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Med Educ Online. 2017;22(1):1396172. doi: 10.1080/10872981.2017.1396172.

Roadmap for creating an accelerated three-year medical education program.

Author information

1
a Department of Family and Community Medicine , Penn State College of Medicine , Hershey , PA , USA.
2
b Department of Pathology , NYU School of Medicine , New York , NY , USA.
3
c Davis, School of Medicine, Office of Medical Education , University of California , Sacramento , CA , USA.
4
d Department of Family and Community Medicine , Medical College of Wisconsin , Wausau , WI , USA.
5
e Office of Curricular Affairs , Duke University School of Medicine , Durham , NC , USA.
6
f Department of Family and Community Medicine , University of Kentucky College of Medicine , Lexington , KY , USA.
7
g Departments of Medical Education and Family Medicine , Texas Tech University Health Sciences Center School of Medicine , Lubbock , TX , USA.
8
h Department of Family Medicine , Memorial Health Family Medicine Residency Program , Savannah , GA , USA.
9
i Department of Family Medicine, Family Medicine at Care Point East , Ohio State University , Columbus , OH , USA.
10
j Department of Medicine , Cooper Medical School of Rowan University , Camden , NJ , USA.
11
k Department of Family Medicine , The Ohio State University , Columbus , OH , USA.
12
l Office of Medical Education , Mercer University School of Medicine , Savannah , GA , USA.
13
m Office of Undergraduate Medical Education , McMaster University , Hamilton , ON , Canada.
14
n NYU School of Medicine , Institute for Innovations in Medical Education , New York , NY , USA .

Abstract

Medical education is undergoing significant transformation. Many medical schools are moving away from the concept of seat time to competency-based education and introducing flexibility in the curriculum that allows individualization. In response to rising student debt and the anticipated physician shortage, 35% of US medical schools are considering the development of accelerated pathways. The roadmap described in this paper is grounded in the experiences of the Consortium of Accelerated Medical Pathway Programs (CAMPP) members in the development, implementation, and evaluation of one type of accelerated pathway: the three-year MD program. Strategies include developing a mission that guides curricular development - meeting regulatory requirements, attaining institutional buy-in and resources necessary to support the programs, including student assessment and mentoring - and program evaluation. Accelerated programs offer opportunities to innovate and integrate a mission benefitting students and the public.

ABBREVIATIONS:

CAMPP: Consortium of accelerated medical pathway programs; GME: Graduate medical education; LCME: Liaison committee on medical education; NRMP: National residency matching program; UME: Undergraduate medical education.

KEYWORDS:

Medical education; accelerated medical degree; accelerated pathways; innovation in medical education

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