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Curriculum Committee

Curriculum Organization Chart

Curriculum Org Chart

Committee Members


  • Robert Watson, M.D. Chair
  • Jonathan Appelbaum, M.D.
  • Randall Bertolette, M.D.
  • Debra Danforth, M.S., ARNP, FAANP
  • Gail Galasko, Ph.D.
  • Mary Gerend, Ph.D.
  • Lisa Granville, M.D.
  • Suzanne Harrison, M.D.
  • Nancy Hayes, Ph.D. Chair, Year 1/2
  • Chris Leadem, Ph.D.
  • Cathy Levenson, Ph.D.
  • Alma Littles, M.D.
  • Michael Muszynski, M.D.
  • James Olcese, Ph.D.
  • Charles Ouimet, Ph.D.
  • Lynn Romrell, Ph.D.
  • Curtis Stine, M.D. Chair, Year 3/4
  • Mark Strickland, M.D.
  • Niharika Suchak, M.D.
  • Martin Wood, M.S.

Student Representatives

  •  Shawn Adams, MS 1
  • Jessica Specht, MS  2
  • Souhail Karram, MS 3
  • Shahab Virani, MS 4


                Year 1/2 Subcommittee   ---   Year 3/4 Subcommittee


The faculty and the Curriculum Committee of the College of Medicine, in order to assure that our students are provided with a comprehensive medical education that will enable their development as knowledgeable, skilled, and compassionate physicians, subscribe to the following principles of the curriculum.

  1. The curriculum is student-centered.
    • Faculty and instructional methods show respect for the student
    • The learning environment is designed to support student needs
    • Students are active and critical learners
  2. The curriculum comprises a context-framed educational plan (in the context of how the student would use and apply knowledge).
    • Case-based learning is used to stimulate learning and promote application of basic biomedical and behavioral sciences to clinical sciences
    • Clinical presentations with simulated and real patients are used to stimulate learning
    • Curriculum flows from a list of basic clinical presentations that provide the foundation for exposure to clinical areas necessary for preparing the undifferentiated medical student for all possibilities for post graduate training.
  3. The coursework is integrated within years and across years of the program.
  4. The curriculum is based on the following measurable competencies:
    • Patient Care
    • Medical Knowledge
    • Practice-Based Learning
    • Interpersonal & Communications Skills
    • Professionalism
    • Systems-Based Learning
  5. Scholarship and the discovery of new knowledge is encouraged and facilitated.
    • Opportunities for research are provided
    • Scholarly activities in basic sciences, clinical sciences and community medicine are encouraged
  6. The educational environment is appropriate to the mission of the medical school, and students are educated in the biopsychosocial model. Students are provided with experiences in:
    • Geriatrics
    • Serving underserved populations
    • Serving rural populations
    • Understanding of medicine within the context of different cultural and social situations