December 16, 2024
December 2, 2024
November 19, 2024
October 7, 2024
August 5, 2024
July 1, 2024
June 17, 2024
May 20, 2024
May 6, 2024
April 15, 2024
April 1, 2024
March 18, 2024
March 4, 2024
December 16, 2024
- CQI Committee Created: Dr. Abbas Hyderi and Greg Null shared information about the new Continuous Quality Improvement (CQI) committee that will begin its work in early 2025 to help prepare UPSOM for its upcoming re-accreditation, and for ongoing performance improvement. Two faculty leads will be hired to help lead the group and the LCME self-study process. This is a broad group, not just related to curricular issues, and will run under the auspices of the Vice Dean for Education.
- New Electives Approved: The Committee reviewed four proposed two-week electives, to begin in February 2025: Quality Improvement, Pediatric Pulmonology, Diabetes/Endocrinology, and Critical Care Medicine. All four were vetted by the Bridges Subcommittee and recommended for approval--all were approved unanimously. That brings our total of two-week electives to 19, with a student capacity of 50, for the 20 students who will need them.
- Policy on Non-involvement in Assessment Revised: As part of the Educational Policy Council's ongoing review of existing policies, revisions to the Policy on Non-Involvement of Providerse of Student Health Services in Student Assessment were shared for Curriculum Committee's consideration. The policy was brought in line with LCME's guidance on conflict prevention (e.g., broadening categories of potential conflicts), and responsibility was shifted from students (to disclose) to faculty (to recuse). Operational issues were discussed at length. The Committee approved the revisions.
- MSTP Graduation Requirements: No Change: Students returning from their PhD studies have limited time to complete their graduation requirements. December graduates, who do a research fellowship before starting residency, may only have three months of electives available, and one of them is likely to be a study month for Step 2CK. During discussion, a suggestion was made to require that at least two-thirds of elective time be spent on clinical electives. However, data from recent years suggest that most students already are taking more than half their electives as clinical, and very few take just three electives total. The Committee felt this deserved more review and discussion before making any proposals.
December 2, 2024
- LRP Grading Proposal: Drs. Peter Veldkamp and Don DeFranco shared a proposal to alter the grading frame for the Longitudinal Research Project (LRP). Currently, students receive just one grade at the end of the project, and they are asked to give interim updates. The proposal converts those interim updates into separate grading outcomes, bringing it in line with other longitudinal requirements within the curriculum. Going forward, students would have to respond to quarterly updates demonstrating some engagement on the project each period. Students raised concerns about how to make this change as supportive as possible, and LRP deans reviewed the many efforts taken at engagement, the flexibility around waiving requirements, and the protections against bias. After much discussion, the proposal was approved by the majority of Curriculum Committee members and will take effect will take effect immediately.
November 19, 2024
- LRP: Clarification of Grading: Research deans Drs. Don DeFranco and Peter Veldkamp shared a proposal to provide more specificity and transparency around interim grading of the Longitudinal Research Project (LRP). Students raised concerns about the proposal and the vote was deferred until 12/2, when the students would have more time to review.
- AAMC: Pitt staff and faculty who attended the recent annual meeting of the AAMC provided summaries of key trends and topics, to help the community here. We focused on artificial intelligence in medical education, accreditation, and students with disabilities/accommodations. More topics will be discussed at subsequent meetings.
October 7, 2024
- Course Requirements for OMFS Students: Proposals were made to consider exempting our OMFS students from certain parts of the new curriculum that they have had training in. We have two OMFS students in each class who have completed dental school and six months of residency before beginning the MD curriculum. Although they have significant clinical skills already developed, the specifics vary as to their skills in specialty-specific skills like sensitive exams (pelvic, GU), neurological, and mental status. Our current system is to give the Introduction to Clinical Medicine (ICM) course leads discretion as to what to exempt them from; the Committee felt a blanket exemption would not be appropriate. Similarly, although these students have significant experience with community engagement and patient care, they did not all have longitudinal patient experiences or team-based community engagement experiences, hallmarks of our CAP and LAP courses—instead of a blanket exemption, students would meet with CAP/LAP leads to determine what would be appropriate for them to do.
