MDC 8340
Critical Care Medicine
81379 002.742
MCOM 2026-2027 Academic Year
MDC 8340
Critical Care Medicine
81379 002.742
MCOM 2026-2027 Academic Year
This course is a selective for USF senior medical students and will include a rotation either through a Medical ICU Surgical/Trauma ICU at Tampa General Hospital or the James A. Haley Veterans Hospital. Rotations are based upon availability. The rotation assignment will be made based upon the student’s chosen career path. Students will be evaluated by written, oral, and/or practical methods which include direct patient contact and simulation training. In addition, the students will evaluate electro-cardiograph (ECG) tracings through weekly quizzes to enhance interpretation skills.
Students will rotate on both days and nights during this rotation, with adequate rest between shift changes.
Welcome to the Senior Critical Care rotation. This Course is designed to foster acquisition of a basic foundation in critical care knowledge, skills and attitudes that will contribute to a student's general professional education and subsequent practice as a resident physician. Course curriculum is grounded in a philosophy that emphasizes problem solving and clinical skills to be taught at the bedside. Through technology, Critical Care Medicine affords a unique ability to amalgamate biomedical and clinical sciences thus demonstrating applied human physiology, pharmacology and disease states. Regardless of future career path, knowledge and skills attained from this Course will be invaluable to the appropriate care of sick patients in the future.
During your rotation at the various critical care units, you will be caring for critically ill patients with multiple medical problems. The only successful way to care for these patients is through a team approach, which includes nurses, respiratory therapists, critical care physicians, pharmacists, and of the consultants. Every patient admitted to the ICU will have a designated primary attending. On many occasions, multiple co‐primary Attendings and services oversee the decision-making process. Due to the nature of the critical care practice and patient load, communication between members of the ICU team is of the utmost importance. We hope that you will have a productive and enjoyable educational experience during your ICU rotation. We welcome any suggestions which can improve the ICU teaching experience.
Sincerely,
Brenda Juan Guardela, MD
Critical Care Medicine Course Director
Assistant Professor
Pulmonary Critical Care and Sleep Medicine
*Note: There may be unexpected changes period to period.
Clinical locations include Tampa General Hospital and the James A. Haley Veterans Hospital. Actual rotation assignments will be determined by your career track. Selections may also require randomization. The bulk of the student’s time will be spent in direct patient care. In addition, lectures are given per schedule provided on the first and second day of the rotation. The student will be functioning as an Acting or Sub‐Intern.
The Critical Care Course is four weeks total in duration. Each student will spend four weeks in one of the following critical care rotations acting as a Sub intern:
TGH rotations:
Medical ICU ‐ PCCM (PCCM = Pulmonary Critical Care Medicine)
TRAUMA/Surgical ICU
Address:
1 Tampa General Circle, Tampa, FL 33606.
Trauma/SICU 5K
MICU 5C
JAHVA rotations:
Medical ICU – PCCM (PCCM = Pulmonary Critical Care Medicine)
Surgical ICU
Address:
13000 Bruce B. Downs Boulevard, Tampa, FL 33612
New tower (building) 2nd floor
SICU 2A 214
MICU 2B 260
James A. Haley Veterans Hospital
The James A. Haley Veterans Hospital (JAHVA) has very strict guidelines for the right and privilege to use their computerized patient system. Because assignments cannot be anticipated, ALL students participating in Critical Care must come on Day 1 with access to this system. If you are assigned to the JAHVA and do not have the appropriate access, you will be dropped from the course and required to enroll at a later date. Please note, however, there is no guarantee that a later date will be available, potentially impacting your eligibility for graduation.
Rotation Schedule
The majority of this rotation will be spent in clinical experiences that will focus on learning how to prioritize multiple problems which occur simultaneously in critically ill patients.
Students are expected to check email/Canvas at least daily for important announcements, changes, and updates to the current schedule. Important contact information for both Attendings and coordinators is posted on Canvas under Staff Information.
As noted above, lectures (conferences) will be offered on the first Monday and Tuesday during the first week of the rotation and are subject to change based on the faculty availability and USF holiday schedule. Students will be expected to be on time. Attendance is mandatory for all simulation sessions and thus students are excused from their clinical duties at these times. Appropriate professional attire is required.
Duty Hours
The student will follow the schedule/rotation of the team. Please take an opportunity at the beginning of the rotation to clarify responsibilities and expectations with the ward team, particularly the senior resident/fellow and the attending physician. Students are expected to always be full participants in the execution of team duties.
You will be expected to do days and nights.
During the rotation, it is expected that the student will work five (5) days per week from Monday to Friday. The student is encouraged to round on HIS/HER/THEIR patients at least one weekend day each week for continuity of care.
Daily work hour requirements may vary between the different rotations and on a daily basis within the student’s rotation. It is unlikely that the student will have excessive work hour requirements on his/her/their service. However, it is the student’s responsibility to inform the Course Director, Dr. Brenda Juan Guardela, if work hours are perceived to be excessive.
Medical ICU Pulmonary Critical Care Medicine at Tampa General Hospital
Report to MICU on 5C – PCCM teaching service
Contact Medical Resident assigned for that month
Medical ICU Pulmonary Critical Care Medicine at James A. Haley VA Hospital
Report to: James A. Haley VA, MICU/New tower (building) 2nd floor- 2B 260
Contact Medical Resident assigned for that month
Surgical ICU at James A. Haley VA Hospital
Report to the Surgery Intensive Care Unit- New tower (building) 2nd floor- 2A 214
Contact: Surgical Resident assigned to SICU for the month
Trauma/Surgical ICU at Tampa General Hospital
Report to the Surgery/Trauma ICU central unit on 5K in the Bayshore Pavilion at TGH.
