University of Virginia School of
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
1) Discussion centered around the items that will be worked on for
- Restructuring. Scheduled course activities are limited to
mornings until noon and two afternoons per week. A common lunch hour
and activities period for years one and two, is incorporated for the
purpose of creating an environment conducive to the development of
appropriate professional attitudes and social skills.
All courses are strongly encouraged to engage students in problem
solving casebased approaches to learning as appropriate. Courses are
encouraged to employ faculty from multiple disciplines as
- All courses and clerkships must have both a basic science and
- A "Practice of Medicine" (POM) course will be implemented
merging elements of the DoctorPatientIllness (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
- Implement a ClinicalBasic Science Review Program for the
third and fourth years as an important start to lifelong learning in
the practice of medicine.
- Implement a management process by which the Curriculum
Committee through the actions of the "Principles" and "Clinical"
committees is responsible for ensuring an integrated curriculum
throughout the 4 years of medical school. The content,
coordination, integration and pedagogy of courses, clerkships and
electives will be reviewed on a regular basis.
Concern was voiced regarding the rest of the items on the original
"curriculum proposal" list. These items are still very much under
consideration. While they could not be implemented by year 2000, work
will need to begin in the near future for inclusion in future years.
Task forces will need to be created to address each proposal.
2) The committee agreed to pilot a process of obtaining
objectives (main points) for each lecture within a course. A
searchable database of what's being taught in each lecture/course will
be helpful in the revitalization efforts. It was suggested that the
Committee arrange a workshop for teaching faculty to give guidelines
and help faculty write these objectives. The objectives will be
organized and coded (USMLE or other). Different tactics will be used to
obtain these initial objectives and each will be evaluated for
difficulty and effectiveness after completion. This will help in
determining the best strategy for obtaining objectives for the entire
curriculum. Jerry Short and Robb Williams were asked to oversee this
- Student volunteers will be asked to create a list of the main
points of lecture in a given course which will be submitted to the
lecturer/course director for revision. Robb Williams will canvas the
students for volunteers for this project.
- Course Directors and lecturers in the new Practice of Medicine
Course will create the course and lecture objectives as the course is
- Objectives already in place for the Genetics course will be
reviewed and coded.
3) Bill Wilson updated the Curriculum Committee on the activities of
the Clinical Medicine Committee (CMC). The CMC met last week.
Implementation of the ClinicalBasic Science Review Program for the
third and fourth years was discussed. Initial reaction from the CMC
members regarding this monthly program was positive. While this has the
potential to be an extremely effective teaching tool, it will require
much work. There is some concern regarding logistics since many
students are on rotations out of town for either 3, 4 or 6 week periods
of time for clerkships. UVA's telemedicine program might be utilized.
Requiring the students to attend a specific number of these sessions
(but not all) was discussed as well as having 4th year students present
poster or even formal platform presentations during these monthly
programs. This program might be initially implemented with one per
quarter, then expanded to the once a month schedule. The CMC will meet
again next week.
4) Gene expressed the need articulate a vision of the application of
our curriculum ideas to guide the faculty in joining together in an
education program. A thought sheet was distributed.
The concept of two parallel 2 curricular processes (the
principles and the clinical aspects of medicine) over 4 years has been
articulated. The creation of the "principles" and "clinical"
oversight committees sets this in motion. These two learning areas
encompass everything in the curriculum, including the electives &
the proposed exploratory programs.
The discussion centered on designation of committee
responsiblities for the curriculum.
Placing the PoM I&II courses under the CMC links the PoM course
with the clerkships. It is after all the PoM of the first 2 years which
is responsible for preparing the students for clerkship practice.
Placing the PoM courses under the PMC links the PoM course with the
basic sciences of the first 2 years.
Similarly placement of the Basic Science Clinical Review was
discussed. Should it be centered in the CMC or the PMC?
Both the PoM course and the Basic Science Clinical Review program
bridge the basic science and clinical disciplines. Each needs
representation on both the CMC and PMC. As originally proposed, the PoM
course was represented on both the CMC and PMC, and the Basic Science
Clinical Review program on the CMC. Note that it is proposed that all
courses and clerkships must have both a basic science and clinical
It was suggested that the first year "principles" disciplines be
designated under the curricular/learning area "human structure &
function" to emphasize the educational purpose of the individual
courses and provides a goal-oriented framework within which an
integrated first year "principles" curriculum can occur. Consider
placing the second year "principles" courses under the rubric "human
illness & therapy" for similar reasons. Such designations tend to
lock us into a pattern of thought and perhaps should be avoided for
now. For instance, consider some element of pathology in the first
Furthermore if each course has a basic science and clinical director
and if the committees themselves have some degree of mixed faculty
integration (basic science and clinical) and if we design the 4 year
curriculum with specific guidelines for time/scheduling allottment for
each of these 2 learning areas, we will have a curriculum overview plan
that articulates in a practical way what have already said we want to
achieve. This curriculum administrative design allows us to work toward
an integrated 4 year curriculum wherein both basic and clinical science
are continuously involved.
5) The committee was asked to be prepared to discuss implementation
plans for the year 2000 curriculum revisions at the 11.11.99
Donald J Innes, M.D.