BMS 6826
Doctoring II
83245 001.728
MCOM 2026-2027 Academic Year
BMS 6826
Doctoring II
83245 001.728
MCOM 2026-2027 Academic Year
Doctoring II will continue to foster the acquisition of the knowledge, skills, attitudes, and behaviors of the competent, ethical, and humane physician with an emphasis on clinical reasoning. This year you will learn critical skills to apply during your clerkships and throughout your career. We will expand upon the history and physical exam skills you acquired during Doctoring I, now applying them to specific clinical problems and presentations. You will develop the practice of forming a problem list, differential diagnosis, and assessment and plan for each clinical encounter. During the course you will also learn how to develop diagnostic schemas and illness scripts. We will enhance your understanding of behavioral science, cultural competency, ethics, medical humanities, and health systems in relation to clinical care. Professional development will be expanded by using an educational model that incorporates teacher-learner partnerships, patient-centered care, reflection, and teamwork.
We are very excited to continue with you on your journey into the world of doctoring! Now that you have completed Doctoring 1, you have begun to build a foundation of basic clinical knowledge and skills that we will continue to develop in Doctoring 2 over the next 2 semesters.
We do our best to synchronize and integrate the course content with the basic sciences to maximize student learning as best as we are able. We will reinforce aspects of the basic sciences throughout the course to enhance our understanding of clinical medicine and differentiating health from disease.
The overall experience will foster the knowledge, skills, and attitudes necessary for students to be successful in their 3rd Year Clerkships.
Have fun and stay up-to-date with the coursework. You are on your way to becoming the doctor you hope to be!
Jennifer Shiroky-Kochavi, MD MPH
Course Director
Fred Slone, MD
Associate Course Director
Desiree Burroughs-Ray, MD
Assistant Course Director
ALL Doctoring 2 sessions are mandatory. Students should expect to be present in-person from 1:00-5:00pm their assigned Doctoring 2 weekday throughout the academic year unless otherwise notified. The majority of the sessions will start with a large group didactics from 1:00-1:50pm.
Sessions
All students are expected to attend the sessions on Wednesday Sept 9, Monday Nov 9, and Monday March 8.
Assignments
Activities Outside of Monday and Wednesday Afternoon Sessions
CCPX Dates
CCPX dates will be assigned by the Course Coordinator and Course Director. If a student has a conflict, they must contact the Course Director for approval to swap and the student must identify a student to swap with.
Healthcare Systems Sessions
Dermatology Session
SonoSim- dates and assignments will be posted in SonoSim Module in Canvas
DCE
| Block | DCE2 Rotations | Rotation # | Monday PM | Wednesday PM |
|---|---|---|---|---|
| C5 | Groups A1 & A2 | 1 | 8/3/2026 | 8/5/2026 |
| C5 | 2 | 8/10/2026 | 8/12/2026 | |
| C5 | 3 | 8/17/2026 | 8/19/2026 | |
| C5 | 4 | 8/24/2026 | 8/26/2026 | |
| C5 | 5 | 8/31/2026 | 9/2/2026 | |
| C5 | 6 | 9/14/2026 | 9/16/2026 | |
| C6 | Groups B1 & B2 | 7 | 10/5/2026 | 10/7/2026 |
| C6 | 8 | 10/12/2026 | 10/14/2026 | |
| C6 | 9 | 10/19/2026 | 10/21/2026 | |
| C6 | 10 | 10/26/2026 | 10/28/2026 | |
| C6 | 11 | 11/2/2026 | 11/4/2026 | |
| C6 | 12 | 11/16/2026 | 11/18/2026 |
USF Health Morsani College of Medicine (MCOM, MDD)
560 Channelside Dr, Tampa, FL 33602
USF Center for Advanced Medical Learning and Simulation (CAMLS)
124 S Franklin St, Tampa, FL 336
2026-2027 Doctoring 2 Course Objectives | MD PROGRAM OBJECTIVE | ASSESSMENTS |
|---|---|---|
Elicit a focused, patient-centered medical history tailored to the chief complaint, incorporating relevant review of systems and contextual factors in multiple patient care settings, across a variety of patient populations. | 1.1 Perform all medical, diagnostic, and surgical procedures considered essential for the area of practice.
1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations 2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care
3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care 4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds
4.7 Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions
5.1 Demonstrate compassion, integrity, and respect for others
5.5 Demonstrate sensitivity and responsiveness to a diverse patient population, including but not limited to diversity in gender, age, culture, race, religion, disabilities, and sexual orientation
8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease |
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| Demonstrate appropriate technique and sequencing for core physical exam components and more specialized tests to elicit pathology. | 1.1 Perform all medical, diagnostic, and surgical procedures considered essential for the area of practice. 1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
1.3 Organize and prioritize responsibilities to provide care that is safe, effective, and efficient |
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| Assess how patients’ personal contexts and characteristics influence their health, illness experience, and interactions within the healthcare system. | 1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations 2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care
4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds
4.6 Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about death, end of life, adverse events, bad news, disclosure of errors, and other sensitive topics
