course director and faculty...

Mary Frances Ypma-Wong, Ph.D.

Handbook updated on 3-24-2014

To update, contact mypmawon@uci

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Course Director and Faculty Handbook

Academic Year 2013-14




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Preface

The Curriculum and Educational Policy Committee (CEP) provides this manual to assist faculty members and course directors in the development and implementation of curriculum for the M.D. degree program at UC Irvine School of Medicine.

Section I reviews our mission statement and educational goals. Section 2 outlines the administration and staff available to support course directors and faculty. It also includes the curriculum calendar. Section 3 reviews the role of the course director. Section 4 outlines recent standards and policies for the curriculum as determined by the CEP. This section also includes our system of continuous quality improvement.

It is our hope that bringing the resources and policies into one document will facilitate the success and quality of our educational program.




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Section 1 UC Irvine School of Medicine Mission Statement and Educational Goals

I. SOM Mission Statement II. SOM Educational Objectives

III. KSA for Each Course (KSA= Knowledge, Skills, Attitudes) IV. Course Specific Objectives V. Outline of Curriculum

Section 2 Medical Education Structure and Administrative Support for

Course Directors and Faculty

I. Course Directors and Staff Support II. School of Medicine Directory (3/2014) III. Medical Education Organizational Chart IV. Health Science Librarians V. Description of Committee on Curriculum and Educational Policy (CEP) VI. Members of the CEP

Section 3 Course Director Responsibilities

Section 4

Resources and Information for Course Directors and Faculty

I. Organizing Your Course

II. Educational Software

III. School of Medicine Course and Clerkship Attendance Monitoring Policy

IV. Student Assessment, Exam and Grading Policies

V. Remediation Policy

VI. Students with Disabilities

VII. Faculty and Course Evaluations

VIII. UC Copyright Information

IX. Patient Presentations and Guest Lecturers

X. Room Reservations

APPENDIX A- Template for Course Syllabus

APPENDIX B- Example of Course Syllabus




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Section 1

UC Irvine School of Medicine Mission Statement and Educational Goals I. SOM Mission Statement

http://www.som.uci.edu/mission.asp

Discover. Teach. Heal.

The mission statement centers us and serves as an ever-present reminder for all of us on why our institution exists. This statement represents our interwoven tripartite mission of excellence in patient care, research and education. Our mission is fundamental to our overall plan because it serves as the guide post by which strategic decisions will be made.

Our vision is to be among the best (top 20) academic health centers in the nation in research, medical education, and excellence in patient care. Our vision statement sets a target for our organization and represents our 10 year long-term goal. The five-year strategies contained in our strategic plan begin to address the gaps between where we are today and what we aspire to become. The strategies will move us closer to achieving our vision and are attached to metrics that we will review regularly to ensure that we are on course.

II. SOM Educational Objectives

The educational objectives of School of Medicine are reviewed annually to maintain focus and direction. Upon approval of the objectives by CEP, they are made available to the faculty, residents and students via electronic communication, the School of Medicine’s web site. The educational objectives fall under four broad categories. UCI graduates will be knowledgeable. By the time of graduation, students will have demonstrated relevant and sufficient knowledge in these broad areas: i. Knowledge of the structure and function of the major organ systems, including the molecular,

biochemical and cellular mechanisms for maintaining homeostasis. ii. Knowledge of the pathogenesis of diseases, interventions for effective treatment, and mechanisms of

health maintenance to prevent disease iii. Knowledge of basic clinical skills required to meet the skills objectives, including interviewing,

physical diagnosis, communication and clinical reasoning processes iv. Knowledge of population health, epidemiology principles and the scientific basis of research methods

relevant to healthcare v. Knowledge of medical practice, including healthcare economics and health systems impacting

delivery and quality of patient care

http://www.som.uci.edu/mission.asp




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UCI graduates will be skillful. By the time of graduation, UCI students will demonstrate i. The ability to competently conduct a medical interview and counseling to take into account patient

health beliefs, patient agenda and the need for comprehensive medical and psychosocial assessment ii. The ability to competently perform a complete and organ-system-specific examination including a

mental health status examination iii. The ability to articulate a cogent, accurate assessment and plan, and problem list, using diagnostic

clinical reasoning skills in all the major disciplines iv. The ability to search the medical literature, including electronic databases, and to locate and interpret

up-to-date evidence to optimize patient care v. The ability to practice effective preventive medicine by identifying, addressing and advocating for

strategies to maintain health and well-being, to identify and treat disease early where appropriate and to advise on lifestyle practices

vi. The ability to function effectively within the context of complexity and uncertainty in medical care UCI graduates will be altruistic developing and demonstrating professionalism and commitment. UCI graduates will demonstrate attitudinal learning and behaviors in these domains i. Honesty and integrity reflecting the standards of the profession, in interacting with colleagues,

patients, families and professional organizations ii. Professional behaviors reflecting compassion and respect for patient privacy, altruism and a

commitment to comprehensive, holistic medical care iii. Sensitivity and awareness of diverse cultures, health beliefs and social factors impacting patient

health and illness iv. The commitment to seek knowledge and skills to better serve the needs of the underserved in their

communities UCI graduates will be dutiful. By the time of graduation, students will show i. A commitment to lifelong learning and independently seeking new knowledge and skills in their own

recognized areas of learning deficit ii. A commitment to patient care and to the well-being of patients and colleagues iii. A commitment to serve our community iv. A commitment to personal well-being and the well-being of family and friends III. KSA for Each Course (KSA= Knowledge, Skills, Attitudes)

