FUNCTIONS AND STRUCTURE OF A MEDICAL SCHOOL
GENERAL INSTRUCTIONS FOR COMPLETING THE DATABASE
Each question in the database is preceded by the relevant LCME accreditation standard. In some cases two standards are closely related, and the questions are germane for documenting compliance with each of the two standards. Additional related information is sometimes contained in the responses to questions that deal with other standards; in those cases, cross-references to the additional information are included in italics. The cross-references are intended to help self-study groups and the survey team identify all relevant data for assessing compliance with standards.
For comprehensive instructions regarding database completion, please refer to the document “Background and Instructions for Completing the LCME Medical Education Database and Institutional Self-Study,” available on the LCME web site at: .
• The school should maintain a master database that contains all of the information used for the self-study. When it becomes necessary to update database sections after the self-study report is complete but prior to the survey visit, the school should create a separate database containing the updated information only.
• Most questions require a narrative answer or completion of a table; in some cases, it will be necessary to duplicate a blank table (for example, to summarize each of the school’s clinical teaching sites). Use as much space as necessary to answer each question completely, or to complete the tables.
• Any supporting documents that are requested in the database (e.g., bylaws, organizational charts, policy documents) should be compiled in a separate (red) binder, divided by tabs for each section of the database; do not include such appended materials in the individual database sections.
• The header on each page should indicate the most recent academic year for which information is available at the time of the self-study, not the academic year in which the database is being completed; in most cases, the year for which information is available will be academic year 2005-2006 for self-studies concluding in 2006-07. When the requested data are for a different time period than that indicated in the header, the applicable time period should be included in the response to the question.
If database information is updated after completion of the self-study, the academic year listed in the header should be changed accordingly, and marked with the word “Update” in the header along with the year shown (e.g., “Update 2006-07”). Note that changing the header will affect all pages of a database section; therefore, a fresh (blank) copy of the database section should be used for updates.
• If requested information is available from the school’s web site, make sure to print a copy of the web site information for the master database maintained by the school. Changes to such documents after completion of the self-study should be printed and stamped “Updated” to indicate that they have changed, and included in the updated database. In addition, database pages that list URLs of modified web pages should indicate that the web site information has been altered from the original data available to the self-study groups.
• The database copies sent to the LCME Secretariat should include printed copies of any information referred to by website URL. The Secretariat is required to maintain complete print records of all database information.
• Most of the Key Quantitative Indicators (Part A of each database section) can be completed using information contained in the Longitudinal Statistical Summary Report. This report is prepared annually by the AAMC Section for Institutional, Faculty, and Student Studies, and sent directly to the dean.
SPECIAL INSTRUCTIONS FOR SECTION III: MEDICAL STUDENTS
• Although not part of this section of the database, the school’s students should undertake an analysis of the educational program, student services, and the learning environment. The analysis should follow the guidelines described in the LCME publication “The Role of Students in the Accreditation of Medical Education Programs in the U.S. and Canada,” available from the LCME web site. A narrative summary of the student analysis (preferably prepared by the students themselves), the tabulation of the numerical results of the student survey, and the school’s most recent results from the AAMC Graduation Questionnaire should be bound in a blue binder that will form part of the overall accreditation database.
Section III. Medical Students
Part A: Key Quantitative Indicators
Please provide the following information, using your school’s copy of the Longitudinal Statistical Summary Report as the data source.
a. Mean MCAT scores for new (not repeating) first-year students
| |1999-2000 |2000-01 |2001-02 |2002-03 |2003-04 |2004-05 |2005-06 |
|VR |9.7 |9.8 |9.4 |9.7 |9.5 |9.6 |9.4 |
|PS |10.1 |9.9 |9.9 |9.7 |9.9 |9.6 |9.7 |
|BS |10.2 |10.4 |10.3 |10.0 |10.1 |10.2 |9.9 |
|WS (Mode) |P |P |P |O |O |P |O |
b. Mean premedical GPA for new (not repeating) first-year students
|1999-2000 |2000-01 |2001-02 |2002-03 |2003-04 |2004-05 |2005-06 |
|3.77 |3.74 |3.73 |3.63 |3.67 |3.65 |3.68 |
c. The number of admissions applications considered by the admissions committee, applicants interviewed, acceptances issued, and students newly matriculated for their first year of study
| |1999-2000 |2000-01 |2001-02 |2002-03 |2003-04 |2004-05 |2005-06 |
|Applications |1611 |1506 |1465 |1492 |1585 |1726 |1822 |
|Interviews |256 |269 |257 |328 |361 |340 |336 |
|Acceptances |154 |153 |183 |167 |184 |190 |203 |
|Matriculants |96 |96 |100 |100 |115 |119 |120 |
d. The number of enrolled students in the first-year class and in the total student body
| |1999-2000 |2000-01 |2001-02 |2002-03 |2003-04 |2004-05 |2005-06 |
|First-year class |96 |96 |100 |100 |120 |120 |122 |
|All students |390 |393 |395 |401 |414 |441 |458 |
e. Percentage of first-year students and percentage of all students who withdrew or were dismissed from the medical school
| |1999-2000 |2000-01 |2001-02 |2002-03 |2003-04 |2004-05 |2005-06 |
|First-year class |0 |1 |0 |2 |0 |1 |0 |
|All students |7 |2 |1 |7 |1 |1 |4 |
f. Percentage of participating students initially matched (i.e., did not enter the “scramble”) to PGY-1 programs in the NRMP
|1999-2000 |2000-01 |2001-02 |2002-03 |2003-04 |2004-05 |2005-06 |
|93 |90 |95 |89 |97 |91 |87 |
g. Total tuition and fees for entering in-state and out-of-state students
| |1999-2000 |2000-01 |2001-02 |2002-03 |2003-04 |2004-05 |2005-06 |
|In-state |$10,941 |$11,539 |$12,354 |$13,643 |$13,643 |$15,705 |$18,432 |
|Out-of-state |$29,475 |$30,999 |$33,239 |$38,956 |$44,955 |$50,476 |$50,515 |
h. Average educational indebtedness of all graduates with educational debt, and the percentage of graduates with indebtedness in excess of $100,000.
| |1999-2000 |2000-01 |2001-02 |2002-03 |2003-04 |2004-05 |2005-06 |
|National average debt |$75,583 |$86,821 |$89,892 |$88,854 |$94,116 |$110,460 | |
|(Public U) | | | | | | | |
|% grads >$100,000 debt |39% |41% |45% |40% |60% |63.9% | |
|USF Average debt |$77,415* |$82,585 |$80,895 |$79,519 |$100,828 |$106,035 |$112,611 |
|% grads >$100,000 debt |39% |47% |50% |45% |69% |53% |75.3% |
*Figure reflects medical school debt only as reported in LSSR.
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Section III. Medical Students
Part B: Narrative Data and Tables
MS-1. Students preparing to study medicine should acquire a broad education, including the humanities and social sciences.
Ordinarily, four years of undergraduate education are necessary to prepare for entrance into medical school; however, special programs (e.g., combined baccalaureate-M.D. programs) may allow this to be reduced. General education that includes the social sciences, history, arts, and languages is increasingly important for the development of physician competencies outside of the scientific knowledge domain.
MS-2. Premedical course requirements should be restricted to those deemed essential preparation for completing the medical school curriculum.
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a. List all college courses or subjects required for admission.
Years Semesters Hours
Biological Science* 1 2 8
General Chemistry* 1 2 8
Organic Chemistry* 1 2 8
Physics* 1 2 8
Mathematics 1 2 6
English 1 2 6
*Including laboratory
b. Identify any courses, especially those outside of the fields of mathematics, physical sciences, and life sciences, which are recommended but not required for admission to medical school.
College courses recommended, but not required, include Physical Chemistry or Biochemistry, Embryology, Cell Biology, Comparative Anatomy, Genetics, Statistics, Logic and Rhetoric. Course work in Communication Arts, Humanities, and Natural Science is encouraged.
MS-3. The faculty of each school must develop criteria and procedures for the selection of students that are readily available to potential applicants and to their collegiate advisors.
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Briefly describe the process of medical student selection, beginning with receipt of the application forms and proceeding through screening/interview procedures, tender of acceptance offer, and matriculation. Cite the criteria for selection and indicate how they are published and disseminated.
The Admissions Office receives applicant information from AMCAS, our own on-line Secondary Application, those who write letters of recommendation, the applicant, and counseling notes of visits by the applicant to the Admissions Office. All applicants who submit an application to AMCAS receive email instructions regarding the Secondary Application. Once a file is complete, the Director of Admissions sends notice to the applicant and then evaluates the applicant for consideration of interview.
The Medical Student Selection Committee (MSSC) provides guidance as to the qualities and attributes that the MSSC is seeking in applicants who are selected for interview. The Director and Assistant Director of Admissions review the applicant pool to find the students who best meet the standards requested by the MSSC and recommend them for interview. The Chair of the MSSC and the Associate Dean of Admissions and Student Affairs also review the applicant pool periodically and provide additional guidance and assistance to the Admissions Director.
The MSSC desires that applicants selected for interview:
• Possess the academic skills to succeed in the curriculum – indicators include academic program and major, academic rigor by semester, required coursework, and a minimum 3.0 BPCM and overall GPA as well as a minimum 24 score on the MCAT. The MSSC will consider applicants with GPA/MCAT scores below the minimum requirements on a case-by-case basis if the applicant offers unique characteristics which add to the diversity of the class.
• Demonstrate a motivation toward medicine – indicators include a consistent history of medical related volunteerism, physician shadowing, biomedical research and other activities which expose the applicant to medicine.
• Communication skills and humanistic attributes – indicators include community service related volunteerism, leadership, teamwork, and written materials.
• Contributes toward the diversity of the physician workforce – diversity in many aspects to include ethnic/radial, rural/urban, academic degree/major/institution, and other unique experiences.
The requirements for application to our MD Program are available on the internet at hsc.usf.edu/medicine/mdadmissions and in a brochure which is published periodically by the Admissions Office. This information is also addressed in the annual AAMC Medical Student Admissions Requirements (MSAR) publication available to premed advisors, medical schools, and for private purchase from the AAMC website.
The Director of Admissions arranges interview dates with the selected applicants, provides them with the agenda for the day, driving directions, and student contacts if the student is to participate in the Student Homestay Program for visiting students.
The interview day is a complete seven-hour program that includes breakfast and lunch, a tour of the clinical training facilities, interviews, and information from our Financial Aid, Academic Enrichment, and Admissions Office, interaction with the MSSC Chair and the Associate Dean of Admissions and Student Affairs. The Director of Admissions and medical student ambassadors spend most of the day with the applicants.
The MSSC usually convenes within 10 days of the interview day to make acceptance decisions. Each of the members is assigned to be a primary presenter and secondary presenter for an applicant at each meeting. Each presentation is followed by a period of discussion and then an anonymous ballot vote. The final tabulated score identifies the final status of the application with relation to acceptance, wait list, or rejection, and are announced to the MSSC members at the end of each meeting. The morning following the MSSC meeting, the Admissions Director contacts each applicant and informs them of the MSSC decision. For those who were accepted, the Admissions Office sends a letter to the applicant offering Admissions to the class. This letter requests that the applicant respond within two weeks of their intent to accept or decline the offer. Those who are placed on the Wait List are contacted approximately every six weeks to advise them of their projected likelihood of gaining admissions to the program. Those who were rejected are offered an opportunity to meet with the Admissions Office for counseling regarding re-application.
Once an applicant has accepted a seat in the class, the Admissions Office continues to communicate with the individual in order to build rapport and assist them as they prepare for matriculation into the program.
MS-4. The final responsibility for selecting students to be admitted for medical study must reside with a duly constituted faculty committee.
Persons or groups external to the medical school may assist in the evaluation of applicants but should not have decision-making authority.
MS-7. The selection of individual students must not be influenced by any political or financial factors.
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a. Provide a table or list of the current members of the admissions committee, including each member’s title and year of appointment to the committee. Who is the chair and how is the chair selected?