Contact: Surgical Resident on service for the month
| Course Objective | Program Objective | Assessment Method |
| Student will demonstrate the ability to gather a history from patients with a variety of clinical conditions | - Gather essential and accurate information through history-taking, physical examination, laboratory interpretation, imaging review, and clinical reasoning while demonstrating professionalism, empathy, cultural sensitivity, and effective communication. | Direct observation by faculty and fellows; bedside evaluations; oral case presentations; clinical documentation review |
| Student will demonstrate the ability to perform a physical exam with a variety of clinical conditions | - Perform comprehensive and focused physical examinations relevant to critically ill patients while integrating findings into clinical decision-making and patient management. | Direct observation; bedside rounds; faculty/fellows/resident feedback. |
| Student will demonstrate the ability to prioritize a differential diagnosis and give rationale for prioritization | - Organize and prioritize responsibilities to provide care that is safe, effective, and efficient. - Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment. - Develop prioritized differential diagnoses using clinical reasoning, interpretation of diagnostic data, and evidence-based medicine principles. | Oral presentations; attending/fellow evaluations; case discussions; documentation review. |
| Student will demonstrate the ability to recommend and interpret diagnostic tests for patients based upon their differential diagnosis | - Interpret laboratory data, imaging studies, and other tests required for the area of practice. - Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment while considering risk-benefit and cost-effectiveness. | Direct observation; case-based discussions; chart review; faculty evaluation. |
| Student will demonstrate the ability to create and implement a therapeutic plan based upon their differential diagnosis which includes entering orders and prescriptions | - Develop evidence-based management plans for critically ill patients including ventilator management, hemodynamic support, antimicrobial therapy, sedation, and ICU prophylaxis measures. - Provide health care services to patients, families, and communities aimed at preventing health problems or maintaining health. | Faculty assessment of clinical plans; order review; oral presentations; chart documentation. |
| Student will demonstrate the ability to document a clinical encounter in the patient record | - Produce accurate, organized, timely, and comprehensive ICU documentation including admission notes, progress notes, and procedure notes. | Chart review; faculty, fellow and resident feedback; EMR documentation assessment. |
| Student will demonstrate the ability to see multiple patients in a clinical session while maintaining accuracy and thoroughness of their history taking, physical exam skills, ability to create a differential diagnosis and implementation of the clinical plan | - Perform all medical, diagnostic, and surgical procedures considered essential for the area of practice 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 - Organize and prioritize responsibilities to provide care that is safe, effective, and efficient Interpret laboratory data, imaging studies, and other tests required for the area of practice. - Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment. | Mid-term and end-of-rotation evaluations; direct observation; workflow assessment during rounds. |
| Student will demonstrate the ability to provide a concise yet pertinent oral presentation of a clinical encounter | - Deliver organized, focused, and clinically relevant oral presentations emphasizing ICU assessment, hemodynamics, ventilator settings, and daily management plans. | Direct observation during rounds; oral presentation evaluations; faculty/fellows/residents feedback. |
| Student will demonstrate the ability to investigate clinical questions and apply evidence they obtained from the literature to patient care | - Demonstrate an investigatory and analytic approach to clinical situations. - 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. | Participation during rounds; topic presentations; faculty assessment. |
| Student will participate in the patient handover process to responsibly transition care | Effectively communicate patient status and management plans during transitions of care using standardized handoff techniques. | Direct observation; handoff evaluations; faculty/fellow feedback. |
| Student will demonstrate the ability to collaborate as a member of an interprofessional team | - Communicate effectively with colleagues within one’s profession or specialty, other health professionals, and health related agencies. - Work effectively with others as a member or leader of a health care team or other professional group. - Work with other health professionals to establish and maintain a climate of mutual respect, dignity, diversity, ethical integrity, and trust. - 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. - 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. - 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. | Multidisciplinary team feedback; faculty assessment; professionalism evaluations. |
| Student will demonstrate the ability to recognize a patient requiring urgent or emergent care and initiate evaluation and management | - Recognize and initiate management for critically ill patients with respiratory failure, shock, sepsis, cardiac arrest, or other ICU emergencies. | Simulation exercises; bedside assessment; faculty evaluation |
| Student will demonstrate the ability to recognize if a patient needs transition to an increased or decreased level of care | - Assess patient stability and determine appropriate escalation or de-escalation of care including ICU admission, transfer, or downgrade.- | Case discussions; direct observation; faculty assessment |
| Student will participate in obtaining consent for therapeutic care where verbal consent is required | - Demonstrate respect for patient privacy and autonomy. - Participate in informed consent discussions for ICU procedures and therapies while demonstrating professionalism and patient-centered communication. | Direct observation; faculty/fellows/residents feedback |
| Student will demonstrate the ability to perform procedures appropriate for their track specialty | - Demonstrate knowledge of indications, contraindications, sterile technique, complications, and supervised participation in common ICU procedures. | Procedure log review; direct observation; faculty procedural competency assessment. |
| Diagnosis / Clinical Exposure (Dx Log) | Minimum Exposure | Assessment Method |
|---|---|---|
| Acute hypoxemic respiratory failure | 2 | Case discussion/documentation |
| ARDS | 1 | Case discussion/documentation |
| Mechanical ventilation management | 2 | Case discussion/documentation |
| Sepsis/septic shock | 2 | Case discussion/documentation |
| COPD or asthma exacerbation | 1 | Case discussion/documentation |
| Pneumonia | 2 | Case discussion/documentation |
| Shock (cardiogenic/distributive/hypovolemic/obstructive) | 1 | Case discussion/documentation |
| Acute kidney injury | 1 | Case discussion/documentation |
| Pleural effusion | 1 | Case discussion/documentation |
| Pulmonary embolism (PE)/Deep vein thrombosis (DVT) | 1 | Case discussion/documentation |
| Goals-of-care discussion/end-of-life care | 1 | Case discussion/documentation |
| ICU anemia | 1 | Case discussion/documentation |
| ICU sedation | 1 | Case discussion/documentation |
| Post-operative care | 1 | Case discussion/documentation |
| Gastrointestinal hemorrhage (GIB) | 1 | Case discussion/documentation |
| ICU delirium/psychosis | 1 | Case discussion/documentation |
| Heart failure exacerbation | 1 | Case discussion/documentation |
| Acute MI | 1 | |
| Acute CVA | 1 | |
| Electrolyte imbalance | 2 | Case discussion/documentation |
| Acid-based disorder | 1 | Case discussion/documentation |
| Hypo or hyperglycemia | 1 | Case discussion/documentation |
| Procedure Log (Px Log) | Observe | Assist | Perform (Supervised) |
|---|---|---|---|
| Endotracheal intubation | ☐ | ☐ | ☐ |
| Arterial line placement | ☐ | ☐ | ☐ |
| Central venous catheter placement | ☐ | ☐ | ☐ |
| Code blue | ☐ | ☐ | ☐ |
| Thoracentesis | ☐ | ☐ | ☐ |
| Bronchoscopy | ☐ | ☐ | ☐ |
| ABG interpretation | ☐ | ☐ | ☐ |
| Point-of-care ultrasound | ☐ | ☐ | ☐ |
| Swan Ganz catheter | ☐ | ☐ | ☐ |
| Percutaneous tracheostomy | ☐ | ☐ | ☐ |
| Chest tube placement/management | ☐ | ☐ | ☐ |
Required Sessions
*Note: all days/sessions are subject to change according to the schedule of the lecturers, course director, and/or USF holiday schedule. Students should check the Canvas course syllabus carefully for each period’s dates, times, and locations.
Logbook Requirements
The student is required to keep a complete record of all of the clinical encounters throughout the rotation. The primary tool for entering, maintaining, and tracking accurate records is the one45 system. In order for the Course Director to monitor and facilitate the student clinical experience, it will be necessary for the student to keep their logbooks up to date.
Process for non‐compliance with the logbook
Weekly reports will be generated showing total number of encounters and the achieved diagnoses and procedures. A ‘No encounters for the week’ report will indicate to the Course Director that the students have failed to maintain timely, complete, and accurate records of their patient encounters. If the student is listed as delinquent in his/her/their encounters, the student will receive an email notification of the infraction. Subsequent delinquencies will adversely affect the final clerkship grade. After the second delinquency, the student’s record will be presented to the APRC (Academic Performance Review Committee) for review. Failure of any part of the Course is failure for the entire Course.
