UGME Curriculum. The Medical Undergraduate Program (MDUP) introduces students to learning in the CanMEDs competency domains. In the first two years of the program, students explore clinical presentations of increasing complexity through case-based learning and the clinical skills curriculum. They also pursue a variety of learning experiences designed to enhance scholarship, engagement and social accountability.
In Years 1&2, these experiences are offered in the Foundations of Medical Practice, the Foundations of Scholarship (FOS), and the Flexible Enhanced Learning (FLEX) courses. Transition into Clinical Education prepares students to transition from classroom-based to the type of clinical learning environments they will experience in their Year 3 Clerkship.
||MEDD 411 – Foundations of Medical Practice||MEDD 412 – Foundations of Medical Practice II|
|MEDD 419 – FoS/FLEX|
||MEDD 421 – Foundations of Medical Practice III||MEDD 422 – Transition into Clinical Education|
|MEDD 429 – FLEX II|
In Year 3 Clerkship, students build core experiences across the breadth of Medicine and interact with patients under the supervision of faculty members through four blocks of clinical rotations. This builds the foundational knowledge, skills and abilities described by the UBC exit competencies.
|MEDD 431 – Clerkship|
|Women & Children’s Health||Surgical & Perioperative Care||Brain & Body||Ambulatory Care|
|Pediatrics||Surgery||Internal Medicine||Emergency Medicine|
|Obstetrics & Gynecology||Orthopedics||Psychiatry||Family Practice|
In Year 4, students choose available electives that are between 2 and 4 weeks of length (in province, out of province, out of country) and gain experience in all relevant clinical activities within that area.
Within Transition into Postgraduate Education & Practice (TIPP), they review concepts and skills they’ve acquired over their entire medical school experience and apply them to complex clinical presentations as they prepare for the transition into their future residency.
FLEX gives students an opportunity to build on their scholarly activities and prepares graduates for roles as scholars, life-long learners, and leaders.
|MEDD 440 – Electives||MEDD 448 – Transition into Postgraduate Education & Practice (TIPP)|
|MEDD 449 – FLEX III|
For comprehensive information about the MD undergraduate curriculum and a description of Year 1-4 MEDD courses, visit their website.
PGME Curriculum. All Royal College PGME programs are transitioning to Competency Based Medical Education (CBME) and some have already done so. Competency-Based Medical Education is an approach to physician development that focuses on the process and outcomes of training, and makes the achievement of competencies more visible and measurable. It is a model designed to be adapted and restructured for each individual resident.
In CBME, coaching and feedback occurs in the moment and in relation to specific tasks, whereas in a traditional model of postgraduate medical education, assessments occur after a set period of time and often removed from daily clinical work.
The Royal College Programs are guided by Competency by Design for implementation of CBME. More information, including a description, rationale, and implementation, can be found on the Royal College site: Competence By Design (CBD). You can see program-specific CBD start, launch, and exam schedules by checking the program launch schedule.
For RCPSC program specific resources please visit the UBC CBME website.
In the Department of Family Practice, the College of Family Physicians of Canada (CFPC) Triple C CBME Curriculum was implemented in 2012. The Triple C curriculum is based on the CanMEDS-Family Medicine framework for more information on the curriculum please visit CFPC website.
For comprehensive information about PGME at UBC, visit their website.