Print This Page
Share this page: More

Minutes: October 18, 2006

3 p.m., Wednesday, April 18, 2007
School of Medicine Administration, Board Room 103

PRESENT: Drs. Bluemke, Brayton, Dagnelie, Flynn, Geller, Holcroft, Honeycutt, Lehmann, Maragakis, McCarthy, Mooney, Pidcock, Schramm, Siberry, Sterni, Tompkins, Tufaro, Zellars, Zhu, Mss. Foy and Sandone.

ABSENT: Drs. Aucott, Bergles, Bhatti, Caterina, Chan, Choi, Cormack, DeLeon, Denmeade, Efron, Gultekin, Huang, Iacobuzio-Donahue, Kravet, Liu, Lorsch, MacDonald, Magaziner, Mears, Peters, Robinson, Roper, Schulick, Walker, Wang, Whitmore, Woolf, Yaster, Messrs. Kobayahsi, Pirruccello, Prucz, Rais-Bahrami, and Watkins, Ms. Cohen.

GUESTS:   Drs. Fried and Nichols, Ms. Heiser

I.  Minutes

The minutes of the March 21, 2007 meeting were approved.

II. Update on the New Curriculum and LCME Site Visit Update – Dr. David Nichols


                The new curriculum will be fully integrated starting with a 16 week scientific foundation of medicine course followed by a 48 week Genes to Society course focusing on systems biology, ending in March of the second year.  Longitudinal clinical experiences, including Clinical Skills, will begin in the first year and structural basic science experiences will be integrated into the clinical curriculum.  The curriculum is being designed to explore human individuality and the need to understand individuality at the molecular level.

                In addition to the above mentioned courses, students will have a formal course in Patient, Physician, and Society and be provided with time to explore an area of interest in depth.  One week inter-sessions will be interspersed throughout the four years to allow an integration of basic science and clinical science relevant topics.  A one month “transition to the wards” course is being planned prior to the start of the basic clerkships.  A required capstone course “Transition to Residency and Internship Preparation for Life (TRIPLE)”, is planned for the end of the fourth year.  Instruction in clinical investigation is also being incorporated into the curriculum.

                An active area of discussion now is the clinical curriculum which was not modified during the curriculum revision of the early 1990’s.  The Curriculum Reform Committee initially suggested a Core I (skill building) and Core II (knowledge base) clinical clerkship sequence, but due to logistic issues has revised its approach.  The model now under discussion will have the first week of the clerkship devoted to a mentored introduction by a selected community of educators to coordinate instruction; focusing on skill building using a variety of resources including the simulation center.  There will be opportunity for multi-departmental teaching during each introductory week.  In addition to basic clerkship experiences in Medicine, Surgery, Pediatrics, Psychiatry, Neurology, and Gynecology/Obstetrics, three advanced elective clerkships will be required: a subinternship, a chronic care focused clerkship, and a technology/physiology based clerkship.  It is expected that all required basic clerkships will be completed by January of the fourth year.

                Dr. Nichols outlined the plans for a transition year in 2008-09 which would require Clinical Skills to be taught twice.  During academic year 2009-10 the new curriculum would begin for first year students; second year students would be in a transition curriculum; and third and fourth year students would follow the current curriculum.  During 2010-11 first, second, and third year students would be in the new curriculum and fourth years in the current curriculum. 

                Dr. Nichols reported construction of the 10,000 sq/ft Simulation Center on JHOC 8 is underway with the opening planned for fall 2007.  An additional 10,000 sq/ft expansion on JHOC 7 is planned to open in two years.  The center will contain two standard ICU rooms which can be transformed into operating rooms and ten regular hospital rooms. 

                Teaching Building

                Dr. Nichols reviewed the plans for the new Armstrong Teaching Building to be constructed adjacent to Reed Hall.  The ground floor of the building will contain two 170 seat auditoria with state of the art audio/visual and technology.  This level will also have a prefunction area, a café, and an outdoor seating area.  The second floor will house the four colleges and a learning studio, small group rooms, and medical education offices.  The third floor will contain teaching labs and small group rooms.  The fourth floor will contain anatomy labs, quiet study rooms, case study and small group rooms. 

                Dr. Nichols responded to a number of questions relating to the following topics:

-          The location of Ob/Gyn in the clinical curriculum

-          Curriculum evaluation mechanisms

-          Assessment and evaluation of individual courses

-          Curriculum information management systems

-          Impact of the college system, the new curriculum, and the planned education building on applicants


Dr. Nichols reported in the judgment of the LCME secretariat staff, the School has demonstrated full compliance with all standards.

                The following areas of transition will require further LCME review:

-          Implementation of the new curriculum

-          Content coverage of socioeconomic subjects

-          Opening the new education building

-          Faculty Diversity

 III. Vision 2020 – Report of the University Committee on the Status of Women – Dr. Linda Fried

        Dr. Fried provided background on the formation and membership of the University Committee on the Status of Women.  The 2006 Vision 2020 report is the culmination of four years of work and outlines issues and a timeline for implementing recommendations.  The report covers several key issues including work-family balance, a culture that devalues and disadvantages marginalized groups, and leadership needs.  Past reports have focused on symptom relief; the Vision 2020 approach focuses on “treating the disease while relieving the symptoms”.  Prior interventions have shown progress, but when intervention ceases the problems return.

                The Vision 2020 report clearly outlines four interventions needed to resolve gender inequities as follows:

1) long term interventions with specific timelines that must be accomplished by 2020; 2) sustained leadership from the top with a goal of 50% leadership positions filled by women by 2020; 3) cultural change which will resolve underlying causes of bias and gender discrimination; and 4) work-life balance as a reality.

                Drs. Brody and Knapp have accepted the report and have agreed to a 15 year implementation with a three tier (5, 10, and 15 year) action plan.  As a next step, a commission will be appointed to focus on implementing recommendations.   Dr. Weisfeldt and Ms. Hayes will co-chair the commission.  Dr. Fried stated it was time for specialists to be brought in to focus on these issues rather then to depend exclusively on volunteers.  Participation from the Medical School Council was requested.

               Dr. Fried distributed a University policy on “Principles for Ensuring Equity, Civility, and Respect for All” which was recently adopted by Drs. Brody and Knapp. It was suggested that a school-wide event be held to present the Vision 2020 report to faculty and staff. Dr. Fried distributed a copy of slides from her presentation, and a leadership “tool kit” for implementing recommendations.  She encouraged Medical School Council members to read the report which is available online at

IV. Art as Applied to Medicine – Cory Sandone

         Ms. Sandone, the Art as Applied to Medicine representative to the Medical School Council, provided a brief history of medical illustration at Johns Hopkins from its inception in 1894 when Max Broedel, the first medical illustrator was appointed to the faculty.  The department’s Medical and Biological Illustration graduate program is one of five programs in North America and attracts outstanding students.  Second year students are required to complete a four month full time thesis project which involves original investigation and development of a visual solution.  The thesis project usually involves faculty outside the department.  Ms. Sandone discussed examples of previous projects and asked Medical School Council members to consult with their constituents to ascertain if graduate students could be of assistance in providing visual solutions to their research projects.  There is a May 15th deadline for submitting proposals.

There being no further business this meeting was adjourned at 4:55 p.m.

                                                                                                                Respectfully submitted,

                                                                                                                Mary E. Foy


Future Medical School Council meetings:

All meetings will be held in the School of Medicine Board Room (SOM 103), 3:00 to 5:00 p.m.

May 23, 2007

June 20, 2007