Meaningful Education and Training

An integrated, experiential curriculum equips students to connect science with patient care and systems thinking. Active learning strengthens clinical reasoning, teamwork and adaptability essential for modern healthcare practice. Ensuring early and progressive training in the use of the electronic health record (EHR) will further support students’ clinical readiness, documentation accuracy and understanding of real-world care delivery.

UME Outcome 1.1: 95% of preclinical and clinical courses will include at least one active learning modality (case-based, simulation, or team/problem-based activity) with an overall increase in active learning by 10%

UME Outcome 1.2: ≥8 integrated learning experiences (cases, simulations, or team-based activities) will explicitly connect basic, clinical and HSS content

UME Outcome 1.3: All students will receive structured, developmentally appropriate EHR training throughout the entire curriculum

UME Tactic 1.1: Expand use of case-based, simulation and team-based learning modalities across the curriculum.

• 1.1a. Conduct a comprehensive inventory of current active learning strategies across preclinical and clinical phases to identify gaps, redundancies and opportunities for active learning and integration.
• 1.1b. Explore the feasibility of Problem-Based Learning (PBL) as an instructional strategy in the preclinical curriculum, including evaluation of required faculty, space and resource needs.
• 1.1c. Design and pilot 1 PBL or active learning case for the preclinical curriculum.
• 1.1d. Pilot focused faculty development on effective facilitation of PBL and other active learning formats, emphasizing learner engagement and assessment strategies.
• 1.1e. Identify opportunities to incorporate simulation and/or observed structured clinical examinations in the clinical curriculum

UME Tactic 1.2: Embed longitudinal health systems science content into active learning sessions, emphasizing real-world application and integration with the basic and clinical sciences across all phases of the curriculum

• 1.2a. Conduct comprehensive mapping of existing HSS content across the preclinical and clinical phases to identify gaps, redundancies and opportunities for longitudinal integration of HSS competency domains
• 1.2b. Collaborate with course and clerkship to identify instructional strategies and priorities on where to intentionally embed HSS principles throughout the curriculum
• 1.2c. Design and pilot integrated learning cases that link basic, clinical and health systems science using authentic scenarios

UME Tactic 1.3: Increase early clinical exposure and enhance training on electronic health record (EHR) systems to better prepare students to deliver effective patient care

• 1.3a. Provide EHR access for all incoming students
• 1.3b. Collaborate with VCU Health IT and Compliance to establish EHR training, providing the opportunity that allows students to practice documentation, order entry and clinical decision support in a safe, educational setting
• 1.3c. Collaborate with Practice of Clinical Medicine course directors to identify opportunities for progressive EHR training into the preclinical curriculum, emphasizing documentation, information retrieval and patient communication
• 1.3d. Form an interdisciplinary work group of preclinical and clinical course/clerkship directors to design a developmentally appropriate EHR curriculum that prepares students for clinical responsibilities
• 1.3e. Begin a coordinated planning process to establish a structured, longitudinal approach for EHR instruction and utilization across all phases of the curriculum

UME Tactic 1.4: Integrate technology, including artificial/augmented intelligence (AI) literacy and application, into the curriculum, focusing on discerning appropriate and ethical use, clinical decision support and innovations in healthcare delivery

• 1.4a. Establish a working group on Technology and AI in Medical Education to identify priority competencies in AI literacy, ethics and clinical decision-making
• 1.4b. Develop and pilot a longitudinal curriculum for the M3 year on ethical, safe and equitable use of AI in the clinical setting in case-based instruction
• 1.4c. Develop and pilot an OSCE that deliberately introduces an AI-induced error or “hallucination” where failure to detect the error could cause patient harm, with standardized artifacts (EHR extract, AI summary, education materials) and standardized patient scripts

UME Tactic 1.5: Expand use of case-based, simulation and team-based learning modalities across the curriculum

• 1.5a. Identify lecture-based content that could be streamlined or replaced by PBL cases to create time for PBL cases to promote deeper learning and integration across disciplines

UME Tactic 1.6: Embed longitudinal health systems science content into active learning sessions, emphasizing real-world application and integration with the basic and clinical sciences across all phases of the curriculum

• 1.6a. Design and pilot integrated learning cases that link basic, clinical and health systems science using authentic scenarios

UME Tactic 1.3: Increase early clinical exposure and enhance training on electronic health record (EHR) systems to better prepare students to deliver effective patient care

• 1.3a. Identify opportunities to increase early clinical experiences that reinforce patient-centered communication and effective and appropriate use of the EHR in care delivery

Intentional, individualized opportunities for exploration and mentorship support professional growth and professional identity formation, helping students align their personal values, career goals and scholarly pursuits.

