University of Virginia School of
Medicine
Curriculum Committee
Minutes 10.21.99
Pediatric Pathology Conference Room, 4:00 p.m.
Present (underlined) were: Reid Adams, Robert Bloodgood,
Anita Clayton, Al Connors, Gene Corbett, Joanna
Goldberg, Donald Innes (Chair), Steven Meixel,
Jerry Short, Bill Wilson, Robb Williams, Debra
Reed (Secretary)
Discussion continued on the curriculum goals for year 2000 and
beyond. Thirteen proposals ranging from structural and functional
changes to statements of philosophy and policy were placed on the table
for discussion. Additional proposals were encouraged. Following review
of all proposals, the committee plans to prioritze the proposals as to
educational importance and feasibility. With priorities established,
the plan is for the committee to select a limited number of proposals
with which to begin. We hope to finalize a set of immediate goals for
the 2000 academic year within the next few weeks.
Careful reckoning of the UVA culture suggests that an evolutionary
rather than revolutionary process of curricular revitalization needs to
be put in place.
Keeping in mind the mission, values and purpose of the institution
and the goals and objectives laid out in previous weeks the committee
was asked to again rank the proposals - this time in a more consistent
manner and forward to Don Innes before next meeting.
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- Course activities (lecture, laboratory, tutorial, small group work)
are limited to mornings until noon and two afternoons per week.
- All courses and clerkships must have both a basic science and
clinical director.
- Objectives reflecting the content of each course and clerkship will
be written and reviewed and a report prepared for the respective
"Principles" and "Clinical" committees and the "Curriculum" committee.
See Curriculum Management Document.
- The content, coordination, integration and pedagogy of each course
and clerkship will be reviewed yearly and a report prepared for the
respective "Principles" and "Clinical" committees and the "Curriculum"
committee. See Curriculum Management Document.
- Courses are strongly encouraged to engage students in problem
solving case-based approaches to learning as appropriate. Courses are
encouraged to employ faculty from multiple disciplines.
- Common lunch hour years 1 & 2: Implementation of a common lunch
hour and activities period for years one and two will help create an
environment conducive to the development of appropriate professional
attitudes and social skills.
- Implementation of a Clinical-Basic Science Program for the third
and fourth years, held the 4th Friday of each month [common experience
for all clerkships] except November and December.
- A "Practice of Medicine" course will be implemented merging
elements of the Doctor-Patient-Illness (DPI), Physical Diagnosis, Human
Behavior, Ethics and Introduction to Clinical Medicine (ICM) courses
into a single course (Parts 1 & 2) across two years. Primary to the
course are weekly [biweekly] patient encounters. The program should be
sequential, developing and building on an expanding base of skills and
knowledge and experience. Students should work primarily in small
groups with physicians and social scientists as faculty members.
- Establish a coordinator-facilitator faculty position for a
coordinator; facilitator; monitor; resource, and allocation manager
effectively utilizing evaluative data. All courses should undertake a
yearly content review and maximize coordination and integration of the
curriculum under the supervision of the coordinator-facilitator.
- Provide a curriculum schedule that allows for elective periods
early in the third/fourth year block, that is, electives interspersed
with the clerkships.
- An "Exploratory" is created for in-depth exploration of medical
subjects in a problem solving, thought provoking experiential setting
in which students educate themselves/each other with faculty guidance.
"Exploratories" could be of variable length and would occur in the
first two years of study.
- A uniform grading system is a necessity if the curriculum changes
proposed above are to be successful. The student and the faculty are
independently responsible for the learning of medicine by the
student.
- Establish a formal faculty development program for all faculty
involved in teaching. This program could stand alone, but might better
be developed in conjunction with the University of Virginia Teaching
Resource Center.
- ??????
Donald J Innes, M.D. Tel. (434) 924-5198
Associate Dean for Curriculum FAX (434) 924-8060
Department of Pathology e-mail dji@virginia.edu
Box 168 UVA - Medical Center
University of Virginia UVA Old Med School Bldg.
Charlottesville, VA 22908 Room CTR 3694
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