Wm. MacMillan Rodney, M.D., FAAFP, FACEP July 1, 1990, Updated 4-26-01   |        Convey the principles of performance-based learning and competency-based testing.  Distribute this to each incoming faculty member and make time on the schedule for demonstration, comment, and conjoint teaching. |      Convey the message that of all the medical schools in the United States, Meharry Medical College is among the 10% that has a uniform curriculum in clinical basics; i.e., ECG is the prototype model at Meharry 2000-2001, CXR, fractures, casting/splinting, and others will be developed for 2001-2003. |      Demonstrate and convey the importance of continued reading, practice, and syntax.  Specifically address the issues of jargon, acronyms, eponyms, synonyms, and near synonyms, etc. |      Discuss and distribute the “Educational Guidelines.”  Read or Perish, etc. |      Distribute the medical record format developed as a “model road map” describing standard-of-care ECG Interpretation attached. |      Discuss further opportunities for continued medical education (CME) and specifically mention that students can participate.  Dr. Rodney will facilitate this for individual students by request. |      Assign each medical student the task of completing ECG Interpretation on at least 20 patients seen during the clerkship experience.  Collect and review questions at the end of each rotation. If the preceptor does not perform acute evaluations in the office or the hospital, the student should request at least one night call session per week in the community hospital ED. |      All students will take an ECG Interpretation test at the end of each rotation.  To maintain integrity of the test, three equivalent versions will be standardized. Written grades will be assigned.  Data will be collected. |      Community-based research on the use of ECG’s by family physician preceptors will be considered.