AY 2015-2016 Essentials Core Phase I & II Guide Page 1 Version Date: 8-14-2015

PHASES I & II GENERAL INFORMATION GUIDE, AY 2015-2016 Please note: This Guide does not constitute a contract, either expressed or implied, with the University of Colorado School of Medicine and the University reserves the right at any time to change, delete or add to any of the provisions at its sole discretion. Furthermore, the provisions of this document are designed by the University to serve as guidelines rather than absolute rules, and exceptions may be made on the basis of particular circumstances. For further details, see the CUSOM Policies and Procedures, MD Program document (aka “White Book”: http://www.ucdenver.edu/academics/colleges/medicalschool/education/studentaffairs/studentresources/Documents/StudentHandbook.pdf

TOPICS IN THIS GUIDE PAGE Phase I & II Curriculum 2 Basic Curriculum Schedule and Tentative Exam Dates by Phase 4

Phase I Curriculum and Exam Schedule 4 Phase II Curriculum and Exam Schedule 5

Course and Curriculum Directors 6 Essentials Core Curriculum Office 6 Undergraduate Medical Education Office 6 Senior Curriculum Leadership 6 Phase I – Essentials Core Block Directors 7 Phase II – Essentials Core Block Directors 7 Longitudinal Curriculum Directors 8

Student Block Representatives 9 Required Essentials Core Block Textbooks 9 Block Communication 9 Technology Support 9 Rules Governing Use and Distribution of Panopto Lecture Recordings 9 Clinical Requirement Responsibilities 9 Professional Attire 10 Appropriate Persons in the Learning Setting 10 Paperless Curriculum, Notes, and Annotating Notes 11 Attendance & Absence Policies 11 Tardiness to Required Sessions in Phases I & II 13 Penalties for Late or Missing Assignments 13 Student Assessment 14 Grading Policy 15 Early Support & Remediation 16 Grade Appeals 19 Block and Instructor Evaluations 20

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PHASES I & II CURRICULUM

The Essentials Core Curriculum (Phases I and II) comprises the first 18 months of medical education. These 18 months are separated into four semesters, each consisting of a series of interdisciplinary Blocks, 5 Essentials Core Blocks during Phase I, and 4 Essentials Core Blocks during Phase II. Each Essentials Core Block is led by basic science and clinical co-directors. These blocks last 8 to 10 weeks and present basic science in a clinical context. During both phases, there is a time when blocks run concurrently (i.e., two Essentials Core Blocks are running during the same time period, see schedule below). Running throughout Phases I & II are sessions and activities that are part of the Longitudinal Curriculum. These required curriculum experiences include:

• Foundations of Doctoring (FDC) • Interprofessional Education and Development (IPED) • Mentored Scholarly Activity (MSA) • Problem-Based Learning (PBL) • Threads: Culturally Effective Medicine (CEM), Evidence Based Medicine (EBM), Humanities,

Ethics, and Professionalism (HEP), and Medicine and Society (M&S) For additional information about each of these curricular elements please see the website: http://medschool.ucdenver.edu/MDDegree

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MD Required Curriculum – Phase I & Phase II

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PHASE I CURRICULUM AND EXAM SCHEDULE, AY 2015-2016 Phase I – Basic Curriculum Schedule (Please note that PBL and Threads sessions are woven throughout the year.)

Dates Curriculum Unit Additional Detail

ALL

YEAR

August 17 – June 3 Foundations of Doctoring (IDPT 5000) Start FDC activities, continue through year; usually 1 afternoon session per week

August 17 – June 3 Mentored Scholarly Activity (IDPT 5090)

Start MSA activities, continue through year

FALL

201

5

August 17 – October 19 Human Body (IDPT 5001) Block 1: 10 weeks October 20 – December 14 Molecules to Medicine (IDPT 5002) Block 2: 9 weeks October 21, 2015 Basic Cardiac Life Support (BCLS) (IDPT

5015)

December 15 – 18 Clinical Interlude: Introduction to inpatient medical care

December 21 – January 1 Winter Break

SPRI

NG

201

6

January 4 – March 11 Blood & Lymph (IDPT 5003) Block 3: 10 weeks concurrent w/DD January 4 – March 11 Disease & Defense (IDPT 5004) Block 4: 10 weeks concurrent w/BL March 14 – March 18 Spring Break March 21 – June 3 Cardiovascular, Pulmonary & Renal (IDPT

5005) Block 5: 10 weeks

Spring 2016, w/dates TBD Interprofessional Education and Development (IPED)

Start and continue in Phase II

Phase I – Tentative Exam/Assessment Schedule (Please note that dates are subject to change. Please consult syllabi.)

FALL 2015 SPRING 2016

Human Body Blood & Lymph (BL) and Disease & Defense (DD) 4-Sep Dissection Quiz 1 13-Jan Exam 1, DD ONLY 8-Sep Unit 1 Exam 19-Jan Exam 1 BL ONLY 25-Sep Dissection Quiz 2 1-Feb Exam 2 BL Exam, DD Exam 28-Sep Unit 2 Exam 19-Feb Exam 3 BL Exam, DD Exam 16-Oct Dissection Quiz 3 11-Mar Exam 4 BL Exam, DD Exam 19-Oct Unit 3 Exam Molecules to Medicine (M2M) Cardiovascular, Vascular, and Pulmonary 24-25 Oct Biostats home exam* 4-Apr CV Exam 1 2-Nov M2M Exam 1 18-Apr CV Exam 2 16-Nov M2M Exam 2 9-May Pulmonary Exam 21-22 Nov M2M online exam (biostats/epi)* 1-Jun Renal Exam 4-Dec M2M Exam 3 14-Dec M2M Final (exam 4) *Anticipated dates of take-home exams FDC I Fall Assessment FDC1 Spring Assessment 13-15 Oct CAPE Assessment* 10-13-May CAPE Assessment* 30-Oct Remediation (as needed)** 2-Jun Remediation (as needed)** * Individual students are scheduled for only one of the listed dates, but students must be available to be scheduled on any of these dates.

