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, Anthony DeBenedet, Sixtine Valdelievre, Debra Reed (secretary) Guests: Elizabeth Bradley, Veronica Michelsen, Nancy Payne
Clerkship Clinical Skills Education Project. (Eugene Corbett, Elizabeth Bradley, Veronica Michelsen, Nancy Payne). Dr. Corbett led a discussion of the project.
This grant funded program has been developed by Eugene Corbett, Elizabeth Bradley, Karen Maughan, Veronica Michelsen and Nancy Payne with the following goals:
1. Expand clerkship clinical skills workshops
2. Develop a clerkship clinical skills assessment program
3. Establish a clinical skills education website
The program encompasses a number of clinical skills workshops presented by the following departments:
Internal Medicine (AIM) 12
Family Medicine 13
During the first year of the Clinical Skills Assessment project (03-04) the focus was on the process of skills assessment. Eleven cases were piloted and 25 third and fourth year students were assessed.
During the second year of the project (04-05) eight cases were piloted and 125 students were assessed in December and April.
During the current third year of the project (05-06) sixteen new caes were developed and class wide assessments will be made in December and April.
The directors of the program would like to expand the program to other clerkships in subsequent years.
Faculty are directly involved in the project as OSCE case authors, assessment station observers, trainers (of standardized patients and station observers) and as workshop leaders.
Faculty Participation 2004-2005
PM & R
The OSCEs are formative in style, involving:
Self, SP and faculty evaluation (online)
Instructional feedback about performance
Dr. Corbett presented data on faculty observation of the students’ skill performance as well as students’ perceived skill levels. Faculty and students both use the same evaluation checklist to evaluate the skill level that includes:
A detailed list of observations, specific to each skill assessment exercise.
Describes the skill performance behaviors.
Guides standardization of clinical skill evaluation by all observers.
Analysis of the checklist items allows for a more specific identification of student skill performance strengths and weaknesses, and problematic assessment item issues.
Dr. Corbett stressed the importance of standard setting and how clinical skills should be taught and assessed in the curriculum? He askes for comments from the Curriculum Committee on:
How best to implement a curricular feedback process: utilizing assessment results to inform improvements in teaching?
On Faculty development and how to best enhance skills education in the curriculum?
On the future of clinical skills education and how to best engender involvement of other clerkships? Grant ideas?
ON the TRVU issue: how best to ensure broader faculty involvement and credit their effort?
Dr. Corbett also asked the Committee to forward any suggestions for further funding for this worthwhile project to him as the grant will expire after this year leaving the project unfunded. While the project eventually may become part of the standard medical curriculum, development funds are still needed for the immediate future.
Handouts from the meeting will be sent to those not present. All Committee members are encouraged to provide feedback to Dr. Corbett ecc9h@Virginia.EDU.
Wlliam G. Wilson