The Marquette University School of Medicine Aids America in the Time of War

From the 5/28/2021 newsletter

Medical School History 

 

The Marquette University School of Medicine Aids America in the Time of War

 

Richard Katschke, MA

 

In this excerpt from his book, Knowledge Changing Life: A History of the Medical College of Wisconsin, 1893-2019, MCW Chief Historian Richard N. Katschke explains how MCW’s predecessor institution, the Marquette University School of Medicine, responded to the national call to action during World War II …

 

As Europe was embroiled in conflict in the late 1930s, the possibility of the United States’ participation in the war effort impacted the Marquette University School of Medicine and other medical schools nationwide. Beginning in 1940, the Marquette medical school responded to a request from U.S. Surgeon General James C. Magee to sponsor an army surgical hospital. Eben J. Carey, MD, PhD, dean of the medical school, appointed twenty Marquette medical school faculty and staff members to provide administrative and technical assistance to Surgical Hospital #42, based at Fort Campbell, Kentucky. Also, in 1940, Marquette University – including the medical school – was one of twelve colleges nationwide selected to sponsor a Naval Reserve Officer Training Corps.

Following the attack at Pearl Harbor, the United States declared war against Japan on December 8, 1941. Four days later, Germany and the United States went to war. The world conflict triggered significant changes at the medical school. Beginning in July 1942, all teaching activities at the Marquette medical school were accelerated so that medical students could become physicians more quickly and provide medical care on the front lines. Vacations were shortened or suspended. Courses were abbreviated, and electives were dropped. Walter Zeit, PhD, ’39, recalled, “There were several instances where one academic year ended on a Friday and the next one started the following Monday.” Graduation ceremonies were conducted in May and November. Because of the demand for physicians during wartime, the medical school – unlike many other academic programs at Marquette – maintained a strong enrollment.

Norman Engbring, MD, ’51, noted in his book An Anchor forthe Future that the accelerated wartime curriculum placed an additional financial stress on the medical students. In 1942, the W.K. Kellogg Foundation provided $15,000 to the medical school to create a student loan fund. The Kellogg Foundation awarded similar grants to other medical schools nationwide.

Another change that occurred in September 1942 was that the fifth year of medical school - the internship year - was abolished. The requirement had been in place since 1920. Dr. Engbring explained that the fifth year was dropped so that junior medical students could qualify for federal loans that placed a four-year limit on the number of years a student could remain in school. By the end of 1942, only nine of the nation’s sixty-seven medical schools still required the completion of an internship year before medical school graduation. The Army and Navy gave medical students provisional commissions which enabled the students to avoid the draft and stay in school. For example, the Army Student Training Corps and the Navy’s V-12 program were organized, and medical student recruits received a base pay of $50 per month from the military.

“Khaki is now in evidence in the Schools of Medicine and Dentistry as 320 members of the Army Enlisted Reserve Corps in these schools were recently called to active duty by the order of the War Department,” reported the Marquette Tribune on July 15, 1943. “Within the last weeks these Meds and Dents were sent to Camp Grant, Illinois, where they were inducted, issued uniforms, and immediately ordered back to Marquette to continue their education. Roll call at 7:45 am either on the parade grounds or for senior medics, at the hospital, begins the day of the trainees.” Anthony Pisciotta, MD, ’44, recalled that the Army students were organized into the 3665^th service corps under the command of Major Joseph Plodowski, who was based at the medical school. The medical student soldiers became known as “Plodowski’s Raiders” and the “Fighting 3665^th.”

The Marquette Tribune reported that of the 334 male students enrolled in the medical school, 176 were commissioned as 2^nd lieutenants in the army, 104 received navy commissions, thirty-six had applications pending, and eighteen were ineligible for commissions because they were either non-citizens or had a medical disability. Earl Thayer wrote in Seeking to Serve: A History of the Medical Society of Milwaukee County, that nearly fifty faculty members saw active service, as well as a large percentage of alumni.

