Curriculum Overview – MD Program | Wake Forest University School of Medicine

Curriculum Overview – MD Program | Wake Forest University School of Medicine
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Curriculum Overview
Explore your interests and positions through two campuses featuring distinct instructional approaches to suit your individual learning style, preparing you for the top residency training programs in the nation.
The redesigned
Wake Ready
curriculum at Wake Forest University School of Medicine offers a personalized, forward-thinking approach to medical education, moving beyond the traditional two-year pre-clerkship and two-year clinical model. This innovative structure enhances the school’s national reputation for producing exceptional clinicians, educators, and scholars.
Students and faculty are equal and active partners throughout the learning process, with two learning model options for achieving a common outcome of developing physicians who:
Set the standard for compassionate, collaborative care as character-informed virtuous people.
Lead team-based care at the bedside as patient-centered physician professionals.
Engage as societal leaders who advocate locally, nationally and globally.
One School. One Mission. One Outcome.
The Charlotte campus pre-clerkship phase utilizes a problem-based learning approach, where students achieve curricular outcomes primarily through small-group instruction supplemented with large-group and team-based learning activities.
The Winston-Salem campus offers integrated pre-clerkship instruction, achieving these same curricular outcomes through large-group didactics to teach foundational concepts, which are then applied in small-group, case-based, and simulation activities to develop clinical application and critical thinking skills.
Key features of the curriculum at both the Charlotte and Winston-Salem campuses include early patient exposure, seamless integration of basic, clinical, and health systems science, and advanced training in bedside and point-of-care ultrasound. Students also benefit from Wake Forest’s internationally recognized expertise in regenerative medicine, bedside ultrasound, and non-invasive surgical techniques.
Additionally, they have access to diverse elective rotations across both campuses, ensuring a well-rounded, cutting-edge medical education. With increased flexibility to explore their interests, graduates of Wake Ready! are uniquely positioned for excellence in the nation’s top residency programs and beyond.
Foundations (Pre-Clerkship)
In the first, 18-month phase of study, students master the foundational sciences necessary for the successful practice of medicine, including anatomy, biochemistry, embryology, histology, microbiology, immunology, pathology, pharmacology, physiology, and public health sciences. Students also achieve competence in the foundations of clinical medicine including bedside clinical skills, bioethics and population health. Students develop and must demonstrate competence in the key entrustable professional activities (EPAs) required for outstanding clerkship performance.
Recognizing that not all students learn the same way, our campuses offer two different approaches to learning the same foundation for their career. Pre-clerkship learning on the Charlotte campus is primarily through small-group learning using a problem-based and team-based learning approach. Pre-clerkship learning on the Winston-Salem campus integrates large-group didactics that present students with the foundational material with small-group courses where they apply their learning to a case. Both approaches heavily incorporate simulation, actual patient-care experiences, and culminate in the USMLE Step 1 testing prior to entry into the core clinical training phase of the curriculum.
Immersion (Clinical)
During the second phase, MD candidates develop and demonstrate competence in core EPAs for residency program entry and success through core clerkships in Emergency Medicine, Family Medicine, Ambulatory and Inpatient Internal Medicine, OB-GYN, Psychiatry, Neurology, Pediatrics and Surgery.
Individualization (Clinical)
This phase allows students significant flexibility in adapting their training to meet the demands and expectations of their career path while also ensuring advanced patient care responsibilities and care for more medically complex patient encounters. Students are required to complete two Acting Internships, one Critical Care rotation, and a Geriatric and Palliative Care 2-week course, while also selecting from numerous electives between the two campuses. Also, during this phase, students complete USMLE Step II CK testing and participate in the residency match process.
Helping medical students become exemplary physicians is what drives us. Our well-defined objectives are linked to curricular elements at the event and course level, guiding students to attain our overarching program goals.
Graduates are expected to demonstrate excellence in:
Practice knowledge
Interpersonal and communication skills
Patient care
Professionalism
Practice-based learning and improvement
Systems-based practice
Interprofessional collaborative practice
Personal and professional development
Program Objectives
1. Knowledge for Practice
Each graduate must demonstrate knowledge of the basic, clinical, and behavioral sciences, and apply this knowledge to patient care. By the time of graduation, students are expected to:
1.1. Demonstrate knowledge of the normal structure and function of the human body and each of its major organ systems.
1.2. Demonstrate a foundation of cell and molecular biology for understanding mechanisms of acquired and inherited human disease.
