Minutes 05.02.02

Minutes 05.02.02

University of Virginia School of Medicine

Curriculum Committee

Minutes 05.02.02

Pediatric Pathology Conference Room, 4:00 PM

Present (underlined) were: Reid Adams, Robert Bloodgood, Victoria Camerini, Anita Clayton, Al Connors, Lisa Coray, Gene Corbett, Donald Innes (Chair), Howard Kutchai, Nelle Linz, Nikhil Rao, Jerry Short, Bill Wilson, Debra Reed (secretary)

  1. Clerkship Passport. A copy of the Baylor Clerkship Student Passport was distributed to the Committee. This passport is similar to the one currently in use at the University of Virginia. At Baylor, all clerkship passports are contained in the same booklet. Mission statements are being added to the UVA Passports. Letters from the Clinical Medicine Committee clerkship directors will be sent to faculty and housestaff to inform them of the mission of the passports and the passport rules/regulations.

  2. Mission-Based Management.Program. A booklet from the Association of American Medical College on Mission-Based Managment Program was distributed. Committee members were asked to familiarize themselves with the program ideas.

  3. Deans letters. Two sample Deans letters from other institutions were distributed. These letters are designed to conform to the new AAMC regulations and accompany each residency application.

  4. Curriculum Committee Goals/Objectives for 2002-03. Goals/objectives were outlined for 2002-03.Prioritization and development of a strategy for achieving these goals and objectives is next.

    Curriculum Committee Proposed Goals/Objectives for 2002-2003
    • Develop a long-term plan for the monitoring and review of courses/clerkships that gives the Committee good oversight, but leaves it time to deal proactively with other issues. The committee might devote 40% of its meetings to monitoring and review and 60% to new initiatives. 
    • Develop strategies for intervening constructively in courses and clerkships that are still poorly rated after repeated evaluations by the Curriculum Committee
    • The period between each course/clerkship review will vary depending on evaluation data. Reviews may also take a "long or short" form approach. All clerkship directors have been asked for an interim report before July, 2002, with a final response due November, 2002.
    • Develop a plan for the non-faculty support structure and staff that we think is appropriate for all courses, clerkship, and curriculum committees.
    • Assist with the development of education management metrics for the new dean.
    • Ensure that goals and objectives are available for each course (including lectures), clerkship, and elective in the curriculum.
    • Recommend the structure and staffing of committees for the Schools' LCME Self Study. Self assessment is done about 18 months before LCME Review.
    • Assess the adequacy of facilities, staff and patient population for the number of students we are educating.
    Specific for Years 1 & 2:
    •  Develop the Exploratory Program for years 1&2 with a community service requirement to begin 2003-2004. The Dean's support and funding for this program will be necessary.
    • Assessment of the new grading system being implemented for first and second year students.
    Specific for Years 3 & 4:
    •  Set reasonable and uniform guidelines for the percentage of students receiving A, B, and C grades for the clerkships. Consider a High Honors, Honors, Pass, Fail evaluation system for the clerkships.
      Develop a 3rd-4th year combined plan with a mechanism for early electives.
    • Review grade distributions from the various away sites and from UVA during third year rotations to make sure the system is fair. For example, be sure that students that go to Roanoke are not getting graded more harshly than the ones at UVA.
    • This was one of the 2001-2002 Clerkship Report recommendations. Equitable grading from site to site must be achieved.
    • Achieve a better understanding of the 4th year including:
      1. patterns of elective selection by individual students
      2. knowledge and skill competency achieved
      3. quality of the advising system
      4. the relationship between performance in years 1, 2 and 3 with #1 and above
      5. data on how our graduates perform in the 1st post grad year
      6. standards for 4th year education in the future

    • Consider Spanish and Health Care Economics as "mandatory" electives
    • Create/enhance ACE offerings.
    • Establish a system of support through the Dean's office/hospital/School of Medicine that really supports the educator in the P&T process and does not penalize them financially. Seriously consider establishing 1 or 2 "Master Educators" in each department who practice clinically and whose other primary job is to educate our students. They would support themselves through a clinical practice that kept them up to date and engaged in patient care, but a substantial portion of their salary support would be given for teaching. The expectation is that they would round, lecture, & teach small groups, mainly in the clinic, operating room, bedside, or other direct patient care venue 2 - 5 hours/day. The students should perceive this individual as the person on that service to see for all the answers and for the primary portion of their education.


 -Don Innes