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Preclerkship (FLEX) Curriculum

Medical Students (M.D.)

FLEX Curriculum

In 2009 a new preclinical integrated curriculum was implemented in the college of medicine (COM) that replaced traditional basic science courses overseen by departments with a comprehensive, organ system-based integrated curriculum (IC) of basic science and clinical science content administered through a coordinated, central governance model. Building on the success and lessons learned from the IC, the new preclerkship (FLEX) curriculum seeks to merge foundational medical science concepts of the traditional year 1 and year 2, enhance problem-solving, increase active clinical application and earlier clinical immersion in the preclinical phase.


FLEX Curriculum Phases

The Preclerkship Phase of the curriculum is designed in organ system blocks and cohesively blends learning of normal and abnormal to teach the spectrum of human health and disease in engaged learning formats. Learners engage in early clinical experiences in the hospital, community, and simulation settings to enhance application of basic science concepts in each block.

In FLEX Phase, learners choose a selective scholarly concentration that best meets their educational needs, professional interests and career aspirations. Learners achieve distinction in one of the following scholarly concentration pathways: Research Track, Health Humanities Track, Global Health Track and Physician as Teacher Track. Alternatively, students who are eligible may apply for an existing accelerated pathway that leads to earlier graduation and entry into a residency position at MUSC (a parallel track approved by LCME).


The Immersion Phase (Year 3) is comprised of 7 core clinical clerkships in family medicine, internal medicine, neurology, obstetrics and gynecology, pediatrics, psychiatry, and surgery. Students choose up to 3 selectives for additional immersion in a specialty of their choice.

The Enrichment Phase (Year 4) is comprised of required advanced clinical rotations, a wide variety of electives and the Internship 101 Capstone course, all designed to prepare learners for the transition to increased levels of responsibility in their future specialties. While both the Immersion Phase and Enrichment Phase curricula undergo continuous quality improvement, these phases do not represent a major curriculum modification.


Core Elements

  • Team-Based Learning
  • Early Clinical Application
  • Ultrasound and Procedures Training
  • Health Systems Curriculum
  • Patient-Centered Medical Home
  • Telehealth
  • Advocacy
  • Longitudinal Senior Mentor Experience
  • Clinical Immersion Experiences
  • Careers in Medicine Program

College of Medicine Block/Course Descriptions