- Colloquium/Title IX/Award Nominations: Our upcoming faculty retreat, the Curriculum Colloquium, will take place February 6, Thursday, from 2:30p-6:30p in the Scaife WW Auditorium (or on livestream). The theme will be AI in Medical Education. Faculty also should come to a required Title IX training right beforehand: 1:30p-2:30p in Scaife 5785. At the end of the colloquium, we will be having an awards ceremony—everyone is encouraged to nominate individuals for our UPSOM Medical Education awards.
- ALCE Working Group Leadership: The Curriculum Committee approved leadership for its new working group on the Advanced Longitudinal Clinical Experience (ALCE), a key component of the Bridges Curriculum. The group will be led by Drs. Robin Maier (Family Medicine) and Tony Cyr (Surgery).
- SP Program Diversity: Dr. Reed Van Deusen presented an annual update on diversity within the SP program. The program has over 100 individual SPs with the goal of representing the Pittsburgh community demographically (race/ethnicity, gender, disability status, SOGIE, etc.). The SP program is overrepresented with white women; for instance, only 6.3% of SPs are Black, compared to 23% in the general community. The program has a recruitment plan, which includes hiring new staff to help, building partnerships with community organizations, and connecting with students and their organizations more effectively. Numerous other strategies were suggested by the Committee.
August 5, 2024
- Policy Revisions: Academic Remediation/Observation: The Curriculum Committee approved changes to these policies, initiated by Drs. Lisa Borghesi and Alda Maria Gonzaga, to enhance our support for the academic success of our students. The goal of these policies is to identify students who are struggling and assist them in reaching their academic targets. UPSOM is adding a "pass with concern" designation for students who achieve a "low pass" on benchmark cognitive assessments in the Foundations phase (i.e., no more than 5 percentage points above the passing threshold). Students who have three or more passes with concern would be placed on academic observation for one year, to highlight their risk/need—the Academic Success Team would then provide individualized, holistic support plans to help with academic, wellness, professionalism, or other supports. The observation status would be internal only (not on transcript/MSPE).
- Community Alliance Program (CAP): Dr. Andrew McCormick provided an update on CAP after its first year. The program is designed to help students and communities build trust, respect, partnership, and humility. Teams of between 4-10 students partner for 15 months with a health-adjacent non-profit community partner organization (CPO) and spend around 8 hours monthly to build a relationship and complete a project. Students have recognized the value of this program but were concerned about issues related to expectations, communication, choice/autonomy, site equity. CAP has made changes to improve program implementation, and the new Class of 2028 will be getting information about the program soon.
- Longitudinal Alliance Program (LAP): Drs. Lisa Podgurski and Beth Oczypok provided a similar update on LAP, which connects each student with one individual from the community to learn about their lived experience with health and health care, a relationship expected to last throughout the student's time in the curriculum. LAP provides small groups for debriefing/discussion, along with interprofessional care conversations. Students have greatly valued the relationships (73% overall satisfaction with LAP); the program is working on improving communication around expectations, and thinking about ways to increase recruitment and choice.
- LCME: A standing item on the Committee's agenda will be LCME—our continual efforts towards re-accreditation readiness. CCQI has been leading the work in this area and will be providing routine updates, engaging the community in initiatives.
July 1, 2024
- Admissions/Prerequisites: Dr. Beth Piraino, Associate Dean of Admissions and Financial Aid, presented an update on admissions to the Curriculum Committee. She shared details on the incoming class of 2028—148 matriculants, 61% female, with excellent GPA and MCAT scores. She also led a review of our current prerequisites for admission, including one year each of biology, chemistry, physics, and English/writing; and a half year each for organic chemistry, biochemistry, and statistics. Psychology is recommended but not required. This is similar to what other schools have, and our faculty and students feel that students are generally well-prepared for the curriculum with this background. A student member suggested adding physiology and neuroscience as recommended courses, and the Committee unanimously approved these additions.
