school committee minutes febuary 2009
Area
Health Education Centers
Schools
Committee Meeting
Chair:
Carla See
Web AT
Conference
In Attendance: Carla
See, Norman Ferrari, David Bowyer, JoAnn Raines, Kathleen Bors, Malinda Turner,
Carla Campbell, Charrisa Davis, Patricia Crawford
Guests: Amanda Heaton, Kendra
Sullivan, Penny Asbury
Staff: Hilda R. Heady, Derrick
Day, April L. Vestal, Sandra Y. Pope, Jacki Novacich
Approval
of the consent agenda: Motion to approve the minutes for
(JoAnn
Raines/ Kathleen Bors) Motion Approved.
Old Business:
Service-Learning Update from Joint Outreach
and Curriculum Committee:
Kathleen
Bors updated the committee on the service-learning online submission form and
those service-learning projects that have been submitted for review. The committee is trying to amend and approve
the service-learning opportunities for the students by taking a closer look at
the service-learning projects. The
committee took a look at a few of the service-learning projects at an earlier
meeting and reviewed each section in detail to make sure the project meets the
service-learning definition and the new matrix guidelines. The committee agreed that with the number
submitted, it would be easier to arrange smaller groups to review each
project. Each of the 5 projects
submitted will have two or more members to review them and present the revision
of the project to the committee at the June meeting. Volunteers to review projects
are:
1. JoAnn
Raines and
(Carla
See volunteered to write a second project for the
2. Hilda
R. Heady and Kathleen Bors- Uninsured and
Underinsured in WV
3. Carla
See- Training Teachers on School Health
Emergencies
Review of Service-Learning Matrix:
(Appendix A)
Hilda
reported to the committee that, after the matrix was presented to both the
Joint Outreach and Curriculum Committee and the School Committee in November,
we followed up with the schools for their review and additions to the matrix
based on their standards and accreditation.
The
belief is that we will use the matrix to assess service-learning projects
already in use and those that will be created to make sure it meets the
standards of all the schools.
Discussion and Approval of Revised Distribution
of Medical Student Rotations to Shortage Areas Policy (2004-02):
The
medical school subcommittee met in January to address the issue of those
preceptors that divide their time between a shortage area site and a
non-shortage area site, and if students should be allowed to follow the
preceptor to the non-shortage site based on the policy.
Under
procedures number 3 it will now state:
"The RHEP web site will
indicate RHEP medical preceptors in non-restricted cities* who practice at an
RHEP site with a HPSA or free clinic designation. In order to qualify for two months of WVRHEP
credit for one month at a Shortage Site, students must be with preceptors at a
designated Shortage Site for three out of five days each week. The other two days/week do not have to
necessarily be with the same
preceptor(s) but must be at another rural
site or at a site in a restricted city that has obtained a variance from the
WVRHEP Executive Director. The preceptor
of record is the preceptor with whom the student spends the most time. This preceptor must have a faculty
appointment with the student's medical school. The website will be updated as
preceptors come and go and every two
years after the federal primary care HPSA revisions are identified and are
approved by the Schools Committee, the Recruitment and Retention Committee and
the Advisory Panel. It is the
responsibility of the site coordinators to obtain faculty appointments from the
schools for new preceptors, inform the RHEP Director of Evaluation by email of
changes in medical preceptors in the interim two years and to update the
preceptor and sites tables in TRACKER.
Changes made by site coordinators to the preceptor table and sites table
in TRACKER will automatically change the listing of HPSA/free clinic preceptors
on the WVRHEP website. The Director of
Evaluation is responsible for designating HPSA/free clinic status for sites in
TRACKER and has direct access to the online listing. "
It was
also discussed how to make it clear to students which Medical schools will
participate in this policy. The decision
was to state it as:
"Individual
medical schools should be contacted regarding their current policy towards
offering
two months of RHEP credit for one month at a free clinic or HPSA site."
Motion
to approve policy as revised and to refer it back to the Recruitment and
Retention Committee and the Coordinators: (Norman Ferrari/ Kathleen Bors)
Motion Approved.
New Business:
Moving Rural Fair to earlier in the fall:
The
main concern was the timing of the WVU Rural Fair. It was decided that this was a
Review of common Scheduling date:
The
scheduling date will remain the same, April 1.
