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NextGenerationProceduresandPoliciesManual July7,2018GuidelinesforPre-ClerkshipCurriculumDevelopment: ThePre-ClerkshipCurriculumconsistsofthefollowingcoursesandrequirements:

• Systems1–(CellstoSociety;FoundationsofMedicine;Cells,BloodandCancer;andMITT(Microbiology,Immunity,Transfusion&Transplantation)

• Systems2–(Musculoskeletal&IntegumentSystem;Gastrointestinal;andMindBrainandBehavior)• Systems3-(Cardio-Vascular,Pulmonary,Renal,HematologyandEndocrine&ReproductiveMedicine)• FoundationsofClinicalMedicine(FCM-1a,b,andc)• PatientStudentPartnership(PSP-1a,b,c)• SocialIssuesinMedicine(SIM)

ThefollowingproceduralguidelinesandpoliciesinformourdesignofactivitiesintheNextGenerationcurriculum.

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TableofContentsI.Overallsystemdesign………………………………………………………………………………………………………………………………..…..4i.Structureofweeksandmodules.................................................................................................................................................................4ii.Schedulinginformation..................................................................................................................................................................................5iii.Learningactivities...........................................................................................................................................................................................6a.ClinicalFacultycompensationforteachingefforts......................................................................................................................6b.Typesoflearningactivities......................................................................................................................................................................8c.Titlesoflearningactivities......................................................................................................................................................................9d.ActiveLearning...........................................................................................................................................................................................11e.StudentParticipationinEducationalActivities..........................................................................................................................11

iv.Approvalofplans...........................................................................................................................................................................................12v.MonitoringandRevision.............................................................................................................................................................................12

II.Teachingmaterials.............................................................................................................................................................................................13i.Learningobjectives.........................................................................................................................................................................................13ii.IndependentStudyResources..................................................................................................................................................................13a.Assignedreading........................................................................................................................................................................................13b.PowerPointslides......................................................................................................................................................................................14c.Pre-recordedlectures..............................................................................................................................................................................14

iii.Practicequestions.........................................................................................................................................................................................15iv.Distributionofteachingmaterials........................................................................................................................................................15

III.Assessments.........................................................................................................................................................................................................16i.TypesandDistributionsofAssessments..............................................................................................................................................16a.SummativeAssessment..........................................................................................................................................................................18b.FormativeAssessment............................................................................................................................................................................19

ii.Generalguidelinesforsummativeassessmentitemconstruction.........................................................................................20iii.Reviewofassessments...............................................................................................................................................................................21a.Priortotheadministrationofweekendassessments..............................................................................................................21b.Followingtheclosingofaweekendassessment........................................................................................................................21

iv.Administeringofassessments................................................................................................................................................................21a.Scheduling.....................................................................................................................................................................................................21b.Location..........................................................................................................................................................................................................22c.Challenges......................................................................................................................................................................................................22d.Feedbackandreview...............................................................................................................................................................................22e.Studentuseofassessmentquestions...............................................................................................................................................22

IV.Communicationwithstudents....................................................................................................................................................................23V.RoleofPre-ClerkshipSystemLeaders......................................................................................................................................................23i.GeneralResponsibilitiesofthePre-clerkshipSystemLeaders.................................................................................................23ii.SpecificResponsibilitiesofthePre-ClerkshipSystemLeaders...............................................................................................23

VI.Roleofthreadleaders......................................................................................................................................................................................24i.GeneralResponsibilitiesoftheThreadLeaders...............................................................................................................................24ii.SpecificResponsibilitiesoftheThreadLeaders..............................................................................................................................25

VII.Roleofinstructionalfaculty........................................................................................................................................................................25i.FacultyDevelopment.....................................................................................................................................................................................25ii.FacultyEvaluation..........................................................................................................................................................................................26

VIII.CollegeSystem.................................................................................................................................................................................................26

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i.DescriptionoftheCollegeSystem...........................................................................................................................................................26ii.Leadership.........................................................................................................................................................................................................27iii.Professionalism..............................................................................................................................................................................................27iv.AcademicStandardsandAchievementCommittee......................................................................................................................28v.Supportservices..............................................................................................................................................................................................28

IX.Appendixes...........................................................................................................................................................................................................29i.Appendix1:X-CREDiTInstructionstemplate....................................................................................................................................29ii.Appendix2:WeekataGlance..................................................................................................................................................................32

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I.Overallsystemdesign

i.StructureofweeksandmodulesThepre-clerkshipphaseoftheNextGenerationCurriculumcomprisesthefirstthreesemestersoftheeducationalprogram.Thisphaseconsistsoftengradedcourses,eachassignedapass/failgradeattheendofthecourse:

1. IntegratedSystemsI(firstsemester)2. IntegratedSystemsII(secondsemester)3. IntegratedSystemsIII(thirdsemester)4. FoundationsofClinicalMedicine1-A(FCM1-A)5. FoundationsofClinicalMedicine1-B(FCM1-B)6. FoundationsofClinicalMedicine1-C(FCM1-C)7. PatientStudentPartnership1-A(PSP1-A)8. PatientStudentPartnership1-B(PSP1-B)9. PatientStudentPartnership1-C(PSP1-C)10. SocialIssuesinMedicine(SIM)(eithersemesteroneortwoduringthefirstyear).

IntegratedSystemsIconsistsofthefollowingcoursecomponentsor“systems”:CellstoSociety,FoundationsofMedicine(FoM),Cells,BloodandCancer(CBC)andMicrobes,Immunity,TransfusionandTransplantation(MITT).IntegratedSystemsIIconsistsofthefollowingcoursecomponents:MusculoskeletalIntegumentSystem(MSI),GastrointestinalSystem(GI)andMind,BrainandBehavior(MBB).IntegratedSystemsIIIconsistsofthefollowingcoursecomponents:CardiovascularSystem(CV),PulmonarySystem(Pulm),RenalSystem,Hematology(Heme)andEndocrine-ReproductiveSystem(Endo-Repro).[NOTE:Beginning,inthe2019-2020schoolyear,IntegratedSystemsIIIwillconsistofthefollowingcoursecomponents:CardiovascularSystem;PulmonarySystem;RenalSystem;Endocrine-ReproductiveSystemand2weeksofintegratedsessionscoveringcontentfromallthepreviouspre-clerkshipsystems.]Inordertoreceiveapassinggradeforanintegratedsystemcourse,astudentmusthaveanaveragescoreforallsystemsof70%orabove.PatientStudentPartnership1(threecourses)runsintandemwithFoundationsofClinicalMedicine1andintroducesstudentstoalongitudinalpatientexperience.PerformanceisassessedinateachsemesterbyaP/Fgrade.Studentsmustachievean80%orgreaterontherequirementsforthiscourseinordertopass.Asystem’slearningactivitiesmustbescheduledfrom8:10amto12:00noon,MondaythroughFriday.Studentsareexpectedtodevoteanaverageof30hoursperweekpreparingforclass/studying.Theprimarypurposeofcontacttimewithfacultyistodevelopcriticalthinkingskills,aswellastolearntoanalyzeandevaluateinformationandtoapplyitinasettingthatwillbenefitpatientcareandthefutureexpansionofmedicalknowledge.Althoughfoundationalknowledgewillbeacquiredduringclasstime,asubstantialamountoffoundationalknowledgeisexpectedtobeacquiredfromindependentstudyresourcessuchthatstudentscometoclassreadytoapply,analyzeand/orevaluateinformation.Theprovidedresourcesandtheclassactivitieswilljointlyaddresstheknowledge,skills,orbehaviorsdescribedinthelearningobjectivesofagivensession.Asmuchaspossible,eachweekshouldhaveacohesivethemethatbuildsupthebasicscienceknowledgeandthatprogressivelyaffordsopportunitiestointegrateknowledgeandapplyitinaclinicalcontext.Eachperiodof3-4weekswillculminatewithasummativeassessment(seesectionIII.AssessmentandGrading).Thefollowingtableliststhedurationandnumberofassessmentperiods(alsoreferredtointhisdocumentasmodules)foreachofthesystems:

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2018-2019System Lengthinweeks #ofsummativeassessmentperiodsFoundationsofMedicine 5 2Cells,BloodandCancer 5 2Microbes,Immunity,Transfusion&Transplantation

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Musculoskeletal/IntegumentSystem 6 2GastrointestinalSystem 6 2Mind,BrainandBehaviorSystem 8 2CardiovascularSystem 4 1PulmonarySystem 3 1RenalSystem 3 1HematologySystem 3 1Endocrine/ReproductiveSystem 4 1

Thefocusofthepre-clerkshipcurriculumistoacquirebasicscienceknowledgeandapplyittoclinicalproblems.Throughoutanorgansystem,itisessentialtodevotesufficienttimetothestudyofnormalanatomy,histology,andphysiologybeforemovingontopathophysiologicalprocesses(notethatthreadslikepathologyandradiologyshouldalwaysreferencenormal,evenifthatinformationwaspreviouslycovered).Generalprinciplesforanatomy,cellbiologyandhistology,biochemistry,genetics,microbiology,pathology,pharmacology,andphysiologyaretaughtatdifferenttimesinthepre-clerkshipcurriculumandshouldbereferencedandreinforcedwheneverrelevant.Thedifferentorgansystemsshouldshapetheircontentasfollows*:10%-15%:GeneralPrinciples15%-25%:Normalorganstructureandfunction40%–50%:Abnormalprocesses–mainfocusonunderstandingmechanismsofdisease10%–20%:Principlesoftherapeutics–mainfocusontheprinciplesratherthanpatientmanagementNotethatthecontentsequenceshownaboveisalsotobefollowedinthestructuringofeachsystem:generalprinciplesandnormalstructureandfunctionshouldprecedeabnormalprocessesandprinciplesoftherapeutics.*Percentageschosenforreference,basedontheinformationprovidedintheUSMLEbulletin.http://www.usmle.org/pdfs/bulletin/2017bulletin.pdf

ii.SchedulinginformationASystem’slearningactivitiesmustbescheduledfrom8:10amto12:00noon,MondaythroughFriday.Three5-10minutebreaksmustbeprovidedpermorning.Ingeneral,labsmustbescheduledduringthemorninghoursandmaynotbemovedintotheafternoonschedulewithoutspecialpermissionfromtheAssociateDeanforCurriculum.NotethatstudentshaveFoundationsofClinicalMedicine(FCM)smallgroupsonceaweekandthatsystemsarerequiredtomaintainaminimumof3freeafternoonsperweekforstudy.Inaddition,studentshavebothPatientStudentPartnershipresponsibilitiesand/orcertaincommunityserviceresponsibilitiesaspartoftheSocialIssuesinMedicinecourse.

