Background image

Medical Education
Bridges Curriculum

Design Stage: Bridges Leadership Design and Integration Committee (BLDIng)

The Bridges Leadership and Design Integration Committee worked from November 2013 - June 2014 to propose curricular structure, including strategies for assessment, evaluation, faculty and staff development, to the UCSF School of Medicine’s Committee on Curriculum and Educational Policy (CCEP). 


  • Review and revise proposals from the Bridges Anchor Group and Bridges Steering Committees on structure and content of the UCSF Bridges Curriculum.
  • Deliberate and make decisions on UCSF Bridges Curriculum policies and structure.
  • Recommend Bridges policies for CCEP discussion and approval.
  • Refer topics back to Bridges Steering Committees for further study and development as needed.
  • Transition steering function to an existing curriculum committee (e.g. ICSC) stepwise each year after the Bridges launch date (e.g. MS1 curriculum in 2015, MS1 and MS2 curriculum in 2016, etc.)


  • Design a curriculum roadmap that enables students to complete all required core learning and assessment activities within 130 weeks
    • Design flexible strategies to allow students to use additional time for individualized learning experiences (e.g. pathways, advanced degrees)
    • Identify strategies and milestones to allow students to graduate from medical school after completion of required core milestones.
    • Establish dates and competency milestones for each critical transition point (e.g. annual start, stop date, licensing exams, NRMP applications.)
    • Seek feedback from students and faculty to inform decisions
  • Identify key principles to integrate the foundational sciences and clinical skills curriculum, including longitudinal workplace learning experiences
  • Determine hours and placement for curricular components (e.g. systems ground school, longitudinal workplace learning experiences)
  • Adjudicate different perspectives regarding curricular hours for topics
  • Recommend placement and number of assessment weeks throughout the curriculum
  • Recommend committee and coach/mentor structures to support student assessment and entrustment decisions
  • Advise on strategies to address emerging faculty development needs
  • Determine the launch date for Bridges (e.g. 2015, 2016)
  • Propose and implement a reporting and communications relationship with existing curriculum committees (e.g. CCEP, ICSC)
  • Incorporate technology-enhanced learning into the curriculum

BLDIng Committee Membership

  • David M. Irby, PhD (Chair)
  • Ann Chang, MD (Co-Chair)
  • Susan Masters, PhD (Co-Chair)
  • Vaishali Patel (Bridges Lead Project Manager)
  • Jenny Crawford (Project Manager)
  • Mark Anderson (Director, MSTP)
  • Phaedra Bell (UME)
  • Bruce Blumberg (Kaiser)
  • Tina Brock (Co-chair Faculty Development)
  • H. Carrie Chen (Pathways, EPAC)
  • Jill Hagey (1st year student)
  • Karen Hauer (Co-Chair, Assessment and Evaluation Committee)
  • Kathy Hyland (Chair, ECCC)
  • Kathy Julian (Faculty)
  • Leigh Kimberg (PRIME)
  • Catherine Lucey (Vice Dean)
  • Pat O’Sullivan (Director, RadME)
  • Ann Poncelet (Chair, ICSC) 
  • Bradley Sharpe (Chair, Bridges Institute Committee) 
  • Kevin H. Souza (Associate Dean) 
  • Ann Stevens (Director, JMP) 
  • Arianne Teherani (Co-Chair, Bridges Assessment and Evaluation Committee 
  • Margo Vener (Chair, CCOC)