Name Department Appointed Term ends
Basic Scientists:
W. Lee Adair, Jr., Ph.D. Pathology and Cellular Biology 2003 2006
Burt Anderson, Ph.D. Molecular Pharm & Physiology 2003 2006
Stanley Nazian, Ph.D. Molecular Pharm & Physiology 2003 2006
Gregory Nicolosi, Ph.D. Molecular Pharm & Physiology 2005 2008
Susan Pross, Ph.D. Molecular Pharm & Physiology 2003 2006
Clinical Scientists:
James Mayer, Jr., M.D. OB/GYN 2003 2006
Deanna Wathington, M.D. Office of Educational Affairs 2003 2006
Eduardo Gonzalez, M.D. Family Medicine 2001 2008
Adam Riker, M.D. AHEC 2001 2008
Medical Students
*James Meredith MS-IV 2005 2006
*Bethany Mikles MS-IV 2005 2006
**Kristin Lagor MS-IV 2005 2006
**David Buethe MS-IV 2005 2006
Other Members:
Marvin Williams, Ph.D. (BS) Diversity Initiatives 1993 Open
Dennis K. Ledford, M.D.(Chair) (CS) Internal Medicine 2002 Open
Steven Specter, Ph.D. Administrative Officer Open
Rel Larkin Administrative Officer - Ex Officio Open
Only two medical students will be eligible to vote at any session.
* Primary (Voting)
** Alternate
Composed of 12 faculty members (7 clinical and 5 basic scientists), plus the Associate Dean for Academic Enrichment and four senior medical students. Two of the medical students are designated as voting members.
The committee chair is appointed by the Dean, College of Medicine.
b. Briefly describe how members are chosen, and how long they serve. Who makes the final decision about admissions? Describe the circumstances surrounding any committee decisions or recommendations that have been overruled or rejected since the last full accreditation survey.
The committee is comprised of 18 members that consist of 16 voting members including 14 faculty members, 2 voting 4th year students and 2 alternate 4 year students. Appointments to the committee are made by the Dean, College of Medicine, following recommendations by the faculty Council Committee on Committees and the Student Government for student appointments. The committee is a mix of clinical and basic science faculty members.
Final selection is made by the MSSC and there have been no alterations to their decisions.
c. If there are combined professional degree programs (e.g., M.D.-Ph.D., M.D.-M.P.H., etc.), describe the role of the medical school admissions committee in admissions decisions and interviewing of candidates for those programs.
The admissions committee reviews and accepts candidates for combined degree programs initially in the same manner as other candidates. The candidate must then also be accepted by the committee that provides oversight for the second degree. A combined committee with representatives of both degree programs then reviews the suitability of the candidate to pursue dual degrees and final acceptance is tendered. If a candidate is not deemed acceptable for a dual degree program their prior acceptance to the M.D. program only is maintained.
(See Section III, `12 MS-7c1, MS-7c2 and MS-7c3 for criteria for acceptance into the three dual degree programs, M.D.- Ph.D., M.D.-M.P.H. and M.D.-M.B.A.)
d. Admission process for 7-year program (B.A., M.D.)
The Honors College and College of Medicine websites both list the requirements for acceptance into the 7-year program for the B.A./M.D. Program (see details in MS-5). All applicants who meet the published criteria are considered. Initially students are admitted to the Honors College provided the Medical Student Selection Committee (MSSC) approves of the applicant based on a completed application, letter of recommendation, and meeting GPA and SAT (or ACT) requirements. Students who have maintained a 3.5 GPA for their first year are then interviewed by 2 members of the MSSC to make certain they fit the profile of an appropriate candidate. Students must maintain a defined GPA, obtain a threshold MCAT score, fulfill well-defined academic and non-cognitive requirements and successfully complete a Seminars in Medicine course taught by COM faculty before they are admitted into the M.D. Program after 3 years in their B.A. Program. Upon successful completion of the first year of the M.D. curriculum they are awarded the B.A. degree.
MS-5. Each medical school must have a pool of applicants sufficiently large and possessing national level qualifications to fill its entering class.
The size of the entering class and of the medical student body as a whole should be determined not only by the number of qualified applicants, but also the adequacy of critical resources:
- Finances.
- Size of the faculty and the variety of academic fields they represent.
- Library and information systems resources.
- Number and size of classrooms, student laboratories, and clinical training sites.
- Patient numbers and variety.
- Student services.
- Instructional equipment.
- Space for the faculty.
Class size considerations should also include:
- The need to share resources to educate graduate students or other students within the university.
- The size and variety of programs of graduate medical education.
- Responsibilities for continuing education, patient care, and research.
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a. Number of students enrolled in each academic year of the medical curriculum.
|First Year |Second Year |Third Year |Fourth Year |Total |
|122 |119 |124 |93 |458 |
The applicant pool is sufficiently large to easily fill the entering class with students who meet or exceed our minimal requirements. In 2005-06 the applicant pool consisted of approximately 2000 applicants. There were slightly more than 850 in-state applicants who met both the 3.0 GPA and 24 MCAT standards and more than 300 out-of-state applicants meeting those standards. This should provide a very strong pool that allows us to maintain our typical standards of matriculants who average approximately a 3.65 GPA and 29.5 MCAT.
b. If appropriate, provide similar tables of enrollment by year for the following categories: (1) medical students in a decelerated curriculum, (2) students in a combined baccalaureate-M.D. program, and (3) students in each joint degree program (e.g., M.D.-Ph.D.).
B.A./M.D. 3 students in Class of 2009 and 11 in class of 2010
M.D./M.B.A. 1 student, 1st year (in M.B.A. full time at present and not included in MS-5 a. above)
c. If students in combined baccalaureate-M.D. programs or joint degree programs are not drawn from the same pool as regular medical students, briefly describe the size and characteristics of the applicant pools for each such program.
The university has a combined 7-year (or 8 year option) B.A.-M.D. program. Students may be admitted to the Honors College at the University of South Florida, the University of Central Florida or Florida International University with acceptance to the College of Medicine after 3 years in the Honors College. Students must have an SAT of at least 1300 or ACT of at least 29 and an unweighted GPA of 3.7. Students must fulfill all of the requirements in MS-2 as noted in the response above, they must demonstrate motivation for a career in medicine by fulfilling physician shadowing and volunteer requirements and taking a Seminars in Medicine course in the spring semester of their final year. In addition, the students must achieve academic benchmarks (3.7 GPA after 3 years) and a minimum MCAT score of 30 in order to be accepted. Students are interviewed by 2 members of the MSSC after their freshman year and the whole committee reviews the application for acceptance following the interviews. The program is relatively young and the numbers are growing. The table below represents the number of applicants in each university.
|Honors Program Enrollment |
|as of 07/28/06 |USF |UCF |FIU | |
|Freshmen/HO13 |48 |8 |6 | |
|Sophmore/HO12 |49 |5 |4 | |
|Junior/HO11 |29 |8 |3 | |
See also Part A, item (c.) in this section of the database.
MS-6. Medical schools must select students who possess the intelligence, integrity, and personal and emotional characteristics necessary for them to become effective physicians.
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Briefly describe the methods used to document and evaluate non-academic personal or professional attributes of medical school applicants. If a standard form is used for interviewing candidates, supply a copy of the form and describe how it is used.
We combine several informational components to evaluate the non-academic attributes of an applicant to determine their motivation for medicine.
• AMCAS provides the Personal Statement, Other Activities, Disadvantaged, Underserved, and Rural background information.
• The BANNER system provides us with an on-line Secondary Application that provides a Personal Essay, an Additional Activities not previously listed in AMCAS, and allows for documentation of situations where extraordinary life events may have hindered academic progress. The Secondary Application also asks for a projection of future coursework and intentions if the applicant will not be involved with academics.
• Each applicant is also required to have academic and character letters of recommendation provided to our program. These letters from individual authors or academic committees are often very useful to gain an understanding of the applicant’s academic and non-academic values and priorities.
Review of this information helps us to determine a “motivation” for medicine and, when combined with the academic information, will determine whether we invite the applicant for an interview. Those interviewed will participate in a day of information exchange, tour the campus, and receive a minimum of two personal interviews. Each applicant will participate in two, roughly 30 minute interviews. The interviews are closed file where the interviewer knows nothing about the applicant. All applicants will be interviewed by at least one COM faculty member. The second interview may be conducted by a second COM faculty member or a fourth year medical student (Inter-rater reliability of interview ratings over the past two years have indicated that faculty and student interview ratings over the year are virtually identical, although, some differences may be noted for individual applicants). The interviews are generally conversational with the intention to get to the know the applicant, assess his/her ability to convey information in an organized conversational manner, to discuss the details of his/her motivation for medicine including some of his/her leadership, volunteer, research, or other experiences. Interviewers are provided with a form to guide the interview and are asked to enter their comments, a final rating, and final comments into an on-line form within 24 hours of the interview. This written interview component is then made available to members of the MSSC for their review prior to the next committee meeting.
The MSSC discusses the interview forms as part of the overall evaluation of the candidate. No specific weighting is given to the interview form as compared to other criteria evaluated; however, particularly poor or strong interviews may strongly influence the final decision of the committee.
Interview Profile Form A First Interview Session
The following are the areas that should be covered in the interview. The questions offered are examples which you may use to help in obtaining a response for the given characteristic. Please cover as many questions as possible.
Please enter responses
Applicant Name Interviewer name
1. Communication Skills:
What is the most interesting thing you’ve done in the past three years?
2. Humanism:
How do you see a career in medicine meeting your personal needs and satisfactions?
3. Motivation:
Most medical students say they have never worked so hard and that there is little time for personal interests and pleasures. Why are you willing to “buy” into that situation?
4. Collaborative:
Describe the appropriate relationship between a physician and a nurse.
5. Critical Thinking:
What is the most difficult decision you’ve had to make? How did you arrive at your decision?
6. Ethical:
What would you do if someone asked you to do something unethical?
7. Intelligent:
What is your favorite course/area of study?
8. Knowledgeable:
Let’s discuss the business of admission to medical school. What is your view as to problems, solutions?
Overall rating based on the responses the applicant provided:
0 1 2 3 4 5
(Not Competitive) (Weak) (Less than strong) (Strong) (Very Strong) (Usually Strong)
Interview Profile Form B Second Interview Session
The following are the areas that should be covered in the interview. The questions offered are examples which you may use to help in obtaining a response for the given characteristic. Please cover as many questions as possible.
Please enter responses
Applicant Name Interviewer name
1. Communication Skills:
Appropriate response, logic, intelligence, articulate.
2. Humanism:
Empathy, kindness and understanding.
3. Motivation:
Why medicine?
4. Professional:
Appropriateness of dress, appearance, manners and attitudes/values.
5. Leadership:
Both within the school and society.
6. Community Service:
College and more broad social aspects.
7. Health / Patient Care:
Medical volunteering, Shadowing, Medically related employment
8. Other Relevant Experiences:
Research, Publications, Non medical work experience, Athletics, etc.
Overall rating based on the responses the applicant provided:
0 1 2 3 4 5
(Not Competitive) (Weak) (Less than strong) (Strong) (Very Strong) (Usually Strong)
See also Part A, items (a.) and (b.) in this section of the database.
MS-8. Each medical school should have policies and practices ensuring the gender, racial, cultural, and economic diversity of its students.
The standard requires that each school’s student body exhibit diversity in the dimensions noted. The extent of diversity needed will depend on the school’s missions, goals, and educational objectives, expectations of the community in which it operates, and its implied or explicit social contract at the local, state, and national levels.