1.3. Demonstrate knowledge of altered structure and function of major organ systems that are seen in common diseases and conditions.
1.4. Demonstrate knowledge of the clinical, laboratory, and radiologic manifestations of common disease and conditions.
1.5. Demonstrate knowledge of behavioral, psychosocial, genetic, and cultural factors associated with the origin, progression, and treatment of common diseases and conditions.
1.6. Demonstrate knowledge of the epidemiology of common diseases and conditions within a defined population and systematic approaches useful in reducing the incidence and prevalence of these maladies.
1.7. Demonstrate knowledge of the impact of cultural and psychosocial factors on a patient’s ability to access medical care and adhere with care plans.
2. Interpersonal and Communication Skills
Each graduate will communicate and interact effectively with patients, their families and members of the inter-professional healthcare team. By the time of graduation, students are expected to:
2.1. Demonstrate empathic and patient-centered interviewing and communication.
2.2. Demonstrate the ability to obtain an accurate and complete medical history considering the patient’s culture, beliefs, personal preferences and level of health literacy.
2.3. Demonstrate the ability to communicate effectively, both orally and in writing, with patients, families and members of the healthcare team/other healthcare professionals.
2.4. Demonstrate the ability to work as a member of a healthcare team, collaborating effectively with other healthcare professionals in caring for patients.
3. Patient Care
Each graduate will function as a member of an inter-professional healthcare team and provide patient care that is compassionate, appropriate and effective for the treatment of health problems and the promotion of health in diverse populations and settings. By the time of graduation, students are expected to:
3.1. Elicit in-depth and focused patient-centered histories.
3.2. Perform accurate, complete and focused physical and mental status examinations.
3.3. Integrate patient information with clinical and basic science knowledge.
3.4. Select appropriate, relevant laboratory, radiologic and other clinical studies and interpret the results of such studies.
3.5. Develop a differential diagnosis.
3.6. Formulate a plan for the evaluation, diagnosis and treatment of common clinical problems.
3.7. Recognize patients with life-threatening, emergency conditions and institute appropriate initial therapy.
3.8. Identify opportunities for early intervention, prevention and health education of patients while being mindful of the patient’s readiness and barriers to change.
3.9. Demonstrate technical competence of routine medical procedures.
3.10. Recommend appropriate referral of patients including ensuring continuity of care throughout transitions between providers or settings, and following up on patient progress and outcomes.
3.11. Synthesize and communicate patient information to other health professionals to accomplish safe care transitions and promote effective teamwork.
4. Professionalism
Our students are expected to demonstrate a commitment to upholding their professional duties guided by ethical principles. By the time of graduation, students are expected to:
4.1. Demonstrate respect for patients by using the appropriate form of address, attending to a patient’s comfort, displaying appropriate attire and grooming, and honoring a patient’s privacy and right to make decisions.
4.2. Demonstrate responsibility in actions by being punctual, managing emotions when confronted with adversity and confrontation, and recognizing personal and peer impairments.
4.3. Demonstrate honor and integrity by being honest about role and experience level, admitting mistakes and shortcomings, appropriately attributing sources of ideas and data, and respecting boundaries between patients, peers, and educators.
4.4. Demonstrate reverence for human life, understanding that sympathy for suffering is a fundamental concern of the medical profession and that the needs of the patient are paramount and should govern a physician’s actions.
4.5. Demonstrate compassion by recognizing and responding with empathy to others’ emotions and expectations, regardless of gender, race, sexual orientation, culture, socioeconomic status, religion, political affiliation, medical diagnosis, level of adherence, or health literacy/education level.
4.6. Demonstrate a dedication to teamwork, and an understanding of and respect for the unique roles of all members of the healthcare team.
4.7. Demonstrate knowledge of the principles that govern ethical decision-making and rules and regulations regarding healthcare delivery, incorporating them into clinical practice and research.
5. Practice-Based Learning and Improvement
Each graduate must demonstrate the ability to investigate and evaluate their care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and life-long learning. By the time of graduation, students are expected to:
5.1. Demonstrate the ability to recognize strengths, deficiencies and limitations in their knowledge and skills.
5.2. Demonstrate the ability to set learning and improvement goals.
5.3. Demonstrate the ability to identify and perform learning activities that address gaps in their knowledge, skills and/or attitudes.
