ACADEMIC POLICIES AND PROCEDURES
- Brittany Sheehy (Deactivated)
- David Anderson (Deactivated)
Communication
Email is the official method of communication between the USF Health faculty, staff, administration, and all students. Therefore, it is the responsibility of students to check their USF email account correspondence daily. Students will be held accountable for a timely response to all email requests and notifications. As a rule, responses are expected from students within 24 hours. If a student is unable to their check email (e.g., due to travel), the student should activate an out-of-office message on Outlook, indicating when they will be able to answer messages.
Canvas is the learning management system used by USF MCOM. This platform will be used to communicate class calendars and make class specific announcements. Students are expected to monitor Canvas daily for posted assignments and changes to course calendars. In addition to USF email and Canvas, some course directors make announcements using other digital platforms such as Microsoft Teams. Students should be familiar with these programs and check them daily.
Performance Standards
With oversight and approval of the Committee on Curriculum, the faculty and director(s) of each course/clerkship (for simplicity, the term course will be inclusive of courses and clerkships) define the criteria for acceptable academic performance in that course. Evaluation of academic performance may include (but is not necessarily limited to) measuring student’s knowledge, measuring how the student applies such knowledge to specific problems, evaluating the judgment that a student employs in solving problems, as well as assessing the quality of the student’s psychomotor skills, professional conduct, ethical behavior and interpersonal communication with medical colleagues, patients, and patients' families. Students are evaluated based on course objectives, which align with the MCOM program objectives. Student performance in all courses will be summarized by the assignment of grades of H, PC, P, F, R, I, S, or U (also see Grade Determination). Students should refer to the course syllabus for details of grading. All courses and their grading are regularly reviewed and approved by the Curriculum Committee. Deficient grades will be reported to the Academic Performance Review Committee (APRC). Deficient grades are defined as R, U, or F. The R, U, or F grade may be given to a student who fails to complete course requirements. In addition, a student may be assigned an R, U, or F if they fail to demonstrate appropriate professional behavior, or they fail to attend or participate in required course activities even if they have a passing score on examinations or clinical evaluations. The grade of I signifies non-completion of required coursework that must be completed to receive academic credit. The grade of R signifies a provisional failure caused by an identified area of deficiency and must be remediated before a student can advance to the next academic year. Upon remediation of the component, the R grade can convert only to a P or S grade. An F or U grade will remain on the academic record, and the successful completion of the repeated or remedial section of the course can only result in a P or S grade unless the student is required to repeat the curricular year in its entirety. Students must pass all required courses, exams, and activities for the current academic year before moving on to the next academic year.
Students must receive a passing grade in every required course to be recommended for promotion and graduation. Any student with a deficient grade who is granted approval by the APRC to remediate the deficiency must complete the required remedial coursework with a passing grade. Remediation requirements (see Academic Failure, Academic Warning and Probation, and Dismissal) will be determined by the appropriate course director and approved by the APRC.
The transcript is an unabridged record of a student’s coursework; therefore, current and final course grades, including failures, will be noted thereon. In addition to passing grades, current and final course grades include F or U grades as well as I and R grades. I and R grades are printed on the transcript until coursework is made up or remediated. Therefore, R grades do not remain on the student’s final transcript upon graduation, provided they are successfully remediated. However, all R grades will be reported in the Academic History section of the Medical Student Performance Evaluation (MSPE). The R grade will remain on the transcript if the course is remediated by a repeat of the academic year. Incomplete (I) grades do not remain on the student’s final transcript upon graduation. Either the I grade will be converted to a final grade pending the completion of coursework, or for students who do not complete coursework within the period of time prescribed by the course director, the grade will be converted to a W (withdraw from the course).
Multiple Choice Examinations
Testing Applications
Students will utilize the ExamSoft testing application and the National Board of Medical Examiners (NBME) web-based testing browser for most written examinations throughout the four years of the curriculum. In order to utilize these applications, students must procure a laptop that meets the specifications outlined in their cohort’s welcome letter. During the program, students may be advised to wait to download a certain operating system or program upgrades or instructed to update to a newer version of the software in order to remain compliant with our testing partners’ regulations. Failure to secure a compliant laptop or prematurely downloading upgrades/enhancements could jeopardize a student’s ability to sit for required examinations.
