1. Year I student Ms. Connie Liu was officially welcomed to the CME as the elected representative of her class. Much student interest was expressed at the last CSR meeting concerning the AAMCs recommended evaluative form for the Deans Letter. After Dr. Aach has finished this years Deans Letters in November, the CME will begin addressing this issue and welcomes substantial student participation.
2. Dr. Lindsey Henson, Vice Dean for Education and Academic Affairs, mentioned her intent to spend Deans Office monies this year in support of faculty development. The desire is to help support the Scholars Collaboration in Teaching and Learning program for select faculty and students, which is co-directed by Dr. Terry Wolpaw and Dr. Clint Snyder, and is currently funded by the Provosts office.
Dr. Henson mentioned three faculty development programs at the Cleveland Clinic Lerner College of Medicine (CCLCM) of CWRU being offered during the fall:
· The evening of Wednesday, September 25, and the morning of Thursday, September 26, Harvard faculty along with CWRU students will demonstrate and discuss Problem-Based Learning in context of a basic science case.
· On Wednesday, November 20, and Thursday, November 21, there will be a faculty development session on selecting teaching methods in relation to learning objectives.
· A new project, led by Dr. Dan Wolpaw, is in the planning stage to develop a method of yearly evaluation of teachers in order to determine those faculty contributing significantly to teaching and to recognize their achievements. Four faculty members from CCLCM and 4 faculty members from CWRU will be attending the Harvard Macy Program to work on a variety of innovative educational projects. In addition, our annual education retreat will be a faculty development program.
Anyone wishing to submit ideas for the retreat to Dr. Henson can contact her at firstname.lastname@example.org.
3. Report from the Clinical Rotation Development Council (CRDC) Dr. Chris Brandt, chair
The CRDC has voted for ongoing support for 1) the Macy communication skills
program, and 2) the CLICS (Contemporary Learning in Clinical Settings) program. Grant money for the Macy communication skills
program will soon run out. The other main
focus of the CRDC is to develop and implement a
year-end OSCE for all Year III students. Currently,
the OSCE is given to third year students in 1) the Primary Care Track, and 2) the Family
Medicine/Internal Medicine ambulatory clerkship. The
CRDC sees the year-end OSCE for all third year students as 1) an additional clinical
assessment tool, and 2) as preparation for students taking the USMLE Step 2½ licensure
exam. The Year III end-of-year OSCE is
envisioned as a mass undertaking for 150 students over a few days. This expansion is possible based on the success of
the existing Primary Care Track OSCE, which is regarded as the pilot. Financial support is needed. The Family Medicine/Internal Medicine OSCE is given
three times a year for 50 students at one time (with sessions in the evening or on
Saturday) when patient rooms are available at UH. Dr.
Brandt pointed out how useful the
Dr. Henson voiced a concern about the quality of the evaluating tool that would be used for the end-of-Year III OSCE. If we need reliable feedback in preparation for the USMLE Step 2½, validation of the evaluating tool becomes important. Then, the more expensive standardized patients would be necessary. Dr. Brandt explained these as the driving forces behind the end-of-Year III OSCE:
· To evaluate if we are achieving what we think we are with respect to curriculum objectives
· To provide a worthwhile experience in preparation for the USMLE Step 2½.
In view of these goals, Dr. Henson saw a need for high quality resources such as standardized patients.
Dr. Brandt concluded his report with mentioning one future CRDC agenda item: collaborating on the CCLCM curriculum.
4. Report from the Flexible Program Council Dr. Charles Malemud, Coordinator
Several new Type A electives were approved over the summer for inclusion in the 2002-2003 Type A Electives Catalog. For questions about credit, students must work through the Flexible Program Coordinator. The Flexible Program plans to develop an evaluation of all 157 Type A electives in the portfolio and timelines for establishing Type A electives. Other issues for consideration include reconsidering the grading of Type A electives and whether to reduce the number of Type A electives required for promotion to Year III from 13 to 10. Inconsistency in the awarding of Type A credit for graduate courses was again the source of discussion. An important note subsequent to the meeting: Dr. Malemud amended his original stand by stating in his September 17, 2002 memo to the Classes of 2005 and 2006, that Type A elective credit for a typical 3-credit hour graduate one-semester course would generate 4 Flexible Program credits according to the Type A Electives Catalog for 2002-2003.
Oversight of dual degree students is currently handled through the Office of Student Affairs. The Associate Dean for Student Affairs explained that students in non-M.S.T.P. graduate programs need a letter of good standing from him. Medical school is given primary importance over the graduate program, and a medical student can be pulled from a graduate dual degree program. The Flexible Program Coordinator explained that the Flexible Program became involved in the dual degree programs only because it was charged with their monitoring. The degree of Flexible Program involvement in the dual degree programs will be re-examined.
5. Report from the CCLCM Curriculum Steering Council (CSC) Dr. Andrew Fishleder, co-chair of the CCLCM CSC
Dr. Andrew Fishleder distributed and explained three handouts. The CCLCM curriculum is in development with intent to start recruiting students next fall for the physician investigator track. The eleven-member Curriculum Steering Council includes representatives of clinical science, basic science, translational research, and CWRU. The first handout delineates the principles overseeing the development of the five-year graduate education in medicine curriculum. The focus is to stimulate scientific inquiry via the research thread running through the curriculum. A research thesis is required. The exclusively Problem-Based-Learning format will include no straight lectures. Like the CWRU curriculum, the CCLCM curriculum will be organ-system-based, but its sequencing will be different. It would be premature at this stage in the curriculum planning process to talk of evaluation.
The second draft handout shows the organ systems vertically and the various core content threads running across them horizontally as well as the faculty member(s) associated with each area. While Year I will focus on the normal and Year II on the pathophysiology, disease will be presented early on during the first year via clinical cases in PBL format. Anyone interested in working on the CCLCM curriculum should contact Dr. Fishleder at email@example.com.
The third handout shows a Prototypical Week for Year I and a Prototypical Week for Year II. Independent study is to be used for PBL preparation and preparation for graduate student seminars.
See Curriculum Revision Update section.