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ThereareanumberofroomsscheduledforlaboratoriesandsmallgroupsessionsintheNxGencurriculum.LargegroupsessionstakeplaceintheMedicalEducationBuilding,eitherintheLearningStudioortheAuditorium.FromAugusttoDecemberM1studentsoverlapwithM2studentsintheuseoftheseteachingspaces.Inordertofacilitateschedulingtherearedefaultroomassignmentsfor“firstyear”and“secondyear”sessions,asfollows:- “1styears”inAuditorium8:10-10:00andinLearningStudio10:10-12:00- “2ndyears”inLearningStudio8:10-10:00andinAuditorium10:10-12:00

SystemsLeadersmayexchangelocationsofspecificsessionsbymutualagreement,however:- Theclassesshouldexchangeroomsonlyonceeachmorning- Theminimumsessiontimebeforeaswitchcanoccurisonehour[50minsession].SystemLeadersmay

arrangetooccupythesameroomforallsessionswithinagivenmorning.

iii.LearningactivitiesLearningactivitiesmustbebasedonthelearningobjectives.Structuredclassactivitiesshouldbe"slices"oftheknowledge,skills,andbehaviorsexpectedofthestudents.Activitiesshouldbeselectedbythefacultywithexpertisethatemphasizeorillustratekeyorcomplexprinciplesandthatdemonstratetheapplicationofacquiredknowledge,skills,orbehaviorstomedicalproblems,especiallyexerciseswhichfocusonanalysisandevaluation.Thesestructuredclassroomactivitiesmustfitwithinthedesignatedtimeperiod.TheInstructionalDesigner,VeraChen,PhD,isavailabletohelpwithselectingactivitiesthatfityourobjectives.Theprimarypurposeofcontacttimewithfacultyistodevelopcriticalthinkingskillsandtolearntoanalyzeandevaluateinformationandapplyitinasettingthatwillbenefitpatientcareandpromotethefutureexpansionofmedicalknowledge.Studentswillpracticeworkingtogetherinstructured,team-basedactivitiesthatemphasizethecollaborativenatureofscienceandmedicine.Furthermore,thestructuredactivitiesprovideopportunitiestopracticeworkingtogether,asinteam-basedpatientcarefunctions.Learningshouldtakeplaceinaclinicallyrelevantcontext.Thelearningmethodsshouldreflectthewaystudentswilldemonstratetheirknowledge,skill,orbehavior,asshouldthemannerinwhichtheyareassessed.

a.ClinicalFacultycompensationforteachingefforts

FacultyteachingeffortintheIntegratedClinicalSciencesiscompensatedbasedonwhetherthemethodofstudentlearningisconsideredtobeactiveorpassiveintheNxGncurriculum.Compensationsforteachingisasfollows:Passivelearning

• Lectures:

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o New:Creditof1hourforeachhourofdeliveryand2hoursofpreparationforeachhourdelivered.[design+teaching]

o Repeat:Creditof1hourforeachhourofdeliveryand1hourofpreparationforeachhourdelivered.[update+teaching]

o Iterative:(referstosingularsessionrepeatedmorethanonce.Forexample:splitsessionsinpre-clerkship)Creditof1hourforeachhourofdelivery.[teachingonly]

• Pre-recordedlectures:o New:Creditof1hourforeachhourofdeliveryand3hoursofpreparationforeach

hourdelivered.o Repeat:Creditof1hourforeachhourofdeliveryand1hourofpreparationforeach

hourdelivered.[update+teaching]o Iterative:nopayment(merelyre-posted)

• Allotherinstructionalmethodsconsideredpassive:Hourforhour.(ThiscategoryincludesConference,DemonstrationandMentorship)

Activelearning

• SmallGroupDiscussion:1-4hoursofsmallgroupand1hourofpreparation• Laboratories:1-3hoursofwetordrylaboratoryand1hourofpreparation.

o Repeat:1-3hoursofwetordrylabwhensplitsessionsoccur.Noadditionaltimeforpreparationthough.

• Allotherinstructionalmethodsconsideredactive:1hourforeachhourofdeliveryand5hoursofpreparationforeachhourdeliveredforTBLand3hoursofpreparationforeachhourdeliveredforPBLorCaseBasedInstruction.

o New:Creditof1hourforeachhourofdeliveryand5hoursofpreparationforeachhourdelivered.[design+teaching]

o Repeat:Creditof1hourforeachhourofdeliveryand1hourofpreparationforeachhourdelivered.[update+teaching]

o Iterative:(referstosingularsessionrepeatedmorethanonce.Forexample:splitsessionsinpre-clerkshiporlecturesrepeatedinclerkshiprotations.)Creditof1hourforeachhourofdelivery.[teachingonly]

NOTES-Eventsrepeatedwithinanacademicyearwillreceivetheindicatedcompensationforthefirstsessionandhourlycompensationfortheremainingsessions.

-CellstoSociety,SocialIssuesinMedicinedonotreceivesmallgroupprep-timesupport:Creditof1hourforeachhour,nopreptime

-Eachclinicalfacultymember’shourlysalary,restrictedtoNIHcap,includingUVAfringebenefits,isthebasisforcompensation(assumes55hoursperweekfor48weeksandincludesUVAbenefits.)

-Compensationforpatientpresentationswillbehourforhour,irrespectiveofwhetherthesessionisledbythefacultymemberorthestudents.

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b.Typesoflearningactivities

ThefollowingtableslistlearningactivitiescurrentlyinuseintheNxGencurriculumaccordingtowhethertheyareconsideredtobeactiveorpassive.Educationalactivitiesthatcompriseactivelearningarethoseinwhichthestudentapplies,analyzes,orevaluatesinformationANDinwhichthestudentsareinteractingwithBOTHthematerialandwithothersinawaythatgeneratesfeedback(peerorinstructor).Forasessiontobeconsideredactivelearning,the“activelearning”componentmustrepresentatleast40%oftheallottedtime.Ifthisdefinitionismet,thenthesessioniscountedas“active”fortheentireallottedtime.ThegoaloftheNxGencurriculumisthatleast60%ofallsessionswillbeactivelearningsessions.

AAMCInstructionalMethodsConsideredACTIVEintheNxGnCurriculum

Case-basedInstruction/learningConceptMappingDiscussion,LargeGroup(>12students)Discussion,SmallGroup(<12students)1GamesJournalClubLaboratoryPatientPresentation-LearnerSelf-DirectedLearningServiceLearningActivity2Simulation3Team-basedLearning(TBLs)TeamBuildingWorkshop4

AAMCInstructionalMethodsConsideredPASSIVE

intheNxGnCurriculumConferenceDemonstrationIndependentLearningLectureMentorshipPatientPresentation-FacultyPeerTeaching5

1TheAAMCdefinessmallgroupsas12studentsorfewer.Groupswithlargernumberofstudentsaredefinedaslarge.

2ServiceLearningActivitiesincludecommunitySIMplacements.

3TheAAMCincludesstandardizedpatientsinthecategoryofSimulation

4TheAAMCrequiresthattherebea“relativelysmallgroup”oflearnersinorderforasessiontobecategorizedasaworkshop.

5IntheNxGncurriculum,peerteachingisnotconsideredactivebecauseonlytheindividualstudentteachingisactive.

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c. Titles of learning activities

ThetitleofeachNxGnlearningactivityshouldconveytothelearnerwhattheycanexpectduringtheactivity.BelowaredescriptionsofsomeofthetitlescurrentlyinuseintheNxGncurriculum.

Lectures:Atypeofinstructionalactivitywhereover60%oftheallottedtimeisdevotedtooneormorefacultymemberspresentinginformationtothestudents,regardlessofthesizeofstudentgrouporthevenue.RecordedLecture(alsoPre-recordedlecture/PRL):digitalrecordingofanarratedlecture,(currentlycreatedwithCamtasiasoftware)forviewingoutsideofclasstime.ClinicalCasePresentation:Casesarepresentedonpaper,video,orcomputerformat.Forinstructiontobecodedas“CasePresentation,”atleast70%ofthetimemustbedevotedtooneormoreclinicalcasepresentations:Casesmustincludeatleastthreeofthemajorcomponentsofateachingcase(ChiefComplaint,HistoryofPresentIllness,PastMedicalHistory,FamilyHistory,SocialHistory,PhysicalExamination,LaboratoryInvestigations,Procedures,RadiographicFindings,andManagement).Notethatinorderforacasepresentationtobeconsideredactivelearning(asopposedtoalecture),itmustsubstantivelyinvolvestudentsinthediscussionofthecase,includingthework-uportreatmentofthepatientpresented.LargeGroupDiscussion:theactivityisorganizedprimarilyfordiscussionandgroupscontainmorethan12students(ofteninvolvingthewholeclass).Forinstructiontobecodedas“Discussion,”atleast40%ofthetimemustbedevotedtostudentengagementeitherwithaninstructorand/orwithotherstudents(otherwisetheactivityshouldbecodedaslecture).ProblemSets:ThistitlereferstoareatypeofLargeGroupDiscussionwherethefocusisthepresentationofmultipleshortproblemsforthestudentstoworkthroughanddiscusstheiranswers,receivingfeedbackfromthefacultyand/orpeers.Theproblemsmaybegivenpriortoclassorduringclass;studentsmayworkonthemindividuallyoringroupseitherpriortoorinclass,andtheformatoftheproblemsmaybeanythingappropriatetothecontent(e.g.,MCQ,vignettes,equations).Thekeyfeaturesarethatfeedbackisgivenbythefacultyduringtheblockofinstructionaltimecodedas“ProblemSet”andthatatleast70%ofthistimeisspentinreviewingorworkingtheproblems.TeamBasedLearning(TBL)activitiesareanintegralelementoftheNxGencurriculum.TBLsshouldbeusedwhenappropriatetotheknowledge,skillsandbehaviorstobelearnedandapplied.TofurtherTBLsasaforumforcollaborativeworkwithreflectionandtomaintainaconsistencyacrosssystems,theremustbeanaverageofatleastoneTBLpertwoweekperiod.ATBLEducationGroup(TBLEG)wasformedwithintheOfficeofMedicalEducationtomanageandmaintainTBLconsistencyduringtheinfancyofNxGen.ThisgroupisnowavailableonaconsultationbasistoassistwithselectionofappropriatetopicsforTBLexercises,todevelopthematerials,andtoorchestratethesession.EachnewTBLsessionshouldbeevaluatedbythestudentsandanobserverfromtheTBLEG.TheobserveristobesomeoneotherthantheTBLEGmemberwhoassistedinthedevelopmentandfacilitationoftheTBL.ThecontactpersonforTBLEGisElizabethBradley.RepresentativesofTBLEGwilltrainfacultyinTBLsonanasneededbasis.ItisexpectedthatfacultywouldlearnthebasicsofTBLthroughacourse(s)and/orexperienceundertheguidanceandsupervisionoftheTBLEG.Then,afterbecomingcompetentinTBLsunderTBLEGsupervision,instructorscanimplementandteachTBLindependently.TBLsrequireattendancebecausetheTBLgroups/teamshavepeerevaluationssupervisedbyfaculty.

