Minutes 03/14/07

Minutes 03/14/07

Joint Charlottesville, Fairfax, Roanoke & Salem
University of Virginia Clinical Medicine Meeting

Wednesday, March 14, 2007

UVA - MR5, 3rd Floor Conference Room, 10:30 a.m.                       

Present were: Anne Chapin, Evan Heald, Michael Rein, Yvonne Newberry, Megan Bray, Pamila Herrington, David Geldmacher, Meg Keeley, Peter Ham, Hilary A. Sanfey, Eugene D. McGahren, William Wilson, John Jackson, Allison Innes, Karen Knight, Donald Innes, Jerry Short, Sandi Lunetta , Daniel Harrington , Farahaba Lakhdir, William Rea, Sterling Ellsworth, Mark Schleupner, BK Ahmad, William Erwin,  Bev Brown, Tananchai Lucktong,  Joanie Jones, Rhonda Miller, Pavran Reddy, Jorge Rivera, James Kim, Mehdi Kazemi, Thomas Martin, Alicia Freedy  Guest: Susan Kirk

  1. Dean Garson welcomed the clerkship directors. He expressed his gratitude for their work in helping the School of Medicine achieve re-accreditation for the maximum eight-year period.
  2. Residents as Teachers was the focus of the spring meeting. Hilary Sanfey provided an overview of the orientation program for all residents as they enter a UVa residency. This can be viewed at:


    John Jackson expanded on the currently available web offerings for resident education as teachers.  He demonstrated the site designed to help residents and fellows become excellent teachers of medical students. It also honors those UVa residents and fellows who are excellent teachers and lists the School of Medicine teaching awards and the All-University Graduate Teaching Award. This can be viewed at:


    Web topics include:
    The 10 Minute Talk: organization, slides, writing and delivery
    Seven Mistakes to Avoid in Teaching Medical Students
    Clinical Teaching Modules for Residents (under development)
    Teaching and Learning Styles
    Interacting with Medical Students
    Providing Feedback
    The One-Minute Preceptor
    Evaluating Medical Students
    UVa's 12 learning objectives for medical students
    Opportunities provided by clerkships to foster excellent teaching by residents
    More Resources for Residents as Teachers

    Bill Wilson led the group in a discussion of residents as teachers.
  3. Faculty and Course Evaluations on Oasis 

  4. The Graduate Medical Education (GME) perspective on Residents As Teachers was the focus of a brief talk by Susan Kirk. 

  5. The Luncheon Clerkship Group Meetings (Family Medicine, Medicine, Neurology, Obstetrics & Gynecology, Pediatrics, Psychiatry, and Surgery) focused on identifying means to develop residents as teachers. The ideas developed by each clerkship group were shared with all following lunch.

  6. Suggestions included:
    a. Adding a line to the faculty/resident electronic evaluation regarding teaching/evaluation (Family Medicine)
    b. Do more to encourage residents to teach (Medicine)
    c. Observe residents with a "time to teach" by asking the residents to teach and evaluate students that the attending and resident physician see at rounds; prepare resident (Neurology)
    d. Print out web site for residents; quarterly resident teaching sessions (Neurology); Short Podcasts of teaching examples (Neurology)
    e. Series of sessions on RAT; $25 gift certificates to best resident teachers selected by students (Ob/Gyn)
    f. Emphasize importance of eedback from resident to student; workshops (Psychiatry)
    g. Evaluate the resident teaching; yearly teaching award for residents from all sites (Surgery)

  7. An explanation of the Oasis lottery system for selectives was provided by Meg Keeley and Allison Innes.  Greater than 70% of students received their first choice selective (OBGYN was greater than 80%). 

  8. Core Clerkship Course Materials - Select clerkship web pages were reviewed as examples of well-constructed sites. All clerkships were asked to review their own sites and improve them.

  9. LCME update - The LCME letter of accreditation (February 28, 2007) for an eight-year term highlighted the following as institutional strengths:

    Students exhibit notable appreciation for the responsiveness and accessibility of the administration and the faculty members of the school.

    The collegiality among faculty members, administrators, and students is widespread and readily apparent.

    The dean has demonstrated his commitment to medical education by concrete action, including active participation in teaching as well as providing resources for the educational needs of departments and teaching faculty.

    The "Decade Plan" has articulated a clear set of goals and corresponding actions to address the ongoing needs of the school and the health system.

    Courses such as Practice of Medicine-2 and Social Issues in Medicine provide innovative approaches for addressing core curricular goals.

    Students play a very prominent and active role in evaluation and planning of the educational program, as exemplified by the in-depth evaluations of clerkships produced by the medical student Mulholland Society.

    The school's financial aid support and counseling efforts are greatly appreciated by students for their responsiveness and comprehensiveness.

    The educational program is enhanced by outstanding support available to faculty members for significant and creative uses of information technology.

    Faculty members benefit from the maintenance of an extensive, well-conceived, and highly organized faculty development program.

    The dean has improved the school's financial standing through strengthened fiscal controls that have enabled the generation of operational surpluses, recruitment of new faculty members, and expansion of educational and research facilities.

    ED-8:  There must be comparable educational experiences and equivalent methods of evaluation across all alternative instructional sites within a given discipline. (Functions and Structure of a Medical School, October 2004 edition, page 11, with insert sheets amending selected standards)

    ED-22:  Medical students must learn to recognize and appropriately address gender and cultural biases in themselves and others, and in the process of health care delivery. (F&S, p.13)

    ED-24:  Residents who supervise or teach medical students, as well as graduate students and postdoctoral fellows in the biomedical sciences who serve as teachers or teaching assistants, must be familiar with the educational objectives of the course or clerkship and be prepared for their roles in teaching and evaluation. (F&S, p.13)

    Describe any steps taken to ensure that students obtain comparable learning experiences... across all instructional sites.

    Briefly summarize institutional objectives for cultural competency, identify all required courses or clerkships that provide instruction related to such objectives, and the methods employed to determine whether students have achieved the objectives. Note in particular any courses of clerkships which provide formal instruction or experiences that allow students to address gender and cultural biases in themselves and in other, and in the process of health care delivery.

    Describe any steps taken to ensure that residents... are adequately prepared for their roles in medical student teaching and evaluation.  Provide any relevant data from clerkship evaluations regarding the quality of resident teaching ...

  10. Fairfax, Roanoke, Salem, and UVA Updates.  Dan Herrington updated the group on Carilion building projects and the proposed medical school opening 2010-2011.  Fairfax had nothing to report.  Maureen McCarthy of the Salem VA was unable to attend due to a visit by Senator Webb's staff. She expressed her commitment to "focus on helping residents to develop their abilities to teach". - Maureen

  11. Next meeting - October 17, 2007 at Roanoke Carilion. Although October 31 was discussed at the meeting, due to lack of meeting rooms, October 17th will be the Fall 2007 meeting date.