Roadmap for creating an accelerated three-year medical education program

Figures & data

Figure 1. Creating an accelerated three-year medical education program.

Table 1. Best practices for implementing a three-year accelerated program from the Consortium of Accelerated Medical Pathway Programs (CAMPP) schools

Steps in creating a three-year program	Mission	Admission model	Curricular plan	Policies for advancement and deceleration	Remediation program	Mentor program	Partnerships with residency programs	Program evaluation	Ensure sufficient resources	Get buy-in and address concerns	Innovate
Best practices	Address shortage of primary care physicians Schools: 1, 4, 5, 7, 8, 9, 10	Admission at matriculation Schools: 1, 3, 4, 5, 6, 7, 8, 9, 10	Summer classes School: 1, 2, 5, 6, 7, 8, 9, 10	Must meet school policy for advancement; Must pass all courses and clerkships and Step 1 and 2 School: all	Establish policies for remediation to maintain program excellence while providing a fair chance for the students to succeed School: all	Each student assigned a traditional advisor, an accelerated pathway advisor, and a departmental advisor School: 6, 7, 10	Conditional acceptance to affiliated residency program School: 1, 2, 5, 6, 7, 8, 9, 10	Student performance (exam scores, narratives, course and clerkship grades, Step scores) is tracked. School: 1, 6, 7, 8, 10	Institutional leadership and financial support School: all	Obtain approval from key institutional stakeholders (Dean, Curriculum Committee, Educational Affairs, residency program directors and finance office) and LCME School: all	Longitudinal integrated clerkship School: 1, 4, 7, 9, 10
	Address workforce shortage of the state (psychiatry, general surgery, primary care and underserved areas) Schools: 4, 5, 8, 9, 10	Delayed admission – year 1 of medical school School: 5, 7	Additional courses alongside traditional curriculum School: 7, 8, 9, 10	Deceleration addressed in grading, promotions, and appeals policy School: 1, 6, 7, 8, 9, 10	Decelerate to four-year curriculum for significant academic issue or specialty choice areas. Remain on regional campus after deceleration School: 4, 10	Faculty navigators serve as advisors. Need to connect to main campus for specialty academic advising School: 4	Students can apply to any residency programs School: 3, 4	Student performance, specific student survey, and residency program director surveys School: 2, 6, 7, 8, 10	HRSA and external support School: 1, 7, 8, 9, 10	Invite faculty from successfully launched accelerated programs to your institution School: 1	Distance learning, with digital classroom School: 4
	Reduce student debt Schools: 1, 2, 4, 5, 6, 7, 8, 9, 10	Dual paths- at matriculation and at year 1 of medical school Schools: 5, 6,7, 8,	Problem-based learning School: 3, 5, Case-based learning school: 4	Final determination about advancement or deceleration made in December of third year School: 2		In addition to traditional mentoring program, students are assigned a primary care physician coach. School: 9	UME-GME continuum of training and tracking School: 1, 2, 5, 6, 7, 8, 9	Research assessment pilot using Wise-Oncall and simulation School: 6	Philanthropy, community support for regional campus School: 4		Patient-centered medical home curriculum School: 1, 7, 10
	Individualized pathway Schools: 6, 7	Community engaged admission process School: 4	Early clinical exposure to patients School: 3, 5, 7, 8, 9, 10			Each student has a faculty mentor and a resident mentor for their primary care specialty School: 1	Residency program director is part of the Accelerated Pathway team and takes part in the interviews School: 1, 2, 5, 6, 7, 8, 9, 10	OSCE and simulation evaluation School: 4, 7, 10	State funding for program that allows tuition scholarships School: 5, 10
	Improve educational efficiency toward orthopaedics residency School: 2, 7	Admission to the entire class School: 3	Curriculum on community engagement, population health School: 4, 5, 10			Mentor includes Dean in medical school, Vice-chair of department, faculty member, resident and graduates of the program School: 2	Opportunities for students to be integrated into the GME programs School: 2, 6, 7, 8, 9	Tracking performance in UME and GME. School: all	Supported by the Department of Orthopaedics School: 2
	Consider relevance of clinical experience / patient experience toward career competencies School: 2	Admission after preclinical and half of the clinical year School: 2	Competency-based education School: 7, 8, 9, 10					Wellness tracked through regular meetings with students. School: 1, 6, 7, 8
	Reprioritize opportunities for meaningful research School: 2		Primary care focused, team-based care School: 7, 9