Medical education has experienced substantial changes, reshaping traditional norms. The former model of two years dedicated to basic sciences followed by two years of clinical training has shifted to longitudinally integrated curricula. Teachers, who once delivered lectures in their specific domains, now have an expanded role in facilitating active learning across integrated courses. Embracing this contemporary medical education paradigm demands a notable shift in the professional identity of faculty. Educators who were once in charge of their discipline courses and the educators who aspire to guide integrated curricula, must now cultivate a more generalized perspective. Our focus session will describe the necessity for adopting the concept of the generalist mindset and work towards developing an agreed upon set of competencies that assess the capacity of faculty to effectively lead longitudinally integrated curricula.

Curricular leaders need to have the skillset of generalist educators in order to lead faculty specialists to work as a collaborative team with a generalist mindset alongside learners.

Thus, by the end of the session, the participants will be able to:
1. Recognize the necessity of the generalist mindset in integrated curricula;
2. Discuss the competencies required of the generalist as a leader of integrated curricula;
3. Propose methods to improve a draft competency framework; and
4. Outline faculty development resources to enhance their effectiveness as leaders in integrated curricula.

The learning outcomes of this workshop will be the refinement of the generalist educator competencies and the tool to assess this skillset. These outcomes will be the basis for the long-term goal of developing milestones for leaders in longitudinally integrated curricula.