Minutes 11.01.07

Minutes 11.01.07

University of Virginia School of  Medicine
Curriculum Committee

Pediatric Conference Room, 4:00 p.m.

Present (underlined) were: Reid Adams, Gretchen Arnold, Eve Bargmann, Dan Becker, Robert Bloodgood, Gene Corbett, Wendy Golden, Donald Innes (Chair),  Howard Kutchai, Marcus Martin, Chris Peterson, Jerry Short, Bill Wilson, Brad Bradenham, Emily Clarke, Sixtine Valdelievre,  Debra Reed (secretary) 

  1. Announcements.    

    The Liaison Committee on Medical Education (LCME) recently reminded all US and Canadian Medical Schools of their policy of prior notification of any school plans for class size expansion that 1) in any given year expands class size 10% or greater or an absolute increase of 15 students, whichever is smaller or 2) a cummulative increase in entering size of 20% or more over three years.  

    The American Association of Medical Colleges reports that there will be a comprehensive review of the USMLE to ensure that the overall design, structure, and format of the USMLE is effectively meeting the needs of primary and secondary users.  To date, no decision has been reached, although there are emerging themes that will be discussed at the AAMC November, 07 meeting.

    • The USMLE is primarily a lecensure exam. 
    • All competencies that can be measured in a valid and reliable way should be included in USMLE.
    • With regard to the primary mission of the USMLE, decisions are necessary at the time for entry into post graduate training, and at the time of entry into unsupervised practice.
    • Secondary missions should be supported as long as they do not interfere with the primary role of the exam and as long as the information provided is valid and reliable.
    • The separation of basic science and clinical science in the current Step 1 and Step 2 exams adversely affects the ability of medical schools to develop integrated curriculum models.
    • There is no consensus on pass/fail versus scored examinations.
      Medical schools will need valid and reliable tools for use in curriculum evaluation and internal promotion decisions. 
    Recommendations from CEUP, the Committee charged with the review of USMLE, are expected in early 2008.  If a decision is made to change elements of USMLE, it will take several years to implement change.

  2. Anesthesiology Task Force.  Chris Peterson reported on the on-going work of the task force.  A comprehensive review of anesthesiology in other medical schools has been completed.  A list of necessary skills that could best be taught in an Anesthesiology  experience and that are not covered in other clerkships has been developed.    Ashley Shilling, the Anesthesiology education director, has developed plans for a two week clerkship experience based on these findings.  The Task Force will meet again and have a proposal ready for the Curriculum Committee's review  on 11/29/07. 

  3. MP3's and Class Attendance Issues.  Bob Bloodgood provided two sets of survey data (one from the Pathology course and one from PoM2) that showed about 60% of the students are using the pod casts in one form or another and find it helpful.  Brad Bradenham noted that the quality of the pod casts has increased and it can be a valuable study aid.  There are some faculty who opt out of the recording process.  Next year, all lectures may be recorded as a precaution against a pandemic.  Those faculty who still choose to opt out will not have their recordings posted to the web unless there is actually a disaster such as a pandemic.

  4. Education Taskforce Meeting (10/30/07) Report.    Don Innes and other members of the Curriculum Committee who also serve on the taskforce (Gene Corbett, Bob Bloodgood,  Dan Becker) reported on the activities of this Taskforce. The primary objective of the Taskforce is to prepare succe3ssfully for the 2010 opening of the Claude Moore Medical Education Building, implementing a learner-centered approach and assessing both TEAL and simulation spaces for UME, GME, and community populations.  Recommendations will be developed regarding utilization of space and technology, curricular innovations, and the training and recruitment of faculty.  A specific list of objectives has been developed and a timeline proposed.  Pre-clinical UME, Clinical Clerkship UME,  GME/CME/EMT/Nursing and "Teaching the Teachers" Committees have been established.  Members of the task force have been assigned to these Committees.     It appears the building plan is finished and no longer open to modifications.  The Curriculum Committee discussed the TEAL classroom setup and there was still some concern over the layout of the room.  The new Medical Education building will contain one traditional lecture hall and one TEAL classroom.  The Old Medical School Auditorium will also be retained for a second traditional lecture hall.  Jordan 1-14 and Jordan 1-5 will no longer be available as large group lecture halls after the new building opens.

  5. Pay for Teaching.  The Office of Curriculum is collecting and organizing data received from all the first and second year course directors in an effort to compensate clinical faculty for their work in basic science education. 

  6. Basic Science for Careers.  Debra Perina reports she is actively working on getting a committee together to work on this course.

  7. Improving the Clinical Environment and Learning Experiences of Medical Students.  The Committee was asked to think about the "informal" curriculum and ways to improve this part of the medical students' clerkship/selective and elective experience.  The Committee agreed that it probably comes down to the department, faculty, and housestaff and that continuing education for these groups is necessary.   Chris Peterson noted that the Student Advocacy Committee based on their interaction with students may be able to provide data on areas that need improvement.  Means to include the student as a valuable part of the patient care team were discussed.  Having the student write suspended orders in Carecast makes the student feel more a part of the team and this capability should not be lost and actually encouraged for all clerkships.    Having the student do initial patient interviews and develop relationships with the family of patients should also be encouraged.  Specific independent learning experiences should be developed for the student who has down time during the clerkship.

Donald Innes