MDC 7403
Pediatric Medicine Clerkship
84113 001.771
MCOM 2026-2027 Academic Year
MDC 7403
Pediatric Medicine Clerkship
84113 001.771
MCOM 2026-2027 Academic Year
This is a six week clinical experience where students will work in both the inpatient and outpatient setting to provide both well child care and more specialized care for patients requiring admission. The course runs concurrently with the Primary Care and Doctoring 3 Clerkships over a 12-week block.
How To Be Successful
Pediatrics as a specialty relies on building relationships with patients, excellent communication skills, attention to detail and specific physical exam skills. The conditions and diagnoses encountered within the pediatric hospital setting are often rare and complex. This syllabus is not all inclusive, but a starting point for formal didactics, independent study, assigned readings, clinical experiences, topics for resident and attending rounds, and patient presentations.
The following components are required in order to successfully complete the Pediatric Medicine Clerkship:
• You should be on time for all clinical assignments and come prepared to see patients. Please dress professionally when on day shifts and subspecialty. You may wear CLEAN, scrubs for nursery and mid-shift. (You are not permitted to wear hospital-issued scrubs outside the hospitals.)
• You will receive constructive feedback on your presentations, write-ups and clinical evaluations from both faculty and residents.
• You should request evaluations from faculty and residents with whom you work and provide this information to the Clerkship Coordinator at the end of two weeks.
• You will complete an observed patient encounter with an attending or chief pediatric resident (“CEX”) and will receive feedback on the encounter. This requirement can be completed with a new patient H&P, or on an admitted patient during daily rounds. During the CEX you will be evaluated on your communication skills, physical exam skills and patient counseling.
• You will complete a Morning Report style presentation to your peers during Tuesday afternoon education sessions.
• You will submit at least one written H&P to an attending for feedback; this should be your own work and not an H&P that has been edited or signed by a resident, or an attending. Please redact all identifiable patient information prior to submitting the H&P.
• You should complete all required procedures and diagnoses (“PxDx”) and log these by the end of the 6-week rotation.
• Attend all in-person pediatric didactics and review recorded material for didactics.
• Demonstrate a professional attitude and approach at all times.
• Achieve a passing score on the oral exam (>18 points) and on the pediatric NBME
Clerkship Locations:
| Obtain a focused and complete patient history appropriate to the clinical setting, including chief complaint, history of present illness, past medical history, medications, allergies, family and social history, and relevant review of systems. | 1.2 | Faculty Evaluation, Oral Exam |
| Perform an accurate, hypothesis-driven physical examination relevant to the patient’s presentation and clerkship discipline. | 1.1, 1.2 | Faculty Evaluation, Oral Exam |
| Synthesize clinical data to develop and prioritize a differential diagnosis following a patient encounter. | 1.4, 1.5 2.2, 2.3 | Faculty Evaluation, Oral Exam, Case Presentations |
| Recommend common diagnostic tests and accurately interpret basic laboratory, imaging, and other diagnostic results with guidance. | 1.4, 1.5 2.3 | Faculty Evaluation, Oral Exam, Case Presentations, NBME |
Propose initial patient management plans, including preventive, diagnostic, and therapeutic strategies, that reflect patient preferences and clinical context. | 1.5, 1.6, 1.9 2.3, 2.4 6.4 | Faculty Evaluation, Oral Exam, Case Presentations, NBME |
| Recognize patients requiring urgent or emergent care and promptly notify supervising clinicians while initiating basic evaluation steps. | 1.3, 1.5, 6.4 | Faculty Evaluation, Oral Exam, Case Presentations |
| Counsel and educate patients and families using clear, compassionate, and developmentally appropriate language. | 1.7 4.1, 4.7 | Faculty Evaluation, Oral Exam, Case Presentations |
| Observe, assist, and perform basic procedures as appropriate. | 1.1 | Faculty Evaluation |
| Apply foundational basic and clinical science knowledge to explain disease mechanisms and clinical reasoning during patient care activities. | 2.2, 2.3 | Faculty Evaluation, Oral Exam, Case Presentations |
| Demonstrate clinical reasoning skills by forming relevant clinical questions and applying evidence-based principles to patient care. | 2.1, 2.3 3.6, 3.10 | Faculty Evaluation, Oral Exam, Case Presentations |
| Incorporate epidemiologic and social-behavioral factors into assessment and management of patients and populations. | 2.4, 2.5 3.10 | Faculty Evaluation, Oral Exam, Case Presentations, NBME |
| Identify personal strengths and learning needs through self-reflection and feedback from supervising clinicians. | 3.1, 3.2, 3.3 8.1 | Faculty Evaluation, Midclerkship Feedback Session |
| Locate, appraise, and apply scientific evidence to answer clinical questions encountered during clerkships. | 3.6, 3.7, 3.10 | Faculty Evaluation, Oral Exam, Case Presentations |
| Incorporate feedback into daily clinical practice to improve performance and patient care. | 3.5 | Faculty Evaluations, Midclerkship Feedback Sessions |
| Participate in the education of patients, families, and members of the health care team by clearly explaining clinical information, contributing to case discussions, and sharing relevant evidence or learning points appropriate to the clinical setting and level of training. | 1.7 3.8 | Faculty Evaluation, Case Presentation, Midclerkship feedback Session |
| Use information about individual patients, patient populations, and community contexts to inform clinical decision-making, recognize patterns of disease, and identify opportunities to improve patient care during clerkship experiences. | 3.9 | Faculty Evaluation |
| Communicate effectively with patients and families across all backgrounds, demonstrating empathy and cultural humility. | 4.1, 4.6, 4.7 | Faculty Evaluation, Oral Exam, Case Presentations |
| Deliver concise and organized oral presentations of patient encounters to supervising clinicians. | 4.2 | Faculty Evaluation, Oral Exam, Case Presentations |
| Document clinical encounters accurately and in a timely fashion in the medical record, including histories, physical exams, assessments, and plans. | 4.5 | Faculty Evaluation |
| Participate in safe and effective patient handovers under supervision. | 1.8 4.2, 4.3 | Faculty Evaluation |
| Engage patients, families, and members of the health care team with empathy, respect, and emotional insight, demonstrating appropriate self-confidence that puts others at ease. | 4.1, 4.2, 4.6, 4.7 5.1, 5.5 8.7 | Faculty Evaluation, Oral Exam |
| Adapt communication to support trust, shared decision making, and effective teamwork in routine and high stress clinical situations. | 4.1, 4.3, 4.6, 4.7 8.4, 8.5, 8.7 | Faculty Evaluation, Oral Exam |
Consistently integrate principles of integrity, accountability, and respect into clinical decision-making and professional behaviors, demonstrating reliability, preparedness, and follow-through across clinical settings. | 5.1, 5.4 | Faculty Evaluation, Oral Exam, Case Presentations, NBME |
| Analyze patient needs and clinical contexts to prioritize compassionate, patient-centered responses that appropriately supersede self-interest. | 5.2 | Faculty Evaluation, Oral Exam, Case Presentations, NBME |
| Apply ethical principles and legal standards to safeguard patient privacy, confidentiality, and informed consent in clinical care and documentation. | 5.3, 5.6 | Faculty Evaluation, Oral Exam, Case Presentations |
| Evaluate the impact of personal worldview and systemic factors on patient care and adapt behaviors to ensure culturally responsive and equitable treatment of all populations. | 5.5 | Faculty Evaluation, Oral Exam, Case Presentations, Midclerkship Feedback Sessions |
| Synthesize feedback from multiple sources to modify professional behaviors and improve clinical performance. | 3.5 5.4 | Faculty Evaluation, Oral Exam, Case Presentations, Midclerkship feedback session |
| Identify, assess, and appropriately address ethical dilemmas and professionalism lapses, including escalating concerns through established institutional channels when necessary. | 5.6 | Faculty Evaluation, Midclerkship feedback session |
| Describe the roles of health system resources and demonstrate awareness of cost, access, and patient safety considerations in care delivery. | 6.1, 6.3 | Faculty Evaluation, Oral Exam, Case Presentations |
