As a pediatrician, Sameer Vohra, MD, JD, ’11, was trained to focus on the children seen in his clinic. Now his task has expanded to healing entire segments of Illinois’ population. It’s a role he has been preparing for most of his life.

As a pediatrician, Sameer Vohra, MD, JD, ’11, was trained to focus on the children seen in his clinic. Now his task has expanded to healing entire segments of Illinois’ population. It’s a role he has been preparing for most of his life.

Between birth and age 3, a child’s brain undergoes an impressive amount of change. The brain doubles in size in its first year, and by age three, it reaches 80 percent of its adult volume. This period of a child’s life is the most important for brain development—and it has inspired a new project from SIU Medicine’s Office of Population Science and Policy.

Between birth and age 3, a child’s brain undergoes an impressive amount of change. The brain doubles in size in its first year, and by age three, it reaches 80 percent of its adult volume. This period of a child’s life is the most important for brain development—and it has inspired a new project from SIU Medicine’s Office of Population Science and Policy.

Between birth and age 3, a child’s brain undergoes an impressive amount of change. The brain doubles in size in its first year, and by age three, it reaches 80 percent of its adult volume. This period of a child’s life is the most important for brain development—and it has inspired a new project from SIU Medicine’s Office of Population Science and Policy.

The CCC curriculum has been designed and developed through a collaborative work of the CCC committee, consisting of faculty and students at SIUSOM developing it since 2012. The CCC committee was initially formed from a Year 3 Innovation committee, where they reevaluated the Year 3 clerkship curriculum effectiveness and devised innovative ways to improve the curriculum. As the idea of CCC project was introduced and elaborated, leading members of the Year 3 Innovation committee constituted the CCC committee to embark on the CCC development work. Under the program leadership of Dr. Debra Klamen

The CCC curriculum has been designed and developed through a collaborative work of the CCC committee, consisting of faculty and students at SIUSOM developing it since 2012. The CCC committee was initially formed from a Year 3 Innovation committee, where they reevaluated the Year 3 clerkship curriculum effectiveness and devised innovative ways to improve the curriculum. As the idea of CCC project was introduced and elaborated, leading members of the Year 3 Innovation committee constituted the CCC committee to embark on the CCC development work. Under the program leadership of Dr. Debra Klamen

A CCC committee was formed, consisting of physicians, nurse educators, and medical education experts. A list of 12 critical chief complaints was developed out of the work of this group. From there, a blueprint of chief complaints and corresponding diagnoses was developed for Year 1 through Year 3 of medical school, resulting in a grid of 144 diagnoses. Students work through the same chief complaints each year in a spiral manner, with different diagnoses each year. With a generous grant through the Josiah Macy Foundation , the committee’s vision for deliberate clinical reasoning practice using

A CCC committee was formed, consisting of physicians, nurse educators, and medical education experts. A list of 12 critical chief complaints was developed out of the work of this group. From there, a blueprint of chief complaints and corresponding diagnoses was developed for Year 1 through Year 3 of medical school, resulting in a grid of 144 diagnoses. Students work through the same chief complaints each year in a spiral manner, with different diagnoses each year. With a generous grant through the Josiah Macy Foundation , the committee’s vision for deliberate clinical reasoning practice using

In 2015, Dr. Debra L. Klamen proposed an entirely new model for third-year clerkships in response to the many calls for improvement in the education of medical students ( 1 ). The envisioned clerkship leaned heavily on the theory of deliberate practice ( 2 ). The definition of deliberate practice is “a special type of practice that is purposeful and systematic. Deliberate practice requires focused attention and is conducted with the specific goal of improving performance.” The new model w as created to address some of the deficiencies that were found from research into the clinical year