Curriculum Committee

Curriculum Organization Chart

Curriculum Organization Chart

Committee Members

Members

  • Nancy Hayes, Ph.D. Chair; Chair 1/2
  • Nader Akhavan, M.D.
  • Suzanne Baker, MA
  • George Bernardo, M.D. 
  • Bill Boyer, DHSc
  • Shalon Buchs, Ed.D., PA-C
  • Robert Campbell, M.D.
  • Mark Chaet, M.D.
  • Marlisha Edwards, M.D.
  • Lisa Granville, M.D.
  • Shermeeka Hogans-Mathews, M.D.
  • Susan LaJoie, APRN, DrPH
  • Antonia Nemec, Ph.D.
  • J. Michael Overton, Ph.D. 
  • Cheryl Porter, Ph.D.
  • Raed Rizkallah, Ph.D.
  • Casey Rust, M.D.
  • Anthony Speights, M.D., SADME
  • Gregg Stanwood, Ph.D.
  • Niharika Suchak, M.D., Chair Year 3/4
  • Martin Wood, M.S.

Student Representatives

  • Pedro Zanoelo, M1
  • Luke Hudson, M2
  • Jesse Meek, M3
  • Naoosha Mohammad, M4

Subcommittees

Principles

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 (regarding how the student would use and apply knowledge).
    • Case-based learning is used to stimulate learning and promote the application of basic biomedical and behavioral sciences to clinical sciences
    • Clinical presentations with simulated and real patients are used to stimulate learning
    • The 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 content is integrated within courses and across years of the program.
  4. The curriculum is based on the following measurable competencies:
    • Patient Care
    • Medical Knowledge
    • Practice-Based Learning and Improvement
    • Interpersonal & Communication Skills
    • Professionalism
    • Systems-Based Practice
    • Interprofessional Collaboration
    • Personal and Professional Development
    • FSU COM Mission
  5. Scholarship and the discovery of new knowledge are 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 medical school's mission, 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 unique social context