Medical Student Handbook

Comprehensive Assessments

Table of Contents Handbook Homepage POLICIES & GUIDELINES - Privacy & Access to Academic Records - Disabilities Technical Standards Policy - Assistance for Individual w/Disabilities - ADA Ombudsperson - Mistreatment of Medical Students - Sexual Harassment - Assessment Data - Religious Observance - The U.S. Medical Licensing Examination - Alcohol Use On School of Medicine Property - Impairment Due to Substance Abuse - Self Disclosure in the Course of Learning - Confidentiality - Teaching Exercises with Student Subjects - Video Equipment Use - Regulatory, Health and Other Requirements --- Infection Control --- In-Service Education Competency Exam --- Certification in Use of Clinical Information System --- Medical Student CPR Certification --- University Health Requirements MD Student Responsibility, Conduct, & Academic Policies ACADEMIC ISSUES - Verification of Eligibility for Matriculation - Verification of Academic Credentials - Completion of Required Experiences - Remedial Work - Completion of Academic Deficiencies - Grading Policy up to Class of 2002 - Double Helix Grading Policy - Student Assessment Guide --- Comprehensive Assessments - MD with Distinction - AOA and Dean's Letter Rankings - In-Depth Experience - Plagiarism - Absences from Classes & Academic Responsibilities - Policy on Time Away From Clerkships - Class Attendance - Leaves of Absence - Year-Out Fellowships - Drop/Add Deadline Policy SUPPORT SERVICES - Academic Support Services - University Health Service - Counseling and Mental Health Services - Chaplain's Office - Division of Medical Informatics - Women in Science, Dentistry & Medicine (WISDM) - Assistance for Pregnant Medical Students - Miner Library ADVISING & STUDENT ENRICHMENT PROGRAMS - Advisory Dean Program - Student Enrichment Programs - Student-Sponsored Symposium CONSUMER & LEGAL ASSISTANCE - Integrity Hotline - University Housing - Executing Legal Documents - Consumer and Legal Assistance OFFICES FOR MEDICAL EDUCATION - Medical Education - Student Services Center - Advisory Deans - Student Affairs Office - Registrar's Office - Financial Aid Office - Bursar's Office - Office for Ethnic & Multicultural Affairs - Admissions Office - Medical Alumni Affairs - Student Enrichment Programs - Graduate Studies - Offices for Educational Research - Curricular Affairs Office - Facilities for Students - Student Computing DOUBLE HELIX CURRICULUM MEDICAL EDUCATION OBJECTIVES

The goals of the Comprehensive Assessments (CAs) at the end of Years 2 and 3 are to improve student performance and the success of our educational programs by:

• Assessing students' competency in the integration of the basic, social and clinical sciences to solve meaningful patient problems in a variety of clinical settings.
• Providing useful feedback to students about their strengths and weaknesses in order to develop an individualized learning plan.
• Assessing the progress of courses, clerkships and the overall curriculum.

The CAs will be required of all students. It will not, in itself, be a consideration in promotion decisions. It will not assign honors or failing grades. Rather, students will be evaluated by their ability to create and carry through an Individual Learning Plan for remediation.

The Comprehensive Assessment Design Team in collaboration with course directors and course design teams is developing the comprehensive assessments. Patient cases will serve as the mechanism by which students will be tested on the essential learning objectives that are identified by each curriculum design team. Physician tasks will be assessed in a variety of clinical problems and at the four assessment levels (See Appendix A for the blueprints guiding the development of the CAs).