Wayne State University School of Medicine MD Handbook and

M.D. Handbook and Policies

Academic Year 2023-24

Handbook Disclaimer

Please note that the informaon contained herein is subject to change during any

academic year.

Wayne State University School of Medicine (WSUSOM) reserves the right to make

changes including, but not limited to, changes in policies, course oerings, and student

requirements. This document should not be construed in any way as forming the basis of

a contract. The WSUSOM Medicine M.D. Handbook and Policies are typically updated

yearly, although periodic mid-year updates may occur when deemed necessary. Unlike

degree requirements, changes in regulaons, policies, and procedures are immediate

and supersede those in any prior Medical Student Handbook. The most current version

of the WSUSOM of Medicine M.D. Handbook and Policies can always be found on the

School of Medicine website.

THIS EDITION IS AS OF October 27, 2023

hps://studentaairs.med.wayne.edu/pdfs/md_handbook_and_policy.pdf

M.D. Handbook and Policies

Academic Year 2023-24

Contents

1 General Standards 6

1.1 New Instuonal Domains of Competency and Competencies 7

1.2 Specicaon of Requirements for Graduaon 13

1.3 Technical, Non-Academic Standards 14

2 Assessment & Evaluaon 18

2.1 Assessment 19

2.2 End of Segment and Honors Policy 21

2.3 Course Evaluaons, AAMC Surveys, and Other Required Forms 22

2.4 Tesng Policies 24

3 Records, Registraon & Enrollment Management 32

3.1 Insurance Informaon 33

3.2 Student Records 34

3.3 Tuion and Registraon 35

3.4 Student Condenality and Access to Sensive Informaon 36

3.5 WSUSOM Enrollment Policies 38

3.6 Transcript Grades 41

4 Financial Aid 44

4.1 Financial Aid 45

5 Computer & Device Security 46

5.1 Computer & Device Security 47

5.2 Compung & Data 47

5.3 Data Security and Privacy (HIPPA) 48

M.D. Handbook and Policies

6 M.D. Requirements And Procedures 50

6.1 Bio Safety Training - CITI Module 51

6.2 Medical Health Requirements and Immunizaons 51

6.3 N95 Respirator Mask Fit Requirements for Medical Students 55

6.4 Student Exposure and Injury Management 56

6.5 WSUSOM Criminal Background Check and Aestaon Policy 60

7 Professionalism 64

7.1 Professionalism 65

7.2 Digital Communicaon and Learning Policy 84

7.3 Social Media and Social Networking 90

7.4 WSUSOM Dress Code 94

8 Academic & Student Programs 98

8.1 Academic Pursuit - WSUSOM Educaon Research 99

8.2 Communicaon Policy 99

8.3 Denion of Medical Student Pracce Role 100

8.4 Dismissal 102

8.5 Grading 106

8.6 Elecve Course Selecon and Policy 109

8.7 Intellectual Property Ownership 115

8.8 Probaon & Academic Warnings 115

8.9 Promoon and Graduaon 118

8.10 Remediaon/Repeang Failed Courses/Clerkships 123

8.11 Student Appeal of Grades 126

8.12 Student Support/Intervenon 127

8.13 Time Zone Policy 128

8.14 Transportaon Policy 129

8.15 USMLE Policy 130

8.16 Non-Faculty Instructor Policy 135

8.17 Pre-Clerkship Student Workload Policy 136

M.D. Handbook and Policies

9 Student Aairs 140

9.1 Student Disability Services (SDS) & Tesng Accommodaons 141

9.2 Leave of Absence Process and Policies 145

9.3 Medical Student Performance Evaluaon (MSPE) 150

9.4 Mistreatment Policy & Procedures 152

9.5 Student Services Oce of Student Aairs 158

9.6 Aendance and Absenteeism Policies 159

9.7 Withdrawal from Medical School 168

9.8 Student Health, Disability Insurance Plan Terminaons and Refunds 169

9.9 Policy and Procedure for Travel Requests for Research Related Acvity 170

10 Clerkships & Clinical Site Policies 174

10.1 Clerkship Grading 175

10.2 Clerkships and Clinical Years 180

10.3 Parking at Assigned Hospitals 182

10.4 Instuonal Policies 183

10.5 Elecves Policy - Clerkships 184

10.6 Segment 4 Policies 187

11 Wayne State University Policies 192

11.1 Campus Safety and Criminal Stascs 193

11.2 Community Standards 193

11.3 Drug and Alcohol Use on Campus Policy 193

11.4 Michigan Department of Consumer Aairs Complaint Procedure 194

11.5 Non-Toleraon of Discriminaon & Sexual Harassment 194

11.6 Nondiscriminaon Policy 195

11.7 Ocial Communicaons 196

11.8 Ownership & Use of Wayne State University Names & Trademarks 197

11.9 Prohibited Sexual Conduct / Sexual Assault / Sexual Harassment 197

11.10 Smoke-Free Environment 197

M.D. Handbook and Policies

Chapter 1

Overview

1.1 New Institutional Domains of Competency and

Competencies

1.2 Specification of Requirements for Graduation

1.3 Technical, Non-Academic Standards

GENERAL

STANDARDS

M.D. Handbook and Policies

Chapter 1

1.1 New Instuonal Domains of Competency and Competencies

Purpose

In 2016, Wayne State University School of Medicine analyzed the current instuonal learning objecves

and decided to revise its competency domains and related competencies for the program leading to the MD

degree. As a result, the new AAMC domains of competency were assumed and many instuonal compe-

tencies changed; in some areas, the previous WSUSOM competencies were maintained but mapped to a

Physician Competency Reference Set competency and in other areas the new PCRS competencies were

adopted. The new domains and competencies are intended to be in line with the AAMC’s PCRS and to map

the competencies to the Entrustable Professional Acvies. WSUSOM Undergraduate Medical Educaon

Curriculum Commiee approved the competency domains and competencies on 6/8/2016; they were ins-

tuted beginning with the 2016-2017 academic year.

Responsible Party and Review Cycle

The Senior Associate Dean for Undergraduate Medical Educaon will review this document annually.

LCME Accreditaon References

Descripon

NEW INSTITUTIONAL DOMAINS OF COMPETENCY AND COMPETENCIES

In 2016, Wayne State University School of Medicine analyzed the current instuonal learning objecves

and decided to revised its competency domains and related competencies for the program leading to the

MD degree. As a result, the new AAMC domains of competency were assumed and many instuonal com-

petencies changed; in some areas, the previous WSUSOM competencies were maintained but mapped to

a PCRS competency and in other areas the new PCRS competencies were adopted. The new domains and

competencies are intended to be in line with the AAMC’s PCRS and to map the competencies to the EPAs.

WSUSOM Undergraduate Medical Educaon Curriculum Commiee approved the competency domains

and competencies on 6/8/2016; they will be instuted beginning with the 2016-2017 academic year.

DOMAIN 1: KNOWLEDGE FOR PRACTICE (KP)

Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological, and social-behavioral sciences, as well as

the applicaon of this knowledge to paent care

Relevant Entrust-

able Professional

Acvies

Refer-

ence

to the

PCRS

WSUSOM Competency

EPA 1, 3, 13 KP 1 KP 1: Demonstrate an invesgatory and analyc approach to clinical situaons

EPA 2 KP 2 KP 2: Apply established and emerging biophysical scienc principles fundamental to

health care for paents and populaons

EPA 2, 7 KP 3 KP 3: Apply established and emerging principles of clinical sciences to diagnosc

and therapeuc decision making, clinical problem solving, and other aspects of evi-

dence-based health care

M.D. Handbook and Policies

Chapter 1

DOMAIN 1: KNOWLEDGE FOR PRACTICE (KP)

Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological, and social-behavioral sciences, as well as

the applicaon of this knowledge to paent care

Relevant Entrust-

able Professional

Acvies

Refer-

ence

to the

PCRS

WSUSOM Competency

EPA 2, 3, 7 KP 4 KP 4: Apply principles of epidemiological sciences to the idencaon of health

problems, risk factors, treatment strategies, resources, and disease prevenon/health

promoon eorts for paents and populaons*

KP 5 KP 5: Apply psychosocial principles and concepts in the delivery of health care, includ-

ing assessment of the impact of psychosocial-cultural inuences on health, disease,

care-seeking, care-compliance, and barriers to and atudes toward care*

KP 6 KP 6: Contribute to the creaon, disseminaon, applicaon, and translaon of new

health care knowledge and pracces

* Represents a WSUSOM Undergraduate Medical Educaon mission based competency toward urban clinical excellence.

DOMAIN 2: PATIENT CARE (PC)

Provide paent-centered care that is compassionate, appropriate, and eecve for the treatment of health problems and the promo-

on of health

Relevant Entrust-

able Professional

Acvies

Refer-

ence to

the PCRS

WSUSOM Competency

EPA 10, 12 PC 1 PC 1: Perform roune technical procedures specied by the medical school and clerk-

ship

EPA 1, 2, 4, 6, 10 PC 2 PC 2A: Take a sasfactory medical history including psychosocial, nutrional, occupa-

onal and sexual dimensions

EPA 1, 2, 4, 6, 10 PC 2 PC 2B: Perform a sasfactory physical exam

EPA 1, 2, 4, 6, 10 PC 2 PC 2C: Accurately document the clinical encounter

EPA 10, 11 PC 3

PC 3: Apply the concepts and principles of paent safety science in the delivery of clinical care

EPA 2, 3, 5, 10 PC 4

PC 4A: Apply laboratory and imaging methods in idenfying diseases or health problems

EPA 2, 3, 5, 10 PC 4

PC 4B: Interpret laboratory data, imaging studies, and other tests required for the area of prac-

ce

EPA 3, 4, 10 PC 5

PC 5A: Ulize data from the history, physical exam and laboratory evaluaons, with up-to-date

scienc evidence to idenfy health problems

EPA 3, 4, 10 PC 5

PC 5B: Formulate an appropriate dierenal diagnosis

EPA 4, 5, 10, 11 PC 6

PC 6A: Formulate eecve management plans (diagnosc, treatment, prevenon strategies,

including relieving pain and ameliorang the suering of paents) for diseases and other health

problems

EPA 4, 5, 10, 11 PC 6

PC 6B: Monitor the course of illnesses and to appropriately revise the management plan

EPA 3, 11, 12 PC 7

PC 7: Counsel and educate paents and their families to empower them to parcipate in their

care and enable shared decision making*

EPA 8 PC 8

PC 8: Understand the need and value of consultaons and referrals in the delivery of health care

EPA 3 PC 9

PC 9: Apply prevenve and health maintenance principles and techniques in the delivery of

health care*

PC 10

PC 10: Provide appropriate role modeling

PC 11

PC 11: Perform supervisory responsibilies commensurate with one’s roles, abilies, and quali-

caons

M.D. Handbook and Policies

Chapter 1

DOMAIN 2: PATIENT CARE (PC)

Provide paent-centered care that is compassionate, appropriate, and eecve for the treatment of health problems and the promo-

on of health

Relevant Entrust-

able Professional

Acvies

Refer-

ence to

the PCRS

WSUSOM Competency

PC 12

PC 12: Diagnose and manage paents with common diseases and health-related condions

prevalent in urban sengs*

* Represents a WSUSOM Undergraduate Medical Educaon mission-based competency toward urban clinical excellence

DOMAIN 3: PRACTICE-BASED LEARNING AND IMPROVEMENT (PBLI)

Demonstrate the ability to invesgate and evaluate one’s care of paents, to appraise and assimilate scienc evidence, and to con-

nuously improve paent care based on constant self-evaluaon and life-long learning

Relevant Entrust-

able Professional

Acvies

Refer-

ence

to the

PCRS

WSUSOM Competency

EPA 2, 4, 6, 7 PBLI 1

PBLI 1: Recognize personal educaonal needs and to select and ulize appropriate resources to

opmize

learning

PBLI 2

PBLI 2: Set learning and improvement goals

EPA 7 PBLI 3

PBLI 3: Idenfy and perform learning acvies that address one’s gaps in knowledge, skills, or

atudes

EPA 13 PBLI 4

PBLI 4: Systemacally analyze pracce using quality-improvement methods and implement

changes with the goal of pracce improvement

EPA 8 PBLI 5

PBLI 5: Incorporate feedback into daily pracce

EPA 7 PBLI 6

PBLI 6: Locate, appraise, and assimilate evidence from scienc studies related to paents’

health problems

EPA 4, 7, 8 PBLI 7

PBLI 7: Use informaon technology to opmize learning

PBLI 8

PBLI 8: Parcipate in the educaon of paents, families, students, trainees, peers, and other

health professionals

EPA 3, 7 PBLI 9

PBLI 9: Obtain and ulize informaon about individual paents, populaons of paents, or com-

munies from which paents are drawn to improve care*

EPA 13 PBLI 10 PBLI 10: Recognize the need to engage in lifelong learning to stay abreast of relevant scienc

advances

* Represents a WSUSOM Undergraduate Medical Educaon mission based competency toward urban clinical excellence.

DOMAIN 4: INTERPERSONAL AND COMMUNICATION SKILLS (ICS)

Demonstrate interpersonal and communicaon skills that result in the eecve exchange of informaon and collaboraon with pa-

ents, their families, and health professionals

Relevant Entrust-

able Professional

Acvies

Refer-

ence

to the

PCRS

WSUSOM Competency

EPA 1, 4, 5, 6, 11 ICS 1

ICS 1: Eecvely interact with paents, peers, families and other healthcare workers from di-

verse cultural backgrounds*

EPA 2, 5, 6, 7, 8,

9, 10, 13

ICS 2

ICS 2: The ability to eecvely communicate with peers and members of the healthcare team in

the care of paents and their families

M.D. Handbook and Policies

Chapter 1

DOMAIN 4: INTERPERSONAL AND COMMUNICATION SKILLS (ICS)

Demonstrate interpersonal and communicaon skills that result in the eecve exchange of informaon and collaboraon with pa-

ents, their families, and health professionals

Relevant Entrust-

able Professional

Acvies

Refer-

ence

to the

PCRS

WSUSOM Competency

EPA 8, 9 ICS 3

ICS 3: The ability to work cooperavely with other health care workers in the delivery of health

care

ICS 4

ICS 4: Act in a consultave role to other health professionals

EPA 5, 11, 12 ICS 5

ICS 5: Maintain comprehensive, mely, and legible medical records

EPA 10, 12 ICS 6

ICS 6: Demonstrate sensivity, honesty, and compassion in dicult conversaons (e.g.. about

issues such as death, end-of-life issues, adverse events, bad news, disclosure of errors, and other

sensive topics

EPA 1, 9, 11 ICS 7

ICS 7: Demonstrate insight and understanding about emoons and human responses to emo-

ons that allow one to develop and manage interpersonal interacons

* Represents a WSUSOM Undergraduate Medical Educaon mission-based competency toward urban clinical excellence.

DOMAIN 5: PROFESSIONALISM (P)

Demonstrate a commitment to carrying out professional responsibilies and an adherence to ethical principles

Relevant Entrust-

able Professional

Acvies

Refer-

ence

to the

PCRS

WSUSOM Competency

EPA 1, 6, 9 P 1 P 1: Demonstrate compassion, integrity, and respect for others, in parcular people

from vulnerable populaon*

P 2 P 2: Demonstrate responsiveness to paent needs that supersedes self-interest

EPA 1, 6, 8 P 3 P 3 Respect the paents’ dignity, privacy, and condenality in the delivery of health

care

EPA 5, 13 P 4 P 4: Demonstrate accountability to peers, paents, society, and the profession

EPA 1 P 5 P 5: Demonstrate sensivity and responsiveness to diverse populaons, including but

not limited to diversity in gender, age, culture, race, religion, disabilies, and sexual

orientaon*

EPA 12 P 6 P 6: Demonstrate a commitment to ethical principles pertaining to provision or with-

holding of care, condenality, informed consent, and business pracces, including com-

pliance with relevant laws, policies, and regulaons

P 7: Demonstrate credibility, iniave, integrity and professional competence needed to gain the

condence and respect of others while providing clinical care or other services to diverse popula-

ons in an urban seng*

* Represents a WSUSOM Undergraduate Medical Educaon mission based competency toward urban clinical excellence.

M.D. Handbook and Policies

Chapter 1

DOMAIN 6: SYSTEMS-BASED PRACTICE (SBP)

Demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call eec-

vely on other resources in the system to provide opmal health care

Relevant Entrust-

able Professional

Acvies

Refer-

ence

to the

PCRS

WSUSOM Competency

EPA 5 SBP 1 SBP 1: Describe the health care delivery systems including social, economic and polical

dimensions

EPA 9 SBP 2 SBP 2: Coordinate paent care within the health care system relevant to one’s clinical

specialty

EPA 3, 4, 11, 12 SBP 3 SBP 3: Incorporate consideraons of cost awareness and risk-benet analysis in paent

and/or populaon based care*

EPA 13 SBP 4 SBP 4: Advocate for quality paent care and opmal paent care systems to support

and contribute to a culture of safety

EPA 13 SBP 5 SBP 5: Parcipate in idenfying system errors and implemenng potenal systems

soluon

SBP 6 SBP 6: Perform administrave and pracce management responsibilies commensurate

with one’s role, abilies, and qualicaons

* Represents a WSUSOM Undergraduate Medical Educaon mission based competency toward urban clinical excellence.

DOMAIN 7: INTERPROFESSIONAL COLLABORATION (IPC)

Demonstrate the ability to engage in an inter-professional team in a manner that opmizes safe, eecve paent and popula-

on-centered care

Relevant Entrust-

able Professional

Acvies

Ref.

to the

PCRS

WSUSOM Competency

EPA 9 IPC 1 IPC 1: Work with other health professionals to establish and maintain a climate of mutu-

al respect, dignity, diversity, ethical integrity, and trust

EPA 9 IPC 2 IPC 2: Use the knowledge of one’s own role and those of other professions to appropri-

ately assess and address the health care needs of the paents and populaons served*

EPA 9 IPC 3 IPC 3: Communicate with other health professionals in a responsive and responsible

manner that supports the maintenance of health and the treatment of disease in individ-

ual paents and populaons

IPC 4 IPC 4: Parcipate in dierent team roles to establish, develop, and connuously en-

hance inter-professional teams to provide paent- and populaon-centered care that

is safe, mely, ecient, eecve, and equitable*

* Represents a WSUSOM Undergraduate Medical Educaon mission based competency toward urban clinical excellence.

DOMAIN 8: PERSONAL AND PROFESSIONAL DEVELOPMENT (PPD)

Demonstrate the qualies required to sustain lifelong personal and professional growth

Relevant Entrust-

able Professional

Acvies

Ref.

to the

PCRS

WSUSOM Competency

PPD 1 PPD 1: Develop the ability to use self-awareness of knowledge, skills, and emoonal

limitaons to engage in appropriate help-seeking behaviors

PPD 2 PPD 2: Demonstrate healthy coping mechanisms to respond to stress

PPD 3 PPD 3: Manage conict between personal and professional responsibilies

M.D. Handbook and Policies

Chapter 1

DOMAIN 8: PERSONAL AND PROFESSIONAL DEVELOPMENT (PPD)

Demonstrate the qualies required to sustain lifelong personal and professional growth

Relevant Entrust-

able Professional

Acvies

Ref.

to the

PCRS

WSUSOM Competency

EPA 6

PPD 4 PPD 4: Pracce exibility and maturity in adjusng to change with the capacity to alter

behavior

PPD 5 PPD 5: Demonstrate trustworthiness that makes colleagues feel secure when one is

responsible for the care of paents

PPD 6 PPD 6: Provide leadership skills that enhance team funconing, the learning environ-

ment, and/or the health care delivery system

EPA 6, 11, 12

PPD 7 PPD 7: Demonstrate self-condence that puts paents, families, and members of the

health care team at ease

EPA 2

PPD 8 PPD 8: Recognize that ambiguity is part of clinical health care and respond by using

appropriate resources in dealing with uncertainty

* Represents a WSUSOM Undergraduate Medical Educaon mission based competency toward urban clinical excellence.

13 Entrustable Professional Acvies for Entering Residency

• Gather a history and perform a physical examinaon

• Priorize a dierenal diagnosis following a clinical encounter

• Recommend and interpret common diagnosc and screening tests

• Enter and discuss orders and prescripons

• Document a clinical encounter in the paent record

• Provide an oral presentaon of a clinical encounter

• Form clinical quesons and retrieve evidence to advance paent care

• Give or receive a paent handover to transion care responsibility

• Collaborate as a member of an interprofessional team

• Recognize a paent requiring urgent or emergent care and iniate evaluaon and management

• Obtain informed consent for tests and/or procedures

• Perform general procedures of a physician

References

• Eglander, R, Cameron, T, Ballard, A, Dodge, J, Bull, J, Aschenbrener, C. Toward a Common Taxonomy of

Competency Domains for the Health Professions and Competencies for Physicians: Acad. Med. 2013;

88: 1088-1094

• Associaon of American Medical Colleges (AAMC). Core Entrustable Professional Acvies for Entering

Residency Curriculum Developers’ Guide. 2014

M.D. Handbook and Policies

Chapter 1

Related Documents

• hps://programs.med.wayne.edu/learning-objecves

1.2 Specicaon of Requirements for Graduaon

Purpose

The purpose of this policy is to specify the requirements for graduaon from WSUSOM.

Responsible Party and Review Cycle

The Senior Associate Dean for Undergraduate Medical Educaon will review this document annually.

LCME Accreditaon References

Descripon

In order to graduate from WSUSOM, each Segment 4 student must:

• Achieve a sasfactory or honors grade for all prescribed courses, clerkships, and elecves across seg-

ments 1 through 4.

• Complete all required assignments.

• Complete any required remediaons.

• Meet all aendance requirements and sasfactorily complete all make-up provisions.

• Act professionally towards paents, fellow students, faculty, standardized paents, and sta

• Schedule and pass USMLE Step 1 within the me frame established by WSUSOM

• Schedule and pass USMLE Step 2 CK within the me frame established by WSUSOM.

• Meets all instuonal nancial obligaons.

May 31st of each year is the deadline for compleon of all Segment 4 requirements, including coursework

and passing USMLE examinaons. Students who have not passed USMLE Step 2 CK examinaon by May

1st may not be allowed to parcipate in graduaon acvies, including commencement. Students who owe

only coursework aer May 31st may be allowed to parcipate in graduaon acvies on a case-by-case

basis, as determined by the Vice Dean of Medical Educaon or his/her designee.

It is the student’s responsibility to know all requirements for compleon of the program and the require-

ments for the award of the medical degree and graduaon. Failure to complete all requirements by the May

31st deadline may delay a student’s applicaon for a temporary license, which may mean that the student is

unable to begin his/her residency on me.

M.D. Handbook and Policies

Chapter 1

1.3 Technical, Non-Academic Standards

Purpose

This describes the technical standards required for admission to the School of Medicine..

Responsible Party and Review Cycle

The Senior Associate Dean for Curricular Aairs and Undergraduate Medical Educaon and the Associate

Dean of Clinical Educaon will review this document annually.

LCME Accreditaon References

• Element 10.3: Policies Regarding Student Selecon/Progress and Their Disseminaon

• Element 10.4: Characteriscs of Accepted Applicants

• 10.5: Technical Standards

Denion(s)

None.

Overview

The Admissions Commiee of Wayne State University School of Medicine will consider for admission to the

School of Medicine any applicant who demonstrates the ability to acquire the knowledge necessary for the

pracce of medicine, as well as the ability to perform or to learn to perform the skills as described in this

document. Students will be judged not only on their scholasc accomplishments but also on their physical

and emoonal capacies to meet the full requirements of the school’s curriculum and to graduate as skilled

and eecve praconers of medicine.

The law requires that a student with a disability be provided with reasonable accommodaons for his/her

disability. However, there is no requirement to provide an accommodaon that would alter the technical

standards of a program or the essenal elements of a course in a fundamental way. A reasonable accommo-

daon is decided on a case---by---case basis through an interacve process with the requesng student. An

accommodaon will not be granted if it imposes an undue hardship on the University. For more informaon

regarding reasonable accommodaons for a disability, please refer to the Student Disability Services website

at hps://studentdisability.wayne.edu/.

A candidate for the MD degree must possess abilies and skills, which include those that are observaonal,

communicaonal, motor, intellectual---conceptual (integrave and quantave), and behavioral and social.

Those abilies and skills are outlined in detail below:

I. Observaon:

The candidate must be able to acquire a dened level of the required informaon as presented through

demonstraons and experiences in the basic sciences, including but not limited to informaon con-

veyed through physiologic and pharmacological demonstraons in animals, microbiological cultures, and

M.D. Handbook and Policies

Chapter 1

microscopic images of microorganisms and ssues in normal and pathological states. Furthermore, a candi-

date must be able:

• To observe a paent accurately, at a distance, and close at hand, to acquire informaon from wrien

documents, and to visualize informaon as presented in images from paper, lms, slides, or video.

• To interpret x-ray and other graphic images, and digital or analog representaons of physiologic

phenomenon (such as EKGs) with or without the use of assisve devices. A request for use of an

assisve device is a request for an accommodaon that will be evaluated as indicated above. Such

observaon and informaon acquision necessitate the funconal use of visual, auditory, and

somac sensaon while being enhanced by the funconal use of other sensory modalies. In any

case, where a candidate’s ability to observe or acquire informaon through these sensory modalies

is compromised, the candidate must demonstrate alternave means and/or abilies to acquire and

demonstrate the essenal informaon conveyed in this fashion.

II. Communicaon:

A candidate must be able to speak, hear, and observe paents by sight in order to elicit informaon, de-

scribe changes in mood, acvity, and posture, and perceive nonverbal communicaons. A candidate must be

able to communicate eecvely and sensively with paents. Communicaon includes speech, reading, and

wring. The candidate must be able to communicate eecvely and eciently in oral and wrien form with

all members of the health care team.

III. Motor:

It is required that a candidate possesses the motor skills necessary to directly perform palpaon, percussion,

auscultaon, and other diagnosc procedures. The candidate must be able to execute motor movements

reasonably required to provide general and emergency medical care such as airway management, placement

of intravenous catheters, cardiopulmonary resuscitaon, applicaon of pressure to control bleeding, sutur-

ing of wounds, and the performance of simple obstetrical maneuvers. Such acons require coordinaon of

both gross and ne muscular movements, equilibrium, and funconal use of the senses of touch and vision.

IV. Intellectual-Conceptual (Integrave and Quantave) Abilies:

The candidate must be able to measure, calculate, reason, analyze, integrate and synthesize. In addion,

the candidate must be able to comprehend three--- dimensional relaonships and to understand the spaal

relaonships of structures. Problem-solving, the crical skill demanded of physicians, requires all of these

intellectual abilies. The candidate must be able to perform these problem-solving skills in a mely fashion.

V. Behavioral and Social Aributes:

The candidate must possess the emoonal health required for full ulizaon of their intellectual abilies, the

exercise of good judgment, the prompt compleon of all responsibilies aendant to the diagnosis and care

of paents, and the development of mature, sensive, and eecve relaonships with paents. The candi-

date must be able to tolerate physically taxing workloads and to funcon eecvely under stress. The candi-

date must be able to adapt to changing environments, display exibility, and learn to funcon in the face of

. uncertaines inherent in the clinical problems of paents. Compassion, integrity, concern for others, inter-

personal skills, interest, and movaon are all personal qualies that will be assessed during the admissions

and educaonal processes.

M.D. Handbook and Policies

Chapter 1

VI. Ability to Comply with Clinical Paent Safety and Health Standards Policies:

Wayne State University School of Medicine students are required to comply with all paent safety standards

and requirements at the sites of their clinical rotaons. This includes but is not limited to wearing hospi-

tal--- approved operang room are, following regulaons related to sterilizaon procedures, and receipt of

specic immunizaons and/or evidence of immunity from specic diseases. Students must undergo peri-

odic health tesng in order to receive instrucon in clinical sengs and perform the essenal funcon of a

medical student. Addional informaon is in Refusal of Required Immunizaons or Medical Tesng Policy. It

should be noted that failure to meet the requirements for paent safety, vaccinaon, and/or health tesng

will result in the student not being permied to train in aliated clinical facilies, thereby prevenng the

student from compleng the required curricular acvies needed to receive the Medical Doctor (M.D.)

degree.

Related Documents

None

M.D. Handbook and Policies

Chapter 1

M.D. Handbook and Policies

Chapter 2

Overview

2.1 Assessment

2.2 End of Segment and Honors Policy

2.3 Course Evaluations, AAMC Surveys and Other

Required Forms

2.4 Testing Policies

ASSESSMENT

& EVALUATION

M.D. Handbook and Policies

Chapter 2

2.1 Assessment

Purpose

Learning and educaon are life-long pursuits, especially in the eld of medicine. To be successful, learners

need to be self-directed, understand how to objecvely evaluate knowledge and understanding, and acve-

ly strive to minimize shortcomings and misunderstandings. Assessment is part of that process.

The role of assessment is to gather relevant informaon about learner progress towards compleon of the

Medical Doctor degree. Assessments used are designed to help determine progress along that pathway.

Assessments fall into one of two categories: formave or summave. Objecve formave assessments, in

the form of quizzes, are low-stakes and serve as self-assessment of knowledge while oering an opportunity

to remediate any knowledge shoralls and misconcepons. Formave feedback for small group and self- di-

rected learning experiences in the pre-clerkship curriculum will be provided using narrave evaluaon.

Facilitators/mentors of small group acvies or peers in the Gross Anatomy lab will evaluate learners in

several domains (e.g., self-directed learning, professionalism, preparaon, and parcipaon/communicaon)

by a ranked by a Likert Scale with wrien comments to support the numeric score. Summave assessments

are higher in stake and are aimed at assessing the comprehensive knowledge of the course content.

The ming of summave assessments in the pre-clerkship courses are structured to allow learners and

course faculty to determine knowledge strengths and weaknesses, early in the course, and to acvely

engage in academic support intervenons, if required. The intenon of this is to idenfy learners in need of

assistance and provide the necessary resources, in a mely manner, to successfully complete each course.

Pre-clerkship summave assessment is approached in mulple ways. Faculty-authored summave assess-

ments in the pre-clerkship curriculum are designed to assess content taught in various instruconal sessions

(e.g., case-based learning, team-based learning, problem-based learning, lecture, laboratory).

These assessments include mulple choice (e.g., clinical vignees, laboratory vignees), ll-in the-blank, and

short answer quesons. Addionally, at the end of each basic science course, a Naonal Board of Medical

Examiners (NBME) customized assessment will be administered, blueprinted to the pre-clerkship curriculum

outline by the Course Director. Summave assessment in longitudinal courses will include assessment of

clinical skills, peer assessment, reecve essays and other formats that are suited to the dierent outcomes

being measured.

Responsible Party and Review Cycle

The Assistant Dean of Connuous Quality Improvement and Compliance will review this document annually.

LCME Accreditaon References

• Element 9.4. Assessment System

• Element 9.5. Narrave Assessment

• Element 9.7. Formave Assessment and Feedback

• Element 9.8. Fair and Timely Summave Assessment

• Element 12.5. Non-Involvement of Providers of Student Health Services in Student

Assessment/Locaon of Student Health Records

M.D. Handbook and Policies

Chapter 2

Denion(s)

Pre-Clerkship Assessment (Segments 1-2)

Formave Assessment – Formave assessment is a form of student assessment that is aimed at allowing

students to monitor their own performance within a course. Formave assessment is generally low stakes,

which means that it has either no or low point value.

Summave Assessment – Summave assessment is a form of student assessment that is aimed at evaluang

a student’s knowledge, skill or behavior by comparing it to a benchmark or norm. Summave assessment is

generally high stakes, which means that it has a high point value.

Narrave Assessment – Narrave assessment is a form of assessment that is aimed at assessing a student’s

learning process. Narrave assessment is generally formave and is meant to provide immediate and direct

feedback to the student in order to improve their learning.

Policy (Pre-Clerkship Basic Science Courses):

Formave Assessment:

Each basic science course will provide weekly formave assessments. Compleng these assessments is op-

onal but highly recommended. Formave assessments do not count towards the course grade. Formave

assessments are created by the course director(s). Each formave assessment reects course content from

the previous week and may contain content from prior weeks to foster spaced repeon. Formave assess-

ments will be posted weekly on Friday aernoons. They will remain open unl the end of the course so that

students can used them to prepare for their summave assessments. Students will be allowed to take each

formave up to 25 mes. Students are also provided 60 minutes aer each assessment to review their per-

formance through a post exam review process.

Narrave Assessment:

Narrave assessment will be used as formave assessment throughout the pre-clerkship curriculum for

the purpose of determining if the student is meeng academic and professional identy goals. Students are

expected to review these evaluaons and incorporate the feedback into their acons and atudes. Areas

for remediaon will be idened and communicated to the academic support personnel and student coun-

selors. Failure to achieve goals developed by the pre-clerkship Course Directors may result in an profession-

alism citaon and a promoons commiee hearing.

Narrave assessment is to be provided in pre-clerkship courses that meet the following criteria:

a. has learning experiences (i.e. small-group and lab exercises) where narrave assessment would be

helpful in the students’ learning,

b. that had a low faculty-student rao, and

c. adequate contact hours to allow for individual narrave assessment of each student within the group

Summave Assessment:

M.D. Handbook and Policies

Chapter 2

Each course will be comprised of a minimum of three summave assessments. These assessments will be

spread throughout the course in order to aid in student learning by providing immediate feedback in form of

both a percentage score and performance prole.

Policy (Pre-Clerkship Longitudinal Courses)

As each longitudinal course (e.g., P4, Clinical Skills, etc.) in the curriculum has unique learning objecves, so

each course has a variety of formave and summave assessment methods. Please refer to the respecve

course syllabus for specic requirements.

Policy (Clerkship; Segment 3 NBME Subject/ Shelf Exams)

Each clerkship requires the student to achieve a passing grade in the shelf exam. All required clerkships are

to provide students with narrave assessment on the mid-clerkship evaluaon and clinical performance

examinaons.

Policy (Health Provider Involvement in Student Assessment)

The health professionals who provide health services, including psychiatric/psychological counseling, to a

medical student are prohibited from having any involvement in the academic assessment or promoon of

the medical student receiving those services.

All breaches of this policy, actual or suspected, must be reported and will be invesgated by the Associate

Dean of Student Aairs.

Non-Involvement of Providers of Student Health Services in Student Assessment or Promotion:

(LCME12.5)

• The health professionals who provide health services, including psychiatric/psychological counseling, to

a medical student are prohibited from having any involvement in the academic assessment or promoon

of the medical student receiving those services.

• All breaches of this policy, actual or suspected, must be reported and will be invesgated by the

Associate Dean of Student Aairs.

Related Documents

Grading Policy

Tesng Policy

2.2 End of Segment and Honors Policy

Purpose

M.D. Handbook and Policies

Chapter 2

This describes the End of Segment and Honors Policy for Segment 1 and 2

Responsible Party and Review Cycle

The Senior Associate Dean for Curricular Aairs and Undergraduate Medical Educaon will review this doc-

ument annually.

LCME Accreditaon References

None

Descripon

End of Segment and Honors Policy

End of Segment (EOS) Score

Segment 1 – End of segment score is an average of the nal course percentages for all fundamentals

courses.

Segment 2 – End of segment score is an average of the nal course percentages for all fundamentals

courses.

Note: P4, CSC and CEC are NOT used to calculate EOS.

EOS is computed for all students. Students’ inial percent course grade, prior to any exam retakes or course

repeats, is used to calculate EOS score.

End of Segment (EOS) Honors

Segment 1 – End of segment honors is awarded to students with an EOS score 1 standard deviaon or

greater than the class mean.

Segment 2 – End of segment honors is awarded to students with an EOS score 1 standard deviaon or

greater than the class mean.

Note: P4, CSC and CEC are NOT used to calculate EOS honors.

2.3 Course Evaluaons, AAMC Surveys, and Other Required Forms

Purpose

Evaluaon of the curriculum by students is a Wayne State University School of Medicine (WSUSOM) re-

quirement and is considered both a privilege and a professional obligaon. Wayne State University requires

that students evaluate all faculty using a standard queson form. All students are required to evaluate each

course inclusive of clerkships and elecves.

M.D. Handbook and Policies

Chapter 2

Course/Clerkship and faculty evaluaons are an LCME requirement.

Student engagement in the curriculum is a key part of WSUSOM’s professionalism standards. As such,

students are required to complete all assigned evaluaons in a mely manner. Failure to do so is considered

“failure to engage” and is considered a professionalism violaon.

Responsible Party and Review Cycle

The Assistant Dean of Connuous Quality Improvement and Compliance will review this document annually.

LCME Accreditaon References

• Element 3.5 Learning Environment/Professionalism

• Element 8.1 Curricular Management

• Element 8.5 Medical Student Feedback

Denion(s)

None.

All Students

The collecon and analysis of data through the evaluaon of the curriculum and faculty is a key part of

WSUSOM’s connuous quality improvement program. Evaluaons are used as a formal mechanism to

ensure the medical educaon program is meeng intended goals.

Student engagement in the curriculum, and its evaluaon, is a key part of the evaluaon process and WSU-

SOM’s professionalism standards. As such, students are required to complete all assigned evaluaons in

in a mely manner. Failure to do so is considered “failure to engage” and is considered a professionalism

violaon.

All data collected from evaluaons for analysis and reporng to course directors, instructors, and adminis-

trators are anonymous and devoid of any idenfying informaon. Honest, professional responses are of the

utmost importance.

Nocaon of evaluaon assignments is sent via email. It is the students’ responsibility to check for pending

evaluaons. Evaluaons are scheduled during and at the end of a course or clerkship. Once an evaluaon

has been posted, students have one week (7 calendar days) to complete the evaluaon.

100% compliance for all course/clerkship and faculty evaluaons is expected.

Non-Compliance

Since the data collected from evaluaons are a vital component of the school’s connuous quality improve-

ment program, all evaluaon assignments require compleon.

1st Oense within a given Academic Year:

• The student is issued a professionalism warning.

• Addionally, the student will be required to complete a one-page reecve evaluaon of the course/

M.D. Handbook and Policies

Chapter 2

clerkship that cites specic examples of aspects of the course/clerkship that could be improved OR that

worked very well, and how the cited examples have impacted the students understanding of the course

content. The narrave must be completed one week aer the professionalism warning has been issued.

• If the assigned narrave evaluaon is not completed within the alloed me specied, a formal profes-

sionalism citaon will be issued. The charge will become part of the student’s permanent record. The

student will also be required to present to the Chair of the Professionalism Commiee.

2nd Oense within a given Academic Year:

• A second oense within a given academic year will result in a formal professionalism citaon. The charge

will become part of the student’s permanent record. The student will also be required to present to the

Professionalism Commiee.

* If a student is unable to complete an evaluation because they did not interact with a faculty member or did not attend

an activity, the student is required to DECLINE the evaluation. Declining the evaluation is considered to be compliant.

AAMC Surveys

As part of their professional obligaons, students are also expected to respond to AAMC surveys in a mely

manner. This includes the Matriculaon student Quesonnaire (MSQ), Year 2 Quesonnaire (Y2Q), and the

Graduate Quesonnaire (GQ).

Other Required Forms

In addion to required evaluaons and AAMC surveys, the WSUSOM may at mes require students to com-

plete surveys for ongoing educaonal research, online educaonal acvies for regulatory compliance (e.g.,

HIPAA, Universal Precauons, etc.) or other acvies not listed or announced previously. Once these are

announced via email or other means, students are obliged to complete the requirement in a mely fashion.

Related Documents

None

2.4 Tesng Policies

Purpose

The purpose of dening tesng policies is to ensure that all students have the same examinaon experience.

Tests (e.g., examinaons) are one of two broad types: faculty-authored or Naonal Board of Medical Exam-

iners (NBME).

The following policies cover test (examinaon) materials, tesng processes, make-up exams and exam

review processes.

Responsible Party and Review Cycle

M.D. Handbook and Policies

Chapter 2

The Assistant Dean of Connuous Quality Improvement and Compliance will review this document annually.

LCME Accreditaon References

• LCME 9.4 Assessment System

• LCME 9.5 Narrave Assessment

• LCME 9.7 Formave Assessment and Feedback

• LCME 9.8 Fair and Timely Summave Assessment

Denion(s)

None

Policy (Faculty-Authored Test Materials) All Segments

Exam materials both wrien and electronic are property of Wayne State University School of Medicine. Stu-

dents are not allowed to possess these materials outside of a secure tesng facility nor are students allowed

to transmit informaon regarding these materials. Such behavior is considered academic misconduct and

may result in a referral to the University Code of Conduct Oce.

Policy (NBME Test Materials) All Segments

NBME exam materials both wrien and electronic are property of the Naonal Board of Medical Examiners.

This material is copyright protected and use of these examinaons is governed by NBME policies, students

do not have the right to either retain or review them. Students are not allowed to possess these materials

outside of a secure tesng facility nor are students allowed to transmit informaon regarding these materi-

als. Such behavior is considered academic misconduct and may result in a referral to the University Code of

Conduct Oce.

Policy (Examinaon Process – Face-to-Face) All Segments

Students are permied to enter the tesng area 20 minutes prior via Lab 325 MEC. Students can go to any

of the 3 labs once inside the tesng rooms. The exam will begin with the reading of instrucons at the desig-

nated start me.

Students who arrive aer the start of the exam are not allowed to sit for the exam at that me. Proctors will

inform the student that they must report to their counselor in the Oce of Student Aairs to request an

excused absence. If the counselor grants an excused absence, the student will take the exam on the next

scheduled make-up date. Students absent from a scheduled exam without an excuse will receive a zero (0)

for the exam.

The tesng oce will supply earplugs, and white boards/markers. It is your responsibility to dispose of all

trash, and to clean the white board and return it to the proctor at the end of the test.

During the examinaon process, including post exam reviews, tesng facilies are to be secure, which

means that students are not allowed to possess non-permied items on their person, at their seat, or in the

tesng facility. All non-permied items are to be stored in a student’s locker. Items are NOT to be stored in

the examinaon facility or adjacent hallway during the examinaon process. Storage of these materials on

M.D. Handbook and Policies

Chapter 2

the oor constutes a re hazard and is not allowed. A student may be asked to leave the tesng facility if

they are seen with a non-permied item. Permied and non-permied items include the following:

1. Permied Materials

a. Exam packet (envelope, exam booklet, scantron, images), if applicable

b. A non-alarmed watch

c. WSU Student ID

d. Covered Beverage

2. Non-Permied Materials

a. Electronic devices that can transmit, store, or receive informaon including but not limited to

cell phones, watches, pagers, cameras, laptops, tablets, iPads, iPods or electronic organizers.