- Clerkship Segment Report: Dr. Raquel Buranosky, Associate Dean of Clinical Education, presented a segment report on the clerkship phase of the curriculum, using a new format developed by our Program Evaluation team. The format described teaching/assessment methods in the phase, how well it addressed program objectives, student workload and feedback, strengths and areas for development, and specific action plans. The phase has garnered high marks from students in terms of satisfaction around quality of educational experiences, and students do well on Shelf exams and Step 2CK. Clerkships prepare them for the Bridges phase, particularly acting internships. Students continue to wish for higher quality formative feedback (30% dissatisfied) and fairer and more transparent summative assessment (34% dissatisfied). Action steps include promulgation of best practices, alterations in feedback and evaluation forms, discussion in Clerkship Directors subcommittee, the development of a performance dashboard, and consistent linkages of learning objectives to assessment items. The Committee approved the report and action plan, with specific deadlines for accountability.
June 17, 2024
- MD/MBA Dual Degree Program: The University of PIttsburgh provost just approved a new academic program—a dual degree experience for up to five learners annually who can earn both an MD degree and an MBA through the Katz School of Business. Students must be admitted to both programs, begin in the MD curriculum, shift to Katz in September of 3rd year for one calendar year, returning to the School of Medicine after that. We will be recruiting for the Class of 2029, entering in fall 2025.
- Educational Team Meetings: UPSOM has created a new approach for educator consultation—if a student is consistently struggling to learn, or if faculty are consistently struggling to teach a learner, despite routine supervision, the educator can ask for a team meeting where multiple stakeholders (coaches, deans, advisors, program leads, etc.) will be brought together to find a good teaching plan for that student. Dr. Jason Rosenstock will serve as the convener of these team meetings—reach out if you want more information.
- Absence/Attendance: New Procedures: To help ensure that students are getting the health care they need, we will begin (effective immediately) to pilot a new system across the curriculum: when students are seeking absences for key curricular events (orientation, exams, clinical skills sessions), they will be required to submit documentation from health care providers supporting that absence.
- CCQI: MS1 School-Administered Survey Results: The Program Evaluation core is moderating a weekly series of discussions among faculty, MS1 students, and staff to review results of our school-administered survey and communicate action steps based on findings.
- Integrated Life Sciences (ILS) Working Group: To fulfill recommendations of the Curriculum Reform Task Force, the Curriculum Committee voted to form a working group on the ILS requirement in the Bridges phase of the curriculum. The working group mandate was reviewed and approved; leaders will be voted on by the committee. Those interested in participating can reach out to the Executive Subcommittee.
- Curriculum Committee Mandate: Revisions Approved: Our group's mandate needed to be updated to reflect changes in nomenclature, subcommittee functioning, and content reporting, particularly the use of subcommittees to vet reports prior to segment reviews. The Committee approved the revisions.
- Specialty Care Clerkship: Annual Report: Dr. Stephanie Gonzalez, clerkship director for SCC, presented her annual report to the Committee. SCC has eliminated the oral health week, replacing it with a week of adult emergency medicine at community sites. Practical workshops and didactics were strengthened, which may have helped reduce the exam failure rate among students. Midclerkship feedback remains difficult on this clerkship, with four separate one-week experiences. SCC will continue as a required, pass-fail clerkship through the graduation of the Class of 2026.
May 20, 2024
- Leave of Absence Policy Revision: The committee voted to approve revisions to our LOA policy that will allow select students to take extended personal leaves for entrepreneurship that is felt to be significant and important, with guidance on re-entry parameters.
- 3RC Innovations: Greg Null presented an update on our Flex Week program, which has very high student satisfaction. Over half will choose their own "adventure" while others pick curated experiences—all a mix of research, shadowing, study, procedural experience, and other interesting professional enrichments. Dr. Amanda Casagrande shared an update on the Primary Care Accelerated Track (PCAT)--three students just completed their first year, and we've admitted four more (expanding from Internal Medicine and Family Medicine to Pediatrics as well). These learners will be ranked favorably at UPMC residencies, and they will continue longitudinal ambulatory experiences connected with those residencies.
