Minutes 12.18.08

Minutes 12.18.08

University of Virginia School of  Medicine
Curriculum Committee
Minutes
12.18.08

Pediatric Conference Room, 4:00 p.m.                       

Present (underlined) were: Gretchen ArnoldDan Becker, Robert Bloodgood, Megan Bray, 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, Jason Woods for Jason Franasiak, Kira Mayo, Debra Reed (secretary)

  1. NBME Examiner articles distributed:

                USMLE Moves to Next Step in Design Review
                Assessment of Professional Behaviors Prepares for 2009 Scale- Up

    "This process will be evolutionary... The entire process (of redesigning the USMLE tests) will likely take a minimum of four years -- and quite possibly longer -- before it will impact any test-taker."  --NBME Examiner, Fall/Winter 2008, Volume 55, Number 2       

  2. Clinical Service Work Hours.  The following statement is posted in the "Policies" section of the Medical Student Handbook website.   The Committee will amend the policy to include the "red underlined" text below.

    Medical students rotating on clinical services (clerkships, selectives and electives) should be subject to the same principles that govern the 80-hour work week for residents. Clerkship, electives and selectives directors are responsible for monitoring and ensuring that duty hours are adjusted as necessary. Student duty hours should be set taking into account the effects of fatigue and sleep deprivation on learning and patient care. In general, medical students should not be required to work longer hours than residents*. (Curriculum Committee 9/9/2004)

  3. MD/MBA Program.   It is proposed by Meg Keeley that several Law School and Graduate Arts and Sciences courses be included in the MD MBA Program.  The original agreement was only between Medicine and Darden.   It was agreed earlier that 4 courses would be equivalent to the 8 weeks of 4th year medical school credit that I had approved.  The following list of choices seem appropriate:
    GBUS 8435 Emerging Medical Technologies Seminar
    GBUS 8402 Survey of the Health Care Sector
    GBUS 884 Innovation
    GBUS 895 Darden Business Projects:  Venturing
    GBUS 895 Darden Business Projects:  Case Development
    GBUS 895 Darden Business Projects: Consulting

    The Curriculum Committee agreed that the courses offerings should be expanded to include those from the Law and Graduate Arts and Sciences programs upon approval of the School of Medicine Director of Electives (Meg Keeley).

    Meg Keeley is also plans to limit the number of weeks that these students can take non-clinical courses (Humanities/Ethics, Public Policy, Finance) when they return to medical school.  This would be at the director's discretion, but should follow general guidelines used for other student elective time. The Curriculum Committee supports this decision.

  4. ADE Teacher Coaching Program Mandatory Training Session.   Marva Barnett has been scheduled for a mandatory training session for coaches in that program at 4 on Thursday (Feb 12).  It may be worthwhile to have the entire Curriculum Committee attend that training session?  The Committee will decide whether to attend this session as a group at a January meeting.

  5. Next Generation Cells to Society Curriculum.    A copy of the updated Powerpoint presentation from last week was distributed.         E-mailed suggestions received from members of the Committee were incorporated.  Preliminary guidelines were formed. More work is needed on these.
     
    Mix of learning activities - case based learning, problem based learning, small group, lecture, laboratory

    Cumulative sessions within each system for multi-system conditions and diseases (e.g. physiologic changes in pregnancy, multi-system autoimmune conditions, or the manifestations of multiple system failure before death from cancer, or hepatic failure, etc.)

    Carefully manage the interface between Foundations and CPD and SIM/EX

    Learning Environment must be learner centered

    Objectives, Assessment, and Methods must be aligned

    Formative assessments are essential for both teachers and students to monitor progress.

    Context and connections to other knowledge, skills, and attitudes

    And
    1. Teachers must connect to and work with existing knowledge skills and attitudes of students.
    2. Some subject matter must be taught in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge.
    3. Teaching of metacognitive skills should be integrated into the curriculum in all subject areas.

    The Committee then identified individuals for leadership roles in the development of the Systems and the proposed Foundations course. Please see attachment. Certain participants should be included in all Systems Community planning groups. 

    Systems Community  (participants):

    Physicians - General Medicine, Specialty, Geriatric, and Pediatric
    Pathology
    Medical Imaging
    Basic Scientist(s)                                                
    Immunology
    Biochemistry
    Genetics
    Pharmacology
    Histology/Physiology        
    Librarian (decision sciences)
    Public Health                       
    Nurse and/or therapist
    Professionalism/Ethics/Cultural
    Social Issues
    4th Yr Student
    Resident physician(s)
    Other

    Each planning group will be charged with drafting a curriculum for a system using guiding principles. Suggestions of other people to include on the Systems Communities will be forwarded.

Donald Innes
dmr