5.5 Demonstrate sensitivity and responsiveness to our patient population.
6.3 Incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based care |
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| Deliver organized and concise oral case presentations appropriate for both peer and faculty audiences. | 1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
1.3 Organize and prioritize responsibilities to provide care that is safe, effective, and efficient
4.2 Communicate effectively with colleagues within one’s profession or specialty, other health professionals, and health related agencies 4.3 Work effectively with others as a member or leader of a health care team or other professional group
6.6 Perform administrative and practice management responsibilities commensurate with one’s role, abilities, and qualifications
7.3 Communicate with other health professionals in a responsive and responsible manner that supports the maintenance of health and the treatment of disease in individual patients and populations
8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease |
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| Document clinical encounters in a clear, accurate, timely, and professional manner that meets institutional standards for quality patient care within the defined timeframe. | 1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
1.3 Organize and prioritize responsibilities to provide care that is safe, effective, and efficient
3.7 Use information technology to optimize learning
5.4 Demonstrate accountability to patients, society, and the profession
6.6 Perform administrative and practice management responsibilities commensurate with one’s role, abilities, and qualifications
7.3 Communicate with other health professionals in a responsive and responsible manner that supports the maintenance of health and the treatment of disease in individual patients and populations
8.5 Demonstrate trustworthiness that makes colleagues feel secure when one is responsible for the care of patients |
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| Identify the roles of interprofessional healthcare team members and demonstrate effective collaboration to promote safe, coordinated patient care. | 3.8 Participate in the education of patients, families, students, trainees, peers, and other health professionals
4.2 Communicate effectively with colleagues within one’s profession or specialty, other health professionals, and health related agencies 4.3 Work effectively with others as a member or leader of a health care team or other professional group
4.4 Act in a consultative role to other health professionals
6.1 Work effectively in various health care delivery settings and systems relevant to one’s clinical specialty
6.6 Perform administrative and practice management responsibilities commensurate with one’s role, abilities, and qualifications
7.1 Work with other health professionals to establish and maintain a climate of mutual respect, dignity, ethical integrity, and trust
7.2 Use the knowledge of one’s own role and the roles of other health professionals to appropriately assess and address the health care needs of the patients and populations served
7.3 Communicate with other health professionals in a responsive and responsible manner that supports the maintenance of health and the treatment of disease in individual patients and populations
7.4 Participate in different team roles to establish, develop, and continuously enhance interprofessional teams to provide patient- and population-centered care that is safe, timely, efficient, effective, and equitable
8.6 Provide leadership skills that enhance team functioning, the learning environment, and/or the health care delivery system |
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| Interpret laboratory data, imaging studies, and other diagnostic tests and synthesis into a patient assessment. | 1.4 Interpret laboratory data, imaging studies, and other tests required for the area of practice
1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment 2.1 Demonstrate an investigatory and analytic approach to clinical situations
2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care
2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations |
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| Formulate coherent assessment statements that synthesize key findings from the history, physical exam, and available data | 1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
1.4 Interpret laboratory data, imaging studies, and other tests required for the area of practice
2.1 Demonstrate an investigatory and analytic approach to clinical situations
2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care
2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations |
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| Develop appropriate, prioritized differential diagnoses that reflect likely and critical clinical conditions | 1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
1.4 Interpret laboratory data, imaging studies, and other tests required for the area of practice
2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care |
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| Propose initial management plans for common conditions, integrating basic science principles, evidence-based guidelines, appropriate pharmacology and procedural knowledge. | 1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment 1.6 Develop and carry out patient management plans
2.1 Demonstrate an investigatory and analytic approach to clinical situations
2.2 Apply established and emerging bio-physical scientific principles fundamental to health care for patients and populations
2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care
2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations
3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems
3.7 Use information technology to optimize learning |
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| Practice skills to educate, and counsel patients, and family members including specialized communication skills (motivational interviewing for behavior modification) in small group role play and simulated patient scenarios. | 1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making
3.8 Participate in the education of patients, families, students, trainees, peers, and other health professionals
4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds
4.6 Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about death, end of life, adverse events, bad news, disclosure of errors, and other sensitive topics
4.7 Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions
8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease |
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| Practice researching the medical literature and utilizing technology to inform clinical decisions. | 1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment
2.1 Demonstrate an investigatory and analytic approach to clinical situations
2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care |
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| Provide and receive constructive feedback professionally. | 3.1 Identify strengths, deficiencies, and limits in one’s knowledge and expertise
3.2 Set learning and improvement goals
3.3 Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes
3.5 Incorporate feedback into daily practice
4.2 Communicate effectively with colleagues within one’s profession or specialty, other health professionals, and health related agencies
8.1 Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in appropriate help-seeking behaviors
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 |
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| Identify personal learning needs and apply feedback to guide self-directed improvement. | 3.1 Identify strengths, deficiencies, and limits in one’s knowledge and expertise
3.2 Set learning and improvement goals
3.3 Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes 3.5 Incorporate feedback into daily practice
8.1 Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in appropriate help-seeking behaviors
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 |
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| Apply the principles of emotional intelligence, including self-awareness, self-regulation, empathy, and relationship management in clinical interactions. | 1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making
4.7 Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions
5.1 Demonstrate compassion, integrity, and respect for others
5.4 Demonstrate accountability to patients, society, and the profession 5.5 Demonstrate sensitivity and responsiveness to our patient population.
