Minutes 01.08.04

Minutes 01.08.04

University of Virginia School of Medicine
Curriculum Committee


Surgery Conference Room, 4:00 p.m.

Present (underlined) were: Reid Adams, Eve Bargmann,  Robert Bloodgood,  Anita Clayton,  Gene Corbett, Carl Creutz,  Donald Innes (Chair),  Vern Juel, Howard Kutchai, Chris Peterson, Jerry Short, Linda Watson,  Bill Wilson, Brian Wispelwey, John Bell,  Sarah Jones, Maria Meussling, David Shonka, Debra Reed (secretary)

1.  Foundations of Medicine and Core Systems Team Report.  (Robert Bloodgood, Eve Bargmann)  

     Proposal for a new schedule for Years 1 and 2

  • End the 2nd year two months early in order to accommodate changes in the 3rd-4th years
  • Accommodate the new Cells to Society
  • Absorb the 8 week truncation of the schedule through a mixture of reduction in vacation time (4 weeks) and reduction in material in the curriculum (4 weeks)
  • 1st year will be extended by approximately three weeks
  • The curricular cuts should be taken primarily from the current 1st year material
  • Approximately 6 weeks of 2nd year material will be transferred to the 1st year
    Foundations proposal

    Which material should be moved from Year 2 to Year 1?

    One possibility:
  • Move Neuropathology (22 hrs) and Psychiatric Medicine (82 hrs) to 2nd semester of Year 1 and integrate with Neurosciences.
  • Allows a certain amount of overlap to be eliminated
  • Probably have to also move General Pathology (10 hrs)
  • Deal with issue of Pathology labs

This represents around 120 hours transferred  (about 5 weeks worth of material)

Other possibilities were discussed such as moving all the introductory material in the first quarter of Year 2 to the end of Year 1.

It was noted that the shortened summer break might impact on the Student Summer Research Program.  One advantage of the proposal is that UVA students will be ready for USMLE Step 1 earlier than most other medical schools which should increase scheduling flexibility.  The Committee stressed that equalizing the work load/stress level in years 1 and 2 was very imperative.

2.  Cells to Society Team Report.  (Chris Peterson) Committee Members:  Chris Peterson, Jerry Short, Marcia Childress, Gene Corbett, Terry Saunders, Chloe Estrera, Dayna Finkenzeller.Developing the Cells to Society program is one of the priorities for advancing the medical school curriculum.  The program focuses on and connects the patient to all other aspects of the Foundations of Medicine curriculum.   It is intended to inspire and motivate students to learn the knowledge skills and values needed for the practice of scientific clinical medicine.  The goal of the program is to demonstrate to first year medical students how the care of a patient raises questions across multiple domains in addition to clinical medicine, especially: Biomedical science, Society, Culture, Economics.  It’s objectives include:  1) Introduce the UVa SOM “Competencies Required of the Contemporary Physician;” 2) Introduce important learning experiences; 3) Patient interaction; 4) Small group work; 5) Case-based study; 6) Self-directed learning; 7) Self-reflection; 8) Consultation with experts.

After participating, the 1st year medical student will be able to 1) Explain to peers at least one significant feature of the disease studied in each of several areas: Clinical, Cells,  and Society  and  2) Explain to peers at least one way in which a clinical feature relates to a “Cells” feature and a “Society” feature.

After participating, the 1st year medical student will be able to 1) Explain to peers at least one significant feature of the disease studied in each of several areas: Clinical, Cells,  and Society  and  2) Explain to peers at least one way in which a clinical feature relates to a “Cells” feature and a “Society” feature.

    • Clinical - typical symptoms, risk factors / epidemiology, physical findings, diagnosis,  natural history / prognosis, treatment
    • Cells - cell and tissue structure, biochemistry, physiology, genetics, laboratory studies, imaging studies, therapy
    • Society - effect on patient’s daily activities and finances,  effect on patient’s 
      thoughts/feelings/ beliefs/relationships, effect of cultural context on care, health education and/or health behavior change, ethical issues, effect on the source of payment, for patient’s medical needs, public health effects and health care policy implications

      Preface Activities:

    1. Convocation Dinner
      PoM group seating with mentors
      Dean Garson addresses the class
      Students and faculty recite covenants
    2. Pre-test (MDRTC product, web-based, ~30 items, multiple choice, linked by code to post-test)


    (Entire class, Wed. 8-11a.m.)

      • Course introduction with “Power of Ten “ video
      • Patient interview by faculty member
      • Patient interview by student(s) with faculty facilitator
      • Discussion of process and content of interviews

    (Entire class, Wed. 11 a.m. -12 n.)

      • Epidemiology of diseases associated with diabetes in Virginia – Terry Saunders
      • “How the Doctor Thinks” (the natural history of disease) – Gene Corbett
      • Demonstration of appropriate learning objectives for next activity; make explicit links to basic science courses

     (Wed. 1-2:30 p.m.): 

      • Small groups (basic science and clinical faculty facilitators) – ~12 students, NOT the same as PoM groups
      • Form teams (3 students)
      • Develop learning objectives (2 per team)
      • Each team’s learning objectives must relate a clinical feature to one “cell” area and one “society” area, Learning objectives can address pre-test items

    (Wed. 1-2:30 p.m.): 

    Small groups (continued)

      • Team self-directed search for answers.
      • Intra- and inter-group cooperation is encouraged. 
      • Facilitators can provide suggestions for search but may not provide answers or specific sources.

    (Wed. 2:30-5 p.m.)

      • Library resources presentation
      • Clinical Skills Fair (choose 6 of 8)
        • Glucose self-measurement (glucometer)
        • Insulin injection (oranges)
        • Demo of funduscopic findings
        • Foot exam
        • BP; dipstick urine for proteinuria
        • Make appropriate choices from restaurant menus
        • Cost station: financial screening, prices (meds, equipment, time, etc.)
        • Exercise: pedometer, BMI body fat


    Breakfast (8-8:30)

      • Regroup and orient for field trips (labs, dialysis unit, prosthetics center, etc.)
      • Field trips (9-11, including travel)
      • Independent/team learning (11-3)

    (Thurs. 3-5 p.m.)

      • Small groups reconvene
      • Students present report on learning objectives (creativity encouraged: video, poetry, role play, drama, illustrations, etc.)
      • Group also develops additional questions for expert panel.
      • Teams place reports on website (evening)

    (Friday 8 a.m. -12n): 

      • Summary of student reports
      • Expert panel
      • Experts in all aspects of the disease under consideration
        • field questions from students
        • present particularly challenging issues that remain unanswered
        • Wrap-up inspirational speaker
        • Post-test (web, own time)        

        Cells to Society Schedule: Aug 25-27, 2004




        Intro and patient interviews

        Epidemiology and natural history


        Field trips

        Team learning

        Expert panel

        Inspirational speaker

        Library intro

        Clinical skills

        Small groups

        Team learning

        Small groups report


        Donald Innes/dmr