Required Course Form

GENERAL INSTRUCTIONS FOR COMPLETING THE DATABASE

Each question in the database is preceded by the relevant LCME accreditation standard. In some cases two standards are closely related, and the questions are germane for documenting compliance with each of the two standards. Additional related information is sometimes contained in the responses to questions that deal with other standards; in those cases, cross-references to the additional information are included in italics. The cross-references are intended to help self-study groups and the survey team identify all relevant data for assessing compliance with standards.

For comprehensive instructions regarding database completion, please refer to the document “Background and Instructions for Completing the LCME Medical Education Database and Institutional Self-Study,” available on the LCME web site at: http://www.lcme.org/database.htm.

· The school should maintain a master database that contains all of the information used for the self-study. When it becomes necessary to update database sections after the self-study report is complete but prior to the survey visit, the school should create a separate database containing the updated information only.

· Most questions require a narrative answer or completion of a table; in some cases, it will be necessary to duplicate a blank table (for example, to summarize each of the school’s clinical teaching sites). Use as much space as necessary to answer each question completely, or to complete the tables.

· Any supporting documents that are requested in the database (e.g., bylaws, organizational charts, policy documents) should be compiled in a separate (red) binder, divided by tabs for each section of the database; do not include such appended materials in the individual database sections.

· The header on each page should indicate the most recent academic year for which information is available at the time of the self-study, not the academic year in which the database is being completed; in most cases, the year for which information is available will be academic year 2005-2006 for self-studies conducted in 2006-2007. When the requested data are for a different time period than that indicated in the header, the applicable time period should be included in the response to the question.

· If database information is updated after completion of the self-study, the academic year listed in the header should be changed accordingly, and marked with the word “Update” in the header along with the year shown (e.g., “Update 2006-07”). Note that changing the header will affect all pages of a database section; therefore, a fresh (blank) copy of the database section should be used for updates.

· If requested information is available from the school’s web site, make sure to print a copy of the web site information for the master database maintained by the school. Changes to such documents after completion of the self-study should be printed and stamped “Updated” to indicate that they have changed, and included in the updated database. In addition, database pages that list URLs of modified web pages should indicate that the web site information has been altered from the original data available to the self-study groups.

· The database copies sent to the LCME Secretariat should include printed copies of any information referred to by website URL. The Secretariat is required to maintain complete print records of all database information.

· Most of the Key Quantitative Indicators (Part A of each database section) can be completed using information contained in the Longitudinal Statistical Summary Report. This report is prepared annually by the AAMC Section for Institutional, Faculty, and Student Studies, and sent directly to the dean.

SPECIAL INSTRUCTIONS FOR REQUIRED COURSE AND CLERKSHIP FORMS

· The required courses and clerkships should be organized by curriculum year and bound in a green binder. Schools that offer a formal decelerated curriculum operating on a different time scale (i.e., five years) should organize the required courses and clerkships according to their regular (not decelerated) academic schedule. Schools that offer medical education programs of more than four years should modify the database and course or clerkship forms correspondingly.

· Duplicate course and clerkship forms as many times as necessary to describe all required courses and clerkships. Descriptions are not required for selective or elective courses.

· It is not necessary to include every instructional objective for any course unless the objectives are relatively few in number (ten or less); the description of objectives, if not itemized, should include a concise summary of what students are expected to learn.

· The summary of student feedback should indicate only major achievements or problems identified by students, not a list of all the comments provided by students. Other evaluation data to be provided in this question may include such items as AAMC Graduation Questionnaire data, performance on national examinations, or any other assessment data routinely available to the leadership of the course or clerkship.

· If course forms are sent directly to course or clerkship directors for completion, make sure that the directors also complete the relevant lines on the summary tables contained in Part A of this section.