Faculty Appointments:
April
discussed that some coordinators do not have the information that is need to
update field faculty appointments. The
school committee was reminded that Rose McCluskey presented in November a way
for school coordinators to update this information as the schools would be the
ones who have the information required. If you have any questions regarding the
ability to update faculty appointments on TRACKER, please contact Rose
McCluskey at
April
also asked the school representatives present how coordinators should request
faculty appointments for new field faculty members. Carla See requested Pharmacy field faculty to
contact her. WVU-SOM stated their
information is listed on their website, which is linked with WVRHEP/AHEC
website. April will record all information from the schools and make sure it is
added to the New Coordinators Orientation Manual.
Chair,
Carla See, adjourned the meeting
Appendix
A
(Red X's represent information added during the Joint
Outreach and Curriculum Meeting)
Service-Learning
Definitions/Policies of Schools
|
Schools |
|||||||
|
Components of Definition |
MU-SoM |
WVSOM |
WVU-SoD |
WVU-SoM |
WVU-SoN |
WVU-SoP |
WVU-SoPT |
|
1.) Structured
learning experienced/ Student Learning objectives |
X |
X |
X |
X |
X |
X |
X |
|
2.) Responds to and/or
meets identified Community needs |
X |
|
X |
X |
X |
X |
X |
|
3.) Carried out in or
through an academic community partnership (sufficient opportunities) |
X |
X |
X |
|
X |
X |
X |
|
4.) Learner develops
reflection and reflection is reviewed by faculty. |
X |
|
X |
X |
X |
X |
X |
|
5.) Links to/ Connects
coursework/ integrated into curriculum. |
X |
X |
X |
X |
X |
X |
X |
|
6.) Cultural
competence civic/social responsibility sense of caring for others/values |
X |
X |
X |
X |
X |
X |
X |
|
7.) Opportunities for
interdisciplinary interaction and learning |
X |
|
X |
X |
|
X |
X |
|
Legend: |
|||||||||
|
MU-SoM |
Marshall School of Medicine (Joan C. Edwards SoM) |
WVSOM |
|
WVU-SoD |
|
WVU-SoM |
|
||
|
WVU-SoN |
|
WVU-SoP |
|
WVU-SoPT |
|
|
|
|
|
Appendix
A
(Continued)
WV Rural Health Education
Partnerships/Area Health Education Centers Definition of Service Learning
*Community service/Service -Learning, in
terms of the WVRHEP requirements means student involvement in community based
activities that provide opportunities for reflective learning. Students should be able to reflect upon their
leadership role in the community that may go beyond
their professional or clinical role to
connect their service role as a professional to their civic role within
the community. The best community
service activities to facilitate this learning are those where: (1) students
learn about the "big picture", i.e. the community
context
within which they treat individuals and families, (2.) students are exposed to,
and encourages to see, community values on operation and the characteristics of
the community, which have both positive and negative impacts on its residents,
(3.) students reflection problems within the community context within the
community, families and individuals in their most interdependent and complex
(not
just
simplistic) relationships, (4.) students are provided opportunities to see
their future role as change agents to improve health outcomes and the health
care delivery system, and their social responsibility as professional leaders
within the community, and (5.) students are exposed to the wide range of needs
and services within the whole health care delivery system, especially those
that use population based service methods and include wellness prevention. **
*
Community Outreach Manual for Health Professions Students and incorporated into
WVRHEP/AHEC Policy 2008-03
** The
Health Professions Schools in Service to the Nation is a program of the Pew Health
Professions Commission and the National Fund for Medical Education. The program is jointly funded by the Pew
Charitable Trusts, the Corporation for National Service and the Bureau of
Health Professions. This program defines
community service, as "the engagement of students in activities and
primarily focus on the services being provided as well as benefits the service
activities have on recipients."
This same program defines service learning as: ...a structure learning
experience which combines community service with preparation and
reflection. Students participating in
service-learning activities are not only expected to provide direct community
service but also to learn about the context in which the service is provided,
and to understand the connection between the service and their academic course
work.
Appendix
A
(Continued)
Service
leaning experiences are: developed in collaboration with the community, address
community needs and build on community strengths and assets, enhance the
standard curriculum by extending learning beyond the lecture hall, allow
students to apply what they are learning in real world situations, provide time
for reflection, leadership development and discussion (Community Outreach
Manual for Health Professions Students and incorporated into WVRHEP/AHEC Policy
2008-03)