University of Virginia School of
Minutes – 03/21/13
Pediatric Conference Room, 4:00 p.m.
Present (underlined) were: Gretchen Arnold, Robert Bloodgood, Stephen Borowitz, Megan Bray, Donna Chen, Peter Ham, Donald Innes (Chair), John Jackson, Keith Littlewood, Nancy McDaniel, Bart Nathan, Selina Noramly, Theresa Schlager, Amita Sudhir, Linda Waggoner-Fountain, Casey White, Bill Wilson, Mary Kate Worden, Courtney Chou, Jean-Baptiste Maitre, Debra Reed (secretary),
Residency Placement. The Committee reviewed the results of Match Day for the Class of 2013. Results were similar to previous year. Most students were matched with their top choice of residency programs. These results are available on the web at:
The section 2000-2013 Residency Placement by Specialty shows no striking trends year-to-year. Twenty-five graduates will be doing all or part of their residency program at the University of Virginia. The University of Virginia Class of 2013 (December 2012 & May 2013) matched to wide range of highly competitive programs in 33 states.
Class of 2016 Clerkship Calendar 2014-15. The Committee reviewed and approved the proposed schedule. Meg Keeley and Nancy McDaniel explored variations in the proposed schedule to allow additional intersession periods, but were satisfied that give the constraints of our patient population and class size current schedule is optimal. The mid-clerkship intersession will be retained and likely be designated a vacation week for 2013-2014. This approved schedule will be posted on the SOM website.
CPX OSCE. The Committee discussed whether successful completion of the CPX OSCE at the end of the clerkship period should be a requirement for graduation. The Committee voted to require a “passing” grade for the CPX OSCE. This grade will become a part of the student’s record. Casey White will define passing standards for each of the stations in the CPX OSCE. Clarity of the remediation mechanism for nonpassing scores is also in development and will be brought to the Curriculum Committee for approval. At the present time, passing the CPX OSCE will not be required before the student can take the CS2 exam but must be passed before graduation.
Clerkship Grades. Clerkship Grade submission dates for SMD14 were reviewed and it was noted that all were submitted either ontime or within the grace period – all within six weeks.
NBME Results. Final results for USMLE Step 1 for First Time Takers in 2012 and USMLE Step 2 (CK) for First Time Takers 7/12 – 1/13 were reviewed. For Step 1 the histogram shows all discipline and organ system areas at or above the mean. It does not appear any change is needed in curriculum. The mean UVa scores are closer to the national mean than in the past several years. Previous results can be found at:
USMLE Step-2 results are at the mean but only show the 25 students who took the exam after July 1, 2012. Most of our students take the exam in the period between the end of clerkships and June 30. In this period the mean was 250 UVA / 237 National.
Endocrine/Reproductive System Reviewsp; The Curriculum Committee discussed the 2012 Endocrine/Reproductive System review compiled by Elizabeth Bradley.
System Leadership: Similar to last year, the students gave high praise to the System Leaders, Drs. Bray and Dalkin. The students appreciated their supportive and caring nature, as well as their excellent teaching and passion for medical education. The students praised the System Leaders for the responsiveness to feedback and flexibility.
Integration: Student comments indicated a high level of integration in Endo/Repro, both of material within the System and of material from prior Systems. They would like to see even more.
Clinical Relevance: As with almost all Systems, the students were very appreciative of the degree to which the content was placed in a clinical context. This makes the learning even more relevant and long-lasting for the students. The daily clinical cases (both in class and at home) were instrumental in this effort.
Active Learning and Engagement: Student comments were mixed regarding active learning. There were many students that were grateful for the engagement sessions, including then TBLs and other small group work. They felt if helped them deeply learn the material. But there were possibly equally as many comments form students that aid there was too much active learning, and that more lecture would be useful. This may not be an uncommon dichotomy across the systems.
Learning Objectives and Resources: The students felt that the learning objectives could continue to be refined and more specifically linked to the learning resources.
System Organization: Again this year, the students commented that the material could be re-ordered to achieve a better flow, and even better integration. However many students also commented that the organization, flow, and reinforcement of material across the System was useful to their learning.
The Committee discussed this with System Leader Megan Bray. Learning Objectives have already been edited with the help of Michele Yoon and Casey White and forwarded to instructors for approval. The following are “actionable” recommendations.
Endocrine/Reproductive System Recommendations - March 2013
1. Continue refinement of the learning objectives by increasing the specificity and improving the linkage to lectures and assessments. 2. Additional meaningful quizzing or in-class activities requiring higher level Blooms would help the students and increase engagement satisfaction. This should apply to both in-class and “homework”. 3. The organizational structure should be optimized for the most logical sequence with consideration given to availability of faculty and limited curricular time. As always use your best judgment. 4. Keep up the good work. Your passion for teaching and supportive and caring nature and flexibility is commended.
