Minutes 01.22.09

Minutes 01.22.09

University of Virginia School of  Medicine
Curriculum Committee

Pediatric Conference Room, 4:00 p.m.                       

Present (underlined) were: Gretchen ArnoldDan Becker, Robert Bloodgood, Megan Bray, Eugene Corbett, Thomas Gampper, Wendy Golden, Donald Innes (Chair), Keith Littlewood, Veronica Michaelsen, Mohan Nadkarni, Chris Peterson, Jerry Short, Linda Waggoner-Fountain, Bill Wilson, Mary Kate Worden, Jason Woods for Jason Franasiak, Kira Mayo, Debra Reed (secretary) Guests:   Zhen Yan, Animesh Jain

  1. Organ System Teaching at Duke and in Singapore.  The Committee welcomed  Zhen Yan, Ph.D., a recent addition to the University of Virginia faculty who was instrumental in developing a systems based curriculum for Duke University in Singapore.  Dr. Yan was actively involved in the development, teaching and administration of the cardiovascular system.  A schematic of the curriculum is below: 
    First year courses

    Molecules and Cells 
    Biochemistry, Immunology, Cell Biology 
    Normal Body 
    Anatomy, Physiology, Histology 
    Body and Disease 
    Pathology, Microbiology 
    Brain and Behavior       
    Behavioral Medicine, Neuro-anatomy, Neuro-Biology 
    History Taking, Physical Examination, Presentation skills 

    The Curriculum developed for Singapore is from Duke but the instructional strategy is uniquely Duke-NUS.   

    Goals and objectives are clearly stated.

    Videostreamed lectures, notes, textbooks, web modules are all on line.  Students are required to view lectures prior to the discussion sessions.    Discussion time versus online lecture time varies but usually is around 8-11 hours online lecture - 4 hours discussion.

    In class, first there is a Readiness Quiz,  then students work on case problems as a group, peer-evaluation on contribution to the group.  

    Systems directors must develop the readiness quiz (mostly multiple choice general information type questions) and the application worksheet which focuses the case discussions. 

    This approach has been very successful with students in Singapore scoring well on USMLE exams and performing well in clinical settings.   Students are asked to learn at a deeper level with this system.  Faculty become part of the learning groups.    A great deal of effort went into faculty development during development of the curriculum and is a continuous process.    

    The students are selected for the small groups based on gender and background and the groups stay together throughout medical school.  

    When developing the systems, faculty worked with education specialists to develop appropriate questions.

  2. Matrix for Development of Systems Based Curriculum.   Don Innes distributed a sample matrix for system development.  Members of the Committee were asked to review and provide input.

    Curriculum Matrix

Donald Innes