Go to: http://www.meded.uci.edu/docs/KSA.pdf

IV. Course Specific Objectives

Core Curriculum- Year 1- http://www.meded.uci.edu/elective/Corecurriculmyear1index.asp Core Curriculum- Year 2- http://www.meded.uci.edu/elective/Corecurriculmyear2index.asp Core Curriculum- Years 3 and 4 http://www.meded.uci.edu/elective/Corecurriculmyear3n4index.asp

http://www.meded.uci.edu/docs/KSA.pdf

http://www.meded.uci.edu/elective/Corecurriculmyear1index.asp

http://www.meded.uci.edu/elective/Corecurriculmyear2index.asp

http://www.meded.uci.edu/elective/Corecurriculmyear3n4index.asp




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V. Outline of Curriculum




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Section 2

Medical Education Structure and Administrative Support for Course Directors and Faculty

I. Course Directors and Staff Support

MS1- Courses

Name

Phone/Fax

Title

Address

Anatomy & Embryology

Jamie Wikenheiser, Ph.D.

[email protected]

(949) 824-9159 (949) 824-8549 (fax) (714) 217-3129 (pager)

Course Director

306 C Med Surge II

TBA Terri Dean

(949) 824-4609 (949) 824-2083 (fax)

Staff Support Med Ed Building 836 SOM – ZOT 4089

Histology

Justin Schaefer, Ph.D.

[email protected]

949) 824-3420 (949) 824-8549 (fax)

Course Director

306C Med Surge II

306C Med Surge II

Medical Biochemistry Molecular & Cell Biology

Rob Steele, Ph.D.

[email protected]

(949) 824-7341 (949) 824-2688 (fax)

Course Director

Biological Chemistry D240 Medical Sciences I

Karen N. Chen [email protected]

(949) 824-6051 (949) 824-2688 (fax)

Staff Support Biological Chemistry D240 Med Sci I SOM – ZOT 1700

Medical Genetics

Michael Zaragoza M.D., Ph.D. [email protected]

(949) 824-8813 (714) 456-5330 (fax)

Course Director

City Tower Suite 800 UCIMC

TBA Terri Dean

(949) 824-4609 (949) 824-2083 (fax)

Staff Support

Med Ed Building 802 SOM – ZOT 4089

Immunology

Marian Waterman, Ph.D.

[email protected]

(949) 824-2885 (949) 824-4023 (fax)

Co-Course Director

Microbiology & Molecular Genetics Sprague Hall 224

Roz Sandri-Goldin, Ph.D.

[email protected]

(949) 824-7570 (949) 824-8598 (fax)

Co-Course Director

Microbiology & Molecular Genetics B240 Med Sci I

My “Mike” Vo [email protected]

(949) 824- 7669 (949) 824-8598 (fax)

Staff Support

Microbiology and Molecular Genetics B240 Med Sci I SOM - ZOT 4025

Neuroscience

Ana Solodkin, Ph.D.

[email protected]

(949) 824- 1480 (949) 824- 8549 (fax)

Course Director

Anatomy & Neurobiology 1505 Hewitt Hall

John Broderick [email protected]

(949) 824-2583 (949) 824- 9272 (fax)

Staff Support

Anatomy & Neurobiology 117 Irvine Hall

Clinical foundations I

Sonia Sehgal, M.D.

[email protected]

(949) 824-4771 (CF Number) (949) 824-2083 (fax) 714.456.2890 (Clinic

Course Director

Bldg 25, Pav IV, Rt. 208

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mailto:[email protected]










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fax)

Penny Murata, M.D.

[email protected] (949) 824-4771 (CF Number) (949) 824-2083 (fax) (714) 456-7011 wk

Assistant Course Director, Community Preceptors

UCIMC FHC-Santa Ana 800 N. Main Street Santa Ana, CA 92701

Kimberly Romar [email protected]

(949) 824-4771 (949) 824-2083 (fax)

Staff Support

Medical Education Building 836 Bldg. 802, Rm. 252B ZOT 4089

TBD

Community Preceptors experiences Coordinator

UCIMC Med Ed. Bldg 22A, Rm 2108, Rt 81

Physiology/Pathophysiology

Harry Haigler, Ph.D.

[email protected]

(949) 824-6304, 7779 (949) 824-8540 (fax)

Course Director

Physiology & Biophysics C334, C310 Med Sci I SOM – ZOT 4560

Janet Horwitz [email protected]

(949) 824-7787 (949) 824-8540 (fax)

Staff Support

Physiology & Biophysics D340 Med Sci I SOM – ZOT 4560

Behavioral Science and Medical Ethics

Aaron Kheriaty, M.D.

[email protected]

(714) 456-8774

Course Director

Rt. 88, Bldg. 3, UCIMC

Joseph Nguyen, SThD

[email protected]

(714) 456-6157

Co- Course Director

Bldg. 56, Rt. 201, Rm. 700, UCIMC

MS2- Courses Name Phone/Fax Title Address

Clinical Pathology Richard Newman, M.D.

[email protected]

(714) 456-6936 (714) 456-8272 (fax)

Course Director Pathology Bldg. 54, Rm. 1204 UCIMC - ZOT: 4805

Stefani Ching [email protected]

(949) 824-5367 (949) 824-2160 (fax)

Staff Support Pathology D440 Med Sci I SOM - ZOT 4800

General & Systemic Pathology

Ronald Kim, M.D.

[email protected]

PG (714) 506-7058 (714) 456-6141 (714) 456-5873 (fax)

Course Director Pathology Bldg 1, Room 3629 UCIMC - ZOT 4805

Stefani Ching [email protected]

(949) 824-5367 (949) 824-2160 (fax)

Staff Support Pathology D440 Med Sci I SOM - ZOT 4800

Medical Microbiology Ming Tan, M.D.