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
8.6 Provide leadership skills that enhance team functioning, the learning environment, and/or the health care delivery system |
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| Reflect on personal values and their influence on the patient-provider relationship and clinical decision-making. | 4.7 Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions
5.1 Demonstrate compassion, integrity, and respect for others 5.5 Demonstrate sensitivity and responsiveness to our patient population.
8.1 Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in appropriate help-seeking behaviors 8.3 Manage conflict between personal and professional responsibilities |
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| Apply medical ethic framework (beneficence, non-maleficence, patient autonomy and justice) to proposed clinical management in simulated patient encounters. | 1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment
2.1 Demonstrate an investigatory and analytic approach to clinical situations
5.6 Demonstrate a commitment to ethical principles pertaining to provision or withholding of care, confidentiality, informed consent, and business practices, including compliance with relevant laws, policies, and regulations
6.3 Incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based care |
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| Respond appropriately and reliably to course communications. | 4.2 Communicate effectively with colleagues within one’s profession or specialty, other health professionals, and health related agencies
4.5 Maintain comprehensive, timely, and legible medical records
5.4 Demonstrate accountability to patients, society, and the profession
7.3 Communicate with other health professionals in a responsive and responsible manner that supports the maintenance of health and the treatment of disease in individual patients and populations |
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| Demonstrate preparedness, accountability, and respect for faculty, peers, and patients in all course activities. | 5.1 Demonstrate compassion, integrity, and respect for others
5.3 Demonstrate respect for patient privacy and autonomy
5.4 Demonstrate accountability to patients, society, and the profession
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
8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease |
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| Efficiently conduct patient encounters that integrate history-taking, focused physical exam skills, and development of an initial clinical impression within the defined timeframe. | 1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
1.3 Organize and prioritize responsibilities to provide care that is safe, effective, and efficient
1.4 Interpret laboratory data, imaging studies, and other tests required for the area of practice
1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment 2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care
3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care
4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds
4.2 Communicate effectively with colleagues within one’s profession or specialty, other health professionals, and health related agencies 6.1 Work effectively in various health care delivery settings and systems relevant to one’s clinical specialty
6.6 Perform administrative and practice management responsibilities commensurate with one’s role, abilities, and qualifications
7.3 Communicate with other health professionals in a responsive and responsible manner that supports the maintenance of health and the treatment of disease in individual patients and populations |
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| 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 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment
1.6 Develop and carry out patient management plans
1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making
1.9 Provide health care services to patients, families, and communities aimed at preventing health problems or maintaining health
2.1 Demonstrate an investigatory and analytic approach to clinical situations
2.2 Apply established and emerging bio-physical scientific principles fundamental to health care for patients and populations
2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care
3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems 3.10 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes |
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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 Gather essential and accurate information about patients and their conditions through history-taking, physical examination, and the use of laboratory data, imaging, and other tests
1.4 Interpret laboratory data, imaging studies, and other tests required for the area of practice
1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment
1.6 Develop and carry out patient management plans
2.1 Demonstrate an investigatory and analytic approach to clinical situations
2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care |
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Analyze how pathological conditions, medications, and drug–nutrient interactions alter nutritional requirements and adjust nutrition management plans accordingly. | 1.4 Interpret laboratory data, imaging studies, and other tests required for the area of practice
1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment
1.6 Develop and carry out patient management plans 2.1 Demonstrate an investigatory and analytic approach to clinical situations
2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care 6.3 Incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based care |
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| Apply principles of behavior change science to assess readiness, establish SMART culinary and nutrition goals, to guide sustainable dietary pattern change. | 1.6 Develop and carry out patient management plans 1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making
2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care
3.2 Set learning and improvement goals
3.3 Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes |
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| 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 Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making 1.10 Provide appropriate role modeling 4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds 4.6 Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about death, end of life, adverse events, bad news, disclosure of errors, and other sensitive topics 4.7 Demonstrate insight and understanding about emotions and human responses to emotions that allow one to develop and manage interpersonal interactions 5.1 Demonstrate compassion, integrity, and respect for others 5.5 Demonstrate sensitivity and responsiveness to a diverse patient population, including but not limited to diversity in gender, age, culture, race, religion, disabilities, and sexual orientation |
