physiology) courses that cover normal structure and function of
grouped organ systems.
Another point of departure from recent years has been an emphasis on self-directed learning. Rather than a top-down pedantic
approach involving a traditional lecture hall, a verbose PowerPoint,
and a barely engaged student body, the medical school has implemented what have come to be called PBLs, or problem based learning
modules. Students split into groups of 10 and meet sporadically
throughout the year to go through difficult patient cases usually
illustrating some pathology relevant to the material currently being
taught. After discussing what they know of the case, they identify
items they don’t, go home and research said items, and regroup to
participate in discussion and debriefing. Each of these sessions is
supervised by a clinician who offers clinical perspective (as well as
a sobering dose of reality). This system was originally formulated
by McMasters University in Ontario, Canada in 1969 and can now
be found in many medical schools across the US. All the faculty
involved in PBLs at U of L have attended faculty development sessions in which this technique is taught.
A third change has been in the realm of cultural competencies:
an attempt to teach, to the extent that is possible, how to interact
with patients of different cultural and religious backgrounds and
address culturally specific sensitivities. One facet in which this has
been most pronounced is in LGBT, gender nonconforming, and
DSD (differences of sex development) patient populations. The
University of Louisville is the nation’s first site for training future
physicians on the unique healthcare concerns of these populations. It
has received a five-star rating on the national LGBT-Friendly Campus Climate Index and a national listing of LGBT-friendly colleges
and universities compiled by Campus Pride. There is much more
work to be done, to be sure, and this is not cause for complacency,
but it certainly represents a milestone for our campus that ought
to be celebrated.
The U of L medical school curriculum continues to evolve, and
by objective metrics and subjective student experience, it seems
for the better. We underwent another site visit in May of this year
and are awaiting a final decree from LCME after its October 2015
meeting. We hope to hear that the probationary status will be lifted
and that the school will maintain full accreditation with periodic
monitoring of continued progress. Though it is too late for me to reap
the benefits of a revamped library and swanky unit labs and lecture
halls (with electrical outlets for all, oh my), I am glad to know th