Riding the rapids: COVID‐19, the three rivers curriculum, and the experiences of the University of Pittsburgh School of Medicine

ABSTRACT When faced with the COVID‐19 pandemic this past spring, the University of Pittsburgh's School of Medicine (UPSOM) took rapid steps to ensure the safety of students, staff, and the faculty as well as to maintain the educational process. Curriculum reform efforts, already underway, prove...

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Bibliographic Details
Published in:	FASEB bioAdvances Vol. 3; no. 5; pp. 387 - 391
Main Authors:	Elnicki, D. Michael, Drain, Peter, Null, Greg, Rosenstock, Jason, Thompson, Ann
Format:	Journal Article
Language:	English
Published:	United States John Wiley & Sons, Inc 01-05-2021 John Wiley and Sons Inc Wiley
Subjects:	Anesthesiology Colleges & universities Committees COVID-19 Covid‐19 pandemic Curricula curricular adaptation curriculum reform Flexibility Learning Licensing examinations Medical students Medicine Pandemics pedagogy Planning remote and hybrid curriculum Safety Task forces teaching models curriculum reform Covid‐19 pandemic safety pedagogy curricular adaptation remote and hybrid curriculum teaching models
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Summary:	ABSTRACT When faced with the COVID‐19 pandemic this past spring, the University of Pittsburgh's School of Medicine (UPSOM) took rapid steps to ensure the safety of students, staff, and the faculty as well as to maintain the educational process. Curriculum reform efforts, already underway, proved to be an advantage in the transformation. We quickly converted to a remote and then a hybrid curriculum. Research labs were reopened with appropriate safety measures. Clinical experiences for students restarted via a phased process that emphasized safety and graduation requirements. A variety of assessment mechanisms were restarted with appropriate modifications. New teaching models, such as flipped classrooms, have become the norm, and it seems hard to imagine our returning to our old pedagogy. The curriculum committee met continually to guide the process of change and reopening. The curricular adaptation process remains ongoing, and challenges remain. Nonetheless, we have learned from our experiences and hope to use this knowledge gained as we move forward.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 This article is part of the Managing Medical Curricula In the Pandemic Special Collection.
ISSN:	2573-9832 2573-9832
DOI:	10.1096/fba.2020-00099