[email protected] (949) 824-3397, 3396 (949) 824-8598 (fax)

Course Director

Microbiology & Molecular Genetics B234 Med Sci I ZOT - 4025

My “Mike” Vo [email protected]

(949) 824- 7669 (949) 824-8598 (fax)

Staff Support

Microbiology & Molecular Genetics B240 Med. Sci. I SOM - ZOT 4025

Clinical Foundations II Sonia Sehgal, M.D.

[email protected]

((949) 824-4771 (CF Number) (949) 824-2083 (fax) 714.456.2890 (Clinic

Course Director Bldg 25, Pav IV, Rt. 208











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Penny Murata, M.D.

[email protected]

(949) 824-4771 (CF Number) (949) 824-2083 (fax) (714) 456-7011 wk

Community Preceptors

UCIMC FHC-Santa Ana 800 N. Main Street Santa Ana, CA 92701

Kim Romar

(949) 824-4771 (949) 824-2083 (fax)

Staff Support

Medical Education Building Bldg. 836 ZOT 4089

Terri Dean (949) 824-4609

Clinical Experiences Coordinator

Medical Education Building Bldg. 836 ZOT 4089

Medical Pharmacology Jeffrey Suchard, M.D.

[email protected]

(714) 456-5239 (714) 456-5390 fax

Course Director UCIMC Building 1A, Rt 128

Jill Livingston [email protected]

(949) 824-3130 (949) 824-4855 (fax)

Staff Support Pharmacology 360 Med Surge II SOM - ZOT 4625

Behavioral Science and Medical Ethics

Aaron Kheriaty, M.D.

[email protected]

(714) 456-8774

Co-Course Director Rt. 88, Bldg. 3, UCIMC

Joseph Nguyen, S.Th.D

[email protected]

(714) 456-6157

Co-Course Director

Bldg. 56, Rt. 201, Rm. 700, UCIMC








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II. School of Medicine Directory (3/2014)

Dean’s Office Administration Joan Irvine Smith Hall

Ralph Clayman, MD 949-824-5925 Dean, School of Medicine [email protected] Jenny Chun Tom 949-824-5926 Assistant to Dean [email protected] Schedules appointments Kathy Talafous 949-824-6119 Receptionist [email protected] Schedules Irvine Hall conference rooms; 1st floor Gillespie; Hewitt Hall Conference Rooms Medical Education Administration Medical Education Bldg. 836

Gerald Maguire, MD 949-824-5798 Sr. Associate Dean, Medical Education [email protected] Shaun Langer (949) 824-1567 Chief Administration Officer, Medical Education Administrator, Budget and Finance

[email protected]

Martha Sosa-Johnson, MD 949-824-8032 Director, Diversity & Community Engagement [email protected] Program in Medical Education for the Latino Community (PRIME-LC)

Medical Education Bldg. 836

Charles Vega, MD 714-456-6502 Co-director for PRIME-LC [email protected] Program planning and development Jose Rea, MA 949-824-1141 Co-director for PRIME-LC [email protected] Curriculum development & implementation [email protected] Lucero Zamudio-Fernandez 949-824-7136 Administrative Assistant, PRIME-LC [email protected] Coordinates interview day activities and special events for PRIME students,

Provides support to program directors









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Student Affairs

Medical Education Bldg. 836

Michael Prislin, MD 949-824-8358 Associate Dean, Student Affairs [email protected] Student support services, career and personal counseling, student advisor program, student affairs workshops

Barbara Lutz 949-824-5283 Registrar/Director of Student Affairs [email protected] Student Affairs management, registration and enrollment, LCME, AAMC, and NBME, liaison, MSPEs, transcripts; data collection and analysis, counsel students on graduation requirements curriculum modification and schedule conflicts,

third year lottery Melanie Ley 949-824-5932 Student Affairs Officer [email protected] Support staff to Dr. Prislin, Dr. Eldridge and Geraldine Codd; special events coordinator, student support services liaison, staff support for Committees; assists in updating the SOM Handbook; supports Basic Science Deans’ Hours;

monitors and records student immunizations Carroll Rudy 949-824-1348 Administrative Assistant [email protected] Transcript requests, enrollment (“good standing”) verifications, loan deferment requests, jury duty excuse requests, mailboxes/lockers, keys, room reservations (Tamkin/Nelson), diplomas, student files, lost and found

David Franklin, PsyD 949.824.4621 Licensed Psychologist Personal, group, peer, family, career counseling, stress management, support group activities

Geraldine Codd, PhD 949-824-3415 Learning Skills Specialist [email protected] Tutoring, Medical Scholars Program, USMLE preparation.

J. Christian Fox, MD 949-824-1129 Assistant Dean, Student Affairs [email protected] Careers in Medicine liaison, career counseling








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Clinical Skills Center Medical Education Bldg. 836

Sue Ahearn, BSN, RN 949-824-4634 Director, Clinical Skills Center and Curriculum Assessment [email protected] Administrative nurse, standardized patient trainer for clinical foundations, clerkships, CPX, and OSCEs Charlotte Fesko 949-824-2031 Director of Operations, Clinical Skills Center [email protected] Standardized Patient Trainer Sharon Havis 949-824-7057 Standardized Patient Trainer [email protected] TBH 949-824-7539 Office Coordinator Clinical Skills Center Undergraduate Medical Education Medical Education Bldg. 836

