minutes 03.20.08

minutes 03.20.08

University of Virginia School of  Medicine
Curriculum Committee

Pediatric Conference Room, 4:00 p.m.                       

Present (underlined) were: Reid Adams, Gretchen Arnold, Eve Bargmann, Dan Becker, Robert Bloodgood, Thomas Gampper, Wendy Golden, Donald Innes (Chair),  Howard Kutchai, Marcus Martin, Mohan Nadkarni, Chris Peterson, Jerry Short, Bill Wilson, Brad Bradenham, Emily Clarke, Kira Mayo, Sixtine Valdelievre,  Debra Reed (secretary) Guests:  Melanie McCollum, Bobby Chhabra, Juliet Trail

  1. Education Task Force.  The Co-Chairs of the Education Task Force, Melanie McCollum and Bobby Chhabra met with the Committee to discuss curriculum issues.  The charge to the Education Task Force was to look at the curriculum and how to best utilize the features of the new Medical Education Building.  The Task Force is looking at the GME, CME, Simulation Center, Preclinical and clerkship programs seeking ways to make the buildings assets an integral part of the curriculum.  Dr. McCollum noted that the preclinical years seem to be the most difficult and in order for the preclinical courses to make use of the learning studio, much faculty development will be necessary.  Using the learning studio may necessitate a decrease in lecture time and an increase in the free time students will need to prepare for the sessions.  

    Dr. McCollum noted that in a paper published in 2000 Academic Medicine, 
    the goals and objectives for curriculum design and management reflect many of the  same goals the Task Force has today.    She asked if there were Task Force recommendations that might accelerate the process described in this document.  The Committee explained some of the extenuating circumstances that prevented full implementation of the goals outlined in the paper.

    The size of the Curriculum Committee, course oversight, integration of the preclinical courses, flexibility of scheduled student contact hours,  decrease in lecture hours, faculty needs for increased small group activities, and a decrease in individual course hours to accommodate the time required for student preparation for learning studio activities were discussed.   It was suggested that perhaps a yearly preclinical retreat might foster more integration.

    Dr. McCollum stated that one of the goals of the learning studio teaching method is to go from just teaching knowledge to teaching the students a new way of learning.        

Donald Innes