Responsiveness to student problems Table 2.4-4 | Office of the Associate Dean for Educational Programs/Medical Education Provide data from the ISA, by curriculum year, on the percentage of students who were satisfied/very satisfied (aggregated) with the Office of the Associate Dean for Educational Programs/Medical Education. Add rows as needed for additional ISA survey questions relevant to the topic. Year 1 Year 2 Year 3 Year 4 Accessibility Awareness of student concerns Responsiveness to student problems Table 2.4-5 | Department Chair Staffing Provide the requested information regarding current department chairs. For each interim/acting appointment, provide the date the previous incumbent left office. Add rows as needed. Name of department Name of incumbent Date appointed For acting/interim chairs, date previous incumbent left Table 2.4-6 | Number of Department Chair Vacancies Indicate the number of vacant/interim department chair positions for each of the listed academic years (as available). Use January 1st of the given academic year. AY 2017-18 AY 2018-19 AY 2019-20 Table 2.4-7 | Dean’s Office Administrative Staffing Provide the requested information regarding members of the dean’s office staff. For each interim/acting appointment, provide the date the previous incumbent left office. Add rows as needed. Name of incumbent Title % Effort dedicated to administrative role Date appointed For acting/interim dean’s office staff, date previous incumbent left Narrative Response If any members of the dean’s staff hold interim/acting appointments, describe the status and timeline of recruitment efforts to fill the position(s). If there are any department chair vacancies, including interim/acting chairs, describe the status and timeline of recruitment efforts to fill the position(s). Supporting Documentation Organizational chart of the dean’s office.
Standard 6: Competencies, Curricular Objectives, and Curricular Design The faculty of a medical school define the competencies to be achieved by its medical students through medical education program objectives and is responsible for the detailed design and implementation of the components of a medical curriculum that enable its medical students to achieve those competencies and objectives. Medical education program objectives are statements of the knowledge, skills, behaviors, and attitudes that medical students are expected to exhibit as evidence of their achievement by completion of the program. Supporting Documentation Provide a schematic or diagram that illustrates the structure of the curriculum for the year of the self-study. The schematic or diagram should show the approximate sequencing of, and relationships among, required courses and clerkships in each academic period of the curriculum. If the structure of the curriculum has changed significantly since the DCI and self-study were completed (i.e., a new curriculum or curriculum year has been implemented), include a schematic of the new curriculum, labeled with the year it was first introduced. A schematic of any parallel curricula (tracks). Supporting Data Table 6.0-1 | Year/Academic Period 1 Instructional Formats Using the most recently completed academic year, list each course from year/academic period one of the curriculum and provide the total number of instructional hours for each listed instructional format. Note that “small group” includes case-based or problem-solving sessions. Provide the total number of hours per course and instructional format. If “other” is selected, describe the other format in the text. Add rows as needed. Number of Formal Instructional Hours Per Course Course Lecture Lab Small Group Patient Contact* Other Total Total * Includes interactions with simulated patients Table 6.0-2 | Year/Academic Period 2 Instructional Formats Using the most recently-completed academic year, list each course from year/academic period two of the curriculum and provide the total number of instructional hours for each listed instructional format. Note that “small group” includes case-based or problem-solving sessions. Provide the total number of hours per course and instructional format. If “other” is selected, describe the other format in the text. Provide a definition of “other” if selected. Add rows as needed. Number of Formal Instructional Hours Per Course Course Lecture Lab Small Group Patient Contact* Other Total Total * Includes interactions with simulated patients Table 6.0-3 | Year/Academic Period 3-4 Weeks/Clerkship Length and Formal Instructional Hours per Clerkship
Step 1 Step 2 CK Step 2 CS Table 8.4-2 | Monitoring of Medical Education Program Outcomes Provide the individuals and/or groups in the medical school that are responsible for reviewing the results of each of the indicators that are used to evaluate medical education program quality and outcomes and how often the results are reviewed. Outcome Indicator Individuals and groups receiving the data How often these results are reviewed Results of USMLE or other national examinations Student scores on internally developed examinations Performance-based assessment of clinical skills (e.g., OSCEs) Student responses on the AAMC GQ Student advancement and graduation rates NRMP match results Specialty choices of graduates Assessment of residency performance of graduates Licensure rates of graduates Practice types of graduates Practice location of graduates Table 8.4-3 | STEP 1 USMLE Results of First-time Takers Provide the requested Step 1 USMLE results of first-time takers during the three most recently completed years. Year # Examined Percent passing school (national) Mean total score and SD National mean total score and SD Score SD Score SD Table 8.4-4 | STEP 2 CK USMLE Results of First-time Takers Provide the requested Step 2 CK USMLE results of first-time takers during the three most recently completed academic years. Academic Year # Examined Percent Passing School (national) Mean total score and SD National mean total score and SD Score SD Score SD Table 8.4-5 | STEP 2 CS USMLE Results of First-time Takers Provide the requested Step 2 CS USMLE results of first-time takers during the three most recently completed academic years. Academic Year # Examined Percent Passing School (national) Narrative Response