Expectations on Test Day
Students will regularly receive email notifications regarding exam day preparations and expectations. Students are required to follow the communicated guidelines for test day procedures and should adhere to proctor instructions while in the testing room. If a student fails to comply with pre-exam instructions or proctor directions, they may be reported for professionalism issues.
Exam Rescheduling
Should any issue arise that necessitates a change in the planned administration of an assessment, MCOM may administer the assessment anytime during the next 7 days (including weekends) as long as the assessment does not start before 7:00 a.m. and does not end after 8:00 p.m. Students are required to attend, complete and/or submit assessments during the rescheduled time. Failure to do so may result in a score of zero. If MCOM is closed because of an emergent situation, such as but not limited to a hurricane, exams will be delayed until after the college is reopened.
Grade Determination
The grades are described as follows; however, see course syllabi for specific grade determination.
- H = Honors
- PC = Pass with Commendation
- P = Pass
- F = Fail
- S = Satisfactory
- U = Unsatisfactory
- I = Incomplete
- R = Remediation Required
- W = Withdraw without penalty
- WP = Withdraw Passing
- WF = Withdraw Failing
Timing of Remediation
In order to deviate from the timing of remediation outlined below, the student must petition the APRC in writing for a change and provide the rationale for the requested deviation. Students are required to consult with the Associate Dean for Student Affairs and the Director of the Academic Support Center prior to making such a request.
Year 1 Courses
Students who receive an R, U, or F grade must remediate the course at the end of the year prior to taking the Year 1 Comprehensive Exam (Y1CE). Students who earn an F grade will receive a schedule of remediation activities designed and communicated by the course director to be completed after Course 4 ends. Students who receive an R grade due to an exam failure will retake their examination on the preclinical universal makeup day. Year 1 students who must remediate (R, U, or F) often need to delay the beginning of their planned summer research or other activities in order to complete their remediation activities. Students who do not successfully complete remediation will be reviewed by the APRC for further action. Students who receive an I grade for work not completed during the course must complete that work prior to taking the Y1CE.
Year 2 Courses
Students who receive an F, R, or U grade must remediate the course prior to taking USMLE Step 1 or starting Year 3. Students who earn an F grade will receive a schedule of remediation activities designed and communicated by the course director after the completion of Course 7. Students who receive an R grade due to an exam failure will retake their examination on the preclinical universal makeup day. Any Year 2 students who must remediate (F, R, or U), may need to delay the beginning of their Step 1 preparation in order to complete their remediation activities. Those who do not successfully complete remediation will be reviewed by the APRC for further action. Students who receive an I for work not completed during the course must complete that work prior to taking USMLE Step 1 or starting Year 3.
Year 3 Clerkships
Students who receive an F, R, or U grade in a Year 3 clerkship must complete their remediation plan for the clerkship in its entirety prior to proceeding to the fourth year. The remediation plan is determined by the clerkship director in consultation with the comparable clerkship director of the sister campus. The remediation plan is presented for approval by the APRC. If the remediation plan is to repeat a clerkship exam, these are given on the clinical universal make up day(s). If the remediation plan is to repeat the clerkship in its entirety, this will occur at the end of the clerkship year. All Year 3 remediation must be completed prior to starting any Year 4 academic curriculum, unless granted permission by the Associate Dean for Undergraduate Medical Education and approved by the APRC. Students who do not successfully complete remediation will be reviewed by the APRC for further action. Students who receive an I grade for work not completed during the course must complete that work prior to proceeding to the fourth year, unless approved by the APRC.
Requirements for Graduation
1. The student must pass in all courses of the established curriculum leading to the MD degree, including track requirements.