Students may be allowed to store electronic devices in the tesng facility at the discreon of

the Tesng Oce.

• For examinaons in 309, 324 or 325 MEC, these devices are to be stored on the

countertops in the o posion. Students are not allowed to have an electronic device on

their person at any point during the examinaon process.

b. Large/bulky coats

c. Backpacks, bookbags, satchels, luggage or briefcase

d. Food – Students are not allowed to consume food in the tesng facility during an exam.

e. Reference materials (e.g., books, notes, papers)

f. Hats and hoods – Students wearing brimmed hats must remove them or turn them

backwards. Students wearing hoods must remove them.

• Students are permied to wear religious or cultural head are (e.g., turban, hijab,

yarmulke) as long as it does not interfere with the examinaon process.

3. The length of all WSUSOM internally developed exams is based on the number of items (i.e.,

quesons). For each item, 1.2 or 1.5 minutes is alloed plus an addional 10 minutes for citaons (if

applicable). The determinaon of item ming is based on the discreon of the Course Director. The

total length of the exam is rounded up to the next minute. The length of external exams (e.g., NBME

sponsored exams) and laboratory exams might be dierent.

Policy (Examinaon Process – Online/Remote) All Segments

Online/Remote test (examinaons) are administered via Zoom. Students may enter the Zoom meeng at

least 15 minutes prior to the exam start me. Students are required to have appropriate computer equip-

ment and access to a reliable internet connecon for the duraon of the exam.

Students must follow detailed instrucons given by the proctor prior to start of the exam. These instrucons

include how to contact the proctor in case of an emergency.

Students are allowed to have their cell phones, which may only be used to contact the proctor during the

exam or as the exam camera.

M.D. Handbook and Policies

Chapter 2

Students must have a device that has a camera or use their cell phone as the camera for the duraon of the

exam.

Students are allowed the use of one sheet of note paper during the exam. The paper must be blank at the

start of the exam (show both sides to the camera at the start of the exam). At the end of the exam, the

student must demonstrate the tearing up the note paper on camera and discard the paper when nished

with the exam. Please review the policies on possession of test materials.

Students are permied to take only ONE bathroom break during the exam.

Policy (Make-Up Examinaons) All Segments

Segments 1 & 2

Any student that is granted an excused absence from the original exam will be allowed to parcipate in

the make-up exam. A make-up exam will be of comparable content but is not guaranteed to be the same

examinaon given on the originally schedule date. At the me of the make-up examinaon, the item cita-

on process has concluded, therefore students taking these exams cannot parcipate in the item citaon

process.

Students are automacally scheduled for the next make-up examinaon me, but may, in consultaon with

the Assistant Dean of Connuous Quality Improvement and Compliance, be granted a customized make-up

exam schedule to complete courses in a mely manner only under extenuang circumstances.

A grade of zero will be entered for the re-exam if a student is not able to sit for the exam.

All course work including examinaons must be complete within one week of the course end date (dened

as the date of the last exam).Students not complying with the policy may be placed on a leave of absence

and their status to return to course work will be evaluated by the Associate Dean of Student Aairs and

Career Development.

Once a new course has started, taking exams from a previous course must be priorized and taken rst in

the exam schedule.

Segments 3 & 4

For Segment 3 Clerkship make-up examinaons are administered on a customized basis as to not interfere

with clinical rotaons. The exact dates of make-up examinaons will be determined by the Tesng Oce

and Associate Dean of Clinical Educaon and communicated to the student.

Policy (Disrupve Behavior During Examinaons) All

A student engaging in disrupve behavior (i.e. behavior that interferes with the tesng environment of other

examinees) will receive a verbal warning. If the disrupve behavior connues, the student will be escorted

out of the tesng facility. The Assistant Dean of Connuous Quality Improvement and Compliance in con-

sultaon with the appropriate educaon Assistant/Associate Dean (Pre-Clerkship or Clinical) will be respon-

sible for evaluang and deciding appropriate next steps for a student who has engaged in disrupve behav-

ior during examinaons.

Policy (Academic Misconduct During Examinaons) All

M.D. Handbook and Policies

Chapter 2

Irregular Behavior – Face-to-Face Exams

Academic misconduct includes all acons or aempted acons on the part of a student that would or could

subvert the examinaon process. Examples of irregular behavior include, but are not limited to:

• Failing to comply with any wrien or verbal tesng policy, procedure, rule, and/or instrucon of a

proctor.

• Providing specic informaon regarding the content of examinaon to any other student before,

during or aer an examinaon or post exam review.

• Seeking and/or obtaining specic informaon about the content of an examinaon from another

student.

• Seeking and/or obtaining access to examinaon materials during, prior or aer the administraon of

an examinaon or post exam review.

• The of examinaon materials.

• Impersonaon of a student or engaging a proxy to take the examinaon.

• Copying answers from another student.

• Allowing another student to copy your answers.

• Possessing non-permied materials during an examinaon or post exam review.

• Making notes of any kind during the examinaon or post exam review except in the test booklet or

designated scrap paper.

◦ Students are allowed one piece of designated scrap paper during an examinaon at a me,

which is provided by a proctor.

▪ Students are not allowed to provide their own scrap paper.

▪ Students must surrender their piece of scrap paper to a proctor at the end of the

examinaon or prior to obtaining a new scrap paper.

▪ Students are not allowed to remove scrap paper from a tesng facility.

▪ Wring on scrap paper is not allowed unl the exam mer has started.

• Taking photos of test materials.

• Reconstrucon of test content through memorizaon.

• Altering or misrepresenng examinaon scores.

• Connuing to answer items or erase answers aer me is called.

• Failure to report suspected or actual irregular test-related behavior or cheang of fellow students.

Irregular Behavior – Online/Remote Exams

Academic misconduct includes all acons or aempted acons on the part of a student that would or could

subvert the examinaon process. Examples of irregular behavior include, but are not limited to:

• Failing to comply with any wrien or verbal tesng policy, procedure, rule, and/or instrucon of a

M.D. Handbook and Policies

Chapter 2

proctor.

• Inappropriate camera use during the exam.

• Providing specic informaon regarding the content of examinaon to any other student before,

during or aer an examinaon or post exam review.

• Seeking and/or obtaining specic informaon about the content of an examinaon from another

student.

• Seeking and/or obtaining access to examinaon materials during, prior or aer the administraon of

an examinaon or post exam review.

• The of or making electronic or photographic copies of examinaon materials.

• Impersonaon of a student or engaging a proxy to take the examinaon.

• Being in contact with another student during an exam.

• Possessing or accessing non-permied materials during an examinaon or post exam review.

• Making notes of any kind during the examinaon or post exam review except on designated scrap

paper.

◦ Students are allowed one piece of designated scrap paper during an examinaon at a me.

▪ Students must destroy their piece of scrap paper at the end of the examinaon.

▪ Wring on scrap paper is not allowed unl the exam mer has started.

• Reconstrucon of test content through memorizaon.

• Altering or misrepresenng examinaon scores.

• Connuing to answer items or erase answers aer me is called.

• Failure to report suspected or actual irregular test-related behavior or cheang of fellow students.

A student observed or reported to have engaged in irregular behavior during an examinaon will be allowed

to complete the exam. The proctor will document the incident and keep a record of all events and materials

handed.

All incidents will be immediately reported to the Assistant Dean of Connuous Quality Improvement and

Compliance, who will iniate an invesgaon and forward all materials to either the Associate Dean of Pre-

Clerkship Educaon or the Associate Dean of Clinical Educaon, as appropriate.

The Assistant Dean of Connuous Quality Improvement and Compliance along with either the Associate

Dean of Pre-Clerkship Educaon or the Associate Dean of Clinical Educaon, in consultaon with the Senior

Associate Dean of Undergraduate Medical Educaon, will be responsible for evaluang and deciding appro-

priate next steps for a student who has engaged in irregular behavior. To the extent such irregular behavior

falls under the umbrella of cheang, it will be handled pursuant to the WSU Student Code of Conduct.

Other Examinaon Policies

Posng Exam Scores (All Segments)

M.D. Handbook and Policies

Chapter 2

Immediate dra scoring is available for most non-NBME examinaons. Final scores are available aer

Course Director and course faculty use available psychometric informaon and students’ queson citaons

to make decisions about whether to change the answer key.

Cing Examinaon Quesons (Segments 1 – 2)

For non-NBME examinaons, students are given one opportunity to idenfy examinaon quesons which

they feel are awed or poorly wrien. At the compleon of an examinaon, students may cite as many

quesons as they like for Course Directors and faculty to review as they make decisions to give full credit

for quesons or to accept alternate answers. Ten minutes is alloed for cing quesons at the end of the

examinaon. Students are not permied to contact individual faculty or Course Directors directly to lobby

for changes to the answer key.

Students taking make-up or remedial examinaons cannot cite exam quesons.

Requests for Hand Scoring of Examinaons (All Segments)

Students who feel there is an error in their examinaon score my request a hand scoring of the examina-

on by contacng the Tesng Oce. The hand scoring will ensure that the electronic scoring has worked

properly.

Students are responsible for subming an answer sheet that is complete and accurate. In these cases, the

hand scoring would conrm the student’s score and that the electronic scoring worked as intended. The

results of all objecve examinaons cannot be appealed, other than having the score veried through the

hand scoring process.

Related Documents

Grading

Aendance

Assessment

M.D. Handbook and Policies

Chapter 2

M.D. Handbook and Policies

Chapter 3

Overview

3.1 Insurance Information

3.2 Student Records

3.3 Tuition and Registration

3.4 Student Confidentiality and Access to Sensitive

Information

3.5 WSUSOM Enrollment Policies

3.6 Transcript Grades

RECORDS, REGISTRATION

& ENROLLMENT

MANAGEMENT

M.D. Handbook and Policies

Chapter 3

3.1 Insurance Informaon

Health/disability and malpracce insurance coverage is required for all Wayne State University School of

Medicine students.

Responsible Party and Review Cycle

The Associate Dean of Enrollment Management Services. This policy will be reviewed on an annual basis.

LCME Accreditaon References

• Element 12.6. Student Health and Disability Insurance

Malpracce Liability for Medical Students

Wayne State University School of Medicine professional liability insurance policy covers WSUSOM admit-

ted and enrolled students when engaged in required WSUSOM acvies, approved away and internaonal

elecves, and WSUSOM sanconed student organized trips. All acvies must receive ocial WSUSOM

Approval. The Oce of Records and Registraon can provide an insurance cercate of coverage. (hps://

recordsandreg.med.wayne.edu/liability-insurance)

If a student remains enrolled, but is temporarily on LOA, the student’s coverage is reinstated when the

student returns to academic dues.

Health and Disability Insurance

All medical students are required to have health and disability insurance as a condion of their enrollment.

Students may meet this requirement in one of two ways.

1. Purchase one of the School of Medicine Health Insurance Plans

2. Submit a Health Insurance Waiver for approval. Students who do not meet the waiver approval require-

ments will be required to purchase a School of Medicine Health Insurance Plan.

Any cancellaon request of a School of Medicine health insurance plan must be submied in wring to En-

rollment Management 45 calendar days prior to the date a student wants coverage terminated.

Any enrollment request of a School of Medicine health insurance plan aer the start of the academic year

must be submied in wring to Enrollment Management 45 calendar days prior to the date a student wants-

coverage to begin.

Students who fail to make payment of a School of Medicine Health Insurance Plan by the established dead-

line, who fail to submit a Health Insurance Waiver that meets approval, or who are found to be out of com-

pliance with this policy, will be de-registered from coursework and placed on an academic leave of absence

(ALOA) from medical school.

The School of Medicine health insurance plan benets are adjusted each year to meet the needs of the stu-

dents based on student input through the Student Senate and based on an annual review of ulizaon.

M.D. Handbook and Policies

Chapter 3

Related Documents

Leave of Absence Policy

3.2 Student Records

Purpose

This policy outlines the approach of Wayne State University School of Medicine towards the handling of

sensive informaon such as academic records, health informaon, and evaluaon of students who seek

medical/psychological care.

Responsible Party and Review Cycle

The Director of Medical School Enrollment will review this document annually.

LCME Accreditaon References

• Element 11.5: Condenality of Student Educaonal Records

• Element 11.6: Student Access to Educaonal Records

• Element 12.5 Non-Involvement of Providers of Student Health Services in Student Assessment/Locaon

of Student Health Records

Condenality

For more informaon regarding Wayne State University’s Privacy of Academic Records Policy, please refer

to: hps://wayne.edu/registrar/records/privacy

Privacy of Academic Records

hps://wayne.edu/registrar/faculty/privacy

Restrict release of directory informaon form: Please refer to website above

Authorized Non-Student Access to Student Records

You can grant access to others access to your student records. Please use this Authorizaon to Release Aca-

demic Records website

hps://eiprod.wayne.edu/sso/nextgen/dev3_sso.php?form_id=b0a98790-8e48-4b28-8eeb-8ce48ea8076f

Transcripts

To make Transcript Requests:

hps://recordsandreg.med.wayne.edu/forms

M.D. Handbook and Policies

Chapter 3

SOM Student Health and Immunizaon Access and Storage Policy:

• It is the policy of Wayne State University School of Medicine to ensure that student health and

immunizaon records and health informaon will be protected from a loss of:

◦ Condenality: so that informaon is accessible only to authorized individuals.

◦ Availability: that authorized users have access to relevant informaon when required.

• All breaches of informaon security, actual or suspected, must be reported and will be invesgated.

• Student health and immunizaon informaon will be stored by the WSU School of Medicine Health

Records Oce.

• Access to the health record and informaon will be restricted to Health Oce personnel.

• Students can grant the School of Medicine Records Oce permission to contact the WSU School

of Medicine Health Oce to request an immunizaon compliance report. This compliance report

is only shared with the authorized clinical site personnel to document student compliance with

immunizaon policies.

• Students can request copies of their health and immunizaon records by contacng the WSU SoM

Health Records Oce at MDHealthRecords@wayne.edu.

Related Documents

None

3.3 Tuion and Registraon

Tuion Structure and Budget

Students are assessed tuion each term based on the tuion rate set forth by the Board of Governors.

Please refer to the Tuion and Fee Chart for a complete lisng of the current term’s rates.

Assessment of Tuition and Fees: hps://recordsandreg.med.wayne.edu/tuion/assessment

Statement of Tuition and Fee Regulations: wayne.edu/registrar/tuion/tuion-and-fee-regulaons

A Tuion Calculator is available to help students determine their tuion and fees for a parcular term.

Tuition Calculator: apps.reg.wayne.edu/tuion

Payment

All payment policies are set by the Oce of the Bursar: wayne.edu/bursar

University Billing

If a student has quesons, or requires addional informaon, please contact:

wayne.edu/bursar/contact

M.D. Handbook and Policies

Chapter 3

Financial Responsibility Agreement:

wayne.edu/bursar/student-obligaon

All informaon about billing can be found here:

wayne.edu/bursar/ebill

Payment Opons:

wayne.edu/bursar/payment

Registraon

Informaon on how to register for classes: recordsandreg.med.wayne.edu/scheduling

State Residency Classicaon

Please see current year informaon of Tuion and Fee Regulaons for informaon on

State Residency Classicaon:

wayne.edu/registrar/tuion/tuion-and-fee-regulaons

Request for in-state tuion form:

wayne.edu/registrar/pdfs/request_for_in-state_tuion_2017-08_pdf_llable.pdf

3.4 Student Condenality and Access to Sensive Informaon

The purpose of this policy is to outline the approach of Wayne State University School of Medicine towards

the handling of sensive informaon such as academic records, health informaon and evaluaon of stu-

dents who seek medical/psychological care.

Responsible Party and Review Cycle

The Director Medical School Enrollment Management Services

LCME Accreditaon References

Descripon

CONFIDENTIALITY

Wayne State University School of Medicine follows appropriate standards of condenality in the manage-

ment of private student informaon. The WSUSOM’s policies pertaining to student access to records and

the protecon of condenality comply with Wayne State University (parent instuon) and the Family

Educaonal Rights and Privacy Act of 1974 (FERPA), governing access to, and condenality of, student

educaonal records. For more informaon regarding Wayne State University’s Privacy of Academic Records

Policy, please refer to: hp://reg.wayne.edu/students/ privacy.php

M.D. Handbook and Policies

Chapter 3

RIGHTS UNDER FERPA FOR POSTSECONDARY INSTITUTIONS

The Family Educaonal Rights and Privacy Act (FERPA) aords students certain rights with respect to their

educaon records:

• The right to inspect and review the student’s educaon records.

• The right to request the amendment of the student’s educaon record that the student believes is

inaccurate, misleading, or otherwise in violaon of the student’s privacy rights under FERPA.

• The right to provide wrien consent before the University discloses personally idenable

informaon from the student’s educaon records, except to the extent that FERPA authorizes

disclosure without consent.

• The right to le a complaint with the U.S. Department of Educaon concerning alleged failures by

the University to comply with the requirements of FERPA. The name and address of the Oce that

administers FERPA is:

Family Policy Compliance Oce

US Department of Educaon

400 Maryland Avenue, SW Washington, DC 20202

STUDENT INFORMATION AND ACADEMIC RECORDS

With certain dened excepons, under FERPA, an academic record is: Any record, maintained by an instu-

on or agent of the instuon where a student can be personally idened. A student has right to expect

that educaonal records will be kept condenal and will be disclosed only with his or her permission or as

allowed by law (including electronic records). Informaon regarding an individual’s academic performance,

external examinaon results (e.g. USMLE) and nancial status will be kept condenal and handled carefully

to prevent it from becoming known to unauthorized individuals.

The WSUSOM uses various secure electronic informaon systems, such as MySOM, Banner, STARS, New

Innovaons, etc. for storing informaon regarding student academic performance, course registraon,

biographical data, appointment informaon and nancial aid and student account informaon regarding

charges and payments. Paper les kept at the WSUSOM include the academic le and the health le.

REVIEW AND AMEND RECORDS

Students have the right to inspect and review their educaonal records, seek amendment of the records

they believe to be inaccurate or in violaon of their privacy rights, and consent to disclosures of personally

idenable informaon contained in their records (except to the extent that the law authorizes disclosure

without consent). Students who wish to amend an inaccurate or misleading record may:

• Discuss any changes with the WSUSOM Associate Dean for Student Aairs and Career

Development or Oce of Records and Registraon

• Request that records are reviewed by Wayne State University Registrar (main campus). The school

is required, by law, to respond within 45 days of the request receipt. Requests through this channel

should be addressed to:

Wayne State University Academic Records

Wayne State University

5057 Woodward, Fih Floor

Detroit, MI 48202

M.D. Handbook and Policies

Chapter 3

3.5 WSUSOM Enrollment Policies

Responsible Party and Review Cycle

The Senior Associate Dean for Undergraduate Medical Educaon will review this document annually.

LCME Accreditaon References

Enrollment Policies

There are two types of enrollment status:

1. AAMC Enrollment Status:

The AAMC denes this type of enrollment as “Includes any and all persons seeking the MD degree at any

U.S. MD-granng medical school. Enrollment includes students at all class levels, inacve or acve, and

those repeang years or on leave for any reason. (There are four class levels, but any student may remain in

any class level for more than one year.)”

FACTS Glossary | AAMC

2. Federal and University Enrollment Status:

This is dened by the Department of Educaon as “Enrollment status is reported by the school you aend-

ed, and indicates whether you are, or were, full-me, three-quarter me, half-me, less than half-me,

withdrawn, graduated, etc.”

Enrollment Status | Federal Student Aid

For enrollment purposes the following statuses are either reported as enrolled, withdrawn or graduated:

Student Status AAMC Enrollment

Status

Federal & University Enrollment Status

Enrolled in courses Enrolled Enrolled

Dismissed Dismissed Withdrawn – not enrolled

Leave of Absence (any type) Enrolled Withdrawn – not enrolled

Withdrawn

Withdrawn- not enrolled

Withdrawn – not enrolled

Suspended

Enrolled

Withdrawn – not enrolled

Graduated

Graduated – not enrolled

Time Status

M.D. Handbook and Policies

Chapter 3

Time-Status for MD Program Credit Hours Registered

FT Full-Time 10.00+

TT Three-Quarter Time 7.50-9.99

HT Half-Time 5.00-7.49

LH Less than Half-Time

0.01-4.99

WW Withdrawn

0.00

Note: Note: Students on F1 Visa must remain full-me in every term they are registered for. This is especial-

ly important in Segment 4. 10 credits or more must be taken in every three-month block.

Descripon

Dismissal Policy: hps://med-wayne- student.policystat.

com/?lt=6JCpazsiQzm_wS4YW4HHU9&next=%2Fpolicy%2F9989532%2Flatest%2F

Withdrawal Policy: hps://med-wayne- student.policystat.

com/?lt=6JCpazsiQzm_wS4YW4HHU9&next=%2Fpolicy%2F9989522%2Flatest%2F

Leave of Absence: hps://med-wayne- student.policystat.

com/?lt=6JCpazsiQzm_wS4YW4HHU9&next=%2Fpolicy%2F9989718%2Flatest%2F

Eligibility to Parcipate: hps://med-wayne- student.policystat.

com/?lt=6JCpazsiQzm_wS4YW4HHU9&next=%2Fpolicy%2F9989772%2Flatest%2F

Health and Disability Insurance Requirement: hps://med-wayne- student.policystat.

com/?lt=6JCpazsiQzm_wS4YW4HHU9&next=%2Fpolicy%2F9989369%2Flatest%2F

Prohibion From Parcipaon in School Acvies

To ensure success, students who are on a leave of absence of any type are not permied to parcipate as

Senate or class ocers, hold leadership roles in student organizaons, sit on medical school commiees,

parcipate in school acvies requiring registraon, parcipate in extra-curricular internaonal travel proj-

ects or programs, represent the school at any conferences or parcipate in co-curricular programs.

It will be at the discreon of the various commiees as classes as to how they wish to re-assign the dues of

the ocer or commiee aer their absence.

At the discreon of the Associate Dean for Student Aairs and Career Development, students may be pro-

hibited from parcipaon in other acvies not specied here.

For students who are on a leave of absence one month or less, their connued parcipaon on commit-

tees or as ocers will be considered on a case-by-case basis by the Associate Dean for Student Aairs and

Career Development.

DIS-ENROLLMENT FROM COURSEWORK

Students are registered by segment and assessed tuion every three months. Students who withdraw or

M.D. Handbook and Policies

Chapter 3

have approved leaves of absence will have their courses dropped or withdrawn in accordance with uni-

versity policies regarding tuion and fee regulaons, as found here: hps://wayne.edu/registrar/ tuion/

tuion-and-fee-regulaons

SEVEN-YEAR LIMIT TO COMPLETE ALL DEGREE REQUIREMENTS

Beginning with the matriculang Class of 2015, there is a seven-year limit on the me that students have to

complete all M.D. degree requirements. The seven-year limit includes parcipaon in the modied program,

leaves of absences, repeang coursework, and remediang USMLE examinaons. The Vice Dean for

Medical Educaon has the discreon to grant extensions.

Any leave of absence from the M.D. program will be included in the maximum me frame calculaon when

determining Sasfactory Academic Progress for Title TV nancial aid eligibility purposes.

For M.D./Ph.D. students, the me working on the Ph.D. is not counted toward the seven-year limit for the

M.D. requirements.

ELIGIBILITY FOR FEDERAL FINANCIAL AID: SATISFACTORY ACADEMIC PROGRESS

The Promoons Commiee at the School of Medicine determines each student’s Sasfactory Academic

Progress (SAP) at least on an annual basis. Responsibility for the ongoing monitoring of academic progress of

students is the Associate Dean for Undergraduate Medical Educaon or their delegate, who reports aca-

demic deciencies to the Chair of the Promoons Commiee.

The academic requirements for the M.D. degree include sasfactory compleon of the curriculum designed

and implemented by the faculty. The denion and implementaon of the Schools’ Sasfactory Academic

Progress policy applies to all students and complies with the federal eligibility requirements through Title IV

for students to receive federal student nancial aid. Sasfactory Academic Progress is dened qualitavely

and quantavely (pace).

Sasfactory Academic Progress is dened as receiving at least a sasfactory grade in all enrolled courses.

A sasfactory grade is equivalent to a leer grade of B and an honors grade (Segment 3) is equivalent to a

leer grade of A (federal guidelines require a C or beer). Students with a sasfactory grade in all courses at

a given level (Segment 1, etc.) are considered to be making SAP. Students with unsasfactory performance

are reviewed by the Promoons Commiee to determine whether they will be allowed remediaon or

will be dismissed from medical school. Remediaon of failed courses may result in a schedule which devi-

ates from the norm, as approved by the Promoons Commiee. A student must successfully remediate all

coursework in the order scheduled in order to be considered as making sasfactory academic progress.

The majority of students take four years to complete the M.D. degree. According to Federal Financial Aid

guidelines, students are expected to complete all degree requirements in six years (150%) from matricula-

on for eligibility. For students in the combined M.D./Ph.D. program, the SAP policy only applies to the me

they are enrolled in medical school poron of training.

For purposes of determining a student’s progress, Segments 1 and 2 are combined and Years 3 and 4 are

combined. O-track students are further expected to complete Segments 1 and 2 in three years, and to

complete Segments 3 and 4 in three years (totaling six years).

The normal period of enrollment at the WSUSOM is 4 years (4 academic terms). For customary academic

progress a student will complete sasfactorily:

• Aer the rst academic term -- 50 credit hours; (Segment 1)

M.D. Handbook and Policies

Chapter 3

• Aer the second academic term - 101 credit hours; (Segments 1-2 combined) and pass USMLE Step

• Aer the third academic term - 150 credit hours; (Segments 1-3 combined)

• Aer the fourth academic term - 202 credit hours; (Segments 1-4 combined) and pass USMLE Step 1

and USMLE Step 2CK

Since the Promoons Commiee may give approval for an individual student to repeat a poron or all of a

school year, the required number of credit hours to be completed at the end of each enrollment period will

vary in these cases.

TITLE IV DISBURSEMENT ISSUES AND FINANCIAL AID PROBATION

Students who are required to repeat failed coursework are deemed to not be making SAP and will be placed

on nancial aid probaon as a condion of being allowed to repeat coursework. In the academic term im-

mediately following the term where a student does not make SAP, Title IV funds may be disbursed under the

following condions:

• The student submits a formal appeal form to the Financial Aid Oce, along with a personal

statement explaining the extenuang circumstances which caused the failure to meet SAP and

detailing what has changed that will ensure success in the future (forms are available on the Financial

Aid website)

• The WSUSOM develops and submits a wrien academic plan that, if followed, will ensure that the

student is able to meet SAP by a specic point in me (to be submied along with the appeal).

Compliance with the academic plan is monitored on an ongoing basis. A student who does not comply with

each remediaon standard at any point during the probaonary period will be suspended from Title IV

nancial aid eligibility at the conclusion of the probaonary period.

Students re-establish nancial aid eligibility by successfully compleng each remediaon requirements.

3.6 Transcript Grades

Purpose

The policy is to review the Transcripts and Grades for WSUSOM

Responsible Party and Review Cycle

The Senior Associate Dean for Undergraduate Medical Educaon will review this document annually.

LCME Accreditaon References

None

Descripon

M.D. Handbook and Policies

Chapter 3

TRANSCRIPT GRADES

For each course, one of the following grades will be placed in the transcript:

I = Incomplete will be entered if circumstances beyond the student’s control have prevented compleon of

assigned acvies.

U = Unsasfactory will be entered if the student fails to achieve a sasfactory grade. Failed courses that are

repeated will retain the original grade of U on the transcript. Once the student has passed the repeated

course the grade of S will be entered on the transcript as the second grade for the course even if

performance the second me would have otherwise resulted in a higher grade.

S = Sasfactory will be entered if the student completed all requirements for passing the course.

S+= Sasfactory with Commendaons is only available for use with the Segment 3 clerkships and Segment 4

Emergency Medicine. A student remediang a course or clerkship is ineligible for a grade of Sasfactory with

Commendaons.

H = Honors will be entered if the student’s performance (during Segment 3-4 only) is determined to be

meritorious. A student remediang clerkship is ineligible for a grade of Honors.

S* = Sasfactory upon Remediaon will be entered for failed courses once they have been successfully

remediated by re-examinaon.

M.D. Handbook and Policies

Chapter 3

M.D. Handbook and Policies

Chapter 4

Overview

4.1 Financial Aid

FINANCIAL

AID

M.D. Handbook and Policies

Chapter 4

4.1 Financial Aid

Financial aid policy is set by the US Department of Educaon and Wayne State University, and not by the

Wayne State University School of Medicine. Please follow this link for the most up-to-date informaon:

hps://wayne.edu/nancial-aid/medicine/policies

M.D. Handbook and Policies

Chapter 5

Overview

5.1 Computer & Device Security

5.2 Computing & Data

5.3 Data Security and Privacy (HIPPA)

COMPUTER &

DEVICE SECURITY

M.D. Handbook and Policies

Chapter 5

5.1 Computer & Device Security

Purpose

The following policies and standards govern computer and network use at Wayne State University, as well

as the use of WSU’s informaon technology resources and services.

Responsible Party and Review Cycle

SrDir, CIO School of Medicine

LCME Accreditaon References

Acceptable Use of Informaon Resources

Please refer to the university acceptable use policies: hps://wayne.edu/policies/acceptable-use/

Computer Requirements

Computer & Device Security

Please refer to university policy: hps://tech.wayne.edu/kb/security/computer-device-security

Data Security

Computer Access of Data

Students’ use of computers and/or accessing data stored on a computer system without proper authoriza-

on is subject to disciplinary acon, as spulated in the University Regulaons: hps://wayne.edu/policies/

acceptable-use

Please refer to the university acceptable use policies: hps://tech.wayne.edu/about/policies

5.2 Compung & Data

Acceptable Use of Informaon Resources

Please refer to the university acceptable use policies: wayne.edu/policies/acceptable-use/

Technology Standards

Computer Requirements

M.D. Handbook and Policies

Chapter 5

Computer and Device Security

Please refer to university policy: tech.wayne.edu/kb/security/computer-device-security

Data Security

Computer Access of Data

Students’ use of computers and/or accessing data stored on a computer system without proper authoriza-

on is subject to disciplinary acon, as spulated in the University Regulaons:

1. Unauthorized Use of Computer Accounts or System Access: Unauthorized use of computers

includes free standing as well as networked computers. It is to be emphasized that giving one’s

password or other log-on informaon to an unauthorized user of the system is unauthorized system

access. Regardless of the purpose or the intent of unauthorized access, Wayne State University will

recommend the ling of appropriate charges in the Criminal Jusce System for all such violaons.

2. Unauthorized Viewing or Changing of Data: only authorized users are to have access to data.

“Browsing” of data by unauthorized users is a violaon of the State Penal Code, and such acons will

be prosecuted. This statement covers all administrave systems on campus, including the Student

Informaon System. Unauthorized access of another person’s account to view that person’s les

comes under this heading as well. Such access includes, but is not limited to, accessing another

student’s les, accessing a professor’s le and accessing a paent’s le without proper authority.

3. Unauthorized Copying of Soware and Data: all commercial soware and data are covered by

copyrights of some form. Duplicaon of soware and/or data covered by such copyrights is a

violaon of the copyright law.

4. Computers should not be used for the unauthorized downloading of pornographic or oensive

material. Unapproved programs should not be placed on the computer.

5.3 Data Security and Privacy (HIPPA)

Purpose

The following policies and standards govern computer and network use at Wayne State University, as well

as the use of WSU’s informaon technology resources and services.

Responsible Party and Review Cycle

SrDir, CIO School of Medicine

LCME Accreditaon References

• Element 11.5: Condenality of Student Educaonal Records

• Element 11.6: Student Access to Educaonal Records

Descripon

M.D. Handbook and Policies

Chapter 5

Please see WSU C&IT Policies - tech.wayne.edu/about/policies

• Health Insurance Portability and Accountability Act (HIPAA) - A US law designed to provide privacy

standards to protect paents’ medical records and other health informaon.

M.D. Handbook and Policies

Chapter 6

Overview

6.1 Bio Safety Training - CITI Module

6.2 Medical Health Requirements and Immunizations

6.3 N95 Respirator Mask Fit Requirements for Medical

Students

6.4 Universal Precautions & Needlestick Protocol

6.5 WSUSOM Criminal Background Check and

Attestation Policy

M.D. REQUIREMENTS

AND PROCEDURES

M.D. Handbook and Policies

Chapter 6

6.1 Bio Safety Training - CITI Module

Purpose

The purpose of the training is to review Bio Safety and Bloodborne Pathogens

Responsible Party and Review Cycle

The Senior Associate Dean for Undergraduate Medical Educaon will review this document annually.

LCME Accreditaon References

None

Descripon

All student are to review and complete CITI Module 3 – Biosafety/Bloodborne Pathogens Cercate re-

quired. Please login to your Segment 1 Orientaon Canvas to complete.

6.2 Medical Health Requirements and Immunizaons

Purpose

In order to parcipate in the medical educaon program and co-curricular programs, a medical student must

be compliant with the WSUSOM health standards. Any quesons regarding this policy or procedures should

be directed to the Medical Student Health Ocer at mdhealthrecords@wayne.edu.

Responsible Party and Review Cycle

The Director of Medical School Enrollment will review this document annually.

LCME Accreditaon References

Element 12.7 Immunizaon Requirements and Monitoring

Descripon

REQUIRED VACCINATIONS/EVIDENCE OF IMMUNITY POLICY

As medical students and future members of the health care workforce it is important for WSUSOM students

to provide documentaon that they have had all necessary vaccinaons or have evidence of immunity from

specic diseases. This documentaon is essenal not only to show that the student is protected, but also to

protect those paents with whom they will come in contact during clinical rotaons, visits to clinical facili-

es, and in the course of volunteer or relief programs. This documentaon is also required by our aliated

M.D. Handbook and Policies

Chapter 6

clinical teaching facilies. The specic requirements for vaccinaon/immunity documentaon are listed

below. These requirements are based upon current recommendaons from the

U.S. Center for Disease Control (CDC), the Michigan Department of Community Health (MDCH), other

expert authories, and requirements of instuons hosng vising students. This informaon and the

requirements must be reviewed very carefully by the Medical Student Health Ocer Assistant to ensure

compliance and should be shared with students’ health care providers as needed.

Students must provide the specic dates of vaccinaons. If anbody ters are drawn, then copies of the

actual laboratory reports also must be provided to the Medical Student Health Ocer Assistant for inclusion

in the students’ health les

Annual inuenza vaccinaons and TB tesng will be oered at the WSUSOM at the appropriate mes of

each school year.

Any quesons regarding this policy should be addressed to the Medical Student Health Ocer at mdheal-

threcords@wayne.edu.

All inquiries will be received and addressed by the Medical Student Health Ocer Assistant. The Medical

Student Health Ocer Assistant is responsible for reviewing the health records of and contacng individual

students. S/he is a member of the medical eld but is not involved in the academic assessment or promoon

of medical students. The Medical Student Health Ocer is responsible for all policies related to compliance

with health standards; but does not review individual student health records.

REQUIRED DOCUMENTATION OF VACCINATIONS AND EVIDENCE OF IMMUNITY:

Please note: For ALL anbody ters, copies of the actual laboratory reports MUST be submied for inclu-

sion in the student’s health le.

• Tdap – (Tetanus toxoid, reduced diphtheria toxoid and acellular pertussis vaccine) – This is a

somewhat dierent formulaon than the DTaP or DPT vaccinaons that most of our students

received in infancy/ early childhood and it is also dierent than the Td (commonly “Tetanus shot”)

that many may have received as adolescents or adults for tetanus prophylaxis for wounds. The Tdap

has the standard dose of tetanus toxoid, a reduced dose of diphtheria and an acellular booster for

pertussis (“whooping cough”). With the resurgence and increasing incidence of pertussis, the CDC

and other authories have recommended that all health care providers who have not received a

Tdap as an adult (i.e. at age 16 or older) should receive one, regardless of the me since their last Td

vaccinaon. The hospitals in which our students parcipate in clinical rotaons are requiring explicit

documentaon of the adult pertussis vaccinaon in order for students to be in their facilies.

• Measles and mumps –Some of the clinical sites available to students for clerkships and elecves

require medical students to have quantave measles and mumps anbody ters indicang they

are immune to these infecons. Therefore, the WSUSOM requires evidence of immunity. We also

request documentaon of two doses of these vaccinaons.

• Rubella – Some of the clinical sites available to students for clerkships and elecves require medical

students to have quantave rubella anbody ters indicang they are immune to this infecon.

Therefore, the WSUSOM requires evidence of immunity. We also request documentaon of at least

one dose of this vaccinaon.

• Varicella – All students should have a quantave varicella anbody ter drawn to assess their

immunity to this infecon. If a student has a history of receiving the vaccinaon, we request

documentaon of two doses of this vaccinaon. A history of having “had the disease” is not

adequate documentaon of immunity to varicella.

M.D. Handbook and Policies

Chapter 6

• Hepas B – The majority of clinical sites require documentaon of three doses of this vaccinaon

and a quantave anbody ter (an-HBs) indicang response to the immunizaons. Therefore the

WSUSOM has the same requirement. Students must have evidence of three doses and immunity to

Hepas B. (Please note that addional blood work and potenal re-vaccinaon will be required in

the event that immunity is not documented aer the primary series. Students should consult with

their healthcare provider in this event.)

ANNUAL INFLUENZA VACCINATION POLICY

Wayne State University School of Medicine students are required to receive an inuenza vaccinaon each

year. This annual requirement should be completed as soon as possible aer the vaccine becomes available,

but in any case no later than the date set by WSU or the hospital that the student is rotang at, whichever is

sooner. Inuenza vaccinaons are essenal in reducing the students’ risk of contracng inuenza, reducing

the risk to their family members, and most importantly to reduce the risk of inuenza among those paents

with whom they will come in contact during clinical rotaons, visits to clinical facilies, and in the course of

volunteer or relief programs. Documentaon that each student has received an annual inuenza vaccinaon

is also required by our aliated clinical teaching facilies. This policy is based upon current recommen-

daons from the U.S. Center for Disease Control (CDC), the Michigan Department of Community Health

(MDCH), and the requirements of our aliated clinical sites.

Annual inuenza vaccinaon opportunies will be oered here at the WSUSOM at the appropriate mes of

each school year, typically in the late summer or early fall. Students must provide specic documentaon to

the Student Health Ocer Assistant of their inuenza vaccinaons if they receive them from a health care

provider outside of the WSUSOM programs. This documentaon will be placed in the students’ condenal

health les at the school.

All students must send proof of vaccinaon to mdhealthrecords@wayne.edu so that the records are

updated.

As of 2021-22 AY, all Wayne State University students are required to be vaccinated for COVID-19 All stu-

dents must send proof of vaccinaon to mdhealthrecor[email protected] so that the records are updated.

Any quesons regarding this policy should be addressed to the Medical Student Health Ocer at mdheal-

threcords@wayne.edu.

ANNUAL TB SCREENING POLICY

• Medical students, like all other healthcare personnel, must undergo tuberculosis (TB) screening

during me periods determined by WSUSOM and its aliated teaching hospitals and clinical

facilies.

• A student’s failure to comply with the TB screening requirements of the WSUSOM may result in

that student being excluded from parcipang in training or other acvies at those facilies in

accordance with their individual instuonal infecon control policies

• Upon compleon of TB screening, the student will be asked to sign a release allowing the WSUSOM

and/ or its agents to release informaon regarding the results of this tesng to aliated health care

facilies where students are parcipang in clinical educaonal acvies which require conrmaon

that the students have completed the tesng mandated by those facilies.

• TB screening documentaon will be required by the WSUSOM upon matriculaon.

• Incoming Segment 1 students are required to provide wrien documentaon of a Tuberculin Skin

Test (TST) or an Interferon-Gamma Release Assay (IGRA) blood test the Health Cercaon form.

M.D. Handbook and Policies

Chapter 6

• Documentaon must be dated within one year of matriculaon.

• Students known to have latent TB (as evidenced by a history of a past posive TST or IGRA) must

provide proof of an IGRA blood test.

• TB screening for students in Segment 2 and thereaer, will be undertaken according to the

populaon to which each student belongs as follows:

• Students with no prior history of a posive Tuberculin Skin Test (TST) nor a posive Interferon-

Gamma Release Assay (IGRA) blood test for TB Infecon

• Are required to receive TB Educaon annually. Students are directed to review the TB

• Educaonal materials provided by the SoM Health Ocer. Aer review, students aest that they

have reviewed the TB Educaonal materials, and must present a signed aestaon to the Oce of

Records and Registraon.

• Students who have received bacille Calmee-Guerin (BCG) vaccinaon in childhood

• Should undergo roune TST (Alternave would be IGRA tesng)

• Students known to have latent TB (as evidenced by a history of a past posive TST or IGRA)

• Must provide proof of an IGRA blood test.

• Must have evidence of one negave chest x-ray and should submit a yearly TB symptom survey.

(Students will need to submit a copy of the actual negave chest x-ray report to be placed in their

medical folder at the WSUSOM. Students are strongly encouraged to keep a personal copy of their

negave x-ray report to avoid unnecessary repeat chest x- rays)

• Students will also be required to annually aest that they have not managed any acve cases of TB

in the past year.

• Students with a known exposure to TB disease without protecon, must contact the Health Ocer

immediately.

• Students should be aware that other instuons and medical facilies where they may apply to

undertake elecves and other training as a medical student may have dierent policies for TB

screening that are not under the control of the WSUSOM.

• Any quesons regarding this policy should be addressed to the Medical Student Health Ocer at

mdhealthrecords@wayne.edu.

Immunizaon Holds

A. Class of 26 Matriculang Students

1. Students matriculang in July 2022 will be expected to be fully in compliance with

immunizaon requirements at the me of matriculaon.

2. Students that are sll needing to update documentaon i.e. ter status, hepas, etc. will be

given unl the end of the rst block (September 30) to recfy the noncompliance.

3. At the end of the rst block on October 1, 2022, the students will be unregistered for the

second block of courses.

4. This will result in an ocial notaon to the Oce of Financial Aid that the students are not

M.D. Handbook and Policies

Chapter 6

making sasfactory academic progress—as they have no further coursework for the year. The

student will then not be able to receive a nancial aid check/disbursement in October and

they will not be registered or allowed to aend any coursework. This would necessitate an

administrave leave of absence (ALOA) since they have no required coursework. The next

point that they would rejoin the curriculum would be October of the next year.

