STEPS in the basic clinical skills curriculum

Abstract

Purpose: Historically medical curricula evolved through significant developmental milestones in teaching methodologies. This paper follows the growth chart of the basic clinical skills curriculum that occurred universally over the years, with emphasis on the last ten years of curricular steps at Ross University School of Medicine.

Methods: This is article is a literature review. It is a summary of the authors' opinions following review of prior publications and discussions with academic personnel involved in curricular development.

Results: Globally, the main methodologies utilized over the years included Apprenticeship, Discipline-based, Organ-System Based, Problem-Based Learning and Clinical Presentation-Based models. Several external and internal stimuli have influenced these various teaching methodologies. Being proactive in curricular development is necessary to prevent stunting.

Conclusions: Although each stage of curricular development brought noteworthy improvements in medical education, innovations continue to be necessary for curricular growth.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Notes on contributors

Liris Benjamin, MBBS, MPH, DFM, PhD, is an Associate Professor Module Director, Nervous and Psychiatric System 2, Department of Clinical Medicine, Ross University School of Medicine.

Griffin Benjamin, MD, MPH, MBA, DM, is a Consultant Psychiatrist, Princess Margaret Hospital & Director Family Medical Clinic.

Carlita Benjamin, LLB, LEC, is an Attorney at Law Family Medical Clinic.

Nancy Selfridge, MD, is a Professor and Chair, Department of Clinical Medicine, Ross University School of Medicine.