University of Nebraska Medical Center - User contributions [en]

College of Medicine:Faculty Guidelines and Procedures

2023-03-08T18:24:43Z

Krlarson:

We follow all established University of Nebraska policies and UNMC policies. If you are interested in specific College of Medicine guidelines and procedures, see the topics below or for UNMC-wide policies, see the [https://info.unmc.edu/wiki/index.php/Faculty_Handbook Faculty Handbook] or [[Policies and Procedures|UNMC Policies and Procedures]].

* [[College of Medicine:Assessment of Teaching|Assessment of Teaching]]
* [[College of Medicine:Away Rotation Oversight Policy|Away Rotation Oversight Policy]]
* [https://catalog.unmc.edu/medicine/student-policies/ COM Student Policies]
* [https://catalog.unmc.edu/medicine/student-procedures/ COM Student Procedures]
* [[College of Medicine:Continuous Quality Improvement Policy|Continuous Quality Improvement Policy]]
* [[College of Medicine:Faculty Appointment Policy|Faculty Appointment Policy]]
* [[College of Medicine:Feedback Guidelines|Feedback Guidelines]]
* [[College of Medicine:Narrative Assessment Policy|Narrative Assessment Policy]]
* [[College of Medicine:Non-Faculty Instructor Orientation to Medical Student Teaching|Non-Faculty Instructor Orientation to Medical Student Teaching]]
* [[College of Medicine:Phase 1 Contact Hours|Phase 1 Contact Hours]]
* [https://www.unmc.edu/academicaffairs/_documents/promotion-tenure/promotion-tenure-guidelines.pdf Promotion & Tenure Guidelines]
* [[College of Medicine:Rotation Capacity Determination Policy|Rotation Capacity Determination Policy]]

College of Medicine:Faculty Guidelines and Procedures

2023-02-07T21:37:12Z

Krlarson:

We follow all established University of Nebraska policies and UNMC policies. If you are interested in specific College of Medicine guidelines and procedures, see the topics below or for UNMC-wide policies, see the [https://info.unmc.edu/wiki/index.php/Faculty_Handbook Faculty Handbook] or [[Policies and Procedures|UNMC Policies and Procedures]].

* [[College of Medicine:Assessment of Teaching|Assessment of Teaching]]
* [[College of Medicine:Away Rotation Oversight Policy|Away Rotation Oversight Policy]]
* [https://catalog.unmc.edu/medicine/student-policies/ COM Student Policies]
* [https://catalog.unmc.edu/medicine/student-procedures/ COM Student Procedures]
* [[College of Medicine:Continuous Quality Improvement Policy|Continuous Quality Improvement Policy]]
* [[College of Medicine:Faculty Appointment Policy|Faculty Appointment Policy]]
* [[College of Medicine:Feedback Guidelines|Feedback Guidelines]]
* [[College of Medicine:Narrative Assessment Policy|Narrative Assessment Policy]]
* [[College of Medicine:Non-Faculty Instructor Orientation to Medical Student Teaching|Non-Faculty Instructor Orientation to Medical Student Teaching]]
* [[College of Medicine:Phase 1 Contact Hours|Phase 1 Contact Hours]]
* [https://www.unmc.edu/academicaffairs/faculty-affairs/promotion-tenure/index.html Promotion & Tenure Guidelines]
* [[College of Medicine:Rotation Capacity Determination Policy|Rotation Capacity Determination Policy]]

College of Medicine:Faculty Guidelines and Procedures

2023-02-07T21:33:41Z

Krlarson: Created index page for College of Medicine Faculty Guidelines and Procedures

College of Medicine:Student Assignment Policy

2023-02-07T21:22:59Z

Krlarson: Created page for COM faculty policy: Student Assignment Policy

The assignment of students to electives, selectives, training sites, clinical teams, or supervision by a given faculty member should be made in a manner that is equitable, allows each student to complete all requirements of the experience, and work in an environment that ensures fair assessment and appropriate supervision:

* Students are to be allowed to express their preference for assignments prior to the schedules being created and clerkship/elective directors should take these preferences into account. All other assignments are to be made randomly.
* Student assignments must abide by the [https://catalog.unmc.edu/medicine/student-policies/conflict-of-interest/ Conflict of Interest Policy]
* Students may request a trade of clinical assignments within their clerkship with their peers subject to the approval of the clerkship/rotation director. Requests for trades must be agreed upon by both students and submitted in writing and to the department’s educational coordinator no later than 7 days after receipt of the clerkship schedule/assignment.
* Students may request an alternate assignment after being notified of their schedule per the [https://catalog.unmc.edu/medicine/student-policies/requesting-alternative-assignment/ Requesting Alternate Assignment Policy]
* When applicable, the assignment of students in Phase 2 clerkships has priority over those in Phase 3 electives
* COM students have primacy over visiting students in assignment to electives, selectives, and clinical teams.