* Individual students are scheduled for only one of the listed dates, but students must be available to be scheduled on any of these dates.

**Student must be available on this date if remediation is required.

**Student must be available on this date if remediation is required.

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PHASE II CURRICULUM AND EXAM SCHEDULE, AY 2015-2016 Phase II – Basic Curriculum Schedule (Please note that PBL and Threads sessions are woven throughout the year.)

Dates Curriculum Unit Additional Detail

ALL

YEAR

August 17 – March 11 Foundations of Doctoring (IDPT 6000) Start FDC activities, continue through year; usually 1 afternoon session per week

August 17 – March 11 Mentored Scholarly Activity (IDPT 6090)

Start MSA activities, continue through year

FALL

201

5

Fall 2015, w/dates TBD Interprofessional Education and Development (IPED)

August 17 – October 12 Nervous System (IDPT 6001)

Block 6: 9 weeks

October 13 – December 18

Digestive, Endocrine, Metabolic Systems (IDPT 6002)

Block 7: 10 weeks

December 21 – January 1 Winter Break

SPRI

NG

201

6

January 4 – March 11 Life Cycle (IDPT 6003)

Block 8: 10 weeks concurrent w/ID

January 4 – March 11 Infectious Disease (IDPT 6004)

Block 9: 10 weeks concurrent w/LC

March 14 – April 15 Board Study & Break April 18 – April 22 Integrated Clinician Course I (IDPT 7001) Start Phase III

Phase II – Tentative Exam/Assessment Schedule (Please note that dates are subject to change. Please consult syllabi.)

FALL 2015 SPRING 2016

Nervous System (NS) Life Cycle (LC) and Infectious Disease (ID) 31-Aug NS Exam #1 25-Jan ID Midterm 14-Sep NS Exam #2 1-Feb LC Midterm 28-Sep NS Exam #3 19-Feb ID Midterm 12-Oct NS Exam #4 22-Feb LC Midterm 10-Mar ID Final 11-Mar LC Final Digestive, Endocrine, & Metabolic Systems (DEMS) 2-Nov DEMS Unit 1 (GI)

13-Nov DEMS Unit 2, Part 1 (Metabolism & Nutrition 1)

25-Nov DEMS Unit 2, Part 2 (Metabolism & Nutrition 2)

17-Dec DEMS Unit 3 (Endocrine) FDC 2 Fall Assessment FDC 2 Spring Assessment 5, 19, 23 Nov; 3-Dec

History & Core Physical Exam Assessment* 8-12 Feb CAPE Assessment*

11-Dec Remediation (as needed)** 7-Mar Remediation (as needed) *Individual students are scheduled for only one of the listed dates, but students must be available to be scheduled on any of these dates.

* Individual students are scheduled for only one of the listed dates, but students must be available to be scheduled on any of these dates.

**Student must be available on this date if remediation is required.

**Student must be available on this date if remediation is required.

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COURSE AND CURRICULUM DIRECTORS Assistant Dean, Essentials Core Curriculum: Andrew Bradford (andy.bradford@ucdenver.edu) RC2 P15-3007, 303/724-3507 Please feel free to contact Dr. Bradford with any questions or concerns. Essentials Core Curriculum Office – Bldg 500, Room C1009: Phase I Administrative Assistant, Suzanne Waffle (suzanne.waffle@ucdenver.edu, 303/724-2070) Phase II Administrative Assistant, Ellen Valentine (ellen.valentine@ucdenver.edu, 303/724-2069) They are here to help you so please feel free to drop by the curriculum office any time (1st floor east of the Dean’s Curriculum Office, Bldg 500). Undergraduate Medical Education Office: Contact the following office staff with inquiries about: • Block and Faculty evaluations (susan.peth@ucdenver.edu, susan.claxon@ucdenver.edu) • Problem-based Learning (PBL) curriculum (ellen.valentine@ucdenver.edu ) or

(suzanne.waffle@ucdenver.edu) • Foundations of Doctoring (tina.roquemore@ucdenver.edu) • Mentored Scholarly Activity (jessica.hitt-lausten@ucdenver.edu) • Information Technology (IT) issues everett.padilla@ucdenver.edu) You may also refer to the School of Medicine website for more information: http://medschool.ucdenver.edu/ Senior Curriculum Leadership Robert Anderson, Senior Associate Dean for Education (robert.anderson@ucdenver.edu) Andrew Bradford, Assistant Dean, Essentials Core Curriculum (andy.bradford@ucdenver.edu) Brenda Bucklin, Assistant Dean, Clinical Core Curriculum (brenda.bucklin@ucdenver.edu) Marsha Anderson, Assistant Dean, Longitudinal Curriculum (marsha.anderson@childrenscolorado.org) Michele Doucette, Assistant Dean, Integrated Curriculum (michele.doucette@ucdenver.edu) Eva Aagaard, Associate Dean of Strategic Education & CAPE Director (eva.aagaard@ucdenver.edu) Stuart Linas, Chair, Evaluation, Curriculum Steering Committee (stuart.linas@ucdenver.edu)