B. Yearly requirements. All students are required to have a u shot in October. The deadline will be

the WSU deadline (Oct 15 in past years) or the SOM (Oct 31). Students must update their TB status

on a yearly basis on July 1 of each year students not updang this will be dropped from their next

quarter’s classes and not be eligible to enroll in courses.

A. Noncompliance with this will result in students being canceled from their next block of

schedule on January 3, 2023.

B. This will apply to all classes and all courses.

C. Similarly, they will be noted as NOT making sasfactory academic progress. The process will

follow A.4 above.

C. Process of compliance. Students in process of compliance will have that noted on the MD health

records form. Process of compliance is dened as being acvely compliant in a program of

reimmunizaon (ie in the 6-month Hepas program) or in review by the SOM Medical Ocer

for individual situaons. Students needing hepas re-immunizaon will be given six months to

complete that however to be registered for the next block must have nished two of the three shots

which should be easily aainable in that me.

Raonale All students need to be fully compliant with immunizaon for accreditaon for compliance

with main campus direcves and for compliance with clinical facilies. Students entering service

learning in the rst year must be held to the standards, as it is part of all aliaon agreements with

all clinical facilies. Students in subsequent years are bound by aliaons with clinical sites, all of

which have their requirements for paent safety.

Excepons There are students with special health situaons that will require excepons to these

rules these include allergies, non-responders of re-immunizaon, previous health status, medicaon

etc. Medical documentaon is required for all of these excepons. These will be individually

reviewed by the health ocer and students will not be held in noncompliance if the health ocer

has judged that their parcular health condion is an acceptable reason and is well documented.

That status will be noted on New Innovaons.

Clinical Sites Every eort is made to tailor the WSUSOM requirements to those of our clinical

partners and the university at large. There may sll be situaons where a student cannot aend

clinical training at one or more sites based on their status and requirements of the aliated

independent clinical facility.

6.3 N95 Respirator Mask Fit Requirements for Medical Students

Purpose

All medical students are required to be t tested to wear a 3M—N95 Respirator before beginning Segment 3

clinical rotaons, generally in the late winter or early spring of Segment 2

M.D. Handbook and Policies

Chapter 6

Responsible Party and Review Cycle

The Senior Associate Dean for Undergraduate Medical Educaon will review this document annually.

LCME Accreditaon References

None

Descripon

RESPIRATOR FIT TESTING POLICY

All medical students are required to be t tested to wear a 3M—N95 Respirator before beginning Segment 3

clinical rotaons, generally in the late winter or early spring of Segment 2. The t tesng program is coor-

dinated and scheduled by the WSUSOM and takes place at the school. This t tesng is required by our

clinical training sites as part of their infecon control policies and/or respiratory protecon programs in

compliance with the Federal Government’s OSHA Standard 29 CFR 1910.134.

N95 Respirators provide protecon against aerosols and droplets that might contain bacteria, viruses, or

other pathogens. They are required for personnel who are caring for specic paents such as those with tu-

berculosis or those with inuenza who are undergoing procedures that might generate aerosols—for which

regular surgical masks do not provide protecon. N95 Respirators may also need to be worn by certain

healthcare personnel who require a higher level of protecon or by all personnel during mes of a serious

outbreak of an airborne infecous disease.

Students who decline respirator t tesng may be subject to one or more of the following acons that may

be taken by our clinical training sites:

• Exclusion from parcipang in some or all clinical training acvies at their sites; or

• Requiring the student to use and/or purchase for use a Powered Air Purifying Respirator(PAPR),

which consists of a mask, headgear/hood, and baery powered blower unit (if available); or

• Other restricons imposed by the clinical training site(s) in accordance with their individual

instuonal infecon control policies or respiratory protecon programs.

Quesons regarding this policy should be addressed to the Medical Student Health Ocer at

MDHealthRecor[email protected].

6.4 Student Exposure and Injury Management

Purpose

A substanal number of potenally infecous exposures occur in health care sengs, despite longstanding

regulaons and guidelines in place for their prevenon. This policy and procedure outlines the systems in

place to prevent, treat, and manage these events.

M.D. Handbook and Policies

Chapter 6

Scope/Audience

Students, Faculty, Sta

Denions

Exposure – Percutaneous injury such a needlescks, mucous membrane or non-intact skin contact via

splashes or sprays, and inhalaon of aerosols.

Policy

Educaon

To ensure that all students are educated on methods of injury and exposure prevenon, all students must

complete instrucon on universal precauons. Guidelines change frequently and students are expected to

update their knowledge annually to assure personal safety and the safety of paents.

Wayne State University School of Medicine (WSUSOM) provides educaon to students on prevenon

and response to blood/bodily uid exposure in the rst, second and third segments of the medical school

curriculum.

Exposure Reporng

Students must report all exposures to their senior resident, aending physician, or supervising faculty

member immediately. Addionally, the student must nofy WSU School of Medicine, Medical Student

Health Ocer with 48 hours of the injury. If seeking payment for the inial visit, the Oce of Risk Manage-

ment requires a completed Report of Injury form within 24 hours of the injury.

Financial Coverage

Only the inial visit/treatment/lab tesng necessary for an injury or a school-related illness requiring im-

mediate medical aenon will be covered by Wayne State University following the Oce of Enterprise

Risk Management and Insurance Programs, Student Injuries policy. Per the WSUSOM policy, Insurance

Informaon, students are required to have health and disability insurance as a condion of their enrollment.

Students who become injured or ill while enrolled in the school of medicine are responsible for any expenses

not covered by their insurance, including injuries during clinical rotaons.

Exclusions to Coverage

Personal illness such as but not limited to, inuenza, colds, sinus, etc.

Coursework and Condenality

Faculty who are providing modicaons in the student’s or resident’s educaonal program will be informed

that the individual has been approved for accommodaons/excused absence, but will not be noed of the

parcular infecon or condion.

M.D. Handbook and Policies

Chapter 6

Procedure

Seeking Medical Care

Blood/Body Fluid Exposure

A. Immediate care of the body site

1. Needlescks and cuts: decontaminate the exposed or contaminated site immediately by

washing with soap and water.

2. Splashes to the nose, mouth, or skin: ush with water.

3. Splashes to the eyes: Irrigate eyes with clean water, saline, or sterile irrigants.

B. Make note of the paent’s name, hospital number, aending physician, and locaon.

1. This will assist in determining level of exposure from the source paent and help determine

prophylacitc treatment.

C. Report the incident to your immediate supervisor.

D. Seek medical aenon at the nearest emergency room or follow the site-specic policies foryour

assigned hospital.

E. Medical care will be carried out following the medical center policies.

Occupational/Environmental Injuries

A. If injuries are signicant, students should seek medical aenon at the nearest emergency room.

B. If injuries are non-emergent, students should go to Henry Ford Medical Center - Harbortown.

Reporting the Exposure/Injury

A. The student must inform the Medical Student Health Ocer at mdhealthrecor[email protected] of the

injury/exposure within 48 hours and is responsible for obtaining and providing any follow-up tesng.

B. Only students seeking inial payment are required to complete a Wayne State University Report of

Injury Form ensuring to sign and date the boom of the form, regardless of locaon of injury.

C. This form must be submied within 24 hours of the injury to the Oce of Risk Management.

1. Failure to submit within 24 hours may result in forfeiture of expense coverage.

2. A student will also be required to submit an itemized invoice for the inial visit along with a

medical report.

3. Payment is subject to approval by the Oce of Risk Management in accordance with their

policies and procedures.

Address:

Risk Management

5700 Cass Avenue,

Suite 4622 Detroit, MI

48202

M.D. Handbook and Policies

Chapter 6

Management of Infecous Disease or Injury on Medical Student Learning

Acvies

Tuberculosis (TB) Infecon

A. Tuberculosis screening is completed annually following the policy Medical Health Requirements and

Immunizaons. Medical students with conrmed infecous pulmonary,laryngeal, endobronchial, or

tracheal TB or a draining TB skin lesion pose a risk to paents,health care workers and others.

B. Medical students with a newly posive test for M. tuberculosis infecon should receive one chest

radiograph to exclude TB disease. If the X-ray is posive, they should be excluded from school unl

no longer infecous following CDC guidelines and have provided the Medical Student Health Ocer

with a leer from a health care provider conrming they can return to school and/or rotaons.

C. Medical students with extra-pulmonary TB do not need to be excluded from school orr otaons.

They can be conrmed as non-infecous by Campus Health Center and connue towork if

documented evidence is available that concurrent pulmonary TB disease has been excluded.

D. Medical student receiving treatment for latent TB infecon can return to classwork immediately.

E. Reasonable accommodaons will be determined on an individualized basis by an interacve process

outlined in the policy Student Disability Services (SDS) & Tesng Accommodaons.

F. WSUSOM will work with the impacted student to provide reasonable accommodaons where

needed. An accommodaon is not considered reasonable if it alters the fundamental nature or

requirements of the educaonal program, imposes an undue hardship, or fails to eliminate or

substanally reduce a direct threat to the health or safety of others.

Bloodborne Pathogens (HIV, HCV, HBV)

A. The clinical experiences of a medical student infected with a bloodborne pathogen (e.g. HIV,HCV or

HBV) should be limited only when

1. there is evidence to suggest that the student poses a direct threat to the health and safety of others

and /or

2. the direct threat cannot be eliminated or reduced to a medically acceptable level with reasonable

accommodaon.

B. Reasonable accommodaons will be determined on an individualized basis by an interacve process

outlined in the policy Student Disability Services (SDS) & Tesng Accommodaons.

C. WSUSOM will work with the impacted student to provide reasonable accommodaons where

needed. An accommodaon is not considered reasonable if it alters the fundamental nature or

requirements of the educaonal program, imposes an undue hardship, or fails to eliminate or

substanally reduce a direct threat to the health or safety of others.

Other Injury

A. Reasonable accommodaons will be determined on an individualized basis by an interacve process

outlined in the policy Student Disability Services (SDS) & Tesng Accommodaons.

B. WSUSOM shall provide reasonable accommodaons to any student acquiring an injury or disability.

M.D. Handbook and Policies

Chapter 6

C. WSUSOM will work with the impacted student to provide reasonable accommodaons where

needed. An accommodaon is not considered reasonable if it alters the fundamental nature or

requirements of the educaonal program, imposes an undue hardship, or fails to eliminate or

substanally reduce a direct threat to the health or safety of others.

Excused Absence(s)

A. Student’s needing an excused absence or absences, should work with their student counselor.

Refer to Aendance and Absenteeism Policies.

Authorized Individuals and Governing Bodies Back

Senior Associate Dean for Undergraduate Medical Educaon

Related Documents

WSUSOM - Student Disability Services (SDS) & Tesng Accommodaons

WSUSOM - Aendance and Absenteeism Policies

WSUSOM - Insurance Informaon

WSU - Student Injury Policy

References/External Documents

LCME Element 12.8

6.5 WSUSOM Criminal Background Check and Aestaon Policy

Purpose

The Associaon of American Medical Colleges (AAMC) recommends that all U.S. medical schools obtain a

criminal background check on applicants upon their condional acceptance to medical school. To facilitate

the implementaon of this recommendaon, the AAMC has iniated an AMCAS naonal background check

service in which Wayne State School of Medicine parcipates. The purposes of conducng criminal record

checks prior to admission are as follows:

• To help sasfy the School of Medicine’s obligaon to the health, welfare, and safety of paents and

others at the clinical facilies where School of Medicine student’s train.

• To idenfy prior to admission applicants whose criminal histories may interfere with their ability to

parcipate in clinical training programs and/or to obtain professional licensure.

Responsible Party and Review Cycle

The Director of Medical School Enrollment will review this document annually.

M.D. Handbook and Policies

Chapter 6

LCME Accreditaon References

None

Descripon

POLICY for condionally admied students.

• Criminal background checks will be conducted on all students condionally accepted for admission

to the Wayne State University School of Medicine.

• The background check will include all informaon about all convicons and convicon-equivalent

adjudicaons for both felonies and misdemeanors. Addionally, it will include military service and

discharge informaon for those who have served in the military.

• All matriculang students must have a sasfactory criminal background check completed prior to

matriculaon by the posted deadline.

• Failure to comply will result in the oer of admission being rescinded.

• The Oce of Admissions will do a preliminary review of all background checks.

• A non-compliant background check or background check discrepancies will be referred to the

Admissions Commiee for determinaon if the oer will be rescinded or if the student will be

allowed to matriculate. Each case will be considered individually. The Admissions Commiee has the

nal authority.

Policy for current students

Aestaon Policy

• All enrolled students must submit an aestaon form cerfying they have not been convicted of a

felony or misdemeanor at the following points in the curriculum:

◦ Prior to start of Segment 2 by the posted deadline

◦ Prior to start of Segment 4 by the posted deadline

• Failure to comply will result in an Administrave Leave of Absence.

• A non-compliant aestaon forms or form discrepancies will be referred to the Promoons

Commiee for determinaon if disciplinary acon will be taken including up to dismissal.

Background Check Policy

• All enrolled students must complete a criminal background check prior to the start of segment 3 by

the posted deadline.

• The background check will include all informaon about all convicons and convicon-equivalent

adjudicaons for both felonies and misdemeanors. Addionally, it will include military service and

discharge informaon for those who have served in the military.

• Failure to comply will result in an Administrave Leave of Absence.

M.D. Handbook and Policies

Chapter 6

• A non-compliant background check or background check discrepancies will be referred to the

Promoons Commiee for determinaon if disciplinary acon will be taken including up to dismissal.

M.D. Handbook and Policies

Chapter 6

M.D. Handbook and Policies

Chapter 7

Overview

7.1 Professionalism

7.2 Digital Communication and Learning

7.3 Social Media Policy

7.4 WSUSOM Dress Code

PROFESSIONALISM

M.D. Handbook and Policies

Chapter 7

7.1 Professionalism

Raonale

This document outlines specic expectaons for professional behavior and acons while a physi-

cian-in-training. Descripons of unprofessional behavior and acons are provided, as well as consequences

of unprofessional behavior and acon. This document relies on external documents as part of the context of

Professionalism. Please be sure to refer to them..

Responsible Party and Review Cycle

The Vice Dean for Medical Educaon will review this document annually.

LCME accreditaon References

• LCME 3.5 Learning Environment/Professionalism

• LCME 9.9 Student Advancement and Appeal Process

Denion(s)

None

Professionalism Policy Overview

Medical students at WSUSOM are considered physicians in training at matriculaon into the medical edu-

caon program and are expected to explicitly adhere to the standards of the medical profession. Students

must demonstrate that they are capable of becoming safe and eecve physicians. For students to demon-

strate they are capable of becoming safe and eecve physicians, they must display good judgment, a sense

of responsibility and morality, sensivity and compassion for individual needs and the ability to synthesize

and apply knowledge. In training for this profession, your accountability to your paents, colleagues and

peers is crical.

Professionalism implies that students serve the interests of paents above self-interes. Professionalism in-

cludes honesty, respect for colleagues, faculty, sta and peers and behavior in public that is not embarrass-

ing to the ideal of the physician. Connual self-reecon about one’s atudes and behaviors must occur as

one strives to be a beer physician. ii

Professional standards of behavior and acon apply to online interacons with medical school faculty

and sta, paents and their families, peers, clinical site sta, and other medical professionals, in the same

manner as face-to-face interacons. This includes, but is not limited to violaons of the following types:

non-adherence with University, WSUSOM and/or course policies, camera use during online sessions, appro-

priate are, meliness, exhibing appropriate professional demeanor, etc.

Unprofessional behavior of medical students can be divided into four domains; 1) Failure to engage, 2)

Disrespecul Behaviors, 3) Dishonest Behaviors and 4) Poor self-awareness. These domains are based on

a research arcle tled, “Descriptors for unprofessional behaviors of medical students: a systemac review

and categorizaon”. The arcle can be found here.

M.D. Handbook and Policies

Chapter 7

The reference tables for the arcle may be found below:

• admissions.med.wayne.edu/pdfs/descriptors_for_unprofessional_behavior_le_4.docx

• admissions.med.wayne.edu/pdfs/descriptors_unprofessional_behavior_le_5.docx

Instances of reported exemplary and unprofessional behavior are recorded.

American Board of Internal Medicine, Project Professionalism 2001, hps://medicinainternaucv.les.

wordpress.com/2013/02/project-professionalism.pdf April 7, 2010.

American Board of Internal Medicine Foundaon, American College of Physicians, European

Foundaon of Internal Medicine. Medical professionalism in the new millennium: a physician charter.

Annals of Internal Medicine 2002; 136:243- 246.

General Policy on WSUSOM Professionalism Standards in Pre-Clerkship

Meeng or exceeding professionalism standards is an important component of professional identy forma-

on, as such, student behavior, dress, acons, etc. are observed in various educaonal and clinical situaons

during the pre-clerkship curriculum. Students must meet all professionalism standards in order to success-

fully pass pre-clerkship courses. Students that exceed the expected standards may be issued a PEARLS

recognion for their behavior. If the student does not meet expected standards, as outlined in the Profes-

sionalism Policy Overview, then a Professionalism Citaon may be issued.

All students are subject to University-dened Community Standards and the Student Code of Conduct,

any breaches thereof may result in a Professionalism Citaon or referral to the WSUSOM Professionalism

Commiee.

Recognion of Exemplary Behavior

To recognize and reward exemplary behavior and acons by physicians-in-training, the School of Medicine

has implemented the Professional, Empathec, Accountable, Respecul, Leadership and Stewardship, or

PEARLS, program. This ered reward program was designed to encourage individuals to exhibit the pro-

fessional aributes of a Warrior M.D. through intenonal acon that goes beyond the expectaons set

forth for all students. This program allows students who display excellence in professionalism throughout

their me in medical school to be highlighted and rewarded. Students may be nominated for this award by

faculty, students, or sta.

Posive professionalism will only be notated on the Medical Student Performance Evaluation (MSPE) if

gold level is achieved in the PEARLS program. Negave professionalism will only be notated on a student’s

MSPE as an Adverse Acon per protocols of the Professionalism Commiee following a formal process as

laid out below.

Level # of Posive

Reports

Rewards

Bronze 1 Feature in Professionalism spotlight in the Warrior Medicine and Academic Diges-

ve newsleers

Silver 2 Lapel pin and SOM gi item

Gold 3 Nocaon in MPSE leer and award ceremony with SOM cercate provided

M.D. Handbook and Policies

Chapter 7

Consequences of Professionalism Citaons

A student may be cited for unprofessional behavior or acons that deviate from established professional

standards (e.g., unexcused absence from a required course session or acvity). The primary purpose of a

citaon for unprofessional behavior is for formave assessment, reecon, and opportunity for remedia-

on. This process will be facilitated by a meeng with the Senior Associate Dean for Undergraduate Medical

Educaon or their representave.

Professional behavior applies to all interacons with medical school faculty and sta, paents and their

families, peers, clinical site sta, and other medical professionals, in face-to-face and online interacons.

Students who do not exhibit professional behaviors, will receive a professionalism citaon. This includes, but

is not limited to violaons of the following types: non-adherence with University, WSUSOM and/or course

policies, camera use during online sessions, appropriate are, meliness, exhibing appropriate professional

demeanor, etc.

A consistent or persistent paern of unprofessional behavior or an egregious violaon of WSUSOM pro-

fessional standards by a medical student that is noted and documented by a member of the WSUSOM

community (i.e., student, faculty, sta, or administrator), by a WSUSOM commiee, or external agency (e.g.,

clinical site, law enforcement, etc.) will be referred to the Professionalism Commiee for ocial review and

recommendaon for disposion. All students who are alleged to have engaged in unacceptable conduct are

aorded due process.

Reporng Process for Faculty/Sta

Reporng Violaons of the Code of Conduct and Professional Responsibility

1. The complaint must be submied on the electronic professional violaon form:

◦ The form includes elds for the date, me locaon, person(s) involved, descripon of the

incident and any potenal witnesses.

2. The form will be reviewed by the secretary of the Professionalism Commiee who will forward it for

further consideraon to one or more of the following individuals.

◦ Senior Associate Dean for Curricular Aairs and Undergraduate Medical Educaon

◦ Associate Dean for Pre-Clerkship Educaon

◦ Associate Dean for Clinical Educaon

◦ Chair of the Professionalism Commiee

3. An informal resoluon may be pursued through any of these individuals based on the assessment of

the complaint. Informal resoluon may be achieved by direct discussion and/or mediaon with the

alleged oender by the student along with the individual contacted above.

General Policy on WSUSOM Professionalism Standards in Clinical Rota-

ons and Reporng Processes

Standards of professional behavior in clerkship and clinical rotaons are the same as what was expected

during pre-clerkship studies. It is expected that the student will maintain a professional demeanor during all

paent, paent family, peer, and professional interacons.

M.D. Handbook and Policies

Chapter 7

Professional behavior applies to all interacons with medical school faculty and sta, paents and their

families, peers, clinical site sta, and other medical professionals, in face-to-face and online interacons.

Students who do not exhibit professional behaviors, will receive a professionalism citaon. This includes, but

is not limited to violaons of the following types: non-adherence with University, WSUSOM and/or course

policies, camera use during online sessions, appropriate are, meliness, exhibing appropriate professional

demeanor, etc.

All students are subject to University-dened Community Standards and the Student Code of Conduct,

any breaches thereof may result in a Professionalism Citaon or referral to WSUSOM Professionalism

Commiee.

Unprofessional behavior of medical students can be divided into four domains; 1) Failure to engage, 2)

Disrespecul Behaviors, 3) Dishonest Behaviors and 4) Poor self-awareness. These domains are based on a

research arcle tled, Descriptors for unprofessional behaviors of medical students: a systemac review and

categorizaon. The arcle can be found here.

The reference tables for the arcle may be found below:

• Table 1

• Table 2

Instances of reported exemplary and unprofessional behavior are recorded.

Assessment and Reporng of Professional Behavior

Professional behavior is part of the grading process for all clinical evaluaons. These scores are recorded and

reported as part of the MSPE. Posive professional behavior is thus greatly rewarded in the clinical evalu-

aon and grading for all clinical rotaons. Unprofessional behavior is noted on the evaluaon forms either

by low scores on the grading scale, and/or by checking the box that there was a parcular instance noted

(along with a notaon of the incident). Either notaon will prompt aenon by the Clerkship Director for

further acon. In addion, unprofessional behavior can also be grounds for course failure. Courses failed in

this manner will need to be repeated (the enrety of the course) in addion to professionalism intervenon

as outlined below.

Intervenon

The process for intervenon during the clinical years will be guided by the level of the behavior. All instances

will be notated**

1. Improvement Plan: Instances which are at a level thought by the faculty to be correctable will

be dealt with at the clerkship or department level. This will involve a meeng with the Clerkship

Director or designee, the Course Director or designee, or specic personnel as directed by the Oce

of Academic and Student programs. The improvement plan may involve assignments, acons, or

reevaluaon.

2. Warning for repeated behaviors or for those reaching the level of greater concern, the student will

receive a warning status. This will also involve a mini-professionalism meeng (mini PFC) with the

counselor, Assistant Dean for Clinical Educaon, and possibly to include the Associate Dean for

Student Aairs and Career Development, Course/Clerkship Directors and other involved personnel.

Remediaon plans will be guided by this commiee. Probaon is a possible outcome from this

commiee.

M.D. Handbook and Policies

Chapter 7

3. Professionalism Commiee Referral. With repeated acons or non-remediated instances of (1) or

(2), or for occurrences deemed egregious by faculty or administraon, the maer is referred to the

Chair of the Professionalism Commiee for review and possible hearing.

Domains of Professional Behavior

Unprofessional behavior of medical students can be divided into four domains; 1) Failure to engage, 2)

Disrespecul Behaviors, 3) Dishonest Behaviors and 4) Poor self-awareness. These domains are based on a

research arcle tled, Descriptors for unprofessional behaviors of medical students: a systemac review and

categorizaon. The arcle can be found here.

The reference tables for the arcle may be found below:

• Table 1

• Table 2

Instances of reported exemplary and unprofessional behavior are recorded.

Domains of Professional behavior include but are not limited to:

Failure to Engage: Failure to engage includes but is not limited to the following descriptors:

• Absent or late for assigned acvies

• Not meeng deadlines

• Poor iniave

• General disorganizaon

• Cung corners

• Poor teamwork

• Language dicules

Disrespecul: Disrespecul behaviors include but are not limited to the following descriptors:

• Poor verbal/non-verbal communicaon

• Inappropriate use of social media

• Inappropriate clothing

• Disrupve behavior in teaching sessions

• Privacy and condenality violaons

• Bullying

• Discriminaon

• Sexual Harassment

Dishonest: Dishonest includes but is not limited to the following descriptors:

M.D. Handbook and Policies

Chapter 7

• Cheang in exams

• Lying

• Plagiarism

• Data fabricaon

• Data Falsicaon

• Misrepresentaon

• Acng without required consent

• Not obeying rules and regulaons

Poor Self-Awareness: Poor self-awareness includes but is not limited to the following descriptors:

• Avoiding feedback

• Lacking insight in own behavior

• Not sensive to another person’s needs

• Blaming external factors rather than own inadequacies

• Not accepng feedback

• Resisng change

• Not aware of limitaons

Failure to Engage

1. Commitment to Life-long Learning – Medical knowledge has been expanding exponenally. The

doubling me was an esmated 50 years back in 1950, 7 years in 1980, 3.5 years in 2010 and is

projected to be 73 days by 2020. iii Students must make a commitment from the very beginning to

be responsible for learning and maintaining the necessary skills Students must make a commitment

from the rst day to be responsible for their learning and maintaining the necessary skills that are

required to provide quality care to paents.

2. Lack of Conscienousness – Students are expected to be thorough and dependable, and to commit

the me and eort required to meet his or her responsibilies. Students should not require connual

reminders about responsibilies to paents, to the instuon, other health care professionals and

to administrave sta. 1,2,3 Responding in a mely and appropriate fashion to phone calls, pages,

noces and emails from faculty, nurses, other health care team members, and administrave sta is

a responsibility that must be honored by students.

Disrespecul Behaviors

3. Nondiscriminaon – It is unethical for a student to refuse to parcipate in the care of a person

based on race, religion, ethnicity, socioeconomic status, gender, age, sexual preference, naonal

origin, ancestry or physical handicap. Students must show respect for paents and families as well

as everyone involved in their care. This includes physicians, nurses, other students, residents, fellows

and administrave sta.

4. Professional Demeanor – The student should be thoughul and professional when interacng with

M.D. Handbook and Policies

Chapter 7

paents, families, peers and co-workers. Inappropriate behavior includes but is not limited to the

use of oensive language, gestures, or remarks with sexual overtones, extreme lack of interest and/

or dishonesty. Addionally, students should maintain a neat and clean appearance and adhere to the

dress code policy.

5. Teaching - The very tle “Doctor” – from the Lan docere, “to teach” – implies a responsibility to

share knowledge and informaon with colleagues and paents. It is incumbent upon those entering

this profession to teach what they know of the science, art, and ethics of medicine. It includes

communicang clearly with and teaching paents so that they are properly prepared to parcipate in

their own care and in the maintenance of their health.

Disrespecul & Dishonest Behaviors

6. Condenality – All students are required to undergo training in the Health Insurance Portability

and Accountability Act (HIPAA) and must adhere to this policy. A paent’s right to the condenality

of their medical record is fundamental to medical care. Discussing medical problems or diagnoses in

public violates paent condenality and is unethical.

7. Conicts of Interest –Recognion, avoidance, and management of conicts of interest represent a

core issue of professionalism. Any student with a proprietary or other interest in any material he or

she is presenng or discussing must properly disclose that conict of interest. When a conict of

interest arises, the welfare of the paent must at all mes be paramount.

8. Sexual Misconduct – Students must not engage in romanc, sexual, or other nonprofessional

relaonships with a paent while involved in the paent’s care, even at the apparent request of

a paent. In addion, students must not engage in romanc, sexual, or other non-professional

relaonships with mentees, tutees, or others for whom the student is in a posion of authority.

Students are not expected to tolerate inappropriate sexual behavior on the part of paents, their

families or other health professionals. Students must adhere to all relevant university, clinical and

community site policies regarding sexual misconduct.

Wayne State University has a strict policy regarding sexual assault and harassment. More

informaon and resources can be viewed here: hps://warriorlife.wayne.edu/sexualhealth/

misconduct-resources.

Wayne State University has a strict policy regarding sexual assault and harassment. More

informaon and resources can be viewed here: hps://warriorlife.wayne.edu/sexualhealth/

misconduct-resources.

9. Disclosure – Students must understand the ethics of full disclosure. The paent must be well

informed to make health care decisions and work intelligently in partnership with the medical team.

Informaon that the paent needs for decision-making should be presented in terms the paent can

understand. If the paent is unable to comprehend, for some reason, there should be full disclosure

to the paent’s authorized representave. Students who parcipate in disclosing informaon to

paents must do so only with the guidance and supervision of the aending physician. Students

must adhere to all clinical and community site policies regarding disclosure.

10. Informed Consent – Students must understand the obligaon to obtain informed consent from

paents but are not responsible for obtaining such consent. It is the physician’s responsibility to

ensure that the paent or his/her surrogate be appropriately informed as to the nature of the

paent’s medical condion, the objecves of proposed treatment alternaves, and risks involved.

The physician’s presentaon should be understandable and unbiased. The paent’s or surrogate’s

concurrence must be obtained without coercion. Students who parcipate in obtaining informed

consent must do so only with the guidance and supervision of the aending physician.

M.D. Handbook and Policies

Chapter 7

11. Representaon of Level of Training and Knowledge – A student should accurately represent

themselves to others and never introduce themselves as “Doctor” as this is a clear misrepresentaon

of the student’s posion, knowledge, and authority. A student should never provide care beyond

what is appropriate for their level of training. The student must seek consultaon and supervision

whenever their care of paent may be inadequate because of lack of knowledge and/or experience.

12. Honesty – Students are expected to demonstrate honesty and integrity in all aspects of their

educaon and interacons with paents, sta, faculty, colleagues, and the community. They may

not cheat, lie, steal or assist others in commission of these acts. Students must not commit fraud or

misuse funds intended for professional acvies.

Students must assure accuracy and completeness for their parts of the medical record and must

make good-faith eorts to provide the best possible paent care. Students must be willing to admit

errors and not knowingly mislead or promote themselves at the paent’s expense. The student is

bound to know, understand and preserve professional ethics and has a duty to report any breach of

these ethics by other students or health care providers through the appropriate channels.

Plagiarism is a serious oense and is considered Academic Misconduct under the University’s

Academic Misconduct policy. Please review the misconduct policy here: hps://doso.wayne.edu/

conduct/academic-misconduct

13. Research – The foundaon of research is honesty. Sciensts have a responsibility to provide

research results of high quality; to gather facts meculously, to keep impeccable records of work

done; to interpret results realiscally, not forcing them into pre-conceived molds or models; and

to report new knowledge through appropriate channels. Co-authors of research reports must be

acquainted with the work of their coworkers that they can personally vouch for the integrity of

the study, validity of the ndings, and must have been acve in the research, or wring, itself.

Addionally, research and presentaon of ndings must be conducted with the full knowledge of

pernent faculty, sta, peers, and Director of Medical Student Research.

Dishonest, Disrespecul, Failure to Engage and Poor Self-Awareness

14. Impairment – The student will not use alcohol or drugs in a manner that could compromise paent

care or bring harm to themselves or others. It is the responsibility of every student to protect the

public and to get the appropriate help for him or herself and to assist a colleague whose capability

is impaired because of ill health. The student is obligated to report members of the health care team

whose behavior exhibits impairment or lack of professional conduct or competence.

Disrespecul, Failure to Engage and Poor Self-Awareness

15. Arrogance – Arrogance means an oensive display of superiority and self-importance and will not

be tolerated. Arrogance denotes haughness, vanity, insolence, and disdain. All of these qualies run

counter to the demeanor of the professional.

Disrespecul and Failure to Engage

16. Behavior Towards Colleagues – The student will deal with professionals, sta, and peers in a

cooperave and considerate manner, including their mentors and teachers. Professional relaons

among all members of the medical community should be marked with civility and each person should

recognize and facilitate the contribuons of others to the community. Under no circumstances will

the student exhibit prejudice in words, acon or deed towards a colleague based on ethnicity, race,

religion, gender, age, sexual orientaon, or physical disabilies. It is unethical and harmful for a

student to disparage without good evidence the professional competence, knowledge, qualicaons,

or services of a colleague. It is also unethical to imply by word, gesture, or deed that a paent has

been poorly managed or mistreated by a colleague without tangible evidence.

M.D. Handbook and Policies

Chapter 7

Disrespecul and Poor Self-Awareness

17. Evaluaon - Becoming a physician requires connuous personal growth and improvement. Students

should seek feedback and are expected to respond to feedback and construcve cricism by

appropriate modicaon of their behavior. Resistance or defensiveness in accepng cricism or in

receiving feedback, remaining unaware of one’s own inadequacies and not accepng responsibility

for errors or failure are examples of a poor professional atude.

Students should acvely parcipate in the process of evaluang their teachers, including faculty

and house sta. When evaluang their performance, students are obliged to provide prompt,

construcve comments. Evaluaons may not include disparaging remarks, oensive language, or

personal aacks, and should maintain the same considerate, professional tone expected of faculty

when they evaluate student performance.

Table 1: Descriptors for unprofessional behaviors of medical students: a systematic review and categorization

Themes Descriptors Behaviors

Failure to

engage

Failure to

engage

Late or absent for

assigned acvies

Lack of meliness [28-30,37]

Unexplained/unauthorised absence [26,27,29-32,42,43]

Not meeng dead-

lines

Failure to follow the metable and/or get assignments signed o [26,32]

Poor iniave

Lack of iniave [32,37,38,70] Excessively shy, non-asserve [27,28,66] Avoids paent

contact [26,27,37]

Inaenon, non-parcipang [26,33,36,66]

Disinterested [27,37]

Lacks movaon [31]

Negave atude [31,36]

General lack of commitment to teaching & learning acvies and/or tutor meengs [26]

Failure to engage with research project [26] Lack of engagement with clinical teams [26]

Casual behaviour [26,27]

General disorgani-

zaon

General disorganisaon [26,27]

Poor note-keeping [26]

Illegible wring [26]]

Cung corners

Poor reliability and responsibility [25,31,33,34,37,38,42,70]

Inadequate personal commitment to paents [25] Accepts/seeks minimally acceptable

level of performance [25]

Reluctance in pursuing clinically appropriate diagnosc and therapeuc steps, including

avoiding admission, pressing for premature discharge, or otherwise cung corners [39]

Lack of conscienousness [35]

Avoids work [27,32]

Leaving the hospital during a shi [41]

Poor teamwork

Does not funcon /interact appropriately within groups [25]

Escaping teamwork [40] Cannot work with peers [34] Disrupve with team [37]

Inappropriate behaviour in small groups with peers and with faculty [34]

Gives no feedback to others [30]

Claiming collaborave work as one’s individual eort [43,46]

Language dicul-

es

English language dicules [37]

M.D. Handbook and Policies

Chapter 7

Table 1: Descriptors for unprofessional behaviors of medical students: a systematic review and categorization

Themes Descriptors Behaviors

Dishonest

behaviours

Cheang in exams

Cheang in exams [32,40,45,50,53,55]

Gaining illegal access to examinaon quesons [40,43-48,51,53,54]

Paying someone to change a grade [41,45,48]

Let someone else sit for your exams or taking a test or a part of a test for someone else

[46,47,51,52,54] Observing a student copying from another student during an examina-

on and doing nothing with the informaon [46]

Changing a response aer a quiz was graded and returned, then reporng that there

had been a mistake and requesng credit from the altered response [46] Inuencing

the teacher to get more marks [43-45] Geng technical help during praccal exam [44]

Exchanging answers during an exam [40,43,44,46,47,49,52,54]

Moving labels or altering slides during an exam [54] Passing an exam by using help from

acquaintances [43,48,50]

Altering his or her grades in the ocial record [54] Using crib notes [43,44,46-

49,51,52,54]

Using mobile phone to exchange answers during an exam [43,45,48]

Arranging with administrave personnel to be assigned to a lenient examiner [48]

Paying a fellow student, or being paid by a fellow student

for compleon of coursework [43]

Lying

Unsasfactory honesty/integrity [33]

Collusion [42]

Falsies acons/informaon [25,37]

Giving false excuses when absent [40,43,44,46] Lying about having ordered tests

[41,53]

Giving false idencaon when challenged [26]

Data fabricaon

Data fabricaon [40]

Fabricang the whole or part of a paent’s history [40,41,45]

Altering or manipulang data (e.g., adjusng the data to obtain a signicant result)

[43,51]

Reporng a lab test or X-ray as “normal” during rounds when in actual ordered or knew

it had not been [46,52] Wring fake examinaon ndings without performing it [41,44-

46,49,52,55]

using auto-inserted data for vital signs [58] using auto-inserted data for lab results [58]

using auto-inserted data for the medicaon list [58] using templates for the enre note

[58]

using templates for the physical or mental status exam [58]

using auto-inserted data for the problem list [58]

M.D. Handbook and Policies

Chapter 7

Table 1: Descriptors for unprofessional behaviors of medical students: a systematic review and categorization

Themes Descriptors Behaviors

Dishonest

behaviours

Data falsicaon

Data falsicaon [31,32,40,52]

Forging prescripons [32]

Recording tasks that were not performed [53] Falsifying references or a biography

[52,55] Falsifying lab data [46,53,55]

Wring clinical exam “normal” when you didn’t perform [40,51,55]

Documenng while signed in under an aending’s name [58]

Documenng while signed in under a resident’s name [58]

Forging signatures [26,40,42-45,48,49] Using other people’s medical stamps [40]

Intenonally falsifying the test results or treatment records in order to disguise mistakes

[43]

Falsifying references or grades on curriculum vitae [43] Altering grades in ocial record

[43]

Presenng work with the name of someone who did not

parcipate in it [41]

Misrepresentaon

Misrepresentaon [25,35,57,59]

Being introduced as “doctor” to paents [29]

Not correcng someone who mistakes you for a physician [30]]

Acng without

paents’ consent

No consent for clinical examinaon of a paent [56,57]

Plagiarism

Copying text without appropriate aribuon [26,40,42,43,47,60]

Copying elements of my own previous notes [43,58] Turning in work done by someone

else [43,46-49,51-54]

Allowing others to copy your work [35,51]

Copying and pasng elements of another provider’s notes in the electronic health re-

cord documentaon (EHRD) [58]

Failing to correctly acknowledge a source (e.g., copying the text directly but only includ-

ing the source in reference list) [43]

Cing sources that have not in fact been read in full [43]

Not obeying rules

and regulaons

Failing to obey rules & regulaons [26]

Removing an assigned reference from the reserved shelf in the library, thereby prevent-

ing other students from gaining access to the informaon [43,46,52]

Acceptance of gis[35,49]

Buying or selling hospital shis[40,41]

Taking food that is not meant for students[29,30] Eang or drinking in paent corri-

dors[29]

Failing to follow proper infecon control procedures[43,57]

Use of phones in restricted areas [61]

Asking someone to include you in the assistance list [41] Inebriaon at school events

[26,30]

Arrest or criminal oence [26] Signicant misconduct [42] Stealing or breaking things

[62]

Comming a felony [32]

M.D. Handbook and Policies

Chapter 7

Table 1: Descriptors for unprofessional behaviors of medical students: a systematic review and categorization

Themes Descriptors Behaviors

Disrespecul

behaviour

Poor verbal/ non-

verbal communica-

on

Unsasfactory respect [26,31,33] Poor verbal communicaon [25,28,32]

Poor nonverbal communicaon [26,28] Disrespecul communicaon by email [32]

Verbally expressed hoslity, e.g. posing provocave quesons in a challenging manner

[66]

Fails to establish rapport [31]

Inadequate rapport with paents/families [25,37,56] Speaking too casually in examina-

on [28]

Threatening or verbally abusing a university employee or fellow student [43]

Showing outright hoslity, malice or rudeness [39] Hosle [27]

Rude [27]

Arrogant [37]

Manipulave, aggressive, and badgering of faculty [36] Doesn’t respond to wrien

requests to discuss low grades [36]

Failing to listen to paents’ opinion [26]

Rude or aggressive to fellow students or to sta, with confrontaonal, inmidang or

arrogant behaviour [26] Ignoring emails or other contacts from teaching or administra-

ve sta [26]

Rudeness to colleague in presence of simulated paent [26]

Compromising ethical principles [35]

Belligerence [66]

Inappropriate cloth-

ing

Poor condion of white coats [29,30] Undy dress [29]

Wear white coats/scrubs out of the hospital [29] Failure to maintain professional ap-

pearance and are

[25,28,30,37,42]

Disrupve be-

haviour in teaching

sessions and exams

Negave responses in a sex educaon seminar [66] Whispering animatedly about mate-

rial that was obviously not of general educaonal value [66]

Negave responses in a sex educaon seminar [66] Inappropriate behaviour in lecture

[36]

Unnecessary interrupon in class [34]

Dismissive or arrogant behaviour to other individuals during teaching [26]

Using oensive language during teaching sessions [26] Failure to show respect for the

examinaon process [28]

Wring rude/inappropriate comments on exam script [26]

Privacy and con-

denality violaons

Fails to respect paent condenality [25,35,56] Discussing paents in public spaces,

including Facebook [29,30,63-65]

Inappropriate use of

internet

Inappropriate use of social media [32]

Use Facebook or Google to research paents [67] Discussing a clinical site in a negave

light [64] Discussing university in a negave light [64]

Discussing another health care worker in a negave light [64]

On line posng sexual-relaonal content, i.e. posng sexually suggesve/ explicit con-

tent or posng sexually provocave photographs of students, requesng inappropriate

friendships with paents on Facebook, sexually suggesve comments [63,65]

On line posng negave content related to experiences in medical school, i.e. using

profanity or other disparaging or discriminatory language in reference to specic faculty,

courses or rotaons, classmates, or medical school [63] On line posng content like

comments, photos and videos

suggesng intoxicaon or illicit substance use [63,65]

M.D. Handbook and Policies

Chapter 7

Table 1: Descriptors for unprofessional behaviors of medical students: a systematic review and categorization

Themes Descriptors Behaviors

Disrespecul

behaviour

Bullying

Verbal abuse [68,69]

Wrien abuse [68]

Physical abuse [43,68,69]

Behavioural abuse [68,69]

Subgroup formaon [66]

Ignoring and excluding a peer student [62,68]

Deliberately damaging another students’ work [43] Threatening others [62]

Spreading rumours [62]

Profanity [62]

Insulng [62]

Discriminaon

Cultural and religious insensivity [35]

Bias [35]