Clerkship/elective directors are responsible for verifying that the above process is used and give final approval for all student assignments. Students may appeal their assignment to the Phase Director, followed by the Associate Dean for Medical Education. The latter's decision is final.

'''Approved by the Curriculum Committee''': May 25, 2021

College of Medicine:Rotation Capacity Determination Policy

2023-02-07T21:20:47Z

Krlarson: Created page for COM faculty policy: Rotation Capacity Determination Policy

The College of Medicine (COM) ensures that the learning environment for all educational activities is conducive to achieving course objectives and allows for appropriate and sufficient interaction with educators. Determination of the maximum capacity for learners on each elective rotation is made to ensure that:

* There are adequate clinical and other educational experiences for students to meet course objectives and complete requirements
* Students will interact with faculty members in a manner to ensure appropriate assessment
* Students will be always appropriately supervised per the [https://catalog.unmc.edu/medicine/student-policies/clinical-supervision/ COM Clinical Supervision of Medical Students policy]

Each Career Specialty Track (CST) Director is responsible for confirming that the learner capacity for each of their departments' rotations meets the above criteria. The CST director is to review student evaluation data, along with feedback from faculty and residents, and reassess the capacity for every rotation in cooperation with rotation directors and departmental leadership annually. The CST directors update the Office of Admissions and Student Affairs on changes of capacity for each rotation prior to the publishing of the Phase 3 course catalog and report on the reasons for any alterations to the Associate Dean for Medical Education and Phase Director each year.

'''Approved by the Curriculum Committee''': May 25, 2021

College of Medicine:Phase 1 Contact Hours

2023-02-07T21:17:30Z

Krlarson: Created page for COM faculty policy: Phase 1 Contact Hours

All blocks within phase 1 are to provide ample opportunity for students to practice self-directed and independent learning, as well as complete other co-curricular and clinical experiences. As such, block directors are expected to adhere to the following guidelines when scheduling their experiences:

* Each week is to include no more than 28 student contact hours. An additional 4 hours are allowed for assessments (written and practical examinations, OSCEs, etc.). These limits are averaged over the entire block.
* Each week is to have at least 2 half-days off for students to complete Longitudinal Clinical Experience visits and it is recommended that these half-days are varied in their placement between weeks to maximize students’ ability to schedule these experiences. These limits are averaged over the entire block. Holidays are viewed as one half-day off for scheduling purposes. Time taken for required non-block activities (e.g. IPE and intersession days) do not count toward half days off and should be considered classroom time.
* Any time necessary for pre-work for required activities (e.g. viewing online modules) contributes to the 28-hour limit.
* Due to the structure of the instruction, the Multi-organ Systems Block is exempt from these requirements.

The curriculum committee reviews block schedules/student workload biannually and may adjust these guidelines.

'''Approved by the Curriculum Committee''': July 23, 2019

'''Revised by the Curriculum Committee''': July 27, 2021

College of Medicine:Non-Faculty Instructor Orientation to Medical Student Teaching

2023-02-07T21:15:53Z

Krlarson: Created page for COM faculty policy: Non-Faculty Instructor Orientation to Medical Student Teaching

This policy relates to LCME Element 9.1, which states: “… residents, graduate students, postdoctoral fellows, and other non-faculty instructors in the medical education program who supervise or teach medical students are familiar with the learning objectives of the course or clerkship and are prepared for their roles in teaching and assessment.”

All non-faculty instructors including but not limited to residents/fellows and teaching assistants that are responsible for supervising, training, or evaluating COM students required portions of the curriculum are to be familiar with program objectives, block/clerkship, and event objectives, as well as required patient encounters/ skills, their teaching roles, and relevant methods of assessment.

