Course Director's Guide - Course Director's Handbook

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Course Director's Guide - Course Director's Handbook

  1. 1. 1 The University of Mississippi Medical Center School of Medicine Course Director’s Guide October 26, 2010 Preface Fulfillment of the educational mission of the University of Mississippi Medical Center (UMMC) School of Medicine is fundamentally dependent on those individuals who have accepted the responsibility to serve as a Course Director. The purpose of this guide is two-fold: to provide a single resource to assist a Course Director in meeting that responsibility, and to promote continuity in the presentation of course offerings within the School of Medicine. Designed at the behest of the Curriculum Committee, this Guide summarizes the policies and procedures of the UMMC School of Medicine educational offerings. This Guide and the UMMC BULLETIN (http://www.umc.edu/bulletin/TitleTOC.pdf) serve as the primary resources for creation and management of approved courses. Any questions that remain should be addressed to LouAnn Woodward, M.D., Vice Dean for the School of Medicine (N142; 984-1010; lawoodward@umc.edu); Loretta Jackson-Williams, M.D., Ph.D., Associate Dean for Academic Affairs in the School of Medicine (N-143; 815-6455; ljackson@umc.edu); Dr. Helen Turner, M.D., Ph.D., Associate Vice Chancellor for Academic Affairs (U170; 984-5009; hturner@umc.edu); or Dr. Jerry Clark, Associate Dean for Student Affairs (N142; 984-5012; JClark@umc.edu). Additional resources for Clerkship Directors in the M3 and M4 years can be found in the Guidebook For Clerkship Directors, Third Edition, Alliance for Clinical Education, 2005; www.allianceforclinicaleducation.org). The University of Mississippi Medical Center adheres to the principle of equal educational and employment opportunity without regard to race, creed, sex, color, religion, marital status, sexual orientation, national origin, disability or veteran status. This policy extends to all programs and activities supported by the Medical Center. Under the provisions of Title IX of the Educational Amendments of 1972, the University of Mississippi at the Medical Center does not discriminate on the basis of sex in its educational programs or activities with respect to admissions or employment. NOTE ON USING THIS GUIDE. This document contains numerous hyperlinks for quick navigation within the guide. Many of these appear as text boxes: pale orange to jump to the appropriate entry in the Quick Reference section or back to the detailed text of the body; pale green to return to the Table of Contents; and light blue to jump to a related area within the body. There are also numerous links to external documents that are cited as sources of further information. Questions, suggestions, or comments about this guide are welcome. Please contact Dr. Jane Reckelhoff, Chair, Development Subcommittee of the Curriculum Committee. Table of ContentsQuick References Quick Reference
  2. 2. 2 TABLE OF CONTENTS Preface Course Director’s Checklist Recurring Problems Quick References – Contacts and Links to Resources Chapter 1 Oversight of the Curriculum for the School of Medicine 1.1 Mandate by the LCME 1.2 Appointment Policy and Procedure for Course Directors 1.3 Recommendations for Selection of Course Director 1.4 Committee Meetings Relevant for Course Directors Chapter 2 Educational Role of a Course Director 2.1Responsibilities of the Course Director 2.2Selection and review of faculty 2.3Scheduling and Academic Calendars Study and exam days policy 2.4Creation and management of a course syllabus Course title Course directors (Including contact information) Course objectives Other components (prerequisites, performance outcomes) Textbooks and other class materials Required activities Notification of absences Daily calendar Grading policy Subject exams (boards) in course grading Policies on formative and summative evaluations 2.5Posting and management of M1/M2 course materials through Blackboard Recommended format for posting material on Blackboard M1 and M2 weekly schedule Course syllabus Presentations Testing on Blackboard Scheduling blackboard-based tests and quizzes Reporting grades on Backboard 2.6 Grading and Evaluation 2.6.1 Grade submission and record keeping 2.6.2 Use of the Subject National Board Examination in course grading 2.6.3 Release of course grades 2.6.4 For all pencil and paper exams 2.6.5 Exam scoring and data analysis 2.7Course evaluation 2.8 Required materials orders to UMC bookstore 2.9Copyright and Intellectual Property
  3. 3. 3 Chapter 3 Information regarding students 3.1 Supervision of student conduct School of Medicine’s Policy on Professional Behavior 3.2 Academic Achievement Program and Policies 3.3 Student Honor Code 3.4 Accommodations for Students with Disabilities 3.5 Academic Dishonesty and Discipline 3.6 Academic Advising and Counseling Services Chapter 4 Educational Objectives of the School of Medicine Chapter 5 Curriculum Assessment and Integration of Content 5.1 Curriculum Assessment 5.2 Integration of Content Chapter 6 Campus Learning Resources for Course Coordinators 6.1 Educational Support Services 6.2 Training in Teaching- Faculty Development Office 6.3 Use of Personal Response Systems RF (“clickers”) in UMC Classrooms 6.4 Problems with Teaching Facilities 6.5 Computer Problems Chapter 7 Additional Resources for Course Directors 7.1 USMLE Information 7.2 Test Item Writing APPENDICES A1. Preparing a proposal for a new course A2. Example of a course syllabus
  4. 4. 4 A CHECKLIST OF COURSE DIRECTOR RESPONSIBILITIES AND BEST PRACTICES  Develop a program of educational activities and assign presenters for all sessions.  Submit required book list to bookstore 6-8 weeks in advance of course start date.  Set up Blackboard site and post complete syllabus in advance of course start date.  Send copy of syllabus to the Education Administrator in the office for the Associate Dean for Academic Affairs.  Verify room reservations for class sessions and exams through the Student Activities Coordinator for the appropriate year.  Enroll students and course faculty into Blackboard site.  Set up and maintain a secure backup mechanism for ongoing recording of student grades.  Provide the curriculum director with progress grades promptly after each exam.  Notify Associate Dean for Academic Affairs of any students who are candidates for the Academic Achievement Program.  Verify readiness of classroom immediately before each session (to avoid delays due to equipment or scheduling glitches).  Consult presenters immediately prior to each session to verify time, date, place, and duration (To avoid no-shows as well as to confirm adherence to the schedule. This is particularly important with occasional or guest presenters.)  Develop examinations that reflect documented course objectives and develop test items that conform as much as possible to guidelines provided by the National Board of Medical Examiners. http://www.nbme.org/PDF/2002itemwork.pdf  Securely provide each student with test score and cumulative weighted average after each exam.  Decline requests to award exam points or course grade points for students participating in activities unrelated to course content, e.g., filling out questionnaires, attending primary care day. The M1 and M2 course directors have agreed that this is inappropriate.  Submit all schedule changes, even minor ones, to the appropriate Curriculum Coordinator for prior approval and updates for the master schedule.  Schedule NBME subject examination in consultation with the Associate Dean for Student Affairs.  Submit final grades to registrar’s office in the appropriate form.  Cooperate with Evers Society representative in developing and responding to course evaluation. Quick Reference Quick Reference Quick Reference Quick Reference Quick Reference Quick Reference Quick Reference Quick Reference Quick Reference Quick Reference Quick Reference Table of Contents
  5. 5. 5 CONTACTS and RESOURCES for TEACHING FACULTY EMERGENCIES Campus police - 57777 (threats to persons or property) Fire - 46666 Medical emergency - 41111 or 911# Medical Student Illness o First point of Contact - Student Employee Health (SEP) - Phone Number 601-984-1185 o If SEP is not open, student should go to the Emergency Room - Phone number 601-984-4004 o If SEP open but physician is not available – SEP personnel will assist student in getting to emergency room o Ms Virginia Covington (4-5012) can also assist in getting student to proper location o Other Back up:  Dr. Jerry Clark (4-5012)  Dr. Loretta Jackson-Williams (5-6455) CLASSROOM/FACILITIES PROBLEMS Assistant Vice Chancellor for Student Affairs and Associate Dean for Student Affairs in the SOM: Dr. Jerry Clark – (984-5012; cell 955-0407) Physical Plant - 984-1420 (classroom environmental problems) Audio-visual - 984-1220 (AV equipment set-up or problems) Mr. Mac Mclemore, Director (cell: 601-506-1813) wmclemore@umc.edu Mr. Bobby Anderson, computers (cell: 601-613-9216) rsanderson@umc.edu Mr. Michael Vaughan, television/technical (cell: 601-955-0456) mvaughan@umc.edu Division of Information Systems (DIS) - 984-1140 (computer/network problems that AV can’t manage) Housekeeping - 601-498-2685 (need for unscheduled clean up) OFFICE OF THE DEAN, SCHOOL OF MEDICINE Dr. James Keeton jkeeton@umc.edu Administrative Assistant: Anne Graeber 4-1010 agraeber@umc.edu ACADEMIC ACHIEVEMENT PROGRAM Associate Dean for Academic Affairs: Dr. Loretta Jackson-Williams, 5-6455 ljackson@umc.edu ACADEMIC COUNSELING Director: Natalie W. Gaughf 5-4233 NWGaughf1@umc.edu ASSOCIATE DEAN FOR ACADEMIC AFFAIRS: Dr. Loretta Jackson Williams 5-6455 ljackson@umc.edu ASSOCIATE DEAN FOR STUDENT AFFAIRS: Dr. Jerry Clark 4-5012 jclark@umc.edu ASSOCIATE DEAN FOR MULTICULTURAL AFFAIRS Dr. Jasmine Taylor 4-1340 jptaylor@umc.edu BLACKBOARD ADMINISTRATOR Dr. William Lushbaugh 4-1918 wlushbaugh@umc.edu BOOKSTORE Assistant Bookstore Manager: Ms. Angelia McGee 4-1092 amcgee@umc.edu Table of Contents Table of Contents
  6. 6. 6 CARL M. EVERS, M.D., SOCIETY President for 2010-2011: Laura Arnold LArnold@umc.edu Copy of response to Evers report to Assistant Vice Chancellor for Academic Affairs: Dr. Robin Rockhold – 4-2810 rrockhold@umc.edu CLASSROOM RESERVATIONS, CHANGES, CONFIRMATIONS, PROBLEMS - STUDENT UNION Student Activities Coordinator: Mr. Jonathan Parker Jones : 4-1756 JPJones@umc.edu CHAIRS OF COURSE DIRECTORSUBCOMMITTEES (Any schedule change must be approved by the Chair of the Course Director’s Subcommittee for the relevant year) Chair M1 Course Directors: Dr. David Brown 41849 dbrown@umc.edu Chair M2 Course Directors: Dr. Robert Kramer 41604 rkramer@umc.edu Chair M3/M4 Course Directors: Dr. Allen Richert 44820 arichert@umc.edu COURSE DIRECTORS AND COURSE COORDINATORS http://somacadaff.umc.edu/documents/M1.M2.M3CourseDirectors-Coordinators.pdf CURRICULUM OVERSIGHT Chair of Curriculum Committee: Dr. Loretta Jackson-Williams 5-6455 ljackson@umc.edu Academic Affairs Web Page: http://somacadaff.umc.edu/contacts.html Education Administrator: Mrs. Linda Kivlan lkivlan@umc.edu CURRICULUM COMMITTEE SUBCOMMITTEE CHAIRS Clinical Course Directors: Dr. Allen Richert 4-4820 arichert@umc.edu Preclinical Course Directors: (Co-Chairs) 1st Year: Dr. David Brown, 4-1849 dbrown@umc.edu 2nd Year: Dr. Robert Kramer, 4-1604 rkramer@umc.edu Evaluation Subcommittee: Dr. Bill Daley, 4-2374 wdaley@umc.edu Development Subcommittee: Dr. Jane Reckelhoff, 4-1819 jreckelhoff@umc.edu Professionalism Subcommittee: Dr. Peggy Davis, 4-5010 pmdavis@umc.edu DIS eLEARNING ADMINISTRATOR Fremel Backus 4-6019 FBackus@umc.edu EXAMINATION SCORING AND ANALYSIS Office of Academic Affairs Program Administrator: Ms. Ruby Smith – 4-1202 rsmith@umc.edu REGISTRAR/DIVISION OF STUDENT SERVICES Director: Ms. Barbara Westerfield 41080 bwesterfield@umc.edu Assistant Director: Ms. Emily Peace 41082 elpeace@umc.edu GUIDE FOR M3/M4 CLERKSHIP DIRECTORS www.allianceforclinicaleducation.org NATIONAL BOARD OF MEDICAL EXAMINERS (NBME) SERVICES Scheduling: Associate Dean for Student Affairs: Dr. Jerry Clark 4-5012 jclark@umc.edu Content information: http://www.nbme.org/index.html INSTITUTIONAL RESEARCH Director of Institutional Research Dr. Joanne Olson 4-1203 jolson@umc.edu STUDENT UNION AND STUDENT ACTIVITIES COORDINATOR Director: Mr. Jonathan Parker Jones 4-1756 jpjones@umc.edu Table of Contents Table of Contents Table of Contents Quick Reference
