely. This change was communicated to PLME undergraduates by the Meiklejohn student advisors and affinity group fellows and others with a resultant decrease in number of students opting to take medical school courses early. The curriculum committee is currently reviewing an even more significant integration of the first-year courses. If this integration is to occur to the same level as exists for the current second-year courses, taking medical school courses early could largely become impossible. However, for those students who have a valid pedagogical reason to take medical school courses as undergraduates, the administration believes that the opportunity should be preserved. Moreover, growing restrictions on space and laboratory supplies have limited the number of PLME students who have been allowed into the courses. Finally, with a greater number of PLME students taking a one or more additional years of deferment, it is likely that fewer undergraduates will choose to take medical school courses, due to time off between undergraduate and medical school years.

The perception that fairness in grading is undermined by allowing PLME students to take medical school courses as undergraduates concerns the administration. It should be noted that EIP students are also allowed to take medical school courses early. Any student may opt for a reduced load. Medical students may also place out of courses by dint of prior coursework or experience elsewhere. Thus, the normative situation is one where not all students will be taking the same course load. This also does not take into account other factors that might impinge on one student's time compared to another, such as family or work responsibilities.

The administration wishes to preserve the opportunity to take medical school courses. Therefore, beginning this year, the PLME office will provide guidance on this issue in its workshops for PLME faculty and Meiklejohn student advisors. These students will be asked to prepare a written justification for their choices. The justification will be retained in the student's academic advising files for future reference. The PLME deans noted that not every student's background is identical and that inequities are inevitable. The administration looks forward to working with the Medical Student Senate on ways to deal with issues of fairness and the underlying concerns in the context of teaching and learning professionally.

Starting First Year Earlier (5.5/7)

Student Concern: The report contained a mild suggestion that the first year should be started earlier than is now the case.

Response: Please refer to the section on the Medical School Calendar and Undergraduate Calendar.