One alumnus, Lt. William Henry Millmann, MD, ’43, was killed on February 21, 1945, while caring for war casualties in Italy. The Millmann Award, the Medical College of Wisconsin’s highest honor for graduating medical students, was named in his memory. The first recipient of this award was Marjorie E. Tweedt Brown in 1948. John Erbes, MD, who joined the medical school’s surgical faculty in the late 1940s, was the most highly decorated U.S. physician in World War II. As a battalion surgeon, he saw front-line duty in Morocco, Tunisia, Sicily, Normandy, Belgium, and Germany.

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Excerpted from Knowledge Changing Life: A History of the Medical College of Wisconsin, 1893-2019, by MCW Chief Historian Richard N. Katschke, MA. The book is available for online purchase here.

 

 

Richard N. Katschke, MA is the Chief Historian of the Medical College of Wisconsin. He joined MCW as Director of Public Affairs in 1985 and served as the Senior Associate Vice President for Communications. He received MCW’s Distinguished Service Award in 2015 and was awarded an honorary Doctor of Humane Letters degree by MCW at the 2021 commencement ceremony.

The Hogwarts Model: Putting it all Together in Learning Communities is Foundational to the New Medical School Curriculum

From the 5/21/2021 newsletter

Director’s Corner

The Hogwarts Model: Putting it all Together in Learning Communities is Foundational to the New Medical School Curriculum  

Adina Kalet, MD MPH

Dr. Kalet discusses how MCW’s Learning Community (LC) model has the potential to benefit students and faculty members, addressing our desire to build character and caring, while strengthening both academic and social opportunities for our learners …

Last spring, in anticipation of a rough, rapidly evolving, and socially isolating year, the MCW School of Medicine built a learning community (LC) structure for the entering M1 class to ensure social cohesion and engagement. We wanted students to weather the pandemic with regularly scheduled and academically meaningful structured connections with their peers and between students and faculty members. We accomplished this by weaving together the required REACH (Recognize, Empathize, Allow, Care, Hold Each Other Up) Curriculum and the voluntary 4C Academic Coaching Program. We wanted the students to experience a sense of continuity and have sufficient time to establish true collegiality and strong bonds through “cyberspace.” 

A targeted, sophisticated faculty development process was devised and implemented to train over seventy MCW faculty and staff and twenty-seven students to be leaders. Now, a year later, we are in the process of analyzing the data and can report that the experiment was a success. Preliminary student feedback is inspiring. Similar to experiences at other schools with LCs, the participants report that they gained a great deal. The LC has become a central component of the evolving proposal for the new MCW medical school curriculum. 

This issue of the Transformational Times describes the process and amplifies the voices of both students and faculty participants. I hope you will read the descriptions and enjoy the personal stories they share.   

"It matters not what someone in born, but what they grow to be." 

– Professor Albus Dumbledore

The most well-known learning community model is Hogwarts School of Witchcraft and Wizardry, that secondary boarding school administered by the British Ministry of Magic in an unlocatable spot in the Scottish Highlands.  Upon arrival at Hogwarts, new students are assigned by the sorting hat - based on a magical mash up of personality, character traits, and a bit of “destiny” – to one of the four houses, Ravenclaw, and Gryffindor, Hufflepuff, or Slytherin, named for their founders. Just in case you are one of the few people alive who doesn’t know what I am talking about, read the seven volume Harry Potter series by JK Rowling for more details (or watch the movies). You will learn that once assigned to a house, students are pretty much set for years of mostly healthy academic and athletic competition and a great deal of intrigue. At Hogwarts, as in many idealized academic settings, students develop lifelong bonds with housemates by studying, eating, living, and having innumerable terrifying adventures together. 