Discriminaon [33]

Sexual harassment

Sexual harassment [35,43]

Poor

self-aware-

ness

Avoiding feedback

Unclear expectaons or insucient feedback by faculty or residents [30]

Lacking insight in

own behaviour

Poor insight [28]

Lack of self-awareness [32,33] Denying own performance [28]

Student failing to appreciate the eects of poor health on performance and seek sup-

port [26]

Work or aendance aected by health disorders such as depression [26]

Seems to feel put upon when asked to do authority [36] Lack of insight into behaviour

[26]

‘Con arst ‘(manipulave behaviour) [27]

Blaming external

factors rather than

own inadequacies

Blaming external factors rather than skill deciencies for bad exam results [28]

Challenges everything [27]

Argumentave [31,37]

Not accepng feed-

back

Fails to accept responsibility for acons [25]

Resistant to accepng feedback [25,32,34,37,70]

Inability to incorporate feedback [31]

Resisng change

Diminished capacity for self-improvement [32,38,70]

Resistant to change [37]

Lack of eort towards self-improvement [37]

Not aware of limita-

ons

Lack of awareness of one’s limitaons [25,32,37] Placing own learning above paent

safety [57] Acng beyond level of competence [30,43,56,57]

Discuss with paent’s informaon beyond your level of knowledge [29,30]

Inappropriate advice to a paent [26]

Giving other students inappropriate advice about clinical care [26]

Not respecng professional boundaries (deciding to visit a paent at home) [26]

Arrogant and overcondent [27,31,35,38]

Arrogant or abusive during stress [25]

Abuses student privileges [25]

Endorsed more than one unprofessional behaviour [49]

M.D. Handbook and Policies

Chapter 7

Table 1: Descriptors for unprofessional behaviors of medical students: a systematic review and categorization

Themes Descriptors Behaviors

Poor

self-aware-

ness

Not sensive to

another person’s

needs

Lack of empathy [25-28,31,33,37]

Fail to elicit the paent’s perspecve [26,28,30] Abrupt and non-empathec manner

with paents [26]

Making derogatory comments about paents [30,39,56,57]

Pung own learning needs ahead of paent care, and thereby causing the paent

discomfort [26,56,57]

Treat simulaon paents as symptoms and diagnoses rather than as people with feelings

and concerns [28]

Making fun of paents, peers, or physicians [26,29,30]

Inappropriate comments made to a paent in front of others [26]

Reporng an impaired colleague to faculty before approaching the individual [29]

Displays inappropriate interpersonal skills [27,31]

TABLE 2: Mapping found descriptions to GMC Domains of concern

GMC Domain

of concern

GMC Examples of behaviors

(normave, not based on empiri-

cal research)

Findings and categorizaon

(based on empirical research)

Persistent

inappropriate

atude or

behavio

Uncommied to work or a lack

of engagement with training,

programmed of study or clinical

placements

Failure to engage/poor iniave/

• General lack of commitment to teaching & learning acvies and/or

tutor meengs[26]

Failure to engage/cung corners

• Poor reliability and responsibility [25,31,33,34,37,38,42,70]

• Inadequate personal commitment to paents[25]

• Accepts/seeks minimally acceptable level of performance[25]

• Reluctance in pursuing clinically appropriate diagnosc and thera-

peuc steps, including avoiding admission, pressing for premature

discharge, or otherwise cung corners[39]

• Lack of conscienousness[35]

• Avoids work[27,32]

• Leaving the hospital during a shi[41]]

Neglect of administrave tasks

Failure to engage/Not meeng deadlines/

• Failure to follow the metable and/or get assignments signed

o[26,32]

Poor me management

Failure to engage/Not meeng deadlines/

• Failure to follow the metable and/or get assignments signed

o[26,32]

Non-aendance

Failure to engage/absent or late for assigned acvies/

• Lack of meliness[28-30,37]

• Unexplained/unauthorized absence[26,27,29-32,42,43]

Poor communicaon skills

Disrespecul behavior /Poor verbal or nonverbal communicaon

• Poor verbal communicaon[25,28,32]

• Poor nonverbal communicaon[26,28]

Failure to accept and follow edu-

caonal advice and unwillingness

to learn from feedback given by

others

Poor self-awareness/Not accepng feedback/

• Resistant to accepng feedback[25,32,34,37,70]

• Inability to incorporate feedback[31]

Being rude to paents, col-

leagues or others

Disrespecul behavior/Poor verbal or nonverbal communicaon

• Rude[27]

M.D. Handbook and Policies

Chapter 7

TABLE 2: Mapping found descriptions to GMC Domains of concern

GMC Domain

of concern

GMC Examples of behaviors

(normave, not based on empiri-

cal research)

Findings and categorizaon

(based on empirical research)

Persistent

inappropriate

atude or

behavior

Unwillingness to learn from

construcve feedback given by

others

Poor self-awareness/Not accepng feedback/

• Resistant to accepng feedback[25,32,34,37,70]

• Inability to incorporate feedback[31]

Being disrupve in teaching ses-

sions or the training environment

Disrespecul behavior/Disrupve behavior in teaching sessions and

exams/

• Inappropriate behavior in lecture[36]

• Unnecessary interrupon in class[34]

• Dismissive or arrogant behavior to other individuals during teach-

ing[26]

• Using oensive language during teaching sessions[26]

Challenging behavior towards

clinical teachers or not accepng

cricism

Poor self-awareness/Blaming external factors rather than own inadequa-

cies

• Blaming external factors rather than skill deciencies for bad exam

results[28]

• Challenges everything[27]

• Argumentave[31,37]

Failing to answer or respond to

communicaons

Disrespecul behavior /Poor verbal or nonverbal communicaon

• Ignoring emails or other contacts from teaching or administrave

sta[26]

M.D. Handbook and Policies

Chapter 7

TABLE 2: Mapping found descriptions to GMC Domains of concern

GMC Domain

of concern

GMC Examples of behaviors

(normave, not based on empiri-

cal research)

Findings and categorizaon

(based on empirical research)

Failing to

demonstrate

good medical

pracce

Misuse of social media, such as

cricizing placement providers

Disrespecul behavior/Inappropriate use of social media

• Discussing university in a negave light[64]

Breach of condenality

Disrespecul behavior/Privacy and condenality violaons/

• Fails to respect paent condenality[25,35,56]

• Discussing paents in public spaces, including Face-

book[29,30,63-65]

Misleading paents about their

care or treatment

Disrespecul behavior /Poor verbal/ nonverbal communicaon

• Inadequate rapport with paents/families[25,37,56]

Culpable involvement in a failure

to obtain proper consent from a

paent

Dishonest behavior/Acng without the required consent

• No consent for clinical examinaon of a paent[56,57]

Sexual, racial, or other forms of

harassment or bullying

Disrespecul behavior /Bullying

• Verbal abuse[68,69]

• Wrien abuse[68]

• Physical abuse[43,68,69]

• Behavioral abuse[68,69]

• Subgroup formaon[66]

• Ignoring and excluding a peer student[62,68]

• Deliberately damaging another student’s work[43]

• Threatening others[62]

• Spreading rumors[62]

• Profanity[62]

• Insulng[62]

Disrespecul behavior /sexual harassment

• Sexual harassment [35,43]

Inappropriate examinaons

or failure to keep appropriate

boundaries in behavior

Disrespecul behavior/Disrupve behavior in teaching sessions and

exams

• Failure to show respect for the examinaon process[28]

• Wring rude/inappropriate comments on exam script[26]

Unlawful discriminaon

Disrespecul behavior/Discriminaon

• Discriminaon[33]

Drug or

alcohol mis-

use

Driving under the inuence of alcohol or drugs

Abusing prescripon medicaon

Alcohol consumpon that aects clinical work, the work environment, or performance in the educa-

onal environment

Dealing, possessing, supplying, or misusing drugs, even if there are no legal proceedings – this may

include legal highs

A paern of excessive misuse of alcohol

M.D. Handbook and Policies

Chapter 7

TABLE 2: Mapping found descriptions to GMC Domains of concern

GMC Domain

of concern

GMC Examples of behaviors

(normave, not based on empiri-

cal research)

Findings and categorizaon

(based on empirical research)

Cheang or

plagiarizing

Cheang in examinaons

Dishonest behavior/Cheang in exams

• Cheang in exams[32,40,45,50,53,55]

• Gaining illegal access to examinaon quesons[40,43-48,51,53,54]

• Paying someone to change a grade[41,45,48]

• Let someone else sit for your exams or taking a test or a part of a test

for someone else[46,47,51,52,54]

• Observing a student copying from another student during an exam-

inaon and doing nothing with the informaon[46]

• Changing a response aer a quiz was graded and returned, then

reporng that there had been a mistake and requesng credit from

the altered response[46]

• Inuencing the teacher to get more marks[43-45]

• Geng technical help during praccal exam[44]

• Exchanging answers during an exam[40,43,44,46,47,49,52,54]

• Moving labels or altering slides during an exam[54]

• Passing an exam by using help from acquaintances[43,48,50]

• Altering his or her grades in the ocial record[54]

• Using crib notes[43,44,46-49,51,52,54]

• Using mobile phone to exchange answers during an exam[43,45,48]

• Arranging with administrave personnel to be assigned to a lenient

examiner[48]

• Paying a fellow student, or being paid by a fellow student for comple-

on of coursework[43]

Signing peers into taught ses-

sions from which they are absent

Dishonest behaviors/ Lying

• Falsies acons/informaon[25,37]

• Unsasfactory honesty/integrity[33]

Dishonest behaviors/Data falsicaon/

• Data falsicaon[31,32,40,52]

• Forging signatures[26,40,42-45,48,49]

Passing o the work of others as

your own

Dishonest behaviors/ Plagiarism

• Turning in work done by someone else[43,46-49,51-54]

Sharing with fellow students or

others, details of quesons or

tasks from exams you have taken

Dishonest behavior/Cheang in exams

• Gaining illegal access to examinaon quesons[40,43-48,51,53,54]

Forging a supervisor’s name or

falsifying feedback on assess-

ments, logbooks or porolios

Dishonest behavior/Lying

• Falsies acons/informaon[25,37]

Dishonest behavior/data falsicaon

• Forging signatures[26,40,42-45,48,49]

M.D. Handbook and Policies

Chapter 7

TABLE 2: Mapping found descriptions to GMC Domains of concern

GMC Domain

of concern

GMC Examples of behaviors

(normave, not based on empiri-

cal research)

Findings and categorizaon

(based on empirical research)

Dishonesty or

fraud, includ-

ing dishones-

ty outside the

professional

role

Falsifying research

Dishonest behavior/data falsicaon

• Data falsicaon[31,32,40,52]

Comming nancial fraud

Creang fraudulent CVs or other

documents

Dishonest behavior/data falsicaon

• Falsifying references or grades on curriculum vitae[43]

Misrepresentaon of qualica-

ons

Dishonest behavior/data falsicaon

• Falsifying references or grades on curriculum vitae[43]

Dishonest behavior /Misrepresentaon

• Misrepresentaon[25,35,57,59]

• Not correcng someone who mistakes you for a physician[30]

Falsifying signatures on docu-

ments such as porolios

Dishonest behavior/data falsicaon

• Forging signatures[26,40,42-45,48,49]

Failure to declare relevant mis-

conduct or health issues to your

medical school or university

Willful withholding or misrep-

resentaon of health issues (for

example, blood-borne viruses)

Aggressive,

violent or

threatening

behavior

Assault

Disrespecul behavior /Bullying

• Physical abuse[43,68,69]

• Deliberately damaging another students’ work[43]

Physical violence

Disrespecul behavior /Bullying

• Physical abuse[43,68,69]

Bullying

Disrespecul behavior /Bullying

• Verbal abuse[68,69]

• Wrien abuse[68]

• Subgroup formaon[66]

• Ignoring and excluding a peer student[62,68]

• Deliberately damaging another student’s work[43]

• Threatening others[62]

• Spreading rumors[62]

• Profanity[62]

Harassment

Disrespecul behavior /Bullying

• Insulng[62]

Stalking

Disrespecul behavior /Bullying

• Behavioral abuse[68,69]

Online bullying or trolling

Disrespecul behavior/Inappropriate use of social media

• Online posng sexual-relaonal content, i.e. posng sexually sugges-

ve/ explicit content or posng sexually provocave photographs

of students, requesng inappropriate friendships with paents on

Facebook, and sexually suggesve comments[63,65]

Any cauon

or convicon

Possessing, dealing, or supplying

illegal drugs

Dishonest behaviors/Not obeying rules and regulaons/

• Arrest or criminal oence[26]

• Signicant misconduct[42]

M.D. Handbook and Policies

Chapter 7

TABLE 2: Mapping found descriptions to GMC Domains of concern

GMC Domain

of concern

GMC Examples of behaviors

(normave, not based on empiri-

cal research)

Findings and categorizaon

(based on empirical research)

Any cauon

or convicon

The

Dishonest behaviors/Not obeying rules and regulaons/

• Stealing or breaking things[62]

Physical violence

Dishonest behaviors/Not obeying rules and regulaons/

• Signicant misconduct[42]

Disrespecul behavior /Bullying

• Physical abuse[43,68,69]

Fare avoidance

Dishonest behaviors/Not obeying rules and regulaons/

• Stealing or breaking things[62]

Financial fraud

Dishonest behaviors/Not obeying rules and regulaons/

• Failing to obey rules & regulaons[26]

• Acceptance of gis[35,49]

• Buying or selling hospital shis[40,41]

• Signicant misconduct[42]

Child pornography

Dishonest behaviors/Not obeying rules and regulaons/

• Arrest or criminal oence[26]

• Signicant misconduct[42]

Child abuse or any other abuse

Dishonest behaviors/Not obeying rules and regulaons/

• Signicant misconduct[42]

Sexual oenses

Dishonest behaviors/Not obeying rules and regulaons/

• Signicant misconduct[42]

Health con-

cerns and

insight or

management

of these con-

cerns

Failure to seek appropriate treat-

ment or advice from an indepen-

dent and appropriately qualied

healthcare professional

Poor self-awareness/Not aware of limitaons

• Lack of awareness of one’s limitaons[25,32,37]

Failure to follow the requirement

to tell your medical school or

university if you have a serious

health condion

Lacking insight in own behavior/Poor insight[28]

• Work or aendance aected by health disorders such as depres-

sion[26]

Refusal to follow medical advice

or care plans, or to comply with

arrangements for monitoring and

reviews

Failure to comply with reason-

able adjustments to ensure

paent safety

Poor self-awareness/Not aware of limitaons

• Placing own learning above paent safety[57]

Failure to recognize limits and

abilies or lack of insight into

health concerns

Poor self-awareness/Not aware of limitaons

• Lack of awareness of one’s limitaons[25,32,37]

Failure to be immunized against

common serious communicable

diseases (unless contraindicated)

Dishonest behavior/Not obeying rules and regulaons

• Failing to follow proper infecon control procedures[43,57]

The following found descriptors could not be mapped to the GMC Domains of concern:

• poor iniave

• general disorganizaon

• poor teamwork

M.D. Handbook and Policies

Chapter 7

• language dicules

• data-fabricaon

• inappropriate clothing

• avoiding feedback

• resisng change

• not being sensive to other person’s needs

Reference:

• Mak-Van Der Vossen M, Van Mook W, Van Der Burgt S, et al. Descriptors for unprofessional behaviours

of medical students: a systemac review and categorisaon. BMC Med Educ. 2017;17(1):164.

hps://pubmed.ncbi.nlm.nih.gov/28915870/

• Medical Professionalism in the New Millennium: A Physician Charter

Project of the ABIM Foundaon, ACP–ASIM Foundaon, and European Federaon of Internal Medicine*

hps://www.acpjournals.org/doi/10.7326/0003-4819-136-3-200202050-00012

• American Board of Internal Medicine, Project Professionalism 2001, Project Professionalism was spon-

sored by the ABIM Commiee on Evaluaon of Clinical Competence in conjuncon with the ABIM

Clinical Competence and Communicaons Programs. hps://medicinainternaucv.les.wordpress.

com/2013/02/project-professionalism.pdf

Related Documents

Academic Pursuit Policy

7.2 Digital Communicaon and Learning Policy

Purpose

Raonale

Online or virtual instrucon is a necessary and convenient modality of instrucon that provides addional

opportunies for learning. An online class is considered the equivalent to an in-person class and thus stu-

dents and faculty are expected to use both audio and video to parcipate. It is impossible to totally recreate

the nonverbal communicaon and feedback of a live room, but having video cameras on is the alternave

and is thus shown to increase the value of the session.

Raonale 2

An increasing amount of your professional career will be spent on virtual visits. Starng with residency

and other interviews and adding telemedicine visits with paents (starng as medical students), business

and professional meengs, healthcare and business are increasingly accomplished in the online and virtual

M.D. Handbook and Policies

Chapter 7

spaces. Being able to professionally parcipate in these sessions with a professional appearance is a key skill

to develop as part of your success as a physician and leader of the community.

Responsible Party and Review Cycle

LCME Accreditaon References

Descripon

Virtual Learning Camera Guidelines

Base expectaons. . Students matriculang to the WSUSOM will expect that virtual instrucon will be

necessary as a part of their educaon. Thus, they will need to idenfy in advance a proper seng for par-

cipang in these sessions, having internet access with adequate bandwidth to parcipate fully, and to be

available just as they would for in-person, in-school classroom acvies. Students will need to account for

the addional cost of internet and/or Wi-Fi access and other tools necessary to facilitate an online learning

experience in their educaon budgets and nancial aid applicaons.

If the student is unable to have their camera on during one of the required camera-on sessions, the student

may request special accommodaons of the instructor in advance of the session. When requesng special

accommodaons, the student should provide sucient reasoning behind the inability to have a camera

on. The student should use their instructor’s preferred communicaon method as noted in the syllabus to

communicate their request. If the lecturer has not included a preferred communicaon method, email is

appropriate. One example of an appropriate reason to request special accommodaon is temporary band-

width issues that interfere with quality. Faculty and sta are encouraged to be understanding of extenuang

circumstances, such as aending a virtual event from a clinical campus where a camera is not available. Stu-

dents are advised to plan ahead, make these requests only when necessary, and not to abuse this privilege.

Students, faculty, and sta are encouraged to turn their cameras on even when doing so is not required as

this fosters more eecve virtual communicaon and interacon.

• The default expectaon of virtual learning events is that the student’s camera will be turned on.

• The default expectaon is also that the faculty and sta will keep their cameras on during the class.

• Students should present themselves just as they would in a live in-person session.

• Cameras are not required to be turned on at events for which aendance is oponal or informaonal

meengs where it is communicated that camera use is not expected.

• For interacve small group sessions, the host may (but does not have to) require that all parcipants’

cameras be turned on. The relaxing of this requirement will be clearly stated by the host at the beginning

of each small group session.

• Students should refrain from eang and drinking while on camera as would be done in a classroom.

• Certain virtual events require both that cameras be turned on and that a certain dress code be followed.

Such events include online Clinical Skills sessions with standardized paents, P4 panels with outside

parcipants, and telemedicine visits conducted during clinical rotaons. For these sessions, parcipants

M.D. Handbook and Policies

Chapter 7

are expected to turn their cameras on and dress in either clinic are or business are, as appropriate

for the situaon. Dress code requirements will be communicated in advance.

Expectaons for virtual events where clinic or business are is required:

• Students will be seated in front of their camera with an appropriate, professional, and neutral back-

ground that limits distracons (I.e., bare walls). It is a professionalism expectaon that parcipants will

have a background that contributes to the professional environment. Thus, avoid showing decoraons or

objects that might cause oense or controversy.

• Body posture and environment: To convey an engaged and professional presence, parcipants are spe-

cically asked not to take these video calls while lying in bed or lying on a couch or oor.

• If the student’s only available physical background is not appropriate for a video lecture, either blur the

background or choose an appropriate, neutral virtual background.

• Look at the camera when speaking to make “eye contact” with the lecturer.

• Make sure the student’s face can be seen when they are on camera. Avoid having windows or direct light

behind the student to they are not back-lit.

Virtual Lecture Microphone Policy:

• The student should mute their microphone if they are not the person speaking.

• The student should unmute when they are answering or asking a queson.

Virtual Lecture Quesons and Discussions Policy:

• Use the chat to write “queson” or “comment” and/or the hand raise feature to ask quesons or add to

the discussion.

• Be mindful of the fact that a presenng lecturer may not be able to see the chat box or the student’s

raised hand while presenng. Be paent.

• Be respecul even in disagreements and heated discussions.

• Remember that the virtual seng is sll a classroom when using the chat box. Keep conversaons on

topic and appropriate. The student may use the chat box to have a casual, school-appropriate conversa-

on if there is me before the beginning of a lecture.

General Virtual Lecture Policies:

• When sharing screen, be mindful of what shows up on the student screen. Check open tabs, chats, and

other images to be respecul and appropriate in a classroom seng.

General Policy for Virtual Lectures and Digital Conduct:

• Customize the Zoom (or other virtual lecture service) name to read the student’s rst and last name

rather than their Access ID or a phone number. If the student goes by a nickname that is school and/or

professionally appropriate, that is acceptable. Students should include their preferred pronouns in paren-

thesis aer their name to help instructors in communicaon during the session. Raonale: Having the

instructor know the student by name is immeasurably helpful in geng quality evaluaons (and credit

for the discussion that the student adds to the sessions).

• Do not record a lecture without express permission from the instructor and the other students in

the class. In all cases, the student’s lecturer will record the lecture if it is a lecture that is meant to be

M.D. Handbook and Policies

Chapter 7

recorded and distribute it via the course management system (e.g., canvas). Raonale: The university

must adhere to copyright agreements.

• If the student believes a lecture should be recorded but the lecturer has not clicked record, appropriately

communicate their concerns to the lecturer.

• If a lecturer assigns a student to help monitor the chat, help with technological dicules, or take notes

in a small session, be respecul of that student and the added eorts required of them. If a lecturer re-

quests help, be helpful to the lecturer and the students peers.

• Be on me for virtual classes. If the student ancipate being late, communicate their tardiness, prefera-

bly before class, to their instructor.

• Use the instructor’s preferred communicaon method as noted in the syllabus. If the lecturer has not

included a preferred communicaon method, email is appropriate.

• If the student lose their connecon during a virtual class, try to reconnect as quickly as possible and

communicate the loss of connecon to their instructor.

Digital Communicaon Policy:

• Digital harassment and cyber bullying will not be accepted in virtual lectures or any other digital sspace

associated with the SOM. To report incidents of mistreatment, please visit this link: Professionalism

Reporng for Students.

Emails:

a. Students should answer emails with acon items within 48 hours

i. Acon items include but are not limited to emails related to scheduling, grades,

immunizaons, and more.

ii. Acon item emails will include the phrase “ACTION ITEM” or “ACTION REQUIRED” in the

subject line and will be sent by Enrollment Management, Health Records, Student Aairs,

Academic and Student Programs, and other administrave departments.

iii. Raonale I: these are me sensive communicaons important to individual student’s

academic progress and careers. Delay in geng this informaon may make nishing the

curriculum successfully impossible.

iv. Raonale II: Scheduling at clinical sites (and especially presenng choices and preferences

where they occur) require intensive planning and coordinaon by mulple organizaons,

hospitals, clinical services, etc., and many mes last minute adjustments due to the

unpredictable nature of illness, paent acvity, faculty availability, and a myriad of other

factors will occur. Being late to answer communicaons will cause clinical rotaons to be

cancelled and delay progress in the curriculum.

b. Always include an appropriate and informave subject with the email.

c. Double check aachments before sending

d. Remember that all emails sent using the WSU email address belong to WSU. Do not send personal

informaon through the WSU email address. Emails can be used in a legal case and monitored by

WSU.

e. When emailing a site coordinator, do not wait unl the day before your rotaon. Email at least 1

business week before the rst day. Clerkship coordinators need to distribute schedules weeks in

M.D. Handbook and Policies

Chapter 7

advance of the start of the rotaons.

f. Include a signature in the email with the student’s name, school name, and year of study/expected

graduaon

i. Example:

a. John Smith

b. Wayne State University School of Medicine

c. MD4, Class of 2023

Teams, Slack, and Other Instant Messaging Services:

a. Students should answer messages within 12 hours

b. Messaging services oen feel less strict and professional, but remember, the student always

represent the SOM when using WSU-aliated messaging services. Always be respecul and

professional in the student’s messages.

c. While on clinical rotaons, students will adhere to HIPPA policies. No paent-specic informaon

should be transmied through IM, email or texng services. Students will get more informaon

about appropriate communicaon policies in clinical rotaons, in HIPAA policies, and from their

specic clinical teams

Digital Dress Code Policy:

• The virtual space is the classroom, so dress as if the student’s are aending an in-person class. Dress

appropriately for a student seeking a professional degree.

• Clinical rotaons are covered by the dress code policy. The WSUSOM dress code policy can be found

here.

• Be mindful of reecve surfaces like mirrors and eyeglasses when on video. These items can show peers

and faculty members the screen and/or are/learning space without the student’s meaning to show

them.

General Expectaons of Digital Communicaon and Learning Standards:

Virtual Lectures (“Zoom Expectaons”):

Virtual Lecture Camera Expectations:

• Make sure the student face can be seen when they are on camera. Avoid having windows or direct

light behind the student so they are not backlit.

• Look at the camera when speaking to make “eye contact” with the lecturer.

• Check the background. If their background would not be appropriate in a tradional classroom, it is

not appropriate for a virtual background.

◦ If the student’s only available physical background is not appropriate for a video lecture,

either blur your background or choose an appropriate, neutral virtual background.

Virtual Lecture Microphone Expectations:

M.D. Handbook and Policies

Chapter 7

• Be mindful of the downfalls of a virtual lecture.

◦ Do not speak over other people.

◦ Do not monopolize the microphone; give others the chance to speak as well.

Virtual Lecture Questions and Discussions Expectations:

• An instructor may call on the student by audibly saying their name or typing their name in a private

or public chat. When an instructor calls on the student, unmute and respond respecully.

Digital Communicaon Expectaons:

Emails:

a. Remember that the WSUSOM had one ocial mode of communicaon and that is the wayne.edu/

med.wayne.edu email address. Students are expected to check their email daily and monitor for

ocial communicaons.

b. Students rotang at aliated hospitals may be given an email address for internal communicaon at

those sites. This email address will not be used for ocial communicaon from the SOM but may be

used for clinical site-specic communicaon.

c. Forwarding this email to a Gmail, etc. account is not advised since there are many possible pialls in

transmission.

d. Do not send or respond to an email or message when this student are overly emoonal.

e. Be respecul of communicaon mes. WSUSOM faculty and sta are not expected to answer the

student’s emails and other communicaons outside of business hours.

f. WSUSOM business days are Monday through Friday.

g. WSUSOM business hours are between 8:30 a.m. and 5 p.m. with a 1-hour break for lunch

h. Please be aware that sta, faculty, and site/course coordinators get hundreds of emails a day and are

not always able to respond to the students emails within 48 hours. They will respond to the student

as quickly as possible during business hours.

i. Faculty and sta may choose to use delayed send when addressing non-emergent concerns to

protect their personal hours.

General Expectaons for Virtual Lectures and Digital Conduct:

• When aending a virtual lecture, turn unnecessary or distracng devices on silent or do not disturb. Do

not use these devices except for emergencies.

• Do not eat during a virtual lecture unless your lecturer explicitly states otherwise. The student may drink

non-alcoholic beverages during lectures in school-appropriate drinking ware.

• Avoid multasking during virtual classes. This is distracng to the lecturer, the other students, and a

disservice to the students learning. Note taking is acceptable and encouraged.

• The student should nofy everyone that they will be joining a virtual class to minimize distracons and

unwanted background noise and imagery.

M.D. Handbook and Policies

Chapter 7

• If the student have a pet, try to ancipate the pet’s needs before the lecture starts to minimize pet-relat-

ed distracons.

• If the student has a child or other family member with signicant needs, the student should try to anci-

pate those needs before the lecture starts to minimize family- and care-related distracons.

• Remember, a virtual lecture is only as engaging as the students allow. Teaching is a two-way acvity and

learners are expected to engage in order to facilitate a beer learning environment for everyone. If a

lecturer asks for parcipaon, parcipate! Treat the virtual lecturers like one would an in-person lectur-

er. Ask quesons, provide answers, encourage discussion, and otherwise look and act engaged. Imagine

giving a lecture to 100 black squares. It is much easier for lecturers to be engaging when they are in-

strucng engaged students

Reference: Earon S, The Value of Video Communications in Education,

https://explore.zoom.us/docs/doc/The%20Value%20of%20Video%20Communications%20in%20Education.pdf

7.3 Social Media and Social Networking

Raonale

The use of social media has increased in all industries including health care and biomedical research. This

policy is intended to be used as a guide to encourage School of Medicine (SOM) medical and graduate stu-

dents who use social media to protect themselves from the unintended consequences of such pracces and

to maintain public trust. The term “social media” should be broadly understood for purposes of this policy to

include but not be limited to blogs, vlogs, wikis, microblogs, message boards, chat rooms, electronic newslet-

ters, online forums, and social networking sites and applicaons. The SOM is a principled organizaon, and

as such, has an interest in its medical and graduate students being above reproach in the eyes of their peers

and the public. This document is craed to help medical and graduate students navigate the connually

changing world of social media in a professional and appropriate manner.

Parcipang thoughully in social networking and other similar Internet opportunies can support personal

expression, enable individuals to have a professional presence online, foster collegiality and camaraderie

within the healthcare and biomedical research professions, and provide opportunies to widely disseminate

public health messages, scienc observaons, and related communicaons.

However, social networks, blogs, and other forms of communicaon online also create new challenges to

interpersonal relaonships. Medical professionals, including those sll in training, need to weigh a number of

consideraons when maintaining a presence online.

Each individual student is responsible for their posngs on the Internet and on social media in all its forms.

A WSU SOM student is expected to represent not only themselves, but also the instuon, its partnering

educaonal, hospital, and clinical sites, and its values and the values and ideals of the medical profession. A

student’s online presence should reect their professionalism, accountability, integrity, honor, acceptance of

diversity, and commitment to ethical behavior.

Students should follow general professional guidelines when posng to or interacng with social media.

Communicaons should be courteous, respecul, and considerate of others.

Responsible Party and Review Cycle

M.D. Handbook and Policies

Chapter 7

The Senior Associate Dean for Curricular Aairs and Undergraduate Medical Educaon will review this doc-

ument annually.

LCME accreditaon References

None.

Denion(s)

None.

Policies:

A. Privacy and Condenality

1. SOM medical and graduate students must be cognizant of, and adhere to, standards of

paent privacy and condenality in all environments, including online, and must refrain

from posng potenally idenable paent informaon on personal accounts or websites

when valid, wrien permission was not given by the paent. Posng any paent informaon,

photos, commentary, content, or images may be a breach in condenality that could be

harmful to the paent and may be a violaon of federal privacy laws, including but not

limited to provisions within the Health Insurance Portability and Accountability Act (HIPAA).

Furthermore, while HIPAA is a United States federal law, the ethical principles that underlie it

extend to paents seen outside the country as well. This rule also applies to paents who are

deceased.

2. Sensive informaon such as medical records or proprietary informaon is never to be

transmied by social media.

3. It is important to read a social media site’s Terms of Use and Privacy Policy and be cognizant

of frequent and connuous changes to said policies. Students should closely monitor their

privacy sengs to opmize privacy and security.

B. Professionalism

1. Professional conduct must be adhered to at all mes, including during the use of social

media. The public holds physicians and biomedical research sciensts to a high standard of

professional conduct.

2. When wring online as representaves of the SOM about experiences as health

professionals, biomedical researchers, or associates of the SOM - medical and graduate

students must reveal any exisng conicts of interest and be honest about their credenals.

3. SOM medical and graduate students may not use their professional posion to develop

personal relaonships with paents, whether online or in person. SOM medical and graduate

students are discouraged from interacng with current or past paents on personal social

networking sites such as Facebook.

4. SOM medical and graduate students who do not maintain the school’s professional code of

conduct are subject to disciplinary acon. The SOM reserves the right to ask SOM medical

and graduate students to edit, modify, review, or delete any posng that violates the school’s

professional code of conduct. SOM medical and graduate students assume all risks related to

the security, privacy, and condenality of their posts.

M.D. Handbook and Policies

Chapter 7

C. Copyright

1. Wayne State University or SOM logos, trademarks, images, or related representaons may

not be used publicly unless granted permission in wring from the Execuve Director,

Oce of Markeng and Publicaons, Wayne State University. Furthermore, original and/

or modied lecture/laboratory material may not be shared outside of the Wayne State

University SOM community.

2. For WSU protecon and the student’s own protecon, students are required to show respect

for the laws governing intellectual property, copyright, and fair use of copyrighted materials

owned by others, including, but not limited to, the above regarding WSU’s own copyrights

and brands.

3. Do not share condenal or proprietary informaon that may compromise WSU’s research

eorts, business pracces, or security or the research eorts or security of a fellow student,

faculty, or sta member.

4. When the ability to use or share materials is in doubt, students should seek guidance

regarding appropriate use of materials before sharing said materials.

Guidelines:

A. SOM medical and graduate students should recognize that acons online and content posted

may have an immediate and/or long-term, negave aect on their reputaons and those of their

colleagues at the SOM among paents and colleagues, may have consequences for or otherwise

negavely inuence their residency match possibilies, medical, teaching, and/or research careers,

and could undermine public trust in the medical and biomedical research professions. Students

should also be aware that posngs on social media can carry legal ramicaons resulng in hearings

before a State Medical Licensing Board or other disciplinary boards. One should always remember

they represent the medical and biomedical research communies. It is important to recognize that

anything posted to the Internet may be permanently linked to the author whether it is posted

privately or publicly.

B. SOM medical and graduate students should recognize that “anonymous” posts do not exist. All posts

or comments can be traced back to the individual, and as a WSU SOM student, you are not allowed

to post or comment anything where others can read or see the post without full idencaon of the

writer/poster.SOM medical and graduate students should recognize that acons online and content

posted may negavely aect their reputaons and those of their colleagues at the SOM among

paents and colleagues, may have consequences for their medical, teaching, and/or research careers,

and could undermine public trust in the medical and biomedical research professions. One should

always remember that he or she is represenng the medical and biomedical research communies.

C. To maintain appropriate professional boundaries, SOM medical and graduate students should

consider separang personal and professional content online. For professional use, SOM medical and

graduate students are strongly encouraged to use their med.wayne.edu email addresses. The med.

wayne.edu email address is required for all communicaon with the SOM.

D. When using the Internet for social networking, SOM medical and graduate students should use

the maximum privacy sengs to safeguard personal informaon and content but should realize

that privacy sengs are not absolute and that once on the Internet, content is there permanently.

Remember that “private” posts can be screenshoed, copied, or otherwise captured and shared

widely and in a public format. Thus, SOM medical and graduate students should rounely monitor

their own Internet presence to ensure that the personal and professional informaon on their own

M.D. Handbook and Policies

Chapter 7

sites and content posted about them by others is accurate and appropriate. One should assume

that everything he or she writes, exchanges, or receives on a social media site is public. In addion,

private” posngs that become public through sharing will sll be held to the professionalism

standards of the SOM.

E. SOM medical and graduate students should maintain separaon between current or past paents

and paent family members through social media. Students should not give medical advice or make

diagnoses through social media.

F. SOM medical and graduate students acng in a public capacity are ambassadors of the SOM while

in that capacity. Controversial subjects should be discussed thoughully, respecully, and in a

professional manner.

G. When posng online and your connecon to WSU is present, you must include a disclaimer such

as, “The views expressed on this [blog; website] are my own and do not reect the views of my

university or the School of Medicine.”

a. Students should also be careful not to violate any social media policies they may be subject

to regarding aliated hospitals, clinics, or other teaching sites. It is important to reveal any

conicts of interest and be honest about a student’s credenals when posng online. Be

aware that a student cannot be an ocial representave or spokesperson for an organizaon

without explicit, specic conrmaon.

H. SOM medical and graduate students should take cauon not to post informaon that is ambiguous

or that could be misconstrued or taken out of context.

I. SOM medical and graduate students should be aware that content posted in any format (e.g., video,

song, etc.) may be taken out of context by others and used for an unintended purpose. Posng

online is public and permanent and can be used by anyone without prior request to the original

posters. Always consider how people outside of your target group will review the content.

J. SOM medical and graduate students are encouraged to avoid posng material on school group sites

or their own social media that could be seen as marginalizing to any individual or group, for example

regarding gender, race, naonal origin, religion, income, social background, sexual orientaon,

ethnicity, marital status, military status, genec informaon, or any other protected characterizaon

or group. Students should not use defamatory, vulgar, libelous, or potenally inammatory

language and should not display this language in photographs or videos. Implied disrespect or

unprofessionalism will be considered overt and met with consequences.

K. SOM medical and graduate students are encouraged to avoid posng polical endorsements

of candidates or pares outside of their own social media accounts and to carefully consider all

polically driven comments or posts on those accounts as well.

L. SOM medical and graduate students are encouraged to avoid posng comments about the health,

weight, atude, or lifestyle choices of SOM faculty members, trainees, academic sta members, and

medical and graduate students.

M. When SOM medical and graduate students see content posted by colleagues that appears

unprofessional, they have a responsibility to bring that content to the aenon of the individual, so

that he or she can remove it and/or take other appropriate acons. If, in the opinion of the observer,

the behavior signicantly violates professional norms and the individual does not take appropriate

acon to resolve the situaon, the observer should report the maer to the Senior Associate Dean

for Curricular Aairs and Undergraduate Medical Educaon.

N. SOM medical and graduate students should familiarize themselves with relevant Federal, state,

M.D. Handbook and Policies

Chapter 7

and local laws governing online acvies. Any issue of concern on social media (including threats,

violence, suicide, slander, cyberbullying, etc.) should be reported immediately to the Wayne

State University Police Department (phone #: 313-577-2222) and/or SOM administraon. When

uncertain whether these laws are followed, please refer to a school administrator before posng.

*Adapted from the AMA Policy on Social Media, Opinion 9.124 – Professionalism in the Use of Social Media

and “Model Policy Guidelines for the Appropriate Use of Social Media and Social Networking in Medical

Pracce” Federaon of State Medical Boards [2012] Retrieved 2015, January 28 hps://journalofethics.

ama-assn.org/arcle/ama-code-medical-ethics-opinions-condenality-paent- informaon/2011-07

Related Documents

Professionalism Policy

7.4 WSUSOM Dress Code

Purpose

The WSUSOM does not have an explicit dress code for classroom acvies. A student is expected to have

an appearance that inspires condence in one’s self and one’s medical school when interacng with paents

and the public.

Responsible Party and Review Cycle

The Senior Associate Dean for Undergraduate Medical Educaon will review this document annually.

LCME Accreditaon References

None

Descripon

DRESS AND GROOMING STANDARDS

The WSUSOM does not have an explicit dress code for classroom acvies. A student is expected to have

an appearance that inspires condence in one’s self and one’s medical school when interacng with paents

and the public.

On the other hand, a set of dress and grooming standards have been developed for medical students while

in clinical sengs. Unless stated otherwise, students should dress professionally and wear a clean white lab

coat during all paent encounters (including standardized paents). All students are expected to maintain

personal appearance standards that are consistent with the image of a health care professional, and comply

with all infecon control, legal, and safety requirements.

M.D. Handbook and Policies

Chapter 7

OBJECTIVE

To promote a neat, clean, professional, and business-like appearance consistent with preserving and en-

hancing the image of the WSUSOM, while assuring that are is not hazardous or oensive to paents and

employees.

SCOPE

All WSUSOM students assigned to inpaent or outpaent (including ambulatory sites, private oces, etc.)

paent care areas.

POLICY

All students shall maintain personal appearance standards that are consistent with the image of a health

care professional, and comply with all infecon control, legal, and safety requirements.

UNIVERSAL PERSONAL APPEARANCE STANDARDS

• Clothing should be of appropriate size and t perming freedom of movement. All personal clothing

should be clean, neat, and of appropriate length with nished hems. Thighs, breasts and cleavage must

be covered. Tucking pant legs into socks is not permied.

• Undergarments must be worn at all mes, and color and/or design must not be visible through clothing.

Socks or hosiery must be worn. Bare legs and feet are not acceptable.

• A short white coat with appropriate WSUSOM idencaon (embroidery) is to be worn at all mes

during paent care acvies, unless the student’s dues require wearing other items such as scrub

clothing in the operang or delivery room.

• Hair is to be neat and clean. Long hair must be so styled and/or restrained so as not to interfere with

work performance, safety and infecon control. Hair may not obscure vision or come in contact with

paent or other surfaces. Head coverings mandated by religious beliefs are acceptable. Mustaches and

beards must be clean and neatly trimmed.

• Fingernails must be kept short (i.e., not to exceed 1/4 inch past the ngerp) and clean. Chipped nail

polish or enhancements such as jewels may not be worn. Nail enhancements of any kind (e.g., wraps,

acrylics, gels and stones) may not be worn in the Operang Rooms, Same Day Surgery, Intensive Care

Units (for example, ICU, BMT, Burn unit, NICU, PICU, pheresis), step-down ICU units, or other areas

where invasive procedures are rounely performed or when procedures require a surgical scrub. (CDC

Guideline for Hand Hygiene in Health-Care Sengs. MMWR 51(RR16); 1-44: 2002).

• Jewelry must not create a hazard to self or others, and should be kept to a minimum. Visible adornment

with taoos or body paint is not acceptable. No visible ornamental piercing except for ears. No bracelets

are to be worn by students while engaged in paent care acvies.

• WSUSOM and/or appropriate Hospital Idencaon (Badges) must be worn at all mes, on the upper

chest or shoulder area, while on duty. Full name and photo must be visible. Badge holders/lanyards must

not interfere with paent care acvies and be worn above waist level.

• Shoe covers, where required, must be removed when leaving the paent care area.

• Makeup should be appropriate for oce dayme wear. Perfume and scented aer-shave loon must not

be worn due to the health risk to others.

• Personal headphones or personal cell phones are not to be used or worn while on duty in direct care of

paents. Personal beepers may be worn, but must be on vibrang (non-audible) mode and must not be

M.D. Handbook and Policies

Chapter 7

visible.

• Non-Direct Care Acvies: Unless otherwise directed, casual business wear may be worn while in orien-

taon, or at other educaonal oerings. This includes appropriate shoes/hose. However, if a poron of

the day is spent in the clinical area, the above guidelines regarding dress and grooming then apply.