== Responsibilities ==

* All incoming residents and fellows are required to attend the orientation sessions on medical student education conducted by the Graduate Medical Education Office
* All non-faculty instructors are required complete the annual online educational compliance course in Canvas each fall and review COM program objectives, course objectives, and required patient encounters and skills relevant to their medical student teaching activities with attestation.
* All residents/fellows that supervise or evaluate medical students in departments administering a required clerkship must participate in at least one development activity focused on teaching skills during their training. This may be in person or online.
* All departments administering a clerkship should review relevant clerkship objectives, course objectives, required patient encounters/skills, and assessment methods once annually. This may be in person or online.
* All teaching assistants are to be provided with COM program, block/clerkship/course, and event objectives prior to their participation in an activity in which they are supervising or assessing a medical student. They must also receive training in the use of rubrics and other assessment tools prior to their use.

== Monitoring procedures ==

* The Graduate Medical Education Office monitors incoming resident/fellow participation in orientation activities with a report given to the Office of Medical Education (OME) annually.
* The UNMC Compliance Office monitors completion of annual educational modules administered through Canvas with individual departments ensuring their faculty members are compliant. The Compliance Office reports on completion rates to the Office of Medical Education annually.
* Clerkship directors, in cooperation with their chairs, are responsible for ensuring that the programs and reviews are scheduled and non-faculty instructors participate as outlined above. Clerkship coordinators submit dates/agendas/and attendance logs for relevant activities to the OME each spring
* The OME is responsible for disseminating program, course, and event objectives to teaching assistants. Block or coil directors are to provide training in use of assessment instruments.

'''Approved by Curriculum Committee''': 03/23/2021

College of Medicine:Narrative Assessment Policy

2023-02-07T21:13:33Z

Krlarson: Created page for COM faculty policy: Narrative Assessment Policy

LCME Element 9.5 states that "A medical school ensures that a narrative description of a medical student’s performance, including his or her non-cognitive achievement, is included as a component of the assessment in each required course and clerkship of the medical education program whenever teacher-student interaction permits this form of assessment." These provide essential feedback to students as they develop their cognitive, behavioral, clinical, and communication skills.

Narrative comments are written descriptions of student performance and/or behavior, usually at least 2-3 sentences in length, that are intended to provide students with additional information about their strengths and opportunities for improvement beyond numeric data. These are defined per LCME Element 9.5 as follows:

* Formative (“feedback”)—comments provided to students intended for formative purposes only and not included as a part of a graded assessment
* Summative (“assessment”)—comments that are part of a graded assessment

Provision of narrative comments should occur in all settings in which a student is able to independently demonstrate a performance or behavior and can be individually observed by a faculty member, resident, or teaching assistant for an adequate period of time.

== Phase 1 ==
All Phase 1 blocks must incorporate at least one activity that provides students with of narrative comments. Activities in which narrative feedback is required include:

* Communication small groups with end of semester summary comments
* Anatomy laboratory sessions
* Block OSCE standardized patient comments
* Longitudinal Clinical Experience (at the end of each semester)

Activities in which narrative assessment is required include:

* Self-directed learning activities
* Health system science essays
* Block OSCE comments by evaluators
* Comprehensive Clinical Skills Examination- Part 1

== Phase 2/3 ==
Activities in which narrative assessment is required include:

* Mid-rotation and final clerkship evaluations within Phase 2
* Each subinternship experience in Phase 3
* Each clerkship specific OSCE
* Comprehensive Clinical Skills Examination- Part 2

In addition to the above, faculty and residents are encouraged to include narrative feedback when documenting students’ behaviors related to attributes using established rubrics.

'''Approved by the Curriculum Committee''': May 25, 2021

College of Medicine:Feedback Guidelines

2023-02-07T21:12:00Z

Krlarson: Created page for COM faculty policy: Feedback Guidelines

LCME Element 9.7 states "(t)he medical school’s curricular governance committee ensures that each medical student is assessed and provided with formal formative feedback early enough during each required course or clerkship to allow sufficient time for remediation. Formal feedback occurs at least at the midpoint of the course or clerkship."

Provision feedback is critical for Phase 1 students to evaluate their knowledge and skills acquisition and progress in meeting course and program learning objectives. In addition to summative assessments that provide students with data about their overall performance, block directors are to include multiple other methods of formative feedback and assessment within their courses distributed at several points throughout the schedule. By definition, these forms of feedback are intended to provide students with information to guide future work prior to completion of a course. These items may contribute to, but not individually compose a large portion of, a student's overall grade. Any results should be reported in sufficient time for students to alter their performance on subsequent or summative assessments.

