University of Virginia School
Minutes – 05/15/14
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 McDaniel, Bart Nathan,
Sabrina Nunez, Theresa Schlager, Neeral Shah, Amita
Sudhir, Linda Waggoner-Fountain, Bill Wilson,
Mary Kate Worden, Jonathan Pomeraniec, Deirdre
Goode, Derrick Thiel, Debra Reed (secretary)
- Guidelines For The Teacher-Learner Relationship
The Curriculum Committee approved the Guidelines for the Teacher-Learner Relationship. The guidelines had previously been approved by the UVA SOM Medical Student Advocacy Committee May 13, 2014.
- Attestation Statements
The attestation website appears to be working well. The plan is to send individuals not completing the attestation a final reminder with a copy to their chair. We will expand to all departments with clinical teachers over the next two weeks.
- Residents As Teachers
The training of residents for teaching and assessment is both web-based and departmental. Department chairs are being required to ensure that all their residents have received training in teaching and assessment.
The University of Virginia has a long tradition of teaching that can be traced back to its Jeffersonian roots. As residents, while you are indeed here to learn and to hone your clinical skills, you also will play an integral role in educating UVa medical students. To that end, we realize you may have received limited training about how to teach.
Your residency program will be providing curriculum content in this area and teaching skills sessions will be available at the institutional level. Also available to you, should you choose to participate, is a program entitled “Excellence in Medical Education” for which you can receive a certificate for your participation. In addition, we have created a website that includes a variety of useful resources to facilitate your teaching:
a) Access to goals and objectives for each of the major clerkships – this will help you understand what students are expected to learn on different services
b) Educational modules to teach you to: provide feedback, precept, teach on the fly, and utilize the TEACH model developed at UVa c) Sample teaching cases with suggested approaches d)
Resources, including videos of physical exam skills, relevant articles and books on teaching, etc.
Other things are available on the site as well so we strongly encourage you to take a look at it and bookmark it as a reference. The site address is:
- Mulholland Society Report
A report from the Mulholland Society regarding administrative responsiveness was discussed and the general consensus was that an up-to-date "blog" linking out directly from the front page of Student Source with big picture action items/minutes from SMEC, Friday Forum, Curriculum Committee, etc. was feasible and would be productive for all. This will be explored further at the next Mulholland meeting on the May 26.
The Mulholland Society generally agreed that the administration does more than an adequate job of keeping students informed of concerns and changes and that the perception of responsiveness is likely dependent on specific classes and students. That said, a few interesting ideas were raised:
- Increased transparency from SMEC and curriculum committee meetings. - Improving CSL meetings. - Consider a handout or email at the start of each system detailing specific changes from the previous year. - Consider a formal newsletter.
- Reflection on the Next Generation Curriculum – the Nine
Aspirational Goals from 2009
At a retreat in 2009 aspirational goals were constructed from the premise of “Reflecting back at the graduation of the first class completing the “Next Generation “curriculum [Class of 2014] what would we want to say about the “Next Generation” curriculum that we had fashioned”? These eventually became our design principles. Here they are from 2009:
Learning is communal – it transpires in relationship with others. We build community within faculty/faculty, faculty/student, and student/student relationships to maximize the quality and quantity of learning. We focus on what is best in our students and in each other. We exchange ideas and experiences openly, considerately, and frequently within and across systems, clerkships, and disciplines to ensure curricular relevance, integration, and coordination.
Our commitment is to learn and inspire learning. Excellence in medical education is valued by our department chairs and recognized and rewarded – professionally and financially – by the School of Medicine. Educational activities are important factors in career advancement and the standards for demonstrating qualitative and quantitative evidence of educational excellence are clearly documented.
We educate and train physicians to regard patients and families as partners in planning, managing, and improving patient health and well-being. Students practice patient-centered care by developing and demonstrating the professional and humanistic behaviors and clinical skills as defined by the 12 competencies required of the contemporary physician.
As scholars, we maintain a core curriculum comprised of the most relevant, foundational, and current content and educational experiences to insure students’ readiness for residency. The core curriculum is built upon specific and measurable learning objectives that are appropriate to each curricular phase and students’ level of understanding and experience. We assure the thoughtful and consistent integration of basic science and clinical content across and within all systems and clerkships.
We evaluate our systems and clerkships regularly to ensure faculty have the necessary knowledge, skills, and attitudes to achieve stated learning objectives. We provide ongoing professional development and educational training support to promote skill development and encourage educational innovations.
We employ a diversity of active and experiential educational strategies to inspire learning and foster the application, analysis, synthesis, and evaluation of basic and clinical science knowledge in the context of clinical practice. Educational technology is used appropriately and effectively to enhance the learning environment. Students own their education, apply critical thinking and reasoning skills, and are prepared to engage in learning experiences daily.
We design and implement our curriculum with the end in mind by designating the 12 competencies required of the contemporary physician as the set of objectives for medical education. All courses and clerkships incorporate competency-based learning objectives that reflect the 12 competencies. We ensure that each student meets defined levels of clinical performance proficiency prior to clerkship rotations and residency training.
Assessment & Evaluation Program
Our assessment and evaluation program determines the degree to which curricular goals, including competency-based objectives, are achieved. Formative and summative assessments are regularly administered to students. We study faculty teaching and measure student outcomes using fair, reliable, and valid instruments. We analyze the alignment of educational methods and student assessments with system and clerkship learning objectives. Student, faculty, and program-level outcome data are used by the Curriculum Committee for continuous curricular improvement.
Resources, Tools, & Expertise
We have the resources – personal commitment, knowledge and skills, dedicated time, and salary support – to engage in curricular design and implementation. We have access to instructional design, educational technology, and faculty development experts.
The Curriculum Committee is asked to comment on each. One member expressed surprise that this was from 2009 in that it very closely describes that actual curriculum we have today.
Donald J. Innes, Jr., M.D.