CC Minutes 03.29.12
University of Virginia School of
Curriculum Executive Management Group
Minutes – 03/29/12
Pediatric Conference Room, 4:00 p.m.
Present (underlined) were: Peter Ham, Donald Innes
(Chair), Keith Littlewood, Nancy McDaniel, Bart
Nathan, Casey White, Mary Kate Worden,
Debra Reed (secretary)
Policy on Academic and Professional Deficiencies. University counsel approved the Policy. The Curriculum Committee Executive Management Group discussed the final draft and voted to adopt the policy effective April 1, 2012.
Team Based Learning Policy. Guidelines being developed for the Curriculum including guidelines for Team Based Learning and Laboratories were discussed.
Team Based Learning (TBL) activities are an important part of our curriculum. TBLs should be used when appropriate to the knowledge, skills and behaviors to be learned and applied. To further TBLs as a forum for collaborative work with reflection and maintain a consistency across systems there must be an average of at least one TBL per two weeks. A TBL Education Group (TBLEG) has been formalized within the Office of Medical Education to manage and maintain TBL consistency. All TBLs must be managed through the TBLEG. This includes assistance with selection of appropriate topics for TBL exercises, development of the materials and orchestration of the session. The contact person for TBLEG is Dr. Casey White (924-1681). TBLEG will train faculty in TBLs. It is expected that faculty would learn the basics of TBL through a course(s) and/or experience under the guidance and supervision of the TBLEG. Then after becoming competent in TBLs under TBLEG supervision, implement and teach a TBL independently.
In regard to becoming competent in TBLs Keith Littlewood noted that the SIM center has similar procedures for simulation activities. The group also agreed that standardization of TBL and laboratory activities is essential for continuity of the curriculum. Activities that do not follow the guidelines set forth for TBL may not be referred to as TBL in schedules or in class. The TBLEG will be responsible for approving all TBLs in the curriculum. The CCEMG approved the policy on TBLs with the caveat that it may need modification as issues arise in implementation.
Laboratory activities e.g. anatomy, histology and pathology laboratories, can provide a rich venue for active learning with peer or instructor evaluation. To be designated "required" laboratories must have evaluation of content and evaluation of student engagement by either peers or instructor.
Laboratory activities and how best to evaluate students during or after the lab was discussed. Some labs in the curriculum are more team based than others and variable methods to evaluate students (i.e. faculty/resident evaluation, quiz, peer evaluation) will be necessary. The Group agreed that a student absence in a team based learning experience is detrimental to the team and therefore students who are absent during those activities must incur a penalty.
- Shelf Exam Component of Clerkship Grades. A report of
the percentages that the USMLE shelf exams contribute to clerkship
grades was distributed.
NEUROLOGY 10% OBGYN 25% PEDIATRICS 25% MEDICINE 33% FAMILY MEDICINE 35% SURGERY 40% PSYCHIATRIC MEDICINE 50% PERIOPERATIVE/ACUTE CARE 0% (no shelf exam available) GERIATRICS 0% (no shelf exam available)
The Committee agreed that this component should be more uniform across the clerkships. This will be discussed with the Clerkship Directors and more consistent use of the USMLE shelf exam scores will be developed.
Clerkship Organization. The Group reviewed a draft of a proposed clerkship schedule. The schedule includes one-week intersessions between each of the blocks that would the shelf examination for the previous clerkship block, activities to prepare the student for the next block, e.g. workshops, basic science reviews, and time for College Dean and mentor meetings. The need for ambulatory care education and integration of the clerkships in a block could be further managed by including one or more afternoons in clinic in specialties over the course of an entire block. Student assignments might still use a lottery to give the students a choice for the first block in the rotation with some trading allowed.
Donald J. Innes, Jr., M.D.