Welcome all! This Medical Education page is intended to provide information to faculty, students, and to all who may be interested in the education mission of Weill Cornell Medical College (WCMC). Our institution is proud to provide our talented medical students who come from diverse backgrounds with a robust, comprehensive medical education that will serve them well in whatever field of medicine they choose to pursue.
In August 2014, the Medical College launched a new curriculum, centered on three themes: The Scientific Basis of Medicine, Patient Care, and Physicianship. This program features an enhanced integration of foundational sciences and clinical activities throughout the entire educational program. For students entering the first year in August 2014, the first year and a half of the curriculum will be comprised of two segments. The first segment will be called the Essential Principles of Medicine. It will be followed by the organ-based segment called Health, Illness, and Disease. The Clerkships are planned to start in January of the second year and will be completed by the middle of the third year. Students will then enter into Areas of Concentration, a period of 6-9 months of study in an area of the students’ interest, and prepare for residency programs. Students in years 2-4 will also benefit from the new curriculum enhancements including new clinical clerkships in Anesthesiology and Critical Care and additional choices for subinternship experiences. Visit the Curriculum page to view Required and Elective Courses.
To students, current and future, we welcome you to a curriculum that has multiple active learning formats, enhances your fund of scientific knowledge, progressively develops your competency in patient evaluation and diagnostic reasoning, and offers a wide range of opportunities for mentored research in basic sciences, clinical and translational medicine, and international health. The WCMC curriculum includes a thematic integration across three years in communication skills (The Oates’ Communication Curriculum), clinical skills, and geriatrics. Your clinical experiences start early in the first year in outpatient practice settings and continue at medical centers of international repute such as the New York Presbyterian Hospital, Memorial Sloan Kettering Cancer Center, the Hospital for Special Surgery, and at various academic municipal and community hospitals in one of the most culturally diverse cities in the world. Clinical skills are also developed from the first year and then in each subsequent year in our state of the art Clinical Skills Center using standardized patients and simulated education technology. Through extramural programs (e.g., Howard Hughes, Doris Duke, and others) or intramural work-study projects on campus, the Weill Cornell Graduate School of Medical Sciences, The Rockefeller University, and Memorial Sloan-Kettering Cancer Center provide a plethora of research opportunities to enrich the educational experiences of our medical students. Numerous extracurricular experiences in global health, community service (e.g., high school tutoring and mentoring opportunities, serving vulnerable populations), the Weill Cornell Community Clinic, and the Weill Cornell Center for Human Rights provide substantive opportunities for service learning.
Medical student participation on various curriculum and Medical College committees, their feedback in course surveys, participation in student leadership roles and informal advice to faculty and administrators is vital to our sustaining an enriching, progressive and relevant curriculum to meet the needs of our students as future leaders in medicine in the 21st century. Curricular reform and renewal is an ongoing process and I hope that our students will find additional ways in which to become involved and help create innovative educational programs in the future.
To faculty members, the Dean's Office has affirmed the expectation that each faculty member, as a requisite for his or her continued faculty appointment serve as a teacher or mentor of our medical students. The Office of Academic Affairs and the Office of Curriculum and Educational Development can assist you to meet this expectation in a way that fits best with your career activities and interests and your other professional responsibilities. There are many ways to be involved in medical education, and we are committed to help you find them!
To students AND faculty it is important that you are familiar with certain key documents and policies related to medical education. To that end, I ask that you click on the following website entitled Important Information for Teachers and Students.
Finally, the Liaison Committee on Medical Education (LCME) conducted its re-accreditation site visit in March 2010. A positive final report was received in June 2010 and re-accreditation has been approved for the maximum 8-year term. The LCME self-examination and re-accreditation process resulted in an assessment of every aspect of our operations as a medical college, and included medical student opinion as an important component. The outcome of this process has shown many institutional strengths and has suggested various pathways for curricular innovation that will benefit us in the future and allow us to remain in the top echelon of medical colleges nationwide.
We view our educational program with great pride. Nonetheless, we must continue to improve our curriculum, meet new curricular competencies for the practice of medicine and medical research in the 21st century and enrich our educational environment even further to ensure that our graduates are superbly suited to meet the demands of the future healthcare and scientific workforce. We look forward to engaging you, faculty and students, as an important part of this effort, and we anticipate many important celebrations of our success in the future!