LCME Medical Education Database Required Courses and Clerkships 3

REQUIRED COURSES AND CLERKSHIPS

A. SUMMARY DATA

B. REQUIRED COURSE FORM

C. REQUIRED CLERKSHIP FORM

LCME Medical Education Database Required Courses and Clerkships 3

Academic Year 2005-2006

PART A. SUMMARY DATA ON COURSES AND CLERKSHIPS

Complete the following tables for all required courses and clerkships:

A. METHODS OF INSTRUCTION

YEAR ONE

Formal instructional hours
Course / Lecture / Lab / Small groups* / Patient contact / Other† / Total
Profession of Medicine / 34.5 / 2 / 20 / 0 / 28 / 84.5
Ethics and Humanities / 26 / 0 / 0 / 0 / 12 / 38
Molecular Medicine / 130 / 18 / 0 / 0 / 41 / 189
Physical Diagnosis I / 38.5 / 0 / 0 / 0 / 74.50 / 113
Colloquium I / 18 / 0 / 0 / 0 / 14 / 32
Imaging for Anatomy / 17 / 0 / 0 / 0 / 26.5 / 43.5
Anatomy / 70.5 / 129 / 0 / 0 / 13.5 / 213
Physiology / 77.5 / 6 / 12 / 0 / 24.25 / 119.75
Longitudinal Clinical Experience I / 0 / 0 / 10 / 100 / 13 / 123
Medical Neuroscience / 79 / 5 / 0 / 0 / 16.25 / 100.25
Introduction to Behavior Medicine / 52 / 0 / 11 / 0 / 4.75 / 67.75
TOTAL / 543 / 160 / 53 / 100 / 267.75 / 1123.75
48% / 14% / 5% / 9% / 24% / 100%

* Includes case-based or problem solving sessions

† Orientation, Web-based Learning, Student Presentation, Large Group (not lecture), Quizzes, Other

YEAR TWO

Formal instructional hours
Course / Lecture / Lab / Small groups* / Patient contact / Other† / Total
Clinical Diagnosis and Reasoning / 55 / 0 / 0 / 0 / 5 / 60
Physical Diagnosis II / 9 / 0 / 10 / 0 / 63.25 / 82.25
Evidenced-Based Medicine / 27 / 0 / 3 / 0 / 13.5 / 43.5
Principles of Medical Immunology and Infectious Diseases / 103 / 1 / 11 / 0 / 14 / 129
Pathology and Laboratory Medicine / 124.5 / 23 / 0 / 0 / 40 / 187.5
Pharmacology / 91.5 / 0 / 21 / 0 / 23.75 / 136.25
Clinical Problem Solving / 0 / 0 / 36 / 0 / 1 / 37
Colloquium II / 0 / 0 / 10 / 0 / 0 / 10
Longitudinal Clinical Experience II / 0 / 0 / 8 / 112 / 10 / 130
TOTAL / 410 / 24 / 99 / 112 / 170.5 / 815.5
50% / 3% / 12% / 14% / 21% / 100%

* Includes case-based or problem solving sessions

† Orientation, Web-based Learning, Student Presentation, Large Group (not lecture), Other, Clinical Practice, Quizzes

YEAR THREE

Clerkship / Total wks / % Amb. / # Sites used* / Typical hrs/wk formal instruct.** / Quantified Criteria†
(Y/N) / Patient Log
(Y/N)
Primary Care and Special Populations / 16 / 100 / 52/0 / 6-8 hrs/wk / Y / Y
Emergent and Urgent Care / 4 / 100 / 1/3 / 6-7 hrs/wk / Y / Y
Newborn and Maternal Health / 4 / 25 / 1/1 / 6-8 hrs/wk / Y / Y
Neuropsychiatry / 8 / 25 / 5/0 / 8 hrs/wk / Y / Y
Surgical Care / 8 / 25 / 4/0 / 8 hrs/wk / Y / Y
Inpatient Medicine and Pediatrics / 8 / 0 / 4/0 / 7 hrs/wk / Y / Y

*Include the number of sites used for inpatient teaching and the number of sites used for outpatient teaching in the clerkship in the following format: # inpatient/ # outpatient
* *Sum of lectures, conferences, and teaching rounds; show the range of hours if there is significant variation across sites

† Have quantified criteria for the number and kinds of patients been defined?

Course / Lecture / Lab / Small groups* / Patient contact / Other† / Total
Introduction to Clerkships / 24 / 4 / 1 / 0 / 19 / 48

* Includes case-based or problem solving sessions

† Describe: orientation, clinical skills development, web-based learning, large group exams

YEAR FOUR

Clerkship / Total wks / % Amb. / # Sites used* / Typical hrs/wk formal instruct.** / Quantified Criteria†
(Y/N) / Patient Log
(Y/N)
Critical Care / 8 / 0 / 4 / 5 hrs/wk / N^ / Y
Neuroscience / 4 / 10% / 4/4 / 4-6 hrs/wk / N^ / Y

*Include the number of sites used for inpatient teaching and the number of sites used for outpatient teaching in the clerkship in the following format: # inpatient/ # outpatient

* *Sum of lectures, conferences, and teaching rounds; show the range of hours if there is significant variation across sites

† Have quantified criteria for the number and kinds of patients been defined?