2. The student must pass USMLE Step 1 and Step 2 Clinical Knowledge (2CK) examinations. The student must pass a summative Comprehensive Clinical Practice Examination. An outline of the Comprehensive Clinical Performance Examination (CCPX) is provided below.
i. The CCPX is an all-day examination made up of Standardized Patient (SP) stations simulating focused patient encounters in an office or emergency room setting. The CCPX is typically administered during the last clerkship rotation of the year. The CCPX is designed to evaluate students’ knowledge, skills and attitudes in the clinical setting. Students are assigned specific focused tasks at each station. All encounters include a rating of interpersonal skills by an SP. Each encounter requires a focused history and physical examination, based upon the chief complaint. The student must then document the history and physical exam findings, and develop a differential diagnosis. Students must defend their differential diagnoses with supportive findings from the history and physical exam. Additionally, the student may be required to choose specific diagnostic tests and document a patient management plan as appropriate to the case. Some encounters require patient counseling.
ii. All cases have been developed by the Experiential Learning and Simulation team, clerkship directors, and other pertinent clerkship faculty and are based on common scenarios encountered or discussed during clerkship rotations. The skills and behaviors to be evaluated include: 1) interaction with the patient; 2) the quality and appropriateness of history taking and/or physical exam skills; 3) ability to counsel and educate patients regarding their condition and/or risks for disease; 4) ability to develop a differential diagnosis and management plan based on encounter-specific information.
3. The student must achieve all MCOM Program Objectives for graduation, including the service learning and teaching requirements as evidence by appropriate signoff within Archivum.
i. Forty (40) hours of service learning and 20 hours of teaching are requirements for graduation. Students have until the end of fall semester of year four to meet this requirement. Relevant deadlines for completion can be found HERE.
ii. The service learning and teaching requirements activities must be recorded in Archivum. Instructions for documenting hours can be found HERE.
4. The student must satisfactorily demonstrate the professional attitudes and values expected of a physician.
5. The student must have made the appropriate arrangements to discharge all financial obligations to the University and attended the financial aid exit interview session (if applicable). The only exception is the repayment of loans that have a specified maturity date.
6. Unless prior arrangements (e.g., research position) have been approved by the Vice Dean for Educational Affairs or their designee, the student must have accepted an approved residency for graduate medical education.
7. Transfer students admitted with advanced standing from an approved medical school must complete years 3 and 4 of the MCOM curriculum at a minimum.
Standards of Progress for Veterans Affairs (VA) Students
In general, applicable law requires that educational assistance benefits to veterans and other eligible persons be discontinued when the student ceases to make satisfactory progress toward completion of his or her training objective. Benefits can be resumed if the student re-enrolls in the same educational institution and in the same program. In other cases, benefits cannot be resumed unless VA finds that the cause of the unsatisfactory attendance, conduct or progress has been removed and the program of education or training to be pursued by the student is suitable to his or her aptitudes, interests, and abilities. Contact the University of South Florida Office of Veteran Success to determine the implications of unsatisfactory performance, academic warning/probation, and dismissal as it relates to VA educational benefits.
The following applies to MCOM students:
- Unsatisfactory Performance
As defined in the Unsatisfactory Performance section, unsatisfactory performance may ultimately result in dismissal from MCOM. The student has the responsibility to contact the USF Office of Veteran Success to determine the implications of unsatisfactory performance as it relates to VA educational benefits.
- Academic Failure, Academic Warning and Probation
As defined in the Academic Failure, Academic Warning and Probation, and Dismissal section, students may ultimately be subject to dismissal from MCOM if they do not achieve academic good standing under established rules. The student has the responsibility to contact the USF Office of Veteran Success to determine the implications of academic failure, academic warning and probation as it relates to VA educational benefits.
- Dismissal
As defined in the Academic Failure, Academic Warning and Probation, and Dismissal section, students may be subject to dismissal from MCOM. The student has the responsibility to contact the USF Office of Veteran Success to determine the implications of dismissal as it relates to VA educational benefits.
Academic Honesty Guidelines
Students are awarded academic degrees in recognition of successful completion of coursework in the study of medicine and demonstrated integration of the academic standards for honesty and integrity expected of all graduates. Broadly defined, academic honesty is the completion of all academic endeavors and claims of scholarly knowledge as representative of one’s own efforts.
For example, all students must attest to the following prior to taking computer-based written examinations.
USF Morsani College of Medicine Exam Honor Code While taking this examination, I agree to adhere to the provisions of The USF Morsani College of Medicine Honor Code as provided in the most recent iteration of the Student Handbook. In addition, during the entirety of the examination I pledge the following:
I understand that if I am aware of any violation of the above rules it is my obligation to report this violation to a Class representative, Student Affairs representative, or Faculty member. I have read, understand, and agree to comply with this notice and wish to proceed by selecting the continue button. |
All students are required to maintain academic integrity throughout their enrollment at USF MCOM. Any student who commits a violation of academic integrity such as listed in the USF Academic Integrity of Students Policy outlined in the USF Regulation 3.027 will be subject to review by the APRC and consideration of academic sanctions pursuant to the guidelines set forth in the policy.