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| Critically and empathetically evaluate and address obesity, eating disorders, emotional eating, and metabolic risk using evidence-based strategies. | 1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment
1.6 Develop and carry out patient management plans
1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making
2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care
2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care
5.1 Demonstrate compassion, integrity, and respect for others 5.2 Demonstrate responsiveness to patient needs that supersedes self-interest |
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| Integrate point-of-care ultrasound (POCUS) knowledge and skills to identify normal sonographic anatomy, perform focused ultrasound examinations, and recognize common pathologic findings across abdominal, cardiopulmonary, renal, genitourinary, obstetric/gynecologic, soft tissue, and musculoskeletal systems in simulated clinical scenarios | 1.1 Perform all medical, diagnostic, and surgical procedures considered essential for the area of practice 1.4 Interpret laboratory data, imaging studies, and other tests required for the area of practice 2.1 Demonstrate an investigatory and analytic approach to clinical situations 2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care 4.3 Work effectively with others as a member or leader of a health care team or other professional group |
|
Course Objective | Map to MCOM Objective | Assessment |
|---|---|---|
Apply the four principles of medical ethics, beneficence, non-maleficence, autonomy, and justice, to basic science concepts and clinical correlations in order to inform evidence-based and patient-centered decision making. | 1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment 1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making 2.1 Demonstrate an investigatory and analytic approach to clinical situations 2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making 2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences 3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care 5.1 Demonstrate compassion, integrity, and respect for others 5.3 Demonstrate respect for patient privacy and autonomy 5.5 Demonstrate sensitivity and responsiveness to a diverse patient population, including but not limited to diversity in gender, age, culture, race, religion, disabilities, and sexual orientation 5.6 Demonstrate a commitment to ethical principles pertaining to provision or withholding of care, confidentiality, informed consent, and business practices, including compliance with relevant laws, policies, and regulations 6.3 Incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based care 6.4 Advocate for quality patient care and optimal patient care systems | >Small Group >Participation |
Bickley LS, Szilagyi PG, Hoffman RM, Soriano RP. Bates' Guide to Physical Examination and History Taking. 13th ed. Wolters Kluwer; 2021.
Henderson MC, Tierney LM Jr, Semtana GW. The Patient History: An Evidence-Based Approach to Differential Diagnosis. 2nd ed. The McGraw-Hill Companies; 2012.
McGee S. Evidence Based Physical Diagnosis. 6th ed. Elsevier; 2025.
Snyder JE, Gautheir CC. Evidence-Based Medical Ethics: Cases for Practice-Based Learning. Springer Nature; 2008.
ALL Doctoring 2 sessions are mandatory. Students should expect to be present in-person from 1:00-5:00pm their assigned Doctoring 2 weekday throughout the academic year unless otherwise notified. The majority of the sessions will start with a large group didactics from 1:00-1:50pm.
The longitudinal small group forms the core of the Doctoring 2 curriculum. Students are assigned to either the Monday or Wednesday cohort of small groups. Small groups consist of 7-8 students and meet weekly. Each small group is assigned a faculty and an MS4 preceptor to facilitate each session. There are two types of sessions: Case Based and Clinical Skills.
Students are expected to have completed all assigned readings and reviewed posted slides or videos prior to their small group sessions. All sessions expand upon the pre-class work, so it is imperative that students review the student guide prior to each session. The materials required as pre-work for each session will be posted at least one week prior to each session (excluding extraordinary circumstances that may delay the posting of the materials).
During each session, students are assigned specific roles. These are detailed in the Small Group Roles section of Canvas.
Case Based Sessions
These sessions will illustrate how different variables such as patient values, worldview, situational factors, and communication styles, influence the clinician-patient relationship, thus requiring health professionals acquire unique skills to deliver patient-centered care.
Standardized patients will be presenting with a particular chief concern that needs to assessed. The small group will then develop a differential diagnosis for the concern, prioritize the differentials and propose an evaluation.
These sessions consist primarily of:
Physical Examination Skill Sessions
These sessions will highlight physical exam maneuvers and findings in the context of clinical disease presentations. Students will practice physical exam skills on standardized patients based on a series of relevant patient cases. All skills will be performed under the guidance of the small group preceptors.
Large Group Sessions the will occur outside of the 1p-5p slots:
Healthcare Systems Sessions
All students are required to attend didactics lectures covering key topics of healthcare systems, including patient safety, the US healthcare system, and healthcare reform. Session materials will be posted to Canvas under the Healthcare Systems module.
Dermatology Session
Physical Examination Skills
The gynecologic and genitourinary examination practice sessions will occur outside of the regular Doctoring 2 session times. These dates will be posted on Canvas.
Small Group Sessions the will occur outside of the 1p-5p slots:
SonoSim Lab
The SonoSim lab sessions develop point-of-care ultrasound skills (POCUS). This will build upon the POCUS skills learned during year 1. There are 3 discrete rotations for SonoSim, one occurring during each course. Each rotation includes:
The assigned session dates, timing, and learning objectives are detailed in the SonoSim Canvas module.
DCE CAMLS
For this 6-week rotation, students will be paired with MS4 who will facilitate 3 in-person hands-on sessions with an SP every other week at CAMLS. Facilitators prepare students for the interview and aide the students in tailoring the history and physical examination to the chief concern. This includes help with developing the appropriate line of questions for each case and performing a targeted physical examination. Students are then expected to submit an H&P medical documentation after each session that will be reviewed by the MS4 facilitator. The other 3 sessions over the 6-week period will include additional opportunities for independent clinical skills practice.
