What Makes Us Different
Innovative classroom design
Our classroom design combines teaching in the round with small group interactions for unique active learning experience.
Mastery Learning: Competency-Based Education and Assessment
No one aspires to “just pass” a course, especially when patients lives hang in the balance. In traditional curricula, 70% is all that is required to pass a test. At Roseman, passing is set at 90% for every assessment.
Roseman strives to produce graduates that are competent and to provide an educational environment that not only produces and ensures high levels of achievement from all students, but also fosters cooperation and collaboration in the learning process. This is the concept of mastery learning.
In a competency-based educational system, educators must decide what the necessary knowledge, skills, attitudes, and behaviors are, decide how to deliver the curriculum to ensure competency in that particular content, and then design assessment tools that are able to determine whether the desired competency level was achieved.
When the focus becomes competency, grading on a curve, assigning a percentage score, and/or differentiating student achievement into the traditional A-F grading scale is not logical. Roseman believes a student either is competent or s/he is not. Thus, a student either achieves competency (or “passes”) in specific content areas, or does not. If a student does not pass, s/he is given additional time to learn the material (“remediate”), demonstrate competency, and pass.
Roseman set 90% as a high, but realistic mark of achievement. It reflects the reality that because no assessment tool will be flawless, an expectation of achieving 100% on every assessment is unrealistic, and students should not be penalized for minor mistakes on an exam. Through the entire assessment process, students receive feedback, correct misconceptions, re-learn concepts, and achieve the highest possible level of understanding as a result. And it is a process–rather than being one point in time, like traditional student examination, student assessment, feedback, and re-assessment are ongoing and virtually continuous at Roseman.
The frequency with which the assessments occur provides a mechanism for students to gauge their learning and “detect” areas of misunderstanding, misinterpretation, or “mis-learning”, so that they may correct them prior to the assessment. The result is a high level of content mastery and outstanding means of preparation for the USMLE Step examinations.
LENS Program (Longitudinal Experience Neighborhood Service)
The LENS Program provides students with a longitudinal clinical experience with physicians in the community. Beginning in Year 1, under the guidance of a physician, Roseman students will lean and practice history-taking and physical examination skills in-house and use the LENS to further develop these abilities. While in the community-based practice, students will learn about medical practice management, health care costs and information technology. The practice will be an ideal environment to learn about working in inter-collaborative health care teams. Students will play a progressively active role in the clinical practice site, spanning in the first three years of the MD curriculum.
Students are supported in their learning by inter-professional teaching teams, peer student teams and regular feedback. Progress information and performance on assessments are available promptly. Teams are small thereby maintaining quality, personalized interactions and interventions. In addition, the Roseman model provides for a classroom configuration that maintains close proximity between faculty and students. This promotes student involvement, student-faculty interaction and a personalized education.
Integration of the arts with the science of medicine
At Roseman, we value the art of medicine as well as the science. The integration of music, visual arts, literature and related fields into extracurricular opportunities supports student wellness and fosters empathy, active listening, professionalism, cultural competence and communication. S