• O-Site Funcons: WSUSOM Clinical Student Dress and Grooming Standards must be adhered to when

employees or contract employees represent the DMC at any outside conferences, community outreach

funcons, and other professional/educaonal events.

• The following types of clothing are not permied:

• Jeans or clothing of denim-like material

• T-shirts (without hospital approved design or logos)

• Sweatshirts, sweatpants, or jogging suits

Excepon: Sta may wear sweatshirts with hospital approved logo-site specic. Personal Train-

ers at RIM wear RIM Logowear warm-up suits.

• Shorts or Capris

• Tank or tube tops

• Military fagues

• Stretch pants, spandex, sr-uppants

• See-through or revealing clothing

• Exercise apparel

• Mini-skirts or mini-dresses (mid-thigh) or slit above mid-thigh

• Leather

• Excessive or inappropriate jewelry

• Sunglasses

• Open toe shoes or sandals

SPECIALTY AREAS

• Approved hospital-provided and laundered scrubs are to be worn in designated areas only. These

include, but are not limited to, the Burn Center (DRH), Labor and Delivery, LDRP, Dialysis and

Perioperave areas.

• Refer to site or department policy for students assigned to the Rehabilitaon Instute of Michigan,

and Psychiatric or Chemical Dependency areas.

WHEN STANDARDS ARE NOT MET

• Each student is responsible for maintaining an appearance consistent with this policy. It is the

responsibility of WSUSOM Administraon, in conjuncon with resident and aending faculty

along with administraon of all assigned health care instuons, to assure compliance with these

guidelines.

• Residents and Faculty, or the student’s counselor from the Oce of Student Aairs, are expected to:

counsel students who wear inappropriate or unsafe clothing.

• Students repeatedly arriving at work in apparel deemed unacceptable or unprofessional will be sent

M.D. Handbook and Policies

Chapter 7

home for more appropriate are. Students may then be required to make up me missed from

clinical acvies.

• If the student does not respond to counseling, he or she may be suspended and referred to the

Professionalism Commiee for further acon.

• Faculty and resident physicians to whom students are assigned may make excepons to the above

policy for specic purposes and events.

M.D. Handbook and Policies

Chapter 8

Overview

8.1 Academic Pursuit - WSUSOM Education Research

8.2 Communication Policy

8.3 Definition of Medical Student Practice Role

8.4 Dismissal

8.5 Grading

8.6 Elective Course Selection and Policy

8.7 Intellectual Property Ownership

8.8 Probation

8.9 Promotion and Graduation

8.10 Remediation/Repeating Failed Courses/Clerkships

8.11 Student Appeal of Grades

8.12 Student Support/Intervention

8.13 Time Zone Policy

8.14 Transportation Policy

8.15 USMLE Policy

ACADEMIC

& STUDENT

PROGRAMS

M.D. Handbook and Policies

Chapter 8

8.1 Academic Pursuit - WSUSOM Educaon Research

Responsible Party and Review Cycle

The Senior Associate Dean for Curricular Aairs and Undergraduate Medical Educaon will review this doc-

ument annually.

LCME Accreditaon References

• Element 3.2 Community of Scholars/Research Opportunies

• Element 4.2 Scholarly Producvity

Scholarly Opportunies and Research

Wayne State University School of Medicine takes academic and research integrity very seriously and aims

to appropriately credit all those who have contributed to a rapidly emerging educaonal curriculum. As with

any educaonal instuon, there are mulple opportunies for scholarship and to report outcomes in the

form of abstracts, posters, presentaons, and/or manuscripts. In these cases, the pursuit of publicaons

must be done with the knowledge of the Director of Medical Student Research and involved faculty, sta, or

peers.

Any scholarly work that involves, cites or references work or research at Wayne State University or the WSU

School of Medicine, is subject to internal review prior to disseminaon. Failure to adhere to this requirement

will result in a professionalism citaon. Note that the pursuit of academic publicaons drawn without the

knowledge of the Director of Medical Student Research and involved faculty, sta, or peers may be consid-

ered an act of research misconduct.

Refer to the Internaonal Commiee of Medical Journal Editors’ “Recommendaons for the Conduct, Re-

porng, Eding and Publicaon of Scholarly Work in Medical Journals” for addional informaon.

Wayne State University Human Research Policies (IRB)

Please refer to the university research policies: hps://research.wayne.edu/irb/policies-human-research.php

Research Integrity

hps://research.wayne.edu/integrity

Related Documents

Professionalism Policy

8.2 Communicaon Policy

Raonale

This secon describes how course directors and faculty will communicate with students about changes to

100

M.D. Handbook and Policies

Chapter 8

schedule, or other pernent informaon.

Responsible Party and Review Cycle

The Senior Associate Dean for Undergraduate Medical Educaon will review this document annually.

LCME Accreditaon References

• None.

Denion(s)

None.

Pre-Clerkship Course Communicaon Policy

A summary of mandatory and required events for the coming week, for each your courses, will be emailed

on Friday aernoon. The course director will use LMS Announcements (e.g., Canvas) to provide addional

student informaon about the course. Including, but not limited to, correcons to course material, changes

to the course calendar/ due dates or addional learning resources. Addionally, for specic quesons on

points of content in lectures or other sessions, there are faculty-specic Discussion Boards provided in the

LMS, as well as the ability to post quesons directly in the lecture capture videos (e.g., Echo360). The reason

for posng quesons to central locaons is to facilitate ecient responses to quesons for all students; if

you have a queson, it is likely that others have similar quesons. Faculty are expected to regularly monitor

the course discussions throughout the course for quesons that have been posted. Email sent directly to

faculty will result in students being referred to the Course Discussion board and responses will be posted

there.

Clerkship Course Communicaon Policy

Due to changing clinical schedules, students need to check email daily, and follow clerkship and hospital

communicaon procedures.

Related Documents

None.

8.3 Denion of Medical Student Pracce Role

Purpose

This describes the role of the Physician-in-Training within the pracce of medicine during pre-clerkship and

clerkship educaon.

M.D. Handbook and Policies

Chapter 8

101

Responsible Party and Review Cycle

The Senior Associate Dean for Curricular Aairs and Undergraduate Medical Educaon will review this doc-

ument annually.

LCME Accreditaon References

• Element 3.5: Learning Environment/Professionalism

• Element 7.7: Medical Ethics

• Element 9.2: Faculty Appointments

• Element 9.3: Clinical Supervision of Medical Students

Denion(s)

None.

Overview

The Wayne State University School of Medicine values the role of learners in the provision of clinical care.

We also value the educaonal principle of graded responsibility to maximally support learners in their de-

velopment of clinical experse. For this to occur, we require that appropriate supervision, assessment, and

feedback of learners occur.

All Wayne State University School of Medicine students must be appropriately supervised when parcipat-

ing in required or elecve clinical acvies. Supervision must occur by a physician who must either possess

a Wayne State University School of Medicine faculty appointment or be supervised in their teaching and

assessment role by an individual who has a Wayne State University School of Medicine faculty appointment.

These individuals can include but are not limited to physicians, residents, fellows, or other licensed health

professionals.

Student level of responsibility while being supervised is based on the Public Health Code of the State of

Michigan.

The Public Health Code of the State of Michigan allows licensed praconers to delegate acvies and pro-

cedures of medical care to medical students while under the direct supervision of the licensed praconer

who is physically present. The students are required to be enrolled in an approved school of medicine and be

parcipang in medical care as part of a course of study.

WSUSOM Medical students may therefore write orders for drugs, treatments, etc., provided that:

1. They are under direct supervision of a licensed physician and are doing so within the approved

medical school course of study;

2. They are compliant with the policies of the clinical partner hospital, clinic, pracce site or other

provider organizaon. Students may not write prescripons if otherwise prohibited by hospital/

clinic/pracce site policy;

3. The students are assigned to or are consultants to the service on which the order pertains; and,

102

M.D. Handbook and Policies

Chapter 8

4. A licensed physician countersigns all orders before the orders are executed. Counter signatures via

the electronic medical record must likewise be done before the order is executed.

o Roune admission orders are not exempted from the above provisions.

o Students are not allowed to enter orders in the electronic medical record while signed in

using another’s credenals, and permission to do so by the licensed praconer is not valid.

o All acvity must be in compliance with Michigan Controlled Substance laws.

o Medical students acng as sub-interns are sll subject to the above provisions.

Medical students will idenfy their signatures with WSU II, III or WSU IV or MS (Medical Student) III or IV,

just as licensed physicians idenfy their signatures with MD. Medical students will also wear badges iden-

fying them as medical students.

Medical students are not to be involved in any poron of the medical care of other medical students. As

part of professional behavior, students should recuse themselves from involvement in medical care of family

members or acquaintances.

At all mes, if a student is uncomfortable performing an assigned procedure because they feel either that

their skills are inadequate or that they need more supervision/guidance than is available, then that student

MUST refrain from doing the procedure. Students should never aempt a procedure on a paent they are

uncomfortable performing.

Related Documents

8.4 Dismissal

Overview

Unsasfactory academic progress subject to dismissal occurs when a student has failed to meet the aca-

demic standards of the WSUSOM as designated by the Student Promoons Commiee (SPC).

A student is subject to dismissal if the Student Promoons Commiee determines that a student’s overall

academic performance, which includes the student’s overall professionalism performance, has fallen below

the Medical School’s standards. A determinaon to dismiss a student by the Student Promoons Commit-

tee can be made at any me in the academic year or any me during the student’s career in medical school.

A request for consideraon of student dismissal by the Promoons Commiee can be made by the Dean,

Vice Dean of Medical Educaon, Chair of the Promoons Commiee, Senior Associate Dean of Undergrad-

uate Medical Educaon, Associate Dean of Student Aairs and Career Development, the Associate Dean of

Pre-Clerkship Educaon, the Associate Dean for Clinical Educaon, or the Professionalism Sub- Commiee.

In all instances where a dismissal is being considered by the Student Promoons Commiee, the student will

be given noce and will be given an opportunity for a hearing in front of the Student Promoons Commiee

before a nal decision is made.

M.D. Handbook and Policies

Chapter 8

103

Responsible Party and Review Cycle

The Senior Associate Dean for Curricular Aairs and Undergraduate Medical Educaon will review this doc-

ument annually.

LCME Accreditaon References

• LCME 9.9 Student Advancement and Appeal Process

Dismissal

Dismissals occur when a student has failed to meet the academic and/or professional standards of the

WSUSOM as approved by the Student Promoons Commiee (SPC) in one of the following ways:

1. A student does not complete the medical educaon program within seven (7) years of the year of

matriculaon except for MD/PhD.

2. In Segments 1-2:

a. A student does not begin and/or complete repeated coursework as scheduled.

b. A student does not achieve a grade of Sasfactory in a repeated course.

c. A student does not pass a re-examinaon.

d. A student does not remediate failure of a longitudinal course.

e. Students who fail three or more courses during Phase 1 (i.e., Segment 1 and Segment 2)

f. A student does not pass USMLE Step 1 within (1) year of compleon of Segment 2

coursework on the published academic calendar for their graduaon year cohort.

g. A student fails USMLE Step 1 three mes.

h. A student violates professional standards.

3. In Segments 3-4:

a. A student fails any three required Segment 3 clerkship/Segment 4 clinical rotaons.

b. A student has two clinical evaluaon failures of a Segment 3 clerkship/Segment 4 required

clinical rotaon, or a second clinical evaluaon failure of a single Segment 3 clerkship/

Segment 4 required rotaon.

c. A student fails any single required clerkship three mes by failing the subject exam on the

third aempt.

d. A student does not pass USMLE Step 2 CK within one (1) year aer the compleon of

Segment 4 coursework.

e. A student fails USMLE Step 2 three mes.

f. A student violates professional standards.

104

M.D. Handbook and Policies

Chapter 8

Adverse Acon Due Process

All Wayne State University School of Medicine medical students are aorded due process prior to an

adverse acon (i.e. Dismissal or Administrave Leave of Absence) being taken against them. The following

outline due process procedures for adverse acons as it relates to the SPC:

1. Students are informed of potenal adverse acon in wring by the Senior Associate Dean (SAD) or

their designee. This communicaon occurs within seven (7) business days of the student meeng

the requirements for an adverse acon. The leer discloses the evidence on which an adverse acon

would be based. In this communicaon, the student is noed of the opportunity to appear before

the SPC.

2. The student is aorded an opportunity to meet with the SAD or their designee to discuss the

pending adverse acon and discuss the evidence on which the adverse acon would be based.

Meeng with the SAD is voluntary.

3. Once the student has been informed of the potenal adverse acon via the leer from the SAD,

they must respond within 10 calendar days of whether they will parcipate or decline to parcipate

in the SPC proceedings. If they choose to parcipate, they have the opportunity to submit a

wrien leer to the commiee, via the commiee chair, describing any migang or extenuang

circumstances relevant to the pending adverse acon. It is assumed that the student does not

choose to parcipate if they do not respond within ten (10) calendar days of receipt of the leer. A

wrien reply is not needed for the SPC to connue with the pending adverse acon.

4. The student then has the opportunity to appear before the SPC to address the pending adverse

acons. Parcipaon by the student is not required.

5. The student can bring a support person to a hearing. If that support person is an aorney, the SPC

chair or their designee must be noed ten (10) days prior to the hearing.

6. During the hearing, the student will be introduced to the vong members of the commiee. The

student is permied to summarize his/her situaon. Members of the commiee may ask quesons

of the student. Recordings of the hearing are not allowed by any individual.

7. In the process of making decisions regarding students, the SPC considers the student’s enre

academic record to date, which includes:

1. Pre-entry data and medical school transcript informaon

2. Performance data from the current academic year

3. Informaon regarding any student issues which appear to have impaired academic or

professional performance

8. Aer the hearing, deliberaons occur by the SPC. Deliberaons are condenal, are based upon the

academic decision-making of the commiee, and occur without the student being present.

9. The SPC will vote on the pending adverse acon.

10. The SPC can also decide to postpone acon pending receipt of addional informaon.

11. An ocial leer detailing the outcome of the SPC’s deliberaons will be sent to the student within

5 business days of the hearing. The leer will be sent by the SPC chair or designee on behalf of the

SPC.

M.D. Handbook and Policies

Chapter 8

105

Appeal of Dismissal

Appealing Promoons Commiee Decisions

Students have the right to appeal decisions of the Student Promoons Commiee. In order to appeal a deci-

sion, the following must occur:

1. An appeal of an SPC decision is only allowed under the following circumstances:

a. A student’s due process, as dened above, was violated.

b. New informaon that would have an impact on the SPC’s deliberaons. The failure of the

student to provide this informaon prior to or during the hearing is not grounds for an

appeal.

2. Disagreement with the SPC decision is not grounds for an appeal.

3. A student must present a wrien appeal leer to the chair of the SPC within ten (10) business days

from the me the SPC decision was communicated to the student.

4. The appeal leer must clearly state the specic nature of the appeal.

5. The lack of evidence that the student’s due process was violated or the lack of new informaon in

the appeal leer will result in the denial of the appeal

6. If the Dean or Dean’s designee nds evidence that due process was violated or new informaon is

available, the Dean in consultaon with the chair of the SPC, will convene an ad hoc subcommiee

to review the case (see below).

7. A decision regarding the appeal status (grant, deny, or in process) will be issued by the SPC within

fourteen (14) business days of the receipt of the student appeal leer.

Appeals to the Wayne State University Provost

• If the appeal inial appeal is denied or the adverse acon is upheld by the ad hoc subcommiee, the

student can appeal the decision to the provost of the University by wring a leer to the provost, within

30 calendar days of the postmark of the school’s nal decision, and by providing a copy to the Dean of

the Medical School. The procedures for appeals to the Provost can be found at: hps://provost.wayne.

edu/academic-policy.

• A student cannot appeal to the provost prior to the school of medicine’s due process and/or appeal

process concluding.

Related Documents

Assessment

Leave of Absence

Professionalism

Remediaon

106

M.D. Handbook and Policies

Chapter 8

8.5 Grading

Purpose

This document outline policies and procedures for the calculaon and reporng of grades.

Responsible Party and Review Cycle

The Senior Associate Dean for Curricular Aairs and Undergraduate Medical Educaon and the Associate

Dean of Clinical Educaon will review this document annually.

LCME Accreditaon References

• Element 9.6 Seng Standards of Achievement

• Element 8.7 Comparability of Educaon/Assessment

• Element 9.8 Fair and Timely Summave Assessment

• Element 11.6 Student Access to Educaonal Records

Denion(s)

None.

GMP for Pre-Clerkship Courses. Policy

A guaranteed minimum pass line (GMP) is not set for individual summave assessments. For courses with

more than one form of graded assessment, the course grade is calculated by weighng and combining

scores for all assessed components. The GMP currently is set at 70% for all Segment 1 and 2 courses.

GMP for Segment 3 Clerkship NBME Subject Exams. Policy

Guaranteed Minimum Pass (GMP) Level: The GMP is the minimal NBME subject exam score with which

students are guaranteed to pass the exam. No grade appeals will be entertained regarding NBME objecve

scoring.

The pass levels are reviewed annually and posted aer review of the previous years data. Passing scores are

listed on the course syllabuses for each clerkship.

GMP for Segment 3 Clerkship NBME Subject Exams. Faculty Procedure

Guaranteed Minimum Pass (GMP) Level: The GMP is derived from the most recent NBME grading guideline

produced for each medical specialty and based on the Modied Ango procedure, which is a content-based

standard seng approach.

The pass level is reviewed annually and posted to course syllabi aer review of the previous year’s data is

complete.

M.D. Handbook and Policies

Chapter 8

107

Student Academic Privileges

Every student has a right to a course grade that represents the faculty’s good faith judgment of the stu-

dent’s academic performance. The assignment of a course grade may include the assessment of professional

aributes. A specic evaluaon and grading plan will be distributed clearly at the beginning of each course

or clerkship. Fulllment of professionalism standards is a requirement for passing every course and clerkship.

With regards to clinical clerkships, failing any component of a clinical rotaon in the domain of professional

aributes may result in failure of the clerkship.

Segment 3 Clerkship Grades. Policy

Faculty-authored exams:

Exams wrien by WSUSOM faculty are graded based on established departmental criteria specied in the

pernent secon of this guide.

NBME Exams (Shelf/Subject):

The NBME provides each Clerkship Director with individual examinaon scores and the mean and the stan-

dard deviaon for the NBME Subject Examinaon for the WSUSOM group administered that examinaon.

Each Department through its Clerkship Director and departmental medical educaon commiee decides

how passing scores and honors scores for the wrien examinaons are determined using this informaon.

Please refer to each clerkship syllabus for this informaon.

Clerkship Summary Grade Report Forms & Final Clinical Evaluaon:

Each department has discreon on how individual Preceptor Assessment forms aggregate to produce the

Summary Grade Report, e.g., assigning more weight to certain evaluaons, simply averaging the evaluaons,

etc. Refer to the clerkship syllabus for details.

The Final Clinical Evaluaon for the clerkship is reported on the Clerkship Summary Grade Report form.

The Clerkship Summary Grade Report Form is a summary of your performance in a clerkship. Detailed on

your Grade Report Form is a summary of the Preceptor Assessment form(s) and your wrien exam and other

assessment scores. At the boom of the Grade Report is your nal course grade. These Grade Report Forms

essenally are a “report card” of your performance during a clerkship.

Note: No grades are assigned on the Preceptor Assessment form. Your clinical grade, along with other aspects of your

grade, are determined only by the department medical education committee and Clerkship Director.

Segment 3 Clerkship Grades. Procedure

Review of Preceptor Assessment and Grade Report Forms:

You may obtain a copy of your Preceptor Assessment and Clerkship Director Final Assessment forms for

each clerkship through New Innovaons. The WSUSOM administraon recommends that you keep them in

a porolio for periodic reecon and review.

Determination of Final Clerkship Grades

Criteria for Clerkship Honors and Unsasfactory grades are as follows: Performance in all components of

108

M.D. Handbook and Policies

Chapter 8

the student’s grade (clinical evaluaon, assignments, and examinaon) must be sasfactory for a student to

be given a passing grade. Outstanding clinical performance does not compensate for a failing exam score,

nor does an Outstanding exam score compensate for unsasfactory clinical performance. Failure in one or

the other category results in an unsasfactory grade.

• Performance in both components of the student’s grade must be Outstanding for a student to be given

an Honors grade. In addion, the student must meet all clerkship deadlines and other criteria to be eligi-

ble for an Honors grade.

• At the discreon of the department, certain failing students may be oered the opportunity to repeat

departmental examinaons (wrien or oral). Please note that if clinical performance was notably poor,

an Unsasfactory grade may be given without oering a re-examinaon, and the student will then be

required to repeat the rotaon. There is no presumpon that each student will automacally be given

the opportunity to repeat an unsasfactory examinaon.

• If the student passes on the re-examinaon, the transcript grade will be recorded as “S*” (Sasfactory

upon remediaon).

• If aer re-examinaon, the person is sll unsasfactory, the grade remains “U”, and the student will then

be required to repeat the clerkship (including both clinical me and all examinaons).

• The repeated clerkship clinical me is individualized - it may be one, two or three months of clinical me.

The situaon will be reviewed by the Associate Dean of Clinical Educaon and the Associate Dean of

Student Aairs and Career Development.

Note: students will be scheduled & assessed fees for any repeated coursework.

Reporng Clerkship Grades

Clerkship grades are determined by each department’s Medical Student Educaon Commiee. Students’

grades are discussed by the WSUSOM Clerkship Educaon Subcommiee, aer which they are recorded by

the Oce of Records and Registraon. Grades are then made available in New Innovaons to students.

Students will have a copy of the Grade Report and Clinical Evaluaons in their New Innovaons le for each

clerkship.

The Clerkship Directors and sta of the clerkships are NOT permied to report the results of examinaons,

clinical evaluaons, or overall clerkship grades directly to individual students outside of the process de-

scribed in the preceding paragraph.

Grades in Segment 4 Courses

Students will be evaluated in their respecve Segment 4 required clerkships and elecves using grading pol-

icies and procedures established and disseminated for each course. See Clerkship syllabus for details regard-

ing grading and remediaon policies.

There are ve required clerkships of one-month duraon each: Inpaent Sub-Internship and Emergency

Medicine Core Clerkship. Also required is the one-month Step 2 prep course, one-month of Residency Prep

course (2 opons, surgical and non-surgical) and one-month of Medical Educator. The other months include

elecve courses, selected by the student with the intenon that a balanced program of study is selected to

complete your medical school educaon.

Note carefully: AWAY elecves are held to the same requirements of grade submission, and the WSUSOM

must receive evidence of sasfactory performance for the enre period in order to grant credit.

M.D. Handbook and Policies

Chapter 8

109

Students who do not nish an elecve will receive a U (unsasfactory) grade.

Elecve Grades

Students will be eligible for the usual clinical grades of Honors, Sasfactory, or Unsasfactory for elecves

Grade Submission

Grades for year M1 and M2 courses (required and mandatory) are due 3 business days aer the nal exam/

last class meeng.

Grades/evaluaons for M3 and M4 courses (required and elecve) are due 10 business days from the last

day of class.

Related Documents

Tesng Policy

Assessment Policy

Clerkship and Clinical Site Policies

8.6 Elecve Course Selecon and Policy

Purpose

This describes when students may take elecve courses, the role of elecves in segments 3 and 4, how to

select and change your elecves, and the role of the School of Medicine in selecng elecves.

Responsible Party and Review Cycle

The Senior Associate Dean for Curricular Aairs and Undergraduate Medical Educaon and the Associate

Dean of Clinical Educaon will review this document annually.

LCME Accreditaon References

• Element 6.5 Elecve Opportunies

Denion(s)

None.

Segment 1

Any student who passes all courses in the Segment 1A Term (July-Sept) is allowed to sign up for a 1A elec-

ve and will be reevaluated before taking a 1B elecve.

110

M.D. Handbook and Policies

Chapter 8

A student must remain at or above a 75 percent average to connue into the 1B elecve.

Students will be allowed to take only one elecve per term, then connue in that elecve for the year as

long as they are academically qualied.

Segment 2

Any student who passes all courses in the Segment 2A Term (April-June) is allowed to sign up for an elecve

and will be reevaluated before taking a 2B elecve.

A student must remain at or above a 75 percent average to connue into the 2B elecve.

Starng with the Class of 2026, M2 students will be allowed to take only one elecve per term, then conn-

ue in that elecve for the year as long as they are in good academic standing.

Students are sll required to enroll in 12 months of coursework for segment 4.

Segment 3

For Segment 3, WSUSOM does not have elecves.

Segment 4

The following policy refers only to changes involving elecves. Changes in the order of clerkships (i.e., your

clerkship group), the sites of your clerkship, or changes to required Segment 4 are not governed by the fol-

lowing policy.

• ALL requests to change elecves are iniated either through the Oce of Records and Registraon

or the Associate Dean of Clinical Educaon. Students should list their current program, requested

change (the new course and alternaves, if indicated), and reason for the change on the Add/Drop

Change form available online.

• No changes will be made without the required signed Add/Drop form; if you have previously

communicated with administraon regarding the change by email, please submit a copy of the

relevant discussion along with the change request so that all documentaon is together that needs

to be reviewed. To reiterate, any explanaons, descripons of extenuang circumstances, etc.

including copies of email correspondence must be submied with the Add/Drop form, as a decision

will be made on the program change only with materials available at that me; no aempt will be

made by WSUSOM Administraon to correlate an Add/Drop form with past submied informaon

or verbal discussions.

• All requests to change elecves must be submied online at least 45 days before the start of the

elecve. Note that all paperwork to eect a change must be submied at least 45 days before the

start of the elecve in queson.

• There will generally be no excepons to the 45-day limit for changing elecves, and in the case

where the 45-day limit is waived it is only for emergencies beyond the control of the student or for

academic intervenon by the SOM.

• If requested by administraon, or at the student’s request, the student will meet with the Associate

Dean of Clinical Educaon. Once approved, the documents will be forwarded to the Oce of

Records and Registraon for modicaon of the student’s ocial record. Course Directors impacted

by the change will be noed by the Oce of Records and Registraon.

M.D. Handbook and Policies

Chapter 8

111

• It is to the student’s advantage to submit the request as soon possible, since the desired new

elecve may not be available at a later me.

• To request consideraon for an elecve change with less than 45 days before the start of the course

because of extenuang circumstances, the student must personally meet with the Associate Dean of

Clinical Educaon or their designee.

• Students are forbidden to directly contact the elecve coordinator, department, hospital, etc. to

discuss their desire to change their program/elecve. Doing so puts the coordinator in an awkward

posion as the availability of space in their elecve does not necessarily mean that the elecve

change will be approved by the WSUSOM. Similarly, a program change suggested by your advisor or

another faculty member is not automacally approved without review by WSUSOM administraon

via the procedures detailed above.

• Decisions regarding the approval or disapproval of an elecve change are nal, irrespecve of the

availability of space to accommodate the student’s request.

• All program changes must follow the policies of the WSUSOM and be approved by WSUSOM

administraon. There are several reasons for possibly denying approval even though it appears

that the course is available, including possible obligaons by the WSUSOM to ll spots once

students have indicated their desire to take them; other changes that have been recorded but not

communicated to the coordinator or department or hospital that takes up the free spot; academic

concerns aer review of a student’s prior performance; program balance, etc. Any program change

made by a student that does not have prior WSUSOM approval may not be recognized by the

WSUSOM, resulng in denial of credit towards graduaon for that elecve.

Issues with Away Elecves

1. If travel me conicts with the compleon of one elecve period and the beginning of another,

permission must be obtained from the faculty member in charge of the elecve from which me

will be lost for travel prior to beginning the course that will cause the conict. Only 2-4 days are

generally allowable and may be required to be made up.

2. You may be required to use a vacaon month if away elecves are not in sync with the WSUSOM

calendar.

3. Paid clerkships or externships are not acceptable as ocial elecves for credit towards graduaon. If

you get paid for an elecve, you cannot also receive course credit for that elecve.

Away and Home Electives

AWAY elecves are elecves that are not at an instuon aliated with WSUSOM. HOME elecves are

those that are provided at an instuon aliated with WSUSOM.

Students need to submit the necessary paperwork for the approval of all elecves other than those in the

WSUSOM catalog with our aliated instuons.

A student may elect to do more than the minimum number of elecves required for graduaon.

Applying for Away Elecves

1. At no me will a student be allowed to complete his or her two required Segment 4 clerkships (Sub-

Internship and Emergency Medicine) outside the usual course oerings (required at HOME).

2. Most medical schools will use the AAMC’s Vising Student Applicaon Service (VSAS) to receive

112

M.D. Handbook and Policies

Chapter 8

applicaons from students wishing to do Segment 4 clinical AWAY elecves at their instuons. This

service includes a searchable database of elecves, a short applicaon, the ability to pay applicaon

fees online, and tracking of oers and schedules. Detailed helpful informaon for students about

VSAS and a list of parcipang host schools is available at: hps://www.aamc.org/students/

medstudents/vsas/

◦ The Wayne State University School of Medicine Oce of Records and Registraon/Division

of Enrollment Management will issue you authorizaons to log into VSAS. This oce as well

as the Oce of Student Aairs will assist you in the VSAS applicaon process.

3. The applicaon process for AWAY elecves at host schools not yet parcipang in the VSAS

process includes rst making contact with the medical school or instuon in queson. This

includes obtaining approval of the Associate Dean of Clinical Educaon. The Oce of Enrollment

Management will also help you complete other applicaon materials required by host instuons

such as proof of vaccinaon or other heath maers, vericaon of ‘good standing’ status, malpracce

insurance, etc. It is the student’s responsibility to complete all required forms and requests (health

forms, transcript requests, proof of health insurance, HIPAA training, respirator t tesng, USMLE

scores, photo ID) and submit the completed packet to the Oce of Student Aairs. Students

requesng an elecve from a school/ hospital requiring addional medical liability insurance

beyond the school’s policy will bear the cost. This addional fee will not be reimbursed by the

WSUSOM. Be certain to read host school requirements carefully and comply with the policies

in addion to all WSUSOM policies. The Oce of Student Aairs will review and mail all of this

informaon to the host instuon to complete your applicaon for an AWAY elecve. Please note

that no applicaons will be processed or mailed by the Oce of Student Aairs without submission

of all of the required applicaon materials.

◦ Programs that do not parcipate in VSAS will require an aliaon agreement with WSU.

Since this needs to go through legal review and get signed by the Provost of the university, it

will take at least 2 months to process. Several programs already have aliaon agreements

on le with WSU, so it is wise to check before comming.

4. Only one AWAY clerkship request form will be processed for a given month. Students may not try

to get several dierent AWAY elecves for a parcular month as “backup elecves”. Applying to

and being accepted at two dierent instuons for the same month necessitates that the student

will have to cancel one of the elecves he or she requested aer the request was approved by the

instuon; this is never interpreted favorably by the instuon, and could have an impact on future

student learning there. You are advised to list alternate courses in the same department when

making your requests. By doing so you will avoid having to secure mulple chairs’ signatures for a

given month and maximize your choices at a given instuon.

5. The Oce of Student Aairs will maintain a le of all completed requests and provide the student

with a copy of the applicaon materials.

6. The AAMC Extramural Elecves Compendium (usually released in March or April of each academic

year) contains informaon of elecves oered to vising students from a variety of instuons. It

can be found on the web at: hps://services.aamc.org/eec/students/

◦ The compendium contains detailed informaon regarding the applicaon, approval processes,

deadline dates, etc. for taking guest elecves at all accredited US and Canadian schools.

Copies will be available in the Oce of Records & Registraon, the Oce of Student Aairs,

Student Organizaons Oce, and the Shiman Library. Most medical schools also post their

Segment 4-year curriculum guide and elecve oerings on their instuonal website.

7. WSU AWAY elecve forms are available in the Oce of Records & Registraon and the Oce of

M.D. Handbook and Policies

Chapter 8

113

Student Aairs.

8. The Oce of Records & Registraon must receive wrien conrmaon of acceptance as a guest

student from the instuon at least 4 weeks prior to the scheduled starng date for the clerkship.

Please be sure to monitor this requirement carefully. If wrien conrmaon is not obtained by one

month before the start of the elecve, please contact the Oce of Student Aairs or the Oce of

the Associate Dean of Clinical Educaon for assistance.

9. As with all other clerkships and elecves, failure to aend an approved clerkship will result in an

unsasfactory grade. That unsasfactory grade will be made up at the Detroit Medical Center or

Henry Ford Health System. The student will also be referred to the Professionalism Commiee.

10. Students will be given credit only for those AWAY courses for which they have registered and which

appear on their approved Segment 4 program. If changes are made by the student or imposed by the

host instuon, the Oce of Records & Registraon must be noed immediately.

Internaonal Elecves

Internaonal elecves are dened as educaonal me spent outside the United States and Canada.

A one-month elecve within a foreign country may be taken for credit by Segment 4 students only if the ed-

ucaonal value of the elecve can be veried. Establishing and approving the elecve follows the guidelines

outlined below. Prior to contacng an internaonal instuon, students must meet with Dr. Chih Chuang,

Director of Global Health and Educaon.

Students who have not obtained Segment 4 status may not take Internaonal Elecves for credit. Students

who are on academic probaon or on leave of absence are not permied to parcipate in internaonal clini-

cal experiences.

Only one internaonal AWAY elecve (of one-month duraon) is allowed per student. This elecve is con-

sidered in the evaluaon of program balance.

The procedure for approval of internaonal elecves for Segment 4 students at the WSUSOM involves

discussing with the Director of Global Health and Educaon to assess the educaonal value as well as

assessing the logiscal aspects of the elecve. The Director of Global Health and Educaon will also assess

whether the elecve ts into the WSUSOM’s long term objecve of potenal partnership and sustainability.

The Director of Global Health and Educaon will give nal approval and all requisite paperwork and evalua-

ons must be completed before a nal mark will be issued.

You will need to complete a Schedule Change Request Form if you are adding this elecve to your schedule.

Independent Study Elecves

An Independent Study Elecve is dened as any elecve taken during the clinical curriculum of medical

school that does not have a previously dened and published syllabus, which describes the objecves, work

hours and environment, resources, and evaluaon methods of the course. In essence, the course is estab-

lished by and for the parcular student. This denion applies to proposed elecves at WSUSOM or one

of its aliated HOME clinical instuons (HOME Independent Study Elecves) as well as courses at other

instuons (AWAY Independent Study Elecves).

Except in unusual circumstances approved in wring aer wrien peon by the student, students will not

be allowed to complete more than three independent study elecves during Segment 4 of medical school.

This includes research elecves.

114

M.D. Handbook and Policies

Chapter 8

Segment 4 Independent Study Elecves can be done here, elsewhere in the USA, or at internaonal sites

(see below).

1. HOME Independent Study Elecves

a. Requests to establish a HOME Independent Study course for a student’s elecve will be

considered by the Associate Dean of Clinical Educaon in conjuncon with the relevant

Department of the WSUSOM. The request to establish an Independent Study Course is

iniated at the Oce of the Associate Dean of Clinical Educaon or the Oce of Enrollment

Management. The WSUSOM Independent Study Elecve form must be completed in order

to process the request. Several criteria are used in considering approval of the Independent

Study request, including but not limited to, the student’s academic record, departmental

resources, the student’s planned career, the presence of a compelling reason to establish

such a course (for example the absence of an idencal elecve course at the WSUSOM), etc.

b. The student must contact the department and/or individual with whom he or she intends

to work. Together the plan of study is developed and wrien on the Independent Study

form. When completed and signed, this is then submied to the Associate Dean of Clinical

Educaon for formal approval.

c. Faculty sponsoring or precepng HOME independent study elecves must have a faculty

appointment with WSUSOM.

2. AWAY Independent Study Elecves.

a. AWAY Independent Study Elecves are developed and approved in a very similar fashion,

except that the approval from the Associate Dean of Clinical Educaon should be sought

before aempng to establish the elecve. The process is altered in this way to make sure

that everyone at the WSUSOM will approve the elecve before the student contacts the

other instuon. During Segment 4, AWAY Independent Study Elecves can be arranged

when proper documentaon of the educaonal value of the elecve can be demonstrated.

b. AWAY Internaonal Elecves, which by their very nature are an Independent Study Elecve

because the experience is unique, are discussed below.

3. Addional important points:

a. If a student plans to do an AWAY Independent Study Elecve, it is their responsibility to make

all arrangements regarding the elecve, including approval by WSUSOM. No credit will be

given retroacvely for courses taken but not approved before the start of the course.

b. Monitor the situaon with regard to the AWAY Independent Study Elecve requests

carefully. If it is determined that the requested AWAY Independent Study Elecve is not

approved, a substute must be proposed, which is then added to the program using the

mechanism for course changes specied in this Handbook.

c. All independent study elecves must have an evaluaon form submied to the WSUSOM

in order to get credit. This must be done within 30 days of compleon of the elecve, and

within three days for May elecves (in order to fulll graduaon requirements).

d. Preceptors must have a faculty appointment at a SOM. Credenals must be submied in the

form of a CV. A current and valid email address is also required.

e. Independent research elecves at HOME or AWAY require submission of an abstract or

research report to the WSUSOM in addion to the evaluaon form. This will document

research progress made during the month.

M.D. Handbook and Policies

Chapter 8

115

8.7 Intellectual Property Ownership

Raonale

Materials produced by students, as part of a course of instrucon, should place those materials in the public

domain so that they can be shared in academic and paent educaon environments.

Purpose

The need for this policy is because in Service Learning students create educaonal material for paents

and clinics. In support of academic medicine it is valuable for faculty to be able to share these materials in

various academic sengs. Students may choose to not provide permission to share the material they helped

prepare in these sengs.

Responsible Party and Review Cycle

The Senior Associate Dean for Curricular Aairs and Undergraduate Medical Educaon will review this doc-

ument annually.

LCME Accreditaon References

none

Denion(s)

None

Intellectual Property Ownership

Students retain the copyright on all materials produced as a result of coursework. However, we may request

permission to display or use student material for pedagogical, scholarly, and administrave purposes.

generalcounsel.wayne.edu/policies/copyright-issues

Related Documents

None

8.8 Probaon & Academic Warnings

Responsible Party and Review Cycle

The Senior Associate Dean for Curricular Aairs and Undergraduate Medical Educaon will review this

116

M.D. Handbook and Policies

Chapter 8

document annually.

LCME Accreditaon References

• Element 3.5 Learning Environment/Professionalism

• Element 12.3 Personal Counseling/Well-Being Programs

• Element 12.4 Student Access to Healthcare Services

Probaon

Purpose

Academic probaon is used to track and improve the performance of students struggling academically.

No record of the academic probaonary status appears on the student’s transcript. Academic probaon is

determined at each program level (i.e., Segment 1, Segment 2, Segment 3, Segment 4). Once a student on

academic probaon has sasfactorily completed all coursework at a program level, the student comes o

probaon.

Students in Segment 1 or Segment 2

For a course with mulple assessments, the nal course grade is calculated by weighng and combining all

summave examinaons. A guaranteed minimum pass rate (GMP) is set at 70% for each Segment 1 and 2

course. Students at or below the GMP will be required to meet with the Course Director and their counselor

to discuss the reasons for their performance and assess the need for a referral to the Oce of Learning and

Teaching.

Any Segment 1 or Segment 2 student with one course failure is placed on academic probaon and formally

noed by the Associate Dean of Pre-Clerkship Educaon. In addion, a student on academic probaon will

not be taken o probaon unl the requirements for that parcular segment have been met and the student

has been promoted to the next segment. Any student repeang coursework is automacally placed on aca-

demic probaon unl the course is successfully remediated.

Students in Segment 3

Any Segment 3 student with one failure in clerkship will be placed on academic probaon and be formally

noed by the Associate Dean of Clinical Educaon and the Academic & Student Programs Oce.

See Remediaon Policy

Academic probaon during Segments 3 and 4 can result in any of the following acons:

• Monitoring of progress without alteraon in the student’s program.

• Alteraon of the student’s program, including a change in clinical site, the order of coursework, or

the denial of permission to do AWAY elecves.

M.D. Handbook and Policies

Chapter 8

117

• Requiring addional course compleon beyond the usual curriculum to remediate clinical

deciencies.

Requirements of Probaon Segment 1 - Segment 4

Wrien requirements of probaon will be provided to the student via a probaon leer. A student on ac-

ademic probaon is required to meet regularly with his/her assigned Counselor and the Oce of Learning

and Teaching to discuss factors that might be having an impact on academic performance. The frequency of

the meengs is determined by the counselor. The student will be required to meet with the Associate Dean

of Student Aairs and Career Development, should the student fail to comply with the terms of probaon

they will be reported to the Promoons Commiee. The Promoons Commiee may deny a non-compliant

student’s privilege to take re-examinaons with aendant consequences.

Duraon of Probaon – All Students

Academic probaon remains in eect unl the student sasfactorily completes all the requirements stated

in the probaon leer. Students are encouraged to connue to make use of all school resources and main-

tain contact with his/her counselor.

Expectaons for Students on Academic Probaon

Students placed on academic probaon are responsible for abiding by the following guidelines:

1. Students on academic probaon will report to their assigned Counselor every two weeks for

counseling with respect to factors having a negave impact on academic performance.

2. Students on academic probaon are required to aend and parcipate in academic support

programming.

3. Students on academic probaon are not permied to parcipate as class ocers, hold leadership

roles in student organizaons, sit on Medical School commiees, parcipate in school acvies

requiring registraon (including, but not limited to elecve courses), parcipate in extracurricular

internaonal travel, or represent the school at any conferences.

4. Academic probaonary status remains in eect unl the student sasfactorily remediates all

coursework for that segment.

5. There is a seven-year limit on the me that students have to complete all M.D. degree requirements.

6. Failure to comply with the terms of academic probaon will be reported to the Promoons

Commiee for disposion.

Related Documents

Grading Policy

Professionalism

Tesng Policy

118

M.D. Handbook and Policies

Chapter 8

8.9 Promoon and Graduaon

Role of the Senior Associate Dean for Undergraduate Medical Educaon

and Curricular Aairs

The Senior Associate Dean for Undergraduate Medical Educaon and Curricular Aairs is responsible for

monitoring student progress and will monitor the Student Progress Database for indicaons of substandard

student academic performance or professional behavior. The Student Progress Database (i.e., STARS 2.0) is

a repository of biographical, admissions and course work data, as well as all narrave accounts of progress

for each student throughout their matriculaon in medical school. When substandard performance is noted,

all relevant informaon will be gathered for comprehensive review and referred to the Student Promoons

Commiee (SPC). In cases of unprofessional behavior, the Senior Associate Dean may refer the case to the

Professionalism Sub- Commiee, which will review and take acon according to policy. If the Senior Associ-

ate Dean is directly involved in a parcular case, he/she will be recused from the deliberaons of that case.

