System Leader Minutes 11.09.11

System Leader Minutes 11.09.11

University of Virginia School of Medicine 
Systems Leadership Community
November 9, 2011


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


Present (underlined) were:  Dela Alexander, Brian Behm, Alan Binder, Robert Bloodgood, Elizabeth Bradley, Megan Bray, Mary Bryant, Chris Burns, Addeane Caelleigh, Randy Canterbury, Eva Casola, Anne Chapin, Bobby Chhabra, Pam Clark, Bruce Cohen,  Eugene Corbett, Alan Dalkin, John Dent, Marcel Durieux, Terri Ellison, Allison InnesDon Innes, John Jackson, Kim Joyce, Kambiz Kalantarinia, Karen Knight, Darci Lieb, Stuart Lowson, Jen Marks, Jim Martindale, Melanie McCollum, Veronica Michaelsen, Mo Nadkarni, Bart Nathan, Selina Noramly, Sabrina Nuñez, Dick Pearson, Chris Peterson, Sue Pollart, Ellen Ramsey, Barbara Rogers, Mitch Rosner, Mark Russell, Neeral Shah, Allan Simpson, Nassima Ait-Daoud Tiouririne, Melanie Tomlin, Jonathan Truwit, Keith Underwood, Linda Wagoner-Fountain, Mary Kate Worden, Elizabeth Wright, Zhen Yan.  Student Representatives:  Richard Rueb (2012), Kaitlyn Snyder (2013), Michael Hrdy (2014 ) 

Convener:  Bart Nathan


  1. Sign-in sheets.  To ensure better reporting of attendance, a sign-in sheet will be circulated at each meeting.

  2. Textbooks used throughout the preclerkship curriculum.  A list is being compiled of textbooks that can be used throughout the curriculum.  The first two books on the list are Costanzo 4th ed. for physiology and Robbins Basic Pathology 8th ed.  System Leaders should send their recommendations to Chris Burns or Bart Nathan.  The books may be online or print.  Melanie McCollum will send out the chart listing all textbooks used in the first iteration of the new curriculum.  The group had a varied discussion of the use of textbooks.  It was suggested that potential textbooks be left in the Med Ed Support offices so that faculty can examine them.    

    Note:  Melanie McCollum’s cumulative list of all textbooks used in the first iteration of the new curriculum is attached.

  3. XCredit.  John Jackson reported on the use of XCredit for MIS (2015) as a test of the database.  Regina Seitz is entering all the data for MIS and suggesting improvements for the database.  They are also working with leaders to use XCredit for MSI and CV.  There was a wide-ranging discussion of the various implications of linking learning objectives (LO) and assessment items, including the timing of when the links are put into the data, whether to link LOs for practice exams, and that the support staff must be given a great deal of time to create the database for each system.  It was noted the Endo-Repo has done more than any system so far in linking LOs, resources, and assessment items in materials for students. 

  4. University-wide demo of TBL.    SOM faculty Mary Kate Worden, Bart Nathan, and Peggy Plews-Ogan will demonstrate the TBL process by teaching a TBL on patient safety to faculty across Grounds.  The Provost and the SOM Dean will attend, and faculty from Law, Nursing, and other schools/divisions have signed up.  While spaces are still available, System Leaders should encourage their faculty to participate.

  5. Recap of Friday Forum meetings in System Leaders meeting.  In the future, System Leaders meetings will include a recap of information from the Curriculum Integration meetings “Friday Forum”) held each Friday. 

  6. Overview of Renal System (2014).  Kambiz Kalantarinia gave a report on the overall experience of the Renal System for SMD2014.  The students liked the frequent and consistent communication from System Leaders, that the System Leaders there in class almost all the time, and that the exam questions were good.  He made several additional points, including: 

    (a)    Huge amount of work involved.   System Leaders cannot really know the amount of work until they manage a system. 

    (b)   Easier to work with younger faculty.  His experience was that younger faculty are more flexible, ready to change, and accept suggestions. 

    (c)    Technical support during weekend exams.  The curriculum needs a formal system for technical coverage during those weekends.  

    (d)   Pathophysiology textbook.  System Leaders need a pathophysiology textbook that all clinical System Leaders can use throughout the curriculum.

  7. Report on MCM 2015.   Selina Noramly reported on the second iteration of MCM, noting that the system evaluations from SMD2015 were predominantly positive and substantially higher than for SMD2014.  She noted the importance of the assessment review committee (Bob Bloodgood, Wendy Golden, Chris Peterson, and Jim Martindale) in working with the System Leaders to review every word of the assessments.  She noted these lessons learned:

    (a)    Schedule for patient interviews.  In MCM, the patient interview needs to be moved to the end of the week because the students know so little that an interview on Mondays is not effective for them.

    (b)    Images in class sessions.  Every abnormal image should be paired with a normal image.

    (c)    Use of small groups.  MCM plans to re-introduce the use of small-group activities.  They were used with SMD2014 but not with SMD 2015; the students liked the small groups.

    (d)   Very important:  Monday must be filled with extra-good sessions.  If the Monday sessions are weak or have problems, the students will not attend later in the week regardless of how good those later sessions are.

    Others commented that in Renal the patient interviews were on Fridays and that Fridays would be a scheduling problem for clinicians.

  8. Accreditation issues at the AAMC Annual Meeting.  Randy Canterbury reported on sessions about accreditation at the meeting, where he attended sessions about new LCME accreditation standards and he talked with administrators from 6-7 schools that have recently completed LCME site visits.  In terms of curriculum, he saw two issues crucial in the 2014 LCME review: 

    (a)    Proper use of learning objectives.  The precision of the LOs and their ties to assessments are a core requirement now, including for clerkships.  It is no longer acceptable for a clerkship to adopt learning objectives (which are commonly goals, not educational learning objectives) from national bodies.

    (b)    Central control of the curriculum.  Central control and coordination of the curriculum over all four years—and a school’s ability to document it—will be essential.  The school must ensure that each LO and assessment item in clerkships is reviewed centrally and reflect what the school (not a specialty organization) wants its graduates to learn.

  9. Associate Dean for Medical Education Research and Instructional Support.  Casey White, PhD, will take the position as of December 15.

  10. Next meeting.  The next scheduled meeting is Wednesday, December 14, 2011, at 4:00, in the Learning Studio of the Medical Education Building. 


Attachment:  Cumulative list of textbooks