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FOR COMPLETING AND SUBMITTING THE DATA COLLECTION INSTRUMENT (DCI)
FOR PRELIMINARY ACCREDITATION ARE AVAILABLE
SPECIAL INSTRUCTIONS FOR SECTION III: MEDICAL STUDENTS
NOTE THAT THE FOLLOWING STANDARDS ARE NOT INCLUDED IN THE DCI FOR PRELIMINARY ACCREDITATION:
MS-12 (Resources for visiting or transfer students)
MS-13 (Prior achievement of transfer students)
MS-14 (Compatibility of prior coursework of transfer students0
MS-15 (Transfer into the final year of the curriculum)
MS-16/MS-17 (Credentials and qualifications of visiting students)
MS-20 (Review of proposed extramural electives and receipt of a performance assessment)
MS-21/MS-22 (Timing of application for residency training)
Total planned tuition and fees for entering in-state and out-of-state medical students
MS-1. Through its requirements for admission, a medical education program should encourage potential applicants to acquire a broad undergraduate education, including study of the humanities, the natural sciences, and the social sciences.
Ordinarily, four years of undergraduate education are necessary to prepare for entrance into an M.D. degree program. However, some special programs (e.g., combined baccalaureate-M.D. programs) may permit a reduction in this time period. A broad-based undergraduate education is increasingly important for the development of physician competencies outside of the scientific knowledge domain.
MS-2. A medical education program should restrict its premedical course requirements to those deemed essential preparation for successful completion of its curriculum.
The following questions relate to standards MS-1 and MS-2.
a. List all college courses or subjects, including associated laboratories and number of credit hours or semesters, that will be required for admission to the medical school.
b. Identify any courses that will be recommended, but not required, for admission to the medical school.
MS-3. The faculty of an institution that offers a medical education program must develop criteria, policies, and procedures for the selection of medical students that are readily available to potential and current applicants and their collegiate advisors.
a. Briefly describe the process that will be used for medical student selection, beginning with receipt of the initial application forms and proceeding through preliminary screening for receipt of supplementary application materials, selection for an interview, the interview process, acceptance, the formal offer of admission, and matriculation. For each step, describe the means and selection criteria by which decisions will be made and identify the individuals or groups who will be involved in making those decisions.
b. Cite the criteria that will be used for student selection and describe the manner in which they will be published and disseminated to potential and actual applicants, their advisors, and others.
MS-4. The final responsibility for accepting students to a medical school must rest with a formally constituted medical school admission committee. The authority and composition of the committee and the rules for its operation, including voting privileges and the definition of a quorum, must be specified in bylaws or other medical school policies. Faculty members must constitute the majority of voting members at all meetings.
The composition of the medical school admission committee typically reflects the school's mission. The committee may include individuals other than faculty members, including community members and medical students. While individuals other than faculty members may hold voting privileges, they will not, in aggregate, constitute a majority of voting members at any meeting.
MS-7. At a medical education program, the selection of individual medical students for admission must not be influenced by any political or financial factors.
The following questions relate to standards MS-4 and MS-7.
a. If an admissions committee has been formed, provide a table or list of the current members. Identify the current admissions committee chair (name and title). Describe the process by which the chair was or will be selected; the chair’s term of service; and the maximum number of terms a chair can serve, if any limit has been set. For all admissions committee members, describe the length of the initial appointment, the opportunities for reappointment, and the maximum length of service, if any, as well as the manner by which committee members were or will be chosen.
b. Describe the process by which admissions committee members are or will be trained and prepared for their duties.
c. Describe whether the admissions committee will be the final authority for admissions decisions. In the Appendix, provide an electronic copy of any relevant policies codifying the authority of the admissions committee.
d. If the medical school will sponsor or participate in combined professional degree programs (e.g., M.D.-Ph.D., M.D.-M.P.H.), describe the role of the medical school admissions committee in the initial assessment of and final decision-making about candidates for these programs.