Hematology System Review. The Curriculum Committee discussed the 2012 Endocrine/Reproductive System review compiled by Elizabeth Bradley.
Clinical Relevance: The students appreciated the degree to which the material in Heme was placed in a clinical context.
The Faculty: The students broadly praised the faculty in the Hematology System, recognizing their depth of expertise and excellent teaching
Case-work and Active Learning: The students estimated that they spent 50% of their time actively learning. The case discussions and group work were likely strongly responsible for this. The students appreciated these activities and how the impact on student learning. They did suggest that the case sessions be reworked to better use the time, explain that perhaps a full review of the case and the materials after the group work isn’t necessary. Several students commented that the discussions became redundant and that their attention drifted.
System Organization: The students felt the System was well-planned, with the material building on itself, and on material from prior Systems. This was especially beneficial to students as they prepared for Boards (student perspective). Additionally, the students appreciated the Independent Study time, again as it allowed them additional study time. They did however suggest that there be fewer required sessions, as many students felt it was not optimal to their learning and it interfered with their time for studying for boards (student perspective).
Learning Objectives: The students commented that they learning objectives could be refined, that many were too broad or vague. Perhaps because of this, they also felt that the textbook was not a good resource for answering the LOs.
The Committee discussed this with System Leader Don Innes. Adoption of a new textbook will be explored but a better Hematology textbook specifically geared to medical students has not been found. The following are “actionable” recommendations.
Hematology System Recommendations - March 2013
1. Continue refinement of the learning objectives by increasing the specificity and improving the linkage to resources. 2. Review availability of hematology textbooks for medical student learning; consider replacement for the Hillman - Hematology in Clinical Practice text. 3. Keep up the good work. Your passion for teaching and supportive and caring nature and flexibility is commended.
Items Discussed by the Executive Management Group 3/14/13 and approved by Curriculum Committee on 3/21/13. These items will be communicated to the appropriate parties.
Thread Leaders. The Committee approved a Histopathology thread leader be created in that pathology is the most direct application of histology to medicine although connections to physiology and patho-physiology are also appreciated. They also approved another thread for Human Sexuality that would include the current LBGT thread. Anita Clayton has the expertise and interest for the Human Sexuality thread and Robin LeGallo for the Histopathology thread.
Elections are needed. For the Pre-clerkship, Clerkship/Post-clerkship, and Thread Leaders Committees are reminded that each committee is responsible to the Curriculum Committee and Dean and that each committee must elect a chair or co-chairs in the case of the preclerkship committee elected from the membership with the approval of the Curriculum Committee and rotating every three years.
Developing new leadership Clerkships, systems and other courses should whenever possible develop new generations of leaders. These new leaders should have the interest and ability to inspire and nurture students and other faculty; should look beyond management duties to encompass new technology, changing demographics, and new knowledge of what and how we learn.
Academy of Distinguished Educators (ADE) 9th Medical Education Research and Innovations Poster Session.
The ADE website is:
The ADE Spring 2013 9th Annual Poster Session activities:
Monday, March 25-Friday, March 29, 2013, outside the Claude Moore Health Sciences Library
Reception: Wednesday, March 27, 2013, 5:00 p.m.-7:00 p.m., inside the Claude Moore Health Sciences Library.
The Brodie Medical Education Lecture/Medical Grand Rounds/Medical Education Grand Rounds:
Thursday, March 28, 2013, 12:30-1:30 p.m., Claude Moore Medical Education Building, Auditorium (third floor)
Topic: Humanism as Activism—Preparing Future Champions in the New Medicine
Presented by: Arnold P. Gold MD, Chair Emeritus, Board of Trustees, The Arnold P. Gold Foundation, Englewood Cliffs NY, and Professor of Clinical Pediatrics and Neurology, Columbia University College of Physicians and Surgeons, New York NY; Sandra O. Gold EdD, CEO, The Arnold P. Gold Foundation, Englewood Cliffs NJ; Ponnila Marinescu MD, PGY-2, Obstetrics/Gynecology, UVA; and Era Kryzhanovaskaya, SMD13, UVA
**This talk is co-presented with the Brodie Medical Education Award Committee, Academy of Distinguished Educators, and Medical Education Research Week
Curriculum Committee members are encouraged to review the posters and attend the ADE activities.
Donald J. Innes, Jr., M.D.dmr