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a. Complete the following table showing the racial, ethnic, and gender background for first-year and for all enrolled medical students. Report percentages, not absolute numbers.
|Category |First-year Students |All Students |
|Black |5% |6.8% |
|Native American (incl AK, HI) |2.5% |2.1% |
|Mexican American* |0.8% |0.02% |
|Puerto Rican |5% |1.7% |
|White |60% |63.9% |
|Asian/Other Pacific Islander |17.5% |17.6% |
|Other Hispanic** |9.2% |7.1% |
|Other Race |0 |0 |
|Unknown Race |0 |0.02% |
| | | |
|Male |48.3% |47.6% |
|Female |51.7% |52.4% |
| | | |
|URM |13.3% |11.2% |
|URM Male/Female |5.8/7.5% |3.9/7.2% |
*This and other Hispanic ethnic categories may be of any race
**Includes Cuban, other Hispanics, and combinations of these categories
b. Briefly summarize trends since the last full accreditation survey regarding racial, ethnic, gender, and economic diversity in the school’s applicant pool and in the entering class. If available, provide tables or graphs summarizing the diversity information for that time period.
Our applicant pool has increased by 33% over the last 5 years to 2100 applicants. Over this time we have seen our under-represented in medicine applications increase 75% from 160-284 applications and a 41% increase in our eligible applicant pool (42-71) in this same category. We have had the luxury of being able to interview approximately 85% of the eligible under-represented in medicine pool. Similarly we have seen an increase in female applicants and matriculated our first female majority class in 2002. Since that time all but one matriculating class has been majority female. Based on AAMC data we have moved into the top 25% of all schools nationally regarding the percentage of those under-represented in medicine. Our matriculating class of 2002 included 9% of those under-represented, placing in the top 63% nationally. Most recently our matriculating class of 2005 included 14% of those under-represented in medicine, which places us in the top 25% nationally. We firmly believe that diversity is a key element in our program and we have focused our energy on ensuring a diverse classroom experience in all that diversity means.
c. Include copies of any policies, mission statements, or institutional goals that specifically address the gender, racial, cultural, or economic diversity of the student body.
|USF Diversity Statement | | |
| | | |
|The mission statement of the University of South Florida indicates that the University is dedicated to excellence in teaching, research, service, | | |
|and community engagement. The University is a multi-campus national research university that supports the development of the metropolitan Tampa Bay | | |
|Region, the State of Florida, the United States and the world. The University values cultural and ethnic diversity and global understanding. The | | |
|university also values community engagement and enriching the quality of campus life (USF Strategic Plan 2002-2007). | | |
| | | |
|The University of South Florida endeavors to make academic excellence inclusive by sustaining a community of free inquiry in which men and women of | | |
|diverse race, ethnicity, veteran status, marital status, socio-economic level, national origin, religious belief, physical ability, sexual | | |
|orientation, age, class, political ideology and lifestyle participate in, contribute to, and benefit equally, from the academic community. A diverse| | |
|campus environment, in which differences are respected and appreciated, promotes more effective teaching and learning. Consequently, the University | | |
|is committed to maintaining a diverse student body at the undergraduate and graduate levels, as well as perpetuating initiatives that enhance the | | |
|diversity of the campus climate, curriculum, student body, faculty, staff, and administration. | | |
| | | |
|It is through valuing diversity that the University acknowledges the uniqueness of all individuals, their commonalities as well as differences, all | | |
|of which have shaped their lives in meaningful ways. Diversity is demonstrated by appreciating all members of the university community. It embraces | | |
|uniqueness, similarities, and differences. Diversity initiatives strengthen the university community and demonstrate USF’s commitment to “touching | | |
|lives and improving the world.” | | |
| | | |
|USF also recognizes that enhancing diversity requires leadership and commitment. Therefore, the University endeavors to implement a university-wide,| | |
|multi-faceted, comprehensive diversity program that will accomplish the following goals: | | |
|Sustain diversity as a dynamic, on-going process that demonstrates appreciation for all individuals, including their differences; | | |
|Promote institutional policies, practices, and initiatives that support this process; | | |
|Maintain accountability regarding diversity at all levels and across programs; | | |
|Evaluate the effectiveness of diversity practices for continuous improvement; | | |
|Encourage thoughtful and deliberate integration of diversity into everyday practice; | | |
|Prepare students for an increasingly pluralistic and democratic society; and | | |
|Empower students to compete in the global marketplace. | | |
d. Describe any programs designed to facilitate the achievement of student diversity goals (e.g., pipeline programs, targeted recruiting efforts), and any specific admissions practices supporting achievement of the school’s diversity goals.
Activities to ensure diversity in the medical school class are coordinated between the Office of Admissions and the Office of Academic Enrichment. The directors of both offices work closely on recruitment practices and frequently provide joint programming for prospective applicants at college campuses around Florida. All under represented minority candidates are reviewed by the Academic Enrichment staff as well as the Admissions Office to provide a thorough review of qualified candidates. The Academic Enrichment Office also runs a Pre-medical Summer Enrichment Program (PSEP) designed to foster greater interest in undergraduate medicine and to provide guidance.
Some of the programs and services offered by the Office of Academic Enrichment include:
• Advising for pre-medical students and applicants regarding the admissions process and academic progress.
• Pre-Med Workshops offer to pre medical student an overview of medical school, an opportunity to meet faculty and students and to learn about the application, interview and selection processes.
• Pre-Matriculation Program is an application based, six-week summer program that provides students an opportunity to enhance skills key prior to the beginning of the first year’s curriculum. The program offers a case-based learning system which encompasses subjects from the first two years of the medical school curriculum to enhance skills in time management, communication, identifying learning issues, researching new information, acquiring knowledge objectives, reading comprehension and test-taking. The goal of the program is to reduce the number of students who encounter academic difficulties during their medical school education. All USF COM matriculants are eligible to apply.
• Peer Tutorial Program provides tutoring assistance for medical students.
• High School Summer Research Program is designed to encourage underrepresented minority high school students to pursue careers in science or medicine.
In addition, the College plans to use a new concentration in medical sciences within the existing Master of Science in Medical Sciences (MSMS) degree to increase diversity in the student body. This new concentration provides potentially qualified students who do not gain medical school admission advanced training in the sciences basic to the practice of medicine. The concentration provides the opportunity for students to demonstrate their ability to perform in courses similar to those taken by medical students as well as academic enrichment activities, mentoring and/or academic counseling. Increased funding for medical student scholarships would also enhance the College’s ability to attract a diverse student body.
Collaboration with the USF Area Health Education Center Program (AHEC) also helps to facilitate the achievement of the school’s interest in diversity initiatives. This collaboration allows undergraduate medical students to have community-based clinical experiences throughout their four years and the AHEC Program has contracts with residency programs in General Internal Medicine, Pediatrics, Obstetrics/Gynecology, and Psychiatry for the purpose of initiating or expanding community-based clinical experiences, especially in underserved areas.
MS-9. Each school must develop and publish technical standards for admission of handicapped applicants, in accordance with legal requirements.
_____________________________________________________________________________________
Provide a copy of the school’s technical standards for the admission of handicapped applicants.
Medical education requires that the accumulation of scientific knowledge be accompanied by the simultaneous acquisition of skills and professional attitudes and behavior. Medical school faculties have a responsibility to society to matriculate and graduate the best possible physicians, and thus admission to medical school has been offered to those who present the highest qualifications for the study and practice of medicine. Technical standards presented in this document are pre-requisite for admission, progression and graduation from the College of Medicine of the University of South Florida. All courses in the curriculum are required in order to develop essential skills necessary to become a competent physician.
Graduates of medical school must have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. The College of Medicine of the University of South Florida acknowledges Section 504 of the 1973 Vocational Rehabilitation Act and PL 101-336, the Americans with Disabilities Act (ADA), but ascertains that certain minimum technical standards must be applied in selecting candidates.
A candidate for the M.D. degree must have aptitude, abilities, and skills in six areas: observation, communication, motor, conceptual, integrative and quantitative, and behavioral and social. Technological compensation can be made for some handicaps in these areas, but a candidate should be able to perform in a reasonably independent manner. The use of a trained intermediary would mean that a candidate's judgment must be mediated by some one else's power of selection and observation. Therefore, third parties cannot be used to assist students in accomplishing curricular requirements in the six skill areas specified. Reasonable accommodation can be made for some disabilities.
Observation
The candidate must be able to observe demonstrations and participate in experiments in the basic sciences, including, but not limited to, physiological and pharmacological demonstrations in animals, microbiological cultures, and microscopic studies of microorganisms and tissues in normal and pathologic states. A candidate must be able to observe a patient accurately at a distance and close at hand. Observation necessitates the functional use of the sense of vision and other sensory modalities. It is enhanced by the functional use of the sense of smell.
Communication
A candidate should be able to speak, to hear and to observe patients in order to elicit information, describe changes in mood, activity and posture, and perceive nonverbal communications. A candidate must be able to communicate effectively and sensitively with patients. Communication includes not only speech, but also reading and writing. The candidate must be able to communicate effectively and efficiently in oral and written form with all members of the health care team. The candidate must possess reading skills at a level to be able to independently accomplish curricular requirements and provide clinical care for patients.
Motor Coordination or Function
Candidates should have sufficient motor function to elicit information from patients by palpation, auscultation, percussion, and other diagnostic maneuvers. A candidate should be able to do basic laboratory tests (urinalysis, CBC, etc.), carry out diagnostic procedures (proctoscopy, paracentesis, etc.) and read EKGs and X-rays. A candidate should be able to execute motor movements reasonably required to provide general care and emergency treatment to patients. Examples of emergency treatment reasonably required of physicians are cardiopulmonary resuscitation, the administration of intravenous medication, application of pressure to stop bleeding, the opening of obstructed airways, the suturing of simple wounds, and the performance of simple obstetrical maneuvers. Such actions require coordination of both gross and fine muscular movements, equilibrium and functional use of the senses of touch and vision.
Intellectual-Conceptual, Integrative and Quantitative Abilities
These abilities include measurement, calculation, reasoning, analysis, and synthesis. Problem solving, the critical skill demanded of physicians, requires all of these intellectual abilities. In addition, the candidate should be able to comprehend three-dimensional relationships and to understand the spatial relationships of structures.
Behavioral and Social Attributes
Candidates must possess the emotional health required for full use of their intellectual abilities, the exercise of good judgment, the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and the development of mature, sensitive and effective relationships with patients. Candidates must be able to tolerate physically taxing workloads and to function effectively when stressed. They must be able to adapt to changing environments, to display flexibility and to learn to function in the face of uncertainties inherent in the clinical problems of many patients. Empathy, integrity, concern for others, interpersonal skills, interest and motivation are all personal qualities that should be assessed during the admission and educational processes.
Candidates for the M.D. degree must have somatic sensation and the functional use of the senses of vision and hearing. Candidates' diagnostic skills will also be lessened without the functional use of the senses of equilibrium, smell and taste. Additionally, they must have sufficient exteroceptive sense (touch, pain and temperature), sufficient proprioceptive sense (position, pressure, movement, stereognosis and vibratory) and sufficient motor function to permit them to carry out the activities described in the section above. They must be able to consistently, quickly, and accurately integrate all information received by whatever sense(s) employed, and they must have the intellectual ability to learn, integrate, analyze and synthesize data.
The College of Medicine of the University of South Florida will consider for admission to medical school any applicant who demonstrates the ability to perform or to learn to perform the skills listed in this document. Students will be judged not only on their scholastic accomplishments, but also on their physical and emotional capacities to meet the full requirements of the school's curriculum, and to graduate as skilled and effective practitioners of medicine.
The following technical requirements apply:
1. Is the candidate able to observe demonstrations and participate in experiments in the basic sciences?
2. Is the candidate able to analyze, synthesize, extrapolate, solve problems, and reach diagnostic and therapeutic judgments?
3. Does the candidate have sufficient use of the senses of vision and hearing and the somatic sensation necessary to perform a physical examination? Can the candidate perform palpation, auscultation, and percussion?
4. Can the candidate reasonably be expected to relate to patients and establish sensitive, professional relationships with patients?
5. Can the candidate reasonably be expected to communicate the results of the examination to the patient and to his colleagues with accuracy, clarity and efficiency?