MS-5. A medical education program must have a sufficiently large pool of applicants who possess national level qualifications to fill its entering class.
a. Describe the process by which the size of the entering class has been or will be determined and identify the individuals or groups that were or will be involved in making that decision.
Does or will the school have special agreements with external entities within or outside of the U.S. (e.g., other states, international universities, foreign governments) through which some entering students will be selected? If so, describe the nature of the agreements and the number of students to be selected.
b. If students in combined baccalaureate-M.D. programs or other joint degree programs will not be drawn from the same applicant pool as regular medical school applicants, briefly describe the size and characteristics of the applicant pools for each such program.
MS-6. A medical education program must select for admission medical students who possess the intelligence, integrity, and personal and emotional characteristics necessary for them to become effective physicians.
a. Briefly describe the methods that will be used during the admissions process to evaluate and document the personal or professional characteristics of medical school applicants.
b. If a standard form will be used for applicant interviews, supply a copy of the form and describe the ways in which it will be used.
c. Describe the composition of the pool of individuals who will interview medical students, including the total number, faculty or other status, and admissions committee membership. Describe how interviewers who are not members of the admissions committee will be selected and trained. Describe how information from applicants that will be collected during the interview will be considered during the selection process.
MS-8. A medical education program must develop programs or partnerships aimed at broadening diversity among qualified applicants for medical school admission.
Because graduates of U.S. and Canadian medical schools may practice anywhere in their respective countries, it is expected that an institution that offers a medical education program will recognize its collective responsibility for contributing to the diversity of the profession as a whole. To that end, a medical education program should work within its own institutions and/or collaborate with other institutions to make admission to medical education programs more accessible to potential applicants of diverse backgrounds. Institutions can accomplish that aim through a variety of approaches, including, but not limited to, the development and institutionalization of pipeline programs, collaborations with institutions and organizations that serve students from disadvantaged backgrounds, community service activities that heighten awareness of and interest in the profession, and academic enrichment programs for applicants who may not have taken traditional pre-medical coursework.
a. Will the medical school have and/or have access to dedicated resources (e.g., an office, specific staff) for the development and administration of programs and partnerships to enhance the pool of applicants to medical school, both locally and nationally. If so, describe the organizational locus of the individuals who will be involved in this effort (e.g., in the dean’s office, in a university office), the funding source(s) and time commitment(s) of these individuals, and the timeline for their recruitment.
b. Describe the major programs currently in place at the institution or that will be established at the institution to enhance diversity in the pool of well-prepared applicants for admission to medical school, both locally and nationally. For each major program, describe the:
i. Type and purpose of the program and the population(s) to which the program is or will be directed
ii. Length of time the program has been in place or the date of intended program initiation
iii. Program’s enrollment data for the three most recent academic years (if applicable)
iv. Funding source(s) for the program or partnership
c. Describe the major partnerships or community relationships currently in place or that will be established to enhance diversity in the pool of well-prepared applicants for admission to medical school, both locally and nationally. For each major partnership, describe the:
i. Type of partnership or community relationship
ii. Length of time the partnership or community relationship has been in place or the date of intended partnership initiation
iii. Frequency of communications and modes of interaction with partners
d. Describe the means by which the outcomes of these programs/partnerships are or will be tracked.
MS-9. A medical education program must develop and publish technical standards for the admission, retention, and graduation of applicants or students with disabilities, in accordance with legal requirements.
Provide a copy of the medical school’s technical standards for the admission, retention, and graduation of applicants with disabilities. Describe the means by which the technical standards will be disseminated to potential and actual applicants, enrolled medical students, faculty, and others.
MS-10. A medical education program’s catalog and other informational, advertising, and recruitment materials must present a balanced and accurate representation of the mission and objectives of the program, state the requirements for the M.D. degree and all associated joint degree programs, provide the most recent academic calendar for each curricular option, and describe all required courses and clerkship rotations offered by the program.