Curricular Affairs

Jeffrey Suchard, MD 949-824-4610 Associate Dean, Basic Science Education [email protected] Shahram Lotfipour, MD, MPH 714-456-5239 Associate Dean, Clinical Science Education [email protected] Teresa Dean 949-824-4609 Director of Curricular Affairs [email protected] Curriculum development, implementation and evaluation Kimberly Romar 949-824-4771 Educational Program Representative [email protected] Clinical foundations I, II and III courses TBH 949-824-4610 Educational Program Representative Gross anatomy, medical genetics, and IV J. Christian Fox, MD 949-824-1129 Director, Ultrasound Initiative Program [email protected] Ultrasound curriculum, Careers in Medicine liaison, career counseling






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UCIMC Student Support Services Kelly Fulford 714-456-6882 Student Affairs Officer [email protected] Pediatrics, psychiatry, and senior sub-internship, ICU program coordinator

Daniela Rincon Cornejo 714-456-7515 Student Affairs Officer [email protected] Family Medicine, Internal Medicine Inpatient and Ambulatory program representative

Instructional Technologies Group Medical Education Bldg. 836

Warren Wiechmann, MD, MBA 949-824-1215 Associate Dean of Instructional Technologies [email protected] Mary Frances Ypma-Wong, PhD 949-824-2029 Academic Coordinator Educational Technology and Curriculum Development Collaboration with UC Irvine entities and other institutions

[email protected]

Julie Youm, PhD Research Director, Educational Technology Curricular and Clinical Technology Integration

949-824-3913 [email protected]

Nguyen Q. Nguyen 949-824-1215 Director of Operations [email protected] Mark Golesorkhi 949-824-8783 Computer Resource Specialist [email protected] Learning skills and instructional computing Travis Baumann 949-824-5868 AV and classroom support [email protected] Francisco Chanes 949-824-4733 Webmaster- Medical Education Websites [email protected] Graduate Medical Education UCIMC University Tower, Ste.

800 Khanh-Van Le-Bucklin, MD 714-456-5631 Associate Dean, Graduate Medical Education [email protected]










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Courtney Strayer 714-456-3526 Director, Graduate Medical Education [email protected] Residency MATCH coordinator, special projects Kristal Perez (714) 456-3526 Resident benefits, payroll and affiliate billing [email protected] Bonnie Johnson 714-456-3526 Administrative Assistant II [email protected] Student ERAS, GME Committee, residency verifications, internal reviews,

and house staff orientation Teresa Thompson 714-456-3526 Administrative Assistant II [email protected] Continuing Medical Education Medical Education Bldg. 836

Mark Langdorf, MD 949-824-4220 Associate Dean, Faculty Development and [email protected] Continuing Medical Education

Ellen Seaback 949-824-1150 Director, Continuing Medical Education [email protected] Manages CME accreditation, advises CME faculty and their staff. On-line course development and compliance.

Jennifer Reino 949-824-9163

Coordinator, Continuing Medical Education [email protected] Project and program process and activity; maintains CME website, accouting, CME database.

Lou Ilagan 949-824-2394 Coordinator, Continuing Medical Education [email protected] Manages CME accreditation, advises CME faculty and their staff.

Admissions & Outreach Medical Education Bldg. 836

Ellena Peterson, PhD 949-824-8356 Associate Dean, Admissions and Outreach [email protected] Christine Crispen 949-824-4617 Director, Admissions and Outreach [email protected]





[email protected]

[email protected]





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Eileen Muñoz-Perez 949-824-8930 Student Affairs Officer Post-baccalaureate, re-applicant program, academic and admissions counselor, faculty interview coordinator, preliminary application screening.

[email protected]

Sarah Ross 949-824-9215 Student Affairs Officer [email protected] Admissions Counselor, Post-baccalaureate program counselor, Outreach counselor

Fran Stephens 949-824-4614 Student Affairs Officer [email protected] Staff support for Admissions Committee, coordinates Revisit Day and White Coat Ceremony

Lynn Baumann 949-824-5388 Receptionist, Admissions and Outreach Staff [email protected]

Medical Education Simulation Center Medical Education Bldg. 836

Cameron Ricks, MD 949-824-4220 Director, Medical Education Simulation Center [email protected] Keith Beaulieu, MBA 949-824-8228

[email protected] Operational Director Suzanne Strom, MD 949-824-3342 Associate Director, Medical Education Simulation Center [email protected]

Ryan Abrego 949-824-3342

Simulation Tech [email protected]

Jamie Gould 949-824-6837

Simulation Tech [email protected]

Cris Hanacek 949-824-6837 Simulation Specialist

John Vicente 949-824-6837 Simulation Specialist Catarina De Carvalho 949-824-3342

Administrative Assistant








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III. Medical Education Organizational Chart

http://www.meded.uci.edu/docs/MedEd_OrgChart.pdf

http://www.meded.uci.edu/docs/MedEd_OrgChart.pdf




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IV. Health Science Librarians- http://grunigen.lib.uci.edu/hs-education-team.html Steve Clancy, MLS Research Librarian for Health Sciences and Nursing Science Ayala Science Library, Room 227 Phone: 949-824-7309 Email: [email protected] Linda Murphy, MLIS Research Librarian for Health Sciences Ayala Science Library, Room 231 Phone: 949-824-6419 Email: [email protected] Bethany Harris, MSI Research Librarian & Bibliographer for Health Sciences Ayala Science Library, Room 232 Phone: 949-824-6957 Email: [email protected] V. Description of Committee on Curriculum and Educational Policy (CEP)

http://www.senate.uci.edu/senateweb/default2.asp?active_page_id=741) The CEP is responsible for establishing broad policies relating to the structure and content of the curriculum and overseeing its conduct. These activities include establishing course requirements and monitoring the quality of instruction in the School of Medicine.

