University of Virginia School of
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)
- 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
- 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.
- 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
- 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
- Curriculum Committee Proposed Goals/Objectives for
- 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
- 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
- Assist with the development of education management metrics for the
- 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
- 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
Develop a 3rd-4th year combined plan with a mechanism for early
- 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:
- patterns of elective selection by individual students
- knowledge and skill competency achieved
- quality of the advising system
- the relationship between performance in years 1, 2 and 3 with #1
- data on how our graduates perform in the 1st post grad year
- standards for 4th year education in the future
- Consider Spanish and Health Care Economics as "mandatory"
- 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.