6. Can the candidate reasonably be expected to learn and perform routine laboratory tests and diagnostic procedures?
7. Can the candidate reasonably be expected to perform routine invasive procedures as a part of training using universal precautions without substantial risk of infection to patients?
8. Can the candidate reasonably be expected to perform with precise, quick and appropriate actions in emergency situations?
9. Can the candidate reasonably be expected to display good judgment in the assessment and treatment of patients?
10. Can the candidate reasonably be expected to possess the perseverance, diligence, and consistency to complete the medical school curriculum and enter the independent practice of medicine?
11. Can the candidate reasonably be expected to accept criticism and respond by appropriate modification of behavior?
MS-10. The institution’s catalog or equivalent informational materials must describe the requirements for the M.D. and all associated joint degree programs, provide the most recent academic calendar for each curricular option, and describe all required courses and clerkships offered by the school.
A medical school’s publications, advertising, and student recruitment should present a balanced and accurate representation of the mission and objectives of the program.
MS-11. The catalog or informational materials must also enumerate the school’s criteria for selecting students, and describe the admissions process.
____________________________________________________________________________________
Provide a copy of the current medical school bulletin or catalog. If there is no longer a print version of the catalog, indicate the web site URL for the corresponding material, and include a printed copy of the relevant web pages in the Appendix.
All admission’s criteria regarding selecting students and describing the admissions process is found on-line through the Office of Admissions website: . (See Section III, Appendix MS-11 for relevant materials.)
USF COM Bulletin for the Undergraduate Medical Education Program is located at:
Note: Site will go live no later than October 1, 2006 and will include the following information:
Introduction
Library and Information Services
Teaching Centers
Admission Information
M.D. Program Description
Academic Policies
Administrative Policies
Financial Information/Scholarships
Faculty
MS-12. Institutional resources to accommodate the requirements of any visiting and transfer students must not significantly diminish the resources available to existing enrolled students.
____________________________________________________________________________________
Complete the following table for each of the past three academic years:
|Number of: |Past Year |One Year Prior |Two Years Prior |
| |2004-05 |2003-02 |2002-03 |
|Students transferring into second year |0 |0 |0 |
|Students transferring into third year |2 |4 |3 |
|Students transferring into fourth year |0 |0 |0 |
|Visiting students taking clerkships required for your medical |0 |0 |0 |
|students | | | |
|Visiting students taking elective courses |107 |111 |62 |
MS-13. Transfer students must demonstrate achievements in premedical education and medical school comparable to those of students in the class that they join.
MS-14. Prior coursework taken by students who are accepted for transfer or admission to advanced standing must be compatible with the program to be entered.
____________________________________________________________________________________
a. Describe the process of selecting students for admission to advanced standing or transfer.
To be eligible for transfer, a student must meet all of the prerequisites of a first-year student, be a United States citizen or Permanent Resident Alien with a Green Card, be in good academic standing (eligible to return) to their previous institution, and have completed a similar curriculum to allow direct transfer without supplementation. In addition, a student's previous enrollment must have been at an LCME accredited medical school or in exceptional cases an accredited osteopathic medical school. In this process, as in the regular selection process, bona fide residents of the State of Florida receive admissions preference.
The same attributes are sought in a transfer applicant as in a beginning student. The student must give the Committee indications of his/her ability to accomplish the academic requirements of the curriculum and must possess appropriate communication skills. In all instances, students must have demonstrated their academic competency. This is verified through medical school transcripts, a letter of good standing from the dean, faculty recommendations and a passing score on the USMLE STEP I Examination. Selection for admission with advanced standing is based on a competitive selection process among all transfer applicants.
b. If any transfer or advanced standing students were admitted for the current academic year, complete the following table:
| |Mean Under-graduate GPA |Mean MCAT |
| | |Biological |
| | |Science Score |
| |First |Second |Third |Fourth | |
|Withdrew or were dismissed |0 |1 |0 |0 |1 |
|Transferred to another medical school |0 |0 |1 |0 |1 |
|Repeated the entire academic year |1 |3 |3 |0 |7 |
|Repeated one or more required courses |1 |5 |2 |2 |10 |
|Moved to a decelerated curriculum |0 |0 |0 |0 |0 |
|Took a leave of absence due to academic problems | |3 |7 |3 |13 |
|Took a leave of absence for academic enrichment (including |0 |1 |0 |0 |1 |
|research or joint degree programs) | | | | | |
|Took a leave of absence for personal reasons |0 |2 |3 |0 |5 |
c. What percentage of students who experience academic difficulty (repetition of all or part of the year, move to a decelerated curriculum, leave of absence due to academic problems) typically continue to do so after remedial action has been taken? Summarize the most common reasons for academic difficulty.
Approximately 17% (1/6) of students who experience academic difficulty continue to experience difficulty after remediation. The most common reason for difficulty is failure to pass NBME subject examinations.
d. Estimate the percentage of an entering class that typically graduates in four years, and the overall graduation rate for that class.
|Four-year Rate |Overall Rate |
|92 |98 |
See also Part A, item (f.) in this section of the database.
MS-19. There must be a system to assist students in career choice and application to residency programs, and to guide students in choosing elective courses.
___________________________________________________________________________________
a. Describe your system for career and residency counseling, including guidance for students about their intramural and extramural elective choices. Note the roles or titles (e.g., student affairs dean, departmental faculty advisor) of anyone responsible for formal approval of elective courses. Who is responsible for assisting students regarding elective choices prior to their choosing a clinical specialty (e.g., during the first two years of the curriculum)?
Students are made aware of the Careers in Medicine website in the first two years of medical school and advised by Student Affairs to use this as a resource for residency preparation throughout medical school.
The Student Affairs Office compiles a list of faculty members willing to serve as advisors and students select the advisor of their choice prior to the start of the 4th year to assist in residency selection. Students are permitted to seek the input of more than one faculty member to assist with decision making but must have a primary advisor. At the start of the 4th year or shortly before, students are presented a Workshop by Dr. John Molidor, President and CEO of the Michigan State University, Flint campus on the residency selection process. This presentation is accompanied by a residency application guidebook. Additional information on the use of the NRMP, ERAS and other resources is presented to the students by the Assistant and Associate Deans for Student Affairs. Throughout the residency application process, the Student Affairs Deans continuously advise students, review application lists, rank order lists, review personal statements, etc.
The academic advisor, sometimes consulting with other faculty and the Student Affairs Office, assists students by advising with elective selection. Since there are no electives prior to year four, there is very little consideration of elective selection during years one and two.
b. List the principal components of your system of evaluation that are employed in construction of the formal Medical Student Performance Evaluation (“dean’s letter”).
All courses and clerkships must submit a personal evaluation of each student to the Registrar that includes the grade and evaluation of students based on the college-wide USFCARES mnemonic. These evaluative comments are added to each evaluation. A copy of the evaluation is given to the students and a copy is placed in their file for use in the MSPE. The comments from all courses in years one and two are summarized into a paragraph in the MSPE. Comments from each 3rd year clerkship are used to create a paragraph for the MSPE. In addition, students are asked to complete a questionnaire for the unique characteristics paragraph of the MSPE. The summary paragraph is written by the Assistant and Associate Deans. In addition, graphs of academic performance for years one through three are part of the MSPE. (See Section III, Appendix MS-19b1, Section III, Appendix MS-19b2,and Section III, Appendix MS-19b3)
c. Indicate who prepares the MSPE and attach two representative examples for recent graduates (obliterating personal identifiers).
The MSPE is prepared by the administrative staff of the Office of Student Affairs. All final drafts are edited and approved by the Associate Dean for Admissions and Student Affairs. Sample letters start on next page.
Sample Letter One
Medical Student Performance Evaluation for
November 1, 2005
Identifying Information
Mr. X is a fourth-year student at the University of South Florida College of Medicine in Tampa, Florida.
Unique Characteristics
Mr. X received his bachelor’s degree from Davidson College in 1999 and continued his education at the University of South Florida College of Public Health receiving a Master’s degree in Epidemiology and Biostatistics in 2001. During this time, he also taught astronomy at the Museum of Science and Industry (MOSI) in Tampa, Florida. Mr. X began his medical education in 2002. Throughout his years at USF COM, he has participated in a variety of activities. He works with the USF Campus Recreation Advisory Board and was a volunteer student instructor in the Cultural Competency and Physical Diagnosis courses for first-year medical students. He was his class vice president in 2002/03. He was then elected by his classmates to serve as their president in 2004/05 and again in 2005/06 and in this capacity served as one of the student members on the college’s Curriculum Committee. Mr. X was a member of the Peer Advisory Council in 2003/04 and helped plan and conduct welcoming activities for new medical students. He is a member of several student organizations including the American Medical Student Association (AMSA), the American Medical Association Medical Student Section (AMA-MSS) and the Surgery Interest Group.
Academic History
• Date of Expected Graduation from Medical School: May 4, 2006
• Date of Initial Matriculation in Medical School: August 11, 2002
• Extensions, leave(s) of absence, gap(s), or break(s) in Not applicable
the student’s educational program:
• Transfer students: Not applicable
Date of Initial Matriculation in Prior Medical School:
Date of Transfer from Prior Medical School:
• Dual/joint/combined degree students: Not applicable
Date of Initial Matriculation in Other Degree Program:
Date of Expected Graduation from Other Degree Program:
Type of Other Degree Program:
• Was this student required to repeat or otherwise remediate No
any coursework during his/her medical education: Yes
• Was this student the recipient of any adverse actions by No
the medical school or its parent institution? Yes
Academic Progress
Preclinical/Basic Science Curriculum:
From first matriculation, Mr. X made satisfactory academic progress through the College of Medicine curriculum. Evaluations from the basic science faculty indicate that Mr. X had an excellent fund of basic knowledge. He was a pleasant and conscientious student. He had a good sense of humor, was extremely likeable, and worked well with his peers. Faculty commented that his classmates looked up to him. His maturity of judgment and analytical problem-solving abilities were outstanding. He was considerate, tactful and very mature in his dealings with others. His overall attitude and attention to responsibilities were superb.
Core Clinical Clerkships:
SURGERY: Mr. X did a great job on his first clinical rotation. He demonstrated an appropriate fund of basic medical knowledge and his medical skills, problem-solving abilities and clinical judgment were noted to be above average for his level of training. He worked hard and exhibited a desire to learn with a good sense of propriety. He was a valuable member of the team. He was pleasant, affable and conscientious and he conducted himself in a highly professional manner. He interacted well with others and developed outstanding rapport with patients, faculty, residents and staff. Mr. X will make an excellent house officer and physician.
PSYCHIATRY: Mr. X worked hard during this rotation. He spent a lot of time talking with his patients to get a better understanding of them and their experience with mental illness. He actively incorporated information into his diagnostic understanding of the patient and the treatment plan. He developed outstanding rapport with his patients and their families, who would call and ask to speak with him as their primary contact person for the healthcare team. He managed some difficult patient-staff issues well and helped uneasy family members. His notes were legible, complete and well organized. His fund of knowledge was excellent as were his medical skills, problem-solving abilities and clinical judgment. He was devoted to caring for his patients and he often stayed to follow-up on details after he had been told he could leave the hospital. He was caring and empathetic and he was well liked by his patients. He was a pleasure to work with and a valuable member of the healthcare team. He displayed outstanding professional standards. He was inquisitive regarding psychopharmacological aspects of psychiatry and learned how to do great sessions and write-ups. Mr. X appeared to have a great aptitude for psychiatry and we would love to have candidates of his caliber joining the specialty. He will do well in whatever field of medicine he chooses to pursue.
OBSTETRICS/GYNECOLOGY: Mr. X performed very well during this rotation. We could not say enough about his enthusiastic, high-energy and positive attitude. He maintained a high level of professionalism and a focus on obtaining the most from the rotation, while making a positive impact on his peers, residents, faculty and patients. He possessed an appropriate fund of knowledge, both clinically and objectively for his level of training and his medical skills, problem-solving abilities and clinical judgment were exceptional. Mr. X’s efforts and support throughout the entire clerkship were appreciated.