Responsible Party and Review Cycle

The Senior Associate Dean for Curricular Aairs and Undergraduate Medical Educaon will review this doc-

ument annually.

LCME Accreditaon References:

• Element 8.6 Monitoring of Compleon of Required Clinical Experiences

• Element 8.8 Monitoring Student Time

• Element 9.9 Student Advancement and Appeal Process

Denion(s)

None

Seven-Year Limit to Complete All Degree Requirements

Beginning with the matriculang Class of 2015, there is a seven-year limit on the me that students must

complete all M.D. degree requirements. The seven-year limit includes parcipaon in the modied program,

leaves of absences, repeang coursework, and remediang USMLE examinaons. The Vice Dean of Medical

Educaon has the discreon to grant extensions.

Any leave of absence from the M.D. program will be included in the maximum me frame calculaon when

determining Sasfactory Academic Progress for Title IV nancial aid eligibility purposes.

For M.D./Ph.D. students, the me working on the Ph.D. is not counted toward the seven-year limit for the

M.D. requirements.

Specicaon of Requirements for Graduaon

To graduate from WSUSOM, each student must:

M.D. Handbook and Policies

Chapter 8

119

• Achieve a sasfactory or honors grade for all prescribed courses, clerkships, and elecves across

segments 1 through 4.

• Complete all required assignments.

• Complete any required remediaons.

• Meet all aendance requirements and sasfactorily complete all make-up provisions.

• Act professionally towards paents, fellow students, faculty, standardized paents, and sta

• Schedule and pass USMLE Step 1 within the me frame established by WSUSOM

• Schedule and pass USMLE Step 2 CK within the me frame established by WSUSOM.

• Meets all instuonal nancial obligaons.

May 31st of each year is the deadline for compleon of all Segment 4 requirements, , including coursework

and passing USMLE examinaons. Students who have not passed USMLE Step 2 CK examinaon by May

1st may not be allowed to parcipate in graduaon acvies, including commencement. Students who owe

only coursework aer May 31st may be allowed to parcipate in graduaon acvies on a case-by-case

basis, as determined by the Vice Dean of Medical Educaon or his/her designee.

It is the student’s responsibility to know the all requirements for compleon of the program and the require-

ments for the award of the medical degree and graduaon. Failure to complete all requirements by the May

31st deadline may delay a student’s applicaon for a temporary license, which may mean that the student is

unable to begin his/her residency on me.

Segment Promoon

Process

At segment mid-points and end of segment, (see dates dened in Academic Calendar) an Academic Standing

Calculaon will be run by the Oce of Academic & Student Programs.

Students will be noed of their Academic Standing Calculaon by leer that will be emailed to each

student. If the category is Probaon, the student will receive a progress leer with a specic plan outlined

to achieve Good Academic Standing. Students with a category of Dismissal will receive separate leers from

the school.

Promoons Cycle

As part of the matriculaon through the MD program, students must make sasfactory academic progress

(see requirements below) measured at eight points in the curriculum. These points are as follows:

1. Approximately half-way through the segment 1 curriculum

2. End of segment 1 curriculum.

3. Approximately half-way through the segment 2 curriculum.

4. End of the segment 2 curriculum.

120

M.D. Handbook and Policies

Chapter 8

5. Approximately half-way through the segment 3 curriculum

6. End of segment 3 curriculum.

7. Approximately half-way through the segment 4 curriculum

8. End of the segment 4 curriculum.

Promoon to Segment 2

To be promoted to segment 2, each segment 1 student must make sasfactory academic progress by

meeng the following requirements:

1. Achieve a sasfactory grade or its equivalent for all required courses.

2. Meet professionalism standards.

Students who complete all segment 1 requirements listed above are promoted to segment 2 by pre-approval

of the Promoons Commiee.

Students not achieving the Sasfactory Grade in all Required Courses requirement, will not be promoted to

segment 2 and will be required to appear before the Promoons Commiee.

Students not meeng academic or professional requirements will be ‘Promoted with Concern’. The designa-

on of ‘Promote with Concern’ does not appear on a student’s transcript but will be part of their academic

record. Students who maintain a status of ‘Promote with Concern’ for two consecuve promoons cycles

will require a hearing before the Promoons Commiee.

Promoon to Segment 3

To be promoted to segment 3, each segment 2 student must make sasfactory academic progress by

meeng the following requirements:

1. Achieve a sasfactory grade or its equivalent for all required courses.

2. Register and sit for USMLE Step 1 prior to the start of Clerkships.

3. Pass USMLE Step 1 prior to the start of the Clerkships.

4. Completed mandatory Clerkship Orientaon course.

5. Meet professionalism standards.

Students who complete all segment 2 requirements listed above are promoted to segment 3 by approval of

the Promoons Commiee.

Students not achieving the Sasfactory Grade in all Required Courses requirement, the USMLE requirement,

and/or the Clerkship Orientaon requirement will not be promoted to segment 3.

Students not meeng academic or professional requirements will be ‘Promoted with Concern’. The designa-

on of ‘Promote with Concern’ does not appear on a student’s transcript but will be part of their academic

record. Students who maintain a status of ‘Promote with Concern’ for two consecuve promoons cycles

will require a hearing before the Promoons Commiee.

M.D. Handbook and Policies

Chapter 8

121

Entrance to Segment 3

Students are only allowed to enter segment 3 at the beginning of the Clerkship year which starts on April

1st.

Deadlines for Posting USMLE Step 1 Scores to Begin a Clerkship

A passing USMLE Step 1 score is required prior to starng Segment 3. The deadline to report a passing score

is the Wednesday before the start of Segment 3 (Note: scores are only released on Wednesdays.)

Segment 3 Orientation

All students entering Segment 3 clerkships are required to fully aend and pass the Clerkship Preparaon

course. Failure to do so will result in a one-year Administrave Leave of Absence.

Promoon to Segment 4

To be promoted to Segment 4, each Segment 3 student must make sasfactory academic progress by

meeng the following requirements:

1. Achieve a sasfactory grade or its equivalent for all required courses

2. Complete all Clerkship Assignments

3. Meet professionalism standards

Students who complete all Segment 3 requirements listed above are promoted to Segment 4 by the approv-

al of the Promoons Commiee.

Students not achieving the Sasfactory Grade in all Required Courses requirement, the USMLE requirement,

and/or all Clerkship Assignments will not be promoted to segment 4 and will be placed on Administrave

Leave of Absence (ALOA) unl the requirement(s) is/are met. This will delay the graduaon year and me-

lines for entry to residency.

Students not meeng academic or professional requirements will be ‘Promoted with Concern’. The designa-

on of ‘Promote with Concern’ does not appear on a student’s transcript but will be part of their academic

record. Students who maintain a status of ‘Promote with Concern’ for two consecuve promoons cycles

will require a hearing before the Promoons Commiee.

NOTE: Students are not promoted to Segment 4 status unl all requirements of Segment 3 are met. This

includes remediaon of all Segment 3 courses and examinaons, including Incomplete grades. This is an ex-

tremely important issue since Segment 4 elecves taken without clearing all Segment 3 deciencies means

that those elecves will not be credited toward graduaon. It is the student’s responsibility to make sure

that this rule is followed and that all deciencies are remediated and requirements are met.

Special or Restricted Segment 4 Programs

The Clinical Educaon Subcommiee, Student Promoons Commiee, and the Oce of the Senior Associ-

ate Dean of Undergraduate Medical Educaon (including the Associate Dean of Clinical Educaon) are em-

powered to alter Segment 4 programs to guarantee the highest possible academic achievement and knowl-

edge of the graduates of the Wayne State University School of Medicine. This includes but is not limited to,

alteraons to help remediate academic dicules and clinical weaknesses. No student can receive Segment

4 credit for Segment 3 make-up work. Segment 4 clerkships cannot be substuted for Segment 3 clinical

122

M.D. Handbook and Policies

Chapter 8

core clerkships.

Students who have not completed Segment 3 by the designated end of the academic segment or who have

an unresolved unsasfactory grade in any Segment 3 clerkship indicates a need for remedial work or who

have had other signicant academic dicules may be required to do one or more of the following:

1. Make up the deciency by November 1st of his/her Segment 4 academic year, but before starng

any M4 courses.

2. Revise his/her previously approved Segment 4 program to make up a deciency.

3. Take a prescribed program during their Segment 4 year.

4. Not be allowed to take AWAY elecves.

5. Take all Segment 4 clerkships (required or elecve) at locaons determined by WSUSOM

Administraon and/ or Clerkship Directors.

Academic Standing & Promotions Criteria Segment 1 through Segment 4

Table 8.9 - Promotion and Graduation

Instuonal

Academic

Standing

Academic

Performance

Professionalism

Performance

Promoon

Decision

Adverse Acon Transcript

Notaon

Leers of Support,

Recommendaon

Good

Standing

100% of all

courses/

clerkship

passed

(Includes

elecves)

Sasfactory

Promote None No Good Standing

At-Risk Performance

less than 75%

EOS (End of

Segment Score)

2 to 3

violaons*

Promote with

concern

Possible MSPE

citaon as

determined by

commiee

No Good Standing

Probaon

1 or more

course/

clerkship

failures

(includes

elecves)

Unsasfactory Promote with

concern aer

Remediaon

(see

Remediaon

Policy)

Possible MSPE

Citaon as

determined by

the commiee

No Good Standing

Suspension

Required

Administrave

Leaves of

Absence

(ALOA)

Serious

Concern*

as determined

by policy or

commiee

Do not Promote Yes, MSPE

citaon

Yes Academic or

Professional

Diculty – Not

eligible

Dismissal

determined

by policy or

commiee

As determined

by policy or

commiee

Do not

Promote

Yes Yes

Academic or

Professional

Diculty – Not

eligible

M.D. Handbook and Policies

Chapter 8

123

Related Documents

Grading Policy

Tesng Policy

8.10 Remediaon/Repeang Failed Courses/Clerkships

Raonale

Students who do not meet the minimum pass rate threshold for a course may be allowed an opportunity to

remediate unsasfactory coursework

Responsible Party and Review Cycle

The Vice Dean for Medical Educaon, Pre-clerkship Educaon Subcommiee and Clerkship Educaon Sub-

commiee will review this document annually.

LCME Accreditaon References

• Element 9.7 Formave Assessment and Feedback

• Element 9.9 Student Advancement and Appeal Process

Denion(s)

None

Remediaon of Failed Course

Students who fail a pre-clerkship course remediate their failure by re-examinaon. Re-examinaon will

consist of a single exam session which will contain quesons representave of the enre course content.

Re- examinaon format may vary from the original examinaons. For students who fail a pre-clerkship lon-

gitudinal course (P4, Service Learning, Clinical Skills, CEC) the remediaon process will be described in the

course syllabus. In order to achieve a sasfactory score following remediaon (S*), a student must meet or

exceed the GMP set for the course.

Students who do not appear for re-examinaons on the scheduled date will maintain their nal course

grade. The student must go through the grade appeal process to peon for a make-up re-exam.

All remediaons of segment 1 course failures must occur immediately following the end of segment 1

courses, on approved examinaon dates.

Remediaon of segment 2 course failures in April – June must be remediated in December of the same-

calendar year, on approved examinaon dates. All other course remediaons must occur in January of the

following calendar year, on approved examinaon dates.

124

M.D. Handbook and Policies

Chapter 8

Failure of a re-examinaon of a failed course, or remediaon of a longitudinal course, will result in a referral

to the Student Promoons Commiee (SPC) for Dismissal.

Students are not permied to re-examine in the same course twice.

Repeang Courses/Clerkships

Pre-Clerkship Courses

The maximum number of failures allowed in the pre-clerkship phase is TWO. This includes failing any of the

longitudinal courses. Successful remediaon of a failed course, counts as a course failure. Students are pre-

approved to remediate no more than two failed courses between Segment 1 and 2. Students who fail three

courses between Segment 1 and Segment 2 will be referral to the Student Promoons Commiee (SPC) for

Dismissal.

If the appeal of Dismissal is granted, the student is allowed the opportunity to repeat the failed courses.

Courses that are repeated will be listed twice on the transcript. The inial grade will be unsasfactory (U),

and the second lisng will be sasfactory (S), assuming the student earns a passing grade upon repeat. Stu-

dents repeang courses are ineligible for EOS honors.

Repeang of pre-clerkship Elecve Courses in not allowed.

Note - Class of 2024:

Students are permied to remediate no more than two failed courses in Segment 1, and no more than two

failed courses in Segment 2. Students who fail three or more courses in Segment 1 or Segment 2 will be

administravely dismissed.

Segment 3 & 4 Clerkships & Elecves

Remediation of Failed Clinical Work or Failed Courses

Students who fail more than one NBME subject examinaon, or fail the overall clerkship clinical evaluaon,

will be required to meet with the Clinical Remediaon sub-commiee of the Promoons Commiee and will

be placed on Academic Probaon for the remainder of Segment 3. The Clinical Remediaon sub-commit-

tee of the Promoons Commiee consists of the Associate Dean of Clinical Educaon, Associate Dean of

Student Aairs and Career Development, a selected Clerkship Director, and the student’s counselor.

The Clinical Remediaon sub-commiee of the Promoons Commiee will decide the remediaon require-

ment for the student. Students will be required to repeat the clerkship (including clinical work) aer an

overall clerkship clinical evaluaon failure or aer failure of the clerkship NBME subject re-examinaon.

Students will be assessed fees for all repeated coursework and examinaon fees. It is emphasized again that

students must sasfactorily complete all Segment 3 requirements and pass all Segment 3 Clerkships prior to

starng Segment 4 work.

Remediation of Failed NBME Subject Examinations

Re-examinaon of failed examinaons will be limited to one of two me periods, generally, in early January

or April.

Repeated exams may not be taken while the student is taking another clerkship.

M.D. Handbook and Policies

Chapter 8

125

Two Failed Exams

Students with more than one outstanding NBME subject exam failure will be stopped in their progress to

remediate their examinaons. Only one exam may be taken at the January or April re-examinaon date. Stu-

dents will not be able to resume clinical work unl both exams have been successfully remediated.

Repeat Exams During Clerkships

Clerkship Directors have been instructed to release students for the purpose of re-examinaon dates only

on the SOM re-examinaon dates in January or April. No student will be released from a clerkship to take

another clerkship examinaon other than as stated herein, since no student is allowed to take a make-up or

repeat examinaon while enrolled in another clerkship.

Excepons to this rule will only be considered aer direct consultaon with the Associate Dean of Clinical

Educaon. It is emphasized again that students must sasfactorily complete all Segment 3 requirements and

pass all Segment 3 Clerkships prior to starng Segment 4 work.

Clerkship (full course) Retake Policy

Students with an Unsasfactory clerkship grade resulng from a double shelf exam failure or a clinical

failure will be scheduled and registered for a second course iteraon of that clerkship. Students re-taking a

clerkship in which they previously earned a U, will have the opportunity to earn all possible grades, including

Honors. Both course grades, the original U and the subsequent course grade, will stand on the transcript for

the same clerkship. Students who have failed a clerkship (original U) will receive zero points for the clerkship

towards their comprehensive M3 point calculaon even aer the clerkship has been remediated, regard-

less of the subsequent grade earned. The MSPE leer will denote the remediated grade and corresponding

graph.

Segment 4 Remediaon

A student failing a segment for Required course must make up that course pursuant to course policy of re-

taking the nal exam (Emergency Medicine) or repeang the course in its enrety.

A student failing an elecve course must meet with the Associate Dean for Clinical Educaon and the Asso-

ciate Dean for Student Aairs to plan a course of remediaon for the elecve course.

A student not aending or not compleng a segment 4 course will receive a failing grade for that course.

This includes away rotaons that are preapproved. Close communicaon with the Enrollment Management

Department and review of schedules is vital in avoiding such situaons.

Scoring

Makeup examinaons and re-examinaons will be subject to the guaranteed minimum pass score for the

year in which the student originally took the course.

Related Documents

Grading

Tesng

126

M.D. Handbook and Policies

Chapter 8

8.11 Student Appeal of Grades

Purpose

This document describes the process of appealing a course grade.

Responsible Party and Review Cycle

The Senior Associate Dean for Curricular Aairs and Undergraduate Medical Educaon will review this doc-

ument annually.

LCME Accreditaon References

• Element 9.9 Student Advancement and Appeal Process

• Element 11.6 Student Access to Educaonal Records

Denion(s)

None

Appeal Procedure for Grades

Grading Principles

1. Instructors are expected to evaluate student work according to sound academic principles and

standards. Course expectaons should be clearly specied, and grades should be assigned without

deparng substanally from announced procedures.

2. It is the instructor’s prerogave to assign grades in accordance with his/her academic/ professional

judgment, and the student assumes the burden of proof in the appeals process.

3. Grounds for appeals are:

a. the applicaon of non-academic criteria in the grading process, as listed in the university’s

non-discriminaon and armave acon statute: race, color, sex, naonal origin, religion,

age, sexual orientaon, marital status, veteran status or disability;

b. sexual harassment; or

c. evaluaon of student work by criteria not directly reecve of performance relave to course

requirements. Students cannot appeal the results of an objecve wrien or computerized

examinaon, other than to have the score veried.

4. These policy guidelines do not apply to allegaons of academic dishonesty. Academic misconduct

maers should be addressed as set forth under the heading Academic Misconduct Regarding

Examinaons.

5. For Segment 3 clerkship appeals students are strictly prohibited from contacng anyone (including

site directors, aending physicians, rounders, residents, preceptors, or other faculty) other than

the Clerkship Director with quesons, concerns, or grade appeals related to the evaluaon of their

M.D. Handbook and Policies

Chapter 8

127

performance in the clerkship. A student found to violate this prohibion will have their appeal

automacally denied.

Appeal of Grades

1. Students should raise formal grade appeals in wring within 10 business days following ocial

nocaon of grades. The student’s rst appeal is to the Course/Clerkship Director with a copy of

the wrien appeal submied to the appropriate segment director for students in Segment 1-2 or

Associate Dean for Clinical Educaon for students in Segments 3-4. Before the student is informed

of the decision, the Course/Clerkship Director will review the decision with the appropriate

Associate Dean or segment director to ensure that the policies and procedures guiding the

WSUSOM have been followed. Further appeals shall be directed to the Senior Associate Dean of

Undergraduate Medical Educaon.

2. The decision by the Course/Clerkship Director and Associate Dean or segment director shall be sent

to the student in wring within 30 business days of receiving the appeal, or within 10 days of the

next meeng of the clerkship grading commiee, if that is part of the clerkship grading process, with

a copy of the decision sent to the appropriate dean or director. If the issue is unresolved, the student

may, within 10 business days of its receipt, write a formal appeal to the Senior Associate Dean of

Undergraduate Medical Educaon (pre-clerkship) or the Clinical Educaon subcommiee. Appeals to

the clerkship directors commiee should be addressed to the Associate Dean for Clinical Educaon.

They will be heard at the next commiee meeng, and will be decided by vote of the clerkship

directors.

3. Students shall be noed in wring of the WSUSOM decision regarding the appeal within 30

business days of its receipt. This decision is nal at the medical school level.

4. When the appeal procedures within the School have been exhausted, the student may request

the Provost to review the decision on the record. Procedures for requesng a Provost review are

published in the University Graduate Bullen. This appeal is only on the basis of due process of the

previous appeals.

Related Documents

Grading

Tesng

Professionalism

8.12 Student Support/Intervenon

Raonale

This policy is aimed at opmizing student performance while in medical school.

Responsible Party and Review Cycle

The Senior Associate Dean for Curricular Aairs and Undergraduate Medical Educaon and the Associate

128

M.D. Handbook and Policies

Chapter 8

Dean of Clinical Educaon will review this document annually.

LCME Accreditaon References

• Element 11.1 Academic Advising

Denion(s)

None.

Overview

To opmize learning, students with low performance on assignments and exams will be required to par-

cipate in addional teaching and learning opportunies. These include small group pracce and/or one-

on-one tutoring with a Learning Coach. Support is oered to students throughout the curriculum. Specic

supports are as follows:

Segments 1 & 2

• Students who score below or near the minimum passing score on one exam are required to aend

scheduled small group sessions. They are also required to meet with a Peer Learning Coach. Students

will be noed via email.

• Students who score below or near the minimum passing score on more than one exam are required

to meet with an M4 Advanced Learning Coach. They have the opon of connuing to aend the

small group sessions. Students will be noed via email.

Clinical Skills, Service Learning and P4 supports are documented by the Course Directors in their syllabus.

Segment 3 & 4

• Student performance is monitored via Clerkship rotaons by preceptors, residents and Clerkship

Directors.

• Clerkship students who score below or near the passing score for one shelf exam are required to

meet with their Clerkship Director and assigned University Counselor.

• Clerkship students who score below the passing score for two shelf exams are required to meet

with a small support team including the Associate Dean for Clinical Educaon, the Associate Dean

of Student Aairs, their assigned University Counselor, a Learning Skills Specialist from the Oce of

Learning and Teaching and the Faculty Director of Wellness. An individualized plan supporng the

student’s success will be developed through this meeng.

Advanced Learning Coaches are available for students requiring content support.

8.13 Time Zone Policy

Raonale

M.D. Handbook and Policies

Chapter 8

129

This secon sets out the expectaon that all course acvies are in the Time Zone that includes Detroit,

Michigan. Students who reside outside of this Time Zone are expected to aend course acvies as they are

scheduled, with no expectaon of accommodaon due to the Time Zone in which they reside.

Responsible Party and Review Cycle

The Senior Associate Dean for Curricular Aairs and Undergraduate Medical Educaon will review this doc-

ument annually.

LCME accreditaon References

• None

Denion(s)

None

Time Zone Policy

This course is taught in the Eastern Time Zone. All course dates and mes for exams, quizzes, assignments,

and submissions refer to Eastern me. If you are residing in a dierent me zone, please ensure that all work

and submissions are made by the appropriate Eastern Time scheduled for the assignment. Acvity mes,

exam mes, etc. will not be adjusted.

Related Documents

Grading Policy

Tesng Policy

8.14 Transportaon Policy

Purpose

This describes the requirement that students provide their own transportaon to and from clinical sites.

Responsible Party and Review Cycle

The Director of Medical School Enrollment will review this document annually.

LCME Accreditaon References

• None.

130

M.D. Handbook and Policies

Chapter 8

Denion(s)

None.

Overview

As part of the WSUSOM curriculum, students are assigned to local or distant community-based sites at

various mes throughout the four-year curriculum. It is the policy of the School of Medicine that students

provide their own transportaon to/from these sites. Student schedules will not be changed based on the

availability of transportaon. The student will be responsible for geng to/from those locaons on-me.

Notes:

Guidelines on Transportaon:

The School of Medicine strongly recommends that all students have a valid State driver license and a vehicle

for own use. Public transportaon, taxis, etc., are not always a reliable means of transportaon and students

will be expected to aend classes and other required curricular events regardless of transportaon method.

It is inappropriate to request a clinical site, preceptor, or volunteer organizaon to change schedules based

on transportaon availability.

Financial Aid Notes:

The Cost of Aendance budget for nancial aid recipients includes transportaon costs such as parking, car

insurance, gas, and standard maintenance. While students are required to have transportaon available, the

expense of a car payment or lease cannot be included in the cost of aendance. Eligibility for nancial aid

including scholarships, spends and loans is capped at the Cost of Aendance. If students experience an

emergency need for vehicle repairs, please complete a Financial Aid Budget Adjustment Request Form.

Resources:

Transportation Resources:

hps://wayne.edu/nancial-aid/low-income-students/transportaon

Possible assignment locations and distance:

hps://www.med.wayne.edu/admissions/pdfs/clerkship_locaon_site_informaon_2018.pdf

*These are subject to change

Related Documents

None.

8.15 USMLE Policy

M.D. Handbook and Policies

Chapter 8

131

Purpose

The United States Medical Licensing Examinaon (USMLE) is the common evaluaon system for all appli-

cants for medical licensure in the United States. The USMLE assesses a physician’s ability to apply knowl-

edge, concepts, and principles that are important in health maintenance and disease prevenon that con-

stute the basis of safe and eecve paent care. The USMLE is a single examinaon program with three

steps. Step 1 assesses the medical school student’s applicaon of knowledge and understanding of key

concepts of basic biomedical science, with an emphasis on principles and mechanisms of health, disease, and

modes of therapy. Step 2 CK assesses the medical student’s applicaon of medical knowledge and under-

standing of clinical science considered essenal for the provision of paent care under supervision, including

an emphasis on health promoon and disease prevenon. Step 3 assesses whether or not the physician can

apply the medical knowledge and understanding of biomedical and clinical science considered essenal for

unsupervised pracce management in ambulatory sengs. The Step 3 exam is taken aer medical school.

This document describes the Step 1 and Step 2 preparaon processes implemented at Wayne State Univer-

sity School of Medicine.

Scope/Audience

M1-M4 Students (including those in dual degree programs)

Denions

None

Policy

Naonal Board of Medical Examiners Regulaons

The Naonal Board of Medical Examiners (NBME) sets the passing scores required for each of the USMLE

examinaons and can change at any me. In addion, the ming, frequency, and locaon of all USMLE

examinaons are determined by the NBME. Students are responsible for knowing all NBME regulaons for

taking Step examinaons. For example, the NBME states that it may take up to 6 weeks from the me of

the examinaon unl a score is posted. Students should plan according to the published reporng sched-

ule when facing WSUSOM deadlines. For Step 1, note that there is oen a delay in reporng scores for

examinaons taken from the middle of May through the end of June. For Step 2 CK, there is oen a delay

in reporng scores for examinaons taken from June 1 to the end of July. Details are always posted on the

NBME website. The NBME has established limits on the number of examinaons per year, the me between

examinaons, and the total me to complete all steps of the licensing examinaons. Refer to the NBME

website for their current policies: hps://www.usmle.org/bullen-informaon

Step 1 Preparatory Course

The Step 1 Preparatory Course is mandatory, one-credit course for all students and is a dedicated study

period. Upon successful compleon of Human Disease Foundaons III (HDF-3), and before beginning

Segment 3 Clerkship Phase, all students will be enrolled in the course. Enrollment in and starng of the Step

1 Preparatory course signies the parcipang student’s agreement and intent to complete all Step 1 Prepa-

ratory Course requirements as set forth within the established deadlines.

132

M.D. Handbook and Policies

Chapter 8

Course Requirements

In order to complete the course the following are required:

1. Compleon of the Comprehensive Basic Science Examinaon (CBSE) on the WSUSOMcampus as

scheduled by the Tesng Department.

2. Submission of a study plan.

3. Compleon of a Comprehensive Basic Science Self-Assessment (CBSSA) exam within theparameters

set by the course director.

A. Students must take the CBSSA exam prior to Step 1 (when exam is scheduled within the

rst 4 weeks of the course) or within the rst 4 weeks of the course. Students must use the

WSUSOM-provided voucher for this exam. The results of this exam will be used along with

other risk factors to advise students on their readiness to sit for the exam.

B. Based on the performance of the inial CBSSA, select students will be required to take an

addional CBSSA exam before the end of the course. Students must use the WSUSOM-

provided voucher for this exam.

4. Sit for the Step 1 exam before the deadline established by the course.

A. It is highly recommended that student schedule their test date at least 1 week before the

compleon of the course. No extensions will be given to sit for the test past the deadline

established by the SOM, thus a buer period is highly recommended.

B. Students must schedule and conrm with the NMBE and the tesng center their Step 1 exam

date by the end of the rst week of the course. Students may change their exam date during

the course, but the scheduling of an inial date must occur during that rst week of the

course. The SOM will review and monitor test schedules weekly as provided by the NBME.

Requesting Deferral of Exam

Any student that does not plan on taking Step 1 or ancipates not being able to commit to full parcipa-

on in the Step 1 course due to medical, personal, or nancial reasons has the opon to request a leave of

absence with the Oce of Student Aairs at the conclusion of HDF-3, before the University holiday closure

period in December and course start date in January. No leave requests will be considered or processed

aer or during the December closure period. Requested leaves, if approved and regardless of their type, will

delay graduaon by at least one year as they will not be granted re-entry to the MD curriculum unl the

Step 1 Preparatory Course for the next graduang class. See “Leave of Absence Process and Policies” for

further informaon.

Policy Violation

Students found in violaon of any of the following requirements will be given professional citaons and are

subject to the Professionalism Sub-Commiee:

• Not taking, or not meeng the deadline to take the CBSSA

Students found in violaon of any of the following requirements will receive an Incomplete (I) grade and will

be referred to the Student Promoons Commiee and subject to ALOA.

• Not taking, or not meeng the deadline to take the CBSE

• Not taking, or not meeng the deadline to take Step 1

M.D. Handbook and Policies

Chapter 8

133

Step 1 Examinaon

Students who complete all requirements of the Step 1 Preparatory Course and pass Step 1 Examinaon

before the deadline will receive a Sasfactory (S) grade and can proceed to Segment 3 and clerkship.

Testing Accommodations

Students seeking USMLE tesng accommodaons must secure these in advance of the start of the Step 1

Preparatory Course. As such, submission of applicaons to USMLE for tesng accommodaons is advised

well in advance of the January Step 1 Preparatory Course as these can oen take 6 months to be evaluated

and approved.

Examination Failure

Students who do not receive a passing score or who do not take the examinaon within the dates, param-

eters and policy set forth during the Step 1 Preparatory Course will be referred to the Student Promoons

Commiee (SPC) for Academic Leave of Absence (ALOA). Students placed on ALOA will not be eligible to

begin Segment 3 Core Clerkship sequence and will be removed from their clinical site placement and current

graduang class year. Students on ALOA will default to clerkship on-boarding in the subsequent academic

year with absorpon into the next graduang class pending submission of a passing score within 1 calendar

year following conclusion of HDF-3.

Three (3) Step 1 failures or failure to submit a passing score within 1 calendar year following conclusion of

HDF-3 will be referred to the SPC and subject to dismissal.

It is highly recommended you sit for your exam no later than 6 weeks prior to the deadline above to ensure

scores are available.

Step 2 Preparatory Course

All students will be registered for the Step 2 preparaon course. This self-directed course is a one cred-

it-hour sasfactory/unsasfactory course that will help provide students with addional structure and

medical school resources while preparing for the exam.

It is recommended that the student schedule the Step 2 exams at the end of the Step 2 Preparatory course

month.

Step 2 Clinical Knowledge (CK) Examinaon

Testing Deadlines

• All Segment 4 students must take Step 2 CK by October 31 following the compleon ofsegment 3.

and post a passing score by May 1.

• In order to be cered for the match, a passing score for the exam must be posted (i.e. available to

the SOM) by February 1 of their graduaon year, and to be eligible to graduate, a passing score must

be posted by May 1.

◦ It is highly advised that students take Step 2 at a date that allows their score to be available

by the rst date of Electronic Residency Applicaon Service (ERAS)availability, currently the

last week in September.

• Students who are exing for an Educaonal Leave of Absence (ELOA) aer their clerkship yearare

subject to meet the posted Step 2 CK deadline for their original graduang class.

134

M.D. Handbook and Policies

Chapter 8

• Students who chose to decelerate Segment 4 coursework do not change the nal deadline for

passing Step 2 exam if Step 2 CK has been taken.

Time-Off for Examination

• Segment 3 students are not allowed to take me o to take Step 2 CK.

• Segment 4 students are allowed one day o from coursework to take Step 2 CK.

◦ No addional me o from Segment 4 elecves or required courses will be allowedin order

to study for the exam. There are no excepons to this policy.

◦ Inform the involved Clerkship Director/Elecve Coordinator in wring at least two (2)weeks

before the ancipated day o for the exam.

Examination Failure

• Students without a passing score by May 1 of their graduang class will be removed from the list of

students parcipang in graduaon.

• Students who have obtained a residency posion, but have not passed Step 2 CK, are responsible to

contact the program and nofy them of their delay in starng residency in July.

• Failure to post a passing score by the date the medical degree is or will be conferred, will result in

referral to the SPC and subject to ALOA.

• Students who fail Step 2 CK three (3) mes will be referred to the SPC and subject to dismissal.

Procedure

Idenfying and Assisng Students at Risk for Step 1 Failure

End of Human Disease Foundations II (HDF-2)

1. At the end of HDF-2, students idened as high-risk of Step 1 failure are required to meet with the

Vice Dean of Medical Educaon or designee.

2. Addionally, high-risk students will receive a leer nofying them of their risk and requiring them to

meet with a member of the Oce of Learning and Teaching.

A. High-Risk Criteria

i. Failure of any course during segment 1 or 2 regardless of the academic year in which it

occurred, or

ii. End of segment 1 score below 75%, or

iii. Averaged Human Disease Foundaons I and II score below 75%.

End of HDF-3 and Comprehensive Basic Science Exam (CBSE)

1. Students with high-risk factors for failing Step 1 at this me point are required to meet with theVice

Dean of Medical Educaon or designee to discuss possible withdrawal from Step 1Preparatory

Course.

A. High Risk Criteria

M.D. Handbook and Policies

Chapter 8

135

i. Failure of HDF-3, or

ii. End of Segment 2 scores below 75%, or

iii. A CBSE score below 55 or equivalent.

Authorized Individuals and Governing Bodies

Senior Associate Dean of Undergraduate Medical Educaon and Curricular Aairs

Related Documents

Leave of Absence Process and Policies

Promoon and Graduaon

Dismissal

References/External Regulaons

None

8.16 Non-Faculty Instructor Policy

Purpose

The purpose of this policy is to ensure that residents, graduate students, postdoctoral fellows, and other

non- faculty instructors in the medical educaon program who supervise or teach medical students are fa-

miliar with the learning objecves of the course or clerkship and are prepared for their roles in teaching and

assessment.

Responsible Party and Review Cycle

The Senior Associate Dean for Curricular Aairs and Undergraduate Medical Educaon will review this doc-

ument annually.

LCME Accreditaon References

LCME Element 9.1 Preparaon of Resident and Non-Faculty Instructors

Descripon

Non-Faculty Instructors

All residents, fellows, graduate students, advanced standing medical students and other non-faculty in-

structors that instruct, assess or supervise Wayne State University School of Medicine medical students are

136

M.D. Handbook and Policies

Chapter 8

required to be provided the learning objecves for the course, clerkship or elecve prior to beginning their

dues. Addionally, these individuals must receive appropriate training in order to prepare them for their

roles and responsibilies.

The minimum expectaons for the acvies include:

• Residents and other instructors who do not hold faculty ranks receive a copy of the course or

clerkship/clerkship rotaon objecves and clear guidance from the course or clerkship/clerkship

rotaon director about their roles in teaching and assessing medical students.

• The instuon and/or its relevant departments provide resources (e.g., workshops, resource

materials) to enhance the teaching and assessment skills of residents and other non-faculty

instructors. The instuon is responsible for central monitoring of the level of residents’ and other

instructors’ parcipaon in acvies to enhance their teaching and assessment skills.

• Formal evaluaon of the teaching and assessment skills of residents and other non-faculty

instructors, with opportunies provided for remediaon if their performance is inadequate is

required. Evaluaon methods could include direct observaon by faculty, feedback from medical

students through course and clerkship/clerkship rotaon evaluaons or focus groups, or any other

suitable method.

8.17 Pre-Clerkship Student Workload Policy

Purpose

The purpose of this policy is to outline expectaons about the amount of me that students spend pre-

paring for and parcipang in required acvies during the pre-clerkship phase of the curriculum. This

policy addresses in-class acvies and required acvies assigned to be completed outside of scheduled

class me. This policy is designed to ensure me for self-regulated, independent study and a manageable

workload.

Responsible Party and Review Cycle

The Senior Associate Dean for Curricular Aairs and Undergraduate Medical Educaon will review this doc-

ument annually.

LCME Accreditaon References

Element 8.8: Monitoring Student Time

Acve Learning Acvies

Acve learning acvies are designed to provide structured and intenonal pracce of concepts presented

in lecture. These acvies include but are not limited to gross anatomy laboratory sessions, histology labo-

ratory sessions, and team pracce sessions. Acve learning sessions are required and are either scheduled

in-person or virtual (e.g., Zoom).

M.D. Handbook and Policies

Chapter 8

137

Clinical Courses

These include Clinical Skills (CS), Populaon, Paent, Physician, Professionalism (P4), Service Learning (SL)

and the Clinical Experienal Course (CEC). Each course oers its own sequence of required in- person

sessions, preparatory assignments, and longitudinal achievements that are assessed by exams, assignment

compleon, clinical encounters/experiences, or procedural demonstraons with standardized paents.

There are some lectures associated with these courses, and students are expected to arrive prepared for

each required session by following instrucons associated with each acvity.

Lectures

Lectures are faculty-authored and are pre-recorded and available for asynchronous viewing by the students.

Lecture viewing is oponal, and students may select their own learning strategies to master new content.

Self-Directed Learning Acvies

These are acvies that are intended promote self-directed learning among students and specic skills

including 1) Self-assessment of learning needs; 2) Independent idencaon, analysis, and synthesis of rel-

evant informaon; and 3) independent appraisal of the credibility of informaon sources. Students engaged

in self-directed learning acvies will receive feedback on their informaon-seeking skills.

Overview

A. The expected overall workload per week is designed to be reasonable and provide me for students

to fully engage in the curriculum while also taking into account personal health and wellness needs.

B. Students are expected to fully engage in the curriculum including required acvies and

assessments. It is expected that students will priorize the curriculum over social, supplemental and

service acvies.

C. Course directors for each course have the responsibility for monitoring hours scheduled and alloed

prep me according to the policy and ensuring that all acvies within their course are in alignment

with the policy. The reporng of this data will be included in the annual course report review.

D. It is the responsibility of segment directors under the leadership of the Senior Associate Dean to

ensure the policy is being applied across all courses and work with course directors to balance the

workload as needed.

E. It is the responsibility of the Senior Associate Dean to monitor that the policy is being followed and

to provide regular adherence updates to the Curriculum Management Commiee.

Pre-Clerkship Student Workload Policy

The weekly average number of hours students spend in the pre-clerkship curriculum during a given term

should not exceed 50-hrs per week averaged across all the enre term, excluding vacaon weeks between

terms. This amount factors extra me for rst pass through lectures, preparaon and me spent aending

required acve learning sessions, all clinical assignments and associated coursework, and allocated me for

self-directed learning. Not included is me that students use for personal acvies (exercise, hobbies, well-

ness), extra me for exam preparaon, me spent in elecves, and sleep.

Procedure

138

M.D. Handbook and Policies

Chapter 8

A. Pre-clerkship workload is to be calculated using the following formula

1. First-Pass Time for Lectures

a. M1/M2 Lecture: 2.5 hours per 1-hour lecture

2. Acve Learning Acvies (hours per session)

a. M1 Gross Anatomy Laboratory: 3.5-hr

b. M1 Histology Laboratory: 1.5-hr

c. M1 Neuroscience Laboratory: 1.5-hr

d. M1 Radiology Acve Learning: 1.5-hr

e. M1 Ultrasound Training: 1-hr

f. M1 Team Pracce: 2-hr

g. M1 Pharmacovigilance: 1-hr

h. M1 Evidence-Based Medicine: 1.5-hr

i. M2 Microbiology & Immunology Lab: 2-hr

j. M2 Pathology Lab: 2-hr

k. M2 Synergy: 1.5-hr

l. M2 Case-Based Learning: 2-hr

3. Clinical Courses (esmated per term and divided per week of course)

a. M1 Clinical Skills: 15 – 17.5 hours per term (1-hr – 1.5-hr per week)

b. M2 Clinical Skills: 36 hours per term (3-hr per week)

c. M1 P4: 12 – 26 hours per term (1-hr – 2.5-hr per week)

d. M2 P4: 33 – 44 hours per term (3-hr – 4-hr per week)

e. M1/M2 Service Learning: 11 hours – 12 hours per term (1-hr – 1.5-hr per week)

f. M1/M2 Clinical Experienal Clerkship: 24 – 38 hours per term (2-hr – 3.5-hr per week)

4. Self-Directed Learning Acvies

a. Problem-Based Learning: 6 hours per 3-day period of scheduled PBL sessions.

b. First Paent: 4 hours across the last 4 weeks of each term of HBF courses.

c. Individualized: 4 hours scheduled per week of each term.

B. Total hours are to be summated for the term across all courses and divided by the total number

of weeks from rst day of new content presentaon (e.g., asynchronous lecture viewing, assigned

readings) to the nal day of the last exam in a course. The vacaon week(s) between terms are

excluded from this calculaon.

M.D. Handbook and Policies

Chapter 8

139

140

M.D. Handbook and Policies

Chapter 9

Overview

9.1 Student Disability Services (SDS) & Testing

Accommodations

9.2 Leave of Absence Process and Policies

9.3 Medical Student Performance Evaluation (MSPE)

9.4 Mistreatment Policy & Procedures

9.5 Student Services Office of Student Affairs

9.6 Attendance and Absenteeism Policies

9.7 Withdrawal from Medical School

9.8 Student Health, Disability Insurance Plan

Terminations and Refunds

9.9 Policy and Procedure for Travel Requests for

Research Related Activity

STUDENT

AFFAIRS

M.D. Handbook and Policies

Chapter 9

141

9.1 Student Disability Services (SDS) & Tesng Accommodaons

Student Disability Services (SDS)

The mission of Student Disability Services (SDS) is to serve as a resource for the Wayne State University

community in order to ensure academic access and inclusion for students, supporng a view of disability

guided by social, cultural, and polical forces. Student Disability Services works to create inclusive aca-

demic environments by promong the construct of universal design throughout the university. To this end,

SDS provides academic accommodaons, resources and training in assisve technology, and informaon

to foster understanding of disability throughout the university community. Please visit the University SDS

website here: hps://studentdisability.wayne.edu/

Geng Started

Your assigned class counselor is available to discuss your quesons regarding SDS and to facilitate your

connecon to the university resources via the SDS oce. Any student wishing to register with SDS for the

rst me should complete the New Student Registraon Request form located here: New Student Reg-

istraon Form. Once the registraon form is submied, a member of the SDS sta on main campus will

contact you within 1 business day to schedule your inial appointment. Quesons? Please give SDS a call at

313-577-1851.

Disability Accommodaons, Rights and Responsibilies

Tesng Accommodaons for Students with Disabilies (All Segments)

Services for students with disabilies are coordinated by the Student Disability Services (SDS) Oce located

on the rst oor of the David Adamany Undergraduate Library at 5155 Gullen Mall. Detailed informaon

about SDS, the Americans with Disability Act (ADA), SDS policies and procedures, documentaon guide-

lines, and types of accommodaons can be found on the SDS website hp://studentdisability.wayne.edu.