  7. 7. 7 USEFUL LINKS Computer Education For Teaching (Blackboard, Viz., Respondus, PowerPoint, Excel, Access, Contribute) Education Coordinator: Ms. Linda Barker 41154 lbarker@umc.edu http://computerclasses.umc.edu/ Copyright Issues: Ms. Susan Shands Jones, Staff Attorney 4-1031 sshands@umc.edu Library Web Page: http://www.library.umc.edu/copyright.htm Development Of Useful Objectives For Courses And Sessions UMC School of Medicine objectives: http://som.umc.edu/wobjectives.html http://www.e-learningguru.com/articles/art3_4.htm http://www2.gsu.edu/~mstmbs/CrsTools/Magerobj.html http://www.park.edu/cetl/quicktips/writinglearningobj.html Faculty Affairs Assistant Vice Chancellor for Academic Affairs: Dr. Robin Rockhold 4-2810 rrockhold@umc.edu Program Administrator: Ms. Jessica Green 4-2810 Faculty Development Resources: http://facultydev.umc.edu Grant information: http://facultydev.umc.edu/FSEawards.html Guide to Writing High Quality Test Questions http://www.nbme.org/PDF/ItemWriting_2003/2003IWGwhole.pdf Illustration and Computer Graphics Director: Mr. Michael Schenk 4-1212 mschenk@lrc.umsmed.edu Policies Governing Students Student Computer Policies Professional Appearance Guidelines Professionalism Prohibited Items During Examinations Academic Achievement Policy Class Officer Policy Patient Confidentiality Religious Diversity Policy HIPPA FERPA Student Duty Hours UMMC Bulletin: http://www.umc.edu/bulletin/TitleTOC.pdf Table of Contents Table of Contents Quick Reference
  8. 8. 8 Chapter 1 Oversight of the Curriculum for the School of Medicine 1.1 Mandate by the LCME The Course Director functions within an institutional hierarchy that oversees the educational program for the M.D. degree. The essential elements of that hierarchy are stipulated by the Liaison Committee for Medical Education (http://www.lcme.org) in the publication, Functions and Structure of a Medical School. The latter can be viewed on line at http://www.lcme.org/standard.htm or accessed as a PDF file at http://www.lcme.org/functions2007jun.pdf . "ED-33. There must be integrated institutional responsibility for the overall design, management, and evaluation of a coherent and coordinated curriculum. The phrase "integrated institutional responsibility" implies that an institutional body (commonly a curriculum committee) will oversee the educational program as a whole. An effective central curriculum authority will exhibit:  Faculty, student, and administrative participation.  Expertise in curricular design, pedagogy, and evaluation methods.  Empowerment, through bylaws or decanal mandate, to work in the best interests of the institution without regard for parochial or political influences, or departmental pressures. The phrase "coherent and coordinated curriculum" implies that the program as a whole will be designed to achieve the school's overall educational objectives. Evidence of coherence and coordination includes:  Logical sequencing of the various segments of the curriculum.  Content that is coordinated and integrated within and across the academic periods of study (horizontal and vertical integration).  Methods of pedagogy and student evaluation that are appropriate for the achievement of the school's educational objectives.  Curriculum management signifies leading, directing, coordinating, controlling, planning, evaluating, and reporting. Evidence of effective curriculum management includes:  Evaluation of program effectiveness by outcomes analysis, using national norms of accomplishment as a frame of reference.  Monitoring of content and workload in each discipline, including the identification of omissions and unwanted redundancies.  Review of the stated objectives of individual courses and clerkships, as well as methods of pedagogy and student evaluation, to assure congruence with institutional educational objectives. Minutes of the curriculum committee meetings and reports to the faculty governance and deans should document that such activities take place and should show the committee's findings and recommendations." Course directors are appointed by Departmental Chairs and report directly to those individuals. Responsibility for the content, organization and delivery of each course resides with the faculty within each department. "ED-34. The program's faculty must be responsible for the detailed design and implementation of the components of the curriculum. Such responsibilities include, at a minimum, the development of specific course or clerkship objectives, selection of pedagogical and evaluation methods appropriate for the achievement of those objectives, ongoing review and updating of content, and assessment of course and teacher quality." Simultaneously, the Curriculum Committee of the School of Medicine accepts responsibility for the oversight, integration and evaluation of curriculum efficacy. The Curriculum Committee is a standing committee within the School of Medicine, and reports to the Executive Associate Dean. The Associate Dean for Academic Affairs serves as Chair. The Curriculum Committee has five subcommittees:  Preclinical Course Directors (M1 course directors and M2 course directors meet separately)  Clinical Course Directors (Clerkship directors for M3 and M4 years)  Evaluation Quick Reference Table of Contents Table of Contents Table of Contents
  9. 9. 9  Development  Professionalism An executive Curriculum Steering Committee consisting of the subcommittee chairs, an at-large member, and the Curriculum Committee Chair, meets bimonthly. Appointment to the Curriculum Committee is made by the Dean of the School of Medicine. 1.2 Appointment Policy and Procedure for Course Directors Contributions of course directors in the education mission of both the department and the medical center are increasingly acknowledged by the institution. In recognition of these contributions, course directors may be provided additional departmental compensation for these activities. In addition, the Appointment, Promotions and Tenure committee acknowledges contributions related to education as valid activities for consideration in promotion deliberations. The course director appointment process begins with the recommendation of a nominee by the department chair to the UMMC School Of Medicine Curriculum Committee and the associate dean for academic affairs in the form of a formal letter of nomination. The letter should include a brief review of the credentials which render the nominee qualified for the position and it should specify that the nominee meets the recommendations described in the Course Director’s Handbook. The department chair’s letter must also include a statement of commitment of resources by the department chair supporting the proposed course director. These should include such items as protected time for course administration, administrative assistance and office space. A copy of the nominee’s current curriculum vitae should also be submitted. The associate dean for academic affairs will send a copy of the department chair’s letter of nomination to the potential course director along with a request for a commitment letter from the nominee specifying a willingness to serve in the position and an understanding of the commitment involved. The nomination will be reviewed at the next meeting of the steering subcommittee for approval. The steering subcommittee may elect to interview the candidate before presenting the nominee to the full curriculum committee. If approved by the steering subcommittee, the nomination will be forwarded to the full curriculum committee. If approved by the full curriculum committee, the associate dean for academic affairs will meet with the newly selected course director to provide a course director’s handbook, orientation to the position, and to offer additional institutional support by UMMC. (Approved by the SOM Curriculum Committee October 23, 2008. Effective November 1, 2008) 1.3 Recommendations for Selection of a Course Director The Curriculum Committee has established criteria that should be followed for identification of an individual who will be given the responsibility of Course Director. These have been defined as a result of experience with both successful and unsuccessful Course Directors and represent the current best practices for individuals in that role.  A Course Director should be a faculty member at a mid-career or senior level. The experiences commensurate that such academic rank generally confers an acceptable level of familiarity with departmental and School of Medicine policies and procedures, a recognition of the teaching abilities and philosophies of fellow faculty, and relative freedom from demands of establishing tenure and promotion as primary goals.  A Course Director should have a demonstrated commitment to excellence in medical education and a recognized ability to lead others toward that goal by example. Teaching awards may be one example of that commitment.  A Course Director should be allowed appropriate release time from other responsibilities. This is particularly relevant for Course Directors with significant clinical responsibilities. A reasonable value for that release time is recommended as equaling 25% MORE than the total number of hours scheduled for class activities. Course Directors from preclinical departments should have research efforts that are sufficiently well established to permit a similar degree of attention by the Course Director.  Each department should ensure that the Course Director has sufficient secretarial assistance, including assistance with preparation of examinations, distribution of grades, recording of student Meeting Times Table of Contents