This identity setting framework is very important to individuals and to the whole Wizarding community. Increasingly, medical schools - as well as many other higher education environments – are embracing this rather “ancient” model to redress the persistent concerns about lack of academic continuity and  inconsistent mentoring, and to provide the healthy social connections that enhance lifelong resilience. 

What are Learning Communities? 

Learning communities are not “extracurricular,” but fully integrated foundational components of the curriculum. Each LC is a group of people who share common academic goals and attitudes and meet regularly to collaborate on learning activities. While it has all of the “student life” benefits in common with advisory colleges, “eating clubs,” dorms organized by affiliations, sororities, or fraternities, an LC goes well beyond simply providing a rich social structure. They are best thought of as an advanced pedagogical design. Medical schools around the world are adopting this model, the highest profile among the early adopters have been Harvard and Johns Hopkins. 

Rather than considering the individual learner as the only relevant unit of instruction and performance assessment, these “communities of practice” explicitly acknowledge that education is a shared cultural activity with a significant communal component. This sociocultural approach is not a new idea, but it remains a challenge to implement effectively. At its best, the LC model provides a means to structure medical education in truly relationship-centered - as opposed to course-centered – ways.   

In our proposed LC model, academic coaching is fundamental. This inextricably links the cognitive and non-cognitive components of learning on the road to becoming a physician, and put relationships among members of the community at the center of that learning and professional identity formation. 

As part of the Kern Institute’s Understanding Medical Identity and Character Formation Symposium (see my Director’s Corner on April 30, 2021), a group of national leaders discussed “The Nature of Learning Communities and the Goals of Medical Education.” David Hatem, MD (University of Massachusetts), William Agbor-Baiyee, PhD (Rosalind Franklin University), Maya G. Sardesai, MD MEd (University of Washington), and our own Kurt Pfeifer MD, explored how their LC structures explicitly address students’ acculturation to both medical school and the profession of medicine. They reported how a healthy learning environment counters the noxious impacts of the “hidden curriculum,” while supporting students on their professional journeys during medical school, aiming to ensure that students are ready for, and will thrive in, a lifetime of practice as a physician.  

The panelists also shared the collective experience of the  forty-seven medical school members of the Learning Communities Institute (LCI), reviewing the essential characteristics LCs must possess to foster character, caring, and the development of a mature and hardy professional identity. These include:

• Committing dedicated medical school resources and time in curriculum 
• Assigning buildings or spaces that allow students to gather to form relationships (Johns Hopkins constructed a building dedicated to their learning communities) 
• Aligning espoused professional values with values that are practiced by promoting the skills of doctoring while intentionally countering the learning climate’s unsavory elements and its hidden curriculum  
• Promoting longitudinal relationships between mentors and students from beginning to end of medical school, thus enabling mentors to simultaneously support learners while holding them to high professional and academic standards
• Supporting character formation through peer mentoring programs and career decision making

With these guidelines to inspire us, and seeking the collaboration with and approval of the MCW’s Curriculum and Evaluation Committee and the Faculty Council, we intend to build LCs tailored to our institutional culture and strengths. For more, see the essay in this week’s newsletter entitled, “Learning Communities at MCW – A Vision for the Future.”  

The critical importance of continuity - Putting it all together

Throughout my career as a medical educator, I have been involved in efforts to structure close student-faculty engagement and mentoring through small group learning structures. This has included decades of teaching in small groups in an introduction to clinical medicine course for M1 and 2s and being an Internal Medicine “Firm Chief” responsible for successive cohorts of clinical clerks (M3s) while leading an Advisory College style program. These learning structures have often been profoundly satisfying for students, my colleagues, and for me as we provided meaningful educational experiences and mentoring. But none of these experiences provided students with truly longitudinal - admission to graduation - integrated coaching or mentoring. I always knew we could be doing better. I fully believe that the LC model promises a real opportunity for the continuity the current system lacks. 

