Respiratory An Integrated Approach to Disease

Respiratory An Integrated Approach to Disease

In the fall of 1994, Saint Louis University (SLU) School of
Medicine was visited by the Liaison Committee for Medical
Education (LCME) for its routine reaccreditation of our medical
curriculum. Remarkably, SLU’s entire second-year medical class
had recently passed Step 1 of the United States Medical Licensure
Exam (USMLE) boards on their fi rst attempts the preceding
summer.

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Such an outcome can powerfully reinforce the status
quo: If it’s not broken, why fi x it? Despite that auspicious showing,
we were confronted by the LCME criticism that our traditional
discipline-based curriculum must be redesigned so that it
would be governed by a cross-disciplinary committee of practicing
physicians. The LCME’s operational hypothesis seemed to
be that such top-down management would free curricular content
from the pedagogical constraints exerted by powerful academic
departments in charge of individual courses like biochemistry,
physiology, pathology, and medicine. We soon learned that other
medical schools were hearing this same message.

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