Curricular Design
Core Content Outline
Respiratory
• Applied physiology
o Respiratory system mechanics
o Ventilation and perfusion relationships
o Physiologic/functional pulmonary shunt
o Alveolar dead space
• Management of respiratory failure
o Hypoxemic RF
o Hypercapnic RF
o Basic ventilator management
• Arterial blood gas analysis
o Normal
o Abnormal ‐ metabolic vs. respiratory
• Differential diagnosis and diagnostic approach to respiratory distress, acute hypoxemia, and hypercapnia
• Indications for intubation and mechanical ventilation
Cardiovascular
• Applied cardiopulmonary physiology
o Determinants of cardiac output and the principles of oxygen delivery
o Determinants of myocardial oxygen consumption
o Understanding of preload, afterload, and contractility
o Role of vasopressors and inotropes
• Hypotension
o Differential diagnosis of circulatory shock (cardiogenic, distributive (including anaphylactic, neurogenic, and septic), hypovolemic, and obstructive)
o Diagnostic plan and management
• Arrhythmias
o Recognition and management of supraventricular and ventricular arrhythmias, including assessment of precipitating cause
• Myocardial infarction
o Recognition and initiate therapy for acute MI and identify potential complications
Neurology
• Altered mental status
o Approach to coma, delirium and encephalopathy
• Meningitis
• Approach to patient with cerebral vascular accident
• Critical Illness polyneuropathy/myopathy
Renal
• Applied renal, fluid and electrolyte physiology
• Acute renal failure
o Differential diagnosis, diagnostic approach, and management
o Indications for emergency dialysis
• Acid‐base disturbances
o Differential diagnosis, diagnostic approach, and management
Gastrointestinal
• Acute abdomen
o Differential diagnosis, diagnostic approach and management
• Gastrointestinal hemorrhage
o Differential diagnosis, diagnostic approach and management
o Indications for endoscopy
• Stress ulcer & critical care gastropathy
• Motility disorders of critical illness
• Liver Dysfunction
o End‐stage liver disease, hepatorenal syndrome
o Hepatic encephalopathy: Differential diagnosis, diagnostic approach and management
Hematologic
• Coagulopathy
o Differential diagnosis, diagnostic approach and management
• Indications for blood and plasma products
• Thromboembolic disease & prophylaxis
Metabolic/Nutrition
• Management of hyperglycemia, DKA, HONKC
• Adrenal insufficiency
• Thyroid disease
• Toxic ingestions
• Principles of nutrition: enteral and parenteral
• Evaluation of nutritional status and how this differs in the critically ill patient
Infectious Disease
• Fever
o Differential diagnosis, diagnostic approach and management
o Nosocomial pneumonia, catheter‐related infections, sepsis, septic shock
o Appropriate antibiotic selection
o Vasopressor Therapy
Ethical Issues
• Ethical decision making
o Patient autonomy and informed consent
o Advanced directives and code status
o Discuss withholding and withdrawing therapy
Society of Critical Care Medicine (SCCM) Module Information
Students must complete the SCCM modules prior to the end of the rotation.
Students should have received an email from the SCCM enrolling them in the virtual coursework. The modules may be accessed and started at any time. However, students are not required to begin the modules until after Orientation on the first Monday of the course. The modules are assigned as online homework and should be completed throughout the Critical Care rotation.
To access and complete modules, log into the SCCM account. Students should have received an email detailing the account information.
To locate modules within the SCCM account, follow the pathway below:
Textbooks and Other Resources
Recommended
Paul L. Marino, MD
The ICU Book: 4th edition. Lippincott, Williams & Wilkins. Baltimore, 2014. This book is
available in the HSC bookstore.
We will provide a pdf link to the 3rd edition on Canvas.
Surviving Sepsis Campaign. 2026: www.survivingsepsis.org
Prescott H, Antonelli M, Alhazzani W, et al. Surviving Sepsis Campaign: International guidelines for management of sepsis and septic shock 2026. Crit Care Med. 2026 Mar. Forthcoming. doi.org/10.1097/CCM.0000000000007075
National Heart, Lung, Blood Institute (NHLBI) ARDS Clinical Network: www.ardsnet.org
Chest Journal: www.chestjournal.org
Society of Critical Care Medicine (SCCM): www.sccm.org
(RICU) Up‐to Date: www.uptodate.com
MD Consult: www.mdconsult.com
EKG Interpretation Websites:
http://www.ecglibrary.com/
http://library.med.utah.edu/kw/ecg/
http://www.emedu.org/ecg/voz.php
http://www.rnceus.com/course_frame.asp.exam_id=43&directory=case
Rapid Interpretation of EKGs (Dale Dubin, MD)
The Only EKG Book You’ll Ever Need
| Patient Type Clinical Condition Diagnosis - "Dx" | Clinical Setting | Level of Student Responsibility* |
ICU sedation/CNS-related condition | IP | C |
| ICU associated anemia | IP | F or O |
| Heart failure exacerbation | IP | F or O |
| Malnutrition | IP | F or O |
| Electrolyte imbalance | IP | F or O |
| Hyperglycemia/Hypoglycemia | IP | C |
| Mechanical Ventilation Management | IP | C |
| Pneumonia – CAP, HAP, VAP | IP | C |
| COPD or asthma exacerbation | IP | F or O |
PE/DVT | IP | F or O |
| Acute MI | IP | F or O |
| Acute CVA | IP | F or O |
| GI Bleeding- Upper and lower | IP | F or O |
| ICU psychosis/delirium | IP | F or O |
| Shock-distributive (septic, Neurogenic, Anaphylactic), Cardiogenic, hypovolemic or obstructive | IP | C |
| Post-Operative patients | IP | C |
| Family meeting/goals-of-care discussion | IP | F or O |
| Patient Type Clinical Condition Procedures - "Px" | Clinical Setting | Level of Student Responsibility* |
| Endotracheal intubation (ACLS) | IP | O/A/P |
| Central line | IP | O/A/P |
| Arterial line | IP | O/A/P |
| Code Blue | IP | O |
| Bronchoscopy | IP | O |
| ABG interpretation | IP | A/P |
| Point-of-care ultrasound | IP | O/A |
| Thoracentesis | IP | O/A |
| Chest tube placement/management | IP | O |
| Swan-Ganz catheter | IP | O |
Percutaneous tracheostomy | IP | O |
| PxDx Logs |
|---|
KEY
Clinical settings:
IP = Inpatient
OP = Outpatient
E = Either inpatient or outpatient
Level of Responsibility for Patient Type/Clinical Condition:
C = Required as part of a comprehensive patient evaluation (e.g., initial H&P, Transfer acceptance note)
F = Required as part of a focused patient evaluation (i.e., limited to organ system or problem)
O = Required as part of an observed team patient evaluation where student participated in the
evaluation and/or discussion (e.g., initial evaluation, patient rounds)
Level of Responsibility for Procedures/Skills:
O = Observe
A = Assist
P = Perform with supervision
N/A = not applicable if procedure was not observed
FINAL GRADING RUBRIC
Grading overview
Grades for the MDC 8340 Critical Care course will be assigned after a holistic review of performance across multiple assessments and assignments, including but not limited to the following components:
Clinical performance (Preceptor Evaluations)
Professionalism
Course Didactics (in-person and via Teams)
Simulation Session
ECG Quizzes
Midterm Evaluation
Logbook Summaries
SCCM Online Modules
The following should be noted:
Pass Eligibility
To be eligible for a grade of Pass, a student must achieve ALL the following:
After a holistic review, the Course Director agrees that the student’s performance has my merited a passing grade.
Pass with Commendations
To be eligible for a grade of PC, a student must achieve ALL the following:
After a holistic review, the Course Director agrees that the student’s performance has merited a PC grade.
Honors Eligibility
To be eligible for a grade of Honors, a student must achieve ALL the following:
After a holistic review, the Course Director agrees that the student’s performance has merited an Honors grade.
Incomplete
A student will receive an incomplete grade if any of the following occur:
Remediation
Fail
A student will receive a grade of fail if any of the following occur:
Any student who receives a remediation or failing grade will be referred to the Academic Performance Review Committee.
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:
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.
