University of Virginia School of
Minutes – 02/12/14
Claude Moore Medical Education Building, Room G165, 4:00 p.m.
Present: Pamela Clark, Darci Lieb, Don Innes, Bart Nathan, Janet Lewis, Melanie McCollum, Robin LeGallo, Randy Canterbury, Neeral Shah, Sabrina Nunez, Ulrike Lorenz, Paula Roy, Dick Pearson, Elizabeth Graham, Eva Casola, Dela Alexander, Linda Waggoner-Fountain, Anne Tuskey
Sabrina Nunez opened the meeting by stating that we would be discussing Microbes and the Immune System (MIS) and the Hematology System (HEME) today, and that Social Issues in Medicine (SIM) would be presenting next week. They would like to get Clinical Performance Development (CPD) to present at some point as well.
Ulrike Lorenz Presents on MIS Dr. Lorenz gave an overview of the system including the schedule and a breakdown of the activity types and assessments. Afterwards, she talked about the successes and challenges.
A. Before the system began, the system leaders (Ulrike Lorenz, Dick Pearson, Linda Waggoner-Fountain) met with the faculty who would be teaching in MIS. There were six meetings: one for each week of the system. The purpose of the meetings were to ensure that everybody knew what had already been taught and what was coming up so there was as little overlap and confusion as possible. B. Students had early access to all course materials, including PPTs. C. The system leaders sent an email to students before each week of class with a preview of the content for the following week. D. Students liked the consistent integration of basic science and clinical relevance. On some days the sessions were co-taught and on other days basic science sessions and clinical sessions were taught back-to-back. E. Patient presentations were well received because students were given the opportunity to take the patients’ histories. F. The exams went well. The system leaders believe this is due to the fact that they spent a lot of time on the exam questions. G. Students loved the “You’re the Doc” sessions. Dr. Pearson explained that all the sessions used the think-pair-share method to add value and then students were “cold called” to share their thoughts/diagnoses. If you wish to review materials from one of these sessions they can be accessed at
A. Epidemiology. Was not well received. Need to find ways to better integrate into the curriculum B. Many students did not attend large group discussions, choosing to watch them at home instead, essentially turning the discussions into lectures. C. The SMEC reps did not attend many of the class sessions, suggesting that the comments they shared in Friday Forums were not representative of the class. D. The first week involved a vast of amount of material making it difficult for students to see the big picture. E. The system leaders are still figuring out the best way to introduce the Bug Drug List. The issue of how to create a framework in which to introduce these lists in MIS, that can then be carried through the systems was brought up, F. The CSL group stated that they wanted more low stakes assessments. System leaders are not sure if this is representative of the whole class or just those in the CSL group.
Don Innes Presents on HEME Dr. Innes gave an overview of the system, including communication, the schedule, and a breakdown of the activity types and assessments. Dr. Nunez showed a sample of the graded surveys they use to deliver problem sets. A sample survey can be accessed at https://www.surveymonkey.com/s/SampleHemeCase
A. About three weeks before the system began, Drs. Innes, Clark & Nunez sent the students an email describing the system and informing of the resources they would need. B. One week before the system began, Drs. Innes, Clark & Nunez sent an email to students describing: a. the specific content covered in each week, b. the grading rubric, c. the attendance/dress requirements for patient presentations. C. Before each week of the system, Drs. Innes, Clark & Nunez sent an email to students that supplied the PPT schedule, the week-at-a-glance, and information about the coming week.
Dr. Innes shared various positive student comments from course evaluations.
Poblem Sets were an overall success in the Hematology System. All problem sets were done in small groups using Survey Monkey, though students submitted their answers to Survey Monkey individually. The problem sets were graded and had nearly 100% attendance.
· The average attendance at lectures was about 60 students, though one lecture may have had as few as 30 students. · In order to stress the importance of addressing the issue of professionalism with students, Dr. Innes shared an anecdote about a student who did not attend class, and performed poorly. When he addressed the issues of attendance/responsibility/professionalism with the student, the student responded with gratitude and an apology.