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- Clinical Clerkship Student Assessment
Process
The Committee agreed to endorse the proposal of a formalized,
universal clerkship student assessment process to departmental
chairs. The process includes the following recommendations (paraphrased):
- Faculty and housestaff will directly provide mid- and end-clerkship
feedback
.
- They will receive three reminders to complete evaluations
from the department administrators
.
- If administrator did not receive evaluation in two weeks,
a request will be sent by the department chair
.
- Grades are due to the Registrar one month after completion
of the clerkship. If a complete set of grades is not received
by the end of one month, the Sr. Associate Dean for Education
will work with the departmental chair to complete them within
one week.
- The Registrar will email students who have completed clerkship
evaluations to let them know their grades are available. Data
is provided by the Senior Assistant Dean for Education.
- Students will have a three week window to review their grade
with the clerkship director, as long as they have completed
their clerkship evaluation
.
- If regrading is warranted, then it will be sent to the Senior
Associate Dean for Education for approval.
- CCSE
The Committee unanimously agreed to make the Comprehensive Clinical
Skills Exam (CCSE) a formal requirement of the curriculum that
will be graded (Pass/Fail) and listed on student transcripts,
beginning in the academic year 2005-2006.
- Acting Internship Requirement
The Curriculum Committee agreed to a proposal for the Acting Internship
to become a requirement of all students, and the Committee requests
the Department of Medicine to meet and determine how the internship
should be assessed and evaluated, and how feedback should be given
to students. This report will be given at the first Curriculum
Committee meeting of the fall.
- Disabilities Curriculum
The Committee agreed to implement a proposed Disabilities Curriculum
for the PPS1 course in 2005-2006. The three goals for the Disabilities
Curriculum are for students to understand and empathize with the
experience of disabled patients; acquire basic knowledge of medical,
legal, and societal aspects of disability; and learn to provide
care that is patient-centered and respectful of both a patient's
abilities and disabilities, and to collaborate in helping patients
maximize their function and well-being.
- LGBT Curriculum
The Committee resolved to form a faculty and student sub-committee
charged to identify, develop and implement a longitudinalLesbian,
Gay, Bisexual and Transsexual (LGBT) Curriculum. This curriculum
should focus on strengthening students' attitudes, knowledge and
clinical skills with regard to the healthcare needs of LGBT patients.
- Process for New Curricular Proposals
In an attempt to systematically address many new clinical curricular
proposals that are generated through grant proposals, the Curriculum
Committee has decided to review each proposal and choose whether
to endorse them. Through this process, the Committee will decide
whether there is a need for the proposed enrichment and determine
if it fits within the current direction of the curriculum.
- Social, Behavioral and Economic
Issues Curriculum
The Curriculum Committee has agreed to endorse an NIH grant
application presented to the committee by Dr. Adina Kalet
which would strengthen the areas of Social, Behavioral and
Economic Issues in the clinical Curriculum. The curriculum
would focus on mind-body interaction in health and disease,
patient behavior, physician role and behavior, physician-patient
interactions, social and cultural issues in healthcare, and
health policy and economics. The educational plan is based
on virtual, web-based activities that would improve patient
interactions, as well as a senior project that would reinforce
the current strengths of our curriculum in the clinical years.
- Advanced Science Selective
In an effort to increase the number of interdisciplinary Advanced
Science Selective offerings, the Committee has agreed to approach
each Basic Science and Clinical Department Chair and ask them
to pair up and work together in planning a selective offering.
The Advanced Science Selectives, scheduled between third and fourth
year, are intensive, in-depth experiences in scientific discovery
and clinical medicine that are run like a graduate student seminar.
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