Minutes 03.13.13

Minutes 03.13.13

University of Virginia School of Medicine
Systems Leadership Community
March 13, 2013

Medical Education Building, Simulation Center Conference Room, 4:00 p.m.


Present (underlined) were:  Behm (GI), Bray (Endo-Repro), Bryant (CPD & MSI), Chen (Ethics/Prof), Clark (HemOnc), Cohen (MBB), Dalkin (Endo-Repro), Dent (CV), Douvas (HemOnc), Durieux (C2S), Gay (Pul), D. Innes (HemOnc), Kalantari (Ren), Knight, LeGallo, Lorenz (M&I), Lowson (Pul), McCollum (MSI), McDaniel (CPD), Marks (CPD), Moyer (Pul), Nadkarni (SIM), Nathan (co-chair) (MBB), Nunez, Noramly (co-chair), Pearson (M&I), Rosner (Ren), Russell (MSI), Shah (GI), Tiourirne (MBB), Waggoner-Fountain, Worden (MBB); also Alexander, Bradley, Caelleigh, Canterbury, Casola, Graham, A. Innes, Jackson, Knight, Lieb, Martindale, Rogers, Roy, Tomlin, White, Yoon.

Convener:  Bart Nathan

  1. Assessment Oversight Committee.   The committee has developed a philosophy of assessment for the NxGen curriculum:  the goal is developmental assessment based on milestones.  Such a process requires assessment questions that move students to higher order and integrated questions.  The committee analyzed test items for all formative and summative assessments held on weekend during the 2010-2011 iteration of the Preclerkship Curriculum.  It was difficult to recognize/categorize the “integrated” questions.  The proportions of recall, higher order/clinical, and integrated questions varied considerably across courses/systems from 70/30/0 at one end of the spectrum to 30/55/15 at the other end.    Jim Martindale plans to do this analysis for exam items in each system so that the System Leaders can see the percentages of different levels of questions.

    a. Recommendations.  The committee has recommendations for the assessment process.
                                                                                                                                                                                                                      b. Discussion

  2. Information Mastery as a curriculum thread.  Karen Knight reported on the information mastery thread, giving examples of how it is now covered.  She discussed competencies for information mastery and where and how instruction is now covered in the curriculum. 

    a. Limitations in present curriculum:  Instruction is offered only a few times in the preclerkship curriculum, students have little time to practice focused skills, and there is no regular provision for faculty observation, practice, and remediation. The area of the curriculum where students can develop higher-level information-management skills is the summer research programs, but only about half of the students participate in summer research.

    b. Example of an activity in the preclerkship curriculum.  A good example of integrating information-management skills in the clinical context is Bill Wilson’s “Genetics Directed Clinical Letter.”

  3.  Next meeting.  The next meeting will be Wednesday, April 10, 2013.


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