August 26, 2014
8 PDT/9 MDT/10 CDT/11 EDT
Attending: Susan Albright, Hugh Stoddard - Co-Chairs; Adrian Ballard, Terri Cameron, Kristi Ferguson, Walter Fitzwilliam, Heather Hageman, Cynthia Lybrand, Vicki McKinney, Paul Schilling, and Valerie Smothers.
1 Review minutes of last call
Minutes will be modified to include clarifications from Terri Cameron; otherwise the minutes were accepted as submitted.
2 Vocabulary sub-committee update
Terri acknowledged the work of Adrian and Valerie looking at resources and comparing Healthcare LOM and MedEdPortal vocabularies. She confirmed that MedEdPortal will implement the resource list this group develops. She hopes to be finished by early fall. Implementation will begin early next year for the 2014-2015 curriculum upload with the standardized vocabulary. This will include clarification of how resources work with instructional method.
3 Current status of academic levels (see survey results)
Terri circulated two academic level charts prior to the meeting. One documented the number of schools by reported number of academic levels in the curriculum. 65 schools reported four levels. Not all participating schools reported data. The second chart showed data on the duration of academic levels. Terri asked the group what kind of notes could be added to make it easier to understand.
Susan suggested Valerie discuss the survey results. Valerie noted the survey was sent to the Curriculum Inventory Implementer’s list and working group members. She received 15 completed surveys. The definition for Academic Level was included, “Defined temporal stages of training within a program which students complete sequentially. For example, Academic Levels are frequently defined by academic years or phases. In some instances, academic levels may overlap”. Hugh noted a glitch in the survey monkey system where multiple answers could be submitted, skewing the results. Terri thought the comments were helpful. She mentioned it was likely for more schools to move to a competency-based curriculum that is independent of time. Hugh noted that the LCME has time requirements and nobody can fully convert to a competency-based curriculum with a 130 week time requirement. Terri commented the LCME is willing to work with individual schools to move this forward. The question is what we are recording in the Curriculum Inventory, the most common courses, or a single one that covers the majority of students. Terri noted we want the curriculum that faculty plan for their students. She volunteered to send out survey to curriculum deans and primary administration and asked for help with making the definition fit the innovative things they are doing with their curriculum.
4 Current status of start and end dates (see version 1.1 of spec with comments)
Valerie continued with the changes to version 1.1 of the specification. On page 39, she noted the proposed changing SequenceBlockLevels to AcademicLevelReferences. On page 43 the definition reflects what would be in the new AcademicLevelReferences element. It points to the beginning and ending academic levels. A scheduling attribute indicates if the sequence block is longitudinal (i.e. it spans multiple academic levels) or flexible (i.e. it may occur in one of two or more academic levels). Terri thought that would solve many problems.
Susan suggested the group review these changes and think about them in terms of their own programs and report back to the group at the next meeting. Valerie will send an email out to the whole group noting the changes.
5 Preliminary reports on clerkship, if ready
Terri commented that 13 schools reported integrated clerkship models and 70 reported using rotations; some reported using both. Walter mentioned that the reported length of integrated clerkships was from two to 52 weeks, with an average of 35 weeks and a median number of weeks at 47. Heather noted the schools don’t add up to 84 at the bottom of the chart. Terri commented one school had rotations all zero days; Adrian will update the chart. Susan asked if the reported length was for all clerkships together. Terri answered yes. Hugh questioned the reported length of clerkship that was .4 weeks, only two to three days. He asked if we are talking about individual rotation, or surgery, or all rotations. Terri answered they were looking for individual courses, the average course being eight to ten weeks. We need to make sure we are looking at duration. Valerie noted you may have some schools uploading one clerkship only. Terri will redo the charts.
Valerie clarified that clerkship model has just two values: integrated and rotation. Terri asked the group to consider whether the definition should separate out longitudinal from integrated, or do we go with longitudinal integrated? Are there longitudinal clerkships that are not integrated? Kristi mentioned they have a continuity of care clinic that may be an example of a longitudinal clerkship that is not integrated. Terri mentioned MedAps would be discussing longitudinal integrated clerkships next month.
6 Open discussion
- Terri will send out the survey to curriculum deans and primary administrators
- Valerie will send an email to the group noting the changes to the specification and asking them to review the changes with their school’s program in mind.
- Terri will redo the clerkship charts and resend.