Minutes 04.04.13

Minutes 04.04.13

University of Virginia School of Medicine
Curriculum Committee
Minutes – 04/04/13

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 McDanielBart Nathan, Amita Sudhir,  Linda Waggoner-Fountain, Casey White,  Bill Wilson,  Mary Kate WordenYasmin Poukazemi,  Jean-Baptiste Maitre, Derick Thiel, Guest:  Andrew Matz,  Debra Reed (secretary)

  1. Mulholland Report.  Andrew Matz outlined the findings from the 2013 Mulholland Report with the group. A PDF of the complete Powerpoint presentation is attached.

    The Top 5 Observations as noted in the report are:

    1. Excellent teaching by Attendings and House Staff
    2. Desire for more formal feedback during rotation
    3. Desire for more clarity in scheduling and expectations on multi-site rotations
    4. Desire for more responsibly in patient care
    5. Desire for more continuity with attendings

    The Committee discussed the report focusing on the highlighted concerns where follow-up is needed.

    Each Clerkship and Surgical Specialty must achieve the following:

    1. Clarity in scheduling and expectations especially on multi-site rotations is necessary.
    Review of the orientation/written expectations for the clerkships and specialty rotations shows OBGYN clerkship and the Urology and Plastic Surgery to be models. Request the clerkships and specialty rotations to use the OBGYN clerkship and the Urology and Plastic Surgery specialties as models.   This can be done with post-clerkship students on the Medical Education elective with faculty assistance writing and approving the expectations.  Good communication between the clerkship director and the teaching faculty at all sites is essential.

    2. Ensure formal mid-rotation feedback to the students.

    3. Ensure all clerkships at UVA are allowing/requiring students to write notes in Epic as approved at the Curriculum Committee meeting 2/21/13.

    4. Clerkships with varying patient populations (seasonal disorders, pediatric population as at Veterans Hospital) must address the lack of patient diversity, e.g. with UVA developed case studies, SIMPLE (medicine) or CLIPP (pediatric) cases.

    5. Define EPAs (entrustable professional activities) for medical competent students in each clerkship. Consider the following examples:
    1. Obtain social and family histories; review of systems
    2. Obtain vital signs
    3. Improve the quality and patient safety
    4. Work within inter-professional health care teams
    5. Demonstrate personal habits of lifelong learning
    6. Demonstrate professional behavior

    Examples of EPAs for residents can be found at


    6. Ensure that all students are aware of procedures for reporting unprofessional behavior during clerkship orientation. This is done in the Transition but must be reinforced during each clerkship orientation.

    7. Arrange for UVA lectures and Internal Medicine morning report available by Webcam or Podcast to students at all clerkship sites whenever possible.

    8. Work with your departments and residency directors to strive for more medical student continuity with attending physicians when possible.  Consider assigning teaching physicians to work with students in an on-going manner.

    The Curriculum Committee requests that each clerkship respond to each of the above issues. Some issues can be addressed immediately by improved communication with resident and atttending physicians and students.  Others are being addressed as this is written and still others will depend on patient care demands and educational support.

    The Curriculum Committee congratulated and thanked Andrew Matz with a round of applause for his excellent work in producing the 2013 Mulholland report.

  2. Criteria for Passing SIM.  The Committee discussed, amended, and approved the following criteria for passing SIM.

    Criteria for Passing Social Issues in Medicine

    1. Complete of 30 hours of community service (submission of time sheet)
    2. Completion of 2 required acceptable/satisfactory written reflection assignments (submission to Oasis)
    3. Participate in 2 reflective assignments in CPD groups about the community service experience
    4. Attend at 3 Outside Lectures (submission of form)
    5. Receive a satisfactory evaluation by community site supervisor


    A student cannot pass the course if they did not complete their community service activity, or did not submit their written reflection assignments, or did not attend the 3 Outside Lectures, or did not receive a satisfactory evaluation by their site supervisor.  

    If a student failed to perform their community service they would receive an Incomplete and have to do their service the following semester.  

    If a student did not submit their reflection assignments, or did not submit their completed Outside Lecture form, they would receive an Incomplete and have to finish these assignments by the final week of the spring semester.

    If a student received an unsatisfactory evaluation by their community site supervisor, a meeting would be called with the student and site supervisor to address the problems in their performance.

    April 4, 2013

  3. Criteria for Passing CPD.  The Committee discussed and approved a similar document (below) outlining criteria for passing CPD-1.  

      Criteria for Passing Clinical Performance Development 1 (CPD-1)

    1. Attend each weekly CPD small group session.
    2. Prepare for the sessions by doing required readings, etc as outlined in each weekly syllabus.
    3. Actively participate in discussions and skills activities during each CPD small group.
    4. Interview the "case patient" and orally present immediately following the interview. (Minimum of once every 6 weeks for each student)   Presentation components will be basic at first and model presentations of clerkships by end of CPD-1.
    5. Research & present an SDL (major and minor investigations/presentations a minimum of every 3 weeks; weekly individual learning objectives to be included in e-portfolio for topic review by faculty.
    6. Write up all hospital interview history and submit to e-portfolio for review by mentor.
    7. Perform at least one comprehensive patient history.
    8. Perform at least one complete & proficient physical examination.  Write up the findings for review by mentor or faculty observer.
    9. Perform self-assessments for each activity.
    10. Provide peer feedback for each activity.
    11. Complete e-SLP entries in a timely manner.
    12. Attend CPD lectures or view recorded lectures (student is responsible for material presented during lectures and this lecture content will be tested on exam).
    13. Pass OSCE scenarios each semester.
    14. Act with professionalism and respect for all patients, staff, and fellow students.

    April 4, 2013

Donald J. Innes