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ESSENTIALS CORE BLOCK DIRECTORS – CONTACT INFORMATION

PHASE I BLOCK BASIC SCIENCE CLINICAL

1. HUMAN BODY (HB) Mike Carry, PhD (CDB) Mike.Carry@ucdenver.edu 303 724-2411

Steve Britt, MD (CDB & Ophthalmology) Steve.Britt@ucdenver.edu 303 724-3441

2. MOLECULES TO MEDICINE (M2M)

Robert Low, MD, PhD (Pathology) Robert.Low@ucdenver.edu 303 724-4307

Matthew Taylor, MD, PhD (Adult Medical Genetics) Matthew.Taylor@ucdenver.edu 303 724-1400

3. BLOOD & LYMPH (BL) Jill Slansky, PhD (Immunology) Jill.Slansky@ucdenver.edu 303 398-1887

Tim Garrington, MD (Pediatrics) Timothy.Garrington@childrenscolorado.org 720 777-8365/303 851-0346 (page)

4. DISEASE & DEFENSE (DD)

Ron Gill, PhD (Microbiology) Ron.Gill@ucdenver.edu 303 724-4230

Bruce McCollister, MD, (Infectious Disease) Bruce.Mccollister@ucdenver.edu

5. CARDIOVASCULAR, PULMONARY, RENAL

(CVPR)

Rock Levinson, PhD (Physiology) Rock.Levinson@ucdenver.edu 303 724-1544

Larry Horwitz, MD (Cardiology) Lawrence.Horwitz@ucdenver.edu 303 724-2089

PHASE II BLOCK BASIC SCIENCE CLINICAL

6. NERVOUS SYSTEM (NS) Tom French, PhD (Pharmacology) Thomas.French@ucdenver.edu 303 724-3387

Steve Ojemann, MD (Neurosurgery) Steven.Ojemann@ucdenver.edu 303 724-2285

7. DIGESTIVE, ENDOCRINE AND METABOLIC

SYSTEMS (DEMS)

John Tentler, PhD (Medical Oncology) John.Tentler@ucdenver.edu 303-724-3887

Dan Bessesen, MD (Endocrinology) Daniel.Bessesen@ucdenver.edu 303 266-4361 Virginia Sarapura, MD (Endocrinology) Virginia.Sarapura@ucdenver.edu 303 724-3931

8. LIFE CYCLE (LC) Andy Bradford, PhD (OB-GYN) Andy.Bradford@ucdenver.edu 303 724-3507

Irene Schauer, MD (Endocrinology) Irene.Schauer@ucdenver.edu 303 724-2879

9. INFECTIOUS DISEASE (ID)

David Barton, PhD (Microbiology) David.Barton@ucdenver.edu 303 724-4215

Ed Janoff, MD (Infectious Disease) Edward.Janoff@ucdenver.edu 303 315-7233/Pager 303 266-0599

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Longitudinal Curriculum Assistant Dean of Longitudinal Curriculum: Marsha Anderson

(marsha.anderson@childrenscolorado.org) Foundations of Doctoring (FDC) Admin Support: Tina Roquemore, Tina.Roquemore@ucdenver.edu Veronica Paradise (Preceptors) Veronica.Paradise@ucdenver.edu

Wendy Madigosky, MD, MSPH, Director Assistant Directors: -Deborah Seymour, PsyD (Communications) -Todd Guth, MD (Clinical Skills) -Brandy Deffenbacher, MD (Physical Exam) -Kristin Furfari, MD (Preceptors)

Wendy.Madigosky@ucdenver.edu 303-724-6420 Deb.Seymour@ucdenver.edu Todd.Guth@ucdenver.edu Brandy.Deffenbacher@ucdenver.edu Kristin.Furfari@ucdenver.edu 720-848-4289

Interprofessional Education & Development

Mark Earnest, MD, PhD, Director Wendy Madigosky, MD, Curriculum Director

Mark.Earnest@ucdenver.edu Wendy.Madigosky@ucdenver.edu 303-724-6420

Problem-Based Learning (PBL) Admin Support: Suzanne Waffle (Phase I), Suzanne.Waffle@ucdenver.edu Ellen Valentine (Phase II) Ellen.Valentine@ucdenver.edu

Matt Rustici, MD, Director

Matthew.Rustici@ucdenver.edu 720-777-3846

Mentored Scholarly Activity (MSA) Admin Support: Jessica Hitt-Lausten Jessica.Hitt-Lausten@ucdenver.edu 303-724-7731

Allan Prochazka, MD, Director Associate Directors: -Robert Sclafani, PhD (Basic Science) -Allan Prochazka, MD (Clinical Science) -Jennifer Bellows, MD (Global Health) -Jacqueline Glover, PhD (Humanities, Social Science, & Education) -Rita Lee, MD (Public Health & Epid.)

Allan.Prochazka@ucdenver.edu 303-724-4161 Robert.Sclafani@ucdenver.edu Jennifer.Bellows@dhha.org Jackie.Glover@ucdenver.edu Rita.Lee@ucdenver.edu

Threads –Evidence Based Medicine and Informatics (EBM)

Tim Byers, MD, MPH, Director Tim.Byers@ucdenver.edu 303-724-1283

Threads – Culturally Effective Medicine (CEM)

Paritosh Kaul, MD, Director Paritosh.Kaul@ucdenver.edu 303-208-7801 pager

Threads – Humanities, Ethics, & Professionalism (HEP)

Jacqueline Glover, PhD, Director Jackie.Glover@ucdenver.edu 303-724-3992

Threads – Medicine & Society (M&S)

Christine Gilroy, MD, Director Christine.Gilroy@ucdenver.edu

Tracks (elective)

CU-UNITE, Jamaluddin Moloo, MD, Director

LEADS, Jeremy Long, MD, Director

Global Health, Jennifer Bellows, MD, Director

Research, Randy Ross, MD, Director

Rural, Mark Deutchman, MD, Director

Women’s Care, Christine Conageski, MD Director

Jamaluddin.moloo@ucdenver.edu Jeremy.long@ucdenver.edu Jennifer.Bellows@dhha.org Randy.Ross@ucdenver.edu Mark.Deutchman@ucdenver.edu Christine.Conageski@ucdenver.edu

