Minutes 09.04.03

Minutes 09.04.03

University of Virginia School of Medicine
Curriculum Committee


Surgery Conference Room, 4:00 p.m.

Present (underlined) were: Reid Adams, Eve Bargman,  Robert Bloodgood,  Anita Clayton,  Gene Corbett,   Donald Innes (Chair),  Vern Juel, Howard Kutchai, Chris Peterson, Jerry Short,  Bill Wilson, Brian Wispelwey, Maria Meussling, Ryan Zaklin,  Debra Reed (secretary)

1.  Report on the Clinical Medicine Committee (CMC) meeting of Wednesday 9/3/03   

  • A student/faculty and faculty/student on-line evaluation system was demonstrated. The CMC was enthusiastic about the system – especially the ease of use and consistency of information gathered.  A pilot program is planned for April, May & June 2004 with full use in July 2004.  Inclusion of student and faculty photos with the evaluation is an option.  An online system should assist completion of student evaluations in a timely fashion – some student evaluations have yet to be completed from the first period of 02-03 – interfering with formative assessment. This situation needs immediate correction and close monitoring.
  • The CMC discussed alteration of the clerkship grading system. This will be explored further during the 03-04 academic year.
  • CMC Chair Bill Wilson asked the clerkship directors to assess their objectives (See Clerkship Reports from 02-03) for what a student should be learning and experiencing during the clerkship, e.g. students should be exposed to a diversity of patients and clinical experiences.

    2.  The Curriculum Committee (CC) then turned its attention to the proposed Curriculum enhancements outlined at the previous meeting.

    Several key elements of the proposal will be discussed:

  • Basic Science for Careers course - basic sciences specifically applied to different residency and career choices
  • Career Practice Enhancement program - social, economic and political aspects of medical practice
  • “Cells to Society” in the first week of medical school
  • Foundations of Medicine - initiate study with Genomic & Molecular Biology and Human Behavior - from molecular to social beings
  • Core Systems - optimize integration and coordination of the learning experience for the learner
  • Developing Information Mastery curriculum (informatics)
  • The CC will organize task forces (teamlets) for the design and development of each element. A member of the CC will either chair, co-chair or sit as a member of each task force to help drive the design and development process and to maintain coordination through the CC for the overall 4-year curriculum.

    Discussion centered on how to adjust information presented in the current first two years of the curriculum to allow time for increased clinical experience and the BSC and CPE.

  • Time from year 1 & 2 would be “transferred” to the BSC and CPE.
  • Efficiency in the learning environment can be achieved by positioning certain pertinent basic science elements with clinical cases eliminating the need for the current clinical correlation sessions and for review time as the “review” is actual use of what is learning in medical case solving.
  • A student indicated that a thorough review of the year-1 spring semester would reveal time for the new proposals. Although the concern that the curriculum might be “dumbed down” was expressed; most agreed that  “tightening up” the curriculum could be accomplished without harm to the knowledge or skills as taught today. The aim is to retain the breadth of knowledge and skill acquisition, focus the depth of knowledge and skill acquisition; enable the student to learn and apply the knowledge and skill [as much as possible] in the environment in which they will use it.
  • Basic Science for Careers (BSC) was defined as a one-month experience focused on basic science material related to an individual student’s choice for career. In the Principles of Medicine (Fundamentals and Core Systems) each student learns basic vocabulary and skills and is informed by experiences common to all physicians. In the Clerkships each student learns vocabulary, basic skills and thought processes used by the major medical specialties allowing for communication and teamwork so necessary to the practice of medicine. Not every medical student needs to know the depth of information required within a chosen branch of medicine.

  • The course would begin immediately after the clerkship year and prior to the beginning of electives.  
  • BSC could be initiated for either the class entering in 2004 or more likely the 2005 entering class.  
  • The BSC allows a student to individually tailor the depth of knowledge acquisition to their career choice.
  • A curriculum for each branch of medicine for Basic Science for Careers  will necessitate clinician(s) and basic scientists working together. 
  • Some of the segments of each branch may overlap and will require careful coordination. 
  • It is essential that the BSC curriculum be specifically geared to each student’s career choice and not become a review of material learned in the first and second year.
  • Pediatrics (Bill Wilson) is experimenting with a case based format as a model for a BSC program and will keep the Committee apprised progress.
  • Advancing the Curriculum

    Funding for design and development work on the curriculum has been approved by Dean Garson. Thank you.

    Design & Development Teams with suggested members:

  • Basic Science for Careers - Vern Juel, Jerry Short, Maria Meussling, Bill Wilson, Brian Wispelwey, Tim Garson
  • Career Practice Enhancement - Reid Adams, Tim Garson, Carolyn Engelhard, Ruth Gaare, Marcia Childress, Tom Massaro
  • “Cells to Society” - Chris Peterson, Jerry Short
  • Foundations of Medicine & Core Systems – Eve Bargman , Bob Bloodgood; Carl Creutz; Ryan Zaklin, Maria Meussling, Gene Corbett, Don Innes,
  • Exploratory - Anita Clayton, David Cattell-Gordon, Don Innes
  • Medical Decisions & Critical Thinking – Linda Watson, Brian Wispelwey
  • The Contemporary Clerkship/Elective/Selective – Bill Wilson, Meg Keeley, Gene Corbett, Brian Wispelwey
  • Each team will report to the CC. The curriculum within each area should be developed following the precepts established in the documents:

  • Competencies Required of the Contemporary Physician,
  • Criteria for Curricular Design, Implementation and Evaluation,
  • Fundamental Principles for Medical Education: Guidelines for Curriculum Development and
  • Expectations for the Curriculum. These are available at the Curriculum Web site: http://www.healthsystem.virginia.educurriculum-page
  • The Clerkship review of 2001-2002, the response to the Clerkship Interim reports, the PowerPoint “Advancing the Curriculum” and the LCME Functions and Structure of a Medical School: Standards for Accreditation, June 2002 must also inform the process.

    Student and Faculty Input to the Curriculum will be achieved through scheduling of “Curriculum Open-House(s)” allowing all faculty and students to participate in the design and development of the curriculum. Primary Care Center classrooms are central with easy access from noon to 5:00 pm. Dean. Garson will be asked to communicate with the department chairs. Additional meetings with students from the 2nd and 3rd-4th years will be arranged.