Students may not use artificial intelligence chat bots or other related technology, such as but not limited to ChatGPT, when completing assignments or exams unless in the assignment or exam instructions or authorized in writing by the Course Director. To do so without permission will be considered cheating.
Non-Involvement of Providers of Student Health Services in Student Assessment/Location of Student Health Records Guideline
The health professionals who provide health services, including psychiatric/psychological counseling, to a medical student have no involvement in the academic assessment or promotion of the medical student receiving those services, excluding exceptional circumstances. A medical school ensures that medical student health records are maintained in accordance with legal requirements for security, privacy, confidentiality, and accessibility. Please see https://usf.app.box.com/s/u6qz6fz0zsyllx4pj2xlyx0zplqo70wf for details of this guideline.
GRADE APPEALS:
See the MCOM Student Handbook for the most up to date procedure and further details of the process.
Basis for appeal
A student may appeal a grade if the student has evidence that the grade was assigned in an erroneous manner (i.e., does not match the description of grade assignment by the course syllabus). This is not a process to appeal established course/clerkship grading guidelines which are approved by the Curriculum Committee.
Appeals related to external circumstances impacting test or clinical performance not previously
communicated to faculty do not constitute formal grounds for appeal. Established cut lines must be met
and will not be changed on appeal. The following procedure provides guidance for the appeal process.
All persons involved in this process should make every attempt to adhere to the time schedule outlined in
the following description.
Appeal to the Course Director
Within five (5) business days after the receipt of the course grade, the student may appeal in writing to the course director regarding any assigned grade in dispute. The appeal should include a description of how the student believes the grade was assigned in an erroneous manner. The course director will review the course grading guidelines with the student to ensure that the process is understood and has been followed. If it is found that the assigned grade is incorrect in the judgment of the course director, the appropriate change will be initiated. If the change is made to the students’ satisfaction, at this point, the matter is concluded. The course director will respond in writing with the proposed resolution of the matter (in favor or not) to the student within five (5) business days of the student’s request for review.
If the course director is no longer with MCOM, the student should confer with the new course director (or the assistant dean for the preclinical or clinical curriculum, depending on which is applicable, if a replacement has not been identified) who will then make every effort to receive written input concerning the matter from the former course director. If it is not possible to receive information from the former course director regarding the grade, then the student may appeal the grade as described above and the new course director (or the assistant dean for the preclinical or clinical curriculum, depending on which is applicable) will represent the interests of the course director who issued the grade.
Appeal to the Associate Dean for Undergraduate Medical Education
If the appeal decision by the course director remains in dispute, the student may appeal in writing to the Senior Associate Dean for Undergraduate Medical Education. This appeal must be made within five (5) business days following the initial course director’s decision. The student must include all relevant information relating to the grade appeal within the written appeal including an explanation of why the student feels believes that the grade assigned does not match the grading protocol outlined in the syllabus. After receiving such an appeal in writing from the student, the Senior Associate Dean for UME will review the substance of the student’s appeal with the course director and seek to determine its validity.
If the Senior Associate Dean for UME determines in their judgment that the assigned grade is inappropriate, the Senior Associate Dean for UME can authorize that the grade be changed. The Senior Associate Dean for UME will notify the student in writing within five (5) business days of receipt of the appeal, whether the assigned grade will be changed. If the grade is changed to the student’s satisfaction, the matter is concluded. If the grade is not changed, the Senior Associate Dean for UME will advise the student of the right to appeal to the Vice Dean for Educational Affairs. If the student elects to appeal to the Vice Dean, copies of all written communication mentioned above will be sent by the Senior Associate Dean for UME to the Vice Dean for Educational Affairs.
Appeal to the Vice Dean for Educational Affairs
If the appeal decision by the Senior Associate Dean for UME remains in dispute, the student may appeal the assigned grade, in writing, to the Vice Dean for Educational Affairs . This appeal must occur within five (5) business days of receipt of the decision of the Senior Associate Dean for UME. The student will prepare an appeal, in writing, which should be reviewed by the Associate Dean for Student Affairs as to form and sufficiency (satisfactory structure). The Vice Dean for Educational Affairs may discuss the case with the student, the course director, the Senior Associate Dean for UME , and the Associate Dean for Student Affairs. Following these discussions and reviewing all available information relevant to the appeal, the Vice Dean for Educational Affairs can make a grade change determination. The Vice Dean for Educational Affairs may, if deemed necessary, appoint an ad hoc grade appeal committee. The appeal will be handled as expeditiously as possible.
Please see the MCOM Student Handbook for further details of the appeals process.
Mid-Clerkship Feedback
As delineated in the Formative Assessment and Feedback Guideline, students will receive formative feedback during this clerkship. Feedback will be provided no later than the mid-point of the clerkship to allow students sufficient time to take corrective action, if needed. All assignments, quizzes, and exam scores are posted in the Canvas learning management platform so that students always have access to their most up-to-date grades and assessments.
The Clerkship Director ensures the following occurs:
In the clinical phase of the curriculum, all synchronous learning sessions are mandatory unless specified by the clerkship/course director. All sessions where students are working in the clinical environment are mandatory. The specific procedure for communicating an absence will be described in the syllabus. The consequences for unexcused absences are addressed in the syllabi for each clerkship/course. Recognizing that situations will arise requiring students to miss time from their course/clinical responsibilities, the online absence request procedures presented below must be followed. It is the student’s responsibility to communicate their absence in a timely manner.
EZcheckme: if EZcheckme is being used to track attendance, students are responsible for self-monitoring their EZcheckme attendance app to ensure the accuracy of their attendance (see course syllabus for details). If students believe there is an error in the recording, they must address this concern with the course director within 48 hours of the session.
During the clinical years, the student’s responsibilities lie within the individual clerkship or course. Attendance within a given clerkship or course is a demonstration of attitude and professional behavior. This behavior impacts all members of the healthcare team, including fellow students and patients. Any absence from the clerkship or course may have a direct impact on student performance, the clinical experience, the evaluation of professionalism, the overall grade, and the successful completion of the clerkship or course.
The clerkship or course director will respond to the student’s absence request in writing with a copy to the Office of Student Affairs. The student must provide any supporting documentation requested to the clerkship or course director and the Office of Student Affairs addressing their absence. Students who miss scheduled hours are expected to acquire the same level of competency and do a similar number of clinical shifts as other students in the clerkship or course.
Students are expected to attend all scheduled clerkship and course activities including but not limited to didactic conferences, lectures, workshops, and daily patient rounds. Please see the syllabus/course schedule for details. Mandatory sessions and participation requirements in the clinical years are determined by the individual clerkships. Recognizing that situations arise such that students miss time from their lectures/clinical responsibilities, the procedures presented below will be followed when an unplanned absence is necessary. All decisions regarding absences are at the discretion of the clerkship director. The clerkship director will use the following guidelines when determining if the absence is excused. Please refer to the specific course/clerkship syllabus for any additional absence protocols. Relying on other students on the rotation to pass on information regarding the absence is not an appropriate communication mechanism.
UNPLANNED ABSENCE REQUEST – EMERGENCIES, PERSONAL AND FAMILY ILLNESS, ETC.
The student should contact the direct supervising preceptor and resident/intern/rotation or section head AND the clerkship director and clerkship coordinator to report their absence on the first day of being absent. They should indicate the nature of the unexpected illness or emergency. The Office of Student Affairs must be notified of all absences by e-mail to the associate dean for student affairs Tampa campus (christopherjackson@usf.edu), or on the USF-Lehigh Valley campus, Dr. Melissa Brannen (Melissa_L.Brannen@lvhn.org). It will be at the discretion of the clerkship director, following consultation with the student, to excuse the absence or request additional information about the absence. This may include requesting a physician’s note or other documentation. Online absence requests must be submitted within five business days of the absence for the absence to be excused. The absence report in Archivum must be completed by the student.
