University of Virginia School of
Pediatric-Pathology Conference Room 4:00pm
Present (underlined) were: Reid Adams, Robert
Bloodgood, Anita Clayton, Al Connors, Gene Corbett,
Donald Innes (Chair), Steven Meixel, Jerry Short, Bill
Wilson, Robb Williams, Debra Reed (Secretary)
Correction to the minutes from 8/05/99 - Dr. Innes would like
to have a broad plan established by November 1999 and begin
implementation of this plan by the year 2000 (not 2001).
Minutes will be distributed entirely via e-mail in the future (no
The meeting was opened with a discussion of goals for medical
Goals for medical education:
- Teach medical students to think in a way that will help them
practice medicine (more problem solving techniques).
- Make the first two years of medical school less like undergraduate
years, shifting the student's mindset from student to
- Model professionalism.
- Foster incoming medical student's passion for medicine instead of
- Decrease importance of tests - increase importance of
- Develop a curriculum then figure out the best way to evaluate and
modify both the curriculum and the students; Robb Williams noted that
if more clinical practice was included in the first two years of
medical school, some of the emphasis on grades might be
- Monitor learning environment in regard to gender issues.
- Determine what the depth of knowledge in medical school should be,
not only what is required for standardized tests but also for residency
programs. Recognize that medical school is not the end of a physician's
training. Residency and lifetime learning contribute the majority of
one's useful medical knowledge.
- Determine what is "core knowledge," in effect setting curricular
Evaluation of the curriculum: Extensive course evaluations,
feedback from residency program coordinators, the Mulholland report,
and the Looking Back questionnaire are already performed. The real
issue is how to use this information to effectively manage the
curriculum. It was reported that at Case Western, there is a committee
to which course directors present their plan for each course for
approval and receive feedback. It was indicated that the Preclinical
and Clerkship committees would be reorganized, changing their function
to take a more active role in developing, appraising and maintaining
the curriculum under the guidance of the Curriculum Committee. See
following attached statement.
In 1998, data was collected on how our medical students performed
during their first year of residency. Dr. Short will provide this
report to the committee, but recalled that a recurring theme was that
our medical students are not as assertive as others.
Benchmarking: A suggestion was made to select 5-10 medical
schools with similar board scores and rankings and determine how they
teach medical students. However, board scores for other schools are not
available to us. We have sent our board scores to other institutions in
the past along with a request for an information exchange, but no
responses were received. There has been some recent collaboration with
Case Western and UNC. We must find other ways to benchmark.
Benchmarking or "learning from others" has been described as a search
to identify best practice organizations, but includes study of one's
own practice. An analysis of site visits and interviews should lead to
recommendations and execution as appropriate.
Miscellaneous: It will require courage to make changes in the
curriculum and then wait for the results.
NEXT MEETING: At the 08.19.99 meeting, Dr. Eugene Corbett will
review the "Twelve Objectives of Medical education" and the Medical
Student Objectives report (you have copies and may wish to bring
Committee members are asked to think about possible mechanisms to
monitor the curriculum. Please consider the following statement.
Modifications and alternatives are solicited.
Attachment: This committee is responsible
for management and evaluation of the curriculum in accordance with
accreditation requirements. Specifically this means monitoring and
regular evaluation of the objectives, content, and methods of pedagogy
utilized for each segment of the curriculum, as well as for the entire
curriculum. The effectiveness of the educational program should be
measured by assessment of learning outcomes in the domains of
knowledge, skills, and behaviors. The growth curve of our educational
program improvement and innovation must be monitored and adjusted as
appropriate. The Curriculum Committee is responsible for coordinating
the institutionally integrated design and management of a coherent and
The committee is responsible for development of a strategy,
timetable, benchmarks, and endpoints to achieve horizontal and vertical
integration of the curriculum throughout the four-year program.
The Curriculum Committee must be aware of educational space
requirements, especially for small group conferences, standardized
patient evaluations, and computerized learning and testing. The
committee must also evaluate the adequacy of faculty personnel numbers
and of the teaching time required of faculty. Importantly, the
committee must gauge the time demands on the student such that time
demands are intense and demanding, but not unrealistic. [See LCME
letter, February 5.1999]. -DJI
Donald J Innes, M.D.