Punishment for the violation of any of the academic honesty guidelines will depend on the seriousness of the disruption and will range from a private verbal reprimand to dismissal from MCOM.
Professionalism Values
Professionalism is grounded in the fundamental values of honesty, integrity and fairness and is an essential part of the practice of medicine. Students are expected to display and will be examined by these exemplary behaviors. Students are expected to uphold their responsibility to their profession, and to appreciate that behaviors outside of the classroom and clinical learning environments can impact their progression through program.
In addition to behavioral standards related to the medical profession, students are expected to uphold the principles of honor set forth by the University of South Florida in The Commitment to Honor.
Attitudes or behaviors inconsistent with compassionate care; refusal by, or inability of, the student to participate constructively in learning or patient care; derogatory attitudes or inappropriate behaviors directed at patients, peers, faculty or staff; misuse of written or electronic patient records; or other unprofessional conduct can be grounds for dismissal and will be reviewed by the APRC.
Anyone seeking impartial assistance to identify and navigate professionalism concerns affecting faculty-student relations, academic achievement and/or institutional effectiveness may contact Kira Zwygart, MD, at the Office of Student Affairs (OSA) (813-974-2068), or the USF Student Ombuds Office (email OMBUDS@USF.EDU; phone 813-974-0835).
During medical school, development of professionalism is monitored by both faculty and students. Faculty and students can report professionalism concerns or outstanding professional behaviors confidentially using this form: Professional Behavior Report.
Anyone seeking to discuss concerns regarding unprofessional behaviors may alternatively contact any of the following:
Kira Zwygart, MD, Associate Dean for Student Affairs (813-974-2068)
Melissa Brannen, MD, Assistant Dean for Student Affairs, USF-Lehigh Valley (610-402-2563)
Bryan Bognar, MD, Vice Dean for Educational Affairs (813-974-7131)
Robert Barraco, MD, Associate Dean for Educational Affairs USF-Lehigh Valley (610-402-2563)
Cuc Mai, MD, Associate Dean and DIO, Graduate Medical Education (813-974-4478)
Deborah DeWaay, MD, Associate Dean for Undergraduate Medical Education (813-974-7131)
In conferring the MD degree, the University of South Florida certifies that the student is competent to undertake a career as a Doctor of Medicine under supervised practice. The MD degree also certifies that, in addition to competency in medical knowledge and skills, the graduate possesses those personal traits and behaviors essential to the profession of medicine as judged by the faculty, residents and the student’s peers.
Professionalism – Graduates will be able to demonstrate the following attributes
Value Anchor | Behavior | Example |
Responsibility and Accountability | Comes on time and is prepared | |
Informs others that he/she will be unable to attend | Informs faculty of intended absence from a mandatory meeting/class or clinical assignment well in advance so that consequences of absence can be addressed. Students should reference appropriate preclerkship and clerkship guidelines. Emergency absences are reported the same day. | |
Assures continuity of patient care when absent | Arranges for coverage and discusses patients prior to leaving clinic/floor at the end of shift or rotation. | |
Completes assignments, documentation responsibilities on time | Submits all assignments when due. Completes charting on patients in a timely manner. | |
Complies with rules/procedures | Follows directions, rules and procedures; asks for clarification when needed
| |
Shares workload appropriately and takes on additional responsibilities when appropriate to help the team | Does equal share of work in a group project. Accepts or volunteers for reasonable share of absent member’s duties/work when a team/group member is absent. | |
Responds to communications in a timely manner | Answers emails (<24hrs), pages(immediately), and returns phone calls (as appropriate to situation) promptly. | |
Acknowledges and accepts consequences of action | Acknowledges mistakes and accepts correction or action taken to remediate. | |
Self-Assessment/ Improvement | Accepts and modifies behavior in response to constructive feedback in an appropriate manner | Listens to feedback without being defensive, asks questions to clarify expectations, seeks examples of how to modify performance and constructs an action plan to address areas needing improvement. |
Acknowledges limitations of knowledge, authority and ability | Performs procedures only under direct supervision. | |
Shows the appropriate level of self confidence | Presents in class or rounds with clarity and consistency. Acknowledges gaps in knowledge. Asks questions to help consolidate knowledge and skills. Is not arrogant or withdrawn. | |
