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DEAN’S MESSAGE
Continued from page 33 Most importantly, the new curriculum brings us closer to the
goal of competency-based assessment, so that we can say with cer-
ising. Typically, in any educational setting, a curriculum reform tainty when students graduate, they have not only performed well
will lead to a temporary drop in test scores followed by a return on tests, but have truly demonstrated the specific sets of knowl-
to the core point and eventually a rise in performance. However, edge, skills and experience necessary to embark on successful ca-
throughout our reform performance did not suffer that typical reers as competent and compassionate clinicians. I have only one
lag. Furthermore, clerkship directors are clearly noticing that stu- regret about the CIRCLE curriculum: that it was not the norm
dents are entering their third year better equipped to engage as a when I was in medical school many years ago.
team member.
Francisco González-Scarano, MD
The new curriculum has also added unique opportunities for Dean, School of Medicine
students at the School. The emphasis on early exposure to real- Vice President for Medical Affairs
world clinical skills has led to the establishment of a state-of-the- Professor of Neurology
art ultrasound center, which students begin using early in their John P. Howe, III, MD, Distinguished
first year, along with two new clerkships in neurology and emer- Chair in Health Policy
gency medicine. The University of Texas Health Science
Center at San Antonio
In addition to delivering relevant content in a clinical context, scarano@uthscsa.edu
the CIRCLE curriculum contributes to one of the School’s most
fundamental missions: teaching students how to be good learners.
As students and clinicians, they must have well-developed habits
of inquiry and innovation, knowing how to ask questions, how
to identify what they don’t know, and how to find the answers.
34 San Antonio Medicine • March 2016
