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We see medical school as ideally a place where adult learners explore their potential, maintain autonomy and make life-changing choices.  Though medical school is a notoriously stressful process, we believe those stresses should be divided into those which are inherent (the stress of being with other human beings who may be suffering from terrible physical trauma or debilitating disease; the stress of learning an immense amount in a finite time) and those which can be mitigated (systems that underperform; hierarchies that may injure the true self; competition among learners that detracts from idealistic growth). 

At Columbia-Bassett, we believe that the US health system is under terrible duress, much of which stems from outmoded and destructive reimbursement systems which in turn shape the experiences of practitioners, learner/practitioners and patients alike.  Our main Columbia-Bassett themes (helping people become outstanding clinicians through longitudinal integrated patient care, acquiring the abilities to improve healthcare processes, and caring for patients in the totality of their life experiences) are intended to set the table for Columbia-Bassett practitioners-in-training to shape themselves in ways that will afford them freedom and growth across a full career - and offer them the benign power to make change in the world if they so choose. 

All of this relies on the safety of learners to grow within their true selves.  There are many factors that may challenge such growth - but curriculum that honestly and humbly seeks to challenge the barriers in care-giving, that supports outspokenness, and that offers sessions in yoga and meditation and philosophy hopefully provides the safe container for growth than ultimately leads to safe containers for future patients.

Below is our concept of progression through medical training, which seeks to bring together self-discovery and clinical expertise at Columbia-Bassett within the College of Physicians and Surgeons.  The rubric is an analogue to Maslow's hierarchy of human needs:

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Here, "students" are seen as partners in an evolving effort to find new ways of making the space of care be a place of safety, trust, skill and generative meaning.  Our graduates go on into virtually every specialty, to wonderful residencies across the nation, but more importantly, in a collective intention to do good.