Minutes 08.30.12

Minutes 08.30.12

Minutes 08.30.12

University of Virginia School of Medicine
Curriculum Committee Executive Management Group
Minutes – 08/30/12

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  Guests:  John Herr, Donna Chen   Debra Reed (Secretary)

  1. Translational Science.  Dr. John Herr outlined the Translational Science (TS) course developed for graduate students in the School of Medicine.  Translational science is a complex of intellectual disciplines which focus on the discovery of new basic scientific knowledge and its effective dissemination and utilization by society. This course is designed for the second semester of the first year of graduate school.

    The vitality of the American health care system depends upon a scientific workforce skilled in creative discover, innovation, clinical testing, and entrepreneurship. …The Essentials of Translational Science Curriculum will introduce students to topics that will help them be leaders and innovators in health care, think creatively about new product concepts and services, develop skills that will allow them to seize opportunities for intellectual property creation, promote proof-of-concept research, partner successfully with industrial sponsors, foster commercialization and entrepreneurship, and strengthen the flow of medical discoveries into society to optimize their societal impact… This curriculum emphasizes lectures by experts, case study analyses, and interdisciplinary opportunities with basic scientist inventors, patent lawyers, clinical trials design coordinators, business and management leaders, angel and venture capitalists, and FDA regulators.

    The modules in this course are:

    Module for discovery, characterization and validation (emerging paradigms and enabling platform technologies in medical innovation.
    Module on late stage development
    Module on patenting, intellectual property and technology transfer
    Module for clinical research (design and execution of clinical research)
    Module on regulator affairs
    Module on entrepreneurship
    Bootcamp for incorporation
    Capital formation: how does it all work
    Mergers and acquisitions
    SBIR Procedures
    Module on Partnering

    The Executive Management Group discussed this course with Dr. Herr in light of the LCME accreditation standard - ED-17-A.
    The curriculum of a medical education program must introduce medical students to the basic scientific and ethical principles of clinical and translational research, including the ways in which such research is conducted, evaluated, explained to patients, and applied to patient care.

    The faculty of the medical education program should develop explicit learning objectives (knowledge, skills, behaviors, and attitudes) to meet the requirements of this standard. One example of relevant objectives is contained in Report IV of the AAMC's Medical School Objectives Project (Contemporary Issues in Medicine: Basic Science and Clinical Research).

    There are several ways in which the medical education program can meet the requirements of this standard. They range from separate required coursework in the subject to the establishment of appropriate learning objectives and instructional activities within existing patient-focused courses or clerkships (or, in Canada, clerkship rotations) (e.g., discussing the application of new knowledge from clinical research in bedside teaching activities, offering mentored projects, or conducting journal club sessions in which medical students explore the development or application of clinical and translational research).

    The Committee asks that Dr. Herr contact Meg Keeley to establish this course as a School of Medicine elective offering for medical students. Medical students seeking academic careers would likely be interested in taking this elective.  A review of current endeavors (learning objectives) fulfilling ED-17a in the SOM undergraduate curriculum will be undertaken. The Pre-clerkship and Clerkship leaders will be asked to identify elements of TS in their units; X-Credit will be queried. Incorporation of some elements of the BIMS course into the SOM undergraduate curriculum may help us fulfill our desire to introduce students to the proper conduct and evaluation of research; how it is ethically explained to patients and applied to patient care.  Some of this material is already covered in CPD, SIM, clerkships and DX/RX, translation science should be developed as a thread through the four years of the curriculum. 

    TBL Organization
    .  Donna Chen, Bart Nathan, and Mary Kate Worden discussed the current criteria for Team Based Learning sessions in the NxGen Curriculum. TBL Education Group (TBLEG) was formed 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 TBLEG must be provided materials for review in a timely manner and instructors and/or system leaders and a TBLEG representative must come to agreement on the materials for a TBL session based on the established criteria. See attachment.