| Participate in care coordination activities, including referrals and discharge planning, under supervision. | 1.8 6.2, 6.4 | Faculty Evaluation, Oral Exam |
| Demonstrate respect for the roles and expertise of the members of interprofessional health care teams and other professionals. | 7.1, 7.2 | Faculty Evaluation, Oral Exam, Case Presentations, Midclerkship feedback session |
| Communicate patient care information clearly with other health professionals to support safe and effective care. | 1.8 7.3 | Faculty Evaluation, Oral Exam, Case Presentations, Midclerkship feedback session |
| Participate in different interprofessional team roles under supervision by contributing to patient care activities, engaging in team discussions, and adapting responsibilities as appropriate to support safe, timely, effective, and patient-centered care. | 7.4 | Faculty Evaluation |
| Demonstrate self-awareness of emotional, cognitive, and performance limitations by appropriately seeking feedback, asking for help when needed, and using constructive coping strategies to manage stress, uncertainty, and clinical workload. | 8.1, 8.2, 8.8 | Faculty Evaluation, Midclerkship Feedback Session |
| Demonstrate professional maturity and emotional intelligence by responding constructively to feedback, adapting behavior in changing clinical environments, managing conflict respectfully, and contributing positively to team function and the learning climate. | 8.2, 8.3, 8.4 | Faculty Evaluation, Midclerkship Feedback Session |
| Identify and appropriately address conflicts between personal and professional responsibilities by communicating concerns, seeking guidance when needed, and prioritizing patient care, team responsibilities, and professional obligations during clerkship activities. | 8.3 | Faculty Evaluation, Midclerkship Feedback Session |
| Apply the principles of beneficence, non-maleficence, patient autonomy, and justice to the analysis of diagnostic and therapeutic decisions in real patient cases and justify management choices using ethical reasoning. | 1.5 5.3, 5.6 | Faculty Evaluation, Oral Exam, Case Presentations, NBME |
| Integrate artificial intelligence tools into clinical workflows to enhance diagnostic reasoning, care planning, and while safeguarding patient safety, data integrity, and ethical practice. | 1.5 2.1, 2.3 3.7, 3.10 5.6 | Case Presentations |
| Differentiate between acute and chronic pain using patient history, physical examination, and available data to guide appropriate treatment selection. | 1.2, 1.3, 1.5 2.3 | Faculty Evaluation |
| Select pain management plans that balance symptom control, functional goals, and patient safety using pharmacologic and non-pharmacologic therapies. | 1.5, 1.6 2.3 6.3 | Faculty Evaluation |
| Communicate with patients and families about pain, expectations, and treatment options in a clear, compassionate, and realistic manner. | 1.7 4.1, 4.6 5.1 | Faculty Evaluation, Oral Exam |
| Identify substance use disorders using patient history, screening tools, and clinical data. | 1.2, 1.3, 1.5 2.3 | Faculty Evaluation, Case Presentations |
| Develop and justify initial management plans for substance use disorders, including harm reduction, withdrawal management, and referral or initiation of medication assisted treatment when appropriate. | 1.5, 1.6, 1.8 2.3 6.2 | Faculty Evaluations |
| Engage patients with substance use disorders in respectful, non-stigmatizing conversations that support trust, safety, and adherence to care. | 1.7 4.1, 4.7 5.1, 5.5 8.7 | Faculty Evaluations |
| Independently conduct and manage multiple patient encounters within a clinical session, demonstrating the ability to gather relevant history, perform a focused physical exam, develop a prioritized differential diagnosis, and contribute to clinical decision-making within a time frame commensurate with the clinical environment. | 1.2, 1.3, 1.5 2.3 | Faculty Evaluation, Oral Exam, Case Presentations, NBME |
| Accurately and efficiently document patient encounters in a clear, organized, and timely manner, ensuring notes meet the standards for clinical decision-making, and interprofessional communication while adapting to the documentation systems used in different clinical settings commensurate with the clinical environment. | 4.3, 4.5 6.1, 6.6 7.3, 7.4 | Faculty Evaluation, Oral Exam, Case Presentations, NBME |
| Identify and understand timing and flow while in the clinical environment and make adjustments to appropriately interact in this environment. | 1.3 4.3 6.1, 6.6 8.4, 8.8 | Faculty Evaluation, Oral Exam, Case Presentations, NBME |
| Integrate evidence-based nutrition science, national dietary guidelines, and clinical evidence to formulate individualized, culturally responsive nutrition recommendations for disease prevention and treatment. | 1.5, 1.6, 1.9 2.1, 2.2, 2.3, 2.4, 2.5 3.6 | Faculty Evaluation, Nutrition IPE Evaluation |
| Elicit, synthesize, and interpret a comprehensive nutrition assessment including dietary history, anthropometric measurements, physical examination findings, and relevant laboratory data to diagnose nutritional risk, deficiency, or malnutrition. | 1.2, 1.4, 1.5, 1.6 2.1, 2.3 3.9 | Faculty Evaluation, Nutrition IPE Evaluation |
| Differentiate and explain the roles, functions, sources, absorption, and metabolism of macronutrients and micronutrients across health states, disease states, and the lifespan. | 2.2, 2.3, 2.4 | Faculty Evaluation, Nutrition IPE Evaluation |
| Analyze how pathological conditions, medications, and drug–nutrient interactions alter nutritional requirements and adjust nutrition management plans accordingly. | 1.4, 1.5, 1.6 2.1, 2.3 | Faculty Evaluation, Nutrition IPE |
| Apply principles of behavior change science to assess readiness, establish SMART culinary and nutrition goals, to guide sustainable dietary pattern change. | 1.6, 1.7 2.5 4.1, 4.7 | Faculty Evaluation, Nutrition IPE |
| Demonstrate advanced communication skills by conducting sensitive, nonjudgmental, and empathetic nutrition counseling that accounts for health literacy, language preference, cultural context, and psychosocial factors. | 1.7 4.1, 4.6, 4.7 5.1, 5.5 8.7 | Faculty Evaluation, Nutrition IPE |
| Critically and empathetically evaluate and address obesity, eating disorders, emotional eating, and metabolic risk using evidence-based strategies. | 1.5, 1.6, 1.7 2.3, 2.5 4.1 5.1, 5.2 | Faculty Evaluation, Nutrition IPE |
| Screen for, interpret, and respond to food insecurity and nutrition insecurity by initiating appropriate referrals and leveraging community and public health resources. | 1.2, 1.8, 1.9 2.4, 2.5 6.2, 6.4 | Faculty Evaluation, Nutrition IPE |
| Collaborate and coordinate care with dietitians and other health professionals through timely referrals and effective participation in multidisciplinary nutrition care teams. | 1.8 4.2, 4.3, 4.4 7.1, 7.2, 7.3, 7.4 | Faculty Evaluation, Nutrition IPE |
| Interpret and counsel patients using nutrition labels, menus, and food processing classifications to support informed, individualized food choices. | 1.5, 1.7 2.3 3.6 4.1 | Faculty Evaluation, Nutrition IPE |
| Distinguish and manage food allergies and food intolerances through accurate diagnosis, patient counseling, and appropriate referral. | 1.4, 1.5, 1.6, 1.7, 1.8 2.2, 2.3 4.1 | Faculty Evaluation, Case Presentation |
| Formulate and justify pediatric nutrition recommendations related to breastfeeding, bottle feeding, and complementary feeding, and age-specific dietary needs using current evidence and guidelines. | 1.5, 1.6, 1.7, 1.9 2.3, 2.4 5.5 | Faculty Evaluation, Case Presentations |
| Explain, select, and manage indications for oral, enteral, and parenteral nutrition by evaluating risks, benefits, and complications in appropriate clinical contexts. | 1.1, 1.4, 1.5, 1.6 2.3 6.2, 6.3 | Faculty Evaluation, Case Presentations |
| Reflect on and optimize personal nutrition behaviors and health factors to model professional credibility and reinforce effective patient-centered counseling. | 1.10 3.1, 3.5 8.1, 8.2, 8.4 | Faculty Evaluation, Case Presentations, midclerkship feedback |
| Demonstrate the use of motivational interviewing techniques during patient interactions to facilitate behavior change in a patient-centered manner. | 1.7 2.5 4.1, 4.7 5.1, 5.3 | Faculty Evaluation, Oral Exam, Case Presentations |
| Course Objective | Program Objective | Assessment Method |
|---|
Clerkship Educational Sessions/Materials
Interactive Didactics
Pediatric lectures are delivered every other Tuesday afternoon over six weeks. Recorded Lectures are available to view through CANVAS at the student’s convenience. Attendance is mandatory for all in-person didactics unless otherwise noted.
