Shield of the SOM Committee on Medical Education
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Summary of 4-27-00 CME Minutes 

1.          See Curriculum Revision Update.

2.        Perception of the CME’s role in light of the report from the Dean’s Committee for Restructuring the Governance of the Educational Program, chaired by Dr. Martin Resnick.   Dr. Resnick’s Committee is officially called the Committee for Planning, Evaluating, and Administering the Curriculum.   New structure approved in March 2000 calls for CME with primarily an evaluative role and creation of three curriculum leadership councils for Basic Science, Clinical Clerkships, and Flexible Program.  Dr. LaManna is to meet with the Committee to Review the Standing Committees that convenes every five years and requested input from CME members and others present.

Various suggestions by individual discussants as to role of the CME:

       “Conscience of the Curriculum” (later adaptation:  “Conscience of Medical Education”)—Without the CME, there is no faculty group responsible for balance in the four-year curriculum.

       Evaluation of the effectiveness of the curriculum on a regular basis—longitudinally over four years and compared with other medical schools

       Review of all curricular changes and look over all four years of the curriculum

       CME represents the faculty as a whole.  It ensures excellence of the curriculum via:

1.      Content

2.      Delivery

3.      Assessment and evaluation.

       Avoid trying to define CME’s role too specifically in order to avoid being excluded from what we have not specifically mentioned.

       Overview of the four-year curriculum and defining outcomes which an expert outside the CME will measure and report back to us

       Does the Resnick report limit the CME to “endorsing” rather than “overseeing?”

       CME as the faculty’s voice to insure excellence of the curriculum

       Problem raised—possibility for a bias to occur within any of the three specific curricular councils—how is a conflict resolved?  Directors of each of the three councils should report to the CME—to keep the CME informed of what is happening in each segment.  Who resolves the conflict—CME, Faculty Council, Vice Dean, Dean?  There is a need for checks and balances with a faculty committee charged with examining the balance and evaluative overall performance of the curriculum.

       Need for CME to have power to implement the many and interesting tasks it can initiate

       CME tasks to impact on the School of Medicine’s

1.      Competitiveness in attracting students

2.      Evaluation of our own students compared to the rest of the world’s medical students.

       Responsibility for the overview of the curriculum, a forum to raise major objections

       An appropriate forum for moderating different views—If the CME did not exist, how would information get disseminated?   Nobody can just go to Faculty Council.   The CME reports to the Faculty Council, which has the power to make issues known to the greater faculty.

       If feedback does not come before the CME, then the CME is a redundant group.  The three councils of the Resnick report have a responsibility to keep the CME informed of evaluation of their outcomes.

       With removal of responsibility over daily functions of the curriculum, use freed-up time to unite the four years.

       Facilitation of the educational process, oversight of the curriculum “process”

       Recap of some responsibilities of the CME

1.      “Conscience” of the curriculum

2.      Competitiveness for students coming in

3.      Competitiveness for students going out

4.      Vertical themes

5.      Charge to do pilot programs, solicitation of pilot programs.

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This page was last updated on 8/14/00 by John Graham.

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