Shield of the SOM Committee on Medical Education
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Summary of 2-14-02 CME Minutes 

  1. Summary of February 6, 2002 Flexible Program Advisory Committee Meeting – Dr. Charles Malemud, Flexible Program Co-Coordinator

  • Concern for the ability of the faculty to obtain information and assistance in creating Type A electives from scratch – The Flexible Program Advisory Committee will get the word out to faculty to contact the Registrar’s Office for these guidelines.

  • Perception that the CME was a major driving force behind the restructuring discussions

  • Holding students accountable to performance standards by creating a two-tiered system of electives—one type of elective would award credit based only on attendance, the other type would require writing a paper or passing an exam.  At this time, the ratio of the two different kinds of electives required has not been determined.

  • The Advisory Committee is in the process of collecting descriptions for courses not offered here.

  • Need to tighter the system so that credit for each elective is awarded only when the accompanying evaluation is turned in to the Registrar

  • Dr. Malemud has an appointment with Dr. Richard Eckert, chairman of the Committee on Appointments, Promotion, and Tenure, to discuss acknowledging faculty who sponsor electives in the promotion process

  • Dr. Marti Echols drew up a list of objectives for the Advisory Committee to research as pertaining to the Flexible Program.  Committee members split up to collaborate on investigating how:

  • Students will increase their skills in critical thinking and analytical reasoning.

  • Students will participate in clinical shadowing experiences with members of the faculty.

  • Students will develop an individualized educational plan with assistance from an advisor.

  • Students will have the opportunity to participate in scholarly research activities either individually or in concert with colleagues.

  • Students will pursue areas of concentrated in-depth study and study across traditional boundaries.

  • Students will be exposed to areas of controversy, emerging concepts, issues of social relevance and changing technology in medical science.

  • Active recruiting for students to serve on the Flexible Program Advisory Committee is underway.

  1. Summary of latest Teaching Incentives subcommittee meeting – Dr. Terry Wolpaw, chair

  • Recognition of Dr. Norman Robbins, who came before the CME to get this endeavor underway

  • Merger of efforts by the Teaching Incentives subcommittee and the faculty development program approved by Dean Berger and under Dr. Smith’s direction.  Dr. Clint Snyder, who is directing the faculty development program, has joined the Teaching Incentives subcommittee.  Dr. Snyder is an expert trained to help faculty improve their teaching in varying formats, such as lecture and at the bedside.

  • Discussion of bimodal distribution of faculty:  1) those who may devote much of their time to teaching, and 2) those that teach only a relatively small amount in the curriculum, but who may be large in number and impact greatly on the curriculum.  Also, discussion of the teaching effort representative of the two groups:  1) basic scientists, and 2) clinical faculty.

  • Reference to Dr. David Lowenstein, Dean of Medical Education at Harvard Medical School, and his differentiation of goals:  1) “Greener pastures,” which encourages pragmatic improvement in what currently exists and staying grounded and can often be readily accomplished, and 2) “Blue skies,” which encourages one to dream “outside the box.”

  • Creation of a full-day workshop consisting of small groups and didactics where faculty would be invited to work on a project of their own choosing.  People would be paired with a mentor to assist with their projects.  In spring, the workshop group would get together again to report on the progress of their individual projects and for further teaching workshops.

  • Teaching academies are already in place at the University of California at San Francisco (UCSF) and Harvard medical schools.  Teaching academies have three objectives:

  • To foster excellence in teaching

  • To facilitate integrated approaches to undergraduate medical education

  • To provide alternative means for distributing financial, educational, and programmatic resources to support the educational mission of medical schools.

UCSF and Harvard belong to the National Academies Collaborative, which has four major goals:

  • Information sharing and infrastructure development

  • Educational scholarship and research

  • National resource function and dissemination

  • Advocacy for the educational mission of medical schools.

Membership in such a group would be advantageous for CWRU, because we would join a national structure that will be a major force in looking at educational change.

Conclusion by Dr. Lowenstein after analyzing the already tight budgets of academic medical centers that new money dedicated to teaching was needed.  Financial support for teaching academies currently comes from institutions and individual donors.  The UCSF teaching academy has a funding of $7 million.  The Harvard teaching academy has a funding of $10 million.

Getting admitted to the teaching academy is merit-based.  The individual applies—completes an application—for a slot.  There is no guarantee that the individual will receive money.  Participants include both full professors seeking a way of acknowledging their many accumulated hours of teaching as well as junior faculty beginning their contributions to medical education.

  1. Dr. Smith reminded the CME that the LCME site visit will take place March 10-13, 2002.  He distributed CWRU’s blue “Liaison Committee on Medical Education Summary Self-Study Report, January 2002.”

  2. Proposal on Clinical Cancer Genetics for Vertical Theme Development – Dr. Georgia Wiesner and Dr. Anne Matthews

See Curriculum Revision Update section.

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This page was last updated on 12/12/01 by John Graham.

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