The medical school encourages students to refer to the SDS website if they have a documented disability

or suspect that they have a disability that will impact their medical school performance. The SDS oce can

be contacted at 313-577-1851. Oce hours are Monday-Friday 8:30-5:00 with extended evening hours on

Monday and Thursday evenings unl 7:00 during the fall and winter.

The Student Disability Services ofce provides reasonable accommodations for disabilities in the

following categories:

• Physical or medical disabilies

• Deafness or hard of hearing

• Blindness or low vision

• Traumac brain injury

• Learning disabilies

• Aenon decit/hyperacvity disorder

• Psychological or psychiatric disabilies

142

M.D. Handbook and Policies

Chapter 9

Required Documentaon

Sucient documentaon for the disability is required to register with the SDS oce and receive accom-

modaons. Documentaon guidelines for specic disabilies can be found on the SDS website. In order

to establish that an individual is covered under the guidelines of the ADA and ADAA, documentaon must

indicate that the disability substanally limits a major life acvity. Examples of major life acvies include

walking, sing, standing, seeing, hearing, speaking, breathing, learning, working, caring for oneself, com-

municang, thinking, concentrang, and other similar acvies. Quality disability documentaon has the

following essenal elements:

• Tesng should be recent, relevant, and comprehensive, and, if appropriate, documentaon must also

contain test scores and interpretaon (ex. learning disability report, audiogram, etc.)

• Documentaon must show a substanal impact on one or more major life acvies

• Indicate whether the impact is current and stable or uctuang (uctuaons may require updated

documentaon of the condion)

• Documentaon must eecvely conrm the nature and extent of the disability based on current

professional standards and techniques

• Documentaon must eecvely validate the need for accommodaons

• Evaluaon must be provided by a licensed clinical professional familiar with the history and

funconal implicaons of the impairment(s) and must not be member of the student’s family

• Evaluaon must show the ocial leerhead of the professional describing the disability with the

name, tle and professional credenals of the evaluator

• Report must be dated and signed by the evaluator

• Report should include all documentaon for mulple disabilies disclosed

If a student suspects that they have an undiagnosed learning disability, aenon decit disorder, psycho-

logical disability, or other type of disability, they are encouraged to consult with a disability specialist in the

Student Disability Services oce. Resources for diagnosc evaluaons will be provided.

If a student submits insucient documentaon of a disability for determining reasonable accommodaons,

Student Disability Services has the right to request further documentaon with the student bearing the cost

of the evaluaon. SDS does not do diagnosc evaluaons but can provide students with tesng resources.

Students who receive accommodations need to:

• Communicate with the Oce of Student Aairs in the WSUSOM during the semester regarding

accommodaons and/or services.

• Contact the Oce of Student Aairs and SDS immediately if any signicant course/clerkship

changes occur.

• Inform the Oce of Student Aairs and the SDS Disability Specialist immediately if any problems

regarding accommodaons and /or services occur.

Condenality

Student Disability Services (SDS) follows strict standards of condenality in the management of student

disability informaon. SDS is the sole holder of disability documentaon and this documentaon is kept

M.D. Handbook and Policies

Chapter 9

143

separate from other records such as the student’s permanent educaonal record. Accommodaons provided

by Student Disability Services do not appear on the academic transcript and there is no marker on the tran-

script to indicate that a student is registered with SDS.

It is important to be aware of the responsibility that SDS bears in a “need-to-know” student case. In the case

of disclosure of any informaon to a faculty or sta member, it is decided on a case-by-case basis. When

students request accommodaons, it may be necessary to discuss with a faculty or sta member the nature

of the disability and the relaonship of the disability to the course in order to implement the appropriate

accommodaons without making a full disclosure of the disability to the faculty or sta member.

How to Register with Student Disability Services (SDS)

1. To register with SDS the student must rst be admied to the WSUSOM.

2. The student must call the SDS oce at 313-577-1851 or TTY 313-577-3365 to schedule an intake

appointment with a disability specialist. Intake appointments generally require 2 hours.

3. At the intake appointment the student will provide the disability specialist with documentaon.

4. SDS intake forms will be completed and a history will be taken. Accommodaons will be determined,

and accommodaon leers will be issued to the student. Accommodaons are reviewed annually.

5. Once accommodaons have been granted, the student must nofy the Oce of Student Aairs at

WSUSOM by providing the OSA with a copy of the accommodaons leer received from SDS.

Tesng Accommodaons

1. 1. Once accommodaon leers have been presented to the Oce of Student Aairs at Wayne

State University School of Medicine, OSA will then forward the accommodaon leer to tesng

services or the appropriate faculty member at the WSUSOM.

2. Tesng services and/or the faculty member will be responsible for fullling the recommended

accommodaon.

3. Students with accommodaons will be noed by tesng services regarding their tesng

environment.

4. If a student opts not to use their accommodaons during any exam, they must provide wrien noce

to tesng services at least 1 week in advance. Students should contact the School of Medicine

Tesng Oce.

Summary

1. Student Disability Services has an obligaon to conrm disability status in order to issue appropriate

accommodaons.

2. Students have a right to privacy and not to have condenal informaon freely disseminated

throughout the university.

3. When students register with SDS and sign the accommodaon form, they are acknowledging

that some level of disclosure to a faculty or sta member may be necessary in order to implement

requested accommodaons.

4. Disability documentaon records are not shared directly with any faculty or sta member outside

144

M.D. Handbook and Policies

Chapter 9

the Student Disability oce.

Accommodaons and services are individualized and based upon the student’s documentaon. It is for this

reason that students should ensure that they have sucient documentaon that supports the need for ap-

propriate and reasonable accommodaons. Accommodaons and services cannot be guaranteed if students

choose not to follow the procedures for registering with Student Disability Services in a mely manner.

Accommodaons and services can be revisited as needed, but they are not retroacve and cannot be guar-

anteed if procedures are not followed with reasonable, advanced noce.

Student Rights and Responsibilies

Students with disabilies have the right to:

• Full and equal parcipaon in the services and acvies of Wayne State University.

• Reasonable and eecve accommodaons, academic adjustments and /or auxiliary aids as

determined by SDS.

• Maintain condenality regarding disability informaon including the right to choose to whom the

disclosure of disability is made, except as required by law.

• Informaon readily available in accessible formats as long as request deadlines are met to ensure

availability.

Students with disabilies have the responsibility to:

• Meet WSUSOM’s academic and professional standards as established by the WSUSOM with or

without reasonable accommodaons.

• Idenfy as an individual with a disability and request accommodaons through SDS in a mely

manner and to seek informaon, counsel and assistance as necessary.

• Provide documentaon to SDS from an appropriate professional source verifying the nature of the

disability, funconal limitaons, and the raonale for specic accommodaons being recommended.

• Follow specic procedures for obtaining reasonable and appropriate accommodaons, academic

adjustments, and/or auxiliary aids as outlined by SDS.

University Rights

The School of Medicine, through faculty and sta, has the right to:

• Establish and maintain academic and professional standards for its medical students, which includes

establishing essenal funcons, abilies, skills, knowledge and standards for courses, programs,

services and clinical internships, and to evaluate students on this basis.

The University, through its Student Disability Services, has the right to:

• Conrm disability status and request and receive current, relevant documentaon that supports

requests for accommodaons.

• Select among equally eecve/appropriate accommodaons, academic adjustments, and/or auxiliary

aids and services and provide the student with wrien documentaon of the accommodaon(s)

granted for presentaon to the SOM.

M.D. Handbook and Policies

Chapter 9

145

• Deny requests for accommodaons, academic adjustments, and/or auxiliary aids when disability

documentaon does not idenfy a specic disability, fails to verify the need for the requested

services, or is not provided in a mely manner.

• Deny requests for accommodaons, adjustment, and/or auxiliary aids that are inappropriate or

unreasonable based on disability documentaon.

9.2 Leave of Absence Process and Policies

Overview

A leave of absence (LOA) is a temporary interrupon of the MD program.

Leaves of Absence have two categories; Category one is a student-iniated leave of absence. Category two

is a school-iniated leave of absence. There are ve types of leaves that t into the two categories. Category

one includes an educaonal leave of absence (ELOA), a personal leave of absence (PLOA), a medical leave

of absence (MLOA), and a nancial leave of absence (FLOA). Category two includes two types: an adminis-

trave leave of absence (ALOA) and a nancial leave of absence (FLOA). The various types are described in

more detail below.

For a thorough explanaon of the leave of absence policy and its impact on a student’s status or nancial

aid, please review the policy below.

Purpose

This policy details Leave of Absence policies and procedures.

Responsible Party and Review Cycle

The Associate Dean of Student Aairs and Career Development will review this document annually.

LCME Accreditaon References

• None

Denion(s)

None.

Financial Aid Impact

All leaves of absence are considered a withdrawal for nancial aid purposes. If nancial aid has already

been applied to your account, the nancial aid oce is required to perform a federal aid refund calculaon

to determine the amount of aid you have earned based on your last date of aendance. Please review the

nancial aid policy: Policies - Medicine Financial Aid - Wayne State University

hps://wayne.edu/nancial-aid/medicine/policies

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Leaves of Absence and Parcipaon in School Acvies

To ensure success, students who are on a leave of absence of any type are not permied to parcipate as

Senate or class ocers, hold leadership roles in student organizaons, sit on medical school commiees,

parcipate in school acvies requiring registraon, parcipate in extra-curricular internaonal travel proj-

ects or programs, represent the school at any conferences or parcipate in co-curricular/community engage-

ment programs.

It will be at the discreon of the various commiees and classes as to how they wish to re-assign the dues

of the ocer or commiee aer their absence.

At the discreon of the Associate Dean of Student Aairs and Career Development, students may be pro-

hibited from parcipaon in other acvies not specied here.

For students who are on a leave of absence for one month or less, their connued parcipaon on commit-

tees or as ocers will be considered on a case-by-case basis by the Associate Dean of Student Aairs and

Career Development.

Interrupon of the MD Curriculum Segments

All students returning to Segment 3 (MD/PhD or LOA students) must have posted a passing score on

USMLE Step 1 and will parcipate in the Pre-Clerkship orientaon course.

Dis-Enrollment from Coursework

Students who withdraw or have approved leaves of absence will be dropped or withdrawn from scheduled

coursework, based on the University’s Tuion and Fee Regulaons found at:

hps://wayne.edu/registrar/tuion

Categories of Leaves of Absence

Student-Iniated Leaves of Absence

Students may request a LOA for personal, medical, educaonal, or nancial reasons. Leaves of absence are

approved by the Associate Dean of Student Aairs and Career Development. A formal wrien request for a

leave of absence must be made to the Associate Dean of Student Aairs and Career Development. A leave

of absence is discreonary by the Associate Dean and will only be granted where reasonably necessary or

for an educaonal enhancement. Once placed on a leave of absence, the student remains on leave unl

they are approved to return and begin coursework. A leave of absence does not retroacvely nullify course

failure.

At any me during medical school, a student may request a leave of absence. To obtain a student-iniated

leave, please review the leave of absence policy in full. Aer careful review, please set up an appointment

with your assigned counselor to discuss the leave of absence request. During the meeng with their coun-

selor, a student will review the Leave of Absence Request form. This completed form must be signed o by

the Oce of Financial Aid and Enrollment Management for all students. All requests for leaves of absence

must be submied in wring, signed and dated, to the Associate Dean of Student Aairs and Career De-

velopment. The excepon to wrien, signed, and dated requests: if unforeseen circumstances prevent a

student from providing a prior wrien request, the WSUSOM may provisionally grant the student’s request

M.D. Handbook and Policies

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147

for a leave of absence. The WSUSOM must document this decision and collect the wrien request at a later

date.

Educaonal Leave of Absence (ELOA)

Only students who have passed all aempted courses/clerkships and the USMLE exams on the rst aempt

and are in good academic standing in medical school and have adhered to the USMLE Step 1 policy will

qualify for consideraon of an ELOA. Specically, students requesng an ELOA aer their pre-clerkship

sequence must have sasfactorily completed all Segment 1 and 2 coursework and USMLE Step 1. Students

requesng an ELOA aer their clerkship year must have sasfactorily completed Segment 3 coursework and

sat for Step 2 CK by the posted deadline for their original graduang class. An ELOA will only be considered

if the student is enrolled in a formal degree-granng program, or NIH or other externally funded fellowship/

research program. Dual enrollment in the WSUSOM medical educaon program and a second-degree grant-

ing program is not allowed. A student’s wrien request should specify the educaonal program of study and

the beginning and end dates of the leave.

Supporng documentaon indicang acceptance into the other educaonal program must be submied.

ELOAs are granted a year at a me and a reapplicaon must be made for each addional year of leave. Proof

of sasfactory progress in the other educaon program is required for consideraon of an extended ELOA.

In order to return from an approved ELOA, the student must conrm the expected date of return as outlined

in the leave leer before returning to his/her medical studies.

Personal Leave of Absense (PLOA)

A personal leave of absence is discreonary by the Associate Dean of Student Aairs and will only be

granted where reasonably necessary and in collaboraon with the student’s assigned class counselor. A

student’s wrien request should specify the beginning and end dates of the leave by compleng the Leave

of Absence request form. In order to return from an approved PLOA, the student must conrm the expected

date of return as outlined in the leave leer before returning to his/her medical studies.

Medical Leave of Absence (MLOA)

A student’s wrien request for an MLOA requires authorizaon from a licensed healthcare professional

cered to treat the specic illness, indicang that the student is not able to perform the funcons and re-

sponsibilies of his/her medical studies for a specied period of me. The cercaon leer must state the

beginning and end dates for which the MLOA is deemed to be medically necessary. Students must also com-

plete the Leave Request form. In order to return from an approved MLOA, the student’s healthcare provider

must arm in wring that the student is t to return to his/her medical studies.

Such nocaon must be received as outlined in the leave leer before the ancipated return to school.

Health providers who are family members may not provide the cercaon leer. Students may request an

extension of their MLOA. Extensions will be considered in collaboraon with the Vice Dean of Medical Edu-

caon. Students who have been granted an extension to an exisng MLOA or a second MLOA must provide

documentaon of tness for duty in accordance with the Technical Standards of the SOM, which can be

found here: Technical Non-Academic Standards

Returning MLOA students are advised to have their treang physician indicate if any accommodaons

are necessary for their return to the MD curriculum. If their physician recommends an accommodaon,

they will be referred to WSU’s Student Disability Services Oce (SDS), who will determine whether the

requested accommodaon is reasonable and appropriate. Addional informaon can be found at hps://

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M.D. Handbook and Policies

Chapter 9

studentdisability.wayne.edu/. If students previously received tesng accommodaons, these must be

renewed yearly through the SDS Oce on main campus prior to their return. Forms from SDS need to be

turned to the Oce of Student Aairs for compleon. Students newly requesng accommodaons should

contact the SDS oce prior to their return.

Financial Leave of Absence (FLOA)

A student may request to be placed on an FLOA if they are unable to pay tuion and fees as required by

University policies. Account balances also result in a university hold that will prevent a student from parci-

pang in scheduling and registraon for medical school.

Engagement with the curriculum – Student Iniated Leaves of Absence

To aord students the opportunity to comprehensively address their issues, students on ELOA, PLOA,

MLOA, and FLOA may not engage in any element of the MD curriculum. or sit for any examinaons, includ-

ing the high-stakes USMLE Step 1 or Step 2CK examinaons.

LOA Re-entry – Student Iniated Leaves of Absence

Prior to the expiraon of a Student-Iniated ELOA, PLOA, MLOA, and FLOA, students are required to

parcipate in a team meeng to review their presumpve educaonal plan for return and any recommenda-

ons from the Promoons Commiee. The team may include their class counselor, the Vice Dean of Medical

Educaon, the Student Aairs Dean, an Educaonal Dean (i.e. Pre- Clerkship, Clinical, or Senior Associate

Deans), and others as indicated. Team meengs are coordinated by the Academic Status Coordinator. (is this

applicable to all LOAs?)

School-Iniated Leaves of Absence

Administrave Leave of Absence (ALOA)

Administrave Leave of Absence (ALOA) is a WSUSOM-iniated leave of absence imposed by the Student

Promoons Commiee aer students are aorded due process. In addion, under special circumstances, an

administrave LOA may be imposed by the Vice Dean of Medical Educaon (or designee) with subsequent

full review and due process proceedings by the Student Promoons Commiee for nal disposion. Exam-

ples of reasons for an Administrave Leave of Absence include but are not limited to:

A. Noncompliance with health clearance requirements

B. Unsasfactory professional behavior

C. Unsasfactory academic performance

D. Not meeng deadline requirements for USMLE Step 1 and/or Step 2

E. Being deemed a threat to oneself or to others

Financial Leave of Absence (FLOA)

An Instuonally iniated Financial Leave of Absence (FLOA) can be imposed for nonpayment of tuion

and/or fees as required by University policies. Account balances also result in a university hold that will

prevent a student from parcipang in scheduling and registraon for medical school.

M.D. Handbook and Policies

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149

Engagement with the curriculum – School-iniated leaves of absence

Students on ALOA leave types may be required to engage in curricular programming while on leave and may

be granted on a case-by-case basis permission to sit for tesng.

Students on FLOA school-iniated leave types may not engage in the curriculum or sit for any type of

tesng, including but not limited to USMLE tests while on leave.

Ancillary impacts of Leaves of Absence

Once a leave of absence is approved, WSUSOM has a reasonable expectaon that you, the student, will

return to the M.D. program. This is recorded on the Leave of Absence Request Form.

The number of days in the leave of absence will be counted with the rst day of the inial leave of absence

Ocial Record

All leaves of absence are part of the student’s ocial record. The leave type, start and end date are entered

into the Wayne State University School of Medicine informaon system (Banner) and recorded on the

ocial transcript. The leave of absence informaon is recorded in the MSPE (Medical Student Performance

Evaluaon) when applying for residency, reported to the AAMC (Associaon of American Medical Colleges)

Student Records System and reported to the NBME record system as withdrawn which will prevent you, the

student from taking any NMBE or USMLE exam, including Step 1 and Step 2.

Failure to Return from a Leave

Students who do not return from a leave and who have not requested and received an extension will be pre-

sented to the promoons commiee, which may lead to dismissal from medical school at the point in which

the leave was granted and will be reported as withdrawn from the medical school program.

Tuion Charges

Students on a leave of absence will have their tuion assessment adjusted based on the School of Medicine

tuion refund and cancellaon policies.

LOA Eect on Coursework

Once a leave of absence starts, the student remains on leave unl he/she is approved to return AND begins

coursework. Students granted leaves of absence must resume coursework at the same point at which the

leave of absence started. A leave of absence does not retroacvely nullify course failure.

Eect of a Leave on Progress toward Degree Requirements

Leave of Absences count toward the School of Medicine’s 7 year limit for compleon of all M.D. degree

requirements. The excepon to this requirement is approved educaonal leaves of absence.

Any leave of absence from the MD program will be included in the maximum me frame calculaon when

determining Sasfactory Academic Progress for Title IV nancial aid eligibility purposes.

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Chapter 9

Related Documents

None

9.3 Medical Student Performance Evaluaon (MSPE)

Introducon

The MSPE from Wayne State University School of Medicine follows a similar format guided by the recom-

mendaons made in the Associaon of American Medical College’s publicaon, A Guide to the Preparaon

of the Medical School Medical Student Performance Evaluaon. Narrave comments of performance in the

required Segment 3 core clerkships are included in the MSPE. Following an interview with each student, the

MSPE is composed by the Oce of Student Aairs and each leer is thoroughly reviewed and signed by the

Associate Dean for Student Aairs and Career Development or an approved MSPE leer-writer. Early Senior

year Segment 4 grades and evaluaons may be included. No MSPE is released for transmission to program

directors unl it has been reviewed by each student who “signs-o” indicang that he/she has read the

leer. The student has no control over the content of the leer.

Key Concepts of the sample MSPE Template for Academic Year 2023

Academic History:

Date of expected graduaon from medical school: June, «Graduaon_Date»

Date of inial matriculaon in medical school: August, «Admit_Date»

Combined degree (if applicable):«Degree»

Extensions, leaves of absences, gaps or breaks: Yes or No

Recipient of any adverse acons: No

Academic Progress:

Segment 1: Received comprehensive grade of Pass/Fail

Pass with Fundamentals Curriculum Commendaons (Fundamentals Percent Score 1 standard deviaon or greater above

the class mean, approx. 88% and above)

Pass with Clinical curriculum commendaons (see appendix grading secon for details) Comprehensive Honors (either

combined Fundamentals and Clinical Curriculum Commendaons or End of Segment (EOS) 1 Score at or exceeding 92%)

Segment 2: Received comprehensive grade of Pass/Fail

Pass with Fundamentals Curriculum Commendaons (Fundamentals Percent Score 1 standard deviaon or greater above the class

mean, approx. 92% and above)

Pass with Clinical curriculum commendaons (see appendix grading secon for details) Comprehensive Honors (either combined

Fundamentals and Clinical Curriculum

Commendaons or End of Segment (EOS) 2 Score at or exceeding 92%)

Segment 3: Received comprehensive grade of Pass/Fail/Pass/Honors. Received Commendaon in. Received Honors in.

M.D. Handbook and Policies

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151

Academic Progress:

Segment 4: Received Commendaons in. Received Honors in.

Step 1 score: «Step_1» on rst aempt «Step_1_2nd_aempt» on second aempt

Step 2 score: «Step_2» on rst aempt «Step_2_2nd_aempt» on second aempt

Professional Standard Comparisons

Mr./Ms. «Last_Name»’s Professional Standard Comparisons (Likert scale 1-5):

Professionalism Quesons Student Mean

Professionalism and Relaonships with Team Members

Professionalism, Ethics and Interpersonal Relaonships with Paents

Professional Behavior, Demeanor, and Work Ethic

Number of Evaluaon Responses

Overall Comparave Performance in Medical School

The ranking system used for the Medical Student Performance Evaluaon (MSPE) contains informaon

about an individual student’s overall performance over Segments 1-3 of medical school. A system was

developed to increase the compeveness of our students during an increasingly compeve residency

applicaon process. The system uses two dimensions — Academic Performance in Basic Science and Clinical

Performance — plus end of segment Comprehensive Honors, to arrive at an overall descripve term (Excep-

onal, Outstanding, Excellent, Very Good, and Good) for each student.

Performance Descriptor Approximate

Percentage

Level of Academic Performance and Clinical Performance

Exceponal

5% Outstanding academic performance and Superb clinical performance PLUS Com-

prehensive Honors for all 3 Years

Outstanding 25% Outstanding academic performance and Superb clinical performance

Excellent

30% Outstanding academic performance and Procient clinical performance OR Very

Good academic performance and Superb clinical performance

Very Good

20% Very Good academic performance and Procient clinical performance OR Good

academic performance and Superb clinical performance

Good

20%

Good academic performance and Procient clinical performance

ACADEMIC PERFORMANCE PRE-CLERKSHIP PHASE (Average percent over SEGMENT 1&2)

• [End of Segment 1 percent score plus Segment 2 percent score divided by 2]

• Outstanding Academic Performance ≥ 84% (approximately 60%)

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M.D. Handbook and Policies

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• Very Good Academic Performance = 81% - 83.9% (approximately 20%)

• Good Academic Performance ≤ 80.9% (approximately 20%)

CLINICAL PERFORMANCE (Segment 3 Grades Converted to Scores)

• Superb Clinical Performance ≥ 76 points (approximately 25%)

• Procient Clinical Performance = 29 to 75 points (approximately 74%)

• Competent Clinical Performance ≤ 28 points (approximately 1%)

Clinical Performance is based on the grades achieved in Segment 3 clerkships, which reect a combinaon

of clinical knowledge (NBME Subject examinaon) and clinical performance (evaluaons). Clerkship grades

are converted to scores, where Honors = 4 points, Sasfactory with Commendaons = 3 points, Sasfactory

= 2 points, and Unsasfactory = 0 points. Each clerkship and the ambulatory rotaon (grade) score is then

weighted by duraon (relave # of weeks) per the below reference table:

Segment 3 Clinical Performance

Calculatormance in Medical

School

Grade with Corresponding Score

Clerkship/Rotaon Sasfactory

Commendaon Honors

FM 4 weeks

4 6 8

IM 12 weeks

12 18 24

Neurology 4 weeks

4 6 8

Ob/Gyn 6 weeks 6

9 12

Pediatrics 6 weeks 6

9 12

Psychiatry 4 weeks 4

6 8

Surgery 12 weeks 12

18 24

Total Points 48

72 96

Clerkship scores are summed across all clerkships, including the ambulatory month. The maximum possible

score is 96 (which would result if a student honored the enre Segment 3 clerkship sequence). Geng Sat-

isfactory for all clerkships would result in a score of 48. Superb Clinical Performance is achieved by earning

≥ 76 points (approx. 80% of max possible). Of note, students who have failed a clerkship will get a score of

zero for the clerkship even aer the clerkship has been remediated, and are not eligible for Overall Segment

3 Clinical Honors regardless of total points achieved.

9.4 Mistreatment Policy & Procedures

Purpose

M.D. Handbook and Policies

Chapter 9

153

The purpose of this policy is to outline expectaons of behaviors that promote a posive, and supporve

learning environment for Wayne State University School of Medicine (WSUSOM) medical students and

other learners and to idenfy grievance procedures to address alleged violaons. This policy oers a de-

nion of appropriate expectaons, provides examples of unacceptable treatment of medical students, and

describes the procedures available to report incidents of mistreatment in a safe and eecve manner.

The basis for these policies is the mutual commitment to mutual respect. Members should be sensive to

the needs of others as well as, but not limited to, dierences in gender, race, sexual orientaon, religion, age

or disability. Belilement, inmidaon and humiliaon are considered counterproducve to the learning

process and serve to undermine the learning environment.

Physicians, as leaders, must have the words and communicaon skills to interact, interpret, and navigate

these uncomfortable, and potenally distressing situaons where they feel disrespected or discriminated

against.

Scope/Audience

School of Medicine.

Denion(s)

Complainant - The person expressing allegaon of mistreatment.

LCME - Liaison Commiee on Medical Educaon

Mistreatment - Intenonal or unintenonal behavior that shows disrespect for the dignity of others and

unreasonably interferes with the learning process. This may include:

• Public embarrassment or humiliaon

• Threat of or actual physical harm

• Sexual harassment or assault

• Discriminaon or harassment based on race, color, religion, naonal or ethnic origin, sex, sexual

orientaon, gender identy, gender expression, disability, age, or status as a veteran

• Psychological punishment

• Use of grading and other forms of assessment in a punive, harassing, or discriminatory manner

• Microaggressions

Respondent - The person who is the subject of the allegaons

Types of Mistreatment Examples

Physical • Physically mistreated causing pain or potenal injury

• Pushed/slapped hand

• Other forms of physical mistreatment used to express frustraon,

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M.D. Handbook and Policies

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Types of Mistreatment Examples

Verbal • Accused

• Threatened or inmidated

• Yelled at/snapped at

• Degraded, ridiculed, humiliated, sworn at, scolded, berated

• Exposed to inappropriate conversaon or comments of nonsexual and nonracial

nature

Sexual Harassment • Making sexual comments, innuendo, jokes, or taunng remarks about a person’s

protected status as dened in the University’s Nondiscriminaon Policy State-

ment

• Making sexual advances, requests for sexual favors, and other verbal or physical

conduct or communicaon of a sexual nature as per the University Sexual Ha-

rassment Policy

• Stalking of a sexual nature, i.e. persistent and unwanted contact of any form

whether physical, electronic or by any other means

Ethnic

• Exposed to racial or religious slurs/jokes as dened in the University’s Nondiscriminaon

Policy Statement

• Stereotyped

• Neglected/ignored (because of student’s ethnicity)

Power

• Dehumanized/demeaned/humiliated (nonverbally)

• Inmidated/threatened with evaluaon or grade consequences

• Asked to do inappropriate tasks/cut work

• Forced to adhere to work schedules which undermine or violate WSUSOM work hour

restricon policy for learners

• Neglect/ignored

Microaggressions • Micro insults: These are subtle or unintenonal acts of discriminaon that can be

insulng or demeaning. For example, assuming someone cannot do something

because of race or gender.

• Micro invalidaons: These are acts that invalidate someone’s experiences or feel-

ings, such as dismissing someone’s concerns about discriminaon or racism.

• Micro inequies: These are subtle acts of unfairness or inequality, such as inter-

rupng someone or failing to give the mcredit for their ideas.

• Environmental microaggressions are subtle cues or signals that someone does

not belong or is not welcome in a parcular environment, such as displaying only

pictures of white people in a workplace or school.

Policy

Wayne State University School of Medicine (WSUSOM) is commied to maintaining an educaonal and

professional environment that is free of all forms of harassment and discriminaon. The School of Medicine

strives to create a safe and supporve learning environment that reects the Instuon’s values: profes-

sionalism, respect for individual rights, appreciaon of diversity and dierences, altruism, compassion, and

integrity. Mistreatment of medical students is unacceptable and will not be tolerated.

Nothing in this policy is intended to be inconsistent with present or future University policies or regula-

ons that have been duly issued, or any applicable law or regulaon. Where there may be an inconsistency

between this policy and present University policies or regulaons or policies that have been duly issued, or

any applicable law or regulaon, the laer shall prevail.

Educaon

Students

A. Students are educated annually on this policy during each segment and at orientaon.

M.D. Handbook and Policies

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155

B. Students also receive quarterly emails reminding them of the policy.

C. Students are educated on the University Student Code of Conduct Policy as well as the LCME

standards as it pertains to student mistreatment.

Staff and Faculty

A. Residents, faculty (full me, part-me, volunteer) and sta receive training annually.

1. The Associate Dean of Pre-Clerkship Educaon (or their designee) provides educaon to

Segment 1 and Segment 2 faculty and sta through the CourseDirectors.

2. The Associate Dean of Clinical Educaon (or their designee) provides educaon to Segment

3 and Segment 4 residents, faculty and sta through Clerkship Directors and clinical campus

Medical Educaon Directors.

B. All clinical campus aliates also provide educaon for their faculty and sta through online

prevenon training of both sexual harassment and workplace violence.

All employees of all parcipang hospitals must complete these educaonal modules as a

requirement of their employment.

Rights Pertaining to Reporng of Mistreatment

• Right to condenality (to the extent possible within legimate conduct of an invesgaon and/or

as required by law)

• Right to have the allegaons invesgated in a thorough and mely manner

• Right to be informed of the outcome of the process

• Consideraon of schedule adjustments as deemed appropriate in consultaon with Segment

Directors and the Associate Dean of Clinical Educaon

Complaint Filing

All complaints should be led within a mely manner of the event. The University encourages prompt re-

porng of mistreatment or other forms of prohibited conduct so that the University can respond promptly

and equitably; however, the University does not limit the meframe for reporng. If the Respondent is no

longer subject to the University’s jurisdicon and/or signicant me has passed, the ability to invesgate,

respond, and provide remedies may be more limited or impossible. A WSUSOM Mistreatment Report in-

cludes the following:

• Your name (oponal)

• Your email (oponal)

• Your phone number (oponal)

• Date of the event

• Time of the event

• Locaon of event

• Statement and descripon of the alleged event

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• Name(s) of person(s) involved

• Witnesses, if any

• Other facts considered to be relevant

Retaliaon

Retaliaon is strictly prohibited against persons who in good faith report, complain of, or provide informa-

on in a mistreatment invesgaon proceeding. Retaliaon includes behavior on the part of the complainant

or respondent, and other related persons, including, but not limited to acquaintances, friends and family

members.

Individuals who believe they are experiencing retaliaon should immediately contact the Associate Dean of

Student Aairs and Career Development or a WSUSOM counselor so that prompt remedial acon can be

taken.

Procedure

Reporng Student Mistreatment

1. Medical students who themselves experience or observe other students experiencing possible

mistreatment are encouraged to discuss it with someone in a posion to understand the context and

address necessary acon.

2. Those who believe they have experienced mistreatment, sexual harassment or discriminaon by an

administrator, faculty, sta member, student or a teaching hospital or clinic employee can pursue one

or more avenues for resoluon. Suggested steps for medical students include:

I. DISCUSS it with a WSUSOM Counselor in the Oce of Student Aairs, the Associate Dean

of Student Aairs and Career Development, the Associate Dean of Pre-Clerkship Educaon,

the Associate Dean of Clinical Educaon, the WSUSOM Clerkship/Course Director, hospital

system clinical campus Director of Medical Educaon, the Oce for Diversity, Equity and

Inclusion, or Ombuds Services as part of the Dean of Students Oce on main campus.

a. These sta will meet with the student and hear the details of the alleged incident.

b. Students are encouraged but not required to try to resolve the maer by involving a

WSUSOM counselor and the Associate Dean of Student Aairs and Career Development.

3. In order to conduct an invesgaon, incidents must be documented using the WSUSOM

Mistreatment Report Form.

I. Compleon of the form will nofy the Associate Dean of Student Aairs and Career

Development, the Assistant Dean of Student Aairs, and the Director of Counseling.

II. You may choose to remain anonymous when you le this report. All informaon is treated as

condenal.

4. If appropriate, a formal report may addionally be made with the following departments in

coordinaon with the Oce of Student Aairs:

I. If the event involves severe mistreatment by another student:

M.D. Handbook and Policies

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157

A. File charges under the University Student Code of Conduct process,per University Policy.

II. If the event involves a WSU administrator, faculty or sta, and involves sexual harassment or

discriminaon:

A. The incident must also be reported to the Oce of Equal Opportunity/Title IX Oce,

who will invesgate and respond accordingly.

B. Refer to University Policy 2005-03 Discriminaon and Harassment Complaint Process.

III. If the event involves a WSU administrator, faculty or sta, and does not involve sexual

harassment or discriminaon: a report of the incident may be led with Wayne State

University Dean of Student Oce.

IV. If the event involves clinical faculty/medical personnel (non-university employee) at a clinical

campus, the student may also report the event to the Human Resources Department of that

Hospital.

Reponse to Filed Complaints

1. All complaints will be considered thoroughly and promptly. Every eort will be made toresolve

complaints in an expedious, discreet and eecve manner.

2. The University, including the School of Medicine, will aempt to maintain condenality to the

extent possible within legimate conduct of an invesgaon and/or as required by law. Every eort

will be made to avoid negave repercussions as a result of discussing an alleged oense and/or ling

a complaint.

3. If a student reports mistreatment through the School of Medicine Mistreatment Reporng Link:

I. The Associate Dean of Student Aairs and Career Development, the Assistant Dean of

Student Aairs, and the Director of Counseling will automacally beprovided with wrien

noce of reported concerns of mistreatment and will conduct an inial inquiry into the

circumstances of the alleged mistreatment.

II. Depending on the nature of the content, submied reports may also be shared with the other

departments or clinical sites for review, input, and co-management. This is at the discreon of

the Associate Dean of Student Aairs and Career Development.

III. The Associate Dean of Student Aairs and Career Development will assist the student in

ling a report with the appropriate University oce as indicated.

4. When another student is involved and the Student Code of Conduct Policy has been acvated,

the University Student Conduct Ocer will render a correcve acon plan aer discussion and

collaboraon with the Chair of the Professionalism Commiee and/or the WSUSOM Associate Dean

of Student Aairs and Career Development.

Data Reporng

1. Aggregate and de-idened data on reports of mistreatment of Medical Students will be shared with

the Vice Dean of Medical Educaon, the Student Senate, and the WSUSOM Curriculum Commiee

on an annual basis.

Authorized Individuals and Governing Bodies

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M.D. Handbook and Policies

Chapter 9

• Associate Dean of Student Aairs and Career Development

• Assistant Dean of Student Aairs

• Director of Counseling

Related Documents

WSUSOM - Professionalism

WSU - Policy 2005-03 Discriminaon and Harassment Complaint Process

WSU - Non-Discriminaon/Armave Acon

WSU - Sexual Harassment Policy

WSU - Student Code of Conduct Policy

References/External Regulaons

• LCME Element 3.6

• Educaon Amendments Act of 1972, 20 U.S.C. §§1681 - 1688 (2018)

9.5 Student Services Oce of Student Aairs

WSUSOM GUIDE TO STUDENT SERVICES

Service Responsible Party Contact Informaon

General Quesons & Guidance to Services

Benita Patrick [email protected]ayne.edu

Leer Requests for Good standing, Jury Duty,Canadian

Border Access

Jean McCrary jmccrar@med.wayne.edu

Past Graduate MSPE Leer Requests

Juanita Staord jstaor@med.wayne.edu

Residency Quesons, ERAS, & NRMP

April Mayweather amayweat@med.wayne.edu

MSPE, Student Organizaons, and AOA

Tracey Eady [email protected]ayne.edu

Travel & Student Organizaon Reimbursements, and Major/

Special Events

Allison Gherardini agherar[email protected]yne.edu

Other Student Concerns/Quesons Nicole Collier, Esq. ncollier@med.wayne.edu

Student Health Record Requests, Needlescks & Related

Student Injuries

SOM Health Oce MDHealthR[email protected]

Counseling Appointments

M.D. Handbook and Policies

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159

STARS 2.0 will be your tool for scheduling student counseling appointments. You have two ways to schedule

appointments with your class counselor:

1. By navigang to Academica > Student Resources > Advising Appointments-STARS, or

2. By vising stars.wayne.edu, and logging in with your Access ID and password.

Class of 2024 Counselor

Mr. Kirk Guanco kirk.guanco@wayne.eduu

Class of 2025 Counselor Mrs. Lorea Robichaud [email protected]ayne.edu

Class of 2026 Counselors

Dr. Michael Webber

Dr. Laura Woodward

mwebber@med.wayne.edu

laurawoodwar[email protected]

Class of 2027 Counselors Dr. Jennifer Crystal

Mr. RyanWiseman

jennifer[email protected]

[email protected]yne.edu

Director, Career Advising

Sarkis Kouyoumjian, MD skouyoumj@med.wayne.edu

Associate Dean of Student Aairs & Career Development Margit Chadwell, MD [email protected]ayne.edu

Assistant Dean of Student Aairs & Director of Health

and Wellness

Eva Waineo, MD ewaineo@med.wayne.edu

9.6 Aendance and Absenteeism Policies

Descripon

In keeping with the AAMC’s Core Entrustable Professional Acvies for Entering Residency, aendance of

academic responsibilies is considered an important component of professional development toward knowl-

edge acquision, as well eecve interpersonal and team skills. Students are expected to meet the same

standards of professional behavior that are expected of basic science faculty, house sta, and aending

physicians.

In the Pre-clerkship Phase (Segment 1 & 2), students engage mulple modalies of learning to develop their

professional knowledge and skills. Small group modalies are used to facilitate students’ comfort and ability

to peer teach and to prepare them for their future professional responsibilies in clinical teamwork. In this

role, students are expected to be acve members of their small groups.

Accordingly, students are expected to be present for all mandatory and required academic acvies.

In the Clerkship and M4 Elective Phases (Segment 3 & 4), students engage in intensive educaon in the pracce

of clinical medicine. In this role, students are expected to be acve members of the medical teams caring for

paents in hospitals, oces, and clinics. Accordingly, students are expected to be present for all scheduled

clinical acvies, teaching conferences, lectures, examinaons, etc.

Clinical responsibilies will somemes require that students be present on holidays, nights, and weekends.

In addion, students may be required to be present at mes that conict with family events and other

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M.D. Handbook and Policies

Chapter 9

personal obligaons and preferences.

Raonale

In order to provide comparable experiences for students it is essenal that no student be provided an

advantage by being allowed addional me to study for exams. Therefore, any absence from an exam must

be documented and approved by the student’s counselor. Similarly, aendance at mandatory and required

events has been deemed essenal as necessary for the educaonal growth of the student, absence from

mandatory and required events not only limits the individual students educaonal experience, but also de-

prives their peers from the benet of their knowledge and experience.

If for any reason me must be missed for illness, family emergency, weather delays, etc., noce must imme-

diately be given to your counselor, and if applicable, the supervising resident/faculty member and/ or site

coordinator and Clerkship Director or his/her designee.

It is the student’s responsibility to obtain an approval for an excused absence from their counselor. When

returning from an excused absence the student will discuss making up the missed session with the course

director in the pre-clerkship years and clinical me with the Clerkship Director.

During the pre-clerkship phase, aendance is required at all the mandatory sessions (marked on the calen-

dar and communicated as ‘Mandatory’). In addion, course directors may communicate mandatory aen-

dance for certain sessions due to the unique nature of the course and/or the session. During the clerkship

and post-clerkship phase, aendance is expected and required at all other mes by the faculty and the

Clerkship/Elecve Director for sasfactory compleon of each clinical clerkship or elecve. Not appearing

for clinical responsibilies and assignments is unprofessional and may result in a professionalism citaon.

Unexcused absences could severely aect your grade; each course, clerkship or elecve may fail a student if

they do not show up for an assigned acvity, miss call, etc.

Purpose

This policy details the Aendance and Absenteeism requirements and procedures for the Pre-clerkship

Phase, Clerkship Phase, and M4 Elecve Phase of the MD curriculum. The policy also states the procedures

for addressing tardiness, missed examinaons, and incidents of unapproved absences.

Responsible Party and Review Cycle

The Senior Associate Dean for Curricular Aairs and Undergraduate Medical Educaon and the Associate

Dean of Student Aairs and Career Development will review this document annually.

LCME Accreditaon References

• None

Denion(s)

Instuonal Holidays

M.D. Handbook and Policies

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161

WSUSOM has a number of instuonally recognized holidays, including the following: New Year’s Day

(observed); Marn Luther King, Jr. Day; Memorial Day; Fourth of July; Labor Day; Thanksgiving and the day

aer Thanksgiving; and Christmas Day (observed).

• During the Pre-clerkship Phase, all holidays are included on the Academic Calendar. Students are

expected to attend scheduled academic events, as appropriate, on holidays not included on the

Academic Calendar.

• During the Clerkship and M4 Elective Phases, all WSUSOM instuonal holidays are observed from 5

pm the day before to 5 pm the day of the holiday to accommodate clinical call schedules in the M3

year. Students may be expected to report to clinical dues at 5 pm on the day of the instuonal

holidays. M4 students are expected to follow the procedures of their site.

Weather Related Maers and Aendance

School of Medicine policy for University Closures during Inclement Weather/Remote Operaons The SOM

follows ocial University Closures/Remote Day Policies but maintains discreon to make independent

determinaons for essenal curricular elements in coordinaon with Main Campus Administraon.