All clerkships are required to review each student’s performance and provide formative feedback using available data midway through the rotation. These are to occur in a face-to-face meeting (or phone call for outstate rotations) with the clerkship director or their faculty designee (i.e. assistant clerkship director). During this meeting, a student's progress on completing required patient encounters/skills, completing rotation requirements, duty hours, and supervision are also to be reviewed. If a student appears to be struggling during this mid-clerkship evaluation, the clerkship director may recommend that a student be supervised more closely, remaining schedules be adjusted to help meet clerkship requirements, and/or a personalized learning plan may be developed to help ensure successful completion of the rotation.

College of Medicine:Faculty Appointment Policy

2023-02-07T21:09:49Z

Krlarson: Created page for COM faculty policy: Faculty Appointment Policy

All physicians and other health care professionals that have substantial teaching responsibilities within the medical curriculum (defined as assessing a student or being involved in more than 10% of the teaching of an individual student within a given block, clerkship, or rotation) must have a faculty appointment within a UNMC College or Institute. These include a Health Professions Faculty, Continuous, Joint Cross-Campus, Volunteer, Emeritus, Graduate Faculty, or Special Appointment as outlined by University of Nebraska policies. The teaching efforts of instructors not holding one of these must be overseen by an individual with a faculty appointment.

'''Approved by Curriculum Committee''': 09/24/2019

'''Modified by the Office of Medical Education''': 02/02/2021

College of Medicine:Continuous Quality Improvement Policy

2023-02-07T21:07:59Z

Krlarson: Created page for COM faculty policy: Continuous Quality Improvement Policy

It is the policy of the UNMC College of Medicine (COM) to engage in the process of continuous quality improvement (CQI) of all UME educational programs through the regular review, monitoring and subsequent optimization of policies, procedures and outcomes with the goal of achieving our stated mission, strategic goals and compliance with accreditation standards.

Specific CQI initiatives should focus on the UME programs:

* Alignment with institutional initiatives, strategic goals and requirements
* Response to changes in resources, infrastructure and other administrative needs
* Incorporation of advances in proven educational practices
* Compliance with accreditation standards

Accomplishing the goals outlined in the CQI policy is the operational responsibility of the COM UME administrative leadership and will be operated by the Administrative Oversight and Quality Committee (AOQC), which will focus on infrastructural, operational and strategic needs with assistance by the COM Accreditation Sub-Committee and other administrative bodies as warranted.

== Administrative Oversight and Quality Committee (AOQC) ==
The AOQC is responsible for ensuring the ongoing quality and optimization of the operational, strategic, relational and infrastructural needs of the College in support of the undergraduate medical education program. To do so, the AOQC has the authority to request and review data, reports and information from available sources, advocate for change and action, as part of an ongoing quality improvement process.

The AOQC does not directly oversee any specific COM leadership role or standing committee but does have the authority to task individuals. committees or other COM-related bodies to investigate and act upon specific issues and request reports or updates with regards to progress and outcomes. Current COM Standing Committees will continue to have monitoring, oversight and decision-making authority within their stated scope.

The Associate Dean for Learning Environment and Educational Strategy will serve as Chair of the AOQC and the membership consists of the administrative leadership of the UME program (i.e., Associate Dean for Medical Education; Associate and Assistant Dean for Student Affairs; Senior Associate Dean for Business and Finance; Chair and Vice-Chair of the Curriculum Committee). Other key leaders from the COM and elsewhere will be invited to review specific topics as they arise in the review process. The AOQC reports directly to the Dean, College of Medicine and meets at least on a monthly basis.

== Accreditation Sub-Committee (ASC) ==
The ASC is a crucial aspect of the COM continuous quality improvement process and supplements the overarching function of the AOQC. Its specific purpose is to ensure COM compliance with current and evolving LCME Standards and Elements, develop preliminary documentation and narrative comments within accreditation documents and make recommendations/requests to the AOQC to ensure COM ongoing alignment with accreditation standards.

The Associate Dean for Medical Education, who has responsibility for ongoing accreditation, will serve as Chair of the Accreditation Sub-Committee and the membership will consist of chairs of each of the Accreditation Review Task Forces which are appointed by the Dean. These Task Forces, one for each LCME Standard, compile data associated with their assigned Standard and related Elements to identify gaps and make recommendations to the ASC for consideration. At least yearly, the ASC will submit a summary of accreditation compliance data with evaluation of that data and any recommendations needed regarding improvement to the AOQC for action. The AOQC is responsible for ensuring that appropriate resources are available for these activities.

