EPC Curriculum Documents Subcommittee

January 27, 2003

Present:

P. Davis

T. Cameron

G. Dunaway

J. Lipcamon

E. Nelson

M. Shanahan

The goal for the meeting was to go over the charge from the EPC to the subcommittee, plan some action steps. 

The charge from the EPC is to add clear definitions of the role of faculty to the major curriculum documents:  Curriculum Guidelines, Curriculum Goals, and Objectives for Commencement.  Dr. Davis suggested that the group also consider wording that would inculcate professionalism in faculty so that they teach as role models as well as faculty.  He also suggested that steps to increase faculty awareness of the curriculum documents and the philosophy behind them should be included in the subcommittee’s report to the EPC.  There are a variety of documents, and not everyone reads words the same way; not all of the documents are appreciated or understood.  The charge also mentioned potential inclusion of the AAMC Compact Between Teachers and Learners in the documents, since that document says publicly what the faculty commitment to education is.

Dr. Davis provided a brief history of the development of the SIUSOM curriculum, explaining that the original concept was an objectives-based mastery curriculum, with all objectives published.  There was much effort from a curriculum development group that provided faculty development.  Today, the widespread faculty understanding of the curriculum is missing, and there does not appear to buy-in from faculty that there is a particular way that SIUSOM faculty teach or an understanding of what the curriculum design is.  It was noted that faculty are no longer hired for their expertise and interest in education and that there is less volunteerism than there was in the early history of the school.

He suggested that the group focus on what it is that makes the SIUSOM curriculum unique and ensure that the curriculum documents reflect those ideals.  The following attributes of the curriculum were identified by the group:

·         Student-oriented

·         Primary care emphasis

·         Rural emphasis

·         Medical Humanities emphasis

·         Computer-assisted Instruction and Assessment

·         Early clinical experiences/exposure

·         Community orientation (provides clinical training that is similar to what graduates will see in practice)

·         Student-faculty ratio

·         Continuous reassessment of curriculum by faculty

·         Integrated Clinical Science/Basic Science Experiences

·         Life-long/Self-Directed Learning Emphasis

Action Steps for Next Meeting:

·         Distribute list of “unique” curriculum attributes

·         Review curriculum guidelines and goals

·         Next meeting date will need to be rescheduled.