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Summary of October 10, 2002 CME Minutes

 

1.                   CME Chair Dr. Murray Altose presented his CME Report to the Faculty Council October 7, 2002.  The Faculty Council expressed an interest in the further development of vertical themes.

 

2.          Dr. Lindsey Henson, Vice Dean for Education and Academic Affairs, announced the next two scheduled CCLCM (Cleveland Clinic Lerner College of Medicine) faculty development programs at the Cleveland Clinic:

        October 29, 7:00 to 9:00 a.m., Harvard faculty conducting the September 25-26 PBL learning session will return to focus on interactive large group case-based teaching.

        November 19, 6:45 to 8:30 p.m., program will deal with evaluation methodologies

These two sessions are leading up to a future small group curriculum planning session.

 

3.          Report from the Curriculum Leadership Council (CLC) – Dr. William Merrick, Chair

        CLC discussions on organization, leadership, and responsibilities of the CLC have led to referral to Appendix I of the Charge to the CME, approved June 13, 2001, which outlines responsibilities and role of the faculty and administration with respect to the dean-appointed councils.  (Also found in report by the Committee to Review the Standing Committees approved by the Faculty Council June 2001)

        Dr. John Mieyal presented a proposal-in-progress to make Drug Action and Biodisposition (DAB) a Year II semi-longitudinal committee.

        Dr. Marti Echols is working with the CLC to modify the remediation schedule and ensure that the goal of having students achieve mastery of the material is being accomplished.

        CLC student performance subcommittee to solicit input from the clerkship directors to identify deficiencies that can be addressed by changes in the preclinical curriculum

        CLC faculty performance subcommittee to determine where intervention in the form of faculty development is necessary to help major lecturers having difficulty

Discussion of student feedback culminated in the recommendation that each subject committee chair provide an annual summary of that committee’s performance utilizing evaluative student feedback and other mechanisms with an action plan delineating future initiatives to effect improvements.  This document could serve as a means of tracking changes and improvements over time.

 

4.                   Report from the Patient-Based Program Coordinator – Dr. Jay Wish, Patient-Based Program Coordinator

The Patient-Based Program is an operational entity that implements recommendations from the Dean’s Office, the CME, and the CRDC.  Components of the Patient-Based Program include Years I and II of ICM (Introduction to Clinical Medicine) and the third year clerkships.  Oversight of the third year clerkships is carried out by the Clerkship Directors, who meet quarterly as a group.  The Clerkship Directors’ focus on subjectivity of the third year evaluation process, which is heavily weighted by assessment/observation by residents and attending staff, resulted in a concerted effort this year to have student evaluations that are “more standardized and more transparent” with decreased subjectivity on the part of those mentoring the students.  While students are apprized up front of the learning objectives in each clerkship, there is still need for improvement in preparing our students to use the learning objectives.

 

5.                   Introduction to Clinical Medicine (ICM) Update – Ms. Kathy Cole-Kelly, Co-Director

The ICM program occurs in Years I and II to prepare students for their work on the wards.  Tuesday morning “clinical learning groups,” or CLGs, (which include the Problem-Based Learning component); the Interviewing Program; and the Family Clinic Program are designed to improve “health communications, the doctor-patient relationship, and clinical skills.”  Ms. Cole-Kelly cited several ongoing examples of feedback/assessment involving both student and faculty preceptor participation to demonstrate the high priority ICM puts on evaluation.   The ICM co-directors (Dr. Elizabeth Patterson and Dr. Ted Parran, along with Ms. Cole-Kelly) are eager to continue making revisions and to add more rigor to the program, such as the following accomplished for this year:  more oral presentations and more write-ups of the correlation conferences and interviewing program; increased faculty development and ongoing evaluation of preceptors; greater integration with basic science curriculum and Physical Diagnosis.