FAMILY MEDICINE: Mr. X was an excellent medical student with a very good fund of knowledge. He independently researched the literature regarding cases the healthcare team had seen and effectively discussed differential diagnoses. He demonstrated an excellent fund of knowledge and his medical skills, problem-solving abilities and clinical judgment were outstanding. He was highly motivated and very reliable. He displayed excellent interpersonal skills and interacted very well with the team and his patients, including some very behaviorally difficult ones. He easily established exceptional rapport. Every patient commented on his professionalism and kindness. He was always eager to learn and help with any tasks that needed to be done. His progress notes were complete and his case presentations were focused and well-organized. It was a pleasure to work with Mr. X. He will be successful in any field of medicine he decides to pursue.
PEDIATRICS: Mr. X was a very bright and hardworking medical student. He actively participated in the sessions and his history taking and physical exam skills were the best we have seen in quite a while. He worked wonderfully with his patients and their families and he was a valuable member of the healthcare team. He clearly cared about his patients and took personal responsibility for their care and following-up on their results. He was enthusiastic about learning. His excellent fund of knowledge and his initiative were very impressive. His medical skills, problem-solving abilities and clinical judgment were noted to be above average for his level of training. His professional behavior was outstanding and he established exceptional rapport with his patients and the staff. Mr. X did an excellent job during this rotation. There is no doubt that he will be a very good physician in whichever endeavor he chooses to pursue.
INTERNAL MEDICINE: Mr. X had a very good rotation. He received favorable performance evaluations from both his inpatient and outpatient preceptors. He was hardworking and empathetic with very strong interpersonal skills. His fund of knowledge was excellent as were his medical skills, problem-solving abilities and clinical judgment. He had good presentation skills and he showed initiative in his assessment and plans. He was a valuable member of the team and he developed outstanding rapport with his patients and the staff. He presented himself in a highly professional manner. Overall, Mr. X made stepwise improvements and is well on his way to becoming a caring and competent clinician. He will be very successful in the residency of his choice.
Summary
Mr. X is an excellent student with outstanding clinical skills. He successfully completed our required comprehensive, multi-station institutional clinical skills examination. He is out-going, personable and an insightful, thoughtful individual. He has superb leadership skills, is appropriately humble yet confident in his own abilities. He is conscientious, dependable, mature, and has a strong work ethic. He exhibits a high degree of professionalism, which is the norm for this excellent peer group. Mr. X was elected by faculty and students as a member of our Barness/Behnke Chapter of the Gold Humanism Honor Society for excellence in humanism and professionalism in medicine. At the end of the third year of the four-year curriculum, Mr. X ranks in the top half of a class with an original enrollment of 102 students. I strongly recommend him as a highly qualified and excellent candidate for your residency program.
Steven Specter, Ph.D.
Associate Dean for Admissions and Student Affairs
sspecter@hsc.usf.edu
Sample Letter Two
Medical Student Performance Evaluation for
November 1, 2005
Identifying Information
Ms. Y is a fourth-year student at the University of South Florida College of Medicine in Tampa, Florida.
Unique Characteristics
Ms. Y began her medical education immediately following completion of her undergraduate degree at Wake Forest University in 2002. Throughout her medical education. Ms. Y was a member of several student organizations including the American Medical Association Medical Student Section (AMA-MSS), the American Medical Women’s Association (AMWA) and the Student National Medical Association (SNMA). She served as course liaison for the Evidence-Based Medicine course in 2003/04 and currently serves as Student Council Executive Secretary. Ms. Y has conducted numerous research projects resulting in several publications and presentations as outlined in her CV.
Academic History
• Date of Expected Graduation from Medical School: May 4, 2006
• Date of Initial Matriculation in Medical School: August 11, 2002
• Extensions, leave(s) of absence, gap(s), or break(s) in Not applicable
the student’s educational program:
• Transfer students: Not applicable
Date of Initial Matriculation in Prior Medical School:
Date of Transfer from Prior Medical School:
• Dual/joint/combined degree students: Not applicable
Date of Initial Matriculation in Other Degree Program:
Date of Expected Graduation from Other Degree Program:
Type of Other Degree Program:
• Was this student required to repeat or otherwise remediate No
any coursework during his/her medical education: Yes
• Was this student the recipient of any adverse actions by No
the medical school or its parent institution? Yes
Academic Progress
Preclinical/Basic Science Curriculum:
From first matriculation Ms. Y progressed through the College of Medicine curriculum in an exceptional manner. Evaluations from the basic science faculty indicate that she had an outstanding fund of basic knowledge. She was thoughtful, interested in learning and demonstrated very good reasoning skills. She was an interactive participant in small-group seminars. Her maturity of judgment and analytical problem-solving abilities were excellent. She was considerate, tactful and mature in her dealings with others. Her overall attitude and attention to her responsibilities were outstanding.
Core Clinical Clerkships:
OBSTETRICS/GYNECOLOGY: Ms. Y performed very well during this rotation. She demonstrated an enthusiasm, eagerness and motivation to obtain the most from this rotation. Her outstanding clinical knowledge base was only supported further by her objective fund of knowledge on the NBME subject exam where she scored at the 93rd percentile. Consistent comments noted her strengths and positives that she brought to the team dynamics and her outstanding rapport with patients, peers and staff. Medical skills, problem-solving abilities and clinical judgment were noted to be exceptional. She presented herself in a highly professional manner. Ms. Y is at an appropriate level for her training.
FAMILY MEDICINE: Ms. Y was a bright and outstanding medical student who was hardworking with a very positive outlook. She was a take-charge person who quickly took over patient care on her own. She developed excellent rapport with her patients. Her knowledge base was exceptional and her history taking and physical exam skills were very good. She scored at the 99th percentile on the NBME subject exam. Her differential and diagnostic skills were far above average and she had good progress notes. She was very motivated and professional and it was a delight to have her as a student. She was well liked by staff and patients. Ms. Y will excel as a resident.
PEDIATRICS: Ms. Y was a very strong third-year medical student. She demonstrated an excellent fund of knowledge, scoring at the 99th percentile on the NBME subject exam. Her organization and presentation skills were impressive. Her medical skills, problem-solving abilities and clinical judgment were above average for her level of training. One of her preceptors noted that she was probably the best medical student they had worked with this year. She easily carried four to five patients daily and admitted at least three patients every call with great efficiency and thoroughness. She was hardworking and enthusiastic and she actively researched her patients. She followed up on labs, x-rays and consults and she was very good at analyzing information. She had a wonderful rapport with patients and the entire healthcare team. She was very professional and she was always willing to help out with the team. Overall, Ms. Y was a great student. She functioned at the level of a good intern and it was a pleasure to work with her. It would be an asset to have her as part of our residency team.
INTERNAL MEDICINE: Ms. Y had a superlative rotation. She received highly laudatory performance evaluations from both her inpatient and outpatient preceptors. She was highly motivated and diligent with a great attitude and work ethic. She had a truly outstanding fund of knowledge and was able to apply it to patient care situations. Her patient work-ups were outstanding with excellent progress notes and assessments. She demonstrated superior medical skills, problem-solving abilities and clinical judgment. She had an excellent confidence and was able to answer questions at morning report that residents and interns were unable to answer. She was well-respected by her team of residents and she had outstanding rapport with her patients and the staff. She presented herself in a highly professional manner. One preceptor noted that her performance was so elite that it occurred every year or two. Her score on the NBME subject exam was at the 99th percentile. Overall, Ms. Y made stepwise improvements.
SURGERY: Ms. Y was a bright medical student who was eager to learn and participate in patient care. She was very ethical, responsible and hardworking with exemplary professional standards. She demonstrated an exceptional fund of knowledge, scoring at the 99th percentile on the NBME subject exam. Her medical skills, problem-solving abilities and clinical judgment were superior. She related very well with patients and staff and developed outstanding rapport. Ms. Y was one of the best medical students to rotate through this service.
PSYCHIATRY: Ms. Y performed at a very high level during this rotation. She was prompt and genuinely interested in her contribution and learning process. She was upbeat and motivated and one preceptor noted that she was likely the most intelligent student with whom they had worked. Her fund of knowledge was superior as noted by her scoring at the 97th percentile on the NBME subject exam. She quickly assumed new responsibilities, worked well with other students and added to the overall harmony of the inpatient unit. She participated more than asked to and quickly responded to feedback to improve her performance. Several times she provided additional material without being asked. We were constantly amazed by how much she knew and how she was able to gain clinical utility from this knowledge. She was hardworking, dedicated and responsible. She worked well with difficult patients and she was an integral member of the healthcare team. She was technically outstanding and had an in-depth understanding of the ability to manipulate psychiatric disease processes and data collection. She quickly established rapport with patients and obtained pertinent information. She had outstanding formulations, assessments and plans and her presentations were excellent. Ms. Y was an impressively intelligent young woman who will be an excellent physician and she will be an asset to her selected clinical training program.
Summary
Ms. Y is an outstanding student with exceptional clinical skills. She successfully completed our required comprehensive, multi-station institutional clinical skills examination, ranked first (1st) among her peer group. She is conscientious, extremely hardworking, dependable, personable and very mature. She is among the most motivated students with whom I have worked in more than 26 years. Her attitude toward patients, her peers, and patient care exhibit the highest standards of professionalism. Ms. Y was elected by faculty and students as a member of our Barness/Behnke Chapter of the Gold Humanism Honor Society for excellence in humanism and professionalism in medicine. At the end of the third year of the four- year curriculum, Ms. Y ranks first (1st) in a class with an original enrollment of 102 students. As a result of her outstanding academic and personal achievements, Ms. Y was inducted into Alpha Omega Alpha Medical Honor during her junior year. I am pleased to highly recommend her as an outstanding applicant for your residency program.
Steven Specter, Ph.D.
Associate Dean for Admissions and Student Affairs
sspecter@hsc.usf.edu
MS-20. If students are permitted to take electives at other institutions, there should be a system centralized in the dean’s office to review students’ proposed extramural programs prior to approval and to ensure the return of a performance appraisal by the host program.
___________________________________________________________________________________
How are extramural electives screened prior to allowing students to enroll? Describe your system of collecting performance appraisals for students taking electives outside your institution.
To receive approval for an externship course, the student must first receive concurrence from the faculty advisor. An Externship Application form must then be completed for the externship to be approved. The student must obtain approval from the sponsoring USF Department Chairperson and submit an application to the Registrar’s Office for approval and forwarding to the host institution. Non-University Externships must be arranged between the USF Departmental Chairperson and the Chief of the hospital service (who, in turn, is responsible for obtaining any further approval required by the hospital governing body). The USF College of Medicine Application for Externship Course must be completed.
All Externships require a written evaluation of the student's performance at the conclusion of such elective periods. This evaluation is submitted to the Registrar's Office for processing.
MS-21. The process of applying for residency programs should not disrupt the general medical education of the students.
Students should not be exempted from any required educational experiences or assessment exercises in order to pursue other activities intended to enhance their likelihood of obtaining a desired residency position.
MS-22. Letters of reference or other credentials should not be provided until the fall of the student’s final year.
___________________________________________________________________________________
a. How does the school handle potential scheduling conflicts in required academic activities (e.g., fourth-year courses or selectives, examinations) and residency interviews?
Students are not excused from any scheduled clerkship or elective responsibilities during year 4 for the purpose of the residency application process. Their 4th year schedule provides time for a residency workshop, residency interviews or other activities. On the occasion that an activity conflicts with a 4th year educational responsibility, students must work with their elective supervisor or clerkship director to arrange to make up any missed work.
The 4th year schedule has been created so that students fulfill their 36 weeks of educational requirements over a span of 44 weeks. This provides sufficient time for students to complete all of their residency application, interview and related activities without impacting their educational requirements. Students schedule non-course time in four week blocks in order to fulfill residency interviews and to take USMLE licensing exams. Additionally, there are two 4-week blocks between the end of scheduled course work and the traditional start time for residencies. Students with any course deficiencies may use those periods to complete course work, if needed. All students must earn a passing grade in the 3 required and 5 elective courses in year 4. Students are given their diploma only after they have earned it by completing all requirements for graduation.
b. What is the earliest date for the release or provision of letters of reference or other documents supporting applications to residency programs?
