Randolph J. Canterbury, MD, DFAPA


Wilford W. Spradlin Professor Senior Associate Dean for Education


During construction of the Claude Moore Medical Education Building, I have had the privilege of working closely with architects, designers, and project and construction managers to ensure that the building design supports the major pedagogical changes we have implemented for the Class of 2014.


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At the same time, I have been working with our Associate Dean for Undergraduate Medical Education and Curriculum, Don Innes, MD, and many others on major changes in our cur r iculum –changes that represent the greatest transformation of medical education since the Flexner Report, delivered more than a century ago. They are based on sound educational research and encourage our students to be active, life-long learners and to develop the skills necessary for the practice of 21st century medicine. UVA medical instruction and training now begins on day one with clinically-oriented, patient-centered education that integrates clinically relevant science throughout the curriculum. Working with Gene Corbett, MD, assistant dean for clinical skills education, Keith Littlewood, MD, and Marc Kirk, M.D., co-directors of the Medical Simulation Center, and others, we also have developed and inaugurated a Clinical Performance Education Center. Here, students experience clinical performance development throughout their four years of medical school.


Our goal is to offer a seamless transition from the pre- clerkship period to clerkships, and then from medical school to residency, with the respective “learning curves” diminished or abolished. The changes have required our faculty to make significant adjustments in teaching methods, both by enhancing their teaching skills and incorporating new instruction methods. Together with Associate Dean for Faculty Development Sue Pollart, MD, I expect our new faculty development program to result in our students developing a high level of analytical and application skills and becoming life-long learners.


The demand for a UVA medical education has never been greater, and progressive change is driving the demand we are witnessing. The UVA School of Medicine’s outstanding faculty and staff successfully have matriculated a larger (155) class of extremely qualified and diverse medical students, and implemented a new fully integrated curriculum that will utilize new teaching methods. We have accomplished all of this progress in a magnificent and very new high-tech building. The opportunity to participate in this change process has been the most fulfilling opportunity of my career.


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