University of Virginia School of
Medicine
Curriculum Committee
Minutes 10.12.00
Pediatric Pathology Conference Room, 4:00 pm
Present (underlined) were: Reid Adams, Robert Bloodgood,
Anita Clayton, Al Connors, Gene Corbett, Joseph Dubose,
(Alexandra Yamshchikov), Joanna Goldberg, Donald
Innes (Chair), Jerry Short, Bill Wilson, Debra Reed
(Secretary), Guests: Eve Bargmann, John Gazewood,
Darci Lieb, Brian Wispelwey,
- Review of PoM-1. John Gazewood and Eve Bargmann updated the
Committee on the progress of PoM-1. PoM-1 students have direct patient
contact approximately once every three weeks. The goal is to increase
this contact time with patients and/or standardized patients. The
students should be able to take a complete history and do a basic
physical examination by the end of year 1. They are applying basic
science principles to clinical practice. Development of informational
skill practices is built into PoM-1. Epidemiology concepts will be
introduced. A feedback session with the students is scheduled for next
week, however, student comments thus far have been positive regarding
most aspects of the course. Students seem to appreciate the importance
of the skills taught in PoM-1. The students and course directors feel
that some small group sessions may have been overloaded in the first
quarter and modifications will be made to the Spring curriculum to
address this problem.
- Transition to PoM-2 (formerly ICM.
The discussion focused on the content and developmental activities of
PoM-1 and how these changes will affect PoM-2.
a) A smooth integration of the PoM-1 content and skills with PoM-2 is
required, especially in regard to interviewing skills and physical
diagnosis.
b) PoM-2 will need to incorporate the skills and content currently
addressed in the Basic Patient Care Skills course (Transition
course).
c) Improved interdisciplinary case selection might involve pediatrics,
ob/gyn, surgery & psychiatry as well as medicine.
d) Improved topical coordination between Pom-2, Pathology and
Pharmacology and Microbiology is desirable.
e) Increase the frequency of inpatient and outpatient clinical
exposure.
The discussion acknowledged the excellence of the ICM course,
but recognized that PoM-2 (ICM) will need to reinforce the principles
learned in PoM-1 and expand to include abnormal findings.
Currently, ICM students see only 3 real & 1 standardized patient on
a one-on-one basis per year. Faculty tutors read the H&Ps and hear
the student present 3 patients. There is much variation in the quality
of this limited experience.
The Curriculum Committee would like to see more patient encounters
incorporated into the PoM-2 course. Actual laboratory findings, EKG,
and x-ray films should also be included in some of the weekly cases.
Computer imaging and audio might be the best way to incorporate these
items into the PoM-2 curriculum. Interviews of patients should not only
continue in PoM-2, but expand to include increasingly abnormal
findings.
Brian Wispelwey, ICM course director, noted that availability of
patients and faculty and lack of adequate examination rooms are
obstacles in incorporating more patient contact for the second year
students. ICM is also presently making use of all allotted time in the
schedule where will the extra time come from?
A suggestion was made to create a relationship with local hospitals,
free clinics and chronic rehabilitation facilities to allow medical
student access. Allowing second year students to join medical rounds on
a Saturday and Sunday was suggested; however, this does not provide the
uniformity of experience the CC desires. In some ICM cases, a surgical
treatment option should be included.
A subcommittee will be created to develop a plan to implement these
goals. This group will consist of directors of both PoM-1 and PoM-2
courses and selected members of the Curriculum Committee.
-Don Innes
-dmr
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