5.4. Demonstrate the use of information technology to optimize learning.
5.5. Demonstrate a commitment to continuously improve their medical knowledge, skills and/or attitudes by incorporating formative evaluation and feedback into daily practice.
5.6. Participate in the education of patients, families, trainees, peers and other health professionals.
5.7. Demonstrate the ability to obtain and utilize information about individual patients, populations of patients or communities of patients to improve care.
5.8. Demonstrate life-long learning skills by continually identifying, analyzing and implementing new knowledge, guidelines, standards, technologies, products or services that have been demonstrated to improve outcomes.
6. Systems-Based Practice
Each graduate will demonstrate awareness and understanding of the broader health care delivery system and will possess the ability to effectively use system resources to provide patient-centered care that is compassionate, appropriate, safe and effective. By the time of graduation, students are expected to:
6.1. Advocate for quality patient care and optimal care systems.
6.2. Demonstrate a commitment to balancing risks of harm vs. benefit in patient and/or population-based care as well as exercising cost-awareness.
6.3. Use system resources available to patients, families and communities for health promotion and maintenance, disease prevention, education, treatment, and rehabilitation of medical and psychiatric conditions.
6.4. Identify system errors and common sources of medical error and recommend potential systems solutions.
7. Interprofessional Collaborative Practice
Each graduate will demonstrate the skills to participate as a contributing and integrated member of an interprofessional healthcare team to provide safe and effective care for patients and populations. By the time of graduation, students are expected to:
7.1. Identify one’s own role and the roles of other team members, including limitations and boundaries of each role to optimize healthcare delivery and effective healthcare team functioning.
7.2. Work with other health professionals to cultivate and preserve a climate of mutual trust, respect, dignity, integrity, and ethicality.
7.3. Communicate with respect for and appreciation of all healthcare team members and include them in all relevant information exchange.
7.4. Participate as a high-functioning team member by contributing one’s skills set, supporting other team members as needed and ensuring the functioning of the healthcare team remains optimal (i.e. safe, timely, efficient, effective, and equitable) for patient and population-centered care.
8. Personal and Professional Development
Each graduate will demonstrate the qualities and commitment required to sustain lifelong learning, personal and professional growth. By the time of graduation, students are expected to:
8.1. Demonstrate self-awareness in identifying limitations (in knowledge, skill, emotion, etc.) and the ability to seek help appropriately and engage in healthy coping mechanisms.
8.2. Develop skills for ongoing improvement as a healthcare provider through self-reflection, critical self-appraisal, and openness to accepting feedback.
8.3. Understand that situations involving ambiguity and uncertainty are natural elements of the medical profession and respond to such situations by drawing upon appropriate resources.
Program Courses Overview
Our courses provide the foundations of our medical student education. Courses include:
Integrated Ultrasound Curriculum:
Ultrasound is a fundamental part of modern medical practice. During the Foundations Phase of the curriculum, the Integrated Ultrasound courses serve to reinforce key concepts in anatomy and physiology. During the Clinical Immersion Phase, students build procedural competency with required ultrasound training in the clerkships. Students in the Career Exploration Phase have the opportunity for a month-long elective in point-of-care ultrasound.
Population Health and Epidemiology:
The Population Health & Epidemiology course gives students an understanding of basic principles of epidemiology, public health, and biostatistics. The course teaches skills needed for accurate interpretation of the medical literature and a career of lifelong learning.
Medicine and Patients in Society:
MAPS focuses on personal character development, professional conduct in clinical practice, and leader identity. MAPS 1 and 2 span the pre-clerkship curriculum and apply ethical principles to clinical practice and professional development by helping students to build the foundation for their personal and professional development as a future physician. The MAPS curriculum allows students to explore their responses to these situations while reconciling their own personal belief systems. The small-group experience mirrors the team-based approach to medical care in the hospital and will be an adjunct in building students’ communication skills.
Clinical Skills Foundations:
The Clinical Skills Foundations (CS1) course is the first year component of students’ longitudinal clinical skills curriculum. The overall objective of CS1 is to teach students how to perform fundamental clinical skills including doctor-patient relationship building and communication (DPR) skills, introductory history taking skills, introductory physical examination (PE) skills, and clinical documentation skills, with an emphasis on patient-centered care, professionalism, and professional identity development.
