About the WUMER Project
Improving medical education through exchange and dialogueBrief History
Collaboration between the University of Chicago and Wuhan University began in 2003, when they partnered with Hubei Province and Project HOPE on an HIV care initiative which trained over 10,000 health workers and reduced HIV mortality from 49% to 8%. Between 2003 and 2008, physicians from the Section of Infectious Diseases at the University of Chicago visited Wuhan and rural Hubei Province to provide lectures, bedside teaching, and assistance to the provincial Center for Disease Control and Prevention for the prevention of HIV and TB. Chinese physicians also visited the University of Chicago campus to spend time in the laboratories, HIV clinic, and medical wards.
At the end of this HIV care initiative, Wuhan University invited the University of Chicago to provide assistance for medical education reform. Built upon the relationship established through HIV care, officials of both institutions executed a Letter of Agreement to Collaborate for medical education and research. The Wuhan University Medical Education Reform (WUMER) Project, led by Renslow Sherer from the Section of Infectious Diseases at the University of Chicago, began to work with Wuhan in 2008 to restructure its medical curricula based on the Pritzker School of Medicine. The scope of the WUMER Project included the following objectives:
1. Provide technical assistance to Wuhan University for reform in medical school education methods, curricula, and evaluation.
2. Support faculty, resident, student, and fellowship exchanges to achieve medical education reform.
3. Provide technical assistance for state-of-the-art public health control, prevention, and treatment practices for infectious diseases, in partnership with the Hubei Provincial Center for Disease Control and Prevention.
A pilot of 50 medical students began in 2009 and graduated in 2014.
In 2014, the reform curriculum expanded to all incoming medical students. The following year, the medical school was awarded 8 years accreditation, the highest possible.
Highlights of WUMER Curricula
Key Innovations
1. Fewer lectures and more small-group and self-directed learning
2. Integrated basic sciences
3. Early exposure to patients
4. Integrated basic and clinical sciences
5. Transition courses that prepare students for clerkships
6. Structured clinical clerkships
7. Community medicine and learning in community health centers
8. Research and discovery
9. Clinical reasoning
10. Doctor-patient communication, medical ethics, and professionalism
11. Public health, communicable diseases, and global health
12. Formative assessment of students
13. Curricula evaluation by faculty and students
14. Linkage between clerkship and residency training based on clinical competency framework
Key Reformed Courses
Human Body
Cells, Molecules, Genes
Tissues and Functions
Response to Injury
Clinical Pathophysiology & Therapeutics
Clinical Skills
Clinical Competency Framework
Professionalism (职业精神): core values of a physician; commitment to patients and society; commitment to profession; commitment to other physicians
Patient Care (患者管理): medical knowledge;performing procedures; gathering and synthesizing information; developing management plan
Communication and Teamwork (交流协作): communicating with patients and family; shared decision making; interprofessional teamwork; health records
Scholarship (学术): lifelong learning; improving by feedback; evidence-based practice; teaching; research
Systems Engagement (医疗系统): systems improvement; resource stewardship; transitions of care; advocating for communities
Contributing Faculty
Kathleen Beavis
Adam Cifu
Nicole Cipriani
Aliya Husain
Kammi Henriksen
Wei Wei Lee
Michael Marcangelo
Karl Matlin
Anthony Montag
Callum Ross
Scott Stern
Vera Tesic
Darrel Waggoner
Vineet Arora
Andrew Davis
Emily Landon
Rimas Lukas
Grace Mak
John McConville
Lisa McQueen
David Meltzer
Nicola Orlov
Sonia Oyola
David Pitrak
Sarosh Rana
Shalini Reddy
Kevin Roggin
Sajid Shahul
Sandy Tun
Stephen Weber
James Woodruff