Integrated Radiology Curriculum Kimi Kondo, M.D. Kimi.Kondo@ucdenver.edu Ultrasound Curriculum John Kendall, M.D. John.Kendall@dhha.org Integrated Clinicians Course -- Phase III & IV Admin Support: Annie Osendorf, Annie.Osendorf@ucdenver.edu

Jeff Druck, MD, Director Nichole Zehnder, MD, Associate Director

Jeffrey.Druck@ucdenver.edu 720-848-6773 Nichole.Zehnder@ucdenver.edu 720-848-4289

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Student Block Representatives For each Block, two student course representatives are elected by their peers to serve as a communication bridge between the Block Director(s) and the class as a whole. The student representatives can carry student concerns and suggestions, and are the primary vehicle for organizing and presenting requests for explications on test items. In addition, Block Directors(s) and the Assistant Dean of the Essentials Core welcome your comments and questions. Please feel free to meet with them. Required Essentials Core Block Textbooks Each Block will provide a list of required and recommended texts. Copies will be available in the bookstore and/or on reserve in the library. Most textbooks can now be accessed on-line. For a list of these textbooks, please go this link: http://www.ucdenver.edu/academics/colleges/medicalschool/education/degree_programs/MDProgram/essentialscore/Documents/AY%202015-2016%20%20Phase%20I%20%20II%20Textbook%20List.pdf Block Communication Your best source for information about the curriculum is “Canvas”- https://ucdenver.instructure.com You can access information on exam and class schedules, assignments and posted materials, grades, faculty contact information, learning resources, etc., and communicate with faculty and your classmates. If you have any problems accessing or using Canvas, please contact Everett Padilla, Everett.padilla@ucdenver.edu. Email is an official means of communication within the University of Colorado School of Medicine. Students are required to check their official university email account (firstname.lastname@ucdenver.edu) on a frequent basis. Emails may contain time sensitive communications. Not reading email does not absolve a student from the responsibilities associated with communication sent to his or her official email address. Technology Support The School of Medicine uses a variety of technology to support the curriculum, such as Panopto for “lecture capture,” Canvas for delivering curriculum, schedules, and communication, and the Audience Response System (ARS) to enable real-time “polling” during class. If you have any technology problems, please contact Everett Padilla, Everett.padilla@ucdenver.edu for assistance. Rules Governing Use and Distribution of Panopto Lecture Recordings The vast majority of lectures during Phases I & II are recorded using a system called, “Panopto.” These lecture recordings are available to you while you are a student, enrolled in the School of Medicine. Lecturer recordings are protected by copyright law, and students are not to copy, distribute, display, broadcast, or publish a lecture recording. Unauthorized use of lecture recordings is considered unprofessional behavior and a cause for disciplinary action. Further information regarding the Recording and Posting of Recorded Lectures can be found here: http://www.ucdenver.edu/academics/colleges/medicalschool/education/degree_programs/MDProgram/administration/policy/Documents/SOMMDStudentAcknowledgementofRecordingPolicy.pdf

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Clinical Requirement Responsibilities Students are expected to maintain knowledge of and compliance with the School of Medicine policies related to immunizations, BCLS and ACLS, TB testing and mask fitting, needle sticks, workers compensation, drug screening, HIPAA (Health Insurance Portability and Accountability Act), and universal precautions/OSHA requirements (Occupational Safety and Health Administration requirements related to Hazardous Exposure/Materials). Further details can be found in Section 4.4 of the U of Colorado School of Medicine Policies and Procedures MD Program document (a.k.a. the ‘White Book’) go to: http://www.ucdenver.edu/academics/colleges/medicalschool/education/studentaffairs/studentresources/Documents/StudentHandbook.pdf Professional Attire

Block and course faculty may request that students wear appropriate professional attire per the guidelines below for a lecture or small group session, typically for sessions that involve patients or standardized patients. Such occasions will be identified on Canvas. You may choose to wear your white lab coat over your professional attire. When students are in the clinical setting, they are required to dress professionally. The following are general guidelines for professional attire in clinical environments:

• Wear your ID at all times. • Clothing that is not too tight, not too loose and not too revealing. • Clothing should cover the back, shoulders and midriff (i.e. no spaghetti straps, tank tops, backless shirts,

crop tops). • No jeans, sweatpants or shorts. • No baseball caps. • No clothes that create a distraction or disturbance: gang, slogans, derogatory words, intimidating. • Wear a white coat unless instructed otherwise. • Shoes: clean and in good repair, no open toed shoes, heels should be 2” or less. • Collared shirts and ties are always appropriate but may not be required (open-collar/polo-style may be

acceptable), tailored or docker-style slacks. • Blouses, slacks or skirts (no shorter than 2” above the knee). • Tattoos should be covered by clothing. • Limit piercing jewelry to earrings.