== Data Monitoring & Reporting ==
The AOQC will maintain a continuous project plan that includes the scheduled review of key accreditation standards identified by the ASC and other the operational, strategic, relational and infrastructural needs identified by College leadership or the faculty. Specific sources of data for focused monitoring and CQI will include, but are not limited to, the following:

* LCME Elements that have been cited as “unsatisfactory” or “satisfactory with need for monitoring” during previous LCME accreditation visits
* LCME Elements that are new or in which LCME expectations have evolved (e.g., communicated through AAMC meetings, LCME website or other communication from the secretariats) as identified by the Associate Dean for Medical Education and/or the ASC
* LCME Elements affected by changes to UNMC or COM policies
* LCME Elements that explicitly require regular monitoring or relate to regularly occurring processes per LCME, UNMC or COM policies
* Other items identified through the UME program evaluation process (e.g., institutional or national surveys, block reports and curricular mapping) or brought forward by the Curriculum Committee, Faculty Council, etc. or COM senior leadership as areas of concern from the faculty or students that need evaluation, monitoring or action for optimization.
* Strategic growth and engagement initiatives (e.g., diversity, equity and inclusion, international engagement, community engagement, iEXCEL utilization, NU Foundation engagement, enhancement of student organizations) that support the mission of the COM and UNMC.

The AOQC will develop and maintain a project plan that will include areas for monitoring and/or improvement, timing of follow-up and data sources used for monitoring. The outcomes of data review and discussion will include all necessary action steps including time for follow-up and the person/group responsible for the action. This project plan is to be presented at least semi-annually to the Curriculum Committee and Faculty Council and as requested.

'''Approved by the College of Medicine Dean''': November 25, 2020

'''Revised:''' May 20, 2021

'''Approved by Curriculum Committee''': May 25, 2021

'''Approved by Faculty Council:''' July 9, 2021

College of Medicine:Away Rotation Oversight Policy

2023-02-07T21:04:12Z

Krlarson: Created page for COM faculty policy: Away Rotation Oversight Policy

CST directors provide primary oversight of away rotations under the direction of the Phase 3 director and Associate Dean for Medical Education.

CST directors are to complete a COM Student Performance Evaluation in OASIS for each student participating in these experiences.

Students are required to complete a COM Course Feedback Form in OASIS regardless if one was requested by the outside institution. CST directors regularly review Course Feedback Forms to ensure that rotation requirements have been met and there are no concerns regarding an inappropriate learning environment; directors are charged with addressing issues with their department and/or representatives of the outside institution. Any concerns, remediation plans, and outcomes are to be reported to the Phase Director and Associate Dean for Medical Education.

CST coordinators are to provide historical feedback data to students considering away rotations at a given institution upon request.

'''Approved by the Curriculum Committee''': May 25, 2021

College of Medicine:Assessment of Teaching Policy

2023-02-07T21:02:04Z

Krlarson: Created page for COM faculty policy: Assessment of Teaching

At the conclusion of each block or clerkship, course/rotation directors, phase directors, and the Associate Dean of Medical Education review faculty evaluations, faculty developed content/examination questions, informal feedback, information from anonymous surveys administered by the COM, and/or faculty members' assessments of students. Those faculty members that repeatedly receive an average rating of < 3.0 on Likert-style items, numerous repeated negative comments on evaluations or through any of the above methods, repeatedly author examination questions that have poor psychometric performance despite counseling, or score students on clinical performance evaluations in a substantially different manner than their peers on average may be subject to remedial action. Block and clerkship directors meet with these faculty members to identify potential methods of improvement and develop a plan for remediation in cooperation with the Associate Dean for Medical Education. These actions may include:

* One-on-one review of developed materials with the director
* Peer review of recorded or live teaching with feedback
* Referral to a relevant College or campus-wide faculty development activities
* Provision of a mentor in cooperation with the UNMC Interprofessional Academy of Educators
* Identification of off-campus faculty development activities

Completion of suggested activities is monitored by the block or clerkship director, with reporting to the Associate Dean of Medical Education. The above data from faculty members’ subsequent teaching is reviewed for evidence of improvement. Lack of improvement despite remediation or not taking part in suggested activities may result in a faculty member not being asked to subsequently participate in that teaching activity.