DCE
For this 6-week rotation, each student is paired with a community preceptor for one half-day a week in a clinical setting within Hillsborough, Pinellas, or Pasco County. Each student is required to complete 6 half-days over the 6-week rotation. If a preceptor or student is not available for a scheduled session, students are expected to schedule a date to make up the half-day at a time where they have no mandatory sessions. If the preceptor is out of the office, another option is to spend the scheduled half-day with one of their colleagues if someone else in their practice is available and willing. Students cannot switch preceptors.
Please reach out to Mr Michael Dowdy and Dr Shiroky-Kochavi for any extenuating circumstances that would require consideration for changes in preceptor assignments.
This rotation is intended to be a hands-on experience in a clinical setting where students have the opportunity to practice completing a patient interview and physical exam. Each week the student is expected to coordinate with their preceptor the opportunity to complete a patient interview and physical exam.
At the end of the rotation each student is expected to complete two reflection papers (Assignments) and upload them to Canvas.
Course grades are composed of the following:
Students will be graded using a tiered grading system: Honors (H), Pass with Commendation (PC), Pass (P), Incomplete (I), Remediation (R), and Fail (F).
Pass
To be eligible for "Pass" (P) a student must meet all the following requirements:
Pass with Commendations
To be eligible for "Pass with Commendations" (PC) as student must meet all the following requirements:
Honors
To be eligible for "Honors" (PC) as student must meet all the following requirements:
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 area will be considered for remediation. This includes, but is not limited to:
Fail
A student will receive a failure grade if an of the following occur:
Any student who receives a remediation or failing grade will be referred to the Academic Performance Committee.
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.
The following applies to any assignment that is not turned in by the assigned due date and time, without the course director agreeing in writing to an extension of that deadline. In general, all requests for extensions must be made in advance. Retrospective extensions will only be considered for severe, emergent events. All extensions are at the discretion of the course director.
Assignment Grade Penalties for unexcused late assignments:
MANDATORY COURSE SESSIONS – OVERVIEW
In the preclinical years (Years 1 and 2), students are strongly encouraged to attend all scheduled hours of instruction in person. The MCOM MD program is not an online degree program, although it does utilize online methodologies and resources when pedagogically appropriate. The purpose of strongly encouraging in-person attendance and holding students accountable to attend mandatory or required sessions is to:
All mandatory sessions should be treated with the same level of diligence irrespective of the course with which it is associated. All sessions for Doctoring I & II, EBCR II are mandatory sessions which students must attend. Mandatory sessions in EBCR I and basic science courses are determined by the course directors and posted on the Canvas calendar for the specific course. Unexcused absences from mandatory sessions represent lapses in professional conduct, having consequences that are addressed in the syllabi for each course. Recognizing that situations will arise which require students to miss time from their course responsibilities, the online absence request procedures presented below must be followed when absence is necessary and for the absence to be excused by the course director.
All courses in Year 1 and Year 2 have course-specific mandatory sessions, such as engaged learning didactics, clinical skills sessions, laboratories, small group discussions, etc. These are identified in the course calendar and available on Canvas at the beginning of each course. Students are required to attend these mandatory sessions. Students who miss a course-specific mandatory session are expected to acquire the same level of competency as other students in the course. Therefore, students with an excused or unexcused absence may be assigned work by the course director to remediate the missed session.
Students are responsible for self-monitoring their EZcheckme attendance app for unexcused absences recorded for mandatory course sessions (see course syllabus for details). If students believe there is an error in the recording, they must address the concern with the course director within 48 hours of the session.
MANDATORY SESSIONS - PLANNED ABSENCE
Absence requests for mandatory sessions must be submitted to the course director for approval:
In general: at least 2 weeks prior to the start of the course.
Requiring travel: prior to travel plans being made as delineated above.
All absences should be submitted via the online absence request in Archivum. The information provided by the student will be forwarded to the course director and the Office of Student Affairs. The course director will notify the student as to whether the absence is excused, as well as give the student the make-up assignment. If a student has more than four excused absences within any course, the student will be referred to the Academic Performance Review Committee (APRC) for concerns, and the student will be at risk for a remediation (R) grade.
MANDATORY SESSIONS - UNPLANNED ABSENCES
Emergencies for Personal Illness, Family Illness, etc.
Students must contact both the course director and course coordinator by e-mail and the Office of Student Affairs by e-mail or telephone, (813) 974-2068, to report the absence on the first day of being absent. The student should indicate the nature of the emergency or unexpected illness. The student must also complete and submit the online absence request in Archivum within 5 days. Specifics regarding planned and unplanned absences, as well as unexcused absences, are outlined below.
Other Unplanned Absences
An unanticipated absence on the day of a mandatory session requires that students notify the course director, course coordinator, and the Office of Student Affairs by email. An absence request must be submitted in Archivum within 5 days. The course director will notify the student as to whether the absence is excused, as well as give the student the make-up assignment.