  10. 10. 10 presence at mandatory activities, etc. The Course Director should be empowered to direct secretarial efforts as needed, without competition for access.  Each department must prepare mechanisms to ensure adequate storage and security for student records. These should be at the departmental level and be able to store records for up to seven years.  Each department should formally designate an individual or individuals to serve as back-up for the Course Director (reserve Course Director), in case of illness or absence. Communication and/or easy-to-access records of operating procedures should be established to enable a seamless transfer of course activities to the reserve Course Director. 1.4 Committee Meetings Relevant for Course Directors  The Curriculum Committee meets at noon on the fourth Thursday of each month.  The Clinical Course Directors meet every other month.  The Preclinical Course Directors meet monthly as needed.  The Evaluation Subcommittee meets at noon on the third Thursday of each month, as needed.  The Development Subcommittee also meets at noon on the third Thursday of each month, as needed.  The Professionalism Subcommittee meets monthly.  An executive Curriculum Steering Committee consisting of the subcommittee chairs and the Curriculum Committee Chair, meets bimonthly on Mondays from 10:00 -11:30 a.m. in U174. Chapter 2 Educational Role of a Course Director 2.1 Responsibilities of the Course Director The primary activities for which a Course Director is responsible are:  Course organization and supervision  Determination of the overall content and course schedule for each academic year.  Supervision of teaching faculty, with particular emphasis on maintaining time limits on teaching sessions (for didactic lectures: commencement on the hour, completion by 50 minutes past the hour).  Arrangement for appropriate accommodations for lectures, small group activities and laboratory sessions, as needed.  Arrangement for needed audio-visual aids (through Office of Audio-Visual Services, 4-1220).  Posting and management of M1/M2 Course materials through Blackboard  Grade submission and record keeping  Supervision of student conduct 2.2 Selection and review of faculty  The Course Director is the principal interface between departmental teaching faculty and the Curriculum Committee. While the choice of those faculty who teach in any given course falls most directly upon the Chair of each department, a Course Director has responsibility to monitor faculty in that course to ensure that Curriculum Committee and LCME guidelines are maintained.  The Course Director should be able to provide a formal evaluation of the teaching activities of participating faculty to the departmental Chairperson if asked to do so.  A Course Director is expected to provide guidance to teaching faculty in the course with respect to organization, correlation between the rigor of instruction to the level of educational development of students in that course, and appropriateness of examination material prepared by the faculty. Other Important Considerations for Course Directors  Recognize that effective, accurate and training level-appropriate teaching is an obligation of everyone with a faculty appointment.  Create an expectation of excellence from yourself, your colleagues and your students.  While the Course Director has been given primary responsibility for managing a course, s/he is not expected to work alone. Being a Course Director gives an opportunity to create a collaborative return tosubcommittee listings Contents: Other considerations Table of Contents Table of Contents Table of Contents
  11. 11. 11 team consisting of the teaching faculty, school administration, department administration, and the students.  Become familiar with and proficient in the use of the local electronic resources provided for Course Directors, including Blackboard and Respondus, if necessary.  Become familiar with the UMMC BULLETIN and the Structure and Functions of a Medical School.  Recognize that deadlines are set as a result of past experience and proactive planning. Adhering to deadlines serves both as a model of professionalism and manifests respect for colleagues and students.  Engage in regular, organized, and equitable evaluation of student and faculty performance.  Feedback to and from colleagues and students should be an ongoing component of each course.  Always address specific behaviors and offer constructive ideas for improvement.  Encourage others to provide feedback of your performance and make constructive responses to it.  Always treat students and faculty with the respect.  Maintain an optimistic and constructive demeanor. 2.3 Scheduling and Academic Calendars  Scheduling of rooms and times for course activities must be developed in cooperation with the Course Coordinators Committee for the appropriate year of the curriculum. Scheduling of rooms is coordinated by the Curriculum Committee through the Chairs of the M1 and M2 Course Directors Committees and records maintained by the Student Activities Coordinator.  The M1 and M2 weekly schedule will be posted by the Chair-persons of the M1/M2 Course Directors Committees on the corresponding M1 or M2 Curriculum web sites on Blackboard (Bb). The latest version of the weekly schedule will be placed as the top item under the Course Information Tab. Previous versions will be posted in reverse chronological order under that.  The contact person for first year courses is Dr. David Brown (Dept. of Biochemistry; 41849; dbrown@umc.edu), and for the second year, Dr. Robert Kramer (Dept. of Pharmacology & Toxicology; rkramer@umc.edu; 41604). NO SCHEDULE CHANGE WILL BE PERMITTED UNLESS CLEARED BY ONE OF THESE PERSONS.  The number of hours allocated to each course and its place in the academic calendar is determined by the Curriculum Committee in consultation with the Course Directors and Office of the Dean. This information and the official academic calendar are published in the BULLETIN, which is available on the Medical Center web site (http://www.umc.edu/bulletin/TitleTOC.pdf). The daily academic schedule for preclinical and clinical courses is set following a series of meetings by Course Directors for first-year, second-year and clinical courses. Knowledge and use of these calendars is important to a Course Director. Coordinating activities is essential to avoid conflict between courses and with other Medical Center events.  The allocation of room assignments for lectures, small group activities and all other teaching events is coordinated by Mr. Jonathan Parker Jones (4-1756; JPJones@umc.edu). Because of a paucity of teaching space, initial scheduling and any approved changes in scheduling that require room changes are coordinated by that office alone.  If there are unanticipated needs for changes in scheduling you must notify the individual responsible for that year, as well as the students.  Study and exam day policy. Study days and examination dates are also determined by Course Directors.  Subject National Board Examinations are arranged in consultation with the Associate Dean for Student Affairs. . 2.4 Creation and management of a course syllabus The first responsibility of a Course Director is organization of his/her course. A complete and accurate Course Syllabus is the key to students’ understanding what that course is designed to accomplish, what is expected of them and what they can expect from the lecturers and course administration. A comprehensive, accurate and focused syllabus greatly simplifies the responsibilities of a Course Director while reducing the probability of discordant and potentially litigious conflict with students. Quick ReferenceBB administrator Table of ContentsQuick Reference
  12. 12. 12 The course syllabus is a document that defines the content of a particular course offering in the curriculum of the School of Medicine. As such, it becomes a document of reference for accrediting body review and is actively supervised by the School of Medicine Curriculum Committee. It is presently the policy of the School of Medicine that a syllabus be submitted to the Evaluation Subcommittee at the time when:  A new course is developed.  Significant changes or modifications are made in the course management, course grading mechanism, or designation of mandatory sessions.  As part of the scheduled comprehensive course evaluation by the Evaluation Subcommittee. The essential elements of a syllabus include: o The course title. This is posted in the BULLETIN and assigned a course number. A brief description of the course, typically no more than three sentences, accompanies that title. o The name(s) and contact information for the Course Director(s) as the Instructor(s) of Record. At a minimum, this should contain the office telephone number, e-mail address for the Course Director, as well as an identification of the individual(s) designated to provide secretarial support of the Course Director. o A list of course objectives. The School of Medicine has adopted a formal set of educational objectives, which can be found in the UMC BULLETIN. Statements of objectives for individual courses should coincide with and follow directly from the School objectives. Course objectives should be behavioral (educational) objectives that define what a student is expected to be able to demonstrate (knowledge, behaviors, attitudes) upon completion of the course. Correctly crafted objectives drive course content, provide individual lecturers with guidelines for instructional activities and rigor, and delineate modes of evaluation. Determining and enforcing course objectives, particularly in a course with multiple instructors, can be challenging and requires diplomatic and leadership skills. Clearly defined course objectives create an impetus for each lecturer to detail educational objectives for each contact period and reap the educational benefits that result. The use of active verbs that identify outcomes that can be concretely assessed (demonstrate, describe, identify, discriminate, outline, perform), rather than inferred (understand, assess) are most appropriately used. Assistance in writing objectives and in accessing the extensive literature supporting the value of properly defined objectives can be obtained from Instructional Research. Some links to helpful guidance on writing optimum objectives will be found by clicking on this . o A statement of prerequisites, if any. o A brief overview of the course that documents performance outcomes that must be achieved. o Required textbooks and other materials that must be purchased by a student. (This statement has implications for student financial aid. Students can only borrow against items that are marked as required for a course). o Access information for other learning materials needed for the course. Students should be provided, through the Course Director, materials used by faculty sufficiently in advance of each class to permit student access and absorption of the material or assignment. That might include PowerPoint presentations, lecture notes, and slides. UMMC has adopted the software platform, Blackboard (Bb), as the campus standard for electronic administration of instructional offerings. The Medical Center has adopted a detailed set of policies that cover copyright restrictions and privileges, including those that govern instructional use of electronic media. This policy can be accessed at http://www.library.umc.edu/copyright.htm. Any additional requirements regarding course material (e.g. any prohibition against downloading exam questions; no external distribution of digital or Powerpoint images; etc.) must be specified, not "presumed." o Required class activities, seminars, labs, clinical activities, lectures, patient visits, etc. The Curriculum Committee for the School of Medicine has formalized a policy governing attendance at instructional venues. This can be found in the UMC BULLETIN 2006-2007, p. 43 (see section 1.4.5 above). In the event that attendance at an activity is noted to be mandatory, the consequences of missing it (prohibition from sitting for a final exam, grade reduction, etc.) must be clearly spelled out. Quick Reference Table of Contents Table of ContentsContents: Course Syllabus Quick Reference Quick Reference Table of ContentsContents: Course Syllabus
