Minutes 09.04.08

Minutes 09.04.08

University of Virginia School of  Medicine
Curriculum Committee
Minutes 09.04.08

Pediatric Conference Room, 4:00 p.m.                       

Present (underlined) were: Gretchen Arnold, Dan Becker, Robert Bloodgood, Megan Bray, Eugene Corbett, Thomas Gampper, Wendy Golden, Donald Innes (Chair), Keith Littlewood, Mohan Nadkarni, Chris Peterson, Jerry Short, Linda Waggoner-Fountain, Bill Wilson, Mary Kate Worden, Jason Franasiak, Kira Mayo, Debra Reed (secretary)

  1. The Committee welcomed back its returning members as well as the newest members, Keith Littlewood, Mohan  Nadkarni, Linda Waggoner-Fountain,  and Mary Kate Worden.   Membership criteria and the names and e-mail addresses of all members of the Committee are posted on the Curriculum website:

    http://www.medicine.virginia.edu/resolveuid/a291f659b5fdcf1c4c1fb5d19f9a651b

  2. Education Task Force Report Focus.    Don Innes outlined the parts of the Education Task Force report that pertain to the Curriculum Committee.

    The Education Task Force was charged by the Dean with assessment of technology and personnel needs for the new Medical Education Building.  This charge was expanded to include how best to utilize all the facilities in the School of Medicine.  GME (Graduate Medical Education), Undergraduate Medical Education and Continuing Medical Education were all considered in the report, but the Curriculum Committee will concentrate on the recommendations regarding UME. 

    Specific recommendations of the Task Force in regard to UME:

    A)  Accelerate pursuit of the goals for the curriculum outlined in the 2020 report

    1.  Integrate and coordinate basic science and clinical experiences.
    2. Create time in the early years for regular and frequent patient contact, integrating and coordinating patient experiences with the learning of the clinical sciences, professional attitudes, and information management skills necessary to function as a physician.
    3.  Achieve a balance of lecture, problem based learning, patient experiences and blocks of open study time to improve the learning environment. Encourage a problem solving approach to learning.
    4.  Create a time to encourage imaginative and creative expression of medical students in the basic sciences and clinical medicine.


    B)  Further integrate clinical and basic science material.  The Committee will develop an integrated curriculum built on a plan of 1) learning objectives, 2) assessment and feedback, and 3) appropriate learning activities and teaching methods.

    C)  Create vision of the UVA educated physician.

    D)  Create two subcommittees either made up of members of the Curriculum Committee and/or outside of the Committee to review the curriculum content for integration.     

    E)  Work of the Working Group on Clinical Skills Education (WGCSE) to continue.  The Curriculum Committee will meet with this Committee on 9/18/08 to discuss their progress.

    F)  Review student independent study time

    G)  Identify learning methods to best take advantage of the facilities in the
    new Medical Education Building.

    H)  Adapt the Curriculum to prepare the students for the new USMLE exam schedule which is likely to begin in 2012-2013

    I)   Determine student learning methods and how best to accommodate the individual learning style of each studentThe Committee will discuss how best to impart clinical information early in the Curriculum.

    J) Plans to increase interactive teaching time and decrease static teaching time (lecture time) will be developed. The Committee discussed the pros and cons of the pre-lecture preparations already in use by the Anatomy Course with the students present.

    K) The Committee will continue the discussion of integration at the next Curriculum Committee meeting, Thursday, September 11, 2008.

    "support greater efficiency and a tighter focus on science that "matters" to medicine. In addition, because of the growing commonality of language among scientific disciplines, and because human beings are complex organisms whose discrete systems are linked intricately and elaborately within the body and modified profoundly by external influences, we need to teach in ways that reflect this complexity and that stimulate students to synthesize information across disciplines. Unfortunately, asking faculty members to undertake such synthesis defies the long-sacred compartmentalization of disciplines into departmental silos. Such isolation among disciplines has already begun to change, and many medical schools have added new departments of systems biology, which focus on this complexity and the interdependence and interaction among different body systems. A sick patient does not represent a biochemistry problem, an anatomy problem, a genetics problem, or an immunology problem; rather, each person is the product of myriad molecular, cellular, genetic, environmental, and social influences that interact in complex ways to determine health and disease. Our teaching, in both college and medical school, ought to echo this conceptual framework and cut across disciplines." - Jules L. Dienstag, M.D. NEngJMed 359:221-224

  3. There will be a Special Joint Curriculum Meeting with members of the Curriculum, Principles, and Clinical Medicine Committees on Saturday, 9/20/08 in the Jordan Hall Conference Center.    The agenda will include discussions on ways to advance curriculum integration and how to more actively engage the student across disciplines.

Donald Innes
dmr