MDC 7200
Adult Medicine Clerkship
84090 001.765
MCOM 2026-2027 Academic Year
MDC 7200
Adult Medicine Clerkship
84090 001.765
MCOM 2026-2027 Academic Year
The Adult Inpatient Medicine Clerkship is an 8-week clerkship experience for third year medical students. The clerkship is designed to introduce students to the principles of hospital-based Internal Medicine (IM) practice. The experience will emphasize the principles of diagnosis, disease and management from an IM perspective.
How To Be Successful in the Clerkship
The following tips are summarized from the “Primer to the Internal Medicine Clerkship” located on the Clerkship Directors in Internal Medicine (CDIM) website. These tips will be useful in any of the clerkship disciplines through which you rotate.
Meet and try to exceed their expectations.
Be fully prepared and on time for work rounds. Have a daily plan for your patients’ care. Initiate contact with consultants as appropriate. Participate in or observe as many procedures as possible, even if you are not following the involved patient. Learn about the other patients on your team, at least to gain a basic understanding of what is going on with each of them. Help team members when needed, however not to a degree which interferes with your self-directed learning.
You will benefit as much as they will. Communicate effectively with your patients, spending time to learn about who they are. Discuss diagnostic and therapeutic plans with patients and their families. Feel free to have emotional discussions with patients when appropriate. You may be able to provide substantial information and support.
“The treatment of disease may be entirely impersonal; the care of a patient must be completely personal”
-Francis Peabody, 1927
Additional learning will follow. Being a “team player” is important – being available is also key to learning and seeing procedures or newly admitted patients. You may not always recognize it, but you are an integral part of the inpatient care team. Knowing your role is important – generally being flexible and “going with the flow” is best, however if you have an important question or concern, it is important to make this known. Often times, your observations will serve as valuable contributions to patient care.
Keep a calendar and mark all conferences/call days right away. Develop a system for maintaining patient data and noting trends in laboratory results (i.e., hemoglobin trending down or creatinine trending upward). Be able to have pertinent information (vital signs, laboratory, or test results) easily available on rounds.
Demonstrate that you are a self-directed learner as you raise what you learn in your discussions with your team and in your notes. A goal should be to integrate your basic science knowledge to your patient.
Strive to practice evidence-based medicine. Use evidence-based guidelines whenever possible and learn from them. It is our responsibility to bring the best scientific evidence to every clinical decision that we make.
Share your thoughts in teaching sessions, share your opinions about your patients’ care, constructively discus observations about how to improve the education you are receiving and the systems around you.
Solicit feedback early and often. Acting on such feedback demonstrates that you care about your performance in the hospital.
“Nobody cares how much you know until they know how much you care”
-Jocelyn Elders, M.D.
“You can observe a lot just by watching”
-Yogi Berra
“One of the essential qualities of the clinician is interest in humanity, for the secret of the care of the patient is in caring for the patient”
-Francis Peabody, 1927
“To study the phenomena of disease without books is to sail an uncharted sea, while to study books without patients is not to go to sea at all”
-Sir William Osler, 1901
Again, the large majority of learning in this clerkship will occur on the hospital ward service. Students are encouraged to participate actively in working/teaching rounds daily. Reading each night in the context of patients you have seen is the ideal way to learn new clinical information. Students are an integral part of the hospital ward team and should think of themselves as such. Students are encouraged to be assertive in proposing plans of care for their patients. Responsibilities include but are not limited to patient admission history and physical examination, initial differential diagnosis and plan of care, participation in inpatient procedures/diagnostic testing, ongoing patient management and discharge planning/implementation of follow-up care.
Students will attend morning report, selected noon conferences with their ward team. This experience will be overseen and directed by the ward attending physician as well as house-staff team members (residents and interns). Students are required to turn in two copies of their history and physical examinations (H & P) to their attending physicians. Ideally, one should be during the 1st month and the 2nd during the 2nd month of the rotation. These will be reviewed and returned to the student with oral/written feedback. If found to be unacceptable, further H & P s may need to be submitted for review.
All didactic curricular learning is in the context of weekly organ or system-based themes, and an ongoing ECG curriculum. Reading assignments for each week as well as case assignments (Canvas posted) are available by accessing the “Modules >Clerkship Didactics” tab on Canvas. Reading assignments and case study completion is to be completed prior to CBC sessions.
“The old art cannot possibly be replaced by, but must be absorbed in, the new science”
-Sir William Osler, 1907
Prototypic Weekly Schedule
Session | Monday | Tuesday | Wednesday | Thursday