Minutes 05.09.02

Minutes 05.09.02

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)

  1. 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/

  2. 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.

  3. 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

  4. 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