Rationale:

Due to the unique and complex nature of the MD Curriculum, a shi to remote instrucon may not be

feasible and jeopardize essenal learning, especially in the clinical care seng. Remote operaons may

also be irrelevant in the MD learning space as many students are geographically dispersed for clinical ro-

taons unequally aected by local weather paerns, or scheduled for shis out of sync with normal work

day hours. An automac default to extracon of medical students from their tailored learning environment

results in loss of valuable clinical and professional skills training that can oen not be reclaimed. Accord-

ingly, all eorts will be made to maintain and model the duty, rounes, and pracces expected for phy-

sicians-in-training towards their profession, paents, and society. Thus, in coordinaon with University

Administraon, the SOM may exercise the latude to maintain previously scheduled clinical acvies or

on-site examinaons.

Independent Determinations for Essential Curricular Elements:

All core M3 Clerkships and Senior Clinical Rotaons are pre-determined Essenal Curricular Elements.

Connuaon of any addional curricular elements deemed essenal during a University Closure will be de-

termined by the respecve Segment Directors in collaboraon with the Associate Deans for Clinical Educa-

on and Student Aairs. Expectaons will be clearly and mely communicated to students via the class-ap-

propriate listservs or established portals by the Course/Segment/Clerkship Directors. It is the responsibility

of students to check their emails and relevant class/course communicaon portals for awareness of any

such independent determinaons from the SOM once an Inclement Weather Alert has been issued by the

University. The SOM expects that, as physicians in training, students will balance their professional respon-

sibilies with common sense to develop personal decision-making. As such, if a medical student feels that

they cannot safely make it to the medical campus, hospital, or clinical site for a determined essenal curricu-

lar element (including examinaons) during a university issued closure/remote day, they are to contact their

clinical team/ preceptor or class counselor for an excused absence as indicated per the specic guidance

below. As with any absence, students are expected to make-up that missed essenal curricular element in

coordinaon with their course director/preceptor.

PRE-CLERKSHIP PHASE

In the event that Wayne State University declares a Closure/Remote Day due to inclement weather, then

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M.D. Handbook and Policies

Chapter 9

the School of Medicine will be closed and remote for classroom instrucon. All classes and small group ac-

vies during the closure/remote day will follow the university guidelines below:

• No classes or acvies will occur in-person as the campus will be closed.

• Online synchronous and asynchronous classes will connue to meet remotely unless the instructor

determines circumstances make it necessary to cancel.

• A class that moves from in-person to remote will meet at the regularly scheduled me or at a me

specied by the course directors(s).

• As needed, a revised schedule for exams or other acvies will be sent out via the list-serve.

• In case of an Independent Determinaon issued by the SOM for connuaon of an Essenal

Curricular Element during a University Closure: If a medical student feels that they cannot safely

make it to the medical campus for a determined essenal curricular element (i.e. Gross Anatomy

examinaon) during a university issued closure/remote day, they are to contact their class counselor

for an excused absence per the usual procedure. As with any absence, students are expected to

make-up that missed essenal curricular element in coordinaon with their course director.

CLERKSHIP PHASE

Medical Students are assigned to the clinical campus sites and thus follow the rounes and pracces of clini-

cians. As such, all clinical rotaons and dues are deemed Essenal Curricular Elements.

Clerkships and hospital sites have agreed to be lenient for situaons that students may feel are unsafe. The

SOM expects that, as physicians in training, students will balance their professional responsibilies with

common sense to develop personal decision-making on these issues at this advanced stage in their medical

educaon. During an ocial university inclement weather/remote day closure only: If you feel that you

cannot safely make it to the hospital or clinical site, you are to contact your team or preceptor rather than

your class counselor as this will not be recorded as an unexcused absence. Students excused for inability to

traverse to their assigned sites during remote operaons for inclement weather based on their best judge-

ment will not be adversely graded with acve surveillance by the Associate Dean for Clinical Educaon/Cur-

ricular Aairs Oce. However, as for any absence, the clerkship director or hospital team may instruct you

to make up the me missed.

• If the University is otherwise open (not weekends or holidays), students must get an excused

absence from their counselor for any missed days other than ocial WSU inclement weather

closures.

• For severe snow storms occurring on days that the University is not open (weekends, holidays),

students should directly contact their faculty supervisor/rounding team to nofy them if they will

not be in due to hazardous weather condions.

• Segment 3 and Segment 4 students may be required to make up clinical me that is missed at the

discreon of the WSUSOM Clerkship Director.

• As needed, a revised schedule for exams or other acvies will be sent out via the list-serve.

Aendance of Academic Responsibilies Across All Phases of the MD Curriculum

Mandatory Curricular Components

M.D. Handbook and Policies

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163

Students are expected to arrive on me to all mandatory curricular components (session in longitudinal

courses (e.g., P4, Clinical Skills, CEC, and Service Learning, paent panels, exams, and orientaons). Students

who arrive late may not be able to parcipate and may not receive credit for aendance.

Aendance at mandatory didacc events across all phases may be monitored by badge swipe or other

means as determined by the method of instruconal delivery.

Students are required to have their WSUSOM badges with them at all mes.

An excused absence may be granted in exceponal circumstances with appropriate documentaon.

Required Events

Students are expected to arrive on me to all required academic events (e.g., PBL, etc.). Required aca-

demic events may be graded and student will receive a grade of 0 if absent unless the absence is due to

an approved event. Students who arrive late may not be able to parcipate and may not receive credit for

aendance.

Aendance at required didacc events across all phases may be monitored by badge swipe or other means

as determined by the method of instruconal delivery. Students are required to have their WSUSOM badges

with them at all mes.

An excused absence may be granted in exceponal circumstances with appropriate documentaon.

Excused Absences

The authority to grant or deny an excused absence is the responsibility of the Associate Dean for Student

Aairs, and by delegaon to the student’s counselor.

An excused absence does not mean that a student is excused from an acvity (examinaons and other

required acvies), but rather the student will be allowed to make-up the acvity. Excused absences are

granted the day of the acvity and are based upon an unforeseen circumstance prevenng the student from

parcipang. All excused absence requires appropriate documentaon.

Students cannot be granted a retroacve excused absence to set aside the results of an examinaon, nor

can the result of an objecve examinaon be appealed to a course or Clerkship Director. Students who get

sick during an examinaon, and bring it to the aenon of a tesng proctor, will be handled on an individual

basis.

Limit on Excused Absences

Pre-Clerkship Phase (Segment 1 & 2)

Due to the intense nature of the requirements for academic progression with the medical educaon curricu-

lum, no more than 3 excused absences from examinaons will be granted in a given academic year.

Excused absences will be monitored and students who have more than 6 total requests for an excused

absence in an academic year must meet with the Associate Dean for Student Aairs for evaluaon of their

status. Depending on the evaluaon of the Associate Dean for Student Aairs, the student may be placed

on an administrave leave of absence or may be referred to the Promoons Commiee.

Clerkship & Post-Clerkship Phase (Segment 3 & 4)

Due to the intense nature of the requirements for academic progression with the medical educaon curricu-

lum, no more than 1 excused absence from examinaons will be granted in a given academic year. A second

164

M.D. Handbook and Policies

Chapter 9

request will require a meeng with the Associate Dean of Clinical Educaon.

Any excused absence that extends beyond 3 days in the clinical clerkship will be reviewed by the Associate

Dean for Clinical Educaon.

If it exceeds a reasonable me when compared to the clerkship length (approximately 10%) the student will

be required to make up clinical work. This will be done by choosing an M4 elecve in this specialty in order

that competencies may be made up. This elecve will also count toward the requirement of elecves in m4

needed for graduaon.

If the student is sll able to take the subject exam at the end of the clerkship, this will be allowed and

a grade given. This grade may be adjusted based on performance in the makeup course when there is a

chance for more clinical evaluaons to be received.

If an illness is so severe, the student may be withdrawn to repeat the coursework. This will be a consider-

aon of the Associate Deans of Student Aairs and the Oce of Academic and Student Programs.

Research Travel (All Segments)

WSUSOM encourages students to present their research at local, regional, and naonal meengs. However,

many mes these meengs conict with coursework and clinical rotaons and thus are not always ap-

proved. The following procedures must be followed.

Any missed coursework requires an excused absence from Student aairs. Prior to this being granted, all

students missing coursework of any kind to present at meengs must seek approval from the oce of the

Academic and Student Programs. All requests must be accompanied by a completed typed request for ap-

proval by the appropriate associate dean. Signatures of the course director and faculty sponsor are also re-

quired. The student’s role in the research preparaon must be detailed and a copy of the abstract is required.

The student must be presenng their own original work to an organized meeng. The principal invesgator/

faculty sponsor must sign all requests and approve the travel. They must aest that the student had a signif-

icant role in the research project and will personally be presenng (not just aending a co-author’s presen-

taon) Aending a meeng without presenng the student’s original work is not excused.

Any and all missed me must be made up at the discreon of the course or clerkship director. A wrien plan

of makeup will be required on the request form.

Students are not allowed to miss clerkship orientaon or days of required acvies that have no makeup.

Students are not allowed to be gone for the dates of any exams.

Foreign travel (except nearby Canada) is not allowed. Meengs in Hawaii required signicant missed me

and will not be approved. Some travel to the west coast may not be approved because of excessive logiscal

restraints.

The student will be allowed one day for the presentaon, one day to aend other sessions of the meeng,

and one travel day. Usually staying the enre length of the meeng cannot be done.

Raonale: as residents and praccing physicians, all must make similar adjustments for the clinical care of

paents.

Excused dates cannot be extended aer the commencement of travel and travel delays are not viable

excuses. This request must be led 60 days in advance of the meeng and is revocable at any me if there

are changes in the student’s eligibility status. Nocaon of acceptance (from the meeng) less than 60

M.D. Handbook and Policies

Chapter 9

165

days prior to the start of the meeng will be considered when the late nocaon is included in the request.

During the M4 year excused absences are sll required when missing coursework. However, with exible

scheduling, there are more opportunies to arrange vacaons or online months in order to aend meengs.

Illness (All Segments)

A student who is ill on the day of an examinaon or other required acvity, and who is unable to parcipate

in the acvity is required to contact the Oce of Student Aairs prior to the start of the activity. The nature

of the illness needs to be specied and an excused absence requested. An excused absence for illness will

not be granted unless the student obtains a medical vericaon note from an appropriate health care pro-

vider. This note must be provided to the Oce of Student Aairs as soon as the student is medically able to

return to school. A student may not obtain a medical vericaon note from a healthcare provider who is a

member of his/her family.

Acute Illness (All Segments)

Students should refrain from aending classes or clinical dues when ill.

• If illness requires that students be absent for more than one academic day, a medical note may be

required at the discreon of Student Aairs.

• Students with an extended illness, who have been hospitalized, or who have undergone surgery may

also require nocaon from a medical provider that they can return to full academic dues.

• Extended absences may require a Leave of Absence.

Planned Absences during the Pre-clerkship Phase

For excused absences during Clinical Skills sessions, make-up or rescheduling is determined by the type of

event, as follows:

• Facilitator-led small group sessions: Small group sessions cannot be made up by aending another

facilitator group. Instead the student will complete a make-up assignment, which must be completed

the following week or prior to the nal exam (whichever occurs earlier). Students are required to

email the Director of Clinical Skills to obtain the instrucons for the make-up assignment as soon as

the absence is approved by Student Aairs.

• In-person workshops and other required didacc sessions: Students are required to email the

Director of Clinical Skills to obtain the instrucons for the make-up assignment as soon as the

absence is approved by Student Aairs.

• Physical examinaon teaching sessions held at the WSUSOM Clinical Skills Center: Students will be

allowed to make up these acvies on a case-by-case basis and only when feasible.

• Some individual or group Clinical Skills acvies will be scheduled with pre-assigned me slots or by

student sign-up. Please note the following as it relates to rescheduling:

◦ Pre-assigned me slots: Once the me-slot schedule has been released, students have 48

hours (unless otherwise specied by the Director of Clinical Skills) to review and trade me

slots with a classmate. Once the 48-hour review period has been completed, rescheduling

can only occur as is feasible and with approval by the Director of Clinical Skills.

◦ Student sign-up sessions: Once a student has signed up for me slots, they have 48 hours

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M.D. Handbook and Policies

Chapter 9

(unless otherwise specied by the Director of Clinical Skills) to reschedule the session. Once

the 48-hour review period has been completed, rescheduling can only occur as is feasible and

with approval by the Director of Clinical Skills.

◦ Clinical Skills Assessments will be rescheduled by the Director of Clinical Skills Director, in

cooperaon with the module director and SCSIL.

Unplanned Emergency Absences during the Pre-clerkship Phase

In the event of an emergency absence on the date of a mandatory academic event, pre-clerkship stu-

dents should inform Student Aairs of their absence as soon as possible, by nofying their assigned class

Counselor.

Failure to do so will result in an unexcused absence and professionalism citaons.

For Segments 3 & 4

Mandatory Attendance Policy for Clerkship Orientations

Students are required to aend the enre Clerkship Orientaon Session for each of their required Segment

3 and Segment 4 clerkships. Any student who does not aend a Clerkship’s Orientaon Session will be pro-

hibited by the Clerkship Director from parcipang in that clerkship for the scheduled period and may have

their enre schedule of clerkships revised by the Associate Dean of Clinical Educaon as deemed necessary

to meet WSUSOM academic requirements.

Requests for Excused Absences for Religious Holidays and Other Absences

Wayne State University School of Medicine recognizes and appreciates the diverse cultural and religious

backgrounds of its students. Approved holidays are idened by the University. Everyone is o on those

days, and students are not required to be at their Segment 3 clerkships on those days. However, there are

no ofcial days off during your Segment 4 required clerkships, rotations, and electives. For students on clin-

ical rotations, all days off are determined by the clinical service the student is assigned to for each month.

Requests for me away from clerkships and elecves must be submied in wring to the student’s coun-

selor as soon as possible upon knowing of the need for an excuse. The student’s counselor will work with

the student to contact the Clerkship/Elecve Director to request the me o if the request is considered

appropriate. The counselor and student will work with the Clerkship/Elecve Director to determine how/

if the me can be made up. Excused absences may not be granted by the Clerkship/ Elecve Director if this

policy is not followed.

Excused absences for non-medical reasons (including weddings, family gatherings, travel, vacaon) are not

granted. The excepon is presentaon of the students own scienc work at local or naonal meengs. A

guideline for excused me o for these meengs is one day for local and two days for naonal meengs,

including travel to and from the site. This allows for the student to present his/her scienc work and get a

avor of the meeng. Aendance for the enrety of a meeng is usually not possible if it does not conform

to these me constraints. Notably travel to internaonal or distant (e.g., Hawaii) meengs is not possible

because of the travel mes required. Aendance at meengs that do n ot involve presentaon of the stu-

dent’s own scienc work is not a valid reason to request an excused absence.

Students’ aendance is expected and required at all other mes by the faculty and the Clerkship Director

or Elecve Coordinator for sasfactory compleon of each clinical clerkship or elecve. Not appearing for

clinical responsibilies and assignments is unprofessional as well. Indeed, unexcused absences will severely

aect the clerkship grade; as detailed in clerkship syllabus, students may fail a clerkship or elecve if they do

M.D. Handbook and Policies

Chapter 9

167

not show up for an assigned acvity, miss a call, etc.

If for any reason clinical me is missed for illness, family emergency, weather delays, etc., the student is

required to nofy the supervising aending, resident, or other primary individual to whom the student will

report for that shi, the clerkship coordinator and the Clerkship Director or his/her designee immediately.

Communicaon must occur as soon as possible before the start of clinical dues or required academic event

via email, telephone, or text, as appropriate. When communicang the absence, the following informaon

must be conveyed: the nature of the absence, and the expected return date. Having noed these individu-

als, it is sll the student’s responsibility to obtain an excused absence from the Oce of Student Aairs. To

do so, the student must contact their counselor or the Associate Dean of Student Aairs and Career Devel-

opment. When the student returns from an excused absence, the student will discuss making up the missed

clinical me with the Clerkship Director.

In the event of 4-5 missed academic days due to illness, family emergency, weather delays, etc., students

will be required to make up the same number of academic days of the rotaon, respecvely. In addion, the

clerkship or course director will review the student’s performance to determine whether learning goals can

be met by the end of the clerkship or course. If learning goals cannot be met, the clerkship or course must

be repeated.

In the event of more than 5 missed academic days due to illness, family emergency, weather delays, etc., the

student will work with the Associate Dean for Clinical Educaon to develop an alternate make- up plan. If

the missed me is a considerable percentage of the clerkship days, it may be necessary to repeat part or all

of the clerkship. Quaranne me will be addressed individually, and missed competencies may be made up

with M4 work.

Failure to do so will result in an unexcused absence.

All procedures are detailed in the Segment 3 Orientaon Canvas site, and specic clerkship syllabi.

Segment 4

In the M4 year, WSUSOM recognizes that students will miss clinical dues for residency interviews. Inter-

view absences do not need to be approved by Student Aairs. Instead, M4 students should communicate

their interview dates as soon as possible to the course director and the supervising aending, resident, or

other primary individual to whom the student will report for that shi.

• No academic days can be missed during a 2-week rotation.

• Students may be excused for residency interviews for ve (5) days during an elecve and two (2)

days during a required rotaon i.e., sub-Internship or the Emergency Medicine Core Rotaon.

• Students may be required to make up missed days at the discreon of the course director and the

Associate Dean for Clinical Educaon.

Absences or Tardiness for Scheduled Examinaons

Examinaon schedules are published on the ocial WSUSOM calendars.

ABSENCE FROM AN EXAM (SEGMENTS 1 – 4) In some instances it might not be possible for a student

to be present for an examinaon due to either a serious health problem or other unavoidable circumstanc-

es (see approved events above). These include unexpected illness/injury, motor vehicle accident, religious

holiday or mandatory court appearance. An excused absence permits the student to take a make-up

168

M.D. Handbook and Policies

Chapter 9

examinaon at the scheduled make-up date. An unexcused absence for an examinaon will result in a zero

score.

TARDINESS FOR AN EXAM (SEGMENTS 1 – 4) Tardiness is not permied for scheduled exams.

Related Documents

• Grading Policy

• Professionalism Policy

9.7 Withdrawal from Medical School

Purpose

This document describes the appeal opportunies and ramicaons of withdrawing from the School of

Medicine.

Student-Iniated Withdrawal

A student may voluntarily withdraw from the MD program at any me. Students who choose to withdraw,

are provided the opportunity to meet with their assigned class counselor and/or the Dean of Student Aairs

to discuss their decision and how to explore alternave career opons. Students should contact the Oces

of Financial Aid and Enrollment Management for implicaons of their withdrawal.

Withdrawal is a permanent, voluntary, medical student terminaon. Students wishing to withdraw must

submit a wrien request to the Associate Dean of Student Aairs and Career Development, including in

the request the statement that the student understands that withdrawal is permanent, irreversible and

not subject to appeal. A student cannot avoid disciplinary acon or academic hearing procedures through

a request to withdraw. However, the Promoons Commiee may allow a student to withdraw prior to the

compleon of such hearings or an acon to dismiss.

Aer Dismissal

Students who have been academically dismissed, whether administravely or by the Promoons Commit-

tee, are not guaranteed an opon to withdraw. However, they may be given the opportunity to voluntarily

and permanently withdraw at the discreon of the Chair of the Promoons Commiee or the Vice Dean for

Medical Educaon. Students opng for withdrawal must communicate their decision in wring within ten

(10) business days to the Associate Dean of Student Aairs as described below.

If the student decides to appeal the dismissal, the original opon to withdraw, if oered, is suspended. The

student must le an appeal to the Vice Dean for Medical Educaon or Chair of the Promoons Commiee.

Appeals must be received in wring within ten (10) business days.

If the Vice Dean upholds the dismissal and rejects the appeal, the student may be given a nal opportunity

to withdraw from the medical school. The student must then communicate their decision in wring within

M.D. Handbook and Policies

Chapter 9

169

ten (10) business days to the Associate Dean of Student Aairs as described below. If the student decides

to appeal the dismissal to the University at large (i.e., the Provost), outside the School of Medicine, the oer

and opon to voluntarily and permanently withdraw becomes null and void.

Withdrawal is a permanent, voluntary, medical student terminaon. Students wishing to withdraw must

submit a wrien request to the Associate Dean of Student Aairs and Career Development, including in

the request the statement that the student understands that withdrawal is permanent, irreversible and

not subject to appeal. A student cannot avoid disciplinary acon or academic hearing procedures through

a request to withdraw. However, the Promoons Commiee may allow a student to withdraw prior to the

compleon of such hearings or an acon to dismiss.

Students who are dismissed for academic misconduct do not have the opon of withdrawal.

Related Documents

Grading

Tesng

9.8 Student Health, Disability Insurance Plan Terminaons and Refunds

Purpose

The following details the student health and disability insurance terminaon and premium payment refund

policies.

Responsible Party and Review Cycle

Oce of Records and Registraon -- Responsible for collecng and reviewing waiver applicaons and de-

tailing student LOA start and end dates for the generaon of annual disability insurance invoices.

Relaon Insurance Services – Student health insurance plan administrator. Responsible for processing

student health insurance terminaons and refunds.

The Guardian Life Insurance Company of America – Disability insurance plan provider. Responsible for pro-

rang disability insurance payments.

LCME Accreditaon References

Terminaon Policy

Health Insurance – Once a student submits payment for a student health insurance enrollment period, they

are locked into that coverage for the enrety of that enrollment period (4 months). Terminaon of student

health insurance plans can only occur upon the start of a new enrollment period with receipt of an accept-

able health insurance waiver applicaon and proper submission of all documentaon required by Relaon

170

M.D. Handbook and Policies

Chapter 9

Insurance Services and the insurance company. Terminaon requests must be received at least 45 days prior

to the requested terminaon eecve date. Students who do not terminate their coverage properly will be

responsible for any charges the medical school incurs regarding their coverage. Students who fail to submit

their insurance premium payments in a mely manner risk terminaon from the student health plans.

Disability Insurance – Only medical students enrolled full-me are eligible for disability insurance coverage.

Students who take a leave of absence unrelated to disability will no longer qualify for disability insurance

and their coverage will be terminated eecve their leave start date. Their eligibility will be reinstated upon

their return to full-me enrollment status. Enrolled students cannot waive nor terminate disability insurance

enrollment.

REFUND POLICY

Health Insurance – Students who terminate student health insurance properly and within the aforemen-

oned meframe may be able to receive refunds for premium payments submied as determined by Rela-

on Insurance Services and the insurance company. The medical school does not parcipate in the process-

ing nor disbursing of any health insurance related refunds.

Disability Insurance – WSUSOM’s disability insurance coverage is on an annual premium payment schedule.

Thus, for students who take a LOA and subsequently have their disability coverage terminated mid-year, the

prorated credit will be taken on the medical school’s next annual disability insurance payment. No refunds

will be disbursed directly to students.

Withdrawn/Dismissed Students – Students who withdraw or are dismissed from the medical school will

have their student health and disability insurance terminated eecve their last date of enrollment. Any

health insurance refunds will be processed by Relaon Insurance Services and the insurance company.

9.9 Policy and Procedure for Travel Requests for Research Related Acvity

Purpose

To provide a transparent and clear process for travel requests as students professionally balance their re-

sponsibilies and professional development as a physician in training while aending conferences to present

research and scholarly work.

Responsible Party and Review Cycle

The Associate Dean of Student Aairs and Career Development will review this document annually.

DESCRIPTION

• Student Handbook 9.6 Policy Updates to Policy and Procedure for Travel Requests to Present Research

& Scholarly Work (M1-M4)

Last Update: 5/8/23

Raonale:

M.D. Handbook and Policies

Chapter 9

171

As a future physician-in-training, WSUSOM maintains primary importance on the rigorous MD curriculum

throughout all four years of your Undergraduate Medical Educaon. Concurrently,

WSUSOM recognizes the value of research and other scholarly work in contribung to the medical liter-

ature, for professional development, and to enhance compeveness for residency applicaons. As such,

WSUSOM encourages students to present their research at local, regional, and naonal conferences.

Primarily because signicant absence from coursework/clerkships/clinical rotaons diminishes student

engagement with the curriculum and paent care opportunies, risks poor evaluaons, and compromised

test performance, travel approval is not guaranteed, even for valid projects. Individual absence may also

negavely aect the learning dynamic for non-traveling peers on teams such as assigned GA tables, small

groups like PBL/CBL/ P4/SL/CS, and clinical rounding teams. This impact is mulplied for large-group travel

requests to the same presentaon venue.

Addionally, as conferences are designed primarily for the praccing physician or academic, medical student

parcipaon oen conicts with required or essenal coursework and clinical rotaons. It is understood in

academia that, because of primary clinical and educaonal responsibilies, not all contributors/authors of an

accepted scienc research or scholarly project are available to present in-person. It is therefore accepted

pracce that, although a representave of the team presents the work, all project authors and noted con-

tributors may capture the scienc meeng presentaon on their respecve CVs and for ERAS.

To endorse conference travel as representaves of the SOM, requesng students must also be in both good

academic and professional standing. For all of these reasons, travel requests are individually reviewed and

approved via a two-step process by both the Oce of Curricular Aairs (Step 1-review & provisional ap-

proval) and Student Aairs (Step 2-nal approval and granng of excused absence). The respecve Deans of

Curricular and Student Aairs have nal discreon in granng approval of all travel requests. Both Deans

must approve the request.

Descripon of required procedure to submit a travel request:

• The student must be presenng their own original work with veried acceptance for presentaon

at an organized meeng. This meeng must be of a recognized specialty or general medical society

and the faculty sponsor/principal invesgator/sponsoring member must be a member of that

organizaon or society

• All requests for approval to the Oce of Student Aairs must be accompanied by a completed typed

request Download excused absence form (pdf) and include:

1. Approval signature by the faculty sponsor / principle invesgator, who must aest that the

student had a signicant role in the research project and will personally be presenng (not

simply aending a co-author’s presentaon)

2. Approval signature by the appropriate Associate Dean or their designee: M1-Dr Walker,

M2-Dr Govindarajan, M3/M4-Dean Stees

3. Copies of the abstract and acceptance leer accompany the request form

4. A wrien plan of makeup accompanies the request form

• Dates of the conference or travel to/from the conference cannot fall on a segment or clerkship

orientaon day, exam day, or days of required acvies that have no makeup

172

M.D. Handbook and Policies

Chapter 9

• The locaon of the conference must be within either the connental United States (not Alaska

or Hawaii) or a nearby locaon in Canada. Some travel to the West Coast may not be approved

because of excessive logiscal restraints

• Aendance at conferences in Michigan / close to the Detroit area are approved for a maximum of

2 days absence from clinical dues (one to present, one to aend the conference) while aendance

at conferences requiring at least a half-day of travel each way from the Detroit area are approved

provisionally for 2 days with a maximum of 3 days absence from coursework and clinical dues

if indicated. Granng of the addional day will be determined by the impact on academic/clinical

coursework of the extended me and in consideraon of the specic conference schedule (span

of weekday/weekend days). Specic for M3 students, clerkship wellness days cannot be used to

extend me away, but can be used as one of your already approved days during the conference to

reduce the need for make-up work.

• If the student is presenng mulple papers on dierent days, approved travel me will not be

extended past what is described above

• This request must be led 60 days in advance of the meeng and is revocable at any me if there

are changes in the student’s eligibility status. Nocaon of acceptance (from the conference

commiee) less than 60 days prior to the start of the conference will be considered when the late

nocaon is included in the request and the request is completed by the student within 3 days of

nocaon from the conference commiee.

• Students must be in good academic and professional standing and without current or potenal

academic diculty or challenges (ex. pending incomplete work). Students on academic probaon are

not eligible for approval of me o to travel nor eligible to receive travel funding.

Conference Funding & Group Travel Requests

• Support for airfare, lodging, and meeng registraon is limited to a maximum of $500.00 per

student, who must be in good academic and professional standing.

• Addionally, when funded by the student organizaon, the following applies:

o Support for conference aendance is limited to a total amount of $3500.00 per organizaon

per calendar year for all students (ex. If each student receives $500, the organizaon may

fund a maximum of 7 students annually)

o Priority will be given to elected ocers or delegates of a student organizaon

o All travel related to student organizaon conferences must be approved by the organizaon’s

Treasurer or nancial appointee prior to travel request submission

o An individual student may receive travel support from their student organizaon budget for

no more than one travel event per year unless approved by the Associate Dean of Student

Aairs and Career Development

o Individual Student Organizaon leadership is encouraged to plan annual travel to maximize

opportunies for all qualifying group members, to build in mentorship, and to sustain

momentum for organizaonal impact.

o Group travel requests to present a commonly accepted abstract/resoluon/workshop will

be considered on a case by case basis informed by the type of presentaon, total number

presenng, funding parameters, and outlined approval criteria applied to each individual

student. Provisionally, travel will be granted for one-two key presenters from successive

M.D. Handbook and Policies

Chapter 9

173

segments (M1-M4) with priority approval for the primary author(s), elected ocers, and

delegates of a presenng student organizaon or iniave.

o Consideraon of addional student(s) approved for group travel will be based on their level

of leadership involvement, impact of missed course/clerkship work, impact of absence on

the larger group’s learning environment, funding constraints, and total number of students

needed for adequate school representaon.

Addional Policy Parameters:

Course make-up of me to aend a conference is at the discreon of each course director, and make-up

assignments for missed course-work are expected. Clinical make-up of me to aend a conference is at the

discreon of each clerkship director or clinical rotaon director, and it is common that more than one day o

will result in make-up of clinical me. Excused dates cannot be extended aer the commencement of travel

and travel delays are not viable excuses.

If you can exercise a remote opon (ex. aending a synchronous zoom-based CBL scheduled at a me that

does not conict with conference presentaon) to preserve priority for clinical learning during the meeng,

this is strongly encouraged as it can result in less make-up work for the student aending the conference

and posively impact the learning environment of other students in their group.

The clerkship commiee has determined a student may be excused from and make up no more than 10%

of clerkship me. This includes me missed for illness, scienc meengs, wellness days, and other excused

absences and is based on the feasibility of scheduling meaningful, longitudinal clinical make-up during the

remaining clerkship duraon. The result is that a maximum of 2 days o can be taken on any one-month

clerkship (week-end days outside of clinical dues are not counted toward those 2 days).

During clerkships, eligibility for excused absences for presentaon at meengs is limited to presenng one’s

own scienc research. Aendance at other meengs for other purposes (networking, interest, etc.) cannot

be excused. During the M4 year excused absences are sll required when missing coursework. However,

with exible scheduling, there are more opportunies to arrange vacaons or online months in order to

aend conferences.

The Ofce of Student Affairs exercises the nal right to reject or approve all requests for time off to attend scien-

tic meetings.

174

M.D. Handbook and Policies

Chapter 10

Overview

10.1 Clerkship Grading

10.2 Clerkships and Clinical Years

10.3 Parking at Assigned Hospitals

10.4 Institutional Policies

10.5 Electives Policy - Clerkships

10.6 Segment 4 Policies

CLERKSHIPS & CLINICAL

SITE POLICIES

M.D. Handbook and Policies

Chapter 10

175

10.1 Clerkship Grading

Responsible Party and Review Cycle

The Senior Associate Dean for Curricular Aairs and Undergraduate Medical Educaon and the Associate

Dean of Clinical Educaon will review this document annually.

LCME Accreditaon References

• Element 3.5 Learning Environment/Professionalism

• Element 12.3 Personal Counseling/Well-Being Programs

• Element 12.4 Student Access to Healthcare Services

Denion(s)

None.

Grading

General Guidelines for Clerkship

The evaluaon of Segment 3 Clerkship students is the responsibility of the WSUSOM Clerkship Educaon

Commiee, which delegates that authority to the individual Segment 3 Clerkship Directors. In turn, Clerk-

ship Directors and departmental Medical Student Educaon commiees determine the clerkship grades for

each student and recommends grades to the Clerkship Educaon Subcommiee. The Clerkship Educaon

Subcommiee reviews and approves grades on a monthly basis. Grades are then disseminated to students

through New Innovations.

Guidelines for evaluaon of cognive and clinical skills are established for each clerkship by the respec-

ve Clerkship Director and departmental educaon commiee. These guidelines are detailed elsewhere

in department-specic clerkship policies and procedures. At the beginning of each clerkship, students are

informed about the specics of the evaluaon and grading policy. Each clerkship uses subject examinations

purchased from the National Board of Medical Examiners. Course grades, at a minimum, are determined by

written examinations and completion of clinical performance evaluations by supervising attending phy-

sicians and/or supervising residents. In some clerkships, oral examinations, objective structured clinical

exams, dened clinical exercises and/or research papers may also be a component of a grade.

Students should direct quesons regarding the evaluaon and grading system of a specic clerkship to that

Clerkship Director. If further clarication is needed, contact the ofce of the Associate Dean of Clinical

Education.

The requirement to Complete All Clerkship Assignments

Students are required to complete all clerkship assignments before the end of the clerkship (including the

logging of all Procedures and Encounters (PxDx) cases). The deadline for logging all PxDx cases is mid-

night of the Wednesday of the last week of the rotaon. The clerkships establish the deadlines for other

assignments. If assignments are not completed by the respecve deadlines, the student will be considered

176

M.D. Handbook and Policies

Chapter 10

incomplete. The incomplete will change to a nal grade when the assignments, including PxDx, are complet-

ed and turned in.

Requirements common to all clerkships

A. PxDx logging

B. Self-evaluaon

C. Mid clerkship evaluaon

D. Any books, pagers, and parking badges issued by the clerkship

E. Wrien or other assignments

Deadlines are monitored by the SOM and reports are issued at intervals. Students not in compliance with

these deadlines will receive an incomplete grade. Non-compleon of these will be noted by Clerkship Di-

rectors who may subtract points from the professionalism component of the nal evaluaon and may result

in the student being ineligible for an honors grade in the clerkship. Excused absences for clerkship subject

exams will be handled on a case-by-case basis. Incomplete clerkship grades will remain for 30 days after

grades post; at that point, they will automacally revert to Unsasfactory. Rationale: It is important to com-

plete assignments for one clerkship before moving to the next.

The me requirement for compleng assignments

A. PxDx logging: Wednesday of the last week of rotaon or 24 hours before the shelf exam

B. Self-evaluaon 48 hours aer the shelf exam

C. Mid clerkship evaluaon 2- or 4-week halfway point of clerkship

D. Any books, pagers, and parking badges issued by the clerkship at the me of the shelf exam

E. Wrien or other assignments 24 hours before the shelf exam

Mid-Clerkship Evaluaons

Clinical preceptors (faculty, aending physicians, or senior residents) provide students with a mid-clerkship

evaluaon. It is the student’s responsibility to solicit a mid-clerkship evaluaon from those physicians with

whom the student has worked. The evaluaon should detail your strengths, weaknesses, and any recom-

mendaons for improvement during the remainder of the clerkship. A form for accomplishing this evaluaon

will be given to you during each clerkship with instrucons on when they are due to the Clerkship Director.

In parcular, the Clerkship Director must be noed by the student’s supervising physician if (1) a student

is not performing as expected at the time of the mid-clerkship evaluation, and (2) there is a concern that

the student will not satisfactorily complete the clerkship. If such a mid-clerkship evaluation is received, the

Clerkship Director or his/her designee will offer to meet with the student to discuss his/ her progress and

plan for remediation. It is recommended that copies of these written evaluations be kept by the student for

future reference.

Grading Wrien Examinaons

Exams wrien by WSUSOM faculty are graded based on established departmental criteria. The NBME pro-

vides each Clerkship Director with individual examinaon scores and the mean and the standard deviaon

M.D. Handbook and Policies

Chapter 10

177

for the NBME Subject Examinaon for the WSUSOM cohort administered that examinaon.

Each Clerkship Director and departmental Medical Educaon Commiee decides how passing scores and

honors scores for the wrien examinaons are determined. The results of these objecve examinaons

cannot be appealed, other than having the score veried.

Clinical Performance Evaluaon

At the compleon of each clerkship, the student’s clinical performance is evaluated using the Clerkship

Evaluaon of Student form by those faculty and/or residents who have worked with him or her. Students are

evaluated using a 5-point scale on twelve dierent competencies.

Clerkships may also employ other evaluaon forms to assess competencies and performance in specic

tasks and acvies.

Transcript Grading Key

For each course, one of the following grades will be placed in the transcript::

Grade Meaning

S Sasfactory will be entered if the student completed all requirements for passing the

course

S+ Sasfactory with Commendaons Commendaons is only available for use with the

Segment 3 Clerkships (except Connuity Clinic Clerkship) and Segment 4 Emergency

Medicine. A student remediang a course or clerkship is ineligible for a grade of Sas-

factory with Commendaons.

H Honors will be entered if the student’s performance (during Segments 3 & 4 only) is

determined to be meritorious. A student remediang a clerkship is ineligible for a grade

of Honors.

S* Sasfactory upon Remediaon will be entered for failed courses once they have been

successfully remediated by re-examinaon.

U Unsasfactory will be entered if the student fails to achieve a sasfactory grade. Failed

courses that are repeated will retain the original grade of U on the transcript. Once the

student has passed the repeated course, a grade of S will be entered on the transcript

as the second grade for the course even if performance the second me would have

otherwise resulted in a higher grade.

I Incomplete will be entered if circumstances beyond the student’s control have prevent-

ed compleon of assigned acvies.

Grade of Incomplete

Students will receive a grade of incomplete if they have not completed the course requirements at the me

of grade recording. If this incomplete is due to the lack of compleng assignments that are due at the end of

the clerkship, the I will change automacally to a U at the end of 30 days from the date when the grade was

posted on Academica. In the instance where illness or an excused absence or leave intervenes and leaves it

impossible for these requirements to be made up in a mely manner, the incomplete may stay on the tran-

script at the discreon of the clerkship director and Associate Dean for Clinical Educaon.

178

M.D. Handbook and Policies

Chapter 10

Communicaon by the student with the clerkship is vital in all instances of incomplete grades in order to

avoid issues.

Grades in Segment 4 Courses

Students will be evaluated in their respecve Segment 4 required clerkships and elecves using grading pol-

icies and procedures established and disseminated for each course. See Clerkship syllabus for details regard-

ing grading and remediaon policies.

There are ve required clerkships (21-22 AY) of one-month duraon each: Inpaent Sub-Internship and

Emergency Medicine Core Clerkship. Also required is the one-month Step 2 prep course, one-month of

Residency Prep course (2 opons, surgical and non-surgical) and one-month of Medical Educator. The other

months include elecve courses, selected by the student with the intenon that a balanced program of

study is selected to complete your medical school educaon.

The required course work is reviewed annually and may be changed as part of curriculum redesign. AWAY

elecves are held to the same requirements of grade submission, and the WSUSOM must receive evidence

of sasfactory performance for the enre period in order to grant credit. For any away or independent ro-

taon, the student is responsible for sending accurate informaon to Enrollment Management in regards to

the preceptor’s name and contact email. The evaluaon is to be completed in the New Innovaons plaorm.

The student is responsible for idenfying the preceptor who will be awarding the grade. In order to ensure

credit , the student should communicate with the grading preceptor and assisng them with the on line

process and steps to submit the grade and evaluaon successfully.

Students who do not nish an elecve will receive a U (unsasfactory) grade.

Mid-Clerkship Evaluaons

Clinical preceptors (faculty, aending physicians, or senior residents) provide students with a mid-clerkship

evaluaon. It is the student’s responsibility to solicit a mid-clerkship evaluaon from those physicians with

whom the student has worked. The evaluaon should detail your strengths, weaknesses, and any recom-

mendaons for improvement during the remainder of the clerkship. A form for accomplishing this evaluaon

will be given to you during each clerkship with instrucons on when they are due to the Clerkship Director.

In parcular, the Clerkship Director must be noed by the student’s supervising physician if (1) a student

is not performing as expected at the me of the mid-clerkship evaluaon, and (2) there is a concern that

the student will not sasfactorily complete the clerkship. If such a mid-clerkship evaluaon is received, the

Clerkship Director or his/her designee will oer to meet with the student to discuss his/her progress and

plan for remediaon. It is recommended that copies of these wrien evaluaons be kept by the student for

future reference.

Grading Wrien Examinaons

Exams wrien by WSUSOM faculty are graded based on established departmental criteria. The NBME pro-

vides each Clerkship Director with individual examinaon scores and the mean and the standard deviaon

for the NBME Subject Examinaon for the WSUSOM cohort administered that examinaon.

Each Clerkship Director and departmental Medical Educaon Commiee decides how passing scores and

honors scores for the wrien examinaons are determined. The results of these objecve examinaons

cannot be appealed, other than having the score veried.

M.D. Handbook and Policies

Chapter 10

179

Clinical Performance Evaluaon

At the compleon of each clerkship, the student’s clinical performance is evaluated using the Clerkship

Evaluaon of Student form by those faculty and/or residents who have worked with him or her. Students are

evaluated using a 5-point scale on twelve dierent competencies.

Elecves

Transcript Grading Key

For each course, one of the following grades will be placed in the transcript:

Grade Meaning

S Sasfactory will be entered if the student completed all requirements for passing the

course

S+ Sasfactory with Commendaons is only available for use with the Segment 3 Clerk-

ships (except Connuity Clinic Clerkship) and Segment 4 Emergency Medicine. A

student remediang a course or clerkship is ineligible for a grade of Sasfactory with

Commendaons.

H Honors will be entered if the student’s performance (during Segments 3 & 4 only) is

determined to be meritorious. A student remediang clerkship is ineligible for a grade of

Honors.

S* Sasfactory upon Remediaon will be entered for failed courses once they have been

successfully remediated by re-examinaon.

U Unsasfactory will be entered if the student fails to achieve a sasfactory grade. Failed

courses that are repeated will retain the original grade of U on the transcript. Once the

student has passed the repeated course, a grade of S will be entered on the transcript

as the second grade for the course even if performance the second me would have

otherwise resulted in a higher grade.

I Incomplete will be entered if circumstances beyond the student’s control have prevent-

ed compleon of assigned acvies.

Grade of Incomplete

Students will receive a grade of incomplete if they have not completed the course requirements at the me

of grade recording. If this incomplete is due to the lack of compleng assignments that are due at the end of

the clerkship, the I will change automacally to a U at the end of 30 days from the date when the grade was

posted on Academica. In the instance where illness or an excused absence or leave intervenes and leaves it

impossible for these requirements to be made up in a mely manner, the incomplete may stay on the tran-

script at the discreon of the clerkship director and Associate Dean for Clinical Educaon.

Communicaon by the student with the clerkship is vital in all instances of incomplete grades in order to

avoid issues.

Grades in Segment 4 Courses

180