MS-11. A medical education program’s catalog or other informational materials must enumerate the program's criteria for selecting students for admission and describe the application and admission processes.
The following question relates to standards MS-10 and MS-11.
In the Appendix, provide an electronic copy of the current or draft medical school bulletin or catalog.
MS-18. A medical education program must have an effective system of academic advising for medical students that integrates the efforts of faculty members, course directors, and student affairs officers with its counseling and tutorial services.
There should be formal mechanisms at the medical education program for medical student mentoring and advocacy at each instructional site. The roles of various participants in the advisory system should be defined and disseminated to all medical students. A medical student should have the option of obtaining advice about academic issues or academic counseling from individuals who have no role in making promotion or assessment decisions about him or her.
a. Describe the elements of the planned academic advisory system for medical students and how these elements will coordinate into an effective system. Describe how and when medical students in academic difficulty will be identified. Describe the types of assistance that will be available to medical students experiencing academic difficulty, including any assistance that will be available from medical school and other sources (e.g., the parent university).
b. Describe the status of planning for any programs designed to assist entering medical students who may be at academic risk in adapting to the academic and personal demands of medical school.
MS-19. A medical education program must have an effective system in place to assist medical students in choosing elective courses, evaluating career options, and applying to residency programs.
a. Describe the elements of the planned system for career and residency counseling. Provide information on the formal (required) activities that will occur for students in the first and second years of the curriculum and the informal activities that will be available to some or all students. Provide a description of the resources that will be available to medical students to support their career investigations, including written and/or online materials, and describe how these materials will be used.
b. Identify the individual(s) who will be primarily responsible for providing guidance to medical students about their specialty and career choices.
c. List the role(s) or title(s) (e.g., student affairs dean, college advisor, departmental faculty advisor) of the individual(s) who will responsible for assisting students in their elective choices prior to their choosing a clinical specialty (e.g., during the first two years of the curriculum).
d. Indicate the roles or titles of the individual(s) who will be primarily responsible for preparation of the MSPE.
MS-23. A medical education program must provide its medical students with effective financial aid and debt management counseling.
In providing financial aid services and debt management counseling, the medical education program should alert medical students to the impact of non-educational debt on students’ cumulative indebtedness.
a. Provide the name, title, and date of appointment of the financial aid director. Is or will the position of financial aid director be a medical school or university-level position? Is it or will it be a full-time or part-time position? To whom does or will the financial aid director report?
b. Identify the office(s) and/or individual(s) who will provide financial aid services to medical students.
c. Describe the personnel, space, equipment, and other resources that will be available to the financial aid office. Identify any other student groups (e.g., allied health students, graduate students) who will be served by the financial aid office. Indicate the number of financial aid staff members who will be available specifically to assist medical students.
d. Describe the system being developed for effective counseling of medical students about debt management. When in the curriculum and in what format(s) will debt management counseling sessions occur during the first two years of the curriculum? Note which of the counseling sessions will be optional and which will be mandatory. Describe the means by which medical students’ questions about debt management will be answered.
e. Describe the types of supplemental information about debt management (e.g., online, printed) that will be available to medical students.
MS-24. A medical education program should have mechanisms in place to minimize the impact of direct educational expenses on medical student indebtedness.
As key indicators of the medical education program’s compliance with this standard, the LCME and the CACMS consider average medical student debt, including the debt of current students and graduates and trends over the past several years; the total number of medical students with scholarship support and average scholarship support per student; the percentage of total financial need supported by institutional and external grants and scholarships; and the presence of activities at the programmatic or institutional levels to enhance scholarship support for medical students. In addition, the LCME and the CACMS will consider the entire range of other activities in which the program could engage (e.g., limiting tuition increases, supporting students in acquiring external financial aid).
Describe the efforts currently underway and planned for the future to acquire funding for scholarships, grants, and other sources of financial aid for medical students. Is there a current fund-raising campaign devoted to increasing scholarship resources at the medical school or university levels? If so, what is the goal of the campaign, its level of success to date, and the timeframe for completion?