A. Membership

(i) As described in the COHS Bylaws Section IV (B) (3) on “Structure of Standing Committees”, except that this Committee will have nine members.

(ii) The nine members of this committee shall have staggered terms of three years each; no more than three members may be non-Senate faculty.

(iii) The membership shall have an appropriate balance of Senate members from the basic sciences and from clinical departments.

B. Goals

(i) To strengthen and make effective the Senate's overall responsibility to develop, oversee, and direct the education process in the SOM.

(ii) To provide an administrative structure adequate to achieving the above goal.

(iii) To develop a mechanism for improving the oversight and governance of multi-disciplinary courses.

(iv) To provide a mechanism within the University-wide Academic Senate rules for improving teaching skills and enhancing courses and course materials.

http://grunigen.lib.uci.edu/hs-education-team.html




http://www.senate.uci.edu/senateweb/default2.asp?active_page_id=741




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(v) To improve and coordinate course development and course materials in a way that meets the educational goals of the SOM mission.

(vi) To cooperate with the SOM Senior Associate Dean of Medical Education, in advising and assisting the Dean, the department chairs, and the faculty, on the development of teaching skills, thus increasing the effectiveness of the curriculum.

C. Duties:

(i) To establish the educational policy of the curriculum to correspond with the teaching philosophy of the Faculty and the set mission and objectives of the SOM.

(ii) The CEP committee shall have the unique charge of educating and training our students and, towards this goal, only Faculty with expertise, interest, desire, and dedication to medical teaching shall be invited to serve on the CEP committee.

(iii) To periodically review and approve the curriculum and instruction in terms of quality and compliance with Faculty- and CEP-approved policies and the objectives and mission of the SOM.

(iv) To monitor the curriculum and its administration.

(v) To insure compliance with the State of California requirements for medical licensure.

(vi) To maintain compliance with the LCME provisions and modern teaching philosophy.

(vii) To approve new and changed courses that relate to physician training.

(viii) To evaluate and approve methods of examining student performance as well as individual course performance.

(ix) To assume complete and exclusive responsibility of periodic review of courses.

(x) To work with course directors towards improvement in the case of poor biennial course review.

(xi) To consider petitions for education changes from Faculty and from students.

(xii) To initiate new courses or modify courses where appropriate in conjunction with the department chairs.

(xiii) To decide on the general allocation of time and resources of courses.

D. Implementation of Teaching

(i) The CEP Committee delegates the charge of teaching to Course Directors and the teaching faculty.

(ii) The CEP shall work closely with Course Directors in the design of the curriculum, allocation of hours, and scheduling of teaching with the goal of achieving a coordinated curriculum.

(iii) The course directors shall have the responsibility of implementing the education that corresponds to the goals, aims, and mission of the SOM Faculty.

(iv) The course directors shall be appointed and shall report to their respective department chair.

(v) The course directors shall have delegated authority by their respective department chair to distribute teaching assignments, invite and remove teachers, and administer their courses in the best possible way.




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(vi) The course directors shall ensure that mediocre teaching is not tolerated.

(vii) The course directors shall have the necessary backing of their respective department chair in all their decisions, after due consultation.

(viii) The course directors shall work closely with CEP towards attaining the highest scores in medical education and to remedy courses found to be deficient at the time of their CEP review.

(ix) The course directors shall cooperate with CEP in the evaluations of courses and the implementation of recommendations made by the CEP.

(x) Course directors of multidisciplinary courses shall be appointed and supported by a joint agreement and active participation of department chairs whose disciplines are involved in the particular course; such course directors shall report to department chairs as necessary and not to all the chairs involved in the given course.

(xi) The departments shall have the necessary resources for carrying out their teaching obligations.




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VI. Members of the CEP (on 3-24-2014) – nine members – NS=non-senate Robert Edwards, Acting Chair 4-8576 Pathology [email protected] George Lawry (NS) 6-7662 Medicine [email protected] Jamie Wikenheiser (NS) 4-9159 Anatomy & Neurobiology [email protected] Sonia Sehgal (NS) 6-7007 Medicine [email protected] Julianne Toohey (NS) 6-6618 Obstetrics & Gynecology [email protected] Steven Mills 6-8511 Surgery [email protected] Ana Solodkin 4-1480 Anatomy & Neurobiology [email protected] Harry Haigler 4-6304 Physiology [email protected] George Chandy 4-7435 Physiology [email protected] Ex Officio: Ralph Clayman 4-5926 Dean, School of Medicine Michael Prislin 6-5171 Associate Dean, Student Affairs Gerald Maguire 714-506-1233 pgr Sr. Associate Dean, Educational Affairs Shahram Lotfipour 6-2326 Associate Dean, Clinical Sciences Jeffrey Suchard 4-4610 Associate Dean, Basic Sciences J. Chris Fox 6-5239 Assistant Dean, Student Affairs Mark Langdorf 6-5239 Associate Dean, CME/ Faculty Development Guests: Terri Dean 4-4609 Barbara Lutz 4-5283 Warren Wiechmann 6-5239 Linda Murphy 4-6419 Mary Frances Ypma-Wong 4-2029 Julie Youm 4-3913