^ Note: The fourth year required clerkships were in a state of transition during the 2005-06 academic year. As such, quantifiable criteria were not specified for the fourth year clerkships during the 2005-06 academic year. All fourth year clerkships in the 2006-07 academic year do have specified and quantifiable criteria for the number and kinds of patients.

B. METHODS OF EVALUATION

YEAR ONE

Contribute to Grade (Check all that apply)
Course / # of Exams / Internal Exams / Lab or practical Exams / NBME Subject Exams / Faculty/ Resident Rating* / OSCE/SP Exam / Paper or Oral Pres. / Other†
Professions of Medicine / 2 / X / X / +++
Ethics and Humanities / 2 / X / ++
Molecular Medicine / 4 / X / X / X
Anatomy / 5 / X / X / X / 7 quizzes
Physiology / 5 / X / X / X / 7 quizzes
Imaging for Anatomy / 4 / X / X
Physical Diagnosis I / 9 / X / X / X / X / Assessment of a video-streamed history & physical exam
Longitudinal Clinical Experience I / X / X
Colloquium I / Attendance required at all sessions. Sign-in required.
Medical Neuroscience / 3 / X / X
Introduction to Behavioral Medicine / 3 / X / X / X

* Include evaluations by faculty members or residents in clinical experiences and also in small group sessions (for example, a facilitator evaluation in small group or case-based teaching)

† Describe the specifics in the report narrative

++ Ethics Case exercises; Humanities in-class assignments.

+++Literature search assignment, Ethics case submission ,Physical exam stations checklists

YEAR TWO

Contribute to Grade (Check all that apply)
Course / # of Exams / Internal Exams / Lab or practical Exams / NBME Subject Exams / Faculty/ Resident Rating* / OSCE/SP Exam / Paper or Oral Pres. / Other†
Clinical Diagnosis Reasoning / 7 / X / X
Physical Diagnosis II / 9 / X / X / X / X / X / Must come to each skill session
Evidence-Based Medicine / 8 / X / X / X
Principles of Medical Immunology and Infectious Diseases / 10 / X / X / X / Participation in small group sessions contributes to grade.
Pathology and Laboratory Medicine / 10 / X / X / X
Pharmacology / 10 / X / X / X / X / X
Clinical Problem Solving / X / Case study participation & response to learning issues
Colloquium II / Depend-ent on individual small group require-ments / Participation
in all (~10 hours) small-group sessions
Longitudinal Clinical Experience II / X / X / X

* Include evaluations by faculty members or residents in clinical experiences and also in small group sessions (for example, a facilitator evaluation in small group or case-based teaching)

† Describe the specifics in the report narrative

YEAR THREE

Contribute to Grade (Check all that apply)
Course or Clerkship / NBME Subject Exams / Internal Exams / Oral Exam or Present / Faculty/ Resident Rating / OSCE/SP Exams / Other* / Clinical Skills Observed (Y/N)† / Mid-Course Feedback (Y/N)
Introduction to Clerkships^ / X / N / N
Neuropsychiatry / X / X / X / X / Y / Y
Primary Care and Special Populations / X / X / X / X / X / Y / Y
Newborn and Maternal Health / X / X / X / X / Y / Y
Emergency and Urgent Care / X / X / Y / Y
Inpatient Medicine and Pediatrics / X
2
NBME exams / X / X / X / X / X / Y / Y
Surgical Care / X / X / X / X / X / Y / Y

* Describe the specifics in the report narrative

† Are all students observed performing core clinical skills? (yes or no)

^ This is a two-week, pass/fail course to prepare students for their clerkships. No clinical skills are taught and since the course is only two-weeks long and not graded, mid-course feedback is not given.

YEAR FOUR++

++ The fourth year required clerkships were in a state of transition during the 2005-0 academic year. As such, clinical skills were not consistently observed nor was mid-course feedback routinely given. All fourth year clerkships in the 2006-07 academic year do consistently observe clinical skills and mid-course feedback is routinely given.