Overcrowded curriculum is an impediment to change (Part B)

This is the second part of a two-part editorial on the chronic overcrowding in medical school curricula. In the first part, 1 we introduced the context and some reasons for the overcrowded curriculum. We pointed out the serious negative consequences for both learner well-being and for deep and lasting learning. In this final part, we will explore some of the substantial barriers to change and map out a few ways that may free us from this self-defeating entanglement with excessive content.