Combined student and resident didactics
Students on the pediatric clerkship are expected to attend and participate in all resident morning report conferences, resident noon case conferences and USF Pediatric Grand Rounds.
Textbooks, References, and Reading Assignments
Recommended Textbook:
Clinical Tools:
USMLE/Shelf Exam Study Aides:
Supplemental Reading:
Infectious Diseases (Section 16)
• Differential Diagnosis of Fever and Rash – Ch 97
• Cutaneous Infections – Ch 98
• Acute Meningitis – Ch 100,
• Respiratory infections – Ch 102-110
• Osteomyelitis and Septic Arthritis - Ch 117-118,
• Acute Gastroenteritis – Ch 112
Pulmonology:
• Respiratory Failure – Section 8, Ch 39
• Upper Airway Obstruction – Section 8, Ch 135
• Cystic Fibrosis- Section 8, Ch 137
• Asthma – Section 14, Ch 78
Gastroenterology
• Nutrition – Section 6, Ch 27-28
• Malnutrition – Section 6, Ch 30-31
• Assessment of GI System – Section 17, Ch 126
• Disorders of GI Tract – Section 17, Ch 128-129
• Liver Disease – Section 17, Ch 130
Cardiology (Section 19)
• Assessment – Ch 139
• Syncope – Ch 140
• Chest Pain – Ch 141
• Dysrhythmias – Ch 142
• Congenital Heart Disease – Ch 143-144
• Heart Failure – Ch 145
Endocrinology (Section 23)
• Diabetes Mellitus – Ch 171
• Thyroid Disease – Ch 175
• Disorders of Sexual Differentiation – Ch 177
• Adrenal Gland Dysfunction – Ch 178
Hematology/Oncology (Sections 22-23)
• Anemia – Ch 150
• Hemostatic Disorders – Ch 151
• Oncology Assessment – Ch 153
• Principles of Cancer Treatment – Ch 154
• Infection in the immunocompromised person – Section 16, Ch 120
• Leukemia – Ch 155
• Neuroblastoma – Ch 158
• Wilms Tumor – Ch 159
Rheumatology
• Henoch- Schonlein Purpura – Ch 87
• Kawasaki Disease – Ch 88
• Juvenile rheumatoid arthritis – Ch 89
• Systemic Lupus Erythematosus – Ch 90
• Rheumatic Fever – Section 19, Ch 146
Neurology
• Headache and Migraine – Ch 180
• Seizures – Ch 181
• Ataxia and Movement disorders – Ch 183
• Traumatic Brain Injury – Ch 184
• Neurocutaneous Disorders – Ch 186
• Congenital Malformations of the Central Nervous System – Ch 187
| Patient Type Clinical Condition Diagnosis - "Dx" | Clinical Setting / Level of Student Responsibility | Procedure/Skill - "Px" | Clinical Setting / Level of Student Responsibility | |
| Abdominal Pain in Child | E / F | Vision Screen | OP / P | 1 |
| ADHD diagnosis and/or management | OP / F | HEADSSS assessment in adolescent patient | E / P | 1 |
| Anemia | E / F | Sample prescription using weight based dosing | OP / P | 1 |
| Anxiety in a child or adolescent | OP / F | Oral rehydration of a dehydrated child | E / P | 1 |
| Dx | Dx | Px | Px | 1Min # |
|---|
| Atopic dermatitis | OP / F | Evaluating a growth curve | OP / P | 1 |
| Contraception counseling | OP / F | Immunizations (determine which vaccines are needed/due) | OP / P | 1 |
| Dehydration in a pediatric patient (diagnosis/management) | E / F | Ambulatory pediatric acute visit | OP / P | 1 |
| Diarrhea/Nausea/Vomiting in a child | E / F | Ambulatory pediatric acute visit note (with feedback from preceptor) | OP / P | 1 |
| Neurodevelopmental Disorder | OP / C | Analyze growth curve | OP / P | 1 |
| Dyspnea/Respiratory Distress in a child | E / F | Bilirubin - plot on nomogram and determine treatment plan | E / P | 1 |
| Fever in a child | E / F | History and Physical- Inpatient General Pediatrics | IP / P | 1 |
| Fever in a newborn | E / F | History and Physical- Inpatient General Pediatrics (note) | IP / P | 1 |
| Infection in a child | E / F | History and Physical- Newborn | IP / P | 1 |
| Asthma | E / F | Motivational interviewing | OP / P | 1 |
|---|
| Hematologic disorder in a child | E / F | Screening for prevention of abuse/neglect | OP / P | 1 |
| Child/Adolescent Obesity | OP / F | TB screening (questionnaire) | OP / P | 1 |
| Neonatal jaundice | E / F | Anticipatory guidance for prevention of accidents in a child | OP / P | 1 |
| Neonatal nutrition | E / C | 1 | ||
| Prematurity of the newborn | E / C | 1 | ||
| Neurological Complaint of the child | E / F | 1 | ||
| Pharyngitis in a child | OP / F | 1 | ||
| Rash in a child | OP / R | 1 | ||
| Substance use disorder impacting mother newborn dyad | E / C | 1 | ||
| Joint/Limb pain in a child | E / F | Newborn Screening/Health Maintenance (blood draw, hearing screen, immunization) | IP / O | 1 |
|---|
| Well Child Visit newborn - 12 month old | OP / C | 1 | ||
| Well Child Visit 1 y/o - 4 y/o | OP / C | 1 | ||
| Well Child Visit 5 y/o - 11 y/o | OP / C | 1 | ||
| Well Child Visits 12 y/o - 18 y/o | OP / C | 1 | ||
| Failure to thrive | E / F | PxDx | PxDx | 1 |
|---|
Level of Responsibility for Patient Type/Clinical Condition:
C = Required as part of a comprehensive patient evaluation (e.g., initial H&P, Transfer acceptance note)
F = Required as part of a focused patient evaluation (i.e., limited to organ system or problem)
O = Required as part of an observed team patient evaluation where student participated in the
evaluation and/or discussion (e.g., initial evaluation, patient rounds)
Level of Responsibility for Procedures/Skills:
O = Observe
A = Assist
P = Perform with supervision
GRADING OVERVIEW
Grades for the Pediatric Medicine Clerkship will be assigned after a holistic review of performance across multiple assessments and assignments, including but not limited to the following four components:
Based on Curriculum Committee requirements, the following grades will be used in all clerkships during the third year: Honors (H), Pass with Commendation (PC), Pass (P), Incomplete (I), Remediation (R), and Failure (F). The following should be noted:
Achieving a qualifying percentile score on the NBME examination places a student in consideration for a certain grade but does not guarantee that grade.