NRMP standards are followed for all documentation. Letters of reference are posted beginning approximately July 15 as they become available, once students have registered to use ERAS. Students are provided their registration tokens shortly after they are released by the NRMP in early July. Official transcripts are usually posted during the 1st week of September. MSPE letters are posted on November 1.
MS-23. A medical school must provide students with effective financial aid and debt management counseling.
In providing financial aid services and debt management counseling, schools should pay close attention and alert students to the impact of non-educational debt on their cumulative indebtedness.
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a. Provide the name, title and date of appointment for the financial aid director. To whom does the financial aid director report?
Michelle Williamson was appointed to the Financial Aid Office in November 1989. Her working title is Director of Financial Aid, but the university pay title is Assistant Director of Financial Aid for the College of Medicine. She reports to the College of Medicine’s Assistant Dean for Student Affairs.
b. Where do medical students go to obtain financial aid services? How do they obtain such services during clinical rotations? What other student groups (e.g., allied health students, graduate students) are served by the financial aid office? How many staff members are available specifically to assist medical students?
The Financial Aid Office for the College of Medicine is located within the College of Medicine Student Affairs Office. The office is open 8-5, M-F and has an open door policy. Students are able to visit the Financial Aid Office without an appointment anytime they are on campus. When students are away from the campus on clinical rotations they are able to contact the office by telephone, U.S. mail, or e-mail to obtain services.
The College of Medicine Financial Aid Office currently has three full-time staff members to provide services to the M.D. student.
In AY 2004/2005, only students in the MD program were served by the COM Financial Aid Office. Beginning in 2005/2006, the financial aid office will provide services to the School of Physical Therapy DPT students.
c. Summarize the financial aid counseling and services provided to medical students. Does the financial aid office have sufficient personnel, space, equipment, and other resources to carry out its responsibilities to the medical school? If not, please explain.
The first introduction to financial planning takes place on the day the student comes to USF for his or her admission interview. The Director of Financial Aid speaks to each group of applicants and counsels them on available aid, cost of education, loan repayment, debt management and the importance of maintaining good credit records. Interviewees are directed to review the on-line Financial Aid Manual. Questions are answered pertaining to all aspects of financial aid. At matriculation, mandatory group Entrance Interview sessions are conducted by the Director of Financial Aid and the Senior Financial Aid Officer for all students with financial aid. Students are provided information on borrower’s rights and responsibilities for the various loan programs that make up the student’s financial aid package, sample loan repayment schedules, and personalized loan repayment summaries. Students are encouraged to schedule individualized sessions with one of the officers to review their financial packages. Each year, students are provided with an updated personalized loan repayment schedule which indicates their current debt level and calculates their approximate monthly loan obligation. Finally, all students receiving financial aid must attend a mandatory group or individual Exit Interview session prior to being certified for graduation. These sessions summarize individual financial obligations, rights, responsibilities and estimated payment schedules.
The COM Financial Aid Office facilities, personnel and equipment are sufficient to provide quality financial aid services to the students. However, there is not sufficient staff to provide in-depth debt management counseling to medical residents.
d. Describe the system for counseling students about debt management.
Debt management is continuously addressed at Entrance and Exit Interviews and in individualized sessions. The college produces a Debt Management Handbook for students that is posted to the Student Affairs web page and updated regularly. Students are instructed to review the manual and to schedule appointments with one of the financial aid officers for individualized counseling. Additionally, during the 2004/2005 academic year, the college incorporated a financial management session into the Colloquium course for 1st and 2nd year medical students. Experts from the National Student Loan Program were invited to discuss credit ratings and financial planning issues. This session was well received by the students and we hope to continue these sessions as an annual component of the Colloquium course.
MS-24. Medical schools should have mechanisms in place to minimize the impact of direct educational expenses on student indebtedness.
The LCME considers average student debt, current and the trend over the past several years: total number of students with scholarship support and average support per student: percentage of total financial need supported by institutional and external grants/scholarships, and the presence of activities at the school or university levels to enhance scholarship support as key indicators in the assessment of compliance with this standard. In addition, the LCME will consider the entire range of other activities that a school could engage in, such a limiting tuition increases and/or supporting students in acquiring external financial aid.
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a. Complete the following table[1] for students presently enrolled in medical school:
| |Class Year |Total |
| |First |Second |Third |Fourth | |
|Total enrollment |120 |129 |99 |105 |453 |
|No. of students receiving aid from all sources |100 |111 |80 |86 |377 |
|No. of students receiving grants and scholarships from |28 |42 |36 |36 |142 |
|institutional sources | | | | | |
|No. of students receiving grants and scholarships from |10 |24 |9 |7 |50 |
|outside sources | | | | | |
|No. of students receiving educational loans |98 |104 |76 |81 |359 |
|No. of students receiving work study support |0 |0 |0 |0 |0 |
|Average cost of attendance[2] (financial aid budget) per |$34,610 |$32,292 |$38,480 |$39,400 |$34,623 |
|student | | | | | |
b. Complete the following table for all students enrolled in the current year and for all enrolled students in each of the preceding two academic years:
| |Current Year (04-05) |One Year Prior (03-04) |Two Years Prior (02-03) |
|Total amount funded by educational loans |$10,754,414 |$9,112,629 |$7,539,004 |
|Total amount funded by institutional grants and |$965,616 |$930,133 |$871,294 |
|scholarships | | | |
|Total amount funded by external grants and scholarships |$127,313 |$136,585 |$106,822 |
|Total amount funded by self help |0 |0 |0 |
|(for example, work study) | | | |
|Percentage of students receiving funds |83% |82% |80% |
See also Part A, items (g.) and (h.) in this section of the database.
MS-25. Institutions must have clear and equitable policies for the refund of tuition, fees, and other allowable payments.
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Describe your policy for refund of tuition payments to students who withdraw or are dismissed from enrollment.
The statement below is taken directly from the Student Handbook:
Tuition and Fees
a. Refund Policy
Students who withdraw, transfer, take a leave of absence exceeding 60 days, or who are dismissed from the COM before completion of 60% of the academic year may be granted a prorated refund of tuition paid less building and capital improvement fees. Refunds will not be given to students who are enrolled for more than 60% of the academic year. A written request for a refund of tuition must be submitted to the COM Registrar's Office to initiate the refund.
For students who receive financial aid, a share of the institutional refund will be returned to the financial aid programs from which the student received assistance in accordance with the College's Financial Aid Policy on Refunds and Repayments.
A student may be granted a refund of 100% of tuition paid if he or she withdraws due to circumstances determined by the college to be exceptional and beyond the control of the student. These circumstances include:
1. Illness of a student of such severity or duration, as confirmed in writing by a physician, to preclude completion of the courses,
2. Death of the student or death in the immediate family (parent, spouse, child or sibling),
3. Involuntary call to active military duty,
4. A situation in which the university is in error as confirmed in writing by an appropriate university official, or
5. Other documented exceptional circumstances beyond the control of the student which preclude completion of the courses, accompanied by letter of explanation and appropriate documentation.
MS-26. Each school must have an effective system of personal counseling for its students that includes programs to promote the well-being of students and facilitate their adjustment to the physical and emotional demands of medical school.
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a. Describe the system for personal counseling of students and comment on its accessibility, confidentiality, and effectiveness.
Personal counseling is available to students on several levels. Students readily approach faculty members for personal issues as they feel comfortable to do so with any individual. Students also frequently approach either the Assistant or Associate Dean for Student Affairs for personal counseling. Professional counseling is available to students through our Health Enhancement for Life-long Professional Students (HELPS) program. Counseling is provided by Wood & Associates who have a formal agreement to provide counseling with the College of Medicine. Counselors at Wood and Associates are Ph.D. psychologists or sociologists and are licensed counselors. They have 7 years experience providing excellent service to the university Resident Assistant Program (RAP). They also retain outside psychiatrists to provide psychiatric services as needed. The program is fully confidential. The Office of Student Affairs is provided reports of activity but no indication of the involved students. If counseling is mandated by the College of Medicine for a student, then a report would be provided to the Chair and the Academic Performance Review Committee.
Accessibility to the students is made easy through posting of contact information in the student handbook, which is available on line. An emergency number is available to students at all times if they face a crisis. Students are addressed in the first year orientation by the director of the program to make them aware of the program, its accessibility and the services offered. In that presentation, students are also informed of the stresses of medical school and mechanisms for dealing with the stress. Brochures with the HELPS contact information are available in the Student Affairs Office.
The program effectiveness will be assessed via the reports provided by Wood & Associates as well as anecdotally since we are not privy to all information about students being served due to confidentiality. Based on voluntary student feedback and lack of evidence of persistent problems, the program is effective.
Section VI.B. of the Student Handbook provides full information provided to students indicating the services available.
b. Briefly summarize any programs designed to facilitate students’ adjustment to the physical and emotional demands of medical school.
The issue of the demands of medical school is addressed with students beginning at orientation for first year students. There are two sessions also in our introductory block, The Profession of Medicine, where this adjustment is addressed. A voluntary follow up session is made available to all first year students after two months of medical school to address how students are adapting.
Students are reminded frequently about the availability of the HELPS program and Student Affairs to discuss any concerns they might have.
MS-27. Medical students must have access to preventive and therapeutic health services.
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Describe the system for providing preventive and therapeutic health services, including location(s) of health care sites, hours of operation, services provided, and how costs of the services are covered.
Health care services, preventive and therapeutic, are provided to students primarily by the university Student Health Services (SHS). Students also must purchase health insurance. Students are encouraged to use the SHS for routine, non-emergent care. The Student Health Service is located on the campus of the University and details of the services are available to students on-line.
SHS is located east of the Phyllis Marshall Center and the Bookstore and north of the Student Services Building. Hours are Monday through Friday 8:30 a.m. - 5:00 p.m. (Hours may vary on holidays and semester breaks; call 813-974-2331 for current information.) Student Health Services is closed on weekends. After hours telephone consultation (813-974-2331) with a physician is available for urgent medical concerns.
The costs of SHS are covered by Student Health Fees paid by the students along with their tuition.
For emergency situations and referrals, coverage will be determined by the health insurance policy purchased by the student. There is a hospital and a walk-in clinic within one block of the university. Many students choose to use the Health Sciences Center medical clinics and USF COM faculty for their advanced health care.
Additionally, the medical center has an infectious disease nurse who assists students with vaccinations and handles any reports of exposures to infectious diseases. The infectious diseases nurse also performs annual TB testing, instructs students in the use of a TB respiratory mask, and provides instruction on universal precautions.
MS-27-A. The health professionals who provide psychiatric/psychological counseling or other sensitive health services to medical students must have no involvement in the academic evaluation or promotion of the students receiving those services.
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Describe the mechanisms that allow students to obtain assistance for sensitive health care, psychiatric, or psychological problems (such as substance abuse, sexually transmitted diseases, etc.), with confidence that the providers of such services will not be in a position at some present or future time to evaluate the student’s academic performance or take part in decisions regarding the student’s advancement.
The selection of psychiatric or other sensitive health care is at a student’s discretion. The COM provides
the Health Enhancement for Life-long Professional Students (HELPS) program for psychiatric or counseling care. The program is fully confidential and is contracted out by USFCOM. Counseling is provided by Gary Wood & Associates who have a formal agreement to provide counseling with the College of Medicine. They also retain outside psychiatrists to provide psychiatric services as needed. A number is provided to students in their handbook (available on-line) and on business cards and brochures that are available throughout the year in the Student Affairs Office. The program director provides information to the students about the service at orientation. HELPS services are provided by individuals outside of the university who have no academic evaluative relationship with students. The HELPS program has a dedicated contact number for emergency situations 24/7/365. (See Section III, Appendix MS-27A)
MS-28. Health insurance must be available to all students and their dependents, and all students must have access to disability insurance.