  13. 13. 13 o Notification of absences. A statement should be included that for mandatory sessions, any student who is unable to attend should make every attempt to contact the Associate Dean for Student Affairs. This does not excuse an absence, but does assist the school in oversight of the health and security of its students. o A daily course calendar specifying:  When and where course activities will occur.  What will occur, e.g. a lecture, laboratory, small group discussion, patient interview or examination.  Who is responsible for the class, e.g. the lecturer, discussion leaders, panelists, or lab director.  Whether the activity is mandatory.  A specification of any reading, writing or other assignment which is to have been completed before class and/or is due in class that day. o A specification of grading policy, including the arithmetic calculations used to derive a final grade for a student. A Course Director should clearly identify those components of student learning activities that will be used to determine a final grade for each student. The number of points or percent of the final grade for each activity should be stated. It has been found to be good policy that the actual formula used to compute each student’s grade be placed in the syllabus.  Subject National Board Examination scoring as a component of course grades. If a Subject National Board Examination or other external examination score is a component of the final grade, the percentage contributed by that score should be identified. The Curriculum Committee strongly recommends a policy that no more than 20% of a student’s final grade should be determined by the result of such examinations. Most basic science courses weight the Subject National Board Examination score between 15 and 20% of a student's final grade. The majority opinion of the Curriculum Committee at this time reflects a belief that allowing up to 20% of a student's final grade to be determined by that student's score on the Subject National Board Examination provides sufficient emphasis on performance on that examination. The Curriculum Committee strongly recommends that passage of the Subject National Board Examination should NOT be a requirement for successfully completing a course. A legitimate difference of opinion will continue to exist concerning this latter issue and the validity of those differences is recognized by the Curriculum Committee. Course Directors are encouraged to express their opinions and bring any data relevant to this question to the attention of the Curriculum Committee.  Policies regarding formative vs. summative examinations. Increasingly, national authorities are recommending that the number of high-stakes “summative” examinations be reduced in medical school courses. The number of summative examinations is determined by each Course Director, but generally NO MORE THAN 6 (plus a Subject National Board Examination) can be accommodated within the M1 and M2 year schedules. The rationale for this lies in the belief that as the number of examinations increases, faculty tend to ask for greater amounts of detail and students tend to become trained into “binge-purge” cycles of cramming extremely minor details into short-term memory and then rapidly forgetting such, rather than identifying and reinforcing key principles related to that course. Often, fewer summative examinations that test cumulative course material, coupled with an increased number of low-stakes, quiz-style reviews of material, result in acquisition and long- term retention of course material. Low-stakes examination, such as daily, weekly or “pop” quizzes, generally should account FOR NO MORE THAN 5% of a student’s total grade and should NOT be used to “guarantee” student attendance at lecture venues. 2.5 Posting and management of M1/M2 course materials through Blackboard (Bb)  The administrator of the Blackboard website will provide the instructions and necessary data file for enrollment of medical class members in the course Blackboard site.  Posting and management of course materials through the web-based curriculum management program, Blackboard (Bb) is recommended for all School of Medicine courses. If so used, the recommended structure preferred by the Curriculum Committee for M1/M2 course postings on Bb are discussed below. The School of Medicine has a Bb Administrator who can be contacted for assistance or to arrange training in use of Blackboard or Respondus. more on Boards & Grading Quick Reference Contents: Course SyllabusTable of Contents Quick Reference Table of Contents
  14. 14. 14  The Curriculum Committee recommends that all M1 and M2 School of Medicine courses post their course materials, as described below, on a course specific (e.g. Micro 611 Blackboard website) and (in certain instances) on the year-specific Blackboard website (e.g. M1 Curriculum website).  The Curriculum Committee supports the practice of making class materials available to the students in advance of the venue in which they are presented as their utility is to facilitate note taking and review of presented materials. This recognizes that exceptions will occur, particularly when faculty plan for interactive lectures during which material is presented "just-in-time" as the interactions develop, such as in discussion of a case study. In such situations advance access to the material defeats the purpose and is clearly not to be desired.  Recommended format for posting materials on Blackboard. Each M1 or M2 course, under the direction of the Course Director, should post the following course materials in these designated locations in Bb websites: o M1 and M2 Weekly Schedule o Course syllabus, latest version, should be the top item under the Course Information Tab in the Bb course specific website (i.e. Micro 611). Items to be included in the Course Information area include all those documents ordinarily copied and distributed to the students (e.g., seating charts, small group assignment lists, etc.). This is a source of information to which students can refer as the course progresses. o Presentation files (.ppt, .doc or .pdf), handouts, study guides/questions, etc. pertaining to specific scheduled class meetings should be posted on the course-specific Bb web site, under the Course Documents Tab as described below. o Presentations and documents for other course activities that pertain to a single examination should be gathered together in a single folder. The folders should be made visible as the material is presented. Folders should be displayed in reverse chronological order – most recent first – oldest last. Presented course material should be displayed until after the last examination of the course. o In the example below (Figure 1) the folders for four examinations in Micro 611 are illustrated during the last part of the course when three previous exam folders are visible and the currently active one Virology Lectures (Exam 4) folder is displayed at the top of Course Documents. Figure 1 illustrates the format desired for posting of examination-related material. o The content within each examination coverage folder (see Figure 2 below) should be arranged in reverse chronologically order. More than one related file should be attached to each dated heading to reduce clutter. Table of Contents Contents: Posting RecommendationsTable of Contents Quick ReferenceContents: Posting Recommendations
  15. 15. 15 Figure 2 illustrates contents of the Virology Lectures (Exam 4) folder, in the Course Documents Tab. o The attached files are displayed in reverse chronological order with a text label explaining how the files relate to the published class schedule. o The students ask that .ppt files be made available to them on Bb at least 24 hours in advance of the scheduled lecture time.  On-Line testing using Bb. On-line examinations can be prepared using the innate provisions of Bb or a program (Respondus) can be used to import examinations. On-line exams given on bb are instantly graded and the grades are incorporated to the course grade in the Grade Center. On-line examinations/quizzes administered via Bb are essentially open book unless the examinations are given with faculty oversight in a computer lab. The basic on-line testing facilities of Blackboard can be supplemented through use of Respondus. Respondus will facilitate import of exams typed in the required format using Microsoft Word. Pictures can be added to either the stem or the answers to questions in the typed exam and they will appear on Bb including the pictures. UMMC has a site license for Respondus, Respondus Lock-down browser and Study Mate. The program files and installation codes are available on-campus-only at this link: http://elearningdocs.umc.edu/. If you have a managed desk-top a DIS representative must install this software for you. Contact Fremel Backus, DIS e-Learning Administrator or the SOM Bb administrator for assistance.  In addition, a listing of persons familiar with Respondus and its use with Bb is available at this link: http://elearningdocs.umc.edu/documents/guides/elas.pdf  Scheduling of on-line-tests/quizzes given to the students as “take home” or self-instructional learning guides should not be provided on dates exclusively during weekends or vacations. These events must be scheduled so that it is possible for students to complete the planned activity during normal class time (M-F 8-5, supplemented by evenings or weekends). Advance notice of required Bb-based examinations and their period of availability should be provided to the students at least 24 hours in advance of the scheduled examination period.  Posting of student course test, quiz and course averages (grades) using Bb. Grades for on- line quizzes administered on Bb are automatically posted to the Bb grade book and can be viewed only by the specific student via “check your grades.” The Bb grade book can also be updated by uploading and downloading comma-delimited spreadsheet files enabling posting of grades from other testing methods or by typing in grades by hand. Course Directors should be very careful when using this method of grade reporting to the students. Contents: Posting Recommendations Contents: Posting Recommendations Contents: Posting Recommendations
  16. 16. 16 2.6 Grading and Evaluation A Course Director is responsible for preparation and supervision of summative examinations, including maintaining security of test materials before and during each examination, as well as creating a secure environment for release of test grades to individual students. The design of summative examination questions is mandated by the Curriculum Committee to follow the United States Medical Licensing Examination (USMLE) format (Constructing Written Test Questions for the Basic and Clinical Sciences, Case, S.M., Swanson, D.B). Questions should be reviewed by a group of faculty prior to use. In addition, many departments currently employ interactive review of examination material with a student Liaison Committee. Policies for adjudication of examination question scoring must be clearly established by the Course Director and the class at the onset of each iteration of that course. Once final grades are determined by the Course Director, he or she or a designated support staff must submit those grades through SAP. This is to be done as soon as possible after final examinations in a completed course. 2.6.1 Grade submission and record keeping  Maintenance of accurate and complete grading records for all students. As noted in section 1.2, formal arrangements should be made for duplication of records in a secure environment and for access by an appropriately designated secondary member of the department. These arrangements should be established by the appropriate Chair or Curriculum Coordinator for subsequent submission to the departmental Chairperson.  