Number
262
Name
Title: Implementing a Cluster-Based Faculty Development Model to Enhance Curricular Integration in Undergraduate Medical Education
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Migdalisel Colón-Berlingeri, Michigan State University College of Human Medicine
Julie Christensen, Michigan State University College of Human Medicine
Amy Greenberg, Michigan State University College of Human Medicine
Presentation Topic(s)
Curriculum
Description
Purpose:
Building an integrative medical school curriculum presents significant
challenges, including aligning basic, clinical, and social sciences within
organ-system–based instruction. Integration must also reflect Educational
Program Objectives (EPOs) to ensure competency-based learning. Prior to this
initiative, students reported fragmented content and difficulty connecting
concepts across weeks. To address these gaps, we implemented a cluster-based
faculty development model designed to promote horizontal and vertical
integration.
Methods:
Faculty were organized into six clusters corresponding to major
organ-system themes . Each cluster included at least one clinician, one basic
scientist, and one social scientist. Orientation sessions introduced workflow
tools, including cluster spreadsheets, session organizer templates, and
USMLE-based content outlines. Clusters met weekly to map content across M1
and M2, define goals and objectives for each week, align activities with EPOs
and course objectives, and design preparatory materials and assessments in
coordination with phase directors.
Results:
Over 40 faculty members participated in six interdisciplinary clusters,
each focused on an organ-system theme. Clusters successfully produced
integrated content maps, preparatory resources, and aligned assessments for
the M1 curriculum. We will discuss several affordances of the model,
including improved collaboration across disciplines. Challenges included
balancing time commitments with clinical and research responsibilities,
achieving consensus on content prioritization, and navigating unfamiliar
instructional design processes. Student feedback and learning outcomes will
be collected after full implementation of the M1 year to evaluate the impact
on perceived coherence and performance.
Conclusion:
The cluster model enhanced curricular coherence and interdisciplinary
collaboration, addressing prior gaps in integration. This approach provides a
scalable framework for aligning objectives and assessments across
disciplines. Future work will expand clusters to the M2 curriculum and
incorporate continuous feedback to refine implementation.
Building an integrative medical school curriculum presents significant
challenges, including aligning basic, clinical, and social sciences within
organ-system–based instruction. Integration must also reflect Educational
Program Objectives (EPOs) to ensure competency-based learning. Prior to this
initiative, students reported fragmented content and difficulty connecting
concepts across weeks. To address these gaps, we implemented a cluster-based
faculty development model designed to promote horizontal and vertical
integration.
Methods:
Faculty were organized into six clusters corresponding to major
organ-system themes . Each cluster included at least one clinician, one basic
scientist, and one social scientist. Orientation sessions introduced workflow
tools, including cluster spreadsheets, session organizer templates, and
USMLE-based content outlines. Clusters met weekly to map content across M1
and M2, define goals and objectives for each week, align activities with EPOs
and course objectives, and design preparatory materials and assessments in
coordination with phase directors.
Results:
Over 40 faculty members participated in six interdisciplinary clusters,
each focused on an organ-system theme. Clusters successfully produced
integrated content maps, preparatory resources, and aligned assessments for
the M1 curriculum. We will discuss several affordances of the model,
including improved collaboration across disciplines. Challenges included
balancing time commitments with clinical and research responsibilities,
achieving consensus on content prioritization, and navigating unfamiliar
instructional design processes. Student feedback and learning outcomes will
be collected after full implementation of the M1 year to evaluate the impact
on perceived coherence and performance.
Conclusion:
The cluster model enhanced curricular coherence and interdisciplinary
collaboration, addressing prior gaps in integration. This approach provides a
scalable framework for aligning objectives and assessments across
disciplines. Future work will expand clusters to the M2 curriculum and
incorporate continuous feedback to refine implementation.