- Assessment Subcommittee Report: Drs. Mike Elnicki and Reed Van Deusen shared an update from the Assessment Subcommittee, both on multiple-choice exam questions in the new curriculum, as well as performance-based assessment in the legacy curriculum. MCQs now more closely adhere to USMLE Step 1 style, with better reliability; OSCEs including our Clinical Competency Assessment represent a valid approach to evaluating clinical skills.
May 6, 2024
- Graduate Panel: The Curriculum Committee hosted two of UPSOM's graduates to talk about how well the curriculum prepared them for residencies. Both are finishing their PGY-I years at UPMC programs in Internal Medicine (Cat Pressimone) and Pathology (Laura Molina). Both felt well-prepared for residency overall, particularly around clinical skills (history-gathering and physical exams), critical reasoning, and ordering/interpreting tests. Electives helped them hone skills in key areas, and the Area of Concentration program was particularly helpful. Compared to other residents in their programs, they felt they had more experience and readiness for educational roles. Bootcamp was useful in the transition to residency, especially simulation sessions. Preclerkship curricular content was helpful when clinical correlations were clear; they noted that Step 1 negatively affected student focus on topics that would have otherwise been important to learn about in the curriculum.
- MS4 Report: Our four MS4 Curriculum Committee student representatives presented their final report, focusing on the 4th year curriculum. Acting internships were highly regarded, and students felt well-prepared for them. Away rotations were difficult to manage given scheduling, financial, and housing issues; students suggested having earlier and specialty-specific information for future preparation, which is being developed. For ILS and elective courses, students suggested more clarity on expectations like hours and reporting times. There was discussion about match advising, particularly ways to make information safer and more accessible to students.
April 15, 2024
- Specialty Care Clerkship: Site Changes: For AY25, Dr. Stephanie Gonzalez has requested shifting site assignments for students. In the past, students have done one week each of ophthalmology, otolaryngology, oral health (dental medicine), and adult emergency medicine. Student feedback has strongly encouraged the clerkship to increase adult EM and reduce oral health exposure, which would also help develop the 3RC Acute Care Clerkship experience down the road. Dr. Gonzalez has identified new community sites at St. Margaret and the VA that will allow for increased adult EM shifts. She would like to eliminate the oral health week for now, with UPSOM seeking alternative options for dental exposure going forward. The Curriculum Committee approved this request, effective May 2024.
- Preclerkship Course: Expansion for 2025: In February 2025, the Preclerkship Course was planning to increase from the current one week to two weeks (approved previously). However, to align clinical rotation schedules between CO26 and CO27 students, CO27 students would in February 2025 need to "wait" two weeks before starting their first rotation. Course director Dr. Joseph Suyama has proposed to expand the course from two to four weeks during that transition time, to use those "extra" two weeks for an expanded preclerkship experience. The expansion would include clinical skill development, adjusting to clinical learning environments, work on communication, and some thread work—with content determined in part by perceived gaps in readiness unique to the transition from legacy to 3RC. This would be a one-time expansion; in 2026 the Preclerkship Course would return to its usual two weeks. The Curriculum Committee approved this request.
- Two Week Electives: Pass-Fail Grading: Beginning in February 2025, students will be able to select two-week electives as a "taste" of a field, distinguishing from a full four-week depth experience. Electives are usually graded in a tiered fashion, but to support student exploration, faculty and students have suggested making all two-week electives pass/fail. This includes the two-week Anesthesiology clerkship (students more interested in anesthesiology as a career would be advised to take the four-week version of the clerkship, which would be tiered grading). The Curriculum Committee approved this request.
