Minutes 03.11.04

Minutes 03.11.04

University of Virginia School of Medicine
Curricuriculum Committee

Surgery Conference Room, 4:00 p.m.                       

Present (underlined) were: Reid Adams, Eve BargmannRobert Bloodgood,  Anita Clayton,  Gene Corbett, Carl Creutz,  Donald Innes (Chair),  Vern Juel, Howard Kutchai, Chris Peterson, Jerry Short, Linda WatsonBill Wilson, Brian Wispelwey, Nnaemeka Anyadike, John Bell,  Maria Meussling,  Debra Reed (secretary)

  1. Information Management & Critical Thinking (IMCT) Team Plan.   Linda Watson outlined the team’s implementation plan for IMCT.  The initial focus will be on the pre-clerkship period. Of primary importance is the ability to integrate IMCT into the PoM 1 and 2 courses, enhance faculty development in this area, and assess the student’s progress.   The Curriculum Committee endorsed the plan.      

    First Years

    Summer, 2004

    Develop IMCT sections for appropriate POM1 cases

    Meetings/Individual Consults with POM-1 faculty (focus first on non-clinicians)

    Meet with all Basic Science course directors and suggest targeted databases / information resources / search terms for their websites

    Meet with advisors for summer research projects and see if those students need special information-seeking assistance.

    Develop and Test Assessment Tools

    Develop a plan for Faculty Development

    Develop linkages with Residency Training issues

    August 16

    E-Services registration, web surveys, etc in Computer Lab

    NEW: Consider an entry assessment web-based survey re computer and info skills

    August 18

    Cells to Society – Library Presentation on Resources (1 hour)

    August 23

    Tour of Library Facility (1 hour)

    August XX

    Tour of Library and Review of Resources for Grad Students (1 hour?)


    Integrate existing POM1 sessions

    POM1 – Appropriate cases will have IMCT questions inserted; non-clinician tutor responsible for facilitating discussion re process of seeking the answers; students will document their answers and the process they followed to get them.


    Continue work in Genetics

    Second Years




    Develop IMCT sections for appropriate POM2 cases


    Meetings/Individual Consults with selected POM-2 faculty (depending on where IMCT assignments are placed)

    August XX

    POM2 Orientation (1 hour)


    Continue work in Epidemiology


    POM2  - Appropriate cases will have IMCT questions inserted; faculty responsible for facilitating discussion re process of seeking the answers; students will document their answers and the process they followed to get them.


    Intro to PDAs


    Continue EBM work in 2nd Year Preceptorship



    Build on Family Medicine Efforts


    Build on AIM Efforts


    Build on Clinical Connections Opportunities


    Consider ways to support other clerkships


    Consider CPX Exam Station on Information Management



    Encourage existing Information Mastery Elective


    Develop additional IMCT electives


    Consider include IMCT in an existing Teaching Elective

  2. The Academy of Distinguished Educators is soliciting applications for Educational Research Grants. All School of Medicine faculty are eligible with funding amounts of $10,000-25,000 per year for a maximum of 2 years. More information may be obtained by e-mailing ade_rsch_grants@virginia.edu.

  3. Teaching of the H&P exam as a continuum throughout the four academic years.  Eve Bargmann and Brian Wispelway outlined the methods currently in use in PoM1 and PoM2 to teach first and second year students H&P skills.   PoM1 uses a mixture of lecture, workshop, and clinical correlations to introduce H & P skills to the first year student, concentrating on the techniques or mechanics of the H&P exam.    PoM2 requires four formal H & Ps with a faculty mentor (one unobserved, one observed, one either observed or not at the discretion of the faculty mentor and one observed and graded).  PoM2 also has patient laboratories for Pulmonary, Cardiology/Harvey, Renal, Opthalmology, Rheumatology, ENT, GTA and UTA. 

    Brian Wispelway outlined the problems encountered in these H&Ps and patient laboratories:
    1. difficulty finding appropriate patients for the exercises (ability to talk; physical condition)
    2. problems finding enough faculty to act as mentors (~150 faculty for 140 students/year)
    3. faculty who do participate often have limited time for the exercises and/or difficulty finding appropriate patients
    4. lack of faculty development to insure a consistent experience for all students
    5. 80 hr work week for residents restricts resident time for teaching medical students

          Possible solutions discussed by the Curriculum Committee:

  1. Develop a cadre of faculty teaching the H & P
  2. Improve/create faculty development
  3. Compensate those who teach – accountability of individual; of departments
  4. Possibly hire “retired” faculty to help teach H & P
  5. Develop a good faculty development program instructing faculty on the UVA H & P
  6. Create a coordinator or use chief residents and/or nurses help in identifying appropriate patients.  Consider other services such as neurology, orthopedics for patients.
  7. Look at other methods such as 1 day mentorships each week with a clinician
  8. Resurrect the Mulholland advisor program. Is this essentially the same as the current 4th year students teaching aspects of the H&P to 2nd years?

Donald J Innes