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Present:
P.
Davis, Chair
L.
White, Staff
G.
Dunaway
E.
Nelson
M.
Shanahan
Dr. Davis asked for comments
regarding possible meeting times. The consensus was to change the meeting time
to 1:30 pm on the 3rd Monday of month, beginning September 15.
Dr. Davis distributed a copy
of the revised Faculty Statement of Principles about Teaching (August, 2003) to
members. He explained that most of the suggestions had been incorporated, and
that the major focus had not changed. The issue of including residents as
faculty presented some difficulties – while it is important to include some
recognition that residents are both teachers and learners, including residents
in sections regarding faculty responsibilities and also in sections related to
students makes the document confusing. He suggested that including a statement
that recognizes that residents may be teachers as well as students might be most
appropriate in the preamble. With that in mind, he asked for comments regarding
the current draft and the process for implementing the final version.
Multiple suggestions for
changes to the document were made and discussed. Dr. Davis will produce a
revised version for the next meeting, with a goal of continuing to refine and
simplify the wording from the original AAMC Compact Between Teachers and
Learners.
The following potential
changes were discussed:
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There was discussion as to
whether residents should be addressed in the document, since its focus is more
to faculty and students. It was suggested that there are other documents for
resident roles. The consensus was to ask for review of the document by other
groups such as Graduate Medical Education (GME), Promotions and Tenure Committee
(P & T), and Faculty Council to see what those groups think regarding this
issue.
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The section on commitment of
teachers should be comparable to the commitment of students. Dr. Davis will
continue to use the AAMC Compact Between Teachers and Learners to refine this
section. While most of the statements are reasonable, the goal for the SIUSOM
version will be to simplify the wording.
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The statement under the
third bullet point in the second subcategory regarding personal and adequate
rest is a vague statement will be difficult to address. It was noted that this
is an issue for clinical education and is tied to clerkship scheduling. The
issue has been discussed in Year 3 and Year 4 Curriculum Committee meetings,
but, to date, neither committee has developed firm policies. It was also noted
that curriculum schedules are only part of the issue – student commitment to a
patient or experience affects the number of hours, as well. This may become
more of a monitoring issue than a policy issue. There was considerable
discussion as to whether this statement should use the term monitoring,
conducting, or implementing and the individual meanings that can be assigned to
each term.
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It was suggested that the
first bullet should capture the information on Page 14 of the LCME Accreditation
Standards: FA13 – schools should ensure method for direct faculty involvement.
It was suggested that the first sub-bullet addresses that issue, but it was
recommended that the issue of governance needed to be included.
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It was suggested that, under
the first bullet, the third sub-bullet should reference achievement in knowledge
and skills designated by faculty. It was noted that the document purposefully
goes from the faculty as a whole to individual faculty, and that relationships
with students falls under the student section. It was suggested that the term
“fostering” should be more direct, and the term “facilitating” was suggested as
a replacement, but there was not a consensus. The importance of developing a
document that would ensure a mechanism for guiding improvement of the curriculum
was stressed. A counterpoint was made that anonymous feedback is not
necessarily valuable. The consensus was that, while faculty need to take a data
source into account, if students rate an experience as poor, steps need to be
taken to improve the experience.
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There was much discussion as
to how the roles of individual faculty and the Student Progress Committee (SPC)
should be described in the document. The process was reiterated -- faculty have
the responsibility to document success and failure, and that the SPC may or may
not follow faculty recommendations, based on the student’s entire academic
record. Dr. Davis will review this section of the document to determine how
best to describe faculty responsibility in this area at all levels.
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It was recommended that all
headers of the document include “SIUSOM, August 2003, Statement of Principles
about Teaching.”
The subcommittee then
reviewed and approved the five bullets related to “Commitments of Students and
Residents”:
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We pledge our utmost effort
to acquire the knowledge, skills, attitudes and behaviors required to fulfill
all educational objectives established by the faculty.
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We cherish the professional
virtues of honesty, compassion, integrity, fidelity, and dependability.
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We pledge to respect all
faculty members and all students and residents as individuals, without regard to
gender, race, national origin, religion, or sexual orientation.
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As physicians in training,
we embrace the highest standards of the medical profession and pledge to conduct
ourselves accordingly in all of our interactions with patients, colleagues, and
staff.
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In fulfilling our own
obligations as professionals, we pledge to assist our fellow students and
residents in meeting their professional obligations, as well.
There was consensus with all
of the statements, except for the word “embrace” in bullet 4. Dr. Davis will
use different terminology in the next draft. It was suggested that this section
should also touch on student responsibility for self directed learning/knowledge
learning and address the professional skills and competencies needed to fulfill
those responsibilities.
Dr. Davis concluded the
discussion by saying he would sketch out a statement of principles of learning
and write the guiding principles section by the next meting.
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EPC
Curriculum Documents Subcommittee