PLANNED ABSENCE REQUEST
In order to be excused from a mandatory clerkship event, the student must submit an absence request in Archivum. The request must be submitted 8 weeks in advance or as soon as the student knows of the scheduled event PRIOR to the start of the clerkship. Requests received after the start of the clerkship will require supporting documentation as to why the request is being submitted on short notice. The clerkship director will make the determination to grant or deny a request in addition to any required remediation. Excused absences may require remediation of missed clerkship activities, including additional clinical days and/or make-up work, and may proportionally affect the final grade of the clerkship. The decision to grant or deny the request and determine subsequent action will be at the discretion of the clerkship director. Students are expected to make up all unexcused and excused (but required) clerkship time. Such remediation should be completed at the earliest time available but should not interfere with other scheduled coursework.
UNEXCUSED TARDIES / ABSENCES AND LATE OR MISSED ASSIGNMENTS
The following applies to any student who is:
Absent from a session, and the absence is not excused by the course director.
Arrives tardy to a session, and the tardy is not excused by the course director.
Late or Missed Assignments
All mandatory assignments must be completed by the stated deadline unless an extension has been requested and approved by the clerkship director in advance. This includes but is not limited to procedures and diagnoses logs, H&Ps, modules. Students with any unexcused late assignments will not be eligible for Honors or Pass with Commendations. Students with two or more unexcused late assignments will have a professionalism behavior report completed and will be considered for Remediation.
Tardies
On time arrival to all clerkship activities including clinical sessions, didactics, scheduled meetings, and assessments is a reflection of professionalism.
Tardy definition: A tardy is defined as arriving more than 5 minutes after the scheduled start of a session without prior approval.
Tardy that is unexcused but appropriately communicated
• A first late arrival (tardy) that is unexcused but appropriately communicated will result in completion of a professional behavior report.
• A second tardy that is unexcused but appropriately communicated will result in the student being ineligible for Honors or Pass with Commendations. In addition, a professional behavior report will be completed, and the student will need to complete an additional clinical assignment [for example: an extra shift or call].
• A third tardy that is unexcused but appropriately communicated will result in a maximum grade of Remediation.
Tardy that is unexcused and inappropriately communicated
• A first tardy which is unexcused and not communicated appropriately will result in the student being ineligible for Honors or Pass with Commendations. In addition, a professional behavior report will be completed, and the student will need to complete an additional clinical assignment [for example: an extra shift or call].
• A second tardy that is unexcused and not communicated appropriately will result in maximum grade of Remediation.
Unexcused Absences
Being present for clerkship activities including clinical sessions, didactics, scheduled meetings, and assessments is a reflection of professionalism.
Unexcused absence that is appropriately communicated:
• A first absence, which is unexcused but appropriately communicated, will result in the student being ineligible for Honors or Pass with Commendations. In addition, a professional behavior report will be completed, and the student will need to complete an additional clinical assignment [for example: an extra shift or call].
• A second absence that is unexcused but appropriately communicated will result in maximum grade of Remediation.
Unexcused absence that is inappropriately communicated:
• A first absence which will result in a maximum grade of Remediation.
• A second absence will result in a Failing grade.
Exam –Tardiness and Unexcused Absence
Students who arrive late or have an unexcused absence for a scheduled exam will not be allowed to enter the testing room and take the exam. Students who arrive late must contact both the course director by e-mail or telephone (see specific course syllabus) and the Office of Student Affairs by e-mail or telephone, (813) 974-2068. The student must also complete and submit an absence request in Archivum. Arriving late for an exam will be considered an unexcused absence pending review of the circumstances provided. Exam rescheduling will occur as noted below.
The consequences for exam tardiness across the clinical phase of the curriculum are as follows:
First incident: Student will make up the exam. Five percent will be deducted from the affected exam grade and referral to the associate dean for student affairs via a professional behavior report.
Second incident: Student will make up the exam. Ten percent will be deducted from the affected exam grade, a professional behavior report will be filed, and the student will be referred to the APRC for professionalism remediation. The student will be ineligible for Honors or Pass with Commendations in their current course.
Any subsequent incidents: Student will make up the exam, but the student’s score or the minimum passing score, whichever is lower, will be entered, in lieu of the score obtained. A professional behavior report will be filed. The student will receive a maximum of a Remediation grade in the course they are currently taking.
Unexcused Exam Absence
The consequences for unexcused exam absences across the clinical phase of the curriculum are as follows:
First incident: Student will make up the exam, but the student’s score or the minimum passing score, whichever is lower, will be entered, in lieu of the score obtained. A professional behavior report will be filed, and the student will be referred for professionalism coaching. The student will be ineligible for Honors or Pass with Commendations in that course.
Any subsequent incidents: Student will make up the exam, but the student’s score or the minimum passing score, whichever is lower, will be entered, in lieu of the score obtained. A professional behavior report will be filed. If the student’s grade is in the passing range, they will receive a maximum of a remediation grade for the course they are currently taking.
Exam Rescheduling
Students who miss an examination for any reason are required to contact the clerkship director to determine the date and time of the make-up examination. Dates and times of make-up examinations are determined by the senior associate dean for undergraduate medical education in consultation with the director of assessment and evaluation and the course director. In general, exams will be retaken on the universal make up day.
Clinical Phase Guidelines - Excused and Unexcused Absences
Absence approval remains at the discretion of the course director, however, to support consistency and transparency, the table below outlines the standard definitions of what is typically considered excused or unexcused. The course director may make exceptions when justified by individual circumstances, but any decision outside the standard categories must be documented with a clear rationale. All absence requests (excused and unexcused) are logged and tracked by the Office of Student Affairs. It is at the discretion of the course director to excuse an absence. In certain circumstances, such as curricular events that are difficult to replicate, the course director may choose not to excuse a student, even if the guidelines below state that the absence is potentially excused.
All absences to mandatory sessions require submission of an absence request form in Archivum, except Year 4 SELECT students – who will need to submit requests in this Qualtrics form.
* All ‘Events’ (see below) require submission of the appropriate Request Form. Events indicated below by an asterisk (*) are to be submitted at least 8 weeks in advance.
The maximum number of excused absences allowed per course for Clinical Phase courses is:
2 week courses: 1 day per course
4 week course: 3 days per course
6+ week course: 5 days per course
+ Events indicated below by a plus sign (+) are to be submitted:
In general: prior travel being arranged and a minimum of 2 weeks prior to the course beginning
Conference presentations: when work is submitted for presentation.
All absence requests (excused and unexcused) are logged and tracked by the Office of Student Affairs. It is at the discretion of the course director to excuse an absence. In certain circumstances, such as curricular events that are difficult to replicate, the course director may choose to not excuse a student, even if the guidelines below state that the absence is potentially excused. A student’s request to excuse an absence may be denied if the absence is not submitted with the proper notice as described above.
Please note that all sessions for Professions of Health, MS 2 Orientation, Introduction to the Clerkships, Introduction to Doctoring 4, Transition to Residency, and all SELECT Prologues and SELECT Epilogue are mandatory unless otherwise specified by the course director.