See also information for standard MS-23.
MS-25. An institution that offers a medical education program must have clear and equitable policies for the refund of a medical student’s tuition, fees, and other allowable payments.
“Other allowable payments” may include payments made for health insurance, disability insurance, a parking permit, student housing, and other similar services for which a student may no longer be eligible following withdrawal.
Describe the medical school’s planned policy for refunding tuition and fee payments to medical students who withdraw or are dismissed from enrollment. If not included in the tuition refund policy, describe the policies related to the refund of payments made for health and disability insurance and other fees.
MS-26. A medical education program must have an effective system of personal counseling for its medical students that includes programs to promote the well-being of medical students and facilitate their adjustment to the physical and emotional demands of medical education.
MS-27-A. The health professionals at a medical education program who provide psychiatric/psychological counseling or other sensitive health services to a medical student must have no involvement in the academic assessment or promotion of the medical student receiving those services.
The following questions relate to standards MS-26 and MS-27-A.
a. Describe the system the medical school is creating for personal counseling of medical students, including its accessibility and confidentiality. Note especially the individuals available to provide personal counseling and their locations. Note if any of these individuals will have a role in student assessment or promotion.
b. Describe any programs being created to facilitate medical students’ adjustment to the physical and emotional demands of medical school.
c. Describe the planned policies, procedures, and practices that will ensure that the providers of sensitive health, psychiatric, or psychological care to medical students will not be in a position at some present or future time to assess their academic performance or take part in decisions regarding their advancement and/or graduation. Include electronic copies of relevant medical school policies and/or procedures in the Appendix.
MS-27. A medical education program must provide medical students with access to diagnostic, preventive, and therapeutic health services.
Medical students should have timely access to needed preventive, diagnostic, and therapeutic medical and mental health services at sites in reasonable proximity to the locations of their required educational experiences. Students should be supplied with information about where and how to access health services at all locations where required training occurs. Students with school-sponsored health insurance policies should also be informed about coverage for necessary services. Medical schools also should have policies and/or practices that permit students to be excused from classes or clinical activities to seek needed care.
a. Describe the system the school is creating for providing preventive, diagnostic, and therapeutic health services to medical students, including the location(s) of health care sites, hours of operation, and services provided. Describe the means by which the costs of services will be covered.
b. Describe the relevant policy and process that will allow medical students to be excused from classes in order to access health services.
MS-28. A medical education program must make health insurance available to each medical student and his or her dependents and provide each medical student with access to disability insurance.
a. Indicate whether health insurance will be available to all medical students and their dependents. Briefly describe the planned scope of benefits and premium costs. If yes, who will be responsible for paying the health insurance premium?
b. Indicate whether disability insurance will be available to medical students. If yes, describe when and how medical students will be informed of its availability.
MS-29. A medical education program should follow accepted guidelines in determining immunizations requirements for its medical students.
A medical education program in the U.S. should follow guidelines issued by the Centers for Disease Control and Prevention, along with those of relevant state agencies. A medical education program in Canada should follow the guidelines of the Laboratory Center for Disease Control and relevant provincial agencies.
a. Briefly describe the medical school’s planned immunization policies and procedures for medical students. Describe the process by which these policies were/will be developed.
b. Describe the process by which the immunization status of medical students will be monitored. Indicate whether any medical school faculty/staff members will have access to students’ immunization records.
MS-30. A medical education program must have policies that effectively address medical student exposure to infectious and environmental hazards.