MANDATORY SESSIONS - UNEXCUSED ABSENCE
For the following section, the following definitions apply:
Session definition: A session includes any scheduled educational activity such as lectures, small group discussions, clinical skills training, or clerkship responsibilities.
Tardy definition: A tardy is defined as arriving more than 5 minutes after the scheduled start of a session without prior approval.
In the case of an unexcused absence, the course director may assign a “0” or no credit for the missed work and/or require other remediation at their discretion. See course syllabi for specific consequences of unexcused absences. Unexcused absences, or a prolonged unexcused absence, could result in a remediation or failing grade for the course. Unexcused absences are tracked across courses and are monitored by the Offices of Student Affairs and Curricular Affairs.
UNEXCUSED TARDIES, ABSENCES, AND MISSED ASSIGNMENTS
Unexcused Absences and Tardies
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.
Basic Medical Science Courses:
• In the case of an unexcused absence/tardy for a course, a Professional Behavior Report will be submitted.
• A student with two unexcused absences or tardies in a course will no longer be eligible to receive an Honors (H) grade and will have a professional behavior report completed.
• A student with three (3) unexcused absences or tardies at the end of a course will no longer be eligible to receive an Honors (H) or Pass with Commendations (PC) grade, will have a Professional Behavior Report submitted for unprofessional behavior and will be referred to the APRC for review.
• A student with four (4) or more unexcused absences or tardies will receive a maximum of a remediation (R) grade in the course.
Small Group Courses (Doctoring, EBCR)
Unexcused Missed Assignments (EBCR)
The following applies to any assignment that is not turned in by the assigned due date and time, without
the course director agreeing, in writing, to an extension of that deadline. In general, all requests for
extensions must be made in advance. Retrospective extensions will only be considered for severe,
emergent events. All extensions are at the discretion of the course director. The word “assignment” is
also inclusive of assessments that are completed asynchronously.
Doctoring
Each course will determine how absences and tardies will be recorded according to what is appropriate for the type of course with the guidance from the Office for Curricular Affairs and the appropriate curricular operations committee (e.g., committee of preclinical course directors). The mechanism will be articulated in the course orientation and can be found in the course syllabus.
Students who miss course-specific mandatory sessions are expected to acquire the same level of competency as other students involved in the course. Therefore, students may be assigned work to complete by the course director(s) to remediate a missed session. In the case of an unexcused absence, the course director(s) may assign a “0” or no credit for the missed work and/or require other remediation at their discretion.
Unexcused Missed Assignments
The following applies to any assignment that is not turned in by the assigned due date and time, without the course director agreeing, in writing, to an extension of that deadline. In general, all requests for extensions must be made in advance. Retrospective extensions will only be considered for severe, emergent events. All extensions are at the discretion of the course director. The word “assignment” is also inclusive of assessments that are completed asynchronously.
• All mandatory assignments must be completed by the stated deadline unless an extension has been requested and approved by the course director in advance.
• Students with two late assignments will not be eligible for Honors or Pass with Commendations and will have a professional behavior report completed.
• Students with more than 3 late assignments will receive a maximum of a remediation (R) grade in the course, will have a Professional Behavior Report submitted for unprofessional behavior, and will be referred to the APRC for review.
Course Completion Requirement
To receive a course grade, all required assignments, assessments, and any make-up work must be submitted. Failure to submit any assignment or assessment will result in the course director submitting an incomplete, remediation, or failing grade based upon a review of the student’s work per the grading procedures in the syllabus.
EXAM ATTENDANCE PROCEDURES
Attendance at all examinations is mandatory, and all students must take the examinations on the day and time scheduled.
Exam - Planned Absence
In general, students requesting a planned exam absence must submit their request for approval to the course director at least 2 weeks (preferably 6 weeks) prior to the start of the course. Each request for absence will be considered on a case-by-case basis. Students should NOT make any travel reservations that cannot be cancelled prior to having their absence excused. Please see the table below for details of which types of events/activities that students may request an excused absence from examinations.
Conference Attendance
Students who wish to attend a conference in order to present their work should submit an absence request per procedure at the same time that they are submitting their work to the conference to ensure that their absence can be accommodated. Course directors will make every effort to support student requests to attend conferences at which they are presenting their work when they are notified properly.
Please note that events for which students may request an excused absence from examinations are different than mandatory sessions.
To receive an excused planned absence, the student must submit an absence request form which is sent to the course director. The course director or designee will make the final determination to grant or deny the request and will inform the student and the Office of Student Affairs of the decision.
Exam - Unplanned Absence
If the student has an unplanned absence on the day of an exam, they must contact the course director, course coordinator (via email), and the associate dean for student affairs (via email) or by phone at (813) 974-2068 by 8:30am on the day of the exam. An absence request form must be completed within 48 hours. Any exam absence due to illness requires a note from the student’s healthcare provider; otherwise, the student will not be allowed to sit for the make-up exam.