Event | Absence Excused? Make Up Time Needed? | Course Exams Absence Excused? (Yes/No) |
Student health issues, illnesses, including infections that could put patients, staff, or others at risk. This includes any necessary health services including mental health services (e.g., medical and dental appointments). | Yes Yes, if > 1 day missed. Student responsible to reschedule missed experiences. | Course Exams – Yes
Clinical Practice/Oral Exams – Yes |
Illness or death of a close family member or close friend | Yes Yes, if > 1 days missed. Student responsible to reschedule missed experiences. | Course Exams – Yes
Clinical Practice/Oral Exams – Yes Make-up arrangements coordinated with the course director when circumstances permit. |
*Birth of a child (student is the mother or father) | Yes Please see parental leave section | Course Exams – Yes
Clinical Practice/Oral Exams – Yes |
*Religious Day Observances | Yes, if > 1 day missed. Student responsible for rescheduling missed experiences.
Reasonable accommodation will be made to schedule around requested observed holidays during rotation. | Course Exams – Yes
Clinical Practice/Oral Exams – Yes
|
*Wedding – student is the bride or groom
Please make arrangements in advance with the Office of Student Affairs
| Yes, if > 1 day missed. Student responsible for rescheduling missed experiences.
| Course Exams – Yes
Clinical Practice/Oral Exams – Yes
|
*Wedding – attending the wedding of an immediate family member or is a member of the wedding party. | Yes, if > 1 day missed. Student responsible to reschedule missed experiences. | Course Exams – No
Clinical Practice/Oral Exams – No |
+Presenting at a medical conference and the student asked for permission prior to committing to the conference. | Yes Attempts will be made to schedule the student so that the absence is minimally disruptive. Yes, if > 1 day missed. Student responsible to reschedule all missed experiences. | Course Exams – Yes
Clinical Practice/Oral Exams – Yes |
+Attending a medical conference and the student asked for permission prior to committing to the conference. | Yes Attempts will be made to schedule the student so that the absence is minimally disruptive. Student responsible to reschedule all missed experiences. | Course Exams – No
Clinical Practice/Oral Exams – No |
*Participation in a MCOM-sanctioned activity (i.e., IPE Day, , Day at the Capital, Research Day). | Yes, if > 1 day missed. Student responsible to reschedule missed experiences. | Course Exams – No
Clinical Practice/Oral Exams – No |
*Participation in committee meetings as an elected student representative (i.e., Curriculum Committee, Committee for the Pre-clinical Course Directors etc.). | Yes Student should only miss the minimal time necessary and is responsible to reschedule any necessary experiences. | Course Exams– No
Clinical Practice/Oral Exams – No |
Residency interviews | Yes Students are expected to schedule residency interviews during months that they are not scheduled to have a clinical course. Students may miss up to 2 days for interviews, but those days must be made up. If more than 2 days are necessary, the student will be asked to drop the course and repeat the course at a later date.
| Course Exams – No
Clinical Practice/Oral Exams – No |
Birthdays, trips, reunions, and other personal activities | No, absence will impact final grade.
Yes, for all days missed. Student responsible to reschedule all missed experiences. | Course Exams – No
Clinical Practice/Oral Exams – No |
*Significant personal event otherwise unspecified - Students should contact the Associate Dean for Student Affairs to facilitate the process. | Will be determined on a case-by-case basis. Approval must be obtained by the senior associate dean for UME in consultation with the course director. Make-up assignment coordinated with course director. | Will be determined on a case-by-case basis. Approval must be obtained by the senior associate dean for UME in consultation with the course director. Course Exams – |
Please note:
Clinical Practice Exams include ALL non-multiple-choice exams
Documentation may be requested prior to excusing an absence when appropriate
Please note: Students are permitted one excused absence per rotation that does not require make-up time. Any additional absences must be made up.
Example 1: A student is on an 8-week rotation with the following absences:
2 days for illness – excused
1 day for religious day observances – excused
The student would have to make up 2 days
Holidays and Religious Observances
Holidays
Preclinical – Years 1 and 2: the academic calendar mirrors the university calendar in terms of days off for holidays.
Clinical – Years 3 and 4: students are expected to report to their scheduled clinical duties during holidays unless the holiday falls during an academic vacation as described in the academic calendar or otherwise specified by the course director.
Attendance for the Observance of Religious Days
Students are required to attend classes that are part of an academic curriculum.
https://usf.app.box.com/v/usfpolicy10-069 
Students may submit a request for a specific excused absence for religious observances for a class or examination on days of customarily observed religious days https://usf.box.com/v/usfregulation3039. The student must submit the request in writing at the start of the academic term for the discretionary approval of the instructor with the student responsible to make up the missed academic work as determined by the instructor.
General religious gatherings, prayer times, vigils, general worship practices or requests for absences for multiple days or times during scheduled academic classes or programs are not considered as excused religious observances.
If a student cannot participate at the times scheduled for an academic course or clinical, the student should not enroll in the course as failure to attend as required may affect the student’s ability to successfully meet the academic requirements.
Professional Behavior
Students must display professional behavior at all times, which includes upholding the Academic Honesty Guideline, USF Honor Code, MCOM Honor Code and Exam Honor Code as described in the MCOM Student Handbook. Students must also be working towards achieving competency as described in MCOM Program objective 8: Personal and Professional Development
Demonstrate the qualities required to sustain lifelong personal and professional growth
8.1 Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in
appropriate help-seeking behaviors
8.2 Demonstrate healthy coping mechanisms to respond to stress
8.3 Manage conflict between personal and professional responsibilities
8.4 Practice flexibility and maturity in adjusting to change with the capacity to alter one’s behavior
8.5 Demonstrate trustworthiness that makes colleagues feel secure when one is responsible for the care of
patients
8.6 Provide leadership skills that enhance team functioning, the learning environment, and/or the health care
delivery system
8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease
8.8 Recognize that ambiguity is part of clinical health care and respond by utilizing appropriate resources in dealing
with uncertainty
Examples of professional behavior include, but are not limited to: maintaining a professional demeanor on service (e.g., white coat, name tag, appropriate attire, neat appearance, respectful speech, sobriety); representing oneself accurately; appreciating and preserving patient confidentiality; responding sensitively to patients' social and psychological issues; understanding social biases and stigmas, and not reinforcing them; developing empathic listening skills; advocating for patients when appropriate; using hospital/clinic resources responsibly; showing up prepared and on time for rounds, lectures, conferences, and procedures; getting advice when handling ethical dilemmas; taking constructive feedback from attending physicians and residents with open- mindedness and the intention to improve; contributing to the effectiveness, efficiency, and collegiality of healthcare teams. Students must accept responsibility for learning, exercising good judgment, and promptly completing all responsibilities attendant to the diagnosis and care of patients. They must be able to work effectively, respectfully, and professionally as part of the healthcare team, and to interact with patients, their families, and health care personnel in a courteous, professional, and respectful manner.
Examples of unprofessional behavior include but are not limited to:
– Unexcused absence, late attendance in the classroom or clinical activity, late or delinquent assigned curriculum assignments (self-learning assignments, PXDX, etc.), late Absence Request Forms and Absence Report forms.
– The delay in any assignment, activity, or clerkship particular policy is left to the discretion of the Course Director.
– Each participation violation without the approval of the Course Director will be subject to a decrease in the Participation Grade.
Any breach of professionalism as described in the MCOM handbook including but not limited to the professionalism values section and the social media participation guidelines, may be grounds for remediation or failure of the course as determined by the Course Director in consultation with the Assistant Dean for the Clinical Curriculum.