Interim course grades, following each major examination or completion of another grading component, must be communicated to the office of the Associate Dean for Academic Affairs. Promptness and accuracy are vital because these data provide the basis for identifying students with academic difficulties and possible triggering of the Academic Achievement Program. academic achievement The format should be a spreadsheet organized by last name, and the data should include each student’s score on the current exam and the student’s cumulative average.  Course Directors should consult with any student who receives a failing grade on any examination.  Final grades are submitted through SAP.  Examination answer sheets or other graded material should be kept in a secure location until final grades are reported to the Registrar. In the event of a failure of the course by a student, answer sheets or other graded material for that student should be maintained until the student has completed remediation or concluded appeals.  Student grades, including results from Subject National Board Examinations, should be maintained in a secure location for a minimum of 7 years.  Arrangement for summative course grading (in association with the Department of Institutional Research) and for secure and private return of grades to each student.  Individual scores, examination booklets and/score sheets may be released to students, but security must be maintained so that each student is able to become aware only of his/her own grade. Sealed, self-addressed envelopes containing materials, which are placed in a student’s mailbox, or which are posted in the secure Blackboard environment, should be used at all times. Secure e-mail (Outlook), one-on-one personal communication or identity-verified departmental office release are also viable options. 2.6.2 Use of the Subject National Board Examination in course grading If a shelf board exists in a specific course area it is frequently used as an indicator of student performance relative to a national reference group. The Curriculum Committee strongly recommends a policy under which no more than 20% of a student’s final grade would be determined by the result of such examinations. The raw scores from that shelf board should be converted to a numerical grade to be averaged into the final grade by the formula approved by the Executive Faculty (see below). Contents: Grade SubmissionTable of Contents Contents: Course Syllabus Contents: Grade Submission Quick Reference Table of Contents Table of Contents
  17. 17. 17 A separate comprehensive final exam may also be administered in a course, if deemed necessary. Non-faculty may not proctor shelf board exams. Since proctors are responsible for monitoring cheating or unprofessional behavior, faculty members should proctor all internal examinations. Non-faculty may assist in the proctoring of exams as long as a faculty member is present at all times during the administration of the exam. 2.6.3 Release of course grades Official (final) grades are released through SAP. Note that it is illegal to post a publicly-accessible list of grades in any form, either on a board or a web page, using social security numbers or keys. Examination answer sheets or other graded material should be kept in a secure location until final grades are reported to the students. Grades are private information and should not be released without written consent of the student. Grades become official 30 days after their release to the students. The accuracy of grades is essential to the proper record keeping of the institution. All grades should be thoroughly proofed by at least two individuals, one of whom should be the Course Director, before being turned in to the registrar. Non-faculty should not be involved in the calculation of final grades. In the event of a failure of the course by a student, answer sheets or other graded material for that student should be maintained until the student has completed remediation or concluded appeals. Student grades, including results from Subject National Board Examinations, should be maintained in a secure location for a minimum of 7 years. 2.6.4 For all pencil and paper examinations, students will only receive credit for answers that are properly recorded in the appropriate space on the answer sheet. A final numerical grade will be recorded by the registrar for each course taken by a student in the School of Medicine. A record of scores for students on the USMLE Steps 1 and 2 is maintained by the Registrar. Medical students may challenge grades within 30 days of issuance of final grades by the registrar’s Office; otherwise, grade will stand as recorded. In continuing courses, the relevant department(s) will notify students of unsatisfactory work. 2.6.5 Exam scoring and data analysis The Department of Institutional Research provides a variety of services for support of educational activities, including computerized scoring of examination materials, analysis of examination statistics, and development of survey instruments for lecture, instructor, small group and course evaluation. Assistance with examination scoring can be obtained by request. Course Directors should contact the Program Administrator in the Office of Academic Affairs for preparation and scheduling of scoring requests. Additional consultations can be obtained by contacting the Director, Department of Institutional Research. You may also contact Ruby Smith for more information at 4-1202. 2.7 Course Evaluation Each course, including the syllabus, will be reviewed by the Curriculum Committee. The procedures through which this is accomplished may be obtained from the Chair of the Evaluation Subcommittee. At present, the review includes completion of web-based questionnaires by the Course Director(s) and teaching faculty from that course, consideration of the most recent Carl G. Evers, M.D. Society reports for that course, and an interview with the Course Director by a Curriculum Committee evaluation team. Each Course Director will receive complete instructions prior to the date of any review. The Evers Society is an independent, student-run organization that seeks to improve medical education at UMMC. A primary function of the organization is development, administration, and reporting of questionnaires aimed at evaluating the quality of courses and teaching. Generally, the surveys are completed near the end of a course, and a summary report is provided to the course Student Score – (National Mean - 2SD) 2SD/13 + 70 = Grade (%) Table of Contents Quick Reference Quick Reference Contents: Course Syllabus Quick Reference
  18. 18. 18 director, department chair, and the dean. These reports are sources of information on student perceptions of course organization, course content, and faculty performance. The course director is expected to acknowledge the report with a written response to any issues or suggestions contained in the report. The response should be sent to the student representative who submitted the report and copied to the Assistant Vice Chancellor for Academic Affairs. 2.8 Required Materials Orders to UMC Bookstore The UMC Bookstore will order required and optional textbooks approximately 6 to 8 weeks prior to the beginning of each term. The bookstore will send out an order form to the departments requesting the textbook list with the deadline for ordering for the upcoming term. Failure to meet these deadlines could result in delayed shipments. The order form will include:  The classification of the course (i.e. M1, D-2)  The course number  The number of students enrolled in the course  The title and publisher of the book. (Only current editions can be ordered)  Whether the book is required or optional. If a Course Director does not receive an order form, he/she should contact the bookstore to obtain one. 2.9 Copyright and Intellectual Property Copyright and intellectual property information can be found at: http://www.library.umc.edu/copyright.htm. Key points include the following.  Copyright law governs the making of reproductions of copyrighted works or materials as well as the circumvention of any technical protection measures for digitally produced works.  There is no “international copyright” that will automatically protect an author’s writing throughout the world. Protection against unauthorized use in a particular country basically depends on the laws of that country. There are two principal international copyright conventions, the Berne Union for the Protection of Literary and Artistic Property(Berne Convention) and the Universal Copyright Convention (UCC).  Fair use is a principle that is based on the belief that the public is entitled to freely use portions of copyrighted materials for purposes of private study, scholarship, or research. This principle is used extensively in education.  Distance education is teaching students outside the standard classroom or campus setting. The TEACH Act of 2002 facilitates and enables the performance and display of copyrighted materials for distance education by accredited, non-profit educational institutions (and some government entities) that meet the Act’s qualifying requirements. Its primary purpose is to balance the needs of distance learners and educators with the rights of copyright holders. TEACH applies to distance education that includes the participation of any enrolled student, on or off campus.  Faculty ownership. In keeping with academic freedom and tradition, all faculty own and control instructional materials and scholarly works created at their own initiative with usual UMC resources. Some examples are lecture notes, transparencies, slides, case examples, articles, books, and CDROMs, regardless of the form in which the ideas or processes are disseminated.  Public domain. The concept of public domain refers to the state of authorship of a particular work. Works that fall in to the public domain belong to the public as a whole and are not protected by the copyright law.  The NIH Policy on Enhancing Public Access to Archived Publications Resulting from NIH- Funded Research (Public Access Policy) “requests and strongly encourages all investigators to make their NIH-funded peer-reviewed, author’s final manuscript available to other researchers and the public through the NIH National Library of Medicine’s PubMed Central repository after the final date of journal publication. To help researchers in calculating the date that their PubMed Central manuscript can be made available to the public, SHERPA maintains a list of publisher copyright and self-archiving policies for publishers’ default agreements with authors.  Creative Commons license agreements allow the author to publish works online or in open access publications by retaining their own copyright and also controlling use and distribution of their works. Chapter 3 Information Regarding Students Quick Reference Quick Reference Table of Contents Table of Contents Quick Reference