Exam –Tardiness and Unexcused Absence
Exam Tardiness
Students arriving late 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 form. Arriving late for an exam will be considered an unexcused absence pending review of the circumstances provided. Exam rescheduling will occur as noted below. Students who demonstrate a pattern of repeated exam tardiness will be reported for concerns regarding professionalism.
The consequences for exam tardiness across the preclinical 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
A student who has an unexcused exam absence needs to reschedule the exam as described below.
The consequences for unexcused exam absences across the preclinical 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. The student will be referred to the APRC for professionalism remediation. 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 overall course 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 course director prior to returning to class to initiate a make-up examination. Dates and times of make-up examinations are determined by the associate dean for undergraduate medical education in consultation with the director of assessment and evaluation and the course director.
In general, make-up examinations for Year 1 and Year 2 courses must be taken within 48 hours of the original examination date with CCPX and NBME final exams being exceptions.
Preclerkship 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 absences to mandatory sessions require submission of an absence request in Archivum. Students will be assigned work by the course director to remediate the missed session(s).
The maximum number of excused absences allowed per course for Preclinical Phase courses is:
Basic science courses: 5 days per course
Doctoring and EBCR courses: 1 day per semester
Laboratories: 1 lab per course
* Events indicated below by an asterisk (*) are to be submitted at least 2 weeks prior to course start date.
+ Events indicated below by a plus sign (+) are to be submitted:
In general: prior to 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 not to 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 SELECT Prologue and Epilogue are mandatory unless otherwise specified by the course director.
EVENT | Mandatory Sessions | Course Exams |
Student health issues, illnesses, including infections that could put others at risk. This includes any necessary health services including mental health services (e.g., medical, and dental appointments).
| Yes Make-up assignment coordinated with course director.
| Course Tests (i.e., ExamSoft) – Yes
Clinical Practice Exams or NBME Final Exams – Yes
A doctor’s note is required for proof of illness for all exam types. |
Death or serious illness of an immediate family member. | Yes Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) – Yes
Clinical Practice Exams or NBME Final Exams – Yes |
*Birth of a child (student is the parent of the child) | Yes Please see parental leave section | Yes |
*Religious Day Observances | Yes Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) – Yes
Clinical Practice Exams or NBME Final Exams – Yes |
+Wedding – student is the bride or groom
Please make arrangements in advance with the Office of Student Affairs | Yes Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) – Yes
Clinical Practice Exams or NBME Final Exams – Yes |
+Wedding – attending the wedding of an immediate family member or is a member of the wedding party. | Yes Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) – Yes
Clinical Practice Exams or NBME Final Exams – No |
+Presenting at a medical conference and the student asked for permission at the same time they submitted their work to the conference. . | Yes Make-up assignment coordinated with course director. | These are excused if students can make up the exam during the assigned make up test date.
Course Tests (i.e., ExamSoft) – Yes
Clinical Practice Exams or NBME Final Exams – Yes Make-up arrangements no later than the first day of the succeeding course. |
+Attending a medical conference and the student asked for permission prior to committing to the conference. | At the discretion of the course director. Will depend on if the session missed can be easily replicated.
Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) - No
Clinical Practice Exams or NBME Final Exams - No |
*Participation in a MCOM-sanctioned activity (i.e., IPE Day, Day at the Capital, Research Day). | Yes Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) - No
Clinical Practice Exams or NBME Final Exams - No |
*Participation in committee meetings as an elected student representative (i.e., Committee on Curriculum, Committee for the Pre-clinical Course Directors etc.). | Yes Make-up assignment coordinated with course director.
Students should only miss the minimal time necessary. | Course Tests (i.e., ExamSoft) - No
Clinical Practice Exams or NBME Final Exams - No |
+Personal or family events including vacations, birthdays, reunions, graduations, wedding of a friend (not in the party). | No Absence may affect final grade. Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) - No
Clinical Practice Exams or NBME Final 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:
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.
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.
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.
MCOM Program Objectives
Patient Care: Provide patient-centered care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health
1.1 Perform all medical, diagnostic, and surgical procedures considered essential for the area of practice
1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical
examination, and the use of laboratory data, imaging, and other tests
1.3 Organize and prioritize responsibilities to provide care that is safe, effective, and efficient
1.4 Interpret laboratory data, imaging studies, and other tests required for the area of practice
1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and
preferences, up-to-date scientific evidence, and clinical judgment
1.6 Develop and carry out patient management plans
1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared
decision-making
1.8 Provide appropriate referral of patients including ensuring continuity of care throughout transitions between
providers or settings, and following up on patient progress and outcomes
1.9 Provide health care services to patients, families, and communities aimed at preventing health problems or
maintaining health
1.10 Provide appropriate role modeling
1.11 Perform supervisory responsibilities commensurate with one’s roles, abilities, and qualifications
SELECT 1.12 Perform values-based patient- centered comprehensive assessment, diagnosis and patient
management, utilizing shared decision making in care of the patient.
