MINUTES
CC34 Clinical Curriculum Committee – February 22, 2011
Attendees: Alice Chuang, Tim Farrell, Deb Bynum, Cristin Colford, Christopher Klipstein, Erin Malloy,
Cheryl McNeil, Mike Meyers, Georgette Dent, Amy Shaheen, Beat Steiner, Karen Stone, Renae Stafford,
Warren Newton, Kurt Gilliland, Dale Krams, Mindy Roush, Michel Branch, Georgette Dent, Ellen Roberts,
Allison Serra, Frances Smith, Patricia White, Kay Benner, Jim Barrick
The group divided into 6 smaller groups to discuss ways to address the deficiencies born out by the
Milestones data…some major themes which emerged were:



Some milestones are covered in years other than the year they are assigned to.
We want to be sensitive to adding more content to third year which is already packed with
clinical content, i.e. we have addressed gaps without addressing redundancies to make room for
those gaps.
There are many course which have options (i.e. APS modules). Perhaps some of those options
could be made required in order to meet the milestone requirements.
General ideas which were presented to address deficiencies were:










Rewording milestones to make them more appropriate for MS3/MS4 year
Merging milestones across MS3/MS4 year
Creating Task Forces to create longitudinal curricula in the area of Professionalism, Health of
Populations and Practice Based Learning
Have Selectives Course Directors and Core Clerkship Directors meet separately to address
deficiencies in MS4 and MS3 year respectively
Daybacks in MS3 year
Create longitudinal assessment which is aligned with competencies and can be filled out by
multiple preceptors across time
Extend ICM into third year to address areas that need small group discussion
Expand Capstone curriculum and assessments
Increase coverage of these topics in CPX
Create “log” of items not covered
Assign certain deficiencies to be covered in current courses
MS3
MS3 year
Competency
Professionalism
Practice-Based
Learning
Systems Based
Practice
Deficiency
Ideas
3047: Identify when consultation
with ethics committees or with
colleagues is advised.
3049: Describe a potential
conflict of interest witnessed in
clinical setting in which the
student has worked and how this
conflict should be addressed.
3051: Present a medical error
and complications report on an
assigned patient.
3053: Reflect on work-life
balance and its impact on
specialty choice.
3054: Recognize situations in
which patient needs trump
personal needs.
3061: Discuss how clinical and
research roles may conflict, and
how processes of consent may
differ.
3062: Describe the process of
obtaining appropriate informed
consent for participation in
research.
3063: Identify potential patient
safety issues and identify
strategies to improve outcomes
in the clinical setting.
Professionalism portfolio,
small group discussion
with Daybacks, change
milestone wording
3064: Identify a change or
changes in patient care at UNC
that have resulted from a quality
improvement project.
3069: Attend multidisciplinary
conference such as a tumor
board.
3070: Actively assist in arranging
for appropriate community
resources for a patient who is
being discharged, or who has
Attending M&M (see
above) would cover this;
FM Dayback sessions
covers this
Most students do this but
how do we ensure this?
Check it off?
Most students do this as
well but how do we
ensure this…does the
Outpt med FALLS OSCE
Ideas for more than
one specific
milestone
Attend M&M during
Surgery or IM clerkship
CPX or OSCE with case
addressing this conflict
Investigate and clarify if
this is addressed in MS1,
2 or 4 year in Clin Epi or
other course
Outpatient FALLS OSCE
covers this
Doesn’t hospital
based electronic
training on patient
safety address
some of these
issues? Will need
Managing the
Health of
Populations
MS4 year
Medical
Knowledge
Interpersonal
and
Communication
Professionalism
access challenges.
cover this?
3074: Use measures of cost,
quality, and access to assess the
outcomes of care for one primary
care and one subspecialty care
population.
3078: Discuss the physician’s
role in addressing these
disparities.
3076: Identify the impact of
Neurology clerkship
financial policies (of health
covers this
systems; of insurance companies)
on health and health care of
individual patients seen in clinical
rotations.
4001: Integrate knowledge of
the expected changes in organ
function as well as normal
physiologic changes across the
lifespan into the care of critically
ill and emergent patients and
patients at the end of life.
Other milestones
4025: Use an interpreter to
facilitate communication with
patients and their families.
Other milestones
4037: List the formal
mechanisms through which
unprofessional behavior is
addressed at the state and
national level.
4038: Describe possible
consequences of improper
professional behavior by
residents, and by practicing
physicians in the academic and
private practice setting.
4039: Apply appropriate
resources to address improper
professional behavior in peers
and other health professionals.
4040: Discuss strategies for
Can Critical Care Selective
shelf cover this? Is this
not evaluated in clinical
assessments
CPX, shelf exams?
All students do this…how
do we assess this?
Perhaps include it in
“clinical” log.
Capstone Course
Transition clerkship
Managing
Health of
Populations
balancing patient care
responsibilities and personal and
professional development.
4041: Develop a study/work plan
for PGY1 year.
4057: Use data from a
population (e.g., a panel of
patients) using available data
sources (e.g., HER, public health
surveillance data, claims data) to
assess one aspect of population
health and identify ways to
improve the care system for this
populations.
Other milestones
Advisory
College/Capstone
Simulations are being
developed to test skills in
this area…work with UNC
SOM or public health
faculty to implement this
Daybacks, time set aside
in fourth year to address
this.
Next meeting: March 29, 2011, 7:15 am, 1045 Burnett Womack
REMINDER:
Critical Care Selective Course Review
Introduction to Acute Care Course Review
Acting Internship Course Review
Observed Clinical Experience for Students
Residents as Teachers
Increasing Time with Students