• Brent C Williams, Patricia B Mullan, Andrew J Haig, Preeti N Malani, Julie S Perry, Michelle Riba, Joy M Williams, Joseph C Kolars, and Rajesh S Mangrulkar.
• Dr. B. Williams is associate professor, Department of Internal Medicine, University of Michigan Medical School, Ann Arbor, Michigan. Dr. Mullan is professor, Department of Medical Education, University of Michigan Medical School, Ann Arbor, Michigan. Dr. Haig is professor, Department of Physical Medicine and Rehabilitation, University of Michigan Medical School, Ann Arbor, Michigan. Dr. Malani is associate professor, Department of Internal Medicine, University of Michigan Medical School, Ann Arbor, Michigan. Dr. Perry is assistant professor, Department of Obstetrics and Gynecology, University of Michigan Medical School, Ann Arbor, Michigan. Dr. Riba is professor, Department of Psychiatry, University of Michigan Medical School, Ann Arbor, Michigan. Dr. J. Williams is associate professor, Department of Family Medicine, University of Michigan Medical School, Ann Arbor, Michigan. Dr. Kolars is senior associate dean for education and global initiatives, University of Michigan Medical School, Ann Arbor, Michigan. Dr. Mangrulkar is associate dean for medical student education, University of Michigan Medical School, Ann Arbor, Michigan.
• Acad Med. 2014 Aug 1; 89 (8): 1153-6.

ProblemMedical schools are challenged to realign curricula to address society's needs in a rapidly changing environment, and to support new instruction and assessment methods that require substantial faculty time.ApproachIn 2010, the University of Michigan Medical school began planning the Global Health and Disparities Path of Excellence (GHD Path), an optional co-curriculum for students interested in health disparities, with explicit goals to (1) draw attention to the school's social mission; (2) test new, faculty-intensive methods of learning and assessment for all students; and (3) serve as a template for additional co-curricular paths.OutcomesIntended outcomes of the program include enhancing students' competency in leadership related to ameliorating health disparities and the study institution's ability to plan feasible and effective schoolwide reforms in self-directed learning, faculty advising systems, narrative-based feedback for goal setting, Web-based student portfolios, and additional Paths of Excellence.Next StepsDuring academic year 2013-2014, the GHD Path is adding more community-based experiences. The faculty development and support model will be streamlined to decrease resources required for program development while retaining key features of the advising system. Lessons from the GHD Path are central to planning schoolwide reform of instructional methods, faculty advising, and student portfolios. The use of a small-scale program to pilot new ideas to inform longer-term, larger-scale changes at our institution might prove useful to other schools striving to meet societal needs while implementing innovative methods of instruction and assessment.

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