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a. Is health insurance available for all students and their dependents? If yes, briefly describe the scope of benefits and premium costs. Who pays the premium? If health insurance is not offered, what provisions are made to provide health care for students?
A variety of health insurance options for all students and their dependents are presented to students and they may select the policy of their choice. The students must furnish evidence of health insurance annually to Student Affairs. Students sign a health insurance verification form at their class orientation that is kept on file in the Office of Student Affairs. Policies are paid by the students directly to the insurer. The students also pay a university health fee and the services of the Student Health Service are available to them for routine care.
b. Is disability insurance available to students? If yes, describe how students are informed of its availability.
Students are notified via the Office of Student Affairs that they are required purchase disability insurance from the agency through which the college contracts for all of our students. Student Affairs monitors the collection of insurance premiums to ensure that students comply with this requirement. Students are only exempted from purchasing this policy if they have a pre-existing policy under which they may retain coverage.
MS-29. Medical schools should follow accepted guidelines in determining appropriate immunizations for medical students.
Medical schools in the U.S. should follow guidelines issued by the Centers for Disease Control and Prevention, along with those of relevant state agencies. Canadian schools should follow guidelines of the Laboratory Center for Disease Control and relevant provincial agencies.
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Briefly describe your student immunization policies and procedures.
Student immunization policies are presented to students in the Student Handbook and listed below. These policies are reviewed annually by the Student Affairs Committee, which includes the Director of Medical & Health Administration for the college as well as other faculty. Faculty members or committee members bring suggestions for change to the committee. After review for consistency with national recommendations (ACIP and CDC) and local public health needs, the decision is made to add, delete, or retain immunization requirements.
Health Policy:
As in all institutions, student health is the ultimate responsibility of the individual student. The Student Health Committee of the COM facilitates student health by providing programs to assist students in meeting their physical and mental health needs. Specifically, the committee sets guidelines and monitors student medical data at matriculation and during the four years of enrollment in medical school. The committee formulates and reviews policies and programs and assesses implementation and compliance with institutional and State of Florida requirements and guidelines.
Prior to matriculation, all students are required to provide the following to the Student Affairs Office for review:
• A personal health history and physical examination conducted by the student’s personal physician and documented by completion of appropriate forms provided to the student by the Student Affairs Office.
• Documented proof of immunization against rubella (German measles), measles (rubeola), hepatitis B, and tetanus. Documentation of a varicella titer is required. Varicella vaccine is required on all individuals without a detectable titer. Exposure/immune status regarding tuberculosis must be documented.
• Proof of current health insurance. Certification of current health insurance is required for each year of enrollment.
During the orientation process, students are counseled about appropriate avenues for receiving medical care. Among the available options are: continued care by the student's personal physician, the University Student Health Center, or the USF Physicians Group located in the Health Sciences Center.
Students must provide proof of receipt of the immunizations and/or tests listed below by completing an online Immunization Certification form. All students, (including interns, externs, visiting students), must complete the following requirements prior to matriculation:
TUBERCULOSIS: A PPD skin test must be done no earlier than 6 months prior to starting school. If your test is positive, or if you have a history of positive test results, you must have a current chest x-ray completed and provide us with a copy of the radiology report. If you ever received the BCG vaccine, or have been administered INH, this information must be reported on the Immunization Certification.
RUBELLA (German Measles): Provide documentation and the dates of receipt of:
- one immunization with live RUBELLA or MMR vaccine after 1/1/80, OR
- two immunizations with live RUBELLA or MMR vaccine after 12 months of age,OR
- if immunization dates are unavailable, provide serologic documentation of a positive
RUBELLA immune titer (IgG blood test).
RUBEOLA (10 Day Measles): Provide documentation and the dates of receipt of:
- two immunizations with live RUBEOLA or MMR vaccine after 12 months of age,OR
- if immunization dates are not available, provide serologic documentation of a positive
RUBEOLA immune titer (IgG blood test).
VARICELLA (Chicken Pox): If you have had chicken pox in the past, provide serologic documentation of a positive varicella titer (IgG blood test). If the titer is negative, or you know you have never had chicken pox, you must receive two varicella vaccine immunizations given 4 to 8 weeks apart and provide documentation of receipt.
TETANUS, DIPHTHERIA and ACCELLULAR PERTUSIS (Tdap): Documentation of tetanus/diphtheria/acellular pertusis booster. Note: a 2 year interval between Td (tetanus/diphtheria) booster and Tdap is suggested to reduce the risk of reactions following vaccination. If you have received a Td booster in within the past 2 years, provide documentation of the Td booster at this time and at the end of the 2 year period, obtain a Tdap booster and provide documentation upon completion.
HEPATITIS B: Following completion of the Hepatitis B vaccination series of three injections, submit serologic documentation of a positive Hepatitis B surface antibody titer
All immunizations must be up to date at the time of matriculation on August 7, 2006. Students are not permitted to begin classes or to work in any of our hospitals or clinics without providing the required evidence of a physical examination and documenting immunity to the diseases listed.
MS-30. Schools must have policies addressing student exposure to infectious and environmental hazards.
The policies should include 1) education of students about methods of prevention; 2) the procedures for care and treatment after exposure, including definition of financial responsibility; and 3) the effects of infectious and environmental disease or disability on student learning activities. All registered students (including visiting students) need to be informed of these policies before undertaking educational activities that would place them at risk.
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a. Describe institutional policies regarding student exposure to infectious and environmental hazards, including the following:
• education of students about methods of prevention:
Students are instructed in the use of a TB respirator mask and are taught universal precautions and post-exposure actions at orientation. Thereafter they are exposed to this information prior to the entry into the clinical environment of our Longitudinal Clinical Experience (LCE) in year 1 and again before their clerkship year. They carry precaution cards at all times with their personal ID for quick reference which contains detailed information about exposures to infectious and environmental hazards related to each major clinical site.
• procedures for care and treatment after exposure, including definition of financial responsibility:
Students are provided information on procedures for care and treatment in their handbook as listed below. A short version of these procedures is on orange cards that students must wear along with their identification tags. All incidents are recorded by the COM director of health administration.
• effects of infectious and/or environmental disease or disability on student educational activities
Students who develop a disease process as a result of infectious or environmental exposure are given the opportunity to make up missed work without penalty. If the condition requires a Leave of Absence, this is routinely granted and students are permitted to resume their education as soon as they are able.
HIV/AIDS Policy and Other Infectious Diseases:
When an HIV infected individual comes to the attention of the university, whether student, faculty or staff member, confidentiality of the individual as well as the individual's welfare and that of the university community must be respected. Other infectious diseases will be handled appropriately and reported according to State requirements.
b. Briefly summarize any protocols students must follow regarding exposure to contaminated body fluids, infectious disease screening and follow-up, hepatitis-B vaccination, and HIV testing.
Policies and procedures concerning bloodborne pathogen exposures and exposures to communicable diseases (e.g. tuberculosis, chicken pox) are in place at each of the major clinical teaching facilities. Policies and procedures related to exposures on the USF campus are detailed in the University of South Florida College of Medicine Infection Control and Employee Health Policy Manual. During orientation programs, an overview of policies and procedures is presented. Students are requested to familiarize themselves with the policies and procedures of each clinical facility and carefully comply with all requirements in case they are injured or exposed to communicable disease.
All needle sticks and other exposures to blood or other potentially infectious body fluids should be immediately reported to the student’s supervisor and to the employee health practitioner at the facility where the incident occurs.
c. In the course of their education, when do students learn how to avoid or prevent exposure to infectious diseases, especially from contaminated body fluids? When and how are they taught the procedures to follow in case of exposure (e.g., a needlestick injury)?
Yes - see responses to a. and b. above.
MS-31. In the admissions process and throughout medical school, there should be no discrimination on the basis of gender, sexual orientation, age, race, creed, or national origin.
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Describe any circumstances where medical school applicants or students may receive differential consideration on the basis of gender, sexual orientation, age, race, creed, or national origin.
There are no circumstances by which medical school applicants or students may receive differential consideration on any basis.
MS-32. Each medical school must define and publicize the standards of conduct for the teacher-learner relationship, and develop written policies for addressing violations of those standards.
The standards of conduct need not be unique to the school but may originate from other sources such as the parent university. Mechanisms for reporting violations of these standards -- such as incidents of harassment or abuse -- should assure that they can be registered and investigated without fear of retaliation.
The policies also should specify mechanisms for the prompt handling of such complaints, and support educational activities aimed at preventing inappropriate behavior.
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a. Supply a copy of any formal statement of the standards of conduct expected in the teacher-learner relationship. Describe how students, residents, and faculty are informed about the policy.
The COM has always expected the highest level of standards and behaviors between teachers and students. Such issues are discussed formally at both student orientation and new faculty orientation. In addition, the COM has now adopted the AAMC Faculty Student Compact regarding conduct and behavior expected of both at the recommendation of the Student Affairs Committee in the late spring of 2006.
The Faculty Student Compact was distributed to all students, faculty and residents in a broadcast e-mail upon its adoption in the spring 2006. Thereafter it was placed in the Student handbook that is available online on the Student Affairs homepage. An annual reminder is sent to all students, faculty and residents at the start of each academic year. In addition, the 1st year medical students are directed to review the compact at their orientation.
The policy is as follows:
Faculty Student Compact
Preparation for a career in medicine demands the acquisition of a large fund of knowledge and a host of special skills. It also demands the strengthening of those virtues that lay the foundation of the doctor/patient relationship and that sustain the profession of medicine as a moral enterprise. This Compact serves both as a pledge and as a reminder to teachers and learners that their conduct in fulfilling their mutual obligations is the medium through which the profession inculcates its ethical values.
Guiding Principles
• DUTY:
Medical educators have a duty, not only to convey the knowledge and skills required for delivering the profession’s contemporary standard of care, but also to inculcate the values and attitudes required for preserving the medical profession’s social contract across generations.
• INTEGRITY:
The learning environments conducive to conveying professional values must be suffused with integrity. Students learn enduring lessons of professionalism by observing and emulating role models who epitomize authentic professional values and attitudes.
• RESPECT:
Fundamental to the ethic of medicine is respect for every individual. Mutual respect between learners, as novice members of the medical profession, and their teachers, as experienced and esteemed professionals, is essential for nurturing that ethic. Given the inherently hierarchical nature of the teacher/learner relationship, teachers have a special obligation to ensure that students and residents are always treated respectfully.
Commitments of Faculty
• We pledge our utmost effort to ensure that all components of the educational program for students and residents are of high quality. As mentors for our student and resident colleagues, we maintain high professional standards in all of our interactions with patients, colleagues, and staff.
• We respect all students and residents as individuals, without regard to gender, race, national origin, religion, or sexual orientation; we will not tolerate anyone who manifests disrespect or who expresses biased attitudes towards any student or resident.
• We pledge that students and residents will have sufficient time to fulfill personal and family obligations, to enjoy recreational activities, and to obtain adequate rest; we monitor and, when necessary, reduce the time required to fulfill educational objectives, including time required for “call” on clinical rotations, to ensure students’ and residents’ well being.
• In nurturing both the intellectual and the personal development of students and residents, we celebrate expressions of professional attitudes and behaviors, as well as achievement of academic excellence.
• We do not tolerate any abuse or exploitation of students or residents.
• We encourage any student or resident who experiences mistreatment or who witnesses unprofessional behavior to report the facts immediately to appropriate faculty or staff; we treat all such reports as confidential and do not tolerate reprisals or retaliations of any kind.
Commitments of Students and Residents
• We pledge our utmost effort to acquire the knowledge, skills, attitudes, and behaviors required to fulfill all educational objectives established by the faculty.
• We cherish the professional virtues of honesty, compassion, integrity, fidelity, and dependability.
• 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.
• 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.
• In fulfilling our own obligations as professionals, we pledge to assist our fellow students and residents in meeting their professional obligations, as well.
