University of Virginia School
Pediatric Conference Room, 4:00 p.m.
Present (underlined) were: Gretchen Arnold, Robert Bloodgood, Megan Bray, Donna Chen, Eugene Corbett, Thomas Gampper, Wendy Golden, Donald Innes (Chair), Keith Littlewood, Veronica Michaelsen, Mohan Nadkarni, Chris Peterson, Jerry Short, Linda Waggoner-Fountain, Bill Wilson, Mary Kate Worden, Jonathan Hemler for Lisa Herrmann, Evan Lapinsky, Debra Reed (secretary)
The Curriculum Committee welcomed its newest member, Donna Chen. The Committee also expressed appreciation to former member Dan Becker whose term has expired.
The passing grade for USMLE Step 1 is being raised from 185 to 188. The predictive value of the scores on a physicians later career performance is unclear.
An article from the New York Times entitled " Devices to Take Textbooks Beyond Text" was distributed. The article discusses a new e-reader, eDGe, used for viewing e-textbooks. The new reader Gretchen Arnold from the Health Sciences Library noted that the readers such as this one and the Kindle are still in their infancy and will probably become much more user friendly in the future, allowing for extensive notetaking as well as much better rendering of graphics.
ED30. This is one of the most frequently cited LCME standards.
ED-30 The directors of all courses and clerkships must design and implement a system of formative and summative evaluation of student achievement in each course and clerkship.
Those directly responsible for the evaluation of student performance should understand the uses and limitations of various test formats, the purposes and benefits of criterion-referenced vs. norm-referenced grading, reliability and validity issues, formative vs. summative assessment, etc. In addition, the chief academic officer, curriculum leaders, and faculty should understand, or have access to individuals who are knowledgeable about, methods for measuring student performance. The school should provide opportunities for faculty members to develop their skills in such methods.
An important element of the system of evaluation should be to ensure the timeliness with which students are informed about their final performance in the course/clerkship. In general,final grades should be available within four to six weeks of the end of a course/clerkship.
Recent clerkship compliance with ED30 was distributed to the Committee. In general we are compliant. In some instances, the grades were late because of health related issues with the Clerkship Director or Coordinator. In some others, subject exam grades were received late from the NBME. Bill Wilson will bring this data to the Clerkship Directors at the next Clinical Medicine Committee. We will monitor this closely and take corrective action if needed.
Medical Education Building. Don Innes has visited the new medical education building and it is on target to open in May 2010. The AV equipment will unfortunately not be completely operational until July 2010.
System Leaders. Meetings are being arranged with Don Innes and the various system leaders to:
a. Complete fine-tuning of learning objectives
b. Review grouping of learning objectives into teaching units
c. Identify faculty who have been associated with the material in the current curriculum and to encourage participation the new curriculum
In January,it is planned that each system will meet as a system community.
Meetings of the MCM course faculty will need to be more frequent since their portion of the curriculum will begin in August 2010.
Teaching Resources in the School of Medicine. Wendy Golden asked how the system leaders should best make of the resources in Medical Education. Employees such as Heather Burns, Addeane Caelleigh and Veronica Michaelsen are available to help system leaders develop teaching activities and cases in their respective areas. Employees in Darci Lieb's office in Medical Education as well as others in the School of Medicine will be available to coordinate the various activities of each system including handout preparation, room scheduling, exam preparation, etc. Darci Lieb will work to maintain consistency among the systems.
Imparting Next Generation Curriculum Information to the Students. Every effort to distribute information about the new curriculum to the medical students will be made
Faculty Development. Susan Pollart, in charge of faculty development efforts in the Next Generation Curriculum, attended the Curriculum Committee to outline faculty development plans and ask for suggestions from the Curriculum Committee.
She outlined the various component of the ongoing faculty development:
a. Journal club meets every other week and will continue indefinitely. The group will review current literature regarding new teaching methods and is open to all faculty and interested parties.
b. A variety of new skill workshops with Casey White are planned (each lasting 4-6 hours). These workshops will be arranged for all system communities and will concentrate on developing and interpreting learning objectives, assessment and active learning techniques.
c. Two hour sessions to give faculty a change to develop and practice active learning techniques will be arranged in the Mock Classroom setting.
d. Consultant from other institutions with this type of curriculum will be visiting on a monthly basis to address the faculty.
e. Workshops on using the TEAL classroom will begin in July when the AV equipment is available. Standardized students/graduate assistants will be used to practice in the TEAL classroom.
f. The entire faculty development plan should be on paper with dates by mid January, 2010.
The Committee suggested staggering the hours and days of the week of all faculty development activities to allow all faculty access. Evens should also be publicized as early as possible to give clinical faculty as much time as possible to alter their schedules.
The Committee suggested putting all articles discussed in Journal Club on the web and announcing them to all teaching faculty.
If asked by the system leaders, Sue Pollart will attend the system group meetings to provide further information on faculty development.
Keith Littlewood, working on faculty development for the Simulation Center, will coordinate efforts with Sue Pollart. He is also available to meet with each system group to offer suggestions for use of the Simulation Center.
The Concerns Based Adoption Model (CBAM) will be used to evaluate our progress towards meeting the goals of the "innovations" we will introduce in the delivery of the new curriculum. Central to CBAM is the Innovation Configuraiton which is used to develop and apply descriptions of what the use of innovation looks like in practice. The Innovation Configuration ultimately leads to the Levels of Use survey which is a rubric that can applied in a classroom to measure our success with adopting the innovation.
Donald J. Innes, Jr., M.D.