UME Outcome 2.1: At least 4 fully developed Pathways of Distinction (e.g., Research, Medical Education) will be established and accessible to students.

UME Outcome 2.2.: Development and implementation of at least 6 new electives or para-curricular offerings across the M1–M4 years that align with professional identity formation.

UME Tactic 2.1: Develop and implement tailored para-curricular pathways of distinction (e.g., research, medical education and teaching, etc.) that include mentored scholarly projects and foster longitudinal identity formation

• 2.1a. Identify a workgroup to develop and formalize a comprehensive framework for the Pathways of Distinction, including overall structure, instructional design, governance structure, capstone requirements and longitudinal expectations
• 2.1b. Select and prepare one Pathway of Distinction for launch in Year 2 based on institutional priorities, faculty expertise and student interest
• 2.1c. Recruit key leadership and faculty—including a Pathways Program Manager, Pathways Directors and faculty mentors—to support the design, implementation and evaluation of the initial Pathways
• 2.1d. Form a Pathways Leadership Team to provide ongoing oversight, coordination and continuous quality improvement of curricular content, mentorship structures and governance processes

UME Tactic 2.2: Create structured opportunities for professional growth, career exploration and skill development to support life-long learning and evolving professional goals

• 2.2a. Establish a work group to identify opportunities for professional growth and career exploration across all phases of the curriculum, with a focus on students not participating in Pathways of Distinction
• 2.2 b. Explore options for expanded programing, including M1 electives, M3 electives and other para-curricular experiences that foster skill development and professional identity formation

Embedding leadership training fosters the communication, collaboration and advocacy skills physicians need to lead effectively in clinical teams, health systems and communities.

UME Outcome 3.1: A longitudinal leadership development curriculum will be fully implemented across all four years of the M.D.program.

UME Outcome 3.2: 50% or more of M.D.students will engage in authentic theory to practice leadership opportunities.

UME Tactic 3.1: Design a leadership development curriculum, emphasizing self-awareness, communication, collaboration, systems thinking and advocacy

• 3.1a. Form a leadership curriculum design team representing faculty and students to define core leadership competencies aligned with national standards and the institutional mission
• 3.1b. Conduct a comprehensive review of existing leadership-related content across the curriculum, student organizations and institution to identify opportunities for collaboration and integration
• 3.1c. Develop and pilot an interactive leadership development session that introduces foundational skills in self-awareness, communication, collaboration and advocacy

UME Tactic 3.2: Create an inventory of current activities (e.g., student government, societies, student organizations, community engagement initiatives) where leadership competencies are practiced

UME Tactic 3.3: Develop a leadership competency framework outlining progressive milestones for followership, leading self, leading others and leading teams

UME Tactic 3.4: Offer theory to practice opportunities to apply leadership skills to real-world situations

• 3.4a Engage the leadership curriculum design team to identify opportunities for students to apply leadership skills in authentic team projects, student organizations, academic settings and community engagement collaborations

A culture of humanism, professionalism, belonging and service strengthens resilience, mitigates burnout and reinforces the sense of purpose that sustains physicians throughout their careers.

UME Outcome 4.1: A longitudinal service-learning curriculum will be fully implemented throughout the curriculum

UME Outcome 4.2: A service recognition program will be established that encourages medical students to participate in community service

UME Outcome 4.3: At least one event per semester will be implemented to promote student well-being and foster meaningful faculty–student engagement

UME Tactic 4.1: Expand community engagement and service-learning experiences across all four years, with emphasis on improving health of the community

• 4.1a. Establish a community engagement and service-learning working group to identify existing opportunities and areas for growth
• 4.1b. Identify opportunities to integrate service-learning into all four years of the M.D.curriculum

UME Tactic 4.2: Create opportunities to enhance student well-being and engagement with the VCU School of Medicine and larger community through formal and informal programming

• 4.2a. Develop a catalog of wellness and engagement events (community service days, “Meaning in Medicine” gatherings, student-faculty socials, society events) and effectively communicate them to students to promote connection and belonging
• 4.2b. Launch at least 1 pilot initiative for students that foster peer support, mentorship and positive learning environments

UME Tactic 4.3: Create at least 1 opportunity for informal faculty-student engagement to strengthen relationships, mentoring and model professional engagement

UME Tactic 4.4: Expand community engagement and service-learning experiences across all four years, with emphasis on improving health of the community

• 4.4a. Expand SOM connections with community organizations that serve Richmond and surrounding areas and enhance the webpage
• 4.4b. Explore approaches to recognize students who demonstrate exemplary commitment to service and community engagement such as “Service Award” for sustained, meaningful contributions