Artificial intelligence tools, including but not limited to generative AI platforms, may be used unless explicitly stated by the course director or individual assigning the work. When permitted, their use must comply fully with the stated guidelines and expectations for the assignment.
Non-Involvement of Providers of Student Health Services in Student Assessment/Location of Student Health Records Guideline
The health professionals who provide health services, including psychiatric/psychological counseling, to a medical student have no involvement in the academic assessment or promotion of the medical student receiving those services, excluding exceptional circumstances. A medical school ensures that medical student health records are maintained in accordance with legal requirements for security, privacy, confidentiality, and accessibility. Please see https://usf.app.box.com/s/u6qz6fz0zsyllx4pj2xlyx0zplqo70wf for details of this guideline.
Mistreatment Guideline and Procedure:
USF Health’s Morsani College of Medicine is committed to assuring a safe, encouraging, and supportive learning environment that reflects commitments to professionalism, respect, and virtues such as integrity, compassion, and kindness. All MCOM faculty and staff are expected to conduct themselves in a professional manner and contribute to creation of a culture that is supportive of learning. Mistreatment, bullying, discrimination, harassment, and sexual harassment are prohibited at MCOM. The Student Mistreatment Guideline, in accordance with LCME standard 3.6, ensures that concerns about the learning environment are promptly dealt with and resolutions reached in a fair and just manner. The College forbids any retaliatory action against students who present grievances in good faith.
The MCOM Student Mistreatment Guideline aims to safeguard medical students from mistreatment by any faculty member or staff associated with MCOM, including clerkship directors, attending physicians, residents, and other medical students by:
• educating members of MCOM about student mistreatment;
• prohibiting medical student mistreatment by anyone associated with MCOM;
• encouraging the early identification of medical student mistreatment as a preventative measure;
• identifying individuals to whom medical students can report mistreatment;
• requiring those who receive complaints regarding student mistreatment to report the complaint to the appropriate administrator;
• providing a confidential system for reporting mistreatment;
• assuring confidentiality to the fullest extent possible;
• assuring that all reports of mistreatment will be thoroughly and promptly addressed;
• providing an avenue for corrective action.
Reports of mistreatment will preferably be addressed within an informal framework when appropriate, but formal procedures are available for use when necessary.
MCOM is committed to preventing mistreatment of medical students through education of the MCOM community. The policy and related procedures will be disseminated among MCOM on an annual basis. Additionally, MCOM will periodically use varying methods (e.g., email, workshops, orientations) to inform medical students, faculty, and staff about medical student mistreatment and the MCOM policy on addressing mistreatment.
When students believe mistreatment has occurred, either personally experienced or witnessed, they should follow the detailed procedures outlined in the MCOM Student Mistreatment Guideline. Students are encouraged to report all concerns of physical, emotional, psychological, or sexual mistreatment or abuse without fear of retribution. Students who experience or witness mistreatment or abuse may report their concerns using this Student Mistreatment Report Form.
Anti-Discrimination and Title IX Policies:
In accordance with LCME standard 3.4, the MCOM has a policy in place to ensure that it does not discriminate on the basis of age, disability, gender identity, national origin, race, religion, sex, sexual orientation or any basis protected by federal law. Mechanisms for addressing and reporting violations regarding discrimination and harassment are provided in the MD student handbook (refer to section “Anti-Discrimination Policy and Procedures”) but are also found in USF policy 0-007.
USF provides support to anyone affected by gender-based discrimination or violence, including:
• sexual harassment
• sexual violence
• relationship violence
• stalking
• discrimination based on pregnancy
• discrimination based on sexual orientation/identity
Title IX addresses gender-based discrimination and sexual harassment that may deny a person access to educational benefits and opportunities. The Violence Against Women Act (VAWA) provides rights to victims, requires USF to have a process to address complaints, and requires USF to provide a variety of programs for students and staff which aim to prevent sexual assault, relationship violence, and stalking. The USF Sexual Misconduct/Sexual Harassment Policy 0-004 can be accessed here.
Students can report gender-based discrimination or harassment by notifying a USF Responsible Employee (all USF faculty), emailing the Title IX Coordinator or Title IX office, mail your report, or walk into the Title IX office, or submit the online report form.
The USF Title IX Coordinator is:
Maggie Denney, M.Ed., LMHC, CCEP
Director, Title IX/VAWA Compliance
4202 E Fowler Ave, ALN 172
Tampa, FL 33620
(813) 974-8616
The USF Title IX webpage can be accessed here. USF has designated all faculty (TA, Adjunct, etc.) as Responsible Employees, who are required to report any disclosures of sexual harassment, sexual violence, relationship violence or stalking. The USF Title IX Office makes every effort, when safe to do so, to reach out and provide resources and accommodations, and to discuss possible options for resolution.
A full list of Title IX resources can be found here. If you are unsure what to do, please contact Victim Advocacy – a confidential resource that can review all your options – at 813-974-5756 or va@admin.usf.edu.
Students may also contact the associate dean for student affairs, Dr. Christopher Jackson at 813-974-2068 for an impartial review and guidance, which may include referral to the USF Title IX Office, USF Office of Student Rights and Responsibilities, the USF Center for Victim Advocacy and Prevention, USF Counseling Center, USF Student Health Services, or Crisis Center of Tampa Bay.
Discrimination or harassment of students based on protected characteristics is prohibited by Title VI, the Florida Educational Equity Act, and USF Policy 0-007. Protected characteristics include race, color, national origin, shared ancestry, religion, age, sex, disability, genetic status, marital status, and veteran status. If a student shares an experience of harassment or discrimination with a USF employee (including faculty), that employee will notify the Student Equal Opportunity Office. This allows the Student EO Office to send the student an email with information about support resources and options—if it is safe to do so. Students are not required to respond to this email. The Student EO Office is a private resource. Information is shared only on a need-to-know basis to provide students with support measures. For more information about Student EO, available resources, or to make a report, please visit www.usf.edu/student-eo
Protected Self-Directed Learning and Independent Study Time:
In accordance with LCME standards 6.3 and 8.8 and outlined in the MD student handbook (refer to section “Medical Student Hours in Year 1 and Year 2”), the MCOM must balance student academic load, including scheduled instructional activities and required assignments outside of class, with protected blocks of time that allow for independent study, self-directed learning, and other activities. The Curriculum Committee has determined academic load parameters for the pre-clerkship phase of the curriculum to ensure that this balance is achieved. This guideline limits the amount of scheduled time for a given week during the pre-clerkship phase of the curriculum.
The academic load and schedule for this course has been determined to be compliant with this guideline.
Course Session and Exam Recording Policy:
Software will be used to record live class lectures and discussions. Students’ participation in live class discussions will be recorded. These recordings will be made available only to students enrolled in the class, to assist those who cannot attend the live session or to serve as a resource for those who would like to review content that was presented.
Recordings may be used in subsequent semesters for instructional purposes as necessary.
Participation in live sessions is considered consent for recording. In courses in which video of
students might be captured due to online software being used, students who prefer to
participate via audio only will be allowed to disable their video camera so only audio will be
captured. A student’s use of video during the session is considered consent for the video to
be recorded and used as previously described. This option to disable video will not apply to
video proctored exams. Please discuss recording options with the Course Director and Course Coordinator. Students may use the recordings as a resource to review content. Copying or distributing the video recordings by students is prohibited and considered a professionalism violation.