Formal dress codes vary by clinical site and may be referenced on the UME Policies webpage http://www.ucdenver.edu/academics/colleges/medicalschool/education/degree_programs/MDProgram/administration/policy/Documents/DressCode.pdf

Appropriate Persons in the Learning Setting The University of Colorado School of Medicine values its employees and students and recognizes the importance that families fulfill in the lives of employees and students. These guidelines address and outline the circumstances under which it is appropriate to bring non-student, minor children or other dependents to the workplace or classroom. The guidelines are intended to foster respect for the needs of all parties impacted by the presence of non-student, minor children or other dependents on the campus, in the workplace, or in the classroom. In general, the workplace and the classroom are typically not appropriate places for non-student, minor children or other dependents to be present on a frequent or continuing basis. Exceptions are described in detail in the link below, but include brief visits, special occasions set aside for such visitors, emergency

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situations, or by prior arrangement with the instructor after consideration of various factors as established in the policy. Such persons are not permitted in any campus setting in which safety or confidentiality factors exist (e.g., labs, patient interactions). Further details about this policy can be located here: http://www.ucdenver.edu/academics/colleges/medicalschool/education/degree_programs/MDProgram/administration/policy/Documents/GuidelinesforNonstudentVisitorsinLearningSettings.pdf Paperless Curriculum, Notes and Annotating Notes

The Medical School has embraced a paperless curriculum model and lecture materials will be provided in electronic form whenever possible and practical. Materials will be posted online on Canvas. We understand that students prefer learning materials as far ahead of time as possible in order to prepare for classes, so staff will make every effort to post individual PowerPoint slides and class notes as far in advance of a session as possible based on when they are received from instructors. In addition, the staff will prepare a merged pdf file consisting of the class notes specific to the exam on a sub-block or unit. This will make annotating and searching documents a lot easier for students who choose to do so. For those who wish to annotate the pdf files, we recommend that they download the free, OneNote App and save to your university OneDrive, or use Adobe Acrobat or other PDF reading/editing software. Please note that Adobe Acrobat and OneNote also allow document searches. In order to compile with rules regarding intellectual property, do not save lecture materials to the cloud except to your university OneDrive. Some students may wish to print hard copies of the notes. Our campus printing services will print note packets at a group rate, with two days’ notice, for the students to pick up and pay for their group. Students wishing to print handouts may want to do so as a ‘group’ to get group-printing rates. Our IT support team (Everett.Padilla@ucdenver.edu) can answer any of your questions. Please let us know how we can help. Attendance and Absence Policies during Phases I & II Students are required to attend all exam, team-based learning, laboratory, problem-based learning, and small group sessions. At the discretion of the Assistant Dean, Essentials Core Curriculum (Dr. Bradford, Andy.Bradford@ucdenver.edu, 303-724-3507) a student may request an absence from attending a required session. Possible reasons for requesting an approved absence include, but are not limited to, personal illness, family emergency, religious observance, attending the wedding of a close relative, or participating in an academic function (e.g., attending a conference). Except for emergencies, students should petition Dr. Bradford for an excused absence as far in advance as possible. In addition (and if possible), the student should inform the small group and the small group facilitator of his/her excused absence and make arrangements for other members of the group to assume his/her duties, if necessary. Instructors will make every reasonable effort to help such students catch up on missed work. Further details can be found in the U of Colorado School of Medicine Policies and Procedures MD Program document (a.k.a. the ‘White Book’) go to: http://www.ucdenver.edu/academics/colleges/medicalschool/education/studentaffairs/studentresources/Documents/StudentHandbook.pdf

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Phases I & II: Essentials Core Blocks and Longitudinal Curriculum (e.g., Foundations of Doctoring, Problem-Based Learning, Threads, MSA, IPED) Expectations Must attend “required” sessions. Required sessions include, but are not limited to exams, team-based

learning, labs, problem-based learning sessions, and small group sessions, as well as, any session (including lectures), for any element of the Longitudinal Curriculum: • Threads (CEM, EBM, HEP, & M&S) • Mentored Scholarly Activities (MSA) • Interprofessional Education & Development (IPED), • Foundations of Doctoring (FDC).

PROCESS to Seek an Excused Absence or to Inform of an Involuntary Absence Requested Absence

At the discretion of the Assistant Dean of the Essentials Core Blocks, a student may be excused from attending a required session. As needed, the Assistant Dean will work with the Block or other appropriate curriculum Director(s) to determine approval. Possible reasons for requesting an excused absence include, but are not limited to religious observance, attendance at the wedding of a close relative, or participation in an academic function (e.g. academic conference). Requests must be presented well in advance, in writing, and reasonable documentation is required. Once the absence is approved, it is the responsibility of the student to inform the small group, the small group facilitator or PBL tutor, of his or her excused absence and make arrangement for other members of the group to assume his or her duties, if necessary.

Involuntary Situation

Absences due to an involuntary situation include but are not limited to personal illness or family emergency. Students must contact the Assistant Dean of Essentials Core Blocks as soon as possible. Reasonable documentation is required. Any absence, voluntary or involuntary, must be approved by the Assistant Dean of the Essentials Core Blocks in order to be considered an “excused” absence.

Inform the Office of Student Life

Assistant Dean of the Essentials Core Blocks will report any absences, excused or unexcused, voluntary or involuntary to the Assistant Dean of Student Affairs.

CONSEQUENCE OF ABSENCE (e.g., make-up work/days, remediation, professional report, grading) At the discretion of the Block or other appropriate curriculum Director(s), student may be required to

complete any missed assignment for any absences, excused or unexcused. The timeframe for completing the assignment will be determined by the appropriate Block or curriculum Director. In the case of an “excused” absence, there will be no penalty for “late” assignments in this situation. However, at the discretion of the Block or other appropriate curriculum Director(s), a late penalty may be assigned in the case of an “unexcused” absence. Within a Phase, an “unexcused absence,” will be regarded as unprofessional behavior. Consequence include the following:

1st unexcused absence – Contact from Assistant Dean, Essentials Core with a warning. 2nd unexcused absence – Meet with the Assistant Dean, Essentials Core, and complete a Professionalism Feedback Form. 3rd and subsequent unexcused absence – Meet with the Assistant Dean, Essentials Core, and complete a second Professionalism Feedback Form which results in a review by the Student Professionalism Committee (see Section 1.3.1) and required remediation.