The weight of a given evaluation in the final evaluation average may be adjusted based on the following:
Preceptor evaluation averages will be calculated based upon the following:
Pass Eligibility
To be eligible for a grade of Pass, a student must achieve ALL the following:
Pass with Commendations
To be eligible for a grade of PC, a student must achieve ALL the following:
Honors Eligibility
To be eligible for a grade of Honors, a student must achieve ALL the following:
Incomplete
A student will receive an incomplete grade if any of the following occur:
Remediation
Any student who has a subpar performance in a particular clinical area will be considered for remediation. This includes but is not limited to:
Fail
A student will receive a grade of fail if any of the following occur:
Clinical evaluation averages as follows:
GRADE NOTIFICATION
Students failing an NBME exam should be notified in 24 to 48 hours. All students are to be notified by the Clerkship Director when final grades have been submitted to the Registrar. Any students who receive an F or R final grade should be notified individually within 24 hours of the grades being submitted to the registrar and of the appeals process.
GRADE APPEALS:
See the MCOM Student Handbook for the most up to date procedure and further details of the process.
Basis for appeal
A student may appeal a grade if the student has evidence that the grade was assigned in an erroneous manner (i.e., does not match the description of grade assignment by the course syllabus). This is not a process to appeal established course/clerkship grading guidelines which are approved by the Curriculum Committee.
Appeals related to external circumstances impacting test or clinical performance not previously
communicated to faculty do not constitute formal grounds for appeal. Established cut lines must be met
and will not be changed on appeal. The following procedure provides guidance for the appeal process.
All persons involved in this process should make every attempt to adhere to the time schedule outlined in
the following description.
Appeal to the Course Director
Within five (5) business days after the receipt of the course grade, the student may appeal in writing to the course director regarding any assigned grade in dispute. The appeal should include a description of how the student believes the grade was assigned in an erroneous manner. The course director will review the course grading guidelines with the student to ensure that the process is understood and has been followed. If it is found that the assigned grade is incorrect in the judgment of the course director, the appropriate change will be initiated. If the change is made to the students’ satisfaction, at this point, the matter is concluded. The course director will respond in writing with the proposed resolution of the matter (in favor or not) to the student within five (5) business days of the student’s request for review.
If the course director is no longer with MCOM, the student should confer with the new course director (or the assistant dean for the preclinical or clinical curriculum, depending on which is applicable, if a replacement has not been identified) who will then make every effort to receive written input concerning the matter from the former course director. If it is not possible to receive information from the former course director regarding the grade, then the student may appeal the grade as described above and the new course director (or the assistant dean for the preclinical or clinical curriculum, depending on which is applicable) will represent the interests of the course director who issued the grade.
Appeal to the Associate Dean for Undergraduate Medical Education
If the appeal decision by the course director remains in dispute, the student may appeal in writing to the Senior Associate Dean for Undergraduate Medical Education. This appeal must be made within five (5) business days following the initial course director’s decision. The student must include all relevant information relating to the grade appeal within the written appeal including an explanation of why the student feels believes that the grade assigned does not match the grading protocol outlined in the syllabus. After receiving such an appeal in writing from the student, the Senior Associate Dean for UME will review the substance of the student’s appeal with the course director and seek to determine its validity.
If the Senior Associate Dean for UME determines in their judgment that the assigned grade is inappropriate, the Senior Associate Dean for UME can authorize that the grade be changed. The Senior Associate Dean for UME will notify the student in writing within five (5) business days of receipt of the appeal, whether the assigned grade will be changed. If the grade is changed to the student’s satisfaction, the matter is concluded. If the grade is not changed, the Senior Associate Dean for UME will advise the student of the right to appeal to the Vice Dean for Educational Affairs. If the student elects to appeal to the Vice Dean, copies of all written communication mentioned above will be sent by the Senior Associate Dean for UME to the Vice Dean for Educational Affairs.
Appeal to the Vice Dean for Educational Affairs
If the appeal decision by the Senior Associate Dean for UME remains in dispute, the student may appeal the assigned grade, in writing, to the Vice Dean for Educational Affairs . This appeal must occur within five (5) business days of receipt of the decision of the Senior Associate Dean for UME. The student will prepare an appeal, in writing, which should be reviewed by the Associate Dean for Student Affairs as to form and sufficiency (satisfactory structure). The Vice Dean for Educational Affairs may discuss the case with the student, the course director, the Senior Associate Dean for UME , and the Associate Dean for Student Affairs. Following these discussions and reviewing all available information relevant to the appeal, the Vice Dean for Educational Affairs can make a grade change determination. The Vice Dean for Educational Affairs may, if deemed necessary, appoint an ad hoc grade appeal committee. The appeal will be handled as expeditiously as possible.
Please see the MCOM Student Handbook for further details of the appeals process.
Mid-Clerkship Feedback
As delineated in the Formative Assessment and Feedback Guideline, students will receive formative feedback during this clerkship. Feedback will be provided no later than the mid-point of the clerkship to allow students sufficient time to take corrective action, if needed. All assignments, quizzes, and exam scores are posted in the Canvas learning management platform so that students always have access to their most up-to-date grades and assessments.
The Clerkship Director ensures the following occurs:
In the clinical phase of the curriculum, all synchronous learning sessions are mandatory unless specified by the clerkship/course director. All sessions where students are working in the clinical environment are mandatory. The specific procedure for communicating an absence will be described in the syllabus. The consequences for unexcused absences are addressed in the syllabi for each clerkship/course. Recognizing that situations will arise requiring students to miss time from their course/clinical responsibilities, the online absence request procedures presented below must be followed. It is the student’s responsibility to communicate their absence in a timely manner.
EZcheckme: if EZcheckme is being used to track attendance, students are responsible for self-monitoring their EZcheckme attendance app to ensure the accuracy of their attendance (see course syllabus for details). If students believe there is an error in the recording, they must address this concern with the course director within 48 hours of the session.
During the clinical years, the student’s responsibilities lie within the individual clerkship or course. Attendance within a given clerkship or course is a demonstration of attitude and professional behavior. This behavior impacts all members of the healthcare team, including fellow students and patients. Any absence from the clerkship or course may have a direct impact on student performance, the clinical experience, the evaluation of professionalism, the overall grade, and the successful completion of the clerkship or course.
The clerkship or course director will respond to the student’s absence request in writing with a copy to the Office of Student Affairs. The student must provide any supporting documentation requested to the clerkship or course director and the Office of Student Affairs addressing their absence. Students who miss scheduled hours are expected to acquire the same level of competency and do a similar number of clinical shifts as other students in the clerkship or course.