Asks appropriate questions | Asks questions relevant to the learning activity or case. Inquiries about appropriate reference sources for furthering learning. | |
Consistently goes beyond the minimum in seeking knowledge and professional expertise | Demonstrates reading about topics or cases beyond the assigned tasks. Demonstrates curiosity about clinical topics and identifies topics for further learning. | |
Balances availability to others with care for one’s self | Attends to own needs for nutrition, sleep and exercise without compromising care of patients. Acknowledges level of personal stress and acknowledges when help is needed. Asks appropriate people for assistance. Counseling number here? | |
Provides leadership or participates in outreach to the community | Volunteers to help run and staff community and international health programs. Organizes others and helps teach wellness in the community. | |
Ethical Behavior | Attributes ideas appropriately | Avoids plagiarism; acknowledges and attributes ideas of peers and others. |
Demonstrates honesty and integrity | Does not seek answers to exam questions during testing administration; does not communicate exam answers to subsequent examinees; documents authentically when providing patient care; does not copy previous work. Adheres to examination honor code during test administrations. | |
Recognizes potential ethical dilemmas | Demonstrates awareness of potential sources of conflict between patients, providers and team members. Demonstrates awareness of conflicts of interest in the practice of medicine. | |
Appropriate Interactions with Others | Demonstrates courtesy, politeness and patience | Listens actively and attentively to patients, families, co-workers and responds appropriately. |
Maintains appropriate boundaries | Does not offer gifts or services to faculty in order to receive special consideration in the future.
| |
Maintains appropriate appearance and demeanor | Good grooming/hygiene; appropriate and clean dress. | |
Respects diversity | Asks about cultural background and acknowledges how these may impact health care. | |
Considers other’s point of view | Listens to others, asks questions to clarify differences of opinion; is not dogmatic, insistent or rude. | |
Demonstrates insight into the impact of their communication & behavior on others | Acknowledges own non-verbal and verbal comments that may signal boredom or disrespect to patients, families or other team members. | |
Patient-Centered Care | Develops rapport with patients | Uses open ended questions, obtains patient’s “story” of the illness, establishes trust with patient. |
Incorporates patient’s views on health and illness into care | Collaborates with patient and inquires as to patient preference for care. | |
Demonstrates compassion toward patients | Being empathetic to better understand what patients are going through. Getting to know patients to better understand their needs. Giving patients someone to talk to, which is especially important for patients who don't have family or friends to lean on. | |
Advocates for the patient | Gets appropriate individuals involved in patient’s care, makes efforts to have team work together for patient’s best interests and follows patient’s progress. |
Social Media Participation Guidelines
The USF Health Office of Communications and Marketing provides guidelines as to how MCOM supports institutional communication goals through social media platforms (e.g., Facebook, Twitter, YouTube, LinkedIn, Pinterest, and Instagram). Institutional representation via online social media platforms must only be initiated and authorized through the USF Health Office of Communications and Marketing and the USF Information Technology. Any sites or pages existing without prior authorization are subject to review, and when discovered may be removed.
USF email addresses should not be used in conjunction with unofficial or personal social media accounts and profiles. Remember, everything done online can and will live forever. Think before posting. A closed network is not necessarily private. It can and will be shared, stored and spread globally. Anything posted online can end up on the front page of a newspaper, or on television. Balance professional and personal social media presences thoughtfully.
Never disclose patient information on social media. Patient information is protected by the Health Insurance Portability and Accountability Act (HIPAA). Students must be knowledgeable about the provisions of this act and respect its intent at all times. Students must comply with HIPAA Notice of Privacy Practices.
Social media responsibility is an important aspect of professionalism. All MCOM colleagues – including students – must adhere to the following:
- Always protect patient privacy. Never reveal any patient health information that could identify the patient.
- Always abide by all MCOM HIPAA requirements. 2. Know and follow university guidelines from the Office of Rights and Responsibilities.