All absences are tracked jointly by the Assistant Dean of the Essentials Core and the Assistant Dean of Student Affairs.

Source: White Book AY 2015-2016

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Tardiness to Required Sessions in Phases I & II We acknowledge that unexpected events may result in students being late to required sessions. However, punctuality is an important element of professional behavior and essential to a productive learning environment. Tardiness can be disruptive and disrespectful of the instructor and your colleagues. This policy was developed in response to student concerns, and is based on student feedback. It is designed to provide expectations for punctuality, and support and advice to students who exhibit chronic tardiness. Students arriving more than 15 minutes after the start of a required session will be considered “tardy.” Tardy students may sign-in, but must note their arrival time. Within a Phase, an incident of tardiness will be regarded as unprofessional behavior. Consequences include the following:

2nd tardy -- Assistant Dean, Essentials Core will contact the student to discuss reasons and solutions. 3rd tardy – Student must meet with Assistant Dean, Essential Core and complete a Professionalism Feedback Form. Subsequent tardy – Student must meet with the Assistant Dean, Essential Core and complete a second Professionalism Feedback Form which results in a review by the Student Professionalism Committee (see Section 1.3.1) and required remediation.

Student arriving more than 30 minutes after the start of a required session will be considered “absent” and subject to the attendance and absent policies as described in the above section. Penalties for Late or Missed Required Assignments At the discretion of the Essentials Core Block Co-Directors, students will be expected to complete any assignments, quizzes, written reports, etc. that they missed due to an excused or unexcused absence. There will be no “late” penalty for assignments completed late due to an excused absence. However, at the discretion of the Block Co-Directors a “late” penalty may be assessed for an assignment submitted after a stipulated deadline, either by a student who attended the session or a student absent without an excuse. Any such late penalties will be clearly described by the faculty, if possible, at the beginning of the block.

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Student Assessment Learning Objectives. Broad block goals for each block are provided in Canvas (see link on main Menu). Specific learning objectives for each session are also listed in Canvas (see links on Calendar page). Some objectives cover more than one session. Exam questions will be based on the session learning objectives. Practice questions. Practice questions may be provided for some of the sessions. You are encouraged to use the practice questions to test your understanding of the material being presented. If you have difficulty with such practice questions, you should seek help from the instructor or from a Block Co-Director. Exams. There will be at least two exams in each of the blocks. Some blocks have a comprehensive final exam and some do not (see the “General Information” material for each block). The format for most exams will be computer-based, and use objective, multiple choice questions administered using ExamSoft. Instructions on system requirements to run ExamSoft on your personal computer can be found at this link: https://ei.examsoft.com/GKWeb/login/ucdenvermed Students interested in this option are advised to do this well before the exam date. Students that require assistance with this should contact Everett.Padilla@ucdenver.edu. To facilitate building a library of good objective questions, exams from recent years will not be available as study guides and all exams must be handed in with the answer sheets. No questions from exams may be saved, stored, or copied in any format. It is a violation of the honor code to use an old exam as a study guide, except as provided by the faculty. After each exam the test key will be posted for several days outside the lecture hall. It would be a violation of the honor code for any student who has not taken the exam to look at the key or discuss the exam with a classmate. It is an honor code violation to photograph or copy an exam key for personal use or for distribution to others. Academic difficulty is not sufficient cause for delaying the taking of an exam. If any difficulty arises concerning the taking of an exam, such as personal illness or family emergency, contact Dr. Bradford (Andy.Bradford@ucdenver.edu, 303-724-3507) or one of the Block Co-Directors before the examination time or as soon as emergent circumstances permit. Otherwise, failing to complete an exam on time will be considered unprofessional conduct.

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Grading Policy for the Essentials Core Blocks Further details can be found in the U of Colorado School of Medicine Policies and Procedures MD Program document (a.k.a. the ‘White Book’), go to: http://www.ucdenver.edu/academics/colleges/medicalschool/education/studentaffairs/studentresources/Documents/StudentHandbook.pdf A grade of Honors (H), Pass (P), Fail (F), In Progress (IP), or Withdrawal (W) will be awarded at the end of each Block. If the final block grade is a Fail (F), a recommendation will be made by the block directors to offer the student one chance at remediation (please see details under “Fail and Pass with Remediation”). Block directors will assign final grades.

Transcript Grades Phases I & II – Essentials Core Basic Science Blocks (NOT including Longitudinal Curriculum)

General Info Grade consists of scores on written exams or any other required elements.

The Block Director(s) in the Essentials Core must notify students of their grades on examinations and provide the minimum passing score.

Exams returned after the scheduled end of the exam will not be accepted. At the discretion of the Assistant Dean of the Essentials Core, in consultation with the appropriate Essentials Core Block Director, exams may be accepted and subject to a penalty.

Honors (H)

Achieve a cumulative average of 90% or higher on graded assessments.

If fewer than 20% of the assigned grades are Honors, then this criterion may be lowered at the discretion of the Block Directors.

High Pass (HP) Not used. Pass (P) Achieve a cumulative average of at least 70% but less than 90% on graded assessments. Pass with Remediation (PR)

After remediation, if the student achieves a final average of 70% or above, the failing grade will be replaced with a Pass with Remediation.

In Progress (IP)

Cannot complete Block requirements due to illness or other extenuating circumstance.

Must be in good academic standing at time of assignment of grade (as defined by block directors).

Assigned by the appropriate Block, Course, or Clerkship Director in consultation with the appropriate Assistant Dean and the Associate Dean of Student Life.

After completing requirements, the IP will be replaced with the final grade earned (e.g., Honors, Pass, Fail).