The policy is posted in the Student Handbook.
b. Provide a copy (or web site URL) of any formal or informal policies and procedures for handling allegations of student mistreatment, including avenues for reporting such incidents and mechanisms for investigating them. What evidence is there to indicate the effectiveness of such policies?
The COM is committed to take all steps necessary to address allegations of student mistreatment. As such, the Office of Student Affairs serves as the ombudsman. If students experience difficulties in this area, they are to see the Associate Dean or Assistant Dean of Student Affairs for confidential assistance. If a student feels uncomfortable with these avenues, other faculty advisors may be engaged.
The process begins with the Office of Student Affairs being notified by a student of an incident of sexual harassment or abuse. After discussion of the incident with the student, if it is deemed appropriate, the staff member in the Office of Student Affairs will attempt to resolve complaints on an informal basis. In all cases, every possible effort will be made to insure confidentiality and to protect the rights of both students and faculty members. If resolution of a complaint cannot The Victims' Advocacy Program is available to assist all USF students or employees who are victims of actual or threatened violence, including but not limited to battery, assault, sexual battery (date rape, acquaintance rape, stranger rape) and attempted sexual battery. If resolution of a complaint cannot be reached informally, the student will be advised about formal grievance procedures.
Sexual battery is a felony under the criminal laws of the State of Florida and will not be tolerated at the USF COM. As an integral part of academic performance, medical students are expected to maintain the high standards of professional and personal conduct traditionally associated with the practice of medicine. Any act such as sexual battery is a violation of university policy which, in the case of medical students, is viewed as professional misconduct and is a violation of academic standards. As such, any professional misconduct is subject to disciplinary action under the Medical Student Advancement Policies, Procedures and Due Process.
COM students who are victims of actual or threatened violence can obtain assistance from the MSSPAC program. Additionally, medical students should refer to the USF policy concerning Sexual Battery. All rights and services specified in this policy, including the Victims' Advocacy Program as explained below, are available to COM students. The policy is contained in the USF Student Handbook under Administrative Policies. Police reports are strongly encouraged; however, reports are not required for information and referral assistance.
Evidence of abuse or harassment is scant so it is difficult to know the effectiveness of the policies. One could take the very limited numbers of complaints, two in four years, as evidence that the policies are effective. The general high rating of openness of the Student Affairs Office by students suggests that there would be no hesitancy of approaching the Associate Dean or Assistant Dean as the designated official to whom complaints would be addressed.
c. Describe educational programs provided by the school or other university officials to avoid or prevent student mistreatment.
Students are presented abuse policies and their rights at first year and third year orientation. They are assured that all complaints are taken seriously and that they will be protected against any form of retaliation should they report a complaint. In addition, faculty are required to attend a program organized by Faculty Affairs on abuse that focuses on sexual harassment and consensual relationships.
MS-33. The medical school must publicize to all faculty and students its standards and procedures for the evaluation, advancement, and graduation of its students and for disciplinary action.
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Attach a copy of, or web site URL for, the school’s standards and procedures for the evaluation, advancement, and graduation of students, and the procedures for disciplinary action. How are these standards and procedures publicized to faculty members and students?
All policies on evaluation, advancement and graduation as well as policies for disciplinary actions and appeals are on pages 21-45 of the Student Handbook. These policies are made know to all students and faculty annually via an e-mail reminder to carefully review the handbook. For new students these are reviewed at orientation.
(See Section III, Appendix MS-33 for pages 21-45 of Student Handbook)
MS-34. There must be a fair and formal process for taking any action that adversely affects the status of a student.
The process should include timely notice of the impending action, disclosure of the evidence on which the action would be based, an opportunity for the student to respond, and an opportunity to appeal any adverse decision related to promotion, graduation, or dismissal.
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Summarize the due process protections in place when taking an adverse academic action involving a medical student, including appeal opportunities.
Due process for grade appeals as well as disciplinary action hearings and appeals are listed in the Student handbook on-line.
The policies address issues related to appealing exam grades, course grades and academic decisions. There is a process for appeals to course directors and department chairs. Actions on academic or professional issues are taken by the Academic Performance Review Committee, comprised of course directors of all required courses. All actions may be appealed to the committee and then if necessary to the Dean of the College. The decisions of the Dean are the final step in the process.
(See Section III, Appendix MS-34 for relevant pages in Student Handbook)
MS-35. Student records must be confidential and available only to members of the faculty and administration with a need to know, unless released by the student or as otherwise governed by laws concerning confidentiality.
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Describe the general content of the student record files. Where are student records maintained? Who, other than the student, is authorized to examine or review such records?
Student files contain copies of diplomas and transcripts, official dates of enrollment and graduation, MSPE letters, miscellaneous letters related to leaves of absence, academic schedules, review committee letters, name changes, and residency status. All current student academic files are maintained in fireproof safes in the Registrar’s Office. Records are immediately available to Registrar staff, the Director of Admissions and Records, the Dean of Admissions and Student Affairs. Portions of files, grades, scores, etc, may be made available to others within the COM based solely on tasks related to official duties. Files will also be made available based on General Counsel requests related to litigation.
MS-36. Students must be allowed to review and challenge their records.
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a. Describe the procedure students must follow in order to review or challenge their records.
Students are allowed to review the file maintained by the Registrar’s Office. Based on immediate workload, files may be provided to the students upon request, or at times, students are asked to make an appointment to review the file in the near future based on Registrar availability. Students are required to review their files in the Registrar’s Office and will not be allowed to make any changes to the folder at the time of review. If they desire copies of documents, the Registrar will provide them as rapidly as possible. If students determine that there may be inaccurate information in the file, they will advise the Registrar. The Registrar will review the original documentation and correct the data if the information originated in the Registrar’s Office. If the data was provided to the Registrar’s Office, the student is advised to contact the providing person/office to correct information as necessary.
b. Does each required course and clerkship provide students with an opportunity to review their performance, and if necessary appeal an examination or course grade?
Clerkship Directors provide a written evaluation for each student to the Registrar’s Office that includes grade and verbal critique information for that student. Upon receipt of the evaluation from the department, the Registrar’s Office will enter the information into the Registrar’s database and also provide a photocopy, by mail, to the student.
A student may challenge his/her records by appealing a course grade if the student has evidence that the grade was assigned in an erroneous manner. This is not a process for appeal of established departmental grading policies. The following procedure provides guidelines for the appeal process:
Appeal to the Faculty Member for Review of the Assigned Grade
Within 10 school days* after the receipt of the grade, the student may appeal in writing to the responsible faculty member any assigned grade that they dispute. The faculty member will review the course grading policy with the student to ensure that the process is understood and has been followed. If, in the judgment of the faculty member, it is found that the assigned grade is incorrect , he/she will initiate the appropriate change. If the change is made at this point, the matter is concluded. The faculty member will respond in writing to the student within 10 school days of the student's request for review.
*All actions related to the appeals process are expected to be taken within two weeks of receipt; however, in instances where holidays or vacation intervene, action must be taken within 10 weekdays on which classes are held.
If the faculty member is no longer with the university, the student shall confer with the departmental chairperson who will then make every effort to receive written input concerning the matter from the former faculty member. If it is not possible to receive information from the former faculty member regarding the grade, then the student may appeal the grade as described below and the departmental chairperson will represent the interests of the faculty member who issued the grade.
Appeal to the Department Chairperson**
If the question of the assigned grade cannot be resolved between the student and the faculty member, the student may appeal in writing to the chairperson of the department in which the course was taught. This appeal must be made within 10 school days following the initial faculty member review. The student shall include all relevant information relating to the appeal in the written appeal. After receiving such an appeal in writing from the student, the chairperson shall review with the faculty member the substance of the student's appeal and seek to determine its validity.
If the chairperson determines that the assigned grade is, in his/her judgment, inappropriate, the chairperson should recommend to the faculty member that the grade be changed. The faculty member may or may not concur with the chairperson's recommendation.
If the student elects to appeal, copies of all written communication mentioned above shall be sent by the chairperson to the Dean of the COM as described below.
**When a course is not a departmentally supervised course, the Associate Dean for Undergraduate Medical Education shall be the authority to whom an appeal is made in lieu of the department chairperson. The chairperson will notify the student in writing, within 10 school days of receipt of the appeal, whether or not the assigned grade will be changed by the faculty member. If the grade is changed to the student's satisfaction, the matter is concluded. If the grade is not changed, the chairperson will advise the student of the right of appeal to the Dean of the COM.
Appeal to the College Dean
If the grade is not changed to the satisfaction of the student at the departmental level, the student may appeal the assigned grade, in writing, to the Dean of the COM. This appeal must occur within 10 school days of receipt of the decision of the chairperson. The appeal shall be prepared in writing by the student in consultation with the Associate Dean for Student Affairs of the COM. The Dean of the COM may follow one of two procedures.
The Dean may discuss the case with the student, the faculty member, the chairperson of the department in which the course was taught, and the Associate Deans for Student Affairs and Academic Affairs of the COM. Following these discussions, the Dean of the COM may make a recommendation to the faculty member, the student, and the department chairperson. If this results in an acceptable solution to all parties, the matter is concluded. If not, then a Hearing Committee will be appointed. The Dean may, if he/she chooses, appoint a hearing committee upon receiving the initial appeal. The appeal will be handled as expeditiously as possible by the Dean.
When the decision is made to establish a hearing to investigate an appeal, the Dean of the COM shall convene an ad hoc committee comprised of three senior members of the faculty of the COM and three medical students, preferably members of the Student Honor Council, all of whom shall have voting privileges. This committee shall elect a chairperson and hold a hearing concerning the appeal at a time acceptable to all participants. At this hearing, all material relevant to the appeal shall be presented by the student, the Associate Deans for Student Affairs and Academic Affairs, the faculty member, the department chairperson, and the Dean of the COM. Others may be requested to assist the committee.
The Hearing Committee will submit to the Dean of the COM a written report containing a recommendation for a specific course of action regarding the student's grade appeal. If the committee cannot reach a conclusion, the written report detailing why a conclusion could not be reached will be submitted to the Dean.
The Dean of the COM will then recommend a solution which may or may not contain some or all of the recommendations of the Hearing Committee. The decision of the Dean is final.
MS-37. Schools should assure that students have adequate study space, lounge areas, and personal lockers or other secure storage facilities.
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a. Describe the quantity, quality, and accessibility of student study space, lounge, and relaxation areas. Do medical students share such space or facilities with other student groups?
Students are assigned a lab bench during each of the first 2 years and these are the exclusive space for the student. Many students study at this space which is available 24 hours per day. In addition, extensive study space includes a computer lab housing approximately 50 individual study carrels in the Health Sciences Center library, which has posted hours of operation. The library space is shared with all students, faculty and staff of USF Health’s three colleges. There are numerous small rooms throughout the college where students often study in small groups on an as-available basis. There is also a medical student computer lab with 5 computers and 2 printers for general student use. Students also study in the medical center bookstore cafeteria area and in the cafeteria at the cancer center on campus.
The Student Lounge, located in Room MDL-1001, offers a television, microwave oven, dartboard,
stereo, CD player, and other amenities for medical students' use.
b. Summarize the storage facilities for students’ personal possessions and valuables (e.g., microscopes, computing equipment), both at the main or home campus and at clinical teaching sites.
Lockers are available in the laboratory teaching areas for which students may provide their own combination lock to store materials. For first year students, there are lockers to store clothing for gross anatomy laboratory. Lockers are available at most sites and at all clinical sites where students are required to stay overnight for call.
END OF SECTION III
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[1] Report information that is substantiated by applications processed by the school. Include National Medical Fellowships, National Health Service Corps, Armed Forces Health Professions, Medical Scientist Training Program, State-funded awards, Federal Stafford Student Loans, Health Professions Student Loans, Primary Care Loans, Health Education Assistance Loans, Alternative Loan Program, and institutional loans and scholarships.
[2] Include tuition and fees, books and supplies, typical living expenses, and any other expenses covered in the financial aid budget.
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