The Doctoring curriculum at the University of California, Los Angeles, UCLA School of Medicine covers all four years of medical school. Its goal is to train physicians to give care that is compassionate, humanistic, high- quality, and evidence-based through a longitudinal, interdisciplinary curriculum with integration of learning experiences within and between years and with more emphasis on certain topics that had been previously neglected (e.g., advanced physical diagnosis, nutrition, public health, ethics). The curriculum operates alongside the traditional one, but strong attempts are made to link the two curricula. The authors describe the gradual introduction of the Doctoring curriculum, the sometimes formidable barriers that were encountered and in some case still exist (e.g., some faculty and student resistance, need to find funds, faculty recruitment and retention). Active, interested faculty are essential, and intensive faculty development is needed. A detailed description of each year's courses and teaching approaches is given. Year on focuses on interpersonal communication, the medical interview, human development and behavior, and the role of the community in health care; year two, on clinical reasoning, physical diagnosis skills, population medicine, and ethics; year three, on clinical problem solving, health services, professionalization issues, and prevention; and year four (which is elective), on medical education and leadership. The methods of evaluating students, faculty, and the curriculum itself are described and assessed. The authors conclude with a review of plans, prospects, and ongoing problems.
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