Students are expected to attend all scheduled clerkship and course activities including but not limited to didactic conferences, lectures, workshops, and daily patient rounds. Please see the syllabus/course schedule for details. Mandatory sessions and participation requirements in the clinical years are determined by the individual clerkships. Recognizing that situations arise such that students miss time from their lectures/clinical responsibilities, the procedures presented below will be followed when an unplanned absence is necessary. All decisions regarding absences are at the discretion of the clerkship director. The clerkship director will use the following guidelines when determining if the absence is excused. Please refer to the specific course/clerkship syllabus for any additional absence protocols. Relying on other students on the rotation to pass on information regarding the absence is not an appropriate communication mechanism.
UNPLANNED ABSENCE REQUEST – EMERGENCIES, PERSONAL AND FAMILY ILLNESS, ETC.
The student should contact the direct supervising preceptor and resident/intern/rotation or section head AND the clerkship director and clerkship coordinator to report their absence on the first day of being absent. They should indicate the nature of the unexpected illness or emergency. The Office of Student Affairs must be notified of all absences by e-mail to the associate dean for student affairs Tampa campus (christopherjackson@usf.edu), or on the USF-Lehigh Valley campus, Dr. Melissa Brannen (Melissa_L.Brannen@lvhn.org). It will be at the discretion of the clerkship director, following consultation with the student, to excuse the absence or request additional information about the absence. This may include requesting a physician’s note or other documentation. Online absence requests must be submitted within five business days of the absence for the absence to be excused. The absence report in Archivum must be completed by the student.
PLANNED ABSENCE REQUEST
In order to be excused from a mandatory clerkship event, the student must submit an absence request in Archivum. The request must be submitted 8 weeks in advance or as soon as the student knows of the scheduled event PRIOR to the start of the clerkship. Requests received after the start of the clerkship will require supporting documentation as to why the request is being submitted on short notice. The clerkship director will make the determination to grant or deny a request in addition to any required remediation. Excused absences may require remediation of missed clerkship activities, including additional clinical days and/or make-up work, and may proportionally affect the final grade of the clerkship. The decision to grant or deny the request and determine subsequent action will be at the discretion of the clerkship director. Students are expected to make up all unexcused and excused (but required) clerkship time. Such remediation should be completed at the earliest time available but should not interfere with other scheduled coursework.
UNEXCUSED TARDIES / ABSENCES AND LATE OR MISSED ASSIGNMENTS
The following applies to any student who is:
Absent from a session, and the absence is not excused by the course director.
Arrives tardy to a session, and the tardy is not excused by the course director.
Late or Missed Assignments
All mandatory assignments must be completed by the stated deadline unless an extension has been requested and approved by the clerkship director in advance. This includes but is not limited to procedures and diagnoses logs, H&Ps, modules. Students with any unexcused late assignments will not be eligible for Honors or Pass with Commendations. Students with two or more unexcused late assignments will have a professionalism behavior report completed and will be considered for Remediation.
Tardies
On time arrival to all clerkship activities including clinical sessions, didactics, scheduled meetings, and assessments is a reflection of professionalism.
Tardy definition: A tardy is defined as arriving more than 5 minutes after the scheduled start of a session without prior approval.
Tardy that is unexcused but appropriately communicated
• A first late arrival (tardy) that is unexcused but appropriately communicated will result in completion of a professional behavior report.
• A second tardy that is unexcused but appropriately communicated will result in the student being ineligible for Honors or Pass with Commendations. In addition, a professional behavior report will be completed, and the student will need to complete an additional clinical assignment [for example: an extra shift or call].
• A third tardy that is unexcused but appropriately communicated will result in a maximum grade of Remediation.
Tardy that is unexcused and inappropriately communicated
• A first tardy which is unexcused and not communicated appropriately will result in the student being ineligible for Honors or Pass with Commendations. In addition, a professional behavior report will be completed, and the student will need to complete an additional clinical assignment [for example: an extra shift or call].
• A second tardy that is unexcused and not communicated appropriately will result in maximum grade of Remediation.
Unexcused Absences
Being present for clerkship activities including clinical sessions, didactics, scheduled meetings, and assessments is a reflection of professionalism.
Unexcused absence that is appropriately communicated:
• A first absence, which is unexcused but appropriately communicated, will result in the student being ineligible for Honors or Pass with Commendations. In addition, a professional behavior report will be completed, and the student will need to complete an additional clinical assignment [for example: an extra shift or call].
• A second absence that is unexcused but appropriately communicated will result in maximum grade of Remediation.
Unexcused absence that is inappropriately communicated:
• A first absence which will result in a maximum grade of Remediation.
• A second absence will result in a Failing grade.
Exam –Tardiness and Unexcused Absence
Students who arrive late or have an unexcused absence for a scheduled exam will not be allowed to enter the testing room and take the exam. Students who arrive late must contact both the course director by e-mail or telephone (see specific course syllabus) and the Office of Student Affairs by e-mail or telephone, (813) 974-2068. The student must also complete and submit an absence request in Archivum. Arriving late for an exam will be considered an unexcused absence pending review of the circumstances provided. Exam rescheduling will occur as noted below.
The consequences for exam tardiness across the clinical phase of the curriculum are as follows:
First incident: Student will make up the exam. Five percent will be deducted from the affected exam grade and referral to the associate dean for student affairs via a professional behavior report.
Second incident: Student will make up the exam. Ten percent will be deducted from the affected exam grade, a professional behavior report will be filed, and the student will be referred to the APRC for professionalism remediation. The student will be ineligible for Honors or Pass with Commendations in their current course.
Any subsequent incidents: Student will make up the exam, but the student’s score or the minimum passing score, whichever is lower, will be entered, in lieu of the score obtained. A professional behavior report will be filed. The student will receive a maximum of a Remediation grade in the course they are currently taking.
Unexcused Exam Absence
The consequences for unexcused exam absences across the clinical phase of the curriculum are as follows:
First incident: Student will make up the exam, but the student’s score or the minimum passing score, whichever is lower, will be entered, in lieu of the score obtained. A professional behavior report will be filed, and the student will be referred for professionalism coaching. The student will be ineligible for Honors or Pass with Commendations in that course.
Any subsequent incidents: Student will make up the exam, but the student’s score or the minimum passing score, whichever is lower, will be entered, in lieu of the score obtained. A professional behavior report will be filed. If the student’s grade is in the passing range, they will receive a maximum of a remediation grade for the course they are currently taking.
Exam Rescheduling
Students who miss an examination for any reason are required to contact the clerkship director to determine the date and time of the make-up examination. Dates and times of make-up examinations are determined by the senior associate dean for undergraduate medical education in consultation with the director of assessment and evaluation and the course director. In general, exams will be retaken on the universal make up day.
Clinical Phase Guidelines - Excused and Unexcused Absences
Absence approval remains at the discretion of the course director, however, to support consistency and transparency, the table below outlines the standard definitions of what is typically considered excused or unexcused. The course director may make exceptions when justified by individual circumstances, but any decision outside the standard categories must be documented with a clear rationale. All absence requests (excused and unexcused) are logged and tracked by the Office of Student Affairs. It is at the discretion of the course director to excuse an absence. In certain circumstances, such as curricular events that are difficult to replicate, the course director may choose not to excuse a student, even if the guidelines below state that the absence is potentially excused.
All absences to mandatory sessions require submission of an absence request form in Archivum, except Year 4 SELECT students – who will need to submit requests in this Qualtrics form.