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SmallGroupDiscussions:SmallGroupDiscussionactivitiesareorganizedprimarilyorexclusivelyfordiscussionamonggroupsof12orfewerstudentsandaninstructor.Atleastoneinstructormustbeassignedtoeachsmallgroup,andallinstructorsmustreceivetrainingpriortomoderatingsmallgroupsessions.Tofurtherensureastandardizedlearningexperience,teachingpointsforthesessionmustbesharedbetweenallinstructorsandpostedtothesystemwebsitefollowingthesession.Iflessthan40%ofthetimeisdevotedtostudentengagement,eitherwithaninstructorand/orwiththeirgroups,theactivitymustbecodedasalecture(seesectionc.below)Laboratory:Labsinvolvestudentsworkingindividuallyoringroupstoexaminedataand/ortangiblespecimensinordertomeetdefinedlearninggoals.WhileLabactivitiesmaycontainsomedidacticpresentationofmaterial,forinstructiontobecodedas“Lab,”thestudentsmustbeengagedeitherhands-onorintheirgroupsforatleast70%oftheinstructionaltime.Labactivitiescanbedividedintotwosubtypesasfollows:

o WetLab:Studentsareactivelymanipulatingspecimenso Drylab(insilico):Studentsareactivelyinvolvedwithspecimenspresentedonacomputerorother

simulatedmethod.Demonstration:Thisactivitytypeshouldbeusedtoidentifyascheduledactivitythatdoesnotfallwithinanyoftheotheractivitytypes(e.g.,introductoryremarksduringorientationorsurveysgiventoclass).Thistypeofactivitymayormaynotincludetestablelearningobjectives.IndependentLearning:Astructuredinstructionalactivitycompletedbystudentsoutsideofclasstime.Resourcesforthisactivitytypewouldexcludepre-recordedlecturescreatedbyUVASchoolofMedicinefaculty,asthereisaseparateactivitytypetolistforrecordedlectures.Conference:Instructionalactivitywheretwoormorediscussantspresenttoastudentgroupofanysize,withexchangeorcoordinationamongthepresenters.Sharedlecturetimewherematerialispresentedwithoutinteractionbetweenpresentersorwheretheobjectiveistotiethecontenttogethershouldbecoded“Lecture.”PatientPresentation:Forinstructiontobecodedas“PatientPresentation,”atleast50%ofthetimeshouldbedevotedtoarealpatientwhoisphysicallypresentinreal-timeandavailabletointeractwiththestudents,theirinstructororboth.PatientPresentationsoccuronceperweekthroughoutthepre-clerkshipcurriculum,andarepartofFoundationsofClinicalMedicine(FCM).Thepatientischosenbasedonthesystem’stopicforthatweekandscheduledasa50-minutesession.Contentfromthesesessionsisnotincludedinthesystem’sassessments.Patientpresentationsrequireattendancetodemonstrateprofessionalrespectforthepatient.Studentsareexpectedtodressprofessionallyandweartheirwhitecoatsduringallpatientpresentations.Entrytotheroomwhereapatientisbeinginterviewedwillnotbeallowedoncetheinterviewbegins.Simulation:ThiscategoryincludesStandardizedPatientsaswellasothersimulationactivities.

o StandardizedPatient(SP):Anindividualtrainedtoportrayapatientisusedtopresentclinicalandinterpersonalfeaturesofacase.Again,thiscanbedoneindividually,ingroups,orfortheentireclass,aslongastheSPisavailableforinteractionwiththestudents,theinstructoror,both.

o Simulation:Acaseorcomponentsofthecase(e.g.,individualclinicalskills)ispresentedtothestudentusingnon-humansimulation.Thissimulationcanbefullpatientorpartial-task

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trainers.Ifthefocusoftheexerciseisclinicalskills,thestudentsmustbesignificantlyinvolvedinhands-onactivitiesinordertocodeas“Simulation.”

Review:Thistermreferstoinstructionalactivitiesinwhichthetimeisspentreviewingmaterialthatwaspreviouslypresented;thatis,lessthan30%ofthetimeisspentonthedeliveryofnewcontent.Ifthesessioninvolvesstudentparticipationindiscussionforatleasthalfoftheallottedtime,theactivityshouldbecodedasLargeGroupDiscussion.

d.ActiveLearning

Thefollowingareexamplesof“activelearning”componentsthatcanbeincorporatedintodifferentactivitytypes:1-minutepaper:Shortwritingtaskdesignedtoallowstudentstofocusattentiononasingleimportantterm,name,orconceptfromaparticularlesson,followedbydiscussion.Papersdonotneedtobecollectedorgraded,butanswersshouldbesharedandstudentsshouldreceiveformativefeedbackontheircontributions.AudienceResponsesystem(ARS):Studentsparticipateinthesessionsbyrespondingtoquestions/statementsviaresponsesoftware,withinteractivediscussion.ARScanbeusedtoadministerformativeassessmentsProblemsets/Worksheets:Writtenactivityinwhichstudentsapplyprinciplesandconceptstoreallifeproblems.Cases:Scenario-basedproblem-solvingactivity.Discussions:Scenarios/activitiesthatrequirestudentstointegratetheirknowledgeandskillstosolveproblemsthatrelatetocoursematerialwhileinteractingwiththeirpeersandinstructor.Think-Pair-Share:Short,individualoralorwrittenresponsetoaprompt/question.Studentsaretheninstructedtoshareanddiscussbrieflywithpartner,thenaskedtosharewithlargergroup.QuestionandAnswer:Studentsorallyrespondtoaquestion,comment,etc.,eithervoluntarilyorbybeingcalledon.Jigsaw:Team-basedpeerteachingforwhicheachmemberbecomesasubjectmatterexpertin1of4areasselectedfromcurrentcoursematerial.Eachmemberteachestheirsubjectmattertothegroup.ConceptMaps:Drawingsordiagramsthatshowthementalconnectionsstudentsmakebetweenamajorconceptpresentedandotherconceptstheyhavelearned.DefiningfeaturesMatrix:Studentscategorizeconceptspresentedaccordingtopresence(+)/absence(-)ofdefiningfeatures.Thisisaveryusefulexercisetohelpstudentsdevelopconceptualframeworks.Debates:Smallorlargegroupstructuredexplorationofcentralconcepts,data,beliefsandvalues.NOTE:Morethan40%ofthetimeneedstobeoccupiedwiththeseactivelearningactivitiestomakethewholesessionanengagementsession.

e.StudentParticipationinEducationalActivities

The Next Generation Curriculum providesmany diverse learning opportunities for ourmedical students andattendanceatallactivitiesisencouraged.Students,however,areresponsiblefortheirownlearningandarenotrequired to attendmany activities. Attendance ismandatory for all activities inwhich team accountability isrequired, including but not limited to, Team-Based Learning activities, Anatomy Dissection Teams, and

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Foundations of Clinical Medicine (FCM) groups. Attendance also is mandatory for all patient presentations,interviewsorpaneldiscussionsoutofprofessionalrespectforthepatient(s).Failuretoattendamandatoryactivitywillresultinaconcerncardbeingsubmittedtothestudent’scollegedean,unlessthecollegedeanhasexcusedtheabsenceinadvance.Whetherornotanabsenceisapprovedbythecollegedean,studentsmustinformtheSystemLeader(s)andtheappropriateinstructorabouttheirabsencefrommandatoryactivities.

iv.ApprovalofplansTheCurriculumCommitteeapprovesallcourseandsystemdesignsandreviewsthemonanannualbasis.CourseandSystemLeadersareexpectedtocompleteaself-evaluationannuallyandpresentchangesintheirplanstotheCurriculumCommitteeforapproval.PlannedrevisionsshouldbesubmittedtotheCurriculumCommitteeandthecourse,system,andthreadleadercommunityaftertheannualreviewprocess.Thisisrequiredinordertokeepeveryoneinformedofthefullcontentspectrum,sequence,andeducationalmethods.TheassessmentplanmustcomplywiththeNxGenassessmentphilosophyandbereviewedbytheDirectorofTestDevelopment(JimMartindale,PhD).

v.MonitoringandRevisionMonitoringandrevisionofsystembasedcurricula:ThePre-clerkshipphaseofthecurriculumisevaluatedandmonitoredcontinuously.Feedbackfromstudents,aswellasdailyobservationsbySystemLeaders,providesthedatauponwhichimmediateandlongertermimprovementdecisionscanbemade.TheDirectorofCurriculumEvaluation(ElizabethBradley,PhD)andherteamcreatefinalevaluationreportsforeachSystemLeaderupontheconclusionofthecourse,towhichthelatterrespondthroughaself-study.AllofthisinformationisreviewedbytheCurriculumCommittee,whichcreatesrecommendationsforthefollowingyear.Theserecommendationsprovidethebasisforthesubsequentyear’srevisionandreviewprocess.ThreadleadersintheNxGencurriculumalsomonitorandrevisethecurriculumbyleveragingtheirexpertiseasspecialistsinthedifferentdisciplinesthatcomprisethescienceandpracticeofmedicine(i.e.physiology,pharmacology,nutrition,radiology,etc).TheCurriculumCommitteesolicitsthreadleadersfrominterestedmembersoftheSoMfacultyandappointsthemforrenewablethreeyearterms.Threadleadersannuallyreviewthelearningobjectivesandlearningactivitiesassociatedwiththeirthreadsinordertoensurethat(1)thereisacoherentsequencingandpresentationoftopicswithinthethread,andthat(2)topicswithinathreadareintegratedwithineachofthesystems,betweendifferentsystems,andbetweenthepre-clerkship,clerkship,andpost-clerkshipphasesofthecurriculum.TheDirectorofCurriculumIntegrationandDevelopment(MaryKateWorden,PhD)workswithindividualthreadleaderstooverseethisprocess,andtoestablishnewthreadsastheyarecreated.TheDirectorofCurriculumIntegrationandDevelopmentalsooverseesformalworkinggroupsoffacultymembersthatreviewsetsoflearningobjectivesassociatedwithdifferentthreadsorsystems.AllNxGenpre-clerkshiplearningobjectivesarereviewedagainstthecriterionthatstudentsmustmastertheminordertoperformwellintherequiredclerkshipsortopracticemedicineasageneralistphysician.Thisformalreviewprocessenablesfacultytoidentifygapsandredundanciesinthecurriculumandtoprovidesuggestionsfor

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revisions.Reviewcommitteesareformedonanadhocbasisandincludecliniciansfamiliarwiththerequiredclerkshipsaswellasgeneralistphysicians.Finally,faculty,staff,andadministrationcaninformallyreviewtheNxGencurriculumatanytimebyreviewingtheelementsofthecurriculumwithintheXCreditcurriculumdatabase.Thisdatabaseincludesallthelearningobjectives,learningresources,descriptionsoflearningactivities,andinformationaboutinstructors.SuggestionsforrevisionsmustbeforwardedtotheSystemLeadersorthreadleaders,whomakedecisionsonimplementation.