There is benefit to the faculty, as well

There is no better way for faculty to develop wisdom as medical educators than by committing to a longitudinal process. I started my career focused on residency education and got to know wave after wave of trainees as individuals. These relationships showed me the common developmental trajectories and predictors of success or failure and, therefore, made me a more patient, accurate, and persistent coach. For example, I noticed that the first year residents who worked most slowly in clinic, staying later than peers to finish their patient care sessions, often grew into skillful and efficient clinicians, and were more likely to be eventually selected as chief residents. Knowing this made me more patient and kept me from “taking over” to get their patients “out the door.” I let the novices struggle a bit, confident that their patients were receiving better, more attentive care. It was personally rewarding to know that my patience helped to nurture some wonderful, future colleagues, but I only knew this because I had provided years of longitudinal mentorship. 

Medical school should be a guided experience toward a life in medicine. Learning communities offer a framework for “putting it all together,” providing solutions to many of our modern challenges in medical education while enabling the magical relationships with the student’s peers and faculty. Our goal is to create opportunities for discovery and growth because, as Professor McGonagall once noted, “We teachers are rather good at magic, you know.”

Adina Kalet, MD MPH is the Director of the Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education and holder of the Stephen and Shelagh Roell Endowed Chair at the Medical College of Wisconsin.

Questions for Four of the 4C Students

From the 5/21/2021 newsletter

 Questions for Four of the 4C Students

Trevor de Sibour, rising M2; Radek Buss, rising M3; Julia Bosco, rising M2; and Ryan Power, rising M3

Medical students Trevor de Sibour, Radek Buss, Julia Bosco and Ryan Power discuss their experiences as students in the Coaching for Character, Caring and Competence (4C) Program …

In August 2019, the Kern Institute launched the Coaching for Character, Caring and Competence (4C) Program. This optional four-year longitudinal program pairs students with faculty coaches who will help to foster the student’s professional growth. The students and coaches have individual student-led meetings, as well as small group meetings to discuss topics such as character, professional identity formation and other topics that will help them through medical school and beyond. 

We wanted to hear from students about why they chose to participate in the 4C program and the impact that this program has had on them. 4 M1s, Trevor de Sibour, Radek Buss, Julia Bosco and Ryan Powers, submitted their responses to us on 4 questions about their experience with the 4C Coaching Program. 

What made you sign up for the 4C program? 

Trevor: I signed up for the 4C program because of the mentorship opportunities it provides. I had attended a large university for college where I struggled to find mentorship, particularly pertaining to character and professional development. Moreover, I was concerned about connecting with faculty and potentially peer mentors due to the ways in which COVID-19 has altered our everyday interactions. As such, when I learned of 4C, I immediately decided to apply. I felt it was well structured and an excellent way to quickly connect with a faculty member, peer mentor, and other students in a casual setting.

Radek: As an international, first-generation college graduate, I was faced with a lot of stressful unknowns when beginning medical school. Therefore, when given the opportunity to apply for the 4C program, I did not hesitate at all. I have always been very fond of the mentors I have had as a student, and I realize that I would not be where I am today without their guidance and support. The 4C program was the perfect opportunity to meet new mentors in medicine and form lasting professional relationships along the way. 

Julia: Following a year of medical school applications, April 30th finally arrived, and I began the matriculation process at MCW. Little did I know that the certifications, requirements, and deadlines would not stop coming once they started. As I navigated this process amidst the COVID pandemic, I felt overwhelmed and isolated. As deadlines grew closer and questions accumulated, these feelings of isolation persisted. As the pandemic dragged on, our matriculation process and education became increasingly virtual. First, our Second Look Day was canceled. Then, my CPR class was delayed, then canceled, then moved online. Coming from a small liberal arts college, I was intimidated by the prospect of what was looking like Zoom School of Medicine. With my higher education being entirely in-person (at my college class attendance was mandatory), I knew, in this virtual world, I needed mentorship ASAP, and on a whim and blindly seeking support, replied to Dr. Pfeifer’s call for participants in the 4C program. 