- Psychiatry Clerkship: Dr. Ryan Peterson, clerkship director, presented an annual update on the four-week experience. Students work primarily at inpatient sites at Western Psychiatric, or at consultation sites at other hospitals. The clerkship has expanded capacity from 14 to 18 to accommodate the large Class of 2026. Students learn the psychiatric assessment and basic management strategies, assessed via clinical global ratings (50%), a Shelf exam (30%), and an MSE video (15%) in addition to professionalism. 61% of students receive Honors, 31# High Pass, with a Shelf mean of 83 (around national average). 99% of students feel like they are treated with respect; 96% are satisfied with the overall quality of the clerkship and 96% believe it's well-organized. They are working to increase emergency psychiatry experiences and improve the quality of the feedback to students.
- Foundations Segment Review: Three leaders presented an overview of the Foundations segment: Dr. Lisa Borghesi (assistant dean for Foundations), Dr. Martin Schmidt (Keystone Fundamentals block director), and Dr. Rob Powers (Organ Systems block director). They reviewed key changes in segment procedures, including increased emphasis on learning outcomes and a better alignment of grading procedures to fulfill that aim (e.g., shift to threshold grading, must pass every course, grades based primarily on cognitive performance rather than professionalism). The new curriculum facilitates deeper learning through a shift to active in-person learning and away from lectures, utilizing a case-based discussion format and a spiraling of curricular content over time, with weekly assessments (formative/summative). Pass cutoffs have risen, challenging students to achieve mastery, and supports are in place to facilitate that learning. The social medicine thread is being covered in key courses; integration is improving. Students have been very satisfied with the clinical relevance of content, although there is worry about board relevance. Patient panels were very popular (e.g., half of KF cases had panels). 81% of students were satisfied with overall quality in KF and felt prepared to begin Organ Systems. Course satisfaction has varied during initial rollout; key elements in success were reviewed (e.g., expert availability, practice quizzes, newly prerecorded content, limited prework, physiology correlation in groups). The nephrology course achieved a 91% student satisfaction rate and was highlighted by students as a model for the new curriculum.
April 1, 2024
- Streams: The curriculum reform task force proposed a shift from Areas of Concentration to a new approach featuring Streams related to the HAIL curricular goals—Healer, Advocate, Innovator, Leader. Students in good standing will enter in spring of MS1 and pursue a consistent set of activities (clinical experiences, workshops, capstone project) with support and advising from faculty, culminating in an MSPE “mark of distinction” that highlights their stream accomplishments. A stream program lead will coordinate activities with faculty and student leads within each stream. Existing AOCs will become “currents” within this structure. The committee voted to approve the streams proposal. A leader will be sought, hired, and supported to lead this program.
- OS2 Schedule Change: The committee revisited a proposal from March to flip the teaching schedule, to move Reproduction later and Musculoskeletal earlier, as a way of ensuring integration of the GU/GYN sensitive exams with the Repro course. MS1 Curriculum Committee representatives reviewed the proposal and supported it, and the full committee approved it today.
- Two-Week Electives: Faculty were reminded to submit proposals for two-week electives, which will be needed by February 2025. Proposals can follow the same form as existing four-week electives, but will be vetted by the MS4/Bridges Subcommittee before considered by the Curriculum Committee.
- Diagnostics Course: Dr. Marie DeFrances shared the final report from the Diagnostics task force, to implement one of the required courses in the 3RC Bridges phase. She and Dr. Barton Branstetter led the group to propose a full longitudinal in-person pass/fail course—2hrs every two months over six sessions—focusing on radiology, pathology, and related assessment content that would build on previous content. The Curriculum Committee approved this proposal. Leaders will next be sought and hired.
- Anesthesiology: Dr. Bill McIvor shared an update from this two-week required clerkship. About 30 students train at seven sites, with half the experience clinical and half simulation. Students are assessed clinically and with a written, 75-question home-grown test. Skills taught (especially procedural and perioperative) are unique and essential to the curriculum, and popular with students. Simulation is a strength; 95% of learners feel the experience is well-organized and meets objectives. Students would like more interaction with preceptors and the short timeframe makes it hard to get ongoing feedback. Competition with other learners is a challenge in clinical learning sites.