II.Teachingmaterialsi.LearningobjectivesLearningobjectivesstemfromandmapbacktothe12UVACompetencieswhicharetheeducationprogramobjectives.Eachlearningobjectiveisanoutcomestatementthatcapturesspecificallytheknowledge,skills,orbehaviorsthelearnershouldbeabletoexhibitfollowinginstruction. LearningobjectivesemployspecificterminologythathasanunequivocalinterpretationANDprovidesalearningoutcomethatcanbeassessed.Therefore,eachlearningobjectivemustbenarrowandspecific,suchthatitcaneffectivelyguidetheselectionofcontent,developmentofaninstructionalstrategy,developmentandselectionofinstructionalmaterials,andconstructionofinstrumentsforassessingandevaluatingstudentlearningoutcomes.

Well-crafted objectives identify only one learning outcome, are consistent with course goals, and are precise. They unequivocally inform learners of what is to be achieved.

TheInstructionalDesigner,VeraChen,PhD,canprovideassistancetoanyonewishingassistanceinwritinglearningobjectives.

ii.IndependentStudyResourcesTheCurriculumCommitteedeterminedthat~30hoursofpreparation/studytimeisareasonableexpectationformedicalstudentsinthepre-clerkshipperiod(threeafternoonsperweek-12hours;3hoursperevening–15hours;weekend-3hours=30hourstotal).Studentsmustbeprovidedwithresourcestoefficientlyacquiretheknowledge,skills,orbehaviorsspecifiedinthelearningobjectives.Asidefromtheresourcesprovidedduringthescheduledinstructionalactivities,thestudentscanbegivenindependentstudyresourcestoprepareforclass.Suchindependentstudyresourcesmighttaketheformofassignedreadings(e.g.atext,articleorhandout),avideo,awebsite,etc.Thelibraryisavailabletohelpselectreferencesandcananswerquestionsaboutaccesstoonlineresources.

a.Assignedreading

Assignedreadingcanbeprovidedinoneofthreeforms1. Textbook

v TextbookwithonlineaccessthroughtheHealthSciencesLibrary.Recommendedoption.

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v TextbookadoptedforuseintheNxGensystem(Studentshavepurchasedacopyofthetextbook).

2. ArticleInordertocomplywithcopyrightrules,pleaseprovidethelinktothearticle,notthearticleitself.

3. HandoutIfyouchoosetoprovideahandoutyoumustattributeallmaterialsthatareused,i.e.,labelthematerialclearlyas“copyrighted”tothesourceand“notforredistribution”.Additionally,perdoctrineincopyrightoffairuse,instructorsshoulduseonlyareasonableamountofmaterialfromanythird-partysourcewithoutgettingpermissionorpayingfees(seeguidelinesdesignedtoassistinstructorswithcomplyingwithcopyrightrestrictionswhenusingtheSchoolofMedicine'sLearningManagementSystemathttps://www.med-ed.virginia.edu/FacultyTools/howto/SOM_copyright_faq_V4%200.pdf).Handoutsshouldonlybeprovidedwhenanadequatepublishedresourceisnotavailable.

Thelibraryisavailabletohelpselectreferencesandcananswerquestionsregardingaccesstoonlineresourcesandcopyrightrules.Forhelppleasecontact:KarenKnight,MSLSMedicalLibrarianEmail;kknight@virginia.eduPhone:(434)924-0056http://guides.hsl.virginia.edu/medicaleducation

b.PowerPointslides

PowerPointslidesusedduringlecturesmustbepostedtotheStudentSourceontheWednesdaypriortotheweekofclass.Wherepossible,asinglesetofslidesispreferable(exceptingactivitiessuchasproblemsets).Ifprovidingtheslidesaheadoftime“givesaway”theactivelearningcomponent,followtheinstructionsbelowtoblockpertinentslides.Inordertoblockslides,anopaquerectanglecanbeinsertedovertheslide,coveringallcontents.Theboxcancontainastatementsuchas“Thisslideisblockedbecauseitcontainsanactivelearningactivity.Itisanhonorcodeviolationtoremovethisboxandviewtheslidepriortoitspresentationinthelivesession.”Additionofthisboxpreventsthestudentsfromaccidentallyadvancingtotheanswerslideofanengagementexercise,yetpermitsthemtotakenotesintherightplace.Studentscaneasilyremovetheboxand,bytheendofthesession,haveafullyannotated,finalversionoftheslides.

c.Pre-recordedlectures

Lecturesmaybenarratedandrecorded.Facultygeneratepre-recordedlecturesusingavarietyoftools.Theprocessentailsnarratingtheslidesinthesamewayasonewouldduringalivelecture.Therecorder’svoiceandscreencaptureresultsinarecordedlectureinmp4formatfordistributiontostudents.Amaximumof4hoursofpre-recordedlecturesmaybeassignedperweek.Ifmorethan4hoursofpre-recordedlecturesneedtobeassignedinagivenweek,acorrespondingamountoftimeneedstobeclearedfromthescheduledclasstime(8:10AMto12:00PM)toaccommodatetheseadditionallectures.PRLsshouldbe15-30minutesinlength.

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ForassistancewithrecordinglecturesorothereducationalmaterialsfacultyandstudentsshouldcontacttheMedicalEducationTechnologystaff–MarkMoody,DirectorofEducationalTechnology,mmoody@virginia.edu,434-924-1528.d.LectureCapture/SessionPodcastsEducationalsessionsintheMedicalEducationBuilding(LearningStudio,Auditorium)areregularlyrecorded/capturedandmadeavailabletostudents.Therecordingcapturesthevideosignalbeingprojectedintheroomandtheaudiofrommicrophonesintheroom.Notethat,forthisreason,anaccuraterecordingofthesessionrequiresthatbothinstructorsandstudentsspeakthroughamicrophoneatalltimesANDthatthemousecursorisusedasapointerinsteadofalaserpointer.Additionally,useoflaserpointersrepresentsanADAissue,as7-10%ofmenarered-greencolorblind,makingthelaserpointeralmostinvisibletothem.Instructorsareprohibitedfromusinglaserpointers.PodcastswillbescheduledtooccurforallsessionsscheduledintheMedicalEducationBuilding,withthefollowingexceptions:-SessionsthatcontaineducationalmaterialsthatarenotpersonallyauthoredorcreatedbySOMfaculty

(“ThirdPartyContent”)andarenotcoveredunderFairUse-SessionsthatdiscloseprivatehealthcareinformationprotectedbyHIPPA-Sessionsinwhichstudentsmay

engageindiscussionsoverethicalmattersinaconfidentialsetting,toprotectstudentprivacyforexample,Ethicssessions.

-TeambasedlearningactivitiesInformationonwhetherasessionwillorwillnotbepodcastshouldbeincludedinthesession’sinstructions(seeAppendix1).Forsessionsnotbeingpodcasted,thereasonmustbeindicated.iii.PracticequestionsAminimumof25practicequestions(equivalentto5questionsperdayofnewcontent)mustbeprovidedforeverycurricularweek.Thenumberofpracticequestionscanbeproportionallyreducedforweekswithsubstantialnumbersofreviewactivities.Allpracticequestionsshouldreflectthestyleanddifficultyofthoseusedinsummativeexams(seebelow),shouldbekeyedtothelearningobjective(s)theyassess,andshouldprovideimmediateanddetailedfeedbackonrightandwronganswerchoices.Questionsthatdonotreflectthoseusedonsummativeexamsmaybemadeavailabletostudents,buttoavoidconfusion,theseshouldbeclearlylabeled"StudyAids,"not"PracticeQuestions."

iv.DistributionofteachingmaterialsTeachingmaterialsaredistributedtothestudentsexclusivelythroughtheStudentSource.TeachingmaterialscanbepostedunderHandouts,Presentations,Links,PracticeQuestions,StudyAids,andPodcasts.Everyactivitymusthaveafilecontaininginstructionsthatexplainwhatthestudentmustprepare,whatresourcesarebeingmadeavailable,whatdeadlinesmayapply,andwhetherthereisagradedcomponentthatwillbeassessed.Such

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activitiesthatcontainagradedcomponentwillbedenotedbyanasteriskinthetitleforquickandeasyidentificationbythestudents.(seetemplateinAppendix1).SuchafileiscreatedthroughX-CREDiTandispostedtotheStudentSourceintheHandoutssection.Allteachingmaterialsfortheupcomingweekmustbepostedby5p.m.Wednesdayofthepriorweek.AllmaterialspostedtotheSchoolofMedicine’sLearningManagementSystemmustcomplywiththePolicyontheDigitalTeachingandLearningEnvironment.Studentscanrefertothe“WeekataGlance”documentgeneratedbyStudentSource.Alwayscheckthisdocumentinordertoconfirmthatthedatahasbeenenteredcorrectly,sincestudentsuseitastheirweeklyplanner.(Foranexample,seeAppendix2).

III.AssessmentsTheAssessmentCommitteeisresponsibletotheCurriculumCommitteefortheoverallassessmentphilosophyfortheNxGenCurriculumandestablishesguidelinesandstandardsforassessmentthroughoutthefouryears.Thecommitteeensuresthatreliableandvalidassessmentmethodsareusedtoassesstheknowledge,skills,andattitudinal/behavioraldomains.Themembershipisexpertisebased,withoutspecifictermassignment,andcurrentlyincludes:DirectorofTestDevelopment,ChairAssociateDeanforCurriculumSeniorAssociateDeanforEducationSeniorAdvisorforMedicalEducationAffairsThreefacultymemberswithexperienceinassessment

i.TypesandDistributionsofAssessmentsThegoalofassessmentistoprovidefair,accurate,consistent,andefficientmeasuresofstudentprogressandachievement.Assessmentscanbeconductedbyavarietyofmeansandarenotlimitedbyformat.Ifanactivityisdesignedprimarilytogiveameasureofstudentachievement,itshouldbecodedas“Assessment,”regardlessoftheformat(i.e.Simulation,SP,PatientPresentation,OSCE,MCQ,etc.)

