Working Group on Clinical
Skills Education


Present: Darci Lieb, Evan Heald, Nancy Payne, Anne Chapin, Elizabeth Bradley, Keith Littlewood, Veronica Michaelsen, Mary Bryant.

Absent: Melanie McCollum, Seki Balogun, Walter Davis, Brian Wispelway, Mark Kirk, Marcus Martin, Eugene Corbett, Student Rep

At today's meeting, the WG discussed its curriculum committee recommendation priorities in light of the recommendations of the Dean's Educational Task Force as well as the discussions that took place at the educational retreat on Sept 20. The following represent the WG priorities for both immediate action, and those also of higher priority in an effort to begin improving the clinical skill curriculum at UVA. Items whose development is currently underway in the SOM are not included in the following list of action items, but the WG continues to support these important efforts (curriculum content integration, the establishment of a procedural skills course).

Projects for Immediate Action:

  1. Create a four-year faculty and student mentorship program.
    The Working Group will draft a proposal for the mentorship program at the next meeting
  2. Adopt the Working Group modified set of the AAMC recommended clinical skills and incorporate their learning and assessment into the UME curriculum.

    The Working Group will map the Skills list to the courses, clerkships and electives across the four years to determine the current coverage of the list, and will make recommendations to fill in the gaps for more complete coverage of the skills list in the curriculum.

  Additional Priorities for Sooner Action:

  1. Establish a clinician leadership position in the School of Medicine to oversee clinical performance education. Without such leadership, the success of programmatic improvements is compromised.
  2. Integrate and enhance physical examination skill learning in years 1 through 4 (related to #2 above).
  3. Review and expand the clinical skill passport concept.
  4. Centrally coordinate and improve the system of clinical skills assessments.
  5. Create skill improvement programs individualized to each learner and competency.
  6. Continue effort to improve teaching valuation and faculty development programming

The WG also discussed its original charge from the Curriculum Committee, namely to facilitate the integration, coordination and implementation of improvements in clinical skills education activities throughout the four years of the undergraduate medical curriculum.* The WG remains cognizant of and committed to achieving this goal.

Next meeting: November 11, 10:30-12:00, HS Library Classrooms

May 2, 2007 WG Charge:

UVA SOM Curriculum Committee
Working Group on Clinical Skills Education

In order to enhance the effectiveness of curricular activities focused upon the clinical skill development of medical students, the Curriculum Committee of the School of Medicine is establishing a Working Group. The purpose of the working group on clinical skills education (WGCSE) is to facilitate the achievement of an integrated four-year developmental clinical skills curriculum in the School of Medicine which ensures that each student meets a defined level of basic clinical performance proficiency prior to graduation. The membership of the Working Group is designed to bring together the leadership of the major curricular activities involved in students' skills education.

With the establishment of the WGCSE, a number of "next step" tasks can be more effectively addressed:

  1. Link clinical skills teaching and assessment activities throughout the four years of the curriculum;
  2. Create a more standardized clinical skill development process that reflects the 12 objectives of undergraduate medical education;
  3. Expand formal clinical skills teaching throughout the clinical years, thereby addressing the learning of a wider variety of basic clinical skills;
  4. Expand opportunities for specific skills assessments and remediation;
  5. Enhance faculty and resident educational development with emphasis upon clinical skills teaching in small groups and in bedside rounding;
  6. Establish a database for tracking and evaluating clinical skills education outcomes.

As with all curricular processes, this is a work in progress. It is likely that the content and priorities of this curricular effort will change as the process of making developmental clinical skills education more explicit continues to unfold.