Exams will be recorded to maintain academic integrity. These will only be reviewed in the event of a potential exam integrity problem. The recordings will not be disseminated.
Evaluation Compliance Policy:
As outlined in the MD student handbook (refer to section “Expectations for Completing Course and Faculty Evaluations”), MCOM strives to provide the best possible experience for our students, faculty, and staff. As such, student feedback is an essential component of continuous quality improvement for our teaching faculty and curriculum development. The feedback received from students is vitally important to assess the program’s strengths and weaknesses, as well as identifying opportunities for improvement of the educational
experience for future students.
To improve the evaluation response rate from students and thus ensure MCOM is receiving meaningful feedback, the following guidelines are in place for all enrolled students:
• Students will be required to complete at least 80% of assigned evaluations
• All evaluations should be completed within 25 days upon receipt
• Students may suspend evaluations only under the following circumstances:
o The evaluation was assigned in error
o The student did not work with or spend enough time with an educator (e.g., <1 day at clinic)
o The student did not participate in the activity (e.g., lecture)
• At most, students will be permitted to suspend up to 20% of their evaluations. Once a student exceeds a 20% suspension rate, their completion of evaluations will be reviewed on a case-by-case basis
• Comments provided on evaluations should be constructive, thoughtful, and professional
Please note that levels of anonymity are strictly enforced and fail safes are put in place to ensure students cannot be identified from their evaluations. Anonymity may be broken in instances where threats to the safety of others are in the evaluation.
Student evaluation completion compliance rates will be monitored on a quarterly basis and students found to be out of compliance will be required to attend a mandatory one-hour session to complete any pending evaluations and will receive a notice via email from the evaluation team. Failure to complete evaluations and/or attend the mandatory sessions may result in the following disciplinary actions:
The practice of providing quality feedback is an integral part of developing the professional skills students will need as future physicians. It is the college’s goal that students will not only gain more experience giving and receiving feedback but will improve essential professional development skills while providing quality insight into our faculty and curriculum for continuous quality improvement
Student Accessibility and Accommodation
University of South Florida Morsani College of Medicine (MCOM) is committed to providing equitable access to learning opportunities to students with documented disabilities (e.g., mental health, attentional, learning, chronic health, sensory, or physical).
To ensure access to this class, and program, please contact Student Accessibility Services to engage in a confidential conversation about the process for requesting reasonable accommodations in the classroom and clinical settings.
Accommodations are not provided retroactively. Students are encouraged to register with Student Accessibility Services as soon as they begin their program. The University of South Florida Morsani College of Medicine encourages students to access all resources available through Student Accessibility Services for consistent support and access to their programs. More information can be found online at Student Accessibility Services.
USF has a set of central policies related to student recording class sessions, academic integrity and grievances, student accessibility services, academic disruption, religious observances, academic continuity, food insecurity, pregnancy and related conditions, and sexual harassment that apply to all courses at USF. Be sure to review these online:
Health and Wellness
Your health is a priority at the University of South Florida. We encourage members of our community to look out for each other and to reach out for help if someone is in need. If you or someone you know is in distress, please make a referral at www.usf.edu/sos so that the Student Outreach & Support can contact and provide helpful resources to the student in distress. A 24-hour licensed mental healthcare professional, offered through the counseling center, is available by phone at 813-974-2831, option 3. Please remember that asking for help is a sign of strength. In case of emergency, please dial 9-1-1.
Title IX Policy
USF is committed to fostering a safe and respectful learning environment, free from sex discrimination and sexual harassment, in accordance with Title IX and USF Policy 0-004. If a student shares an experience of sexual harassment, sexual assault, stalking, or relationship violence with a USF employee (including faculty), that employee will notify the Title IX Office. This allows the Title IX Office to send the student an email with information about support resources and options—if it is safe to do so. Students are not required to respond to this email. The Title IX Office is a private resource. Information is shared only on a need-to-know basis to provide students with support measures. To speak to a confidential resource, students may contact USF Center for Victim Advocacy at 813-974-5757. Confidential resources do not notify the Title IX Office unless the student requests it. For more information about Title IX, available resources, or to make a report, please visit www.usf.edu/title-ix.
Professionalism Policy
Per university policy and classroom etiquette; mobile phones, iPods, etc. must be silenced during all classroom and lab lectures. Those not heeding this rule will be asked to leave the classroom/lab immediately so as to not disrupt the learning environment. Please arrive on time for all class meetings. Students who habitually disturb the class by talking, arriving late, etc., and have been warned may suffer a reduction in their final class grade.
End of Semester Student Evaluations
All classes at USF make use of an online system for students to provide feedback to the University regarding the course. These surveys will be made available at the end of the semester, and the University will notify you by email when the response window opens. Your participation is highly encouraged and valued.
Food and Drink Policy (for in-campus sessions only).
Please adhere to the firm policy of no beverages (other than bottled/capped water), food, tobacco products, or like items in the classroom. Your understanding of the necessity for this policy and cooperation will be greatly appreciated. This policy will be strictly enforced.
Academic Accommodations
Students with disabilities are responsible for registering with Student Accessibility Services (SAS) in order to receive academic accommodations. For additional information about academic accommodations and resources, you can visit the SAS website.
SAS website for the Tampa and Sarasota-Manatee campuses.
SAS website for the St. Pete campus.
Academic Support Services
The USF Office of Student Success coordinates and promotes university-wide efforts to enhance undergraduate and graduate student success. For a comprehensive list of academic support services available to all USF students, please visit the Office of Student Success website.
Canvas Technical Support
If you have technical difficulties in Canvas, you can find access to the Canvas guides and video resources in the “Canvas Help” page on the homepage of your Canvas course. You can also contact the help desk by calling 813-974-1222 in Tampa or emailing help@usf.edu.
USF IT Service Support Tampa Campus
USF IT Support St. Pete Campus
USF IT Support Sarasota-Manatee Campus
Center for Victim Advocacy
The Center for Victim Advocacy empowers survivors of crime, violence, or abuse by promoting the restoration of decision making, by advocating for their rights, and by offering support and resources. Contact information is available online.
Counseling Center
The Counseling Center promotes the wellbeing of the campus community by providing culturally sensitive counseling, consultation, prevention, and training that enhances student academic and personal success. Contact information is available online.
Counseling Center website for the Tampa campus.
Counseling Center website for the St. Pete campus.
Counseling Center website for the Sarasota-Manatee campus.
Tutoring
The Tutoring Hub offers free tutoring in several subjects to USF undergraduates. Appointments are recommended, but not required. For more information, email
Tutoring website for the Tampa campus.
Tutoring website for the St. Pete campus.
Tutoring website for the Sarasota-Manatee campus.
Writing Studio
The Writing Studio is a free resource for USF undergraduate and graduate students. At the Writing Studio, a trained writing consultant will work individually with you, at any point in the writing process from brainstorming to editing. Appointments are recommended, but not required. For more information or to make an appointment, email: writingstudio@usf.edu.
Writing studio website for the Tampa campus.
Writing studio website for the St. Pete campus.
Writing studio website for the Sarasota-Manatee campus.
Student Ombuds Office
Florida Statute 1006.51 and Florida Board of Governors Regulation 6.011 require that all public institutions provide ombuds services to students. The Student Ombuds Office at USF is a confidential, impartial, informal, and independent resource for students experiencing challenges related to the university. Ombuds can help students safely explore options, clarify processes, and consider next steps. Learn more or make an appointment at usf.edu/student-ombuds.