* All ‘Events’ (see below) require submission of the appropriate Request Form. Events indicated below by an asterisk (*) are to be submitted at least 8 weeks in advance.
The maximum number of excused absences allowed per course for Clinical Phase courses is:
2 week courses: 1 day per course
4 week course: 3 days per course
6+ week course: 5 days per course
+ Events indicated below by a plus sign (+) are to be submitted:
In general: prior travel being arranged and a minimum of 2 weeks prior to the course beginning
Conference presentations: when work is submitted for presentation.
All absence requests (excused and unexcused) are logged and tracked by the Office of Student Affairs. It is at the discretion of the course director to excuse an absence. In certain circumstances, such as curricular events that are difficult to replicate, the course director may choose to not excuse a student, even if the guidelines below state that the absence is potentially excused. A student’s request to excuse an absence may be denied if the absence is not submitted with the proper notice as described above.
Please note that all sessions for Professions of Health, MS 2 Orientation, Introduction to the Clerkships, Introduction to Doctoring 4, Transition to Residency, and all SELECT Prologues and SELECT Epilogue are mandatory unless otherwise specified by the course director.
Event | Absence Excused? Make Up Time Needed? | Course Exams Absence Excused? (Yes/No) |
Student health issues, illnesses, including infections that could put patients, staff, or others at risk. This includes any necessary health services including mental health services (e.g., medical and dental appointments). | Yes Yes, if > 1 day missed. Student responsible to reschedule missed experiences. | Course Exams – Yes
Clinical Practice/Oral Exams – Yes |
Illness or death of a close family member or close friend | Yes Yes, if > 1 days missed. Student responsible to reschedule missed experiences. | Course Exams – Yes
Clinical Practice/Oral Exams – Yes Make-up arrangements coordinated with the course director when circumstances permit. |
*Birth of a child (student is the mother or father) | Yes Please see parental leave section | Course Exams – Yes
Clinical Practice/Oral Exams – Yes |
*Religious Day Observances | Yes, if > 1 day missed. Student responsible for rescheduling missed experiences.
Reasonable accommodation will be made to schedule around requested observed holidays during rotation. | Course Exams – Yes
Clinical Practice/Oral Exams – Yes
|
*Wedding – student is the bride or groom
Please make arrangements in advance with the Office of Student Affairs
| Yes, if > 1 day missed. Student responsible for rescheduling missed experiences.
| Course Exams – Yes
Clinical Practice/Oral Exams – Yes
|
*Wedding – attending the wedding of an immediate family member or is a member of the wedding party. | Yes, if > 1 day missed. Student responsible to reschedule missed experiences. | Course Exams – No
Clinical Practice/Oral Exams – No |
+Presenting at a medical conference and the student asked for permission prior to committing to the conference. | Yes Attempts will be made to schedule the student so that the absence is minimally disruptive. Yes, if > 1 day missed. Student responsible to reschedule all missed experiences. | Course Exams – Yes
Clinical Practice/Oral Exams – Yes |
+Attending a medical conference and the student asked for permission prior to committing to the conference. | Yes Attempts will be made to schedule the student so that the absence is minimally disruptive. Student responsible to reschedule all missed experiences. | Course Exams – No
Clinical Practice/Oral Exams – No |
*Participation in a MCOM-sanctioned activity (i.e., IPE Day, , Day at the Capital, Research Day). | Yes, if > 1 day missed. Student responsible to reschedule missed experiences. | Course Exams – No
Clinical Practice/Oral Exams – No |
*Participation in committee meetings as an elected student representative (i.e., Curriculum Committee, Committee for the Pre-clinical Course Directors etc.). | Yes Student should only miss the minimal time necessary and is responsible to reschedule any necessary experiences. | Course Exams– No
Clinical Practice/Oral Exams – No |
Residency interviews | Yes Students are expected to schedule residency interviews during months that they are not scheduled to have a clinical course. Students may miss up to 2 days for interviews, but those days must be made up. If more than 2 days are necessary, the student will be asked to drop the course and repeat the course at a later date.
| Course Exams – No
Clinical Practice/Oral Exams – No |
Birthdays, trips, reunions, and other personal activities | No, absence will impact final grade.
Yes, for all days missed. Student responsible to reschedule all missed experiences. | Course Exams – No
Clinical Practice/Oral Exams – No |
*Significant personal event otherwise unspecified - Students should contact the Associate Dean for Student Affairs to facilitate the process. | Will be determined on a case-by-case basis. Approval must be obtained by the senior associate dean for UME in consultation with the course director. Make-up assignment coordinated with course director. | Will be determined on a case-by-case basis. Approval must be obtained by the senior associate dean for UME in consultation with the course director. Course Exams – |
Please note:
Clinical Practice Exams include ALL non-multiple-choice exams
Documentation may be requested prior to excusing an absence when appropriate
Please note: Students are permitted one excused absence per rotation that does not require make-up time. Any additional absences must be made up.
Example 1: A student is on an 8-week rotation with the following absences:
2 days for illness – excused
1 day for religious day observances – excused
The student would have to make up 2 days
Holidays and Religious Observances
Holidays
Preclinical – Years 1 and 2: the academic calendar mirrors the university calendar in terms of days off for holidays.
Clinical – Years 3 and 4: students are expected to report to their scheduled clinical duties during holidays unless the holiday falls during an academic vacation as described in the academic calendar or otherwise specified by the course director.
Attendance for the Observance of Religious Days
Students are required to attend classes that are part of an academic curriculum.
https://usf.app.box.com/v/usfpolicy10-069 
Students may submit a request for a specific excused absence for religious observances for a class or examination on days of customarily observed religious days https://usf.box.com/v/usfregulation3039. The student must submit the request in writing at the start of the academic term for the discretionary approval of the instructor with the student responsible to make up the missed academic work as determined by the instructor.
General religious gatherings, prayer times, vigils, general worship practices or requests for absences for multiple days or times during scheduled academic classes or programs are not considered as excused religious observances.
If a student cannot participate at the times scheduled for an academic course or clinical, the student should not enroll in the course as failure to attend as required may affect the student’s ability to successfully meet the academic requirements.
Professional Behavior
Students must display professional behavior at all times, which includes upholding the Academic Honesty Guideline, USF Honor Code, MCOM Honor Code and Exam Honor Code as described in the MCOM Student Handbook. Students must also be working towards achieving competency as described in MCOM Program objective 8: Personal and Professional Development
Demonstrate the qualities required to sustain lifelong personal and professional growth
8.1 Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in
appropriate help-seeking behaviors
8.2 Demonstrate healthy coping mechanisms to respond to stress
8.3 Manage conflict between personal and professional responsibilities
8.4 Practice flexibility and maturity in adjusting to change with the capacity to alter one’s behavior
8.5 Demonstrate trustworthiness that makes colleagues feel secure when one is responsible for the care of
patients
8.6 Provide leadership skills that enhance team functioning, the learning environment, and/or the health care
delivery system
8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease
8.8 Recognize that ambiguity is part of clinical health care and respond by utilizing appropriate resources in dealing
with uncertainty
Examples of professional behavior include, but are not limited to: maintaining a professional demeanor on service (e.g., white coat, name tag, appropriate attire, neat appearance, respectful speech, sobriety); representing oneself accurately; appreciating and preserving patient confidentiality; responding sensitively to patients' social and psychological issues; understanding social biases and stigmas, and not reinforcing them; developing empathic listening skills; advocating for patients when appropriate; using hospital/clinic resources responsibly; showing up prepared and on time for rounds, lectures, conferences, and procedures; getting advice when handling ethical dilemmas; taking constructive feedback from attending physicians and residents with open- mindedness and the intention to improve; contributing to the effectiveness, efficiency, and collegiality of healthcare teams. Students must accept responsibility for learning, exercising good judgment, and promptly completing all responsibilities attendant to the diagnosis and care of patients. They must be able to work effectively, respectfully, and professionally as part of the healthcare team, and to interact with patients, their families, and health care personnel in a courteous, professional, and respectful manner.
