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, 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?)
   Fall	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.
   Spring	Continue work in Genetics

   
   
   Second Years

   2004
   Summer	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)
   Fall	Continue work in Epidemiology
   Fall	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.
   Spring	Intro to PDAs
   Spring	Continue EBM work in 2nd Year Preceptorship

    
   Clerkships

   	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

   
   
   Electives/Selectives

   	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:
4. 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:

Donald J Innes
dmr