Applied Clinical Skills:
The Applied Clinical Skills (CS2) course is the second year component of students’ longitudinal clinical skills curriculum. The overall objective of CS2 is to build upon the foundational clinical skills learned in Year 1 of the curriculum (CS1) and to prepare students for their upcoming clinical rotations in Year 3. As in Year 1, students will continue to practice and build their fundamental clinical skills including doctor-patient relationship building and communication (DPR) skills, history taking skills, physical examination (PE) skills, and clinical documentation skills, with an ongoing emphasis on patient-centered care, professionalism, and professional identity development.
Basic Clinical Procedures:
Basic Clinical Procedures
is the first of two required courses that comprise the
Wake Forest Procedures Curriculum
. In this course, students are introduced to basic clinical procedures and given the opportunity to learn about each procedure via multi-media online educational modules. Students then observe and participate in these procedures as part of their clinical experiences.
Introduction to Clinical Reasoning and Integrative Thinking (iCRIT):
The Introduction to Clinical Reasoning and Integrative Thinking (iCRIT) course is a foundational course in the preclinical curriculum that introduces students to the fundamentals of clinical reasoning and medical decision making using a small group, interactive model based upon interactions with “virtual patients.” This course teaches students how to formulate a differential diagnosis using a hypothesis-driven approach to data-gathering based upon a patient’s complaints and physical examination in the context of their overall health and concurrent medical problems.  There is directive instruction and modeling of both Type 1 (intuitive, pattern recognition problem-solving) decision making and Type 2 (a more analytical, deductive, pathophysiological approach to problem-solving) decision making in the context of the virtual patient. A structured approach to analyzing vignette-based questions is used as a natural complement to teach the process of integrative thinking which is the cornerstone of a physician’s diagnostic approach to patients. As the course progresses through the curriculum the students will learn basics of medical decision-making and demonstrate those skills in the context of the patients and through use of objective assessment tools of vignette-based questions.
Advanced Clinical Procedures:
Advanced Clinical Procedures
is the second of two required courses that comprise the
Wake Forest Procedures Curriculum
. In this course, students are introduced to advanced clinical procedures and given the opportunity to learn about each procedure via multi-media online educational modules. Students then observe and participate in these procedures as part of their clinical experiences.
Available Electives
During the individualization phase, students can further explore various careers in medicine by selecting from the diverse menu of electives offered. In addition to the core specialties, students have taken the following popular electives:
Diagnostic Radiology
Anatomic and Clinical Pathology
Neuroradiology
Clinical Dermatology
Global Health Care
Genetics
Nephrology
Pediatric Infectious Diseases
Infectious Diseases
Family Medicine
Standardized Patient Program
The Standardized Patient Program at the school of medicine prepares medical students to develop a rapport with their patients, assemble a precise patient history, improve their physical examination techniques and gain experience counseling patients in a variety of circumstances.
Away Elective Opportunity
Rotations at locations away from Wake Forest University School of Medicine allow students to “preview” residency opportunities, obtain experiences not available at the school of medicine, complete research opportunities, or to meet and work with faculty and program directors that might aid in obtaining a residency position.
Curriculum Committee
The
Undergraduate Medical Education Curriculum Committee (UMECC)
of Wake Forest University School of Medicine is charged with the oversight of the medical education program leading to the MD degree. The UMECC is responsible for the overall design, management, integration, evaluation, and enhancement of a cohort and coordinated medical curriculum.
Student Involvement
Student representation can be found on committees, subcommittees, and working groups of UMECC. Students serve as voting members. Any student interested in serving on UMECC, UMECC subcommittees, or working groups should contact
mdcurric@wakehealth.edu
Committee Structure
Program Contact
336-716-4264
medadmit@wfusm.edu
Bowman Gray Center for Medical Education
475 Vine Street
Suite 130
Winston-Salem, NC 27101
Mailing Address
Office of MD Admissions
Wake Forest University School of Medicine
PO Box 573183
Winston Salem, NC 27157
Academic Calendars
Academic Calendar MS2029 - Winston
Academic Calendar MS2029 - Charlotte
Academic Calendar MS2028 - Winston
Academic Calendar MS2027 - Both Campuses
Academic Calendar MS2026 - Both Campuses
Center for Experiential and Applied Learning
The best way to learn a new clinical procedures or methods is through hands-on training by using the latest in technology and educational practices.
Learn More About CEAL
Prospective Students
Student Affairs
High Residency Match Rate
The school of medicine has a very high match rate, and our students have tremendous success in landing desired residencies.
Match Residency Map and Specialties
2025 Results
2024 Results
2023 Results
2022 Results
2021 Results
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