  19. 19. 19 3.1 Supervision of student conduct  The School of Medicine Attendance policy, as of January, 2005, states: "Participation in the educational program of the University of Mississippi School of Medicine is limited to highly qualified and motivated individuals who seek the knowledge, skills, attitudes and behaviors required for physicians to provide competent and compassionate care to a culturally diverse patient population. Students are expected to attend and participate in medical education opportunities. Student evaluation may be partially based upon participation, if so stated, in the course syllabus and approved by the Curriculum Committee."; UMC BULLETIN 2007-2008, p. 48.  Mandatory attendance can be designated for specific learning activities, but these must be identified in the course syllabus and any penalty accrued by students for missing such an activity must be clearly specified in the posted course syllabus.  The UMC BULLETIN 2007-2008 specifies a policy regarding personal items during examinations (p. 49) and it is recommended that this be included in a course syllabus. http://som.umc.edu/Policies/PersonalItems.pdf. Student and faculty concerns about inappropriate behavior during exams can be allayed somewhat by providing for ample spacing of seats during exams and by randomly assigning seats.  Additional security measures and examination proctoring procedures must be applied during Subject National Board Examinations in each discipline (in association with the Associate Dean for Student Affairs.). UMMC School of Medicine Policy on Professional Behavior University of Mississippi Medical Center School of Medicine Policy on Professional Behavior Students enrolled in the School of Medicine must develop the professional behaviors expected of a physician. Students will be evaluated in the areas of attentiveness, maturity, cooperation, responsibility, personal appearance, respect (for authority, peers, patients and other members of the health care team), communication, judgment, ethics, honesty, morality, as well as other characteristics of professionalism important for a career in medicine. Students are expected to dress according to the self-developed Medical Students’ Appearance Guide, and interact with each other, faculty and hospital personnel in a professional manner. In some classes, peer and self evaluations will be performed as directed by the faculty. Evaluations are required for successful completion of the course. Faculty are expected to dress in a way that is conducive to their interaction with students, as directed in the Faculty Handbook, and interact with each other, students and hospital personnel in a professional manner. Each day, a medical student will encounter a number of people who will observe professional or unprofessional behaviors. These people may report compliments or concerns related to the professional behavior of a student through verbal, written, or other reporting mechanisms. Examples of report sources include: faculty members, residents, nurses, other health care providers, other medical center employees, medical school peers, patients, or patient’s family members. Reports of exemplary professional or unprofessional behaviors or concerns should be made to the Associate Dean for Student Affairs or for Academic Affairs. When a report of unprofessional behavior of a student is received, the Associate Dean for Student Affairs or for Academic Affairs shall meet with the student to discuss the incident. If the incident is of serious concern or if there has been a pattern (greater than two) of minor incidents, the Associate Dean for Student Affairs or for Academic Affairs, or other Associate Deans in the School of Medicine (Associate Dean for Multicultural Affairs) will interview and counsel the student as above and may recommend that the student:  Be placed on leave of absence.  Be placed on probation for unprofessional behavior.  Repeat the course.  Repeat the academic year.  Be dismissed from the School of Medicine. Table of Contents Quick Reference
  20. 20. 20 These recommendations will be presented to the appropriate Promotions Committee. The Promotions Committee will recommend actions to the Executive Faculty and the Dean of the School of Medicine for approval. The Mechanism for Appeal is outlined in the Student Handbook. A student who returns after a suspension, dismissal, or withdrawal for unprofessional behavior will automatically be on academic probation for at least one academic quarter. A student dismissed from the School of Medicine for unprofessional behavior may appeal for re-admission.  There are other policies governing the behavior, performance, and rights of students. These can be consulted through the links listed here. Student Computer Policies Professional Appearance Guidelines Professionalism Prohibited Items During Examinations Academic Achievement Policy Class Officer Policy Patient Confidentiality Religious Diversity Policy HIPPA FERPA Student Duty Hours 3.2 University of Mississippi School of Medicine Academic Achievement Policy Refer to the current academic achievement policy. 3.3 Student Honor Code http://somacadaff.umc.edu/policies/documents/HonorPolicy.pdf 3.4 Accommodations for Students with Disabilities As noted in the UMC BULLETIN 2006-2007, students must alert a Course Director at the start of a course if they require special accommodations for exams or other exercises. If you have questions regarding a student's request, please contact the Associate Dean for Student Affairs for additional information regarding accommodation requirements for individual students. 3.5 Academic Dishonesty and Discipline Suspected cases of academic dishonesty must be documented by a Course Director and dealt with directly and promptly. Course Directors should immediately report such instances to the Associate Dean for Academic Affairs or the Associate Dean for Student Affairs for the School of Medicine. 3.6 Academic Advising and Counseling Services The Office of Academic Affairs houses the Office of Academic Counseling. The Director can be contacted directly by students or by a Course Director for assistance. Tutors are available to help students. The Academic Counseling Services office is located on the second floor of the Holmes Learning Resource Center across from the library, room U155-A. As course directors are well aware, students in all programs at the University of Mississippi Medical Center are required to master a large body of knowledge and clinical skills. It is generally recognized that balancing these professional educational demands with the everyday realities of personal life can be difficult at times. The Office of Academic Counseling is committed to the success of students by providing assistance with a wide range of problems and issues. Academic concerns are dealt with primarily by Academic Counseling staff on an in-house basis. Personal psychological, emotional or medically-related issues are typically handled by referral to St. Dominic Hospital Mental Health Services, with whom UMC has a contract for such services. Other appropriate medical and mental- health specialists in the Jackson area also are referral sources. The problems and issues seen by Academic Counseling Services include but are not limited to the following:  Study skills assessment and training  Transition to professional school  Time management and organizational skills  Test-taking strategies  Stress management Quick Reference Table of Contents Quick Reference Quick Reference Quick ReferenceQuick Reference Quick Reference Quick Reference Table of Contents
  21. 21. 21  Anxiety and depression  Problems in relationships with family, peers and faculty  Career planning  Loss and bereavement  Tutoring for first-year students Academic counseling services are provided on a confidential basis to students, residents and fellows enrolled at UMC; receiving such services and the information shared during counseling are confidential and do not become part of the individual’s academic file. These services are provided at no charge to any enrolled student. Academic counseling services may be requested by students themselves or by referral from course or program directors or other appropriate administrative personnel. Requests for assistance or related questions can be directed to the Director of Academic Counseling Services Chapter 4 Educational Objectives of the School of Medicine (http://som.umc.edu/wobjectives.html). The educational program of the School of Medicine is designed to achieve the multiple goals of dissemination of knowledge through teaching, application of knowledge through clinical practice, and creation of new knowledge through scientific research. The specific educational program objectives set forth below reflect the essential requirements for physicians to act in an ethical and altruistic fashion while providing competent medical care and fulfilling their obligations to their patients. Chapter 5 Curriculum Assessment and Integration of Content (See also 2.3.3) 5.1 Curriculum Assessment The curriculum for the UMC School of Medicine is under constant review by the Curriculum Committee. Detailed review of the courses offered in each year is performed by the Evaluation Subcommittee. Each year is reviewed on a four-year cycle. The review consists of collection of student assessment data (course and standardized test scores), review of the course syllabus, completion of questionnaires by each Course Director and the faculty who taught in each course, review of the annual report generated by the student Carl G. Evers, M.D. Society, and a summary interview of each Course Director by a member of the Subcommittee. The results of all reviews are presented to the Curriculum Committee. In addition, national accrediting bodies, including the American Association for Medical Colleges (AAMC) and the Southern Association of Colleges and Schools (SACS), periodically conduct reviews of the School of Medicine Curriculum. 5.2 Integration of Content A national objective of the AAMC is to promote closer integration of curriculum material, within each discipline, among the several disciplines presented in each year of medical school and between preclinical and clinical training segments. The UMC School of Medicine Curriculum Committee is committed to advancing that objective and relies heavily on Course Directors to actively promote improved communication among faculty within each course and between the various years of the medical curriculum. The Curriculum Committee is undertaking a concerted effort to document the extent of horizontal and vertical integration that occurs in the curriculum. To this end, course directors are requested to use a standardized form for recording instances of integration between and among disciplines. This Integration Template form is available in the Course Documents section of the Blackboard site for M1 M2 Course Directors (http://elearning2.umc.edu/) as forms are completed, they can be forwarded to the chairs of the M1 and M2 Pre-Clinical Course Directors Committees. Chapter 6 Campus Learning Resources for Course Directors 6.1 Educational Support Services Departments of Biomedical Illustration Services and Audio-Visual Services: The responsibility of the Departments of Biomedical Illustration Services (BIS) and Audio-Visual Services (AV) is to help improve student learning in the health sciences. BIS accomplishes this mission by offering products and services designed to facilitate teacher-learner interaction. In addition, the Department provides Quick Reference Table of Contents Table of Contents
