There should be specific attention to the development of problem-solving and clinical reasoning abilities . Each provisionally accredited program must utilize methods for determining the quality of its program and the level of achievement of its students compared to national norms. The faculty of each discipline should set the standards of achievement by students in the study of that discipline. The faculty committee should review the frequency of examinations and their scheduling, particularly when the students are enrolled in several subjects simultaneously. Institutions must develop a system of assessment which assures that students have acquired and can demonstrate on direct observation the core clinical skills, behaviors, and attitudes needed in subsequent medical training.
Communication skills are integral to the education and effective function of physicians.
There must be specific instruction and evaluation of these skills as they relate to physician responsibilities, including communication with patients, families, colleagues and other health professionals. There must be comparable educational experiences and equivalent methods of evaluation across all alternative instructional sites within a given discipline. If geographically separated campuses are operated, a single standard for promotion and graduation of students should be applied. The medical school must publicize to all faculty members and students its standards and procedures for the evaluation, advancement, and graduation of its students and for disciplinary action. There should be a fair and relatively formal process for the faculty or administration to follow when taking any action that adversely affects the status of a student.