The medical education program’s policies regarding medical student exposure to infectious and environmental hazards should include: 1) the education of medical students about methods of prevention; 2) the procedures for care and treatment after exposure, including a definition of financial responsibility; and 3) the effects of infectious and environmental disease or disability on medical student learning activities. All registered students (including visiting students) should be informed of these policies before undertaking any educational activities that would place them at risk.
a. Describe planning for institutional policies and practices regarding medical student exposure to infectious and environmental hazards, including the following:
i. The education of medical students about methods of prevention
ii. The procedures for care and treatment after exposure, including definition of financial responsibility
iii. The effects of infectious and/or environmental disease or disability on medical student educational activities
b. Briefly summarize any planned protocols that medical students will be required to follow regarding exposure to contaminated body fluids, infectious disease screening and follow-up, hepatitis-B vaccination, and HIV testing. Describe when and how students, including visiting students, will learn about the procedures to be followed in the event of exposure to blood-borne or air-borne pathogens (e.g., a needle-stick injury).
c. Describe when in the course of their medical educations medical students will learn how to prevent exposure to infectious diseases, especially from contaminated body fluids.
MS-31. In a medical education program, there should be no discrimination on the basis of age, creed, gender identity, national origin, race, sex, or sexual orientation in any of the program’s activities.
a. Include a copy of the medical school’s anti-discrimination policy.
b. Describe any circumstances in which medical school applicants or students may receive differential consideration on the basis of age, creed, gender identity, national origin, race, sex, or sexual orientation.
MS-31-A: A medical education program must ensure that its learning environment promotes the development of explicit and appropriate professional attributes in its medical students (i.e., attitudes, behaviors, and identity).
The medical education program, including its faculty, staff, medical students, residents, and affiliated instructional sites, shares responsibility for creating an appropriate learning environment. The learning environment includes both formal learning activities and the attitudes, values, and informal "lessons" conveyed by individuals who interact with the medical student. These mutual obligations should be reflected in agreements (e.g., affiliation agreements) at the institutional and/or departmental levels.
It is expected that a medical education program will define the professional attributes it wishes its medical students to develop in the context of the program's mission and the community in which it operates. Such attributes should also be promulgated to the faculty and staff of the medical education program. As part of their formal training, medical students should learn the importance of demonstrating the attributes of a professional and understand the balance of privileges and obligations that the public and the profession expect of a physician. Examples of professional attributes are available from such resources as the American Board of Internal Medicine’s Project Professionalism or the AAMC’s Medical School Objectives Project.
The medical education program and its faculty, staff, medical students, and residents should also regularly evaluate the learning environment to identify positive and negative influences on the maintenance of professional standards and conduct and develop appropriate strategies to enhance the positive and mitigate the negative influences. The program should have suitable mechanisms available to identify and promptly correct recurring violations of professional standards.
a. Provide a list or table of the professional attributes that medical students will be expected to develop over the course of their medical education. Describe the process by which the list of desired attributes was/is being developed and the groups that are or will be responsible for its review and approval (e.g., faculty as a whole, curriculum committee, student government). Describe the means by which the list of desired attributes will be made known to medical students, faculty members, residents, and others.
b. Describe where in the planned curriculum medical students will learn about these professional attributes and the importance of attaining and regularly demonstrating them. Include in this description examples of any planned formal instructional efforts in the first two years of the curriculum by which medical students will learn about the professional behaviors and attitudes that will be expected of them.
c. Briefly summarize the methods that will be used to assess medical students’ attainment of appropriate professional attributes.
d. Describe the mechanisms that will be used by the medical school and its clinical affiliates/partners to identify positive and negative influences on medical student professional behavior, particularly in the clinical environment. Summarize all available options by which medical students, faculty members, and/or residents will be able to report observed incidents of unprofessional behavior exhibited by anyone in the learning environment (i.e., students, faculty, residents, others). Identify the individual(s) to whom reports of unprofessional behavior will be made.
e. Identify the individual(s) who will be responsible for ensuring that appropriate canons of professional behavior established by the medical school will be maintained in all educational settings. Describe any policies or procedures (e.g., excerpts from affiliation agreements) that will establish the shared responsibility for an appropriate learning environment in clinical settings. Describe planning for mechanisms (e.g., joint hospital/medical school committees) to foster an appropriate learning environment.