  22. 22. 22 support for facilitating the two other components of the UMC mission: research and patient services. Biomedical Illustration Services produces visual materials for instruction, publication, presentation, and exhibition, and is available to the entire medical center family. A frequently used service is the conversion of transparency media to digital formats for PowerPoint presentations. Audio-Visual Services provides support for all teaching facilities on campus and for conferences/seminars sponsored by medical/educational/alumni related groups on/off campus. The department offers a full range of services that include video production, video editing and duplication of both audio and video mediums for traditional and digital usage. Both departments are located on the 2nd floor of the Learning Resources Center and can be reached by calling: Biomedical Illustration Services  Photography: 4-1215  Illustration: 4-1212 or 4-1214  Exhibits: 4-1211  Computer Graphics: 4-1223 Audio-Visual Services  Requests and production service: 4-1220 6.2 Training in Teaching - Faculty Development Office The Office of Faculty Development for UMMC serves to assist and promote faculty development across the Medical Center campus. The office is located in the Office of Academic Affairs in room U173. Detailed information on programs and projects may be found at http://facultydev.umc.edu/. Currently, the range of services provided by this Office includes:  individualized consultations to address areas of need.  a web site with links to a wide range of faculty development resources.  small group interactive lectures, scheduled regularly, and focusing on specific areas of need in faculty development.  sponsorship of a leadership development program for faculty.  an in-house grant program to sponsor (1) development of educational approaches and (2) intramural and extramural faculty collaboration. The Office of Faculty Development focuses primarily on assessment and refinement of faculty teaching skills, but is also available to address the design of faculty portfolios and interaction with students in both large classroom settings and smaller venues. Senior faculty with recognized expertise in these areas are recruited to assist in these enhancement efforts. Questions or requests should be addressed to the Office of Faculty Development. 6.3 Use of personal response systems RF (“Clickers”) in UMC Classrooms UMC has standardized on the handheld Interwrite PRS RF (Personal Response System Radio Frequency) clickers for use in UMC classes. More information on these devices is available from the manufacturer (eInstruction) at their website. Software and video tutorials are available at this site. Local support for clickers is available from Bill Lushbaugh (wlushbaugh@umc.edu) or Mark Weber (mweber@umc.edu). Read more: e-Learning update on clickers. 6.4 Problems with teaching facilities Any questions or requests for assistance with respect to the physical plant (heating, cooling, and lighting) should be addressed to the Director of Student Affairs at the Student Union. Questions or requests concerning audio-visual aids and computer interfacing with projection equipment can also be addressed to the same office or to the Audio-Visual or DIS departments. 6.5 Computer problems - DIS help desk For problems with the Medical Center network access, other Internet access, or wireless communications related to classroom needs, contact the Service Desk at Information Systems. From Outlook email: servicedesk@umc.edu From the web: http://servicedesk.umc.edu/RapidRequest.html Quick Reference Quick Reference Quick Reference Table of Contents Contents: Campus Learning Resources Table of Contents Table of Contents
  23. 23. 23 Chapter 7 Additional Resources for Course Directors 7.1 USMLE information The United States Medical Licensure Examination™ (USMLE; http://www.usmle.org/) is a service provided by the National Board of Medical Examiners (NBME; http://www.nbme.org/) and is used by this School of Medicine to provide national benchmarks against which to compare the quality of our medical education program, as well as providing requirements for our medical students for graduation from UMC. Currently, students are required to pass Step I of the USMLE before beginning clinical training and must pass both the USMLE Step II, Clinical Knowledge (CK), and Step II Clinical Skills (CS) before graduating. 7.2 Test item writing As noted earlier in this document, the design of summative examination questions is mandated by the Curriculum Committee to follow the United States Medical Licensing Examination (USMLE) format (Constructing Written Test Questions For the Basic and Clinical Sciences, Case, S.M., Swanson, D.B.; http://www.nbme.org/PDF/ItemWriting_2003/2003IWGwhole.pdf). Additional assistance in constructing test items can be obtained from the Office of Faculty Development (U173; 42810). Contents: Additional resources Contents: Additional resources
  24. 24. 24 PREPARING A COURSE PROPOSAL 1. Completely fill in the blanks of the Course Proposal Form (last page of this packet) using MSWord and save the file to a new file name before submission via email and office mail.  Originator - the Name, Department and Rank of the proposed Course Director.  Course Description - use existing class listings as a guide (UMC Bulletin).  Title - how the course will be listed in the Bulletin (use existing bulletin listings as guide).  Number (by Registrar)/Designation - which is by the following letters, E, C or CS. (E = Elective; C = required or Core; CS = Core Selective)  See definitions and descriptions on following pages. The letter designation is to be suggested by the department course director.  Narrative - explains why this course should be designated as suggested; why this course is needed; and, what unique educational opportunities it will provide to the UMC M-4 curriculum.  Availability – list months when course will be offered. Please designate how many students you will be able to accommodate per block (example: August or September, 2 students per block).  Objectives - what testable objectives the students will gain from taking this course - which are to be stated in the following format: “Upon completion of this course the students will be able to … discuss the types of surgical approaches for the treatment of…."  Distribution of instructional hours - one block for fourth year students is 40 hours per week for four weeks or 160 hours total. One block for third year students is 40 hours per week for 8 weeks for 320 hrs. Please document activities that will engage the students for at least this period of time.  Location of Instruction – in which clinics and/or hospitals these activities will take place.  Evaluation of Students - indicates how the students will be evaluated (oral, written, essay or multiple choice) and the time devoted to these activities should be included in the total hours of the course and in the blanks below. Check if narrative will be provided.  Evaluation of Course: a. By Student: - what form the course evaluation will take (written, essay or multiple choice). Time for this activity should be included in total hours.  Evaluation of Course: b. By Faculty: - as above.  A copy of your Course outline or syllabus must be submitted with the proposal to facilitate review. For help with the syllabus, contact Jessica Bailey (email/phone).  The submitting Course Director should sign and date the form and provide a printed copy by office mail in addition to the email submission. 2. Obtain a letter from the Departmental Chairman stating her/his knowledge and support of the proposed course and what new contribution it will make to the existing departmental/UMC course offerings. 3. Submit the completed form, the Departmental Chair’s letter and a cover letter (explaining in more detail the intent of the course and the novel educational objectives it will provide) as attachments to a single email addressed to the Chairman of the Development Subcommittee, UMC Curriculum Committee: Dr. Jane Reckelhoff (jreckelhoff@umc.edu) 4. If you have any further questions, please address them to Dr. Reckelhoff at 984-1819 or Dr. Jackson- Williams at 815-6455. 5. The Development sub-committee meets on the third Thursday of the month so that its action on the course proposal can be reported to the entire Curriculum Committee that meets on the last Thursday of the month. Please submit material for review 24 hours in advance of the subcommittee meeting so appropriate action can be taken before the meeting of the entire committee.
  25. 25. 25 NEW COURSE PROPOSAL TO SCHOOL OF MEDICINE CURRICULUM COMMITTEE Originator: Course Description for Bulletin: Title: Number/Designation _____________/______________ (by Registrar) (E, C or CS): (E = Elective; C = required or Core; CS = Core Selective) Narrative: Availability and Students per block: Course Objectives for Students: Upon completion of this course the students will be able to: Distribution of Instructional Hours (Total hours = ____): Lectures Clinic duties Small group instructional sessions Patient write-ups One-on-one tutorials Computer assisted instruction Grand Rounds Required reading Review and feedback sessions Independent study (AV's, case studies) Other (explain) Examinations: Multiple choice Written Oral Other (explain) Location of Instruction: Evaluation of Students: Evaluation of Course: Course grade based on a. By students: Multiple choice % Written exams % Oral exams % b. By faculty: Ratings of clinical skills % Other (explain) % Total 100 % Narrative description of each student’s clinical or other skills? Yes No Provision of a course or subject outline (syllabus) is required. Originator Signature Dat e formrevised 10/2010
  26. 26. 26 EXAMPLE OF A COURSE SYLLABUS Endocrinology Curriculum Description of Rotation This is a one month rotation in Endocrinology where third year medical students will gain experience in the evaluation and treatment of the most common endocrine and metabolic problems encountered in a general medicine practice setting. In this rotation, the third year medical student will join the residents, fellow and attending on service each month and participate in outpatient clinics as well as the inpatient consultations. Through regular close working with the team the student will be allowed to synthesize their own diagnostic and therapeutic plans for patients and discuss these with attending staff. Throughout the month the student will receive active teaching sessions with the fellow and attending as well as less structured learning on teaching rounds. Through the month it is hoped that students will become familiar with the appropriate directed history and physical examination, choosing and interpreting adequately the pertinent diagnostic studies and prescribing a plan of treatment and follow-up for most, if not all, of the following: 1. Diabetes Mellitus 2. Dyslipidemia 3. Thyroid disorders including hypothyroidism, hyperthyroidism, thyroid nodules and thyroid cancer 4. Parathyroid and calcium metabolism disorders 5. Anterior pituitary disorders: Pituitary tumors, pituitary incidentalomas, hypopituitarism, acromegaly, hyperprolactinemia. 6. Posterior pituitary disorders: Diabetes Insipidus, Stalk phenomena 7. Adrenal disorders: Adrenal insufficiency, Cushing’s syndrome, pheochromocytoma, hyperaldosteronism and other causes of endocrine hypertension. Schedule Monday Tuesday Wednesday Thursday Friday Morning VA General Endo Pavilion Fellows VA Diabetes VA General Endo VA Lipid Clinic Afternoon Consults Consults Consults Consults Consults Students will attend their mandatory lectures and then join the endocrine group in clinic at the VA on every day except Tuesday (Fellows Pavilion clinic day) where students will instead see patients in the hospital in the morning. The schedule may change slightly and so the student is asked to contact the fellow on duty for that month when they begin the rotation. There are no weekend duties on this rotation. Patient Care Goal Students must be able to provide patient care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health. Objectives 1. Obtain an accurate and pertinent Endocrine Medical history a. Obtain a complete and relevant endocrine medical history b. Recognize the classic presenting complaints, nuances and physical findings associated with endocrine diseases. c. Recognize the importance of family and medication history in endocrine disorders. 2. Learn, review or improve the following skills during physical examination: a. Examination and description of findings in patients with thyroid eye disease. b. Thyroid gland examination by inspection, palpation, auscultation and adequate description of the findings. c. Identify other common systemic manifestations of thyroid disease (heart, skin, nails, deep tendon reflexes, etc) d. Identify ocular and dermatologic manifestations of dyslipidemias