 

6.                   Report from the Cleveland Clinic Lerner College of Medicine (CCLCM) of CWRU Curriculum Steering Council (CSC) – Dr. Andrew Fishleder, CCLCM CSC Co-Chair

The first issue of the online quarterly CCLCM newsletter Update can be found on the CWRU School of Medicine homepage.  The September 25/26 faculty development session on Problem-Based Learning in context of a basic science case as demonstrated by Harvard faculty and CWRU students drew 150 CCF and CWRU faculty.   The vertical “organ systems” and horizontal core content “threads” of the CCLCM curriculum continue to be developed.  The CSC of the CCLCM is also working on the development of evaluation methodologies.  Members of the curriculum planning body at the CCLCM have planned a retreat in November to consolidate their curriculum development activities.

 

7.                   Report from the Director of the Cleveland Health Sciences Library – Mrs. Virginia Saha, Cleveland Health Sciences Library Director

The National Library of Medicine’s PubMed now has links to the OhioLINK and CWRU electronic journals.  Mrs. Saha provided an instructional PowerPoint presentation on the LinkOut function of PubMed, which is a version of Medline.  Mrs. Saha demonstrated two ways to access PubMed:  a lengthy URL or the easier route through the link on the Health Sciences Library’s homepage (http://www.cwru.edu/chsl/homepage.edu.)  Articles are available in Adobe Acrobat PDF (formatted exactly like the print version) and/or in HTML (computer-formatted).  Electronic versions of articles are sometimes available before the print versions.  The OhioLINK EJC button leads to the article in the OhioLINK Electronic Journal Center.  A special OLinks button in PubMed links directly to the CWRU online catalog EuclidPLUS for print and electronic holdings at CWRU libraries.  Mrs. Saha provided a URL for an alphabetical list of all the electronic journals available through CWRU and OhioLINK licenses.  If you are using a computer on campus connected to a CWRUnet faceplate, you will have easy access to all the free and licensed resources.  If you are using a computer elsewhere, you will need to use a CWRU remote access authentication option, i.e. CWRU PPP dial access or VPN.  Either the Health Sciences Library or the Biomedical Information Technologies staff can help you with these options.

 

8.                   Report from Biomedical Information Technologies – Dr. Tom Nosek, Associate Dean for Biomedical Information Technologies

Dr. Nosek made faculty aware of the various electronic resources available by starting with the CWRU School of Medicine homepage.  He cited the eCurriculum, PubMed, and Update (a quarterly newsletter for CCLCM), to name a few.  Once in the eCurriculum, there is entry to two curriculum sites:  the CWRU School of Medicine eCurriculum and the CCLCM of CWRU curriculum (currently under development).  It is also possible to search the SOM faculty directory, see calendars for each subject committee grouped by year, and explore the Faculty Resource Guide.  All 3200 faculty are listed in the Faculty Directory.  If you are not receiving your e-mail messages, be sure to go online to check your own information.  When viewing your own data, the site tells you how to make the changes.  You may also search for contact information for a faculty member.

 

9.                   Report on Faculty Development and Teaching Incentives – Dr. Terry Wolpaw, Co-Director of the Scholars Collaboration in Teaching and Learning

Two ongoing efforts will be under the auspices of the Committee on Faculty Teaching:  1) The Scholars Collaboration in Teaching and Learning, whose objective is to develop medical educators, was initially funded by a Provost’s grant.  The Scholars Collaboration in Teaching and Learning is being implemented for the first time during the current academic year.  A total of thirty faculty, second-year students, and fourth-year students have already been selected.  Dr. Terry Wolpaw and Dr. Clint Snyder are the two project co-directors.  2) The second ongoing effort is still in the planning stage:  Recognition of Achievement in Teaching led by Dr. Dan Wolpaw.  Efforts will be focused this year on developing an evaluative tool for making both quantitative and qualitative judgments about an individual’s teaching in medical education.   Once established, such a mechanism could be used from year to year.

See Curriculum Revision Update section.

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