University of Virginia School of Medicine
Systems Leadership Community
March 9, 2011
Minutes

Medical Education Building, Learning Studio, 4:00 p.m.

Present (underlined) were:  Brian Behm, Alan Binder, Robert Bloodgood, Megan Bray, Chris Burns, Mary Bryant, Troy Buer, Randolph Canterbury, Bobby Chhabra, Pam Clark, Bruce Cohen,  Eugene Corbett, Alan Dalkin, John Dent, Allison Innes, Don Innes, Kambiz Kalantarinia, Stuart Lowson, Jen Marks, Melanie McCollum, Mo Nadkarni, Bart Nathan, Selina Noramly,  Chris Peterson, Ellen Ramsey, Mitch Rosner, Mark Russell, Neeral Shah, Allan Simpson, Jonathan Truwit, Linda Wagoner-Fountain, Mary Kate Worden, Zhen Yan, Elizabeth Bradley, Addeane Caelleigh,  Terri Ellison, John Jackson, Karen Knight, Darci Lieb, Jim Martindale, Veronica Michaelsen, Sue Pollart, Lisa Herrman, Brad Bradenham, Andrew Pfeffer, Jason Woods.  Students attending:  none

Convenors:  Chris Burns and Bart Nathan

1. Review of Cardiovascular System.  Alan Simpson presented an overview of the schedule and planning for the CV system (weeks 53-56; Aug. 8 - Sept. 2). Participants asked questions about several points:
   
   

   a.	coverage of stroke in MBB and CV; of pharmacology; of cardiac surgery
   b.	number and length of TBL sessions – it was noted that TBL session should be 2-1/2 to 3 hours long
   c.	breaks between sessions are needed for the recording system

   
   
   
2. Collab site for System Leaders.  Sabrina Nunez has set up a Collab site for system leaders, with a section for each system.  Schedules and materials can be posted so that all systems leaders, thread leaders, and the curriculum group may view them.
   
   
3. Teaching tips from MSI.  Melanie McCollum gave the following tips as lessons learned from MSI:
   
   

   a.	Learning objectives were successful in MSI; the students recognized and appreciated the clarity and organization and were weaned from handouts.
   b.	The experiment with filming online lectures outside the classroom seemed successful (recordings had good sound quality, etc.); students viewed them independently.
   c.	Integrated problem sets were designed that worked in the Learning Studio; students completed them at their own pace in groups of three; then a whole-class segment discussed/reviewed the answers.
   d.	The TBL format is now pretty well set; it is important that the application activities be well targeted to the learning objectives, be at the appropriate level of complexity, and be covered in the available time (not too long, not too short).
   e.	Managing the space is different in the Learning Studio:  some students are always behind the lectern; the instructor cannot identify who is speaking; acoustics are not good, and so the students must be prompted to use the mics.
   f.	In the Lecture Hall, students behind the questioner cannot hear what is asked.
   g.	During full-class discussions, the students are impatient with fellow students who ask questions; instructors need to decide carefully how much time to give individual questioners and to questions overall.
   h.	The students used the Discussion Board even though they are identified in their messages; the instructor can organize the messages by topic.

   
   
   
4. TBL sessions in MBB.  The MBB leaders provided a listing of TBL sessions planned for MBB.  Faculty members are encouraged to observe sessions to become familiar with the structure and format.
   
   
   
5. Copyright issues.  John Jackson described the effect of new restrictions on materials posted on course websites.  Because of recent lawsuits against universities over posting of copyrighted materials, the University has tightened the guidelines for websites. 
   
   

   a.	The University Counsel has been persuaded to allow greater latitude for the medical school because of the nature of medical education; the medical school will be allowed to retain materials longer than the undergraduate college may.  Access to the medical student academic website now requires an OASIS log-in.  This has reduced access from 35,000 across the University to 1,700 medical students, faculty, administrators, and staff.
   b.	Materials will be removed and stored for curriculum review (eventually in X-Credit); students will need to be notified before this removal so they can download anything they want to keep for long-term access.
   c.	Madelyn Wassel, the associate general counsel for the University Libraries and a copyright specialist, is revising an informational document for faculty that will have real-world examples.

   
   
   
6. Course Websites.  John Jackson described the development of a new template for systems homepages that will be consistent system to system and will be easy for system leaders and faculty to use in posting systems materials.  It may be ready as early as the GI system.
   
   
7. Next scheduled meeting.  The next meeting will be Wednesday, April 13, 2011, at 4:00 p.m. in the Learning Studio of the Medical Education Building.