  27. 27. 27 e. Evaluation of gynecomastia f. Foot examination of diabetic patients including monofilament and vibratory sensation test identifying patients at high risk for diabetic ulcers. g. Gross visual field examination in patients with a suspected or known pituitary mass. h. Chvostek and Trousseau signs in patients with hypocalcemia i. Recognize the particular hand exam (short 4th-metacarpal) in patients with pseudohypoparathyroidism. j. Recognize and describe the physical findings of patients with acromegaly k. Recognize and describe the physical findings of patients with adrenal insufficiency l. Recognize and describe the physical findings of patients with Cushing’s syndrome. m.Evaluate clinically patients with diabetic neuropathy (peripheral and autonomic) 3. Recognize the indications and limitations of the following diagnostic tests: a. Thyroid scan and thyroid uptake b. Thyroid Ultrasound c. Fine Needle Aspiration of the thyroid gland d. Bone density study e. Sestamibi parathyroid gland scan f. Pituitary imaging (CT, MRI) g. Cortrosyn (ACTH) stimulation test h. Dexamethasone suppression test i. Adrenal imaging j. Adrenal venous sampling k. Inferior petrosal sinus sampling Medical Knowledge Goal Students must demonstrate knowledge of established and evolving endocrine and metabolic disorders as well as the application of this knowledge to patient care. Objectives At the end of the rotation is expected that the student will be able to know and describe the pathophysiology, natural history, physical findings, diagnostic procedures, appropriate treatment and follow-up for the most common endocrine and metabolic disorders as follows: 1. Diabetes Mellitus, carbohydrate metabolism. a. Describe the classification and diagnosis of diabetes mellitus b. Understand the epidemiology and pathophysiology of diabetes mellitus, the current epidemic and how diabetes is affecting the state of Mississippi. c. Understand the importance of lifestyle modification and education in diabetes as a first line of therapy in the management of DM d. Learn and apply the ADA guidelines for diabetes care including goals for HbA1c, lipids, blood pressure control, use of aspirin, recommended immunizations, frequency of ophthalmologic exam, monofilament testing, microalbuminuria. e. Choose the most appropriate pharmacological agent for management of diabetes, individualized for each patient according to history and physical (weight, age, lifestyle, renal function, liver function, history of severe hypoglycemia or hypoglycemia unawareness, CHF, etc). f. Initiate and/or adjust insulin regimen, choosing from the multiple types of insulin available 2. Dyslipidemia. a. Diagnose dyslipidemia b. Recognize when to initiate pharmacological therapy in patients with dyslipidemia and choose the most appropriate one. c. Describe the side effects associated with those drugs used for treatment of dyslipidemia; how to recognize and treat them as well as how to educate the patient of those risks. 3. Thyroid disorders
  28. 28. 28 a. Understand and describe the indications and limitations of the different thyroid function tests including TSH, FT4, TT3, antithyroid antibodies, TSI, uptake and scan of the thyroid gland, thyroid ultrasound. b. Describe the most common manifestations of hypothyroidism, causes, appropriate diagnosis and management. c. Describe the most common symptoms of hyperthyroidism, causes, differential diagnosis and treatment (Graves’, subacute thyroiditis). d. Describe the appropriate management of hyperthyroidism according to the etiology. e. Understand the pros and cons of the different options for management of hyperthyroidism (antithyroid medications vs ablation with 131 iodine, and explain it clearly to the patient so he/she can make an informed decision. f. Describe the evaluation of a thyroid nodule. g. Describe the indications and limitations of Fine Needle Aspiration of the thyroid gland. h. Describe the risk factors for thyroid cancer, the natural history and the appropriate treatment and follow up. i. Recognize euthyroid sick syndrome 4. Parathyroid and calcium metabolism disorders a. Understand the mechanisms involved in the homeostatic control of calcium levels including magnesium, pH, albumin, PTH, and vitamin D b. Describe the most common manifestations, diagnosis and treatment of hyperparathyroidism including indications for surgery. c. Recognize the pathophysiology of osteoporosis, diagnosis and treatment. How to interpret a bone density scan enumerating the limitations and indications. d. Describe when to suspect vitamin D deficiency and the manifestations of osteomalacia and rickets. e. Understand pseudohypoparathyroidism and other PTH resistance states. f. Describe the various mechanisms associated with hypercalcemia of malignancy. 5. Anterior pituitary disorders: a. Describe the normal function and feedback of the pituitary gland and the interpretation of pituitary function tests. b. Recognize hypopituitarism: manifestations, diagnosis and treatment. c. Describe the evaluation and follow up of non-functional pituitary tumors. d. Describe the appropriate evaluation, management and follow-up of prolactinoma and acromegaly e. Describe the adequate evaluation of pituitary incidentalomas f. Explain the diagnostic algorithm for hyperprolactinemia and how to treat it. 6. Posterior Pituitary disorders: a. Describe the role of vasopressin in normal salt and water handling b. Recognize the clinical signs associated with diabetes insipidus and an appropriate diagnostic strategy to prove it. c. Understand how to discriminate central from nephrogenic diabetes insipidus and know of some agents that may cause this. Understand treatment regiments for both. d. Recognize the normal regulation of prolactin secretion and how this can be impacted by a pituitary lesion 7. Adrenal disorders: a. Describe the normal function and feedback regulation of the adrenal gland b. Recognize adrenal insufficiency and describe the different manifestations, diagnosis and treatment. c. Understand Cushing’s syndrome including Cushing’s disease, describing its manifestations, diagnosis and treatment. d. Know the manifestations, evaluation and treatment of pheochromocytoma e. Describe the appropriate evaluation of adrenal incidentalomas. f. Enumerate the different types of congenital adrenal hyperplasia, presentation, diagnosis and treatment g. Explain the appropriate evaluation, differential diagnosis and treatment of primary hyperaldosteronism.
  29. 29. 29 Practice- Based Learning and Improvement Goal Students must demonstrate the ability to investigate and evaluate their care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and lifelong learning. Competencies 1. Systematically analyze practice, using quality improvement methods, and implement changes with the goal of practice improvement. 2. Locate, appraise and assimilate evidence from scientific studies related to their patients’ health problems Objectives 1. Review the literature to find original studies and meta-analyses to support decisions on patient care. Systems Based Practice Goal Students must demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care. Students are expected to: Competencies 1. Work effectively in various health care delivery settings and systems relevant to their clinical specialty. 2. Work in inter-professional teams to enhance patient safety and improve patient care quality Objectives 1. Work effectively in different health care delivery settings: VA, University hospital, Inpatient, outpatient. 2. Participate actively in the multidisciplinary conferences involving ENT, general surgery, Neurosurgery, pathology Professionalism Goal Students must demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles. Students are expected to demonstrate: Competencies 1. Compassion, integrity, and respect for others 2. Respect for patient privacy and autonomy Objectives 1. Arrive on time at the office or hospital 2. Demonstrate responsibility for patient privacy following the HIPPA regulations Interpersonal and Communication Skills Goal Students must demonstrate interpersonal and communication skills that result in the effective exchange of information and teaming with patients, their families, and professional associates. Students are expected to: Competencies 1. Communicate effectively with patients and families across a broad range of socioeconomic and cultural backgrounds 2. Communicate effectively with physicians, other health professionals, and health related agencies Objectives 1. Discuss with patients their management plans. 2. Order adequately patients for nuclear medicine tests or referral to other specialties 3. Provide feedback to referring physicians after a consult
  30. 30. 30 Teaching Methods A significant proportion of the teaching in this course will be through teaching at the patient bedside and through direct consultations, however there will be a list of articles through which each student will be guided and they will also receive dedicated lectures with the clinical fellows and attendings. Students perform the history and physical examination and present the case to the attending endocrinologist. A plan for patient care is developed together, teaching points reviewed. Students will discuss their findings, impressions and plans of action with the fellow and attending who will provide constructive feedback and teaching. Learning will also occur in conferences. 1. The weekly endocrine conferences (Wednesday p.m.) will include lectures and case presentations. Bimonthly thyroid conference is held during this time where cases are presented by the endocrinology fellow for review with surgery or ENT, radiology and pathology. 2. Pituitary Conference is held every six weeks. Cases are presented by the endocrine fellow and reviewed with neurosurgery and pathology. Assessment Method Evaluations of the student’s clinical skills and overall performance in the core elements will be performed by the attending physician at the end of the month using the E-Value system. The student will also receive regular feedback from the fellow and attending throughout the month. At the end of the rotation, the fellow and/or attending will meet with the student to discuss their experience and look for ways to improve the rotation for future rotators. Level of Supervision Every encounter of a student with a patient (clinic or inpatient consult) is followed by a presentation of the case to the attending physician who will see the patient as well and perform a physical exam and confirm or acquire new information as needed, to have a supervised assessment and plan for every patient. Educational Resources 1. The endocrinology division has copies of over 100 papers in the different areas of endocrinology that cover all the specific objectives mentioned above. Students will get selected copies of these papers during their rotation as needed and according to the curriculum. 2. The university hospital library has copies of the most important journals in the field of endocrinology, diabetes and metabolism and a good number of them are available on-line as well 3. Students have free and permanent access to Up-To-Date. Updated 10/10

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