Ryan: At the beginning of medical school, there are suddenly a lot of questions and a lot of options you didn't have time to consider before. Throughout undergrad and the application process, your only real question is "Can I get in?" Then, suddenly, you start medical school and you have so many extra questions like what you'll do for research, how will you study, what information is truly important, how will you function in a healthcare team, what specialties should you pursue, and the list never ends. When I saw an opportunity for a coach and a mentor, I saw an opportunity to meet with someone who had those questions before, too. Not only that, I knew that anyone who signed up to be a mentor for the program obviously had an interest and a passion in helping me find those answers. 

What has been the most beneficial part of the program? 

Trevor: The most beneficial part of the program is the insight I have gained from each group member. I have an excellent coach whose perspective on medicine I find enlightening, a fantastic peer mentor whose medical school advice has been invaluable, and three incredible peers whose distinct viewpoints have helped shape my understanding of what it means to be a medical student. 

Radek: The 4C program has been source of a very different type of education, more closely resembling the one I was accustomed to as a student at a small liberal arts college. Whether one on one with my coach, or during our group meetings, the discussions are focused on topics such as well-being, emotional agility, or personal strengths. While those may not pertain to pathophysiology or pharmacology, they are undeniably an important aspect of medical education as a whole. We must be able to take care of ourselves in order to properly, and to the best of our ability, treat others. The 4C program has filled this gap in my medical education, for which I am grateful. 

Julia: Structured mentorship. As I discussed above, my entire education was in a small and exclusively in-person environment, which I found critical to finding mentorship. Looking back on my first year of medical school, if not for the 4C program, I would not have had the same opportunity to have such a positive mentorship experience early in my medical education. I have been able to connect with peers, mentors, and develop a feeling of belonging at MCW, despite this virtual age. From day one, I was accountable to other people, and they invested in my development. This structured mentorship has facilitated my growth as a student doctor and professional. I have the privilege of receiving one-on-one mentorship from Dr. Ankur Segon, our group coach, where we spend the entire hour developing strategies to overcome obstacles I am currently facing. Additionally, Miranda Brown, our group’s near-peer mentor, invests in my practical clinical skills. For example, last semester, she generously read and provided feedback on my clinical notes. Their input and feedback have been invaluable. I cannot imagine my first year of medical school without their mentorship and the support of my peers in my 4C group. 

Ryan: Medical school can be a bubble sometimes. You're focused on your next exam, or STEP, or rumors you hear from classmates or social media about what's important and what you need to do to be a good student. Having a mentor who has two feet firmly planted in the practicing world of medicine is a really great way to get the unequivocal truth. How are my grades actually viewed by residency directors? How can I grow in personal and professional ways, rather than just academically? There were plenty of things I never considered that were brought up by my mentor, and they've been invaluable both in class and in personal growth.

How has your coach impacted you? 

Trevor: I greatly appreciate the guidance my coach has provided me in regard to my professional development. During our most recent one-on-one meeting, I went in unsure and somewhat cynical of what I wanted the next steps of my professional development to be. Ultimately, we had a really productive and candid conversation that helped me create goals that I found to be meaningful and personally satisfying. Having a mentor who I can be honest with, without having to worry about any repercussions, is invaluable. 

Radek: My coach has significantly impacted my career as a medical student. From the first day of this program, she has been open to my questions, no matter how trivial, and supported/guided me through my first two years of medical school. The opportunity to meet with her regularly allows me to continually monitor my progress and compels me to stay on track in accomplishing my goals; it’s as though she is there to both support me, but also keep me accountable. 