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Section 3

Course Director Responsibilities

The Course Director is responsible for all aspects of the planning and implementation of the basic science course. These include: 1. Supervising the administrative support person 2. Recruiting faculty for teaching 3. Training faculty and house staff in teaching skill and evaluation skills 4. Organizing the curriculum 5. Setting goals and objectives for the curriculum 6. Ensuring that the educational programs supports those goals and objectives 7. Orienting students to the course/clerkship 8. Orienting faculty and house staff the course/clerkship 9. Ensuring uniformity of grading process across all sites and over time 10. Defining grading policy 11. Calculating the grades, summarizing narratives and submitting them by established deadlines 12. Ensuring that the narratives section of the grade report accurately and fairly reflects each student’s

performance 13. Attending the monthly meetings of Council of Course Directors, Clinical Subcommittee if one is a

clerkship director 14. Attending quarterly meetings with CEP if one is a course director 15. Serving as advisor to students 16. Staying abreast of national trends and policies in their area for the training of medical students 17. Understanding the appropriate educational policies of the School of Medicine 18. Appropriate referral of students for remedial help and notification of student with difficulties to the

Associate Dean of Students Affairs 19. Integrating the educational objectives of the COM into the curricular agenda of their clerkship 20. Communicating resource needs to the Associate Dean for Curricular Affairs 21. Abiding by the overall policies of the University of California, the School of Medicine, and the Clinical

clerkship Directors 22. Encourage course faculty to read and reflect on teaching evaluations. 23. Provide proctors for exams. If a NBME exam (paper or web-based), then 1 proctor per 25 students is

required.




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Section 4

Resources and Information for Course Directors and Faculty

I. Organizing Your Course

A. Syllabus Template- While using this template is not required, this template includes useful information for our students (Appendix A). An example is provided in Appendix B.

B. CEP Directives for Lectures and Evaluations (Established August, 2012)

Summary of CEP Directives 1. Each lecture begins with a minimum of four specific, measurable objectives 2. During lecture, ask a minimum of two audience response questions embedded within the lectures (not placed at the end). 3. When uploading lecture file to Merlin, 5 or 6 keywords should be listed (used for indexing and improving search on Merlin). 4. It is mandatory that lectures should begin exactly on time, regardless of students arriving late. 5. Class should be limited to 50 minutes for every scheduled hour of instruction. 6. A 10 minute break for students at the end should allow time to answer immediate feedback survey (see below). The 10 minutes will also provide time for the next teacher to set up for their lecture Guidance for the CEP Directives 1. Each lecture begins with a minimum of four specific, measurable objectives. Information and a podcast regarding writing learning objectives can be found at http://sites.uci.edu/medicaleducator/workshops/ 2. During lecture, ask a minimum of two audience response questions embedded within the lectures (not placed at the end). Technical information about our audience response system (LiveClassTech) is posted at http://sites.uci.edu/medicaleducator/audience-response-systems/ A review of the pedagogical aspects of using an ARS system is posted at http://sites.uci.edu/medicaleducator/workshops/ If faculty requires assistance, a member of the Instructional Technologies Group can show them how to enter the questions into the question bank and format the slides. In addition, ITG staff can be in the lecture hall at least the first time for faculty unfamiliar with the system. Note- the faculty login for LiveClassTech is provided by Mary Frances Ypma-Wong ([email protected]).

http://sites.uci.edu/medicaleducator/workshops/

http://sites.uci.edu/medicaleducator/audience-response-systems

http://sites.uci.edu/medicaleducator/workshops/




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3. When uploading lecture file to Merlin, 5 or 6 keywords should be listed (used for indexing and improving search on Merlin). Please add the keywords to the Enterprise box (not the Merlin). For suggestions, see the The USMLE Step 1 Content Description and General Information Guide (pgs 7-19) This guide contains a listing of keywords categorized by general principles and organ systems. 4. It is mandatory that lectures should begin exactly on time, regardless of students arriving late. 5. Class should be limited to 50 minutes for every scheduled hour of instruction. 6. Feedback Surveys- The students receive an email with a link to create feedback immediately after each lecture-- the site continues to collect feedback for a week though most students submit their feedback very soon after the lecture. The students are asked to rate the presentation by the following criteria:

i) Structure and Organization ii) Degree of Incorporating Active Participation iii) Quality of Presentation Techniques iv) Meeting Learning Objectives

The CEP's goal is that these feedback reports are useful for planning a faculty member’s subsequent lectures. Many faculty members have been pleasantly surprised to find that the feedback also includes what the students appreciate most in their presentations. The link to the feedback is: https://webreports.hs.uci.edu/Reports/Pages/Report.aspx?ItemPath=%2fMedEdLectureSurvey%2fMedEdSurveySummary This link is posted on the individual course pages on Merlin and the Faculty Quick Links on the Medical Educators site.

II. Educational Software

The Instructional Technology Group services include the following:

Support of the iPad and other mobile devices

Training workshops in multimedia development

Training equipment loans including LCD projectors, digital camcorders, tripods

General support for multimedia projects (PowerPoint presentations, scanning, image editing, etc.)

Creation of multimedia curricular projects integrating both web and video

Consultation and advice to faculty on curricular projects and emerging technologies

The incorporation of technology into teaching has the potential to increase the effectiveness of our courses as well as streamline many procedures. A description of technologies being used at UCISOM is posted on our Medical Educator Resource site (http://sites.uci.edu/medicaleducator/ed-tech-tools/)

http://www.meded.uci.edu/docs/2012USMLEContent%20Description%20and%20General%20Info_step1.pdf

https://webreports.hs.uci.edu/Reports/Pages/Report.aspx?ItemPath=%2fMedEdLectureSurvey%2fMedEdSurveySummary

https://webreports.hs.uci.edu/Reports/Pages/Report.aspx?ItemPath=%2fMedEdLectureSurvey%2fMedEdSurveySummary

http://sites.uci.edu/medicaleducator/quick-links/

http://sites.uci.edu/medicaleducator/ed-tech-tools/




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Note: Use of faculty-owned devices UCISOM Instructional Technology Group (ITG) maintains the computers in the lecture halls and Med Ed building. If a faculty members prefers to use his/her own devices when teaching, the Instructional Technology Group staff should be contacted 48 hours prior to the class session to check compatibility with the projector, correct functioning of the audience response system and any other pertinent details. In addition, if a presentation includes videos or other more complex functions, ITG staff should be contacted 48 hours in advance so testing can take place well in advance of lecture. Refer to the Medical Education Directory to determine the best contact person for your questions or needs. If in doubt, contact Mary Frances Ypma-Wong at [email protected] (X42029). III. School of Medicine Course and Clerkship Attendance Monitoring Policy