    The requirements that must be met for an activity to be called TBL were outlined (See attachment).  Elements of the TBL (i.e. iRAT questions, case presentations, choice cards, etc.) may be used in other student activities. Unless these activities adhere to all TBL requirements, they will not be deemed TBL activities in Oasis or any other material. TBLs must be approved by the Team Based Learning Review Committee with materials presented to the committee for approval at least one week prior to the activity.  Recommendations after review by this group must be addressed prior to the TBL to obtain TBL designation.  The Curriculum Committee will monitor the systems for adherence.

  2. TBL Attendance Policy
    Attendance at TBLs is required. A student who does not attend will receive a zero for the formative grade for the session and a concern card will be generated. One warning will be issued for the first missed TBL. A concern card would be given for the second and subsequent absences.

    For faculty: Absences during TBLs are addressed in a more stringent manner than those for other required activities due to the evaluation process. At the start of the first year students will be sent a policy reminder if they are absent during the Orientation non-graded TBL.  They are allowed one-warning e-mail for missing their first graded TBL of the year. All other missed TBLs will immediately generate a “concern card”.

    The TBLEG group will track absences over the course of the pre-clerkship curriculum, as only the TBLEG group collects the data across all systems.  It is relatively easy to track because a systems leader can tell online within the first 5 minutes whether someone has failed to log in to the IRAT.  The support staff will provide the TBLEG a list of students who missed taking the IRAT and therefore are absent. The TBLEG facilitator will also “eyeball” the activity during the application exercise.  If anyone is missing at that point (a group has less than 6 members), that would indicate someone left before the session ended, this would also be considered as an absence.

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

 

Criteria for Team-Based Learning (TBL™) sessions in the NxGen Curriculum:

To qualify as a TBL session in the NxGen Curriculum, the session must meet minimum TBL requirements and support successful teamwork training. The teamwork element is a critical part of our professionalism thread.

Keys to Creating Successful Teams
Elements that help build successful working and learning teams include:

1.    Team members must have numerous opportunities to work together over time.
2.    The teams must be large enough to have sufficient resources (i.e., 5 to 7 members)
3.    Team activities must be sufficiently challenging and require students to apply important session concepts to reach decisions.
4.    Students and teams must have frequent feedback in order to assess team performance
       and identify areas for improvement.

Appropriate RAT questions (TBL sessions may have 6-10 RAT questions)
RAT questions are formative assessments:

  1. RAT questions are MCQs with a single correct answer option.
  2. Answers to RAT questions must be linked to LOs and resources.


Appropriate Group Application Exercises (GAEs)
The GAEs should follow the "4-S's" rule (Michaelsen et al, 2008):

  1. The GAEs should address SIGNIFICANT problems. In other words, to create energy,
    motivation, and collaboration, the GAEs should have significance to future physicians—they
    should be meaningful and interesting to the students.
  2. All teams should work on the SAME problems, cases, or questions that are designed to
    promote critical thinking, rather than simply knowledge recall
  3. GAEs should be designed such that teams must apply session learning objectives and
    concepts to make a SPECIFIC choice.
  4. Choices from all teams should be reported SIMULTANEOUSLY.

To stimulate good discussions, GAE questions should have multiple "correct" answer options, although one answer may be the best choice.

References

Michaelsen, L K., Fink, L.D., & Knight, A.B. (Eds)(2004). Team-based learning: A transformative use of small groups in college teaching. Sterling, VA: Stylus Publishing.

Michaelsen, L K., Parmelee, D.X., McMahon, K.K., & Levine, R.E. (Eds){2008). Team-based learning for health professions education: A guide to using small groups for improving learning. Sterling, VA: Stylus Publishing.

Michaelsen, L.K., Sweet, M., Parmelee, D.X. (Eds) (2008). Team-based learning: Small-group learning's next big step. New Directions for Teaching and Learning 116. San Francisco: Jossey-Bass.

 

Authors: Elizabeth Bradley PhD, Donna Chen MD, Melanie McCollum PhD, Bart Nathan MD, Mary Kate Worden PhD