Must complete requirements within one academic year from the end of the Block, otherwise the grade reverts to “F.”

Incomplete (I) Not used. Fail (F)

Achieve a final average of less than 70%. Block directors may recommend to the Student Promotions Committee that the student receive one opportunity for remediation. Student may be required to reregister for the course. After remediation, the final grades available are Pass with Remediation (PR) or Fail (F). If the student achieves a final average of less than 70%, the failing grade will remain AND the student will be referred to the Student Promotions Committee for further action.

Withdrawal (W) • Must be recommended by appropriate Assistant Dean and approved by Associate Dean of Student Life.

• Must be in good academic standing (e.g., not in need of remediation or failing at time of request).

• Must occur before the last 2 weeks of the Block, Course, or Clerkship. • Student Promotions Committee must be notified by the Associate Dean of Student Life.

Source: White Book AY 2015-2016

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Early Support & Remediation The objectives of the remediation procedures outlined here are to identify, early in a Block, students who might benefit from the educational resources available through the Office of Student Life and to provide a mechanism for students to remediate poor performance in a Block promptly, without jeopardizing their progress in the curriculum. Further details can be found in the U of Colorado School of Medicine Policies and Procedures MD Program document (a.k.a. the ‘White Book’), go to: http://www.ucdenver.edu/academics/colleges/medicalschool/education/studentaffairs/studentresources/Documents/StudentHandbook.pdf Responsibilities of the Student. - Students are expected to assume primary responsibility for their academic progress. To this end each student will:

• Read carefully and be familiar with all orientation materials for each block, including grading

policies, expectations regarding small group activities and laboratory exercises, and any recommendations for learning block content that may be provided. If a student has questions about what is expected, s/he should talk to the Block Director.

• Complete all practice exams and assessment activities so as to identify learning strengths and needs, and contact a block director or appropriate faculty member if s/he is having difficulty with the material.

• Contact the Assistant Dean of Student Affairs (Terri Blevins) within 2 working days of being notified that your cumulative average for a block is below 70.0% (F).

Responsibilities of Block Directors and Faculty. - Block Directors, working together with block faculty, will be responsible for helping to identify and remediate students who are having academic difficulty in a block. To this end Block Directors and faculty will do the following:

• Set clear grading policies for the block. • Set clear expectations regarding student preparation for and participation in lectures, small

group activities and laboratory exercises for the block. • Ensure students are directed to the resources necessary to accomplish the stated learning

objectives. • Provide students with timely feedback on all assessments. • Set office hours and be available to meet with students who are at risk or are failing. • Shortly after each graded assessment (within 2 working days if possible), Block Directors will

provide the Assistant Dean of Student Affairs (Terri Blevins) the name of any student with a cumulative average in the block below 70.0%, and, at the Block Director’s discretion, any student who appears to be at risk (e.g. failing individual exams, underperforming on an exam but still passing [e.g. 70-75% range], etc.).

• Shortly after the block final examination (within 2 working days if possible), the Block Director will notify the Associate Dean for Student Life and she will notify the Student Promotions Committee of any student with a failing grade (F).

• Provide students who have received an F with the opportunity for remediation if approved by the Promotions Committee (see below).

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Responsibilities of the Office of Student Life. – The Office of Student Life will be responsible for providing support for at risk or failing students. To this end the Office will do the following:

• The first time a student’s cumulative average falls below 70.0%, the Office of Student Life will contact the student and encourage them to take advantage of the services the office offers. Students with a cumulative average between 70-75% may also be contacted by Student Life and offered counseling.

• Provide opportunities for students to develop good study habits and test-taking skills. • Arrange for tutors and/or additional resources for students identified as being in academic

difficulty. • Assist students with documented learning disabilities.

Responsibilities of the Student Promotions Committee. - The Student Promotions Committee will provide students with clear descriptions of:

• Requirements for promotion to Phases II – IV. • Decisions on proposals for remediation for students with a final grade of Fail (F) in a block or

course. • Circumstances under which a student would be required to repeat a Block or Phase • Grounds for dismissal from the SOM for academic deficiency. • Circumstances and procedures under which a student who had been dismissed for academic

deficiencies could apply for readmission to the SOM.

Procedures for Remediation

• At the end of a block a student whose final average is below 70% will be given a grade of Fail (F). The Block Directors will notify the Assistant Dean of Student Affairs and recommend whether or not a student with a final grade of F be offered one chance at remediation. Upon being informed by the Assistant Dean of Student Affairs, the Associate Dean of Student Life will notify the Student Promotions Committee, which makes the final recommendation.

• Students who have received a failing grade (F) will review the block material independently, or contact the Office of Student Life for assistance. Block directors will help the student identify areas of particular weakness in which to concentrate further study. If the student remains unsure of particular learning objectives, then s/he should seek help from the appropriate instructor. Students should be aware that faculty may not be available at certain times, due to other commitments, and plan accordingly.

• Block directors, in consultation with the Student Promotions Committee, will define the process

for remediation with the student, referred to as the remediation plan (comprehensive exam, shelf exam, unit exams, etc).

• Unless otherwise noted by the Block Directors, if the student receives a score of 70% or better on the remediation plan, the Fail (F) will be deleted from the transcript and replaced by a Pass with Remediation (PR), indicating the student has successfully passed the block following remediation. If the student scores below 70% on the remediation plan, the Fail (F) will remain on the transcript, indicating the student has failed the block, and the Block Directors will inform

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the Associate Dean for Student Life, who will refer the student to the Student Promotions Committee.