• Formativeassessment:Formativeassessmentsaredesignedprimarilytogivethestudentsasenseoftheirprogresstowardachievementoflearningobjectives.Assuch,theyaregivenappropriateweightingrading(seesectionIII.AssessmentandGrading).

• Summativeassessment:Summativeassessmentsprovideinformationtostudentsastowhetherlearningobjectiveswereachieved,andinformationtofacultyregardingtheextentofstudentmastery.

Thegradeforeachsystemwillbederivedasfollows:60%summativeassessment(s)40%formativeassessments

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AAMCAssessmentTerminologyforPre-ClerkshipPhaseNxGenCurriculum:(MaybeFormativeorSummative):1.Exam-InstitutionallyDeveloped,ClinicalPerformance:Practicalperformance-basedexaminationdevelopedinternallytoassessproblemsolving,clinicalreasoning,decisionmaking,and/orcommunicationskills(Includesobservationoflearnerorsmallgroupbyinstructor).

Synonymouswith/Includes:OSCE;VirtualPatient;PracticalExam;Internal(practical)Exam;ImageAnalysis;ScriptConcordance;SimulationExam;MiniCEX;CEX;SCEE(SimulatedClinicalEncounterExamination).

2.Exam–InstitutionallyDeveloped,LaboratoryPractical(Lab):examinationactivitiesthatusehands-onorsimulatedexercisesinwhichstudentscollectorusedatatotestand/orverifyhypothesesortoaddressquestionsaboutprinciplesand/orphenomena.

Synonymouswith/Includes:LaboratoryPracticum;AnatomyPractical.

3.Exam-InstitutionallyDeveloped,Written/Computer-based:Examinationutilizingvariouswrittenquestion-and-answerformats(multiple-choice,shortanswer,essay,etc.)whichmayassesslearners'factualknowledgeretention;applicationofknowledge,concepts,andprinciples;problem-solvingacumen;andclinicalreasoning.

Synonymouswith/Includes:WrittenExam;Internal(written)Exam;MCQ;MultipleChoice;Quiz;ScriptConcordance.

4.Exam-Licensure,Written/Computer-based:Standardizedwrittenexaminationadministeredtoassesslearners'factualknowledgeretention;applicationofknowledge,concepts,andprinciples;problem-solvingacumen;andclinicalreasoning,forlicensuretopracticeinagivenjurisdiction(e.g.,USMLEfortheUnitedStates);typicallypairedwithaclinicalperformancecomponent;mayalsobeusedbyschoolsorlearnersthemselvestoassessachievementofcertaincurricularobjectives.

Synonymouswith/Includes:USMLEStep1;USMLEStep2-CK;COMLEXLevel1;COMLEXLevel2-CE;COMLEXLevel3;MCCPartI;CEFM

5.Exam-Licensure,ClinicalPerformance:Practical,performance-basedexaminationdevelopedbyaprofessionallicensingbodytoassessclinicalskillssuchasproblemsolving,clinicalreasoning,decisionmaking,andcommunication,forlicensuretopracticeinagivenjurisdiction(e.g.,USMLEfortheUnitedStates);typicallypairedwithawritten/computer-basedcomponent;mayalsobeusedbyschoolstoassesslearners’achievementofcertaincurricularobjectives.

Synonymouswith/Includes:USMLEStep2-CS,COMLEXLevel2-PE;MCCPartII;CEFM.

6.NarrativeAssessment:Aninstructor'sorobserver'swrittensubjectiveassessmentofalearner'sworkorperformance.

MayInclude:Commentswithinlargerassessment;Observationoflearnerorsmallgroupbyinstructor.Doesnotinclude:ClinicalDocumentationReview;ClinicalPerformanceRating/Checklist;PeerAssessment;Self-Assessment.

7.OralPatientPresentation:Thepresentationofclinicalcase(patient)findings,historyandphysical,differentialdiagnosis,treatmentplan,etc.,byalearnertoaninstructororsmallgroup,andsubsequent

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discussionwiththeinstructorand/orsmallgroupforthepurposesoflearnerdemonstratingskillsinclinicalreasoning,problem-solving,etc.

8.PeerAssessment:Theconcurrentorretrospectivereviewbylearnersofthequalityandefficiencyofpracticesorservicesorderedorperformedbyfellowlearners.

Doesnotinclude:MultisourceAssessment;NarrativeAssessment.

Coursetimescheduledforassessmentwillbeexcludedfromcalculationsofactivelearning.

a.SummativeAssessment

Summativeassessmentsaredesignedtoallowstudentstodemonstratemasteryofthematerialuponcompletionofasystem.Eachsummativeexamconsistsof90-120USMLE-stylequestions(30questionsperweekbeingassessed)andisadministeredovertheweekend,allowing1.5minutesperquestionforcompletionoftheassessment.ExamsgenerallyopenFridayat12PMandremainopenuntilSunday1PM.IftherearenosessionsscheduledforFriday,exammayopenat8amwithapprovalfromAssociateDeanforCurriulum.Systemslongerthan3-4weeksmayhavemorethanonesummativeexam,asindicatedinthetableonpage4.NewmaterialmaybeintroducedonFridaysbeforesummativeexams,butnottestedonthatexam.SystemLeadersmaychoosetoleavetheFridaybeforeasummativeexamopenforindependentstudy,orschedulereviewsessionsorsessionsrequiringnoassessmentonthesummativeassessment.Itispermissibletoschedulesessionswiththeirownassessmentcomponentonthesedays,e.g.,TBLsorLabsthathaveapracticalassessment.WhileyoucanhaveaTBLonthesedays,youcannot,however,testtheLOsoftheTBLonthesummative.NxGenpolicyrequiresthat10-15%ofeachsummativeassessmenttestmaterialfrompriorpartsoftheUMEcurriculum.Retrospectiveitemsmustberelevanttothematerialscoveredbythesystemandneednotbereferencedinanactivity’sinstructionsheet.SystemLeadersshouldstriveforbroadbasedquestionswhentestingreviewmaterial.NotethatX-CREDiTallowsinstructorstorecalllearningobjectivesfrompreviousactivitiesasreviewlearningobjectivesfortheiractivities.SuchreviewlearningobjectivesappearontheinstructionsheetandarelinkedtothecorrespondingteachingmaterialsintheStudentSource.AlthoughinstructorsarenotrequiredtoreferencelearningobjectivesforretrospectiveitemstheyshouldutilizethisX-CREDiTfunctiontospecificallydirectstudentstoreviewimportantrelevantmaterials.Allretrospective/reviewquestionsandbelinkedtoalearningobjectivetoallowforeasyretrievalofretrospectivequestionsandtofacilitateassessmentreview.Theratiobetweenlowerorder,foundationalandhigherorder,applicationtestitemsshouldevolveoverthecourseofthepre-clerkshipphaseofthecurriculum.Whiletherearenohardandfastrulesaboutwhattheratiosshouldbe,thegoalshouldbetomaximizetheuseofasmanyapplicationitemsasthestudents’knowledgelevelwillallow.NotethatcurrentSOMpoliciesasofJune2018,requirestudentstoachieveatleast70%oneachsummativeexamination.Studentsachievinglessthan70%willbereferredtotheASACommitteeandwillhavetotakeamake-upexamination.Thereexaminationgradewillbeanadditionalgradefactoredintotheircumulativetotal(seecurrentyearGradingpolicyandPolicyonAcademicandProfessionalAdvancementforquestionssurroundinggrading).

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Themake-upexaminationsshouldbesimilarincontenttotheoriginalexamination.

b.FormativeAssessmentFormativeassessmentsaredesignedtogivestudentsfrequentfeedbackontheirindividuallearning-theemphasisisonlearning,notongrades,sonooneactivityshouldbeworthtoomuch.Theformativescorewillbecalculatedbytheadditionofscoresfrom:1.Amid-system/mid-moduleorweeklyformativeassessment2.Avarietyofactivities,distributedequallyamongthesystem’sweeksThemid-system/mid-moduleformativeassessmentshouldaccountfornomorethan8%oftheassessmentperiod’sgrade.Thisformativeexamshouldconsistofapproximately20USMLE-stylequestionsperweekbeingassessedandadministeredovertheweekend,allowing1.5minutesperquestionforcompletionoftheassessment.Systemslongerthan3-4weeksshouldhaveaformativeexamforeachmodulewhenpossible.NewmaterialintroducedonFridaybeforeformativeexamsmaybetestedonthatexam,butSystemLeadersshouldexercisecareandavoidtestingcomplexmaterial.Suchmaterialcanbetestedonthesummative.Allformativequestionsshouldbeworthnomorethanthevalueofasummativequestionforthecorrespondingsummativeperiod.2.Otherformativeactivitiesadministeredthroughoutthesystemaccountfortheremainderofthe40%ofeachassessmentperiod’sgrade.Theseformativeactivitiescanassessstudentpreparationforanactivity,theirapplicationofknowledge,ortheirmasteryofmaterialsfollowingthesession.Assessmentofstudentpreparation:-IndividualReadinessAssessmentTestoriRAT(doneaspartofaTBL)-GroupReadinessAssessmentTestorgRAT(doneaspartofaTBL)-Pre-classquiz/In-classquiz(beginningofclass)Assessmentofknowledgeapplication:Gradesderivedfromworksheets,laboratoryreports,problemssets,etc.musthavearubricofexpectedanswers.Eachassessmentelement(knowledge,skillorbehavior)mustbelinkedtoalearningobjective.Theworkofagroupcanbeacomponentofagrade,butshouldbecombinedwithanindividualstudentcomponent.-Gradedworksheet-Gradedproblemset-Gradedlabreport-GradederivedfromTBLpeerevaluationStatusofprogresstowardsmasteryofmaterials:- Quizzes-administeredattheendofclasstimeoroutsideofclasstime.- Openbookquestions.Althoughopenbookquestionscanbeaneffectiveassessmentmethod,effective

implementationrequiresinstructortraining.Openbookquestionscanbegiventostudentsasanungradedformativeassessment.GradedopenbookassessmentsneedtobereviewedandapprovedbytheCurriculumCommittee(AssessmentSub-committee).

Assessmentofteamworkskills:-Studentscanrequestthatothermembersoftheirteamwhodemonstratepoorteamworkreceivea reductioninthegradeearnedfortheTBL.ThiswillbeaccomplishedbymultiplyingtheearnedTBLscore

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byavalueforthePeerContributionScalerthatislessthan1.0.Arequesttoreduceateammate’sgrade mustbesubmittedby5p.m.onthedayoftheTBL,includeawrittenjustification,andbeapprovedbythe TBLEG.

