Medical education is a team sport. Faculty and students both need to contribute, with the university supporting their collaborative effort. RUSM takes this responsibility seriously. We have developed a suite of programs and technologies that help faculty become better teachers and students better learners.
The Center for Teaching and Learning
- For students: Medical school is far more demanding than college. The sheer volume of work can overwhelm even students who were successful as undergraduates. At RUSM, we take a proactive approach to this challenge. Students are introduced to the Center for Teaching and Learning (CTL) during orientation and invited to come in at any time. We also use an assessment tool early on to identify students might benefit from help, and monitor individual performance throughout each semester so that no student is left to struggle without assistance.
At CTL, dedicated educationalists join with other faculty to help students learn ways to manage and structure their time, and to learn more effectively. Because different subjects require different approaches, the CTL team works with subject-matter experts to identify the best ways for students to approach and study material in each discipline. And because individuals learn in various ways, CTL works one on one with students so they can find the approaches to learning that work best for them.
- For faculty: CTL also works with faculty members on ways to improve their teaching skills—how to make a lecture more interactive, how to create more effective slides or facilitate small-group sessions, for example.
The Simulation Institute
The SIM Lab
- For students: In their very first semester at RUSM, students walk onto what seems to be a fully functioning hospital floor, with 10 well-equipped treatment rooms, and begin seeing “patients,” actually high-tech simulation mannequins. It’s here in the Simulation Center that students first learn how to detect a heart murmur, respond to an emergency room patient screaming for help and practice a full range of clinical skills.
Students use the “Sim Lab” in a variety of ways: formal classes, informal study, and practice on their own time (with a technician and faculty member close at hand) and automated classes that make use of videos, movies and flash presentations.
- For faculty: No matter how sophisticated the mannequins, simulation is only as good as the faculty using it, so RUSM trains clinical faculty both on campus and at the Center for Medical Simulation in Boston. Proof of our success came recently at the 14th annual International Meeting on Simulation in Healthcare, where RUSM faculty-led a workshop for educators and clinicians on the use of simulation manikins.
Digital Resources for Clinical Students
- For students: Three key resources help ensure that RUSM students at different clinical sites have a consistent, engaging and meaningful clinical learning experience:
- E*Value™ allows students to log and track “real,” simulated, or standardized patient experiences, including diagnosis and procedures. This application empowers our students to assess the quality of the clerkship and share experiences.
- eCollege® contains numerous resources to assist students in organizing and progressing through the clinical phase of their education, including clerkship overviews (syllabi), curriculum guidelines, clerkship assignments, recommended materials, and practice exams.
- myPortal is the online gateway to all RUSM information and access to commonly used resources such as MediaSite, Access Medicine, email, and the links to eCollege and E*Value.
- For faculty: RUSM’s clinical faculty uses these same resources to access to supplemental virtual cases and review student case logs so they can help guide their students’ clinical experience. Faculty members also make use of RUSM digital library resources, including journals, reference materials, and “UpToDate,” a product widely used by physicians to help them make clinical decisions.
High-tech classrooms and labs
High-resolution monitors connected to advanced audiovisual equipment and media players are in every classroom and lab.
- Educational software is accessible in all classrooms via links to the Learning Resource Center
- Video display systems include both a large rear projection monitor and additional plasma screen monitors offering a clear view of teaching to every student
- Teleconferencing systems in new classrooms allow faculty to teach students both on and off campus.
- Some classrooms are equipped with audio-visual links to patient examination rooms
- Advanced laboratories for behavioral sciences, microbiology, research and an anatomy lab with space for 36 cadavers, plus facilities for prosection, demonstration, video production and transmission
Learn about the anatomy lab:
A curriculum built for success
- Modeled on the U.S. approach to medical education
- Foundations of Medicine Program combines basic science and clinical skills, using lectures, small-group sessions, and hands-on instruction
- Classes and exams are designed to meet core competencies for U.S. residencies
- Clinical rotations begin with a six-week clerkship that hones relevant skills. The 44 weeks of core rotations include:
- Internal Medicine (12 weeks)
- Surgery (8 weeks)
- Pediatrics (6 weeks)
- Family Medicine (6 weeks)
- Obstetrics/Gynecology (6 weeks)
- Psychiatry (6 weeks)