• The schedule for remediation will be determined on an individual basis by the Block/Course

Director or Co-Directors in consultation with the Assistant Dean of Student Affairs, the Associate Dean for Student Life and the Student Promotions Committee. Successful remediation of Phase I blocks or longitudinal curriculum and approval by the Student Promotions Committee, must be completed prior to the first day of classes in Phase II; remediation of Phase II blocks or longitudinal curriculum must be completed prior to the first day of classes in ICC1.

• A student who has been dismissed for academic reasons and readmitted by the Student

Promotions Committee will resume his/her academic program at or before the start of the earliest Block failed, in consultation with the Student Promotions Committee. If such a readmitted student receives an F in a block for a second time s/he will be referred to the Student Promotions Committee.

• A student who is placed on a Leave of Absence for non-academic reasons will resume his/her

academic program after the last block completed, with the approval of the Student Promotions Committee.

• A student will not be allowed to begin Phase II until s/he has passed all blocks and courses (including receiving passing grades in all required longitudinal curriculum) in Phase I. A student will not be permitted to sit for USMLE Step I until s/he has passed all the blocks and courses (including longitudinal curriculum) in Phase II.

• At any time, a student may appeal to the Student Promotions Committee to modify or suspend

these procedures and policies on account of extenuating circumstances.

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Grade Appeal The School of Medicine is committed to the ideal of academic freedom and so recognizes that the assignment of grades is a faculty responsibility. The School also recognizes that students have the right to appeal a final grade or any other academic decision. The School of Medicine has a responsibility to respond to such an appeal in a judicious and timely manner.

Criteria for Appealing a Grade:

A student may appeal a final Block or Course grade on the grounds that the methods or criteria for evaluating academic or clinical performance, as stated in the Block/Course syllabus, were not applied in determining the final grade, and/or the faculty applied the grading criteria unfairly.

Appeals Procedures:

Timeframe Procedures for Appealing a Grade

Within 30 days of receiving grade

Student sends an appeal letter to the Block Director(s) within 30 calendar days of receiving grade. The appeal letter will identify the Block/Course and the grade being appealed, state the reason(s) for appeal, and specify the requested change. Students are encouraged to discuss the appeal informally with the Block Director(s) before submitting a formal appeal.

Within 15 days of receiving appeal letter

The Block Director(s) will meet with the student to discuss the appeal within 15 calendar days of receipt of the appeal letter. Before the meeting, the student should provide the Block/Course Director or Co-Directors with copies of all materials pertinent to the appeal, such as the Block/Course syllabus, papers, tests, write-ups, evaluations, or other assessments.

Within 5 days of meeting with student

Within 5 calendar days of meeting with a student, the Block, Course or Clerkship Director must inform the student of his or her decision regarding the grade change appeal. If a grade change is warranted, then the Block, Course, or Clerkship Director will change the grade in a timely manner.

Within 7 days of Block Director(s) ruling

The student may appeal the decision of the Block Director(s) to the appropriate Assistant Dean by forwarding copies of all correspondence related to the appeal within 7 calendar days of the Block Director(s) ruling. The Assistant Dean, at his/her discretion, may meet with the student, the faculty, or the Block Director(s), and may consult with the appropriate curriculum committee (e.g., ECBD, CBD, LCC) before making a ruling. The Assistant Dean will make a decision within 10 calendar days of receiving the request.

Within 7 days of the Assistant Dean’s ruling

Within 7 calendar days of receiving the ruling from the appropriate Assistant Dean, the student may make a final request to the Senior Associate Dean for Education for a review of due process. The decision of the Senior Associate Dean for Education is final. The Senior Associate Dean for Education will make a judgment within 10 calendar days of the student’s final appeal.

Source: White Book AY 2015-2016

Block and Instructor Evaluations Continuous quality improvement of the curriculum is dependent upon student feedback about the blocks and the faculty members who teach in them. Accordingly, students are required to complete online evaluations of lecturers, small group facilitators, blocks, and other components of the curriculum (e.g., Clinical Interlude), and may be asked to participate in focus groups. All evaluation data are confidential. Online evaluations. Online evaluations are delivered through the New Innovation. For further information or to address technical challenges, please contact the Evaluations Office, SOM.Evaluations@ucdenver.edu

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Review of evaluations. For each block, the block directors will review the ratings and comments from the online evaluations and the group sessions and discuss the results with the block representatives and the block faculty. The Evaluations Office, the Essentials Core Block Director Committee (ECBD), the Curriculum Steering Committee (CSC), and the department chairs will also review the results. Evaluations are required. A student not completing a course evaluation in the designated time period will meet with the Director of Evaluation to discuss the importance of student feedback, the purpose of the course evaluation policy, and the consequences for failing to meet his/her responsibilities. A Professionalism Feedback Form may be filed. If the student fails for a second time to complete an evaluation within the designated time period, s/he will meet with the Director of Evaluation and a Professionalism Feedback Form will be filed. If a student fails for a third time to complete an evaluation within the designated time period, s/he will meet again with the Director of Evaluation to discuss the policy and a second Professionalism Feedback Form will be filed. As per the Professionalism Committee Process, when a repeated instance of unprofessional behavior is recognized, the student’s behavior will be reviewed by the Professionalism Committee. The Director of Evaluation will inform the Assistant Dean for the Essentials Core of all students not fulfilling their evaluation obligations. Constructive feedback. Constructive student feedback is vital. In the past, student comments on evaluations have led to significant improvements in the content, organization, and presentation of the curriculum, from the mundane (use 3 hole-drilled paper for handouts so they can easily be organized in binders) to the crucial (identifying lecturers who needed, and subsequently benefited from, faculty development services). Rapid and constructive student feedback continues to play an important role in on-going curriculum reform. With your help, and that of your successors, we can continue to improve medical education at the University of Colorado School of Medicine this year, and in the years ahead.