University of Virginia School of
Pediatric Conference Room, 4:00 p.m.
Present (underlined) were: Gretchen Arnold, Dan 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 Franasiak, Kira Mayo, Debra Reed (secretary) Guest: Troy Buer
- Announcement: A new Curriculum Poster has been hung
outside the Health Sciences Library. The poster is entitled
"Competencies Defined for the Degree of Doctor of Medicine at the
University of Virginia" and aligns the 12 UVA Required competencies
with the six ACGME competencies.
Laptop Computer Requirement for Medical Students. Jerry Short asks that the Committee add the word "laptop" to the computer requirement for incoming medical students. The requirement to date has been that each student must have a computer but with the opening of the new Medical Education Building, students are more likely to need laptops. The Committee voted unanimously to require a "laptop" computer.
Interprofessional Education (IPE) Initiative. Chris Peterson presented the goals of the IPE Initiative... "a collaborative project developed by administrators, faculty and students from the School of Nursing and Medicine whose goal is to facilitate the sustained integration of interprofessional education into the curricula of both medical and nursing students in order to improve the quality of healthcare education at the University of Virginia."
"The strategic goals of both the AAMC and the AACN including learning that is "interdisciplinary team-based" and strives to educate "skilled interprofessional teams of practitioners' while promoting "interdisciplinary research teams".
The development group is meeting in mid February to begin work on the initiative. The group would appreciate a letter of support for this initiative from the Curriculum Committee. The first meeting is 2/16/09 at 11:00 a.m.
Ideas for integrating Basic Science topics into the clerkship period.
1. Mary Kate Worden noted that at a recent medical center hour, a clinician and then a basic scientist provided a 20 minute talk on relevant basic science topics. She suggested that this approach be used to integrate Basic Science topics into the clerkship period. Videotaped presentations could be included on a clerkship website for consistency.
2. Bob Bloodgood suggested that selective pre-recorded basic science
lectures might be included in the didactic portion of the clerkships, avoiding the scheduling problems involved with a basic scientist repeating a lecture many times during the Clerkship year
3. Mo Nadkarni suggested a reverse clinical correlation during the students a.m. report session. Clerkship directors would need to invite a basic scientist to join the session and provide pertinent information to the students on specific cases.
4. Thomas Gampper suggested adding periodic basic science lectures to Surgery. He also suggested that perhaps a day or two at the beginning of each clerkship for a basic scientist to review the pertinent information with the students might be helpful.
5. Chris Peterson suggested that a list of specific themes have basic scientists names attached so that clerkship directors might contact the proper people for correlation. Some method of faculty remuneration should also be considered. She also mentioned a book available on the Associate of Professors of Gynecology and Obstetrics (APGO.org) entitled Basic Science Prerequisites to a Clerkship in Obstetrics and Gynecology.
6. Keith Littlewood suggested that problem based learning during each rotation include basic science information. The "debriefing" period of simulation exercises or even a pause during the session might be an appropriate time for basic science information to be injected.
7. Bill Wilson suggested that attendings should be asked to look for underlying basic science tones in cases and ask the student who is working up the case to provide information of a basic science nature in their report. This method could become sporadic depending on workload and the specific attending.
8. Linda Waggoner-Fountain suggested that clerkships identify basic science issues in their area that need more thorough coverage and then identify the proper basic scientist to cover this material. An information specialist from the Health Science Library might also be included to help direct student self learning.
All agreed that this should be "value added" and not replace anything now in the Clerkships. It was suggested that the clerkship passports might also include a "basic science" requirement. Continuity of care - perhaps of geriatric patient, pediatric patient or pregnancy over all the years of medical school was suggested.
Information from students (SMEC?), either after their clerkship period or after graduation, regarding their perceived strengths and weaknesses in the basic science material might be very helpful.