Julia: Dr. Ankur Segon has been an excellent individual and group mentor. In the group setting, he is engaged, provides individual and generalized feedback, and always asks us directly if we are keeping our minds and bodies healthy. For me, this investment and concern keep me accountable to and help me prioritize my health, which is easy to abandon in the chaos of M1. In the individual setting, Dr. Segon has provided support, helped me navigate professional and personal decisions, and provided his insight on the matter. Additionally, he continually demonstrates what it means to be a good mentor, which is a skill I hope to cultivate in medical school. I look forward to my dedicated 4C meetings. Because of the supportive environment Dr. Segon fosters, I know I can bring any stress or concerns to these meetings, and when I need to, I know that my 4C coach, near peer mentor, and peers are willing to help or to help me get the help I need. 

Ryan: My coach has made MCW an incredibly positive place. I always have someone I can message or email with questions, and she is always willing to celebrate successes with the rest of the group and me. It's invaluable to have a trustworthy resource to dispel any confusion or doubts through such an arduous process.

Why would you recommend the program to incoming students? 

Trevor: There are multiple reasons I would recommend the program to incoming students. For students who find seeking out mentorship daunting, 4C is invaluable, as it pairs you with a faculty member who is clearly committed to providing quality guidance. Moreover, the topics discussed at group meetings are not found elsewhere in medical school curriculum, yet have the potential to make students well rounded future physicians. How much students will benefit from 4C is associated with how much they invest. So for those who are ready to invest in the program, I highly recommend it. And who knows? Perhaps along the way, they too will meet one of their best friends through the program. 

Radek: I would highly recommend the program to incoming students because it connects you with a coach whom you meet with regularly, and therefore are able to develop a professional relationship. As a coach who is often heavily involved in medical education, they provide support, share ideas, and guide you through your time at MCW. Medical school can be quite stressful and hectic, especially the beginning, and having a coach who helps you navigate your student life is priceless. 

Julia: I highly recommend the 4C program to incoming students. I have found this program to be genuine and critical in my growth as a professional. Although similar opportunities for growth and support exist in the M1 curriculum, I think that since this program is elective and outside medical education proper, participants want to invest in and learn from each other, and so, this does not feel like just another obligation taking time away from my studies. To incoming students, I would say: you get out of this program what you put into it. 4C could become like other programs if its participants do not commit, so invest in it. As someone who came to medical school looking for accountability and quality mentorship, I found what I was looking for in the 4C program. 

Ryan: The Big Sib program (which is also hugely helpful) is a really great start to get advice and direction on the academics and requirements of your coursework, but throughout your first two years at MCW you likely won't have regular contact with many mentors who are actively practicing and navigating medicine. This is a great way to get paired up with a faculty member who cares enough about helping and developing students that they've volunteered time out of their incredibly busy schedules to do just that.

Trevor de Sibour is a rising M2 from Grand Rapids, MI, and attended undergrad at University of Michigan. 

Radek Buss is a rising M3 from Prague, Czech Republic, and attended undergrad at St. Norbert College. 

Julia Bosco is a rising M2 from Green Bay, WI, and attended undergrad at Hillsdale College, in Hillsdale, MI. 

Ryan Power is a rising M3 from Racine, WI, and attended undergrad at UW-Whitewater.

Learning Communities at MCW - A Vision for the Future

 From the 5/21/2021 newsletter

Learning Communities at MCW - A Vision for the Future

Kurt Pfeifer, MD, Marty Muntz, MD, and Cassie Ferguson, MD

As the Kern Institute continues its work on implementation of well-being into the medical school curriculum and exploration of the use of learning communities (LCs) in medical education, members of the Kern Institute and key stakeholders have met to discuss the larger vision for what LCs might look like at MCW …

Within the next decade, we envision Learning Communities (LCs) being an integral part of the continuum of medical education, spanning from undergraduate (pre-medical) schooling through graduate medical education (residency & fellowship), and encompassing all healthcare professions (including, for example, nurses, physician assistants, nurse practitioners, pharmacists, physical therapists, and social workers). LCs will target multiple critical objectives, both social and academic, and will greatly improve students’ preparedness for their careers in medicine by providing accessible, essential, and longitudinal relationships in the form of mentorship, coaching, support, and advice with faculty, senior colleagues, and/or peers. Moreover, LCs will provide an essential forum for development of character and caring by serving as a “safer space” for individuals to come together and provide multiple different perspectives as each student forms their professional identity. 