Also see information for standard MS-32 and standard ER-9 in Section V: Educational Resources.
MS-32. A medical education program must define and publicize the standards of conduct for the faculty-student relationship and develop written policies for addressing violations of those standards.
The standards of conduct need not be unique to the medical education program; they may originate from other sources (e.g., the parent institution). Mechanisms for reporting violations of these standards (e.g., incidents of harassment or abuse) should ensure that the violations can be registered and investigated without fear of retaliation.
The medical education program’s policies also should specify mechanisms for the prompt handling of such complaints and support educational activities aimed at preventing inappropriate behavior.
a. Describe the status of development of formal medical school or university statements of the standards of conduct expected in the teacher-learner relationship, including student mistreatment policies. Describe the means by which medical students, residents, faculty (full-time, part-time, and volunteer), and staff will be informed about these institutional statements of expected conduct.
b. Describe and provide a copy of any planned formal or informal policies and procedures for responding to allegations of medical student mistreatment, including the avenues for reporting such incidents and the mechanisms for investigating them
c. How will the frequency of medical student mistreatment be monitored during the first two years of the curriculum?
d. Describe plans for educational programs that will be provided by the medical school or the parent university to prevent medical student mistreatment, including the intended audiences.
MS-33. A medical education program must publicize to all faculty and medical students its standards and procedures for the assessment, advancement, and graduation of its medical students and for disciplinary action.
In the Appendix, include an electronic copy of the medical school’s planned standards and procedures for the assessment, advancement, and graduation of medical students, and the procedures for disciplinary action. Describe the means by which these standards and procedures will be publicized to faculty members and medical students.
MS-34. A medical education program must have a fair and formal process in place for taking any action that may affect the status of a medical student.
The medical education program’s process should include timely notice of the impending action, disclosure of the evidence on which the action would be based, an opportunity for the medical student to respond, and an opportunity to appeal any adverse decision related to promotion, graduation, or dismissal.
a. Summarize the due process protections that will be in place at the medical school when there is the possibility of the school’s taking an adverse action against a medical student for academic or professionalism reasons. Include a description of the process for appeal of an adverse action, including the groups or individuals that will be involved at each step in the process.
b. Describe the means by which these protections will be made known to medical students.
MS-35. Medical student educational records at a medical education program must be confidential and available only to those members of the faculty and administration with a need to know, unless released by the medical student or as otherwise governed by laws concerning confidentiality.
MS-36. A medical student enrolled in a medical education program must be allowed to review and challenge his or her records.
The following questions refer to standards MS-35 and MS-36.
a. Describe the planned general content of the medical student’s academic record file. Identify the location at which medical students’ academic records will be maintained. Identify the institutional official(s) who will be authorized to examine or review such records.
b. Describe the procedure that medical students will be required to follow in order to review or challenge their records. Describe the process that will be in place at the medical school to ensure medical students have timely access to their records.
c. Describe the means by which the medical school’s policies and procedures regarding medical students’ access to, review of, and challenges to student records will be made known to faculty and medical students.
d. Indicate whether there will be a medical school policy in place that addresses opportunities for medical students to review their performance in required course and clerkship rotations and, if necessary, appeal an examination or course grade. If so, describe any planned review and appeal processes.
MS-37. A medical education program should ensure that its medical students have adequate study space, lounge areas, and personal lockers or other secure storage facilities at each instructional site.
a. Describe the quantity, quality, and accessibility of medical student study space and lounge, recreation, and relaxation areas that will be in place at each instructional site. Indicate whether medical students will share such space or facilities with students in other programs. Describe any plans for enhancing or enlarging student study and relaxation space as the total student enrollment increases.
b. Summarize the storage facilities for medical students’ personal possessions and valuables (e.g., microscopes, computers, wallets/purses, clothing), both at the main or home campus and at other instructional sites/campuses.
END OF SECTION III
LCME data Collection Instrument for Preliminary Accreditation 2014-2015 III. Medical Students
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