Examples of unprofessional behavior include but are not limited to:
– Unexcused absence, late attendance in the classroom or clinical activity, late or delinquent assigned curriculum assignments (self-learning assignments, PXDX, etc.), late Absence Request Forms and Absence Report forms.
– The delay in any assignment, activity, or clerkship particular policy is left to the discretion of the Course Director.
– Each participation violation without the approval of the Course Director will be subject to a decrease in the Participation Grade.
Any breach of professionalism as described in the MCOM handbook including but not limited to the professionalism values section and the social media participation guidelines, may be grounds for remediation or failure of the course as determined by the Course Director in consultation with the Assistant Dean for the Clinical Curriculum.
Artificial intelligence tools, including but not limited to generative AI platforms, may be used unless explicitly stated by the course director or individual assigning the work. When permitted, their use must comply fully with the stated guidelines and expectations for the assignment.
Non-Involvement of Providers of Student Health Services in Student Assessment/Location of Student Health Records Guideline
The health professionals who provide health services, including psychiatric/psychological counseling, to a medical student have no involvement in the academic assessment or promotion of the medical student receiving those services, excluding exceptional circumstances. A medical school ensures that medical student health records are maintained in accordance with legal requirements for security, privacy, confidentiality, and accessibility. Please see https://usf.app.box.com/s/u6qz6fz0zsyllx4pj2xlyx0zplqo70wf for details of this guideline.
Mistreatment Guideline and Procedure:
USF Health’s Morsani College of Medicine is committed to assuring a safe, encouraging, and supportive learning environment that reflects commitments to professionalism, respect, and virtues such as integrity, compassion, and kindness. All MCOM faculty and staff are expected to conduct themselves in a professional manner and contribute to creation of a culture that is supportive of learning. Mistreatment, bullying, discrimination, harassment, and sexual harassment are prohibited at MCOM. The Student Mistreatment Guideline, in accordance with LCME standard 3.6, ensures that concerns about the learning environment are promptly dealt with and resolutions reached in a fair and just manner. The College forbids any retaliatory action against students who present grievances in good faith.
The MCOM Student Mistreatment Guideline aims to safeguard medical students from mistreatment by any faculty member or staff associated with MCOM, including clerkship directors, attending physicians, residents, and other medical students by:
• educating members of MCOM about student mistreatment;
• prohibiting medical student mistreatment by anyone associated with MCOM;
• encouraging the early identification of medical student mistreatment as a preventative measure;
• identifying individuals to whom medical students can report mistreatment;
• requiring those who receive complaints regarding student mistreatment to report the complaint to the appropriate administrator;
• providing a confidential system for reporting mistreatment;
• assuring confidentiality to the fullest extent possible;
• assuring that all reports of mistreatment will be thoroughly and promptly addressed;
• providing an avenue for corrective action.
Reports of mistreatment will preferably be addressed within an informal framework when appropriate, but formal procedures are available for use when necessary.
MCOM is committed to preventing mistreatment of medical students through education of the MCOM community. The policy and related procedures will be disseminated among MCOM on an annual basis. Additionally, MCOM will periodically use varying methods (e.g., email, workshops, orientations) to inform medical students, faculty, and staff about medical student mistreatment and the MCOM policy on addressing mistreatment.
When students believe mistreatment has occurred, either personally experienced or witnessed, they should follow the detailed procedures outlined in the MCOM Student Mistreatment Guideline. Students are encouraged to report all concerns of physical, emotional, psychological, or sexual mistreatment or abuse without fear of retribution. Students who experience or witness mistreatment or abuse may report their concerns using this Student Mistreatment Report Form.
Anti-Discrimination and Title IX Policies:
In accordance with LCME standard 3.4, the MCOM has a policy in place to ensure that it does not discriminate on the basis of age, disability, gender identity, national origin, race, religion, sex, sexual orientation or any basis protected by federal law. Mechanisms for addressing and reporting violations regarding discrimination and harassment are provided in the MD student handbook (refer to section “Anti-Discrimination Policy and Procedures”) but are also found in USF policy 0-007.
USF provides support to anyone affected by gender-based discrimination or violence, including:
• sexual harassment
• sexual violence
• relationship violence
• stalking
• discrimination based on pregnancy
• discrimination based on sexual orientation/identity
Title IX addresses gender-based discrimination and sexual harassment that may deny a person access to educational benefits and opportunities. The Violence Against Women Act (VAWA) provides rights to victims, requires USF to have a process to address complaints, and requires USF to provide a variety of programs for students and staff which aim to prevent sexual assault, relationship violence, and stalking. The USF Sexual Misconduct/Sexual Harassment Policy 0-004 can be accessed here.
Students can report gender-based discrimination or harassment by notifying a USF Responsible Employee (all USF faculty), emailing the Title IX Coordinator or Title IX office, mail your report, or walk into the Title IX office, or submit the online report form.
The USF Title IX Coordinator is:
Maggie Denney, M.Ed., LMHC, CCEP
Director, Title IX/VAWA Compliance
4202 E Fowler Ave, ALN 172
Tampa, FL 33620
(813) 974-8616
The USF Title IX webpage can be accessed here. USF has designated all faculty (TA, Adjunct, etc.) as Responsible Employees, who are required to report any disclosures of sexual harassment, sexual violence, relationship violence or stalking. The USF Title IX Office makes every effort, when safe to do so, to reach out and provide resources and accommodations, and to discuss possible options for resolution.
A full list of Title IX resources can be found here. If you are unsure what to do, please contact Victim Advocacy – a confidential resource that can review all your options – at 813-974-5756 or va@admin.usf.edu.
Students may also contact the associate dean for student affairs, Dr. Christopher Jackson at 813-974-2068 for an impartial review and guidance, which may include referral to the USF Title IX Office, USF Office of Student Rights and Responsibilities, the USF Center for Victim Advocacy and Prevention, USF Counseling Center, USF Student Health Services, or Crisis Center of Tampa Bay.
Discrimination or harassment of students based on protected characteristics is prohibited by Title VI, the Florida Educational Equity Act, and USF Policy 0-007. Protected characteristics include race, color, national origin, shared ancestry, religion, age, sex, disability, genetic status, marital status, and veteran status. If a student shares an experience of harassment or discrimination with a USF employee (including faculty), that employee will notify the Student Equal Opportunity Office. This allows the Student EO Office to send the student an email with information about support resources and options—if it is safe to do so. Students are not required to respond to this email. The Student EO Office is a private resource. Information is shared only on a need-to-know basis to provide students with support measures. For more information about Student EO, available resources, or to make a report, please visit www.usf.edu/student-eo
Protected Self-Directed Learning and Independent Study Time:
In accordance with LCME standards 6.3 and 8.8 and outlined in the MD student handbook (refer to section “Medical Student Hours in Year 1 and Year 2”), the MCOM must balance student academic load, including scheduled instructional activities and required assignments outside of class, with protected blocks of time that allow for independent study, self-directed learning, and other activities. The Curriculum Committee has determined academic load parameters for the pre-clerkship phase of the curriculum to ensure that this balance is achieved. This guideline limits the amount of scheduled time for a given week during the pre-clerkship phase of the curriculum.
