Medical Student Handbook

MEDICAL EDUCATION OBJECTIVES

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

MISSION STATEMENT FOR THE MEDICAL EDUCATION PROGRAM:

Committed to Medical Education, Medical Science, and Medical Practice for the Benefit of Humanity

The individualized student experience at the University of Rochester School of Medicine and Dentistry is the first step on a path of lifelong learning for physicians and scientists. It is the goal of this learning experience to instill a continuing thirst in our students -- a thirst not only for knowledge, but also for ever better ways to promote patient well-being. The signature of a Rochester education is found in clinicians, researchers and educators who are deeply committed to both cutting-edge, evidence-based medical science and the relationship-centered art of clinical practice -- the two strands of our "Double Helix Curriculum."

OBJECTIVES OF A URSMD MEDICAL EDUCATION:

The University of Rochester School of Medicine and Dentistry (URSMD) is dedicated to fostering the knowledge, skills, attitudes and behaviors of the physician/scientist/humanist by combining evidence-based medical science with the relationship-centered art of medicine. The Double Helix Curriculum, which fully integrates clinical and basic science training throughout all four medical school years, is our 21st century expression of the biopsychosocial model developed here by Dr. George Engel. Our curriculum presents this patient-centered model of medical practice across every level of natural systems organization - from molecules, cells and organs to patients and doctors to families and cultures - developed across the four years of medical school.

We strive for the broadest possible institutional support for medical education at the URSMD, not only in terms of finances and up-to-date space, but also with central support for the Offices for Medical Education, departmental support for education, and support of high quality graduate programs, residencies, fellowships, and CME for faculty. The school provides a supportive, challenging environment designed to foster collaboration rather than competition. The curriculum is designed for students to acquire all the elements of a general medical education, providing them with strong foundations in the natural and social sciences basic to medicine, as well as professional attitudes and clinical skills -- all with a focus on launching a lifetime of continued learning. Through the M.D. or a combined degree program, the school is dedicated to providing an outstanding start to any of the multiple career options in medicine, from primary care to specialties to research to academic leadership roles. Graduates should be ready to excel in any internship program as "Altruistic, Knowledgeable, Skillful and Dutiful" physicians (the four qualities identified by the national "Medical School Objectives Project" and elaborated upon below for the URSMD).

The school is committed to respect for the individual, community involvement, and collegiality -- both within the medical profession and across the health professions -- in the many curricular and extracurricular activities supported by the school. Emphasis is placed on active student-centered learning (based on current understanding of adult learning theory), on high levels of integration across the curriculum, and on curriculum management based on competencies, learning objectives, and outcomes. The URSMD is committed to setting the highest standards in medical education and serving as a national model for innovation and continuous improvement of the medical student education program.

The ultimate objective for students is professional competence, not only as perceived by the students and faculty but as measured externally. The concept of professional competence includes:

• Knowledge of core concepts and principles of the natural and social sciences basic to medicine, including not only disease pathogenesis and treatment, but also health maintenance and disease prevention.
• Proficiency in clinical reasoning, with skills in the scientific method underlying problem identification, data collection, hypothesis formulation, and clinical problem solving, including the retrieval, management, and appropriate use of biomedical information for decision-making.
• Exquisite sensitivity to human differences, with an understanding of the impact of gender, ethnic and cultural background, socioeconomic factors, and other social factors relevant to the practice of medicine.
• Sophistication in ethical reasoning as it applies to all aspects of medical practice, and especially around care at the end of life.
• Good habits and skills for lifelong learning to ensure the practice of evidence-based medicine and for continued evolution - as medicine evolves - as a reflective, resilient, and sensitive practitioner.
• Ability to work effectively as part of a health care team, with appreciation for the multiple contributions of other health care professionals and agencies to the health of the individual and the health of the community.
• Development of physician as teacher - not only of patients and their families, but also of students, residents, and society at large.
• Dedication to the highest standards of professional integrity and exemplary behavior.