Eachformativeactivitycontributesonlyasmallamounttothetotalgrade,yetencouragesstudentstostayengagedandcurrentwiththematerial.SystemLeadershaveflexibilityregardinghowmanyformativeactivitiestheyhaveandhowmucheachoftheactivitiesisworth.Ingeneral,nosingleformativeactivityshouldbeworthmorethan5%oftheassessmentperiod’sgrade.

• “Big”activitiesthatintegrateanumberofsessionsandrequireapplicationofknowledgeshouldtakeplaceaboutonceperweekandeachshouldbeworth3-5%ofthemodule’sgrade.Examples:TBL,smallorlargegroupproblemsets.

• Forsessionsthatdorequireadvancepreparationonthepartofthestudents,itisrecommendedthatthequizbecomprisedofquestionstakenstraightoutofthepre-classpreparation.Thesemaybecompletedthenightbeforeoratthebeginningofthesession.

• TBLgradesaredeterminedasthesumoftheiRAT,gRAT,andTASCpointsforasession,multipliedbythePeerContributionScaler.(ThedefaultvalueofthePeerContributionScaleris1.0;howeverthiscanbereducedifrequested,seebelow.)EachsuccessiveclassdeterminesthevaluesoftheiRAT,gRAT,andTASCpointsduringOrientation.Forsmd22thegradehasbeendeterminedasfollows:IRAT=35%,GRAT=50%,TASC=15%.Note:TheTASCcomponentoftheTBLscorewillbeawardedonlyiftheGAEWorksheetiscompletedandsubmittedproperlyandifALLmembersoftheteamsubmittheirTeamDebriefingTool(ofthecorrectTBLteam!)bythedeadline.

Recallthat,perstudentpolicies,thereisnomake-upforformativeactivitiesandmorespecificallyforweekendformativeassessmentsthatcompriselessthan8%ofafinalgrade.Undernocircumstancearegradestobederivedpurelyfromattendance.

ii.GeneralguidelinesforsummativeassessmentitemconstructionSummativeassessmentsareusedtoevaluatestudent-learningoutcomes.Itis,therefore,essentialforsummativeassessmentitemstosamplelearningobjectives,includingasmanyhighlevel(application,analysis,andevaluation)questionsasappropriateforthestudent’sleveloflearning.Assessmentsshouldnotbesolelycenteredonagivenorgansystem,butratherincludeitemsthatintegrateconceptsacrossdisciplinesandsystems.Assessmentofstudentsshouldreflecttheemphasisonclinicalrelevance,integration,andonapplication,analysis,andevaluation.

• Test items should specifically assess learningobjectives, e.g., questions should be representative of theknowledge, skills, orbehaviorsexpectedof the student.Oneassessment itemcancovermore thanonelearningobjective,particularlywhenitemsareanalysis-orevaluation-level.

• AllquestionsshouldbewritteninUSMLE-styleasclinicalorexperimentalvignettes.Testitemsshouldbe"one-bestanswer"multiple-choicequestions.

• Testitemsshouldhaveaccompanyingfeedback,explainingwhyoneansweriscorrect/thebestanswerandwhyotheranswersarenotcorrect/thebestanswer.

• Assessments must include items that integrate concepts across disciplines and systems. SOM policyrequiresthat10-15%ofeachsummativeassessmenttestsmaterialfrompriorpartsoftheUMEcurriculum.SystemLeaders are encouraged to increase theBloom’s taxonomy level atwhich reviewmaterials arepresentedandassessedbyintegratingittonewcontentandbuildingonpriorknowledge.

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ThefacultyaredirectedtotheUSMLEwebsiteguidetowritingtestquestions:http://www.nbme.org/publications/item-writing-manual.htmlSomegeneraltipsinclude:

• Makesuretheitemcanbeansweredwithoutlookingattheoptions.• Includeasmuchoftheitemaspossibleinthestem.• Avoidsuperfluousinformation,“tricky”andoverlycomplexitems.• Writeoptionsthataregrammaticallyconsistentandlogicallycompatiblewiththestem;listtheminlogicaloralphabeticalorder.Writedistractorsthatareplausibleandthesamerelativelengthastheanswer.

• Avoidusingabsolutessuchasalways,never,andallintheoptions;alsoavoidusingvaguetermssuchasusuallyandfrequently.

• DONOTusenegativelyphraseditems(e.g.,thosewithexceptornotinthelead-in).• DONOTinclude“alloftheabove”or“noneoftheabove”asanswerchoices.• Ask,“InwhatkindofsituationdoIexpectstudentstoneedorbeabletousethisknowledge”andthencreateaquestionorproblemthatreplicatesthisreal-lifecontextascloselyaspossible.

• Focusonimportantconcepts;don’twastetimetestingtrivialfacts.

iii.Reviewofassessments

a.Priortotheadministrationofweekendassessments

Anassessmentreviewgroupwillreviewallweekendassessments.IndividualSystemLeadersandtheDirectorofTestDevelopmentwillchairthereviewgroups.

b.Followingtheclosingofaweekendassessment

AssessmentitemsmustbereviewedbytheSystemLeadersandtheDirectorofTestDevelopmentwithintwodaysfollowingtheassessmentclosureandbeforethefinalpointsareassigned.SummativeAssessmentgradesmustbepostedthroughOasisonedayafterthepost-assessmentreview,unlessthereisaholidayduringthisperiodoftime,inwhichcasegradesneedtobepostedonthefirstdayonwhichclassesresume.Formativeassessmentgradeswillbepostedwithinthreebusinessdaysofthequizclosing.

iv.Administeringofassessments

a.Scheduling

WeekendformativeandsummativeassessmentsareadministeredthroughtheOnlineTestingCenter.AssessmentsmustbeopenforloginonFridayat12noonandcloseforloginSundayatlpm.Thereisapre-determinedtimewindowafterlogintotakeandfinishtheexam(examduration).Itisrecommendedthatstudentsbeallowed1.5minutesperquestion.

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b.Location

Weekendformativeexamscanbetakenanywhere.SummativeexamsmustbetakenintheHealthSciencesLibraryortheMedicalEducationBuilding.

c.Challenges

Studentsareallowedtochallengequestionusedinsummativeassessments.Challengesguidelinesareasfollows:

• Studentsmaychallengeamaximumofthreequestionsperexam.• Challengeswillbeacceptedthroughtheonlinetestingsystem.• Studentswillhave30minutesaftercompletingtheexamtosubmittheirchallenges.• Studentswillnotbegivenanswersorscoresbeforetheysubmittheirchallenges.

d.Feedbackandreview

Feedbackcanbeconfiguredindependentlyforeachassessment,andindependentofthechallengefeature.Therearethreeoptionsforfaculty:nofeedback,feedbackonlyonmissedquestions,andfeedbackforallquestions.Thefeedbackcanbedisplayedimmediatelyafterastudentcompletestheexam,(FeedbackAvailability:ImmediateFeedback),andthereistheoptiontonotdisplayfeedback(FeedbackAvailability:None).Feedbackwillbemadeavailabletothestudentsuntiltheendofthesystemforformativeassessments,andforoneweekafterthefinalgradeshavebeenmadeavailabletostudentsforsummativeassessments.FormativeAssessmentPolicy

• Challengequestions:Notallowed• ImmediateFeedback:Immediatefeedbackforallquestions• FinalFeedback:Showfeedbackforallquestions,viewableuntiltheendofthesystem,asmany

timesasdesired.

SummativeAssessmentPolicy• Challengequestions:Allowed• ImmediateFeedback:Immediatefeedbackonmissedquestions,viewableforoneweekfollowing

theexamclosing,asmanytimesasdesired.• FinalFeedback:Showfeedbackformissedquestions

e.Studentuseofassessmentquestions

• Studentsmaynotdiscussexamitemswithotherstudentsorwithfacultywhiletheexamisstillopen.

• Aftertheexamcloses,studentsmaydiscusstheitems,buttheymaynotdisseminatetheitemsinanyform.Studentsshouldberemindedthat,notinfrequently,therearestudentswhohavenotyettakentheexambecauseofillness.

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IV.Communicationwithstudents CommunicationwithstudentsisanessentialpartoftheadministrativedutiesofaSystemLeader.Throughoutasystem,SystemLeadersareexpectedto:• Bepresentattheoverwhelmingmajorityofsessionsinordertoprovideclinicalcontinuityandanswer

studentquestions.• Ensurethatstudentsreceivepromptrepliestoqueriesand/orrequests,providingindividualguidanceto

studentsbydirectcontactorelectronicmeans(emaildiscussionforum,etc.).• Sendoutremindersaboutimportantdeadlinesandanyspecialinstructionsfortheirwork.Ataminimum,

suchcommunicationsshouldinclude:

- Oneweekbeforethesystemstarts,pertinentinformationshouldbemadeavailabletostudentsthroughOasisandStudentSource(toincludethefollowingitems)

- Distributethefinalschedulefortheupcomingweek(s).- Postgradingrubric,indicatingallgradedassignments(pre-orpost-classproblemsets,cases,quizzes,

etc.)withdeadlineforcompletionandtheirassociatedgradepercent.- Postrequiredbooksforthesystem- Distributestudentgroupingsforanygroupactivities.- Asneeded,informthestudentsofanychangesintheschedule,updatedmaterialsornewlyposted

materials,releaseofassessmentgrades,etc.