The California Medical Board specifies that all candidates for medical licensure in the state of California must achieve an attendance rate of at least 80% in all of their medical school courses and clerkships. It is the policy of the School of Medicine that specific course and clerkship attendance requirements are established by the sponsoring departments. Accordingly the School may employ a variety of methods to monitor attendance in order to assure that both course requirements and California Medical Board expectations are being met.

IV. Student Assessment, Exam and Grading Policies

Basic Science Proctoring of Class-wide examinations.

The Committee on Promotions and Honors reviewed the school’s current practice in proctoring class-wide

examinations, including those provided by the National Board of Medical Examiners (NBME). The result of

this review may be summarized as follows:

1. It is wholly inadmissible and should be strictly proscribed to have tests administered to students

proctored by non-academic staff. Testing of medical students is an integral part of instruction and, as

such, the sole responsibility of faculty.

2. Any class-wide examination must be proctored by at least two faculty members simultaneously present

in the room in which the examination is administered. It is recommended that these proctors be seated

at two opposing sides of the room, one facing the examinees, the other behind them. Ideally, all class-

wide examinations should be handled the same way as NBME tests and administered in accordance with

official NBME rules. These rules provide for one proctor per 20 students with examinees seated in an

order, which minimizes interaction between them.

V. Remediation Policy

Per the discretion of the course director.





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VI. Students with Disabilities

Reasonable accommodations are realistic modifications in instructional or assessment methods that afford medical

students with disabilities an equal opportunity to perform without compromising the integrity of the underlying

educational process. This principle implies that the accommodations represent an allocation of resources that is

appropriate, given the environment of that specific institution, and that the accommodations do not fundamentally alter the

educational process. Examples of accommodations that may be prescribed by the Disability Services Center include early

access to the course syllabus, note-taking assistance, enlarged print material, readers or audio texts, document conversion,

special seating in classes, tutoring and testing accommodations. The Disability Services Center also provides the student

with disability management counseling and advocacy for appropriate and reasonable accommodations.

Although a faculty member might suggest to a student that a disabilities-related assessment might be beneficial, the

student is the party responsible for seeking accommodation. This process typically involves the student undergoing a

formal assessment for disability, being officially registered by the University as having a disability, and receiving a

prescribed accommodation. Medical students can initiate this process by contacting the Disability Services Center. As

specified in the School of Medicine procedures for implementing the School of Medicine Technical Standards, the Office

of Student Affairs requires that the Disability Services Center forward to the Associate Dean of Student Affairs a copy of

any disability registration and accommodation prescription provided to medical students. This process exists to assure that

the prescribed accommodations are reasonable and do not violate the integrity of the student’s educational program.

The student is also responsible for notifying and providing the faculty course director with documentation that he/she has

a registered disability and has been prescribed an accommodation. Medical students should contact the faculty course

director as early as possible to discuss their disability status and necessary accommodations. Medical students may either

directly provide the course director with the appropriate documentation or request that the Office of Student Affairs do so.

Medical students who are unable to provide such verification are not entitled to accommodation.

VII. Faculty and Course Evaluations

Half the class will be asked to complete on-line lecture (faculty) evaluations after each exam. All Students will

be asked to complete on-line course evaluations at the end of each core course/clerkship/rotation.

Course directors can view responses for all faculty (other than the director) who taught in the course at

https://intranet2.ha.uci.edu/studentEvaluation/Default.aspx Only faculty who have been assigned a evaluation in

the course will appear on this list.

Teaching faculty can view responses at https://intranet2.ha.uci.edu/studentEvaluation/Default.aspx by selecting

“Evals about me”. This will show all teaching evaluations. Filters can be used to search previous years.

It is the responsibility of the department or course director to ask for evaluations to be created for electives.

Course directors and coordinators who wish to use the on-line system should contact Terri Dean at

[email protected] for training and access. Training material can also be found at

http://www.meded.uci.edu/facultyresources.asp

http://www.disability.uci.edu/

https://intranet2.ha.uci.edu/studentEvaluation/Default.aspx

https://intranet2.ha.uci.edu/studentEvaluation/Default.aspx


http://www.meded.uci.edu/facultyresources.asp




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VIII. UC Copyright Information

UC Copyright Resources- http://www.oit.uci.edu/policy/copyright.html

UC Copyright FAQs- http://copyright.universityofcalifornia.edu/faqs.htm

IX. Patient Presentations and Guest Lecturers

Contact Mary Frances Ypma-Wong ([email protected])

X. Room Reservations

Reservations can be made from the Medical Education homepage. http://www.meded.uci.edu/room-reservations/room_reservation_index.asp

http://www.oit.uci.edu/policy/copyright.html

http://copyright.universityofcalifornia.edu/faqs.htm

http://www.meded.uci.edu/room-reservations/room_reservation_index.asp




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APPENDIX A- Template for Course Syllabus

UC Irvine School of Medicine- Academic Year

Course and Number

Course Director: Course Coordinator:

Name Name Campus Address Campus Address

Phone Phone

Email address Email address

Instructing Faculty:

List in alphabetical order with degrees.