March 18, 2024
- Organ Systems Schedule: A proposal was made to reverse the sequence of Organ Systems courses, flipping Musculoskeletal and Reproduction. This would allow for horizontal integration with the Patient-Centered Care block, which would otherwise be unable to provide the “sensitive exam” (GU/GYN) training to students during the Repro course. Although it slightly alters a vertical build of content, the two week change was not felt to be significant and all affected course leads agreed to the change. MS1 representatives asked to table the vote until more discussion could take place.
- Residency Match Results: Dr. Alda Maria Gonzaga presented results of the 2024 match, which took place March 15. Our final math rate was 98%, above national average and above last year’s. Students were generally very pleased with the outcomes.
- Course Evaluation Subcommittee: Transition to 3RC Foundations Curricular Design Subcommittee: Dr. Lisa Borghesi shared a proposal to expand the focus of our traditional course eval subcommittee, to better coordinate and improve the new curriculum. The new body would meet weekly and consistent of key curriculum leaders, students, and an instructional designer; they would review not only student evaluations but other data about course performance, and assist course leads in improving their curricula in line with overall school goals and procedures. The Curriculum Committee approved of this change
- Interprofessional Education in the Adult Outpatient Medicine Clerkship: AOMC’s Dr. Jillian Kyle would like to improve the clerkship by better integrating student experiences with our growing IPE thread. Students will all rotate for a couple of half-days at Pitt’s “Hub,” where they will work with students from the other schools of the health sciences. After interprofessional discussions, students would write a reflective paper and later collaborate with a visit to the Health Home Lab to practice application. The Clerkship Director’s Subcommittee approved this change, as did the full Curriculum Committee, and it will begin in May at the start of the academic year
- 3RC Course Approval Task Force: Dr. Scott Herrle shared an overview of the CATF’s mandate, composition, and work to date. They have approved seven courses and are reviewing two currently. The discussions have been productive and have stimulated important collaboration across the curriculum.
- Mapping Standard Operating Procedure: Our mapping lead Katie Maietta shared a new SOP related to mapping, which included what and how mapping takes place, and who is responsible when. Curricular leads must submit draft schedules four months in advance, curricular materials six weeks in advance, and then meet with the mapping team at least four weeks in advance of all scheduled sessions. We have 118 keywords, and we will use a 10% coverage threshold. Exam questions will be mapped as well as USMLE coverage. This SOP will be placed on Elentra, which will also house the final map when completed.
March 4, 2024
- CCES Membership: Dr. Evan “Jake” Waxman is stepping down as faculty-at-large member on the Curriculum Committee Executive Subcommittee. Replacing him effective immediately will be new member Dr. Nitin Agarwal from the Department of Neurological Surgery.
- Clinical Rotation Capacity: The larger-than-normal Class of 2026 has triggered a search for increased clerkship capacity to accommodate their needs, especially with the Class of 2027 (new curriculum) students starting earlier than usual in February 2025. Clerkship directors have added slots but we still need more to accommodate the over 190 students who are slated to begin rotations in May. Curriculum Committee voted today on two proposals to address this logjam. First, the Committee approved offering select students the option of beginning clinical rotations early, in AY24 Period 12, where we have 19 vacant clerkship spots, and up to 16 students who might be appropriate (because they will have completed Step 1 by 3/24). The students will be vetted for appropriateness and only allowed to do this if they want to and it’s appropriate for their schedules; this option will only be available for this year. Secondly, the Committee approved of making ambulatory medicine clerkships (Family Medicine and Adult Outpatient Medicine) into a selective, where students would pick one to fulfill the requirement. This will reduce required clerkship time, similar to what we did in the COVID year, but it would still allow us to meet educational program objectives.
- Educational Program Objectives: After review and discussion, the Committee voted to approve our full list of 34 educational program objectives (EPOs).