V.RoleofPre-ClerkshipSystemLeadersi.GeneralResponsibilitiesofthePre-clerkshipSystemLeadersPre-clerkshipLeadersareinchargeofadesignatedcourse(FoundationsofClinicalMedicine;PatientStudentPartnership;SocialIssuesinMedicine)oranySystem-basedcourses.Theyestablishthegoals,learningobjectives,andteachingandlearningmethodsforeachcourseunderthedirectionoftheCurriculumCommittee.Pre-clerkshipLeadersoperateandadministeroversightwiththeCurriculumCommittee,andarechargedwithactivelysupportingcurricularinnovation,improvement,andevaluation.

ii.SpecificResponsibilitiesofthePre-ClerkshipSystemLeadersA. CourseorSystemDesign.IncollaborationwiththePre-clerkshipCommitteeandwiththeapprovalofthe

CurriculumCommittee,thePre-clerkshipLeaderswilla. Determinethecontentandlearningobjectives(knowledge,skills,behavior)b. Selectappropriatelearningmethodsanddesign,or,collaborateonthedesignofspecificlearningsessions.c. Developappropriateassessmentactivities(incollaborationwithContentThreadLeaders)

i. solicitand/orwriteassessmentmaterial,e.g.MCQ,clinicalvignettes,one-minutepapers,etc.fromteachingfaculty

ii. organizeassessmentteamtovet,grade,andreviewquestionsiii. determinethescheduleandlocationofstructuredlearningandassessmentactivitiesconsistentwith

guidelinesestablishedbythecurriculumcommitteed. LiaisewithleadershipandfacultyintheFoundationsofClinicalMedicineexperiencetoensurerobust

integrationofbasicandclinicalsciencesandclinicalskilldevelopment

B. CourseAdministration.Pre-clerkshipLeaderswillperformalldutiesnecessaryforthecourseorsystemoperationandwill

a. Coordinatestructuredlearningactivitiesincludinglaboratoriesandextramuralsitesb. Monitorandevaluateactivitiesandprovidereportsonstudentperformanceandprogrameffectiveness

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c. Providedailyoversight.OneSystemLeadermustbepresenttheoverwhelmingmajorityoftimeduringtherunoftheSystem(typically8am-12noon)toprovideclinicalcontinuityandanswerstudentquestions.

d. Overseeadministrationofinclassassessmentactivitiese. Preparesummativestudentevaluationsandgrades(includingnarrativeevaluations,contributingto

portfolios,etc.asappropriate)f. Identifystudentswithacademic,professional,orotherproblemsandreporttocollegedeansg. Provideguidancetostudentsbydirectcontactorelectronicmeans(email,etc.)h. Overseemaintenanceofacourseorsystemwebsiteandensurecontentandresourcesarepostedin

accordancewithSOMrecordingandstoragepoliciesi. Discussthecourseorsystemwithastudentadvisorycommitteej. Identify,recruit,andmentorcourseorsystemfacultyk. Evaluatefacultyteachingwithinthecourseorsysteml. Recommendandencouragefacultydevelopmenttrainingprograms

C. LeadershipandService.CourseorSystemLeaderswill

a. Leadandcultivatethedesignatedcourseorsystemcommunityb. ServeonthePre-clerkshipCommitteeandattendmonthlymeetingstoworkwithotherPre-clerkship

Leaderstointegrateandcoordinatethecurriculum.Inthiscapacity,youmustattendaminimumof80%ofthePre-clerkshipCommitteemeetingsperyear.

c. IfrequestedbytheDean,serveoncommitteesintheSOMd. CollaboratewiththeCurriculumEvaluationCommunitytoevaluatetheprocessesandoutcomesofthe

courseorsystemQualifications.Pre-clerkshipLeadersmusthaveaclearunderstandingofthegoalsofthemedicalcurriculumaswellasindividualcourse,segment,andthreadobjectives.Pre-clerkshipLeadersareselectedbytheCurriculumCommitteewiththesupportoftheChairwhenappropriateandshouldbefull-timeSchoolofMedicinefacultymemberswithoneormoredoctoraldegrees.WorkActivityGuidelines.Pre-clerkshipLeaderswillworkwithinthesegeneralguidelines:

1. Pre-clerkshipLeadersreporttothePre-clerkshipCommitteeandtheCurriculumCommittee.2. Pre-clerkshipLeadersareevaluatedbytheCurriculumCommittee.3. Pre-clerkshipLeaderswillreceivesalarysupportcommensuratewiththelengthoftheeducationalunit.Failure

tomeettheminimumstandardsasdescribedabovemaynecessitateareductioninsalarysupport.4. AnInstructionalSupportStaffmemberwillbeassignedtoeverycourse.5. Educationsupportfordevelopmentofaudiovisualmaterials,computerizedinstructionalmaterials,andweb

siteswillbeprovided.6. Fundsforcopying,supplies,etc.willbeprovidedfromtheCentralEducationAdministration.7. ThePre-clerkshipCommitteewillprovide

a. CommunicationamongtheSystemsandThreadsb. Coordinationastosequence,length,vacations,examinationplacementc. MediationofdisputesbetweenPre-clerkshipLeadersandContentLeadersoversystemunitcontent

VI.Roleofthreadleadersi.GeneralResponsibilitiesoftheThreadLeadersThe Content Thread Leader(s) will work with the system and clerkship leadership to establish the goals, learning objectives, and teaching and learning methods for their subject discipline through the medical curriculum. They will aid in the operation and administration of their discipline components and are charged with actively supporting curricular innovation and improvement, and with providing content material that will make the unit succeed in its aims.

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All Content Thread Leaders should be in close communication with the Pre-Clerkship System Leaders. It is the Content Thread Leaders’ responsibility to consult with course, system, and clerkship leadership regarding appropriate material for medical students, and in the process of deciding when and where the content will be presented.

ii.SpecificResponsibilitiesoftheThreadLeadersContent Thread Leader(s) will: a. Monitor and evaluate the delivery of subject material across the continuum of curriculum (ensure the orderly

sequence knowledge/skills/behaviors) b. Advise the Curriculum Committee c. Assist with preparation of student evaluations for their particular subject discipline d. Provide guidance to students in their particular subject discipline e. Liaise with Clerkship Directors to devise methods to integrate the basic science disciplines into the clerkship and

elective programs Content Thread Leader(s) will assist all Pre-Clerkship System Leaders by helping them to: a. Determine the content and learning objectives of their subject discipline b. Select appropriate learning methods c. Develop appropriate assessment activities - gather appropriate assessment material e.g. MCQ, clinical vignettes, one-minute papers, etc. from teaching

faculty - develop a remediation plan for their subject discipline d. Determine the schedule and location of structured learning and assessment activities for the unit e. Identify faculty for structured learning activities based on expertise and teaching ability f. Design faculty development activities Content Thread Leader(s) will: a. Actively contribute and participate in the pre-Clerkship systems educational communities b. Liaison with other Content Thread Leaders to insure robust integration between the subject disciplines c. Collaborate with the Curriculum Evaluation Committee to evaluate the processes and outcomes of the subject

discipline thread through the preclinical and clinical years d. Represent the university in regional and national medical education

VII.Roleofinstructionalfaculty

i.FacultyDevelopment There are three series within faculty development opportunities that are related to medical education/the NxGen Curriculum. To see a course listing within each of these series, as well as materials from past sessions, please visit the pages below:

Excellence in Medical Education Faculty Development Certificate Series Medical Education Grand Rounds NxGen Journal Club Meetings

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To register for any of these sessions, please visit the registration page at the above individual websites. For questions, please contact Ashley Ayers: ala5t@virginia.edu or (434) 924-8497. Weichao (Vera) Chen, PhD, supports faculty teaching in the NxGen Curriculum. She provides workshops, resources, and consultation. Topics include development of learning objectives, selection of instructional strategies and activities, enhancement of the content presentation, and review of instructional design based on student feedback. She also works with faculty engaging in the research of medical education. Deborah Barry, PhD, provides consultations regarding curricular sequencing, learning objective reviews, and session development. She observes sessions within the NxGen Curriculum to provide feedback to faculty, along with reviewing student evaluation of teaching to guide session development or revision. Additionally, she assists in the design and development of medical education research.

ii.FacultyEvaluationInstructional faculty are evaluated both formally and informally by students and Pre-Clerkship System Leaders. For the formal evaluations, faculty who teach 4+ hours in a System or across Systems will be evaluated by 25% of the student class, using OASIS. In addition, faculty who teach 4+ hours, or are new, or have substantially changed how/what they teach, or have been identified by System Leaders or Chairs as needing evaluation feedback (i.e., faculty up for promotion), will be discussed at student evaluation focus group meetings. These sessions are written up and the information is sent for review to Pre-Clerkship System Leaders, the Associate Dean for Curriculum, and to the specific faculty evaluated. For the informal evaluations, Pre-Clerkship System Leaders observe all of the morning sessions and provide feedback to instructional faculty. Students may also e-mail the Director of Curriculum Evaluation with faculty specific feedback. This information is de-identified, and then sent to the Pre-Clerkship System Leader and the individual faculty. Automatic alerts are sent via OASIS on a quarterly basis to remind faculty to review their available evaluations. The faculty are evaluated in the context of the NxGen Curriculum Goals:

1: Assure all graduates demonstrate mastery of the 12 UVA School of Medicine Competencies required of the Contemporary Physician

2: Integrate content around the organ systems

3: Integrate clinical and basic science content across the four years and within systems 4: Utilize more active learning methodologies and provide a learner-centered curriculum 5: Provide frequent and developmental opportunities for clinical skill learning throughout the curriculum

VIII.CollegeSystemi.DescriptionoftheCollegeSystemStudentsupportservicesarestructuredintofourcolleges.Eachisheadedbyastudentaffairsdeanwhoworkswithindividualstudentsandthecollegeasawholetoprovidecareercounseling,addresspersonalwell-being,

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overseeacademicprogress,identifyprofessionalismconcerns,andadvocateforstudentsinallaspectsoftheirmedicaleducation.Thedeansorganizeandoverseemajoreventsandtransitions.Theyplacethewhitecoatsontheirstudentsduringthefirstweekofmedicalschoolandhoodthestudentsintheircollegeatgraduation.Inour“NextGeneration”curriculum,wehavecommittedtoafour-yearcourseofFoundationsofClinicalMedicine(FCM).Inthefirst18months,sixorsevenmemberstudentgroupsmeetweeklywithaClinicalCoach(physician)inordertolearnfundamentalclinicalskills,interviewandexaminepatients,helpdeveloptheirprofessionalidentity,fostertheirPatientStudentPartnershipandworkthroughclinicalcasestogether.Additionally-forthefirst12monthsanon-physicianco-facilitatorwillbeaintergralpartofthisgroup.Wehavelaidthefoundationforourhybridlearningcommunitiesbyformingeachcollegefrom6or7ofthesesmallgroups.Inthisway,thesmallgroupCOACHESbecomecollegeaffiliatedfacultyandareencouragedtoidentifyandcommunicateconcernsdirectlytotheDeans,therebyprovidingbroadersupportforstudentsaswellaslongitudinaloversightofeachstudent’sclinicaldevelopment.Eachcollegerotatesthroughtheclerkshipyearonthesameschedule.ThisfacilitatesgroupandindividualmeetingswiththeDeans,allowsdeliveryofacohesiveclerkshipyearcurriculumtobelearnedwithintheFCMgroups,simplifiesfacultyfeedbacktotheDeans,andenhancessupervisionofclinicalskilldevelopmentbytheFCMCoaches.Inaddition,studentscontinuetheirrelationshipswiththeirpeersastheyfunctiontogetherinpatientcaresettings.Inthepost-clerkshipperiod,theFCMCoachescontinuetomonitoracademic,professionalandclinicalskilldevelopmentandareintegraltotheeducationalprocessasweaddresscompetenciesandentrustableprofessionalactivities(EPAs)ofstudents.TheDeansandFCMCoachesworktogetherwithstudentstoaddressanyconcerns.

