University of Virginia School of Medicine
Surgery Conference Room, 4:00 p.m.
Present (underlined) were: Reid Adams, Gretchen Arnold, Eve Bargmann, Daniel Becker, Robert Bloodgood, Gene Corbett, John Gazewood, Jennifer Harvey, Donald Innes (Chair), Howard Kutchai, Marcus Martin, Chris Peterson, Jerry Short, Bill Wilson, Devin Mackay, Kavita Sharma, Karen Knight(guest), Debra Reed (secretary)
- Kavita Sharma, President of the Mulholland Society, and Devin Mackay, SMEC representative, were welcomed as the new student members of the Curriculum Committee.
Sixtene Valdelivre was praised for her outstanding participation on the Committee during the 05-06 academic year. Her insight and involvement in Committee discussions was invaluable.
Duty Hours for Medical Students. The potential need to actively monitor the clinical duty hours of medical students was discussed. The Curriculum Committee policy on duty hours for medical student was considered adequate, meeting the LCME standards. The current policy is:
Clinical Service Work Hours - Medical students rotating on clinical services (clerkships, selectives and electives) should be subject to the same principles that govern the 80-hour work week for residents. Clerkship directors are responsible for monitoring and ensuring that duty hours are adjusted as necessary. Student duty hours should be set taking into account the effects of fatigue and sleep deprivation on learning and patient care. In general, medical students should not be required to work longer hours than residents*. (Curriculum Committee 9/9/2004) http://www.med-ed.virginia.edu/handbook/policy/attendance-page#clerks
Suggestions for possible ways to monitor adherence to the policy included:
a) Medical Student Advocacy Committee oversight
b) A system similar to the "Praise/Concern" cards with monitoring through Student Affairs
c) Use of the "Listening Post" anonymous website on the Student Portal
d) Add to the Clerkship Evaluation a question about average hours worked
The ability to make real time adjustments is a downside of suggestions a & d. The ability to have real time monitoring as in b & c raises the possibility that student might feel intimidated. The danger of "counting hours" becoming primary in medical education was raised as a valid concern in light of the resident situation. Drs. Wilson and Innes will draft a plan and report back to the committee.
Handouts to Medical Academic Support. The Principles of Medicine Committee Directors (Bob Bloodgood and John Gazewood) were asked to have all the first and second year course directors send a copy of their handouts to Mary O'Leary in Medical Academic Support for use in the tutorial program.
Information Management. Karen Knight updated the Committee on the Information Management/Critical Thinking (IMCT) curriculum for the four years of medical school. The IMTC curriculum derives primarily from competency #2 and #10, but has links to all in a broad sense of education. The Members of the Health Sciences Library and the Office of Medical Education work closely with the School of Medicine Faculty and Curriculum Committee to plan and develop appropriate learning interventions throughout the undergraduate curriculum.
In Year 1, Information Resources are demonstrated in the Cells to Society Course, Library tours are arranged, students are introduced to the best print and non-print information sources in the field of genetics during the Medical and Molecular Genetics course and in the PoM1 course, students are introduced the concepts of population-based medicine using a combination of didactic and small group sessions.
In Year 2 during the Epidemiology course, students are required to find an original research article of interest to them and critique it using the UJAMA User's Guides and in previous years, on the eve of their preceptorship experience, students are introduced to MEDLINE search concepts that will enable them to focus their information retrieval to the best clinically relevant sites by applying filters. PoM2 also helps to provide students with a framework for addressing students need to find "quality" information on the web and how to find patient-specific information and reconcile inconsistencies or missing data.
In Year 3 the Library coordinates the first Clinical Connections program, entitled "Information Technology: New Tools for Bedside and Beyond," part of the Family Medicine Clerkship involves a training session on Information Mastery, and there is an Information Mastery OSCE using standardized patient encounters to develop the students competency in information mastery and critical thinking.
In Year 4, during the DX/RX course, students are introduced to key health policy issues and required to do independent research. The Library has developed a website to support their research needs.
The first and third years seem particularly strong in IMCT, but additional opportunities for IMCT instruction are found throughout the Curriculum.
a. The Committee indicated that the IMCT curriculum be timed to meet the needs of the students clinical activities, such that a skill could be learned and then immediately placed into use. A positive example is the IMCT course in the transition week prior to the core clerkships. Students should not have to wait until they do Family Medicine later in the year to be taught good search techniques or PDA uses.
b. The Committee also recommends expanding the PoM2 instructional opportunities with more directed and documented student searches. Faculty mentors should also attend a development workshop to make sure they feel comfortable with the Information Mastery portion of the cases. A meeting with Brian Wispelwey, Darci Lieb, Karen Knight, Gretchen Arnold, Kavita Sharma, and Don Innes will be arranged to discuss enhancing Information Mastery/Critical Thinking in PoM2. The directed and documented searches should enhance the weekly personal and group objectives of students without interfering with the current content and process,
c. The Committee requests that the Clinical Medicine Committee development of workshops for faculty and residents for every department to enhance their knowledge and thus the students' knowledge of IMCT techniques. Each Department's Residency Director and Hilary Sanfey who provides an introduction into teaching at the resident's orientation should be contacted by e-mail to arrange this.
d. The Committee requests that the IMCT committee develop a means to measure the success of the IMCT program. The IMCT committee should work with Jerry Short to devise appropriate metrics and put them into practice for the 2007-2008 academic year.
Note: The June 8 agenda will be a review of the Professionalism curriculum conducted by Nancy Payne and a brief discussion of the BS4C curriculum in anticipation of Debra Perina's visit to the committee June 15.