In this essay, we outline what a comprehensive LC program could look like at MCW.

General Structure

Learning Communities would include students from each year of education to provide networks of peer support that span the breadth of the medical school experience (Figure 1). Previous experience from the REACH Curriculum indicates that groups of eight peers provide an optimal group dynamic. 

To enhance the network of support and learning, interprofessional education would be coordinated by having groups of learners from other professions work with medical students within their LCs. Broadening the inclusion further would also allow for resident physicians - perhaps even LC graduates if they stay at MCW for residency - to be part of an “extended family” that can participate sporadically in LC activities and serve as mentors. Lastly, students can participate in supporting the development of future medical students by engaging in mentorship activities with pre-medical/undergraduate students, especially underrepresented in medicine (URM) individuals. 

Each LC would have two faculty facilitators as well as two student facilitators. The faculty facilitators would share responsibilities for leading group activities and would divide the responsibilities for individual student coaching. At least one faculty facilitator would be a clinical faculty and, if both are clinical faculty, the LC would also include a foundational science faculty member or course coordinator to provide their valuable perspective. One M3 and one M4 from within the LC would be nominated to serve as student facilitators. They would join select small group meetings and serve as the student leaders of the LC.

The LC is the basic unit of the LCs program, but higher levels of structure facilitate other aspects of medical education. Given the number of MCW students, six LCs will be collected into a House. The House will provide a format for larger learning activities, including coordination of cohorts in the event of restricted in-person coursework and social events. 

The House structure also incorporates mechanisms for remediation and behavioral health support. We propose that a Continuous Professional Development course directors could be assigned to each house and serve as a resource to faculty and students in their LCs to develop and implement remediation plans and provide additional career planning advice. To encourage students’ willingness to discuss behavioral health and reach out for assistance, we propose having a behavioral health clinician assigned to each House. This individual could come to House and LC meetings and therefore encourage students to get behavioral health assistance by connecting with an individual in their personal network rather than an unknown clinician.

Key: Undergraduates [UG], Nursing [RN], Pharmacy [Pharm], Physician assistant [PA], Resident [Res], Other health professionals [Other], Faculty facilitators [Fac], Student facilitators [Stu],Continuous Professional Development director [CPD], Behavioral Health professional [Ψ], Learning Community directors [LCD]

Activities in LCs

LCs would not have their own curricula but would be a venue utilized to achieve the objectives of key curricular threads – foundational science, clinical science, and personal/professional development. By their nature, they would be most heavily used for achieving objectives of the latter, including well-being, professional identity development, and empathy/character enhancement. These could be achieved through different combinations of LC individuals (Figure 2). However, the LCs could pursue foundational and clinical science objectives by maintaining group continuity for activities such as team-based learning exercises, physical exam education, and medical ethics discussions.

Concluding thoughts

LCs have developed a prominent role in modern medical education for good reason. Groups of students and faculty maintain continuity over the span of education, developing longitudinal faculty and near-peer mentorships and a “safer space,” where a growth mindset can be fostered. Such groups are even more important at large medical schools like MCW. LCs will allow us to place the learner at the center of the educational process around which we weave the comprehensive threads of medical education (Figure 3). 

 Kurt Pfeifer, MD, is a Professor of Medicine (General Internal Medicine) at MCW. He is a member of the Student and Curriculum Pillars and a 4C Faculty coach for the Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education. 

Marty Muntz, MD, is a Professor of Medicine (General Internal Medicine) at MCW. He is Director of the Curriculum Pillar of the Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education. 

Cassie Ferguson, MD, is an Associate Professor of Pediatrics at MCW. She is the Director of the Student Pillar of the Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education.