- When discussing MCOM, or matters related to the college, students must make it clear that they are not speaking on behalf of MCOM. If students publish content to any website outside of MCOM and it involves work done or subjects associated with MCOM, use a disclaimer such as: "The views expressed on this blog; website are my own and do not reflect the views of the University of South Florida Morsani College of Medicine."
- Students are personally responsible for content that they publish. Be aware that content published on blogs, wikis, social networks or any other form of user-generated media will be public and often cannot be edited or removed.
- Use a personal (non-USF) email address for social media participation. Do not use a USF email address as a means of identification for social media participation.
- Respect copyright and fair use laws, including materials owned by USF and MCOM.
- Do not disclose confidential or proprietary information. Do not disclose information related to MCOM that is not public. If you are uncertain whether information is confidential or proprietary, ask for guidance.
- Perception is reality. If identifying as an MCOM student, ensure the profile and related content is consistent with expected behaviors. In social media, the lines between public and private, personal and professional can be blurred. By identifying as associated with the college, perceptions are created about MCOM and the student with colleagues and others. If students choose to identify an association with MCOM, be sure that all content is consistent with the college’s values and professional standards.
- Contact the MCOM Office of Student Affairs or USF Health Office of Communications and Marketing if there are any questions or uncertainty about the application of these guidelines to social media activities.
- Faculty or staff who have a scheduling, teaching or evaluation relationship with students should not be asked to join a social media site(s).
- Be aware that students must always maintain a professional demeanor, even when off duty.
The American Medical Student Association has also published useful guidance on the appropriate use of social media which can be found HERE.
HIPAA EDUCATION AND COMPLIANCE
Students will complete training regarding the Health Insurance Portability and Accountability Act of 1996 (HIPAA) prior to beginning clinical work, in year 1 of the program. The sharing of personal health information via verbal, written or electronic means outside of appropriate clinical use is strictly prohibited and a violation of the Health Insurance Portability and Accountability Act (HIPAA). This includes sending such information to your private emails for use in creating patient presentations. USF Health’s Professional Integrity Office provides regular information to help providers, including students, provide HIPAA-compliant care. Students may access this site to review educational resources: https://health.usf.edu/pio/privacy-tips.
Additionally, if students have concern about witnessing a HIPAA violation, they may report a concern at by accessing this site: https://health.usf.edu/pio/report-concern.
Student Evaluation Policy Statement
MCOM strives to provide the best possible experience for our students, faculty, and staff. As such, student feedback is an essential component for continuous quality improvement of our teaching faculty and curriculum development. The feedback received is vitally important to assess the program’s strengths and weaknesses, as well as identifying opportunities for improvement of the educational experience for future students.
In an effort to improve the evaluation response rate from students and ensure MCOM is receiving the best feedback possible, the following guidelines will be implemented for all enrolled students:
- Students will be required to complete at least 80% of assigned evaluations
- All evaluations should be completed within 25 days upon receipt
- Students may suspend evaluations only under the following circumstances:
- The evaluation was assigned in error
- The student did not work with or spend enough time with an educator (e.g. <1 day at clinic)
- The student did not participate in the activity (e.g. lecture)
- At most, students will be permitted to suspend up to 20% of their evaluations. Once a student exceeds a 20% suspension rate, their completion of evaluations will be reviewed on a case by case basis
- Comments provided on evaluations should be constructive, thoughtful, and professional
Please note that levels of anonymity are strictly enforced and fail safes are put in place to ensure students cannot be identified from their evaluations.
Student evaluation completion compliance rates will be monitored on a quarterly basis and students found to be out of compliance will be required to attend a mandatory one-hour session to complete any pending evaluations and will receive a notice via email from the Evaluation team. Failure to complete evaluations and/or attend the mandatory sessions may result in the following disciplinary actions:
- A written notice from the Associate Dean for Undergraduate Medical Education
- A mandatory meeting with the Associate Dean for Undergraduate Medical Education
- Appearance before the Academic Performance Review Committee (APRC)
The practice of providing detailed quality feedback is an integral part of developing the professional skills students will need as future physicians. It is the college’s goal that students will not only gain more experience giving and receiving feedback, but will improve essential professional development skills while providing quality insight into our faculty and curriculum for continuous quality improvement.