Course Description:

Course Objectives:

Key Topics:

Competencies:

Attitudes & Commitments:

Educational Activities:

Content Theme Integration:

Course Hours Summary:

Course Resources:

Assigned Readings:

Official Grading Policy:




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Attendance Policy:

It is the policy of the School of Medicine that specific course and clerkship attendance requirements

are established by the sponsoring departments. Accordingly the School may employ a variety of

methods to monitor attendance in order to assure that both course requirements and California

Medical Board expectations are being met.

Student Representatives:

Students with Disabilities:

It is the responsibility of the student to contact the UC Irvine Disability Services Center . Additional detail

is included in the SOM Student Handbook.





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APPENDIX B- Example of Course Syllabus

UC Irvine School of Medicine- 2013-2014

Medical Physiology 543 AB

Course Director: Course Coordinator:

Harry Haigler, Ph.D. Rhonda Reeves Med Sci. 1, Room C337 Med Sci. 1, Room D340

949-824-6304 949-824-5863

[email protected] [email protected]

Instructing Faculty:

Kenneth Baldwin, Ph.D.

[email protected]

Michael Cahalan, Ph.D.

[email protected]

Vince Caiozzo, Ph.D.

[email protected]

George Chandy, Ph.D., M.B.B.S.

[email protected]

J. Jay Gargus, Ph.D., M.D.

[email protected]

James E. Hall, Ph.D.

[email protected]

Todd Holmes, Ph.D.

[email protected]

Fran Jurnak, Ph.D.

[email protected]

Janos Lanyi, Ph.D.

[email protected]

John C. Longhurst, M.D., Ph.D.

[email protected]

Kenneth Longmuir, Ph.D.

[email protected]

Albert Zlotnik, Ph.D.

[email protected]

Course Description:

This course consists of lectures and clinical correlates covering the classical concepts of

vertebrate physiology, with emphasis on the function of normal tissues in humans. Specific

topics related to neurophysiology, cardiovascular, respiratory, renal, gastrointestinal, endocrine,

exercise, and sexual physiology are presented.



















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Course Objectives:

The student will demonstrate a thorough understanding of the normal physiology of each

organ system of the body.

The student will be able to apply a thorough understanding of the basic physiologic

concepts in a clinical setting.

The student will begin to demonstrate the ability to identify basic abnormal physiologic

conditions and to describe their nature.

Prepares students to approach the practice of medicine from a sound scientific

perspective.

Overall objectives are communicated at the beginning of the course during lecture. The

achievement of objectives is assessed through various LCME related student surveys, meetings

with students during the presentation of the course, ongoing discussions with clinical faculty

about course content and formal, written testing of knowledge.

Key Topics:

Molecular, cellular mechanisms of normal physiological processes.

Systemic physiology

Mechanisms that regulate physiological processes

Competencies:

Understanding of the physiological mechanisms that underlie homeostasis.

How disruption of these processes can lead to pathological states.

Attitudes & Commitments:

Curiosity about the physiological basis of human life.

How to apply the basic physiological processes to the diagnosis and treatment of disease.

Educational Activities: The physiology course is taught in lecture and small group format and is

linked to hands-on Simulation and Ultrasound exercises.

Content Theme Integration:

Alternative Medicine/ Integrative Medicine (CAM)

Geriatrics

Human Sexuality

Medical Genetics & Genetics Counseling




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Women’s Health

Clinical/Translational research

Course Hours Summary:

Clinical Correlates 8

Examinations 17

Lecture 105

Review 8

Total 138

Course Resources:

MERLiN- Repository of all course documents and contains links to course podcasts.

Required Textbook: BRS Physiology (5th

ed.) by Constanzo

Assigned Readings:

Per Instructor

Official Grading Policy: Pass/Fail

1. Section Examinations. These are given at the end of major sections of the course. There

will be five exams. The questions posed will require the student to think carefully and

solve problems.

2. Final Examination. A final exam will be administered at the end of the course covering

all of the material presented. The exam will be supplied by the National Board of Medical

Examiners.

3. Make-up Examinations. There will be no re-examinations for students who fail an exam.

If a student is unable to attend any one of the exams because of sickness, the following

procedure will be observed:

o A make-up examination will not be given and the final grade will be determined

on the basis of the remaining exams, i.e, the remaining section exams, and final

exam will be more heavily weighted.

4. A score of zero will be given if an examination is missed and no physician's certificate is

presented to the Course Director.

Grading-Exams will be scored on the basis of the percentage of questions answered correctly.

Section exams 70%

Blood/Nerve/Muscle/Synapse (14%)

Cardiovascular/Exercise (16%)

G.I. (5%)




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Respiratory/Renal/Acid-Base (21%)

Endocrine/Sex/Temperature (14%)

Small Group Discussion 5%

Final exam (NBME comprehensive) 25%

---------

100%

Pass = 100-65.0

Fail = Below 65.0

Letters of Commendation: 90% and above

Exams will not be released but students will be given the opportunity to review their exams

while proctored.

Attendance Policy:

It is the policy of the School of Medicine that specific course and clerkship attendance

requirements are established by the sponsoring departments. Accordingly the School may

employ a variety of methods to monitor attendance in order to assure that both course

requirements and California Medical Board expectations are being met.

Student Representatives:

Three students will be chosen to serve as liaison between the course director and the class.

Students with Disabilities:

It is the responsibility of the student to contact the UC Irvine Disability Services Center .

Additional detail is included in the Student Handbook.


course director and faculty...

Documents