Knowledge for Practice: Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and social-behavioral sciences, as well as the application of this knowledge to patient care
2.1 Demonstrate an investigatory and analytic approach to clinical situations
2.2 Apply established and emerging bio-physical scientific principles fundamental to health care for patients and
populations
2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making,
clinical problem-solving, and other aspects of evidence-based health care
2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment
strategies, resources, and disease prevention/health promotion efforts for patients and populations
2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of
psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and
attitudes toward care
2.6 Contribute to the creation, dissemination, application, and translation of new health care knowledge and
Practices
SELECT 2.7 Examine national and international health systems, policy and finance.
Practice-Based Learning and Improvement: Demonstrate the ability to investigate and evaluate one’s care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and life-long learning
3.1 Identify strengths, deficiencies, and limits in one’s knowledge and expertise
3.2 Set learning and improvement goals
3.3 Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes
3.4 Systematically analyze practice using quality improvement methods, and implement changes with the goal of
practice improvement
3.5 Incorporate feedback into daily practice
3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems
3.7 Use information technology to optimize learning
3.8 Participate in the education of patients, families, students, trainees, peers, and other health professionals
3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which
patients are drawn to improve care
3.10 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or
services that have been demonstrated to improve outcomes
SELECT 3.11 Demonstrate advanced competency in self- assessing knowledge gaps and setting improvement
goals, them perform activities to accomplish these.
SELECT 3.12 Analyze a health care environment or system and recommend changes to improve patient
outcomes.
Interpersonal and Communication Skills: Demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals
4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of
socioeconomic and cultural backgrounds
4.2 Communicate effectively with colleagues within one’s profession or specialty, other health professionals, and
health related agencies
4.3 Work effectively with others as a member or leader of a health care team or other professional group
4.4 Act in a consultative role to other health professionals
4.5 Maintain comprehensive, timely, and legible medical records
4.6 Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about death, end of
life, adverse events, bad news, disclosure of errors, and other sensitive topics
4.7 Demonstrate insight and understanding about emotions and human responses to emotions that allow one to
develop and manage interpersonal interactions
SELECT 4.8 Demonstrate advanced team leadership skills that enhance team functioning, the learning
environment, and/or the health care system.
SELECT 4.9 Communicate effectively and sensitively with patients, adjusting language and style in order to
incorporate their knowledge, values, and culture.
Professionalism: Demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles
5.1 Demonstrate compassion, integrity, and respect for others
5.2 Demonstrate responsiveness to patient needs that supersedes self-interest
5.3 Demonstrate respect for patient privacy and autonomy
5.4 Demonstrate accountability to patients, society, and the profession
5.5 Demonstrate sensitivity and responsiveness to a diverse patient population, including but not limited to diversity
in gender, age, culture, race, religion, disabilities, and sexual orientation
5.6 Demonstrate a commitment to ethical principles pertaining to provision or withholding of care, confidentiality,
informed consent, and business practices, including compliance with relevant laws, policies, and regulations
SELECT 5.7 Demonstrate advanced ability in all of the above [Core Professionalism objectives], and the ability to
inspire and instruct peers in these areas
Systems-Based Practice: Demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care
6.1 Work effectively in various health care delivery settings and systems relevant to one’s clinical specialty
6.2 Coordinate patient care within the health care system relevant to one’s clinical specialty
6.3 Incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based care
6.4 Advocate for quality patient care and optimal patient care systems
6.5 Participate in identifying system errors and implementing potential systems solutions
6.6 Perform administrative and practice management responsibilities commensurate with one’s role, abilities, and
qualifications
SELECT 6.7 Show advanced ability to incorporate knowledge of health systems and cost of care into medical
decisions.
SELECT 6.8 Strategize, practice, and advocate for quality improvement in patient care and health care systems. SECECT 6.9 Integrate knowledge of healthcare systems into individual patient care.
Interprofessional Collaboration: Demonstrate the ability to engage in an interprofessional team in a manner that optimizes safe, effective patient- and population-centered care
7.1 Work with other health professionals to establish and maintain a climate of mutual respect, dignity, diversity,
ethical integrity, and trust
7.2 Use the knowledge of one’s own role and the roles of other health professionals to appropriately assess and
address the health care needs of the patients and populations served
7.3 Communicate with other health professionals in a responsive and responsible manner that supports the
maintenance of health and the treatment of disease in individual patients and populations
7.4 Participate in different team roles to establish, develop, and continuously enhance interprofessional teams to
provide patient- and population-centered care that is safe, timely, efficient, effective, and equitable
SELECT 7.5 Demonstrate advanced team competencies in assessment and coaching in order to achieve a
common patient-centered end.
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
SELECT 8.9 Demonstrate emotional intelligence by showing awareness of strengths, weaknesses, and
idiosyncrasies of self, team, and systems, and then show the ability to modulate one's behavior to positively affect each of these.
SELECT 8.10 Describe the basic competencies necessary for effectiveness as a potential future physician and
leader.
SELECT 8.11 Implement the professional and personal development process.
SELECT 8.12 Actively participate in one's own personal and professional development through individual and group coaching.