The academic load and schedule for this course has been determined to be compliant with this guideline.
Course Session and Exam Recording Policy:
Software will be used to record live class lectures and discussions. Students’ participation in live class discussions will be recorded. These recordings will be made available only to students enrolled in the class, to assist those who cannot attend the live session or to serve as a resource for those who would like to review content that was presented.
Recordings may be used in subsequent semesters for instructional purposes as necessary.
Participation in live sessions is considered consent for recording. In courses in which video of
students might be captured due to online software being used, students who prefer to
participate via audio only will be allowed to disable their video camera so only audio will be
captured. A student’s use of video during the session is considered consent for the video to
be recorded and used as previously described. This option to disable video will not apply to
video proctored exams. Please discuss recording options with the Course Director and Course Coordinator. Students may use the recordings as a resource to review content. Copying or distributing the video recordings by students is prohibited and considered a professionalism violation.
Exams will be recorded to maintain academic integrity. These will only be reviewed in the event of a potential exam integrity problem. The recordings will not be disseminated.
Evaluation Compliance Policy:
As outlined in the MD student handbook (refer to section “Expectations for Completing Course and Faculty Evaluations”), MCOM strives to provide the best possible experience for our students, faculty, and staff. As such, student feedback is an essential component of continuous quality improvement for our teaching faculty and curriculum development. The feedback received from students 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.
To improve the evaluation response rate from students and thus ensure MCOM is receiving meaningful feedback, the following guidelines are in place 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:
o The evaluation was assigned in error
o The student did not work with or spend enough time with an educator (e.g., <1 day at clinic)
o 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. Anonymity may be broken in instances where threats to the safety of others are in the evaluation.
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:
The practice of providing 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
Student Accessibility and Accommodation
University of South Florida Morsani College of Medicine (MCOM) is committed to providing equitable access to learning opportunities to students with documented disabilities (e.g., mental health, attentional, learning, chronic health, sensory, or physical).
To ensure access to this class, and program, please contact Student Accessibility Services to engage in a confidential conversation about the process for requesting reasonable accommodations in the classroom and clinical settings.
Accommodations are not provided retroactively. Students are encouraged to register with Student Accessibility Services as soon as they begin their program. The University of South Florida Morsani College of Medicine encourages students to access all resources available through Student Accessibility Services for consistent support and access to their programs. More information can be found online at Student Accessibility Services.
USF has a set of central policies related to student recording class sessions, academic integrity and grievances, student accessibility services, academic disruption, religious observances, academic continuity, food insecurity, pregnancy and related conditions, and sexual harassment that apply to all courses at USF. Be sure to review these online:
Health and Wellness
Your health is a priority at the University of South Florida. We encourage members of our community to look out for each other and to reach out for help if someone is in need. If you or someone you know is in distress, please make a referral at www.usf.edu/sos so that the Student Outreach & Support can contact and provide helpful resources to the student in distress. A 24-hour licensed mental healthcare professional, offered through the counseling center, is available by phone at 813-974-2831, option 3. Please remember that asking for help is a sign of strength. In case of emergency, please dial 9-1-1.
Title IX Policy
USF is committed to fostering a safe and respectful learning environment, free from sex discrimination and sexual harassment, in accordance with Title IX and USF Policy 0-004. If a student shares an experience of sexual harassment, sexual assault, stalking, or relationship violence with a USF employee (including faculty), that employee will notify the Title IX Office. This allows the Title IX Office to send the student an email with information about support resources and options—if it is safe to do so. Students are not required to respond to this email. The Title IX Office is a private resource. Information is shared only on a need-to-know basis to provide students with support measures. To speak to a confidential resource, students may contact USF Center for Victim Advocacy at 813-974-5757. Confidential resources do not notify the Title IX Office unless the student requests it. For more information about Title IX, available resources, or to make a report, please visit www.usf.edu/title-ix.
Professionalism Policy
Per university policy and classroom etiquette; mobile phones, iPods, etc. must be silenced during all classroom and lab lectures. Those not heeding this rule will be asked to leave the classroom/lab immediately so as to not disrupt the learning environment. Please arrive on time for all class meetings. Students who habitually disturb the class by talking, arriving late, etc., and have been warned may suffer a reduction in their final class grade.
End of Semester Student Evaluations
All classes at USF make use of an online system for students to provide feedback to the University regarding the course. These surveys will be made available at the end of the semester, and the University will notify you by email when the response window opens. Your participation is highly encouraged and valued.
Food and Drink Policy (for in-campus sessions only).
Please adhere to the firm policy of no beverages (other than bottled/capped water), food, tobacco products, or like items in the classroom. Your understanding of the necessity for this policy and cooperation will be greatly appreciated. This policy will be strictly enforced.
Academic Accommodations
Students with disabilities are responsible for registering with Student Accessibility Services (SAS) in order to receive academic accommodations. For additional information about academic accommodations and resources, you can visit the SAS website.
SAS website for the Tampa and Sarasota-Manatee campuses.
SAS website for the St. Pete campus.
Academic Support Services
The USF Office of Student Success coordinates and promotes university-wide efforts to enhance undergraduate and graduate student success. For a comprehensive list of academic support services available to all USF students, please visit the Office of Student Success website.
Canvas Technical Support
If you have technical difficulties in Canvas, you can find access to the Canvas guides and video resources in the “Canvas Help” page on the homepage of your Canvas course. You can also contact the help desk by calling 813-974-1222 in Tampa or emailing help@usf.edu.
USF IT Service Support Tampa Campus
USF IT Support St. Pete Campus
USF IT Support Sarasota-Manatee Campus
Center for Victim Advocacy
The Center for Victim Advocacy empowers survivors of crime, violence, or abuse by promoting the restoration of decision making, by advocating for their rights, and by offering support and resources. Contact information is available online.
Counseling Center
The Counseling Center promotes the wellbeing of the campus community by providing culturally sensitive counseling, consultation, prevention, and training that enhances student academic and personal success. Contact information is available online.
Counseling Center website for the Tampa campus.
Counseling Center website for the St. Pete campus.
Counseling Center website for the Sarasota-Manatee campus.
Tutoring
The Tutoring Hub offers free tutoring in several subjects to USF undergraduates. Appointments are recommended, but not required. For more information, email
Tutoring website for the Tampa campus.
Tutoring website for the St. Pete campus.
Tutoring website for the Sarasota-Manatee campus.
Writing Studio
The Writing Studio is a free resource for USF undergraduate and graduate students. At the Writing Studio, a trained writing consultant will work individually with you, at any point in the writing process from brainstorming to editing. Appointments are recommended, but not required. For more information or to make an appointment, email: writingstudio@usf.edu.
Writing studio website for the Tampa campus.
Writing studio website for the St. Pete campus.
Writing studio website for the Sarasota-Manatee campus.
Student Ombuds Office
Florida Statute 1006.51 and Florida Board of Governors Regulation 6.011 require that all public institutions provide ombuds services to students. The Student Ombuds Office at USF is a confidential, impartial, informal, and independent resource for students experiencing challenges related to the university. Ombuds can help students safely explore options, clarify processes, and consider next steps. Learn more or make an appointment at usf.edu/student-ombuds.