University of Virginia School of Medicine Curriculum Committee Minutes 02.12.04
Surgery Conference Room,
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,Maria Meussling, Guest: Darci Lieb,Debra Reed (secretary)
Second year afternoon activities.The Committee discussed with Darci Lieb the PoM2 class commitments in the afternoons during second year.Students have recently complained that numerous all the afternoon activities interfere with study time and make it hard to deal with the great volume of material. From a students point of view activities appear to be arranged haphazardly and do not allow sufficient blocks of time for study.
At some point the numerous afternoon activities may become counterproductive from the point of view of the 2nd year curriculum as a whole.Could some be pruned?
In the afternoons/evenings in the Fall, second year students participate in“Harvey” sessions, a cardiovascular laboratory, a pulmonary laboratory and H & P preview – total of 10 hours plus a 2 hour tutorial session each week in the afternoon.
In the afternoons/evenings of the Spring session, second year students participate in a neurology lab, opthalmology lab, rheumatology lab, ENT lab, GTA/UTA lab and 2 or 3 H&P sessions plus a final H&P.During this time period there are also 10 two-hour sessions of Psychiatric medicine – one weekly.Students see 5 patients during each laboratory session in both the Spring and the Fall. There are more afternoon/evening sessions in the Spring than in the Fall because the laboratory sessions are designed to occur while that section is being taught in PoM2.Lack of sufficient space (small group rooms and student examining rooms) as well as clinic schedules also determine scheduling of these small group sessions.
Faculty mentors schedule the H& P sessions and tutorial sessions to best fit their clinic/research schedules. There are four H & P examinations in the second year.The initial H & P is performed by the student alone – case presentation written and presented to faculty and critiqued.The second H & P examination is performed with an attending present and again case presentation written. Presented and critiqued.The third is again done by the student alone but written, presented and critiqued by a faculty member.The fourth is done at the end of the second year and is a graded exercise.The availability of not only faculty mentors but also patients who are available to the students often requires the students to check with the mentor repeatedly and visit the floors on numerous occasions for each H & P.The Committee questioned whether it might be possible to increase the time of the tutorial to three hours and have the H & P occur just after the weekly tutorial.The concern was raised that if more control was exerted over the schedule, many mentors would be unable to participate.
The Committee discussed the advantages of the hands-on patient experience in second year.Arranging for students to be exposed to these specialties/skills prior to the third year decreases the learning curve for the third year clerkships and helps to creates a level playing field for students coming into the clerkships.
The Committee ideally would like to see these activities aggregated into one or two afternoons per week for each students instead of the random schedule that now exists.Questions were raised about the use of morning time, replacing some of the PoM2 lectures with the small group activities.Moving some of the activities to the third year in the form of workshops prior to the individual clerkships such as the GTA before the Family Medicine or OB/GYN clerkships is being considered by the Ob/Gyn and Family Medicine clerkships but appears unlikely.
It was also suggested that Psychiatric Medicine might be able to decreased their afternoon sessions from 10 to 8 as two of the cases might just as easily be done on-line. Veronica Michaelsen could help Bruce Cohen develop this web based learning experience.