ii.LeadershipAssociateDeanforAdmissionsandStudentAffairs,DeanofHunterCollege:JohnDensmoreMD,PhDAssistantDeanforStudentAffairs,DeanofReedCollege:SeanReedMDAssistantDeanforStudentAffairs,DeanofDunglisonCollege:MegKeeleyMDAssistantDeanforStudentAffairs,DeanofPinnCollege:ChristinePetersonMD

iii.ProfessionalismProfessionalattitudesandbehaviorsarecomponentsofthe12CompetenciesRequiredoftheContemporaryPhysicianthatenabletheindependentperformanceoftheresponsibilitiesofaphysicianand,therefore,arearequirementforthesuccessfulawardofthedegreeofDoctorofMedicine.TheSchoolofMedicine’sProfessionalismObjectivesestablishgeneralstandardsapplicabletoallstudentsintheSchoolofMedicine.However,itistheresponsibilityofthefacultyandtheASAC,asappropriate,tointerpretandapplythegeneralProfessionalismObjectivestospecificsituationsinwhichconcernsareraisedaboutstudentperformance.Evaluationofprofessionalattitudesandbehaviorsisanintegralpartofastudent’sassessmentandgenerallyisaccomplishedthroughobservationandnarrativerecording.“Praise/Concern”Cardsandwrittennarrativesareassessmenttoolsusedtodescribebehaviorsinareasofaltruism,honestyandintegrity,caring,compassionandcommunication,respectforothers,respectfordifferences,responsibilityandaccountability,excellenceandscholarship,leadership,knowledge,andotherskillsrelatedtoprofessionalism.Theseprofessionalattitudesandbehaviorsaremonitoredandrecordedthroughoutundergraduatemedicaleducation.

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Anybreachofprofessionalismresultinginarecordedobservation,e.g.,ProfessionalismConcernCard,letter,writtenreport,etc.,mustbeaddressedwiththestudentbyhis/herCollegeDeananddocumentationofthediscussionmustberecorded.Ifastudentreceivesthreeormorewrittenobservationsofconcernoriscitedforasingleegregiousbreachofprofessionalism,noticewillbesenttotheASACforreview.Astudentidentifiedashavingapatternofunprofessionalbehaviormaybedirectedtofurthercounselingand/ortosupportiveremediationand/orplacedonacademicprobation.Iftheprofessionalviolationsaresevere,astudentmaybedismissedfromschoolevenifhe/shehaspassinggradesinallcourses.TheASACwillassesstheseverityoftheproblem,themanagementandtheconsequences,includingpossiblyreportingthebehaviorsinthestudent’sMedicalStudentPerformanceEvaluation(MSPE).Egregiousbehaviors,e.g.,assaultonorthreattoapatient,patient’sfamilymember,student,GMEtraineeorfacultymember,conductthatmayconstituteafelony,etc.,regardlessofwhethercriminalprosecutionsareinitiatedorpursued,willbereferredimmediatelytotheASAC,irrespectiveofwhetherpreviousobservationsofconcernexist,withtherecommendationfordismissalfromschool.

iv.AcademicStandardsandAchievementCommitteeTheAcademicStandardsandAchievementCommittee(ASAC)oversees,monitorsandenforceseducationalandprofessionalismstandardsintheSchoolofMedicine.Allacademicdeficiencies,patternsofunprofessionalbehaviorandegregiousviolationsofprofessionalismarereferredtotheAcademicStandardsandAchievementCommittee(ASAC)thatactsonbehalfofthefacultyoftheSchoolofMedicine.Recommendations,basedontheseverityandpersistenceoftheseactivitiesorbehaviors,canresultinabroadrangeofactionsfromremediationtodismissalfromtheuniversity.ThecommitteefollowstheguidanceofthePolicyonAcademicandProfessionalAdvancementandthePolicyonTechnicalStandardsRequiredforMatriculation,ProgressionandGraduation.FormoreinformationaboutASACproceduresforhandlingacademicdeficiencies,pleasevisitthepagebelow:AcademicStandardsandAchievementCommitteeOperatingProcedures

v.SupportservicesStudentAcademicEnhancementServicesProvidesassistancetostudentshavingacademicdifficultyduringthecurriculum.StudentsmaybereferredduetolowperformanceonobjectivemeasuressuchasassessmentsorbyinterviewwithCollegeDeansorotherfaculty.AcademicEnhancementServicesarealignedwiththegoalsoftheNxGencurriculumandstrategicvisionfortheschoolofmedicineinordertoenhancetheeducationalmissionanddevelopmentneweducationalleadersofthefuture.Thegoalofthisserviceistoeffectearlyintervention,priortofailingsummativeexams,systems,clerkships,orboardexaminations.Dr.SelinaNoramlyistheDirectorofStudentAcademicEnhancementServices.StudentDisabilityAccessCenterTheStudentDisabilityAccessCenter(SDAC)istheUniversityofVirginia’sdesignatedaccessagencyforstudents

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withdisabilities.SDAC’sprimaryroleistodetermineeligibilityandtoprovidereasonableacademicaccommodationsforstudentswithdisabilitiesinlinewithSection504oftheRehabilitationActof1973,theAmericanswithDisabilitiesActof1990,andtheAmericanswithDisabilitiesAmendmentsActsof2008toprovideequalaccesstostudentswithdisabilitieswhoare"otherwisequalified"tomeettheessentialdemandsoftheacademicprogram.TheSDACprovidesservicestostudentswhohavebeenpreviouslydiagnosedwithadisability,aswellasthosewhohaveneverbeendiagnosed,butfindthemselvesstrugglingacademically,andwhoseekadviceandsupportontheirdifficulties.CounselingandPsychologicalServicesTheUVaDepartmentofStudentHealth,HarrisonBowne"Tersh"SmithJr.,MemorialCenterforCounselingandPsychologicalServices(CAPS)istheUniversityofVirginia'sprimarystudentcounselingclinic.ThemissionofCAPSistoberesponsivetothementalhealthneedsofUVastudentsandtoprovideconsultation,education,outreach,andcrisismanagementtothebroaderuniversitycommunity.

IX.Appendixesi.Appendix1:X-CREDiTInstructionstemplate

X System Curricular Week # - System Week #: Weekly theme Session Title Instructor, MD/PhD Coding : X-CREDiT shortname Day of week, Month & # , 2018 Time #:00-#:00 Activity type: Curricular Thread:

TheinformationbelowwillbecopiedintotheX-CREDiTInstructionsbox.Instructorsaretochoosethestatementsthatapplytotheirsessionanddeleteallothers.Organizationofthetemplate,fontstyleandsizearenottobechanged.PRE-CLASSPREPARATIONRequired:

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Recommended:ThePowerPointslidesusedinthisactivitywillbemadeavailableonthesystem’swebsiteinadvanceofthesession.ThePowerPointslidesusedinthisactivitywillbemadeavailableonthesystem’swebsiteimmediatelyfollowingthe

session.Apre-classversionoftheslideswillbepostedaheadofthesession.

ATTENDANCEAttendancetothisactivityisnotrequired.Attendancetothisactivityisnotrequiredbutwillbemonitored.AttendancetothisactivityISREQUIRED.Therewillbeapatientpresentforpartoftheclass.Pleasewearyourwhitecoatanddressprofessionally.SEATINGASSIGNMENTNoneYes–assignedgroupsarepostedonthesystemwebsiteASSESSMENTSThereisapre-classonlinequizassociatedwiththisactivity.Pleaseseethepre-classinstructions.Therewillbeaninclassquiz,accountingforx%ofthesystem’s/summativeperiod’sgrade.Therewillbeanin-classformativeactivityaccountingforx%ofthesystem’s/summativeperiod’sgrade.Thereisapost-classformativeassignment,accountingforx%ofthesystem’s/summativeperiod’sgrade.Thisactivitydoesnothaveanin-classgradedassessment.Learningobjectivesforthissessionwillbeassessedintheformativeandsummativeassessments.Learningobjectivesforthissessionwillbeassessedinthesummativeassessment.POST-CLASSASSIGNMENTS[Anyinformationyouwishtoprovideaboutpost-classassignments]Itisrecommendedthatafterreviewingallteachingresourcesyouanswerthepracticequestions(partoftheweeklypracticequiz)availableunderthe“PracticeExams”tabintheonlinetestingsystematlearn.med.virginia.edu.INFORMATIONABOUTTHESESSION[Anyinformationyouwishtoprovideaboutthesession]ThissessionwillbePodcastedThissessionwillnotbepodcastedbecauseitcontainseducationalmaterialsthatarenotpersonallyauthoredorcreatedbySOMfacultyandthereforenotauthorizedforredistribution.ThissessionwillnotbepodcastedbecauseitdisclosesprivatehealthcareinformationprotectedbyHIPA.MakesurethatyouhavefulfilledtheLearningObjectivesandunderstandthematerial.Ifyouhavequestionspleasepostthemtotheappropriatesectionofthediscussionforum.AdditionalinformationtobeenteredintoX-CREDiT.AfeaturethatmapsindividualLOstothreadsisunderdevelopmentandshouldbecompletedverysoon.ItwillmakeitpossibletopullalltheLOsforagiventhread(which

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currentlycannotbedone)butwillgenerateadditionalworkwhenenteringmaterialsinX-CREDiT.AlistofthreadsastheyappearinX-CREDiTisprovidedinthenextpage.LEARNINGOBJECTIVESLearningObjective Thread REVIEWLEARNINGOBJECTIVES(fromearlierinthecurriculum)LOsalreadyenteredintoX-CREDiTcanberecalledintoasessionasreviewobjectives.AlinktotheteachingmaterialsfortherecalledLOwillbeautomaticallygeneratedandincludedintheinstruction’ssheet.Westronglyencourageyoutoidentifymaterialsthestudentswouldbenefitfromreviewingpriortoyoursession.SystemLeaderscanhelpyoufindreviewlearningobjectives.ThefollowingpageshowsthekeywordindexforuseinXCREDiT.http://www.med-ed.virginia.edu/CourseSites/xcreditkeywords.cfmAfterselectingtheappropriatekeywordsforyoursession,clickthebuttonthatstates“Selectioncompleted.Listselections”.Then,copyandpastefollowingkeywordsandkeywordsIDstoyourdocument.

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ii.Appendix2:Week at a Glance