University of Virginia School of
Medicine
Curriculum Committee
Minutes 05.09.02
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)
- NetLearning provides Computer Based Learning courseware for
JCAHO, HCFA and OSHA mandatory requirements. These computer based
teaching modules will be available Novemeber 1st. We should be able to
use these for required medical student training - fire & safety,
infection control, patient confidentiality, etc. We can also develop
our own modules that can be tracked by NetLearning. A total of 10,000
"seats" were purchased of which 560 "seats" are for medical students.
NetLearning can track any courseware that is HTML or web browser
compatible. For additional information call 1-888-594-6205 or http://www.net-learning.com/
- Women's Health educational needs for medical students were
discussed. Both a focused session and multiple "hits" by incorporation
into current programs are probably needed. Anita Clayton will pursue
this further in the fall of 2002.
- Spanish as a required or elective course. Agreement was that
Spanish should remain an elective, but that more opportunities need to
be made available for medical students to take "Medical Spanish". This
would best be accomplished through the "Exploratory" program in years
one and two. [Plans are to begin the Exploratory in the fall of 2003 if
funding for a coordinator can be arranged.] We need to ensure that our
4th year allows for courses that extend across a semester.
FOURTH-YEAR STUDENTS at Wake Forest University School of Medicine are
now required to study Spanish, so they will be able to communicate with
the growing number of Hispanic patients whom doctors serve. The
requirement is believed to be the first of its kind in the
nation.
--> SEE http://chronicle.com/index.htm
- Design of a program of Clinical Master Teachers for the
clerkships was the major focus of discussion. The goal is to
improve the clinical excellence of our medical students through
increased contact of students with dedicated "master" teachers and
increased student-patient contact while under supervision of "master"
teachers. These "Master Educators" in each clerkship would practice
clinically and have as their primary job the clinical education of our
students.
Each clerkship would have faculty designated for such teaching. A
"teaching" rotation might be set up, much as faculty have ward
rotations.
Such a system will require financial support for the "master educator"
and would need to have a mechanism of accountability for the P&T
process. The "master" educator would support themselves in part through
clinical practice, but would also receive a substantial portion of
their salary support for clinical teaching.
Two models were considered - the "ward" model and the "clinic"
model.
- In the "ward" model the master teacher would meet with the students
each afternoon Monday through Friday to review the student's patients
and other patients on the service. Interview, physical exam findings,
presentation, interpretation and treatment plans would be the focus of
these sessions.
In the "clinic" model the master teacher or teachers would meet with
the students several afternoons Monday through Friday while seeing
patients in the clinic. The students would see multiple patients during
a clinic session: interviewing, performing physical exams, presenting,
interpreting and planning treatment under the supervision of the master
teacher. The master teacher would also show the student interesting
findings from other patients.
In both models the student works "one-on-one" (two-on-one?) with the
master teacher polishing skills and addressing skills that need
improvement.
The "clinic" model was favored for the reasons of previously
undiagnosed patients, more subtle findings, availability of patients,
more "general" medical expertise involved and the ability to generate
limited income.
Further research and discussion to follow.
Consider these issues:
- a) Oversite (Curriculum Committee) and direction (Clerkship
Director)
b) Service as teaching mentor for junior faculty (raise a new
generation of "master teachers")
c) Preservation (and enhancement) of current teaching modalities, e.g.
morning rounds, resident teaching, and key conferences.
d) Experience at other institutions
-Don Innes
-dmr
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