Minutes 01.23.14

Minutes 01.23.14

University of Virginia School of Medicine
Curriculum Committee
Minutes – 01/23/14

Pediatric Conference Room, 4:00 p.m.

Present (underlined) were: Gretchen Arnold, Stephen Borowitz, Elizabeth Bradley, Megan Bray,  Donna Chen,  Peter Ham, Donald Innes (Chair),  Sean Jackson,  Keith Littlewood, Nancy McDanielBart NathanSabrina NunezTheresa Schlager, Neeral Shah, Amita SudhirLinda Waggoner-Fountain, Casey White,  Bill WilsonMary Kate Worden,  Derrick Thiel (alternate Mary Grace Baker), Lee Eschenroeder, Brian Wakefield,  Debra Reed (secretary)

  1. Clerkship Grades for the Class of 2014 (complete) and for the Class of 2015 (thus far) were reviewed.  The Committee asks that the Clerkship/PostClerkship Committee also review the compilation of all the grades at their next meeting on 1/27/14.   

    Questions centered around the alternate use of an “Incomplete” (rather than a “D”) on student transcripts for students not earning a passing grade on the Shelf exam but passing on a subsequent attempt(s) and the method of grade calculation when this occurs were raised. The grade used in the calculation should be the original grade. Faculty reviewing resident applicants should be made aware of repeated attempts to pass an exam.  The Committee will discuss this with input from the clerkship directors at a subsequent meeting.

  2. Cardiovascular System Review

    Conclusions 2013:
    System Leadership:
    As they did in 2012, the students heaped praise upon the Cardiovascular System leadership. They continue to find Dr. Dent to be kind and concerned about their learning, as well as being a passionate and skilled educator.
    Content Delivery: The students commented positively on the variety and volume of active learning sessions. In general they seemed to like the small group work, and felt that it positively impacted their learning. Students also appreciate how concepts were repeated and reinforced across the weeks of the System.
    Organization of Material:  The biggest challenge to the students seems to be the overall organization of the material in CV. Students often referred to other Systems that generally covered normal physiology and anatomy first, and then pathology. Additionally, students felt that the pharmacology material was confusing, and reordering some of it could be beneficial to overall learning.

    Cardiovascular Self-Study

    Recommendations 2013:

  3. Pulmonary System Review

    Conclusions 2013:
    Physiology Content:  In direct response to students’ concerns last year, this year’s physiology content was much improved and very well received. The students praised Dr. Moyer’s teaching style, knowledge, and enthusiasm. They appreciated the tools and resources he provided to support their learning. Similarly, the students felt the Pathology material was extremely useful, clinically relevant, and well delivered by Dr. LeGallo.
    Learning Objectives: As last year, students commented that the learning objectives need refinement and they need a stronger and more direct link to assessment questions. Students found them too broad or vague, and not useful to their learning. Additionally, they didn’t feel that they were well matched to practice questions/quizzes or assessments.
    Clinical Relevance: As in years past, students continue to praise the Pulmonary System for the clinical relevance of the material. Their major concern is that more clinically relevant cases be included in the System, and that they are presented at a level appropriate for 2nd year medical students.
    System Resources: Students were quite vocal in their frustration regarding the provision of PowerPoints and resources in a timely manner. In general students expect their materials to be provided in a final form several days prior to sessions. It seems that due to technical issues or other barriers, this was challenging in the Pulmonary System this year.
    System Leaders and Faculty: The students felt Dr. Gay and Moyer were very kind and responsive to student feedback. Additionally, they commented that the faculty were enthusiastic in their teaching.

    Pulmonary Self-Study

    Recommendations 2013:

  4. Renal System Review

    Conclusions 2013:
    System Leadership:
    For the third year running, the students had high praise for the System Leaders. As in the past years, the students found them to be strong administrators, passionate about teaching, and responsive to their concerns.
    Organization of content: The students commented very positively on the overall organization of the System’s content. They found bother the within week, as well as across week organization to be useful for learning. They felt that frontloading weeks with foundational material was supportive of their learning, as was revisiting material across the weeks. The also appreciated the ordering of anatomy, physiology, and pathology.
    PRLs:  This System heavy utilized pre-recorded lectures. Many students commented on how much they liked this, as it allowed for meaningful application of material in class through the use of clinical cases. However many students also commented that the PRLs could be improved. Specifically students stated that they should be reviewed for level of difficulty, balance between in-class lectures and PRLs, ordering of PRLs in relation to class sessions, and redundancies between the PRLS.
    Clinical Orientation:  Again as is years past, this System was praised for its strong clinical orientation, helping students frame and retain the information that they are learning through clinical application of the material.

    No Renal Self-Study available.


  5. Emergency Medicine Elective Experience.  Keith Littlewood announced that the Emergency Medicine Elective experience in the Simulation Center has now moved from last years research project to an elective.  He wants to make sure that the Curriculum Committee is aware when simulation resources are obligated to new, standing experience for purposes of transparency and stewardship.

    The Committee approved continuing this experience as an elective while keeping in mind the limited resources of the Simulation Center Laboratories and the demands on student time. As new experiences and requirements develop programs will need to be re-evaluated.

    The Committee requests the data gleaned from the research project on the feasibility and usefulness of the experience.

  6. Interprofessional OSCE In the Transition Course.  This OSCE was developed as part of a grant.  Unfortunately the OSCE is not part of the 2014 transition course because the grant funds have been exhausted.  The Curriculum Committee needs to be made aware of outcome information from this and any other grant affecting the curriculum in a timely manner such that if the exercise is of value and the Committee has the opportunity to consider continuing the program.  Funding could be requested from the School of Medicine.  Nancy McDaniel, Director of the Transition Course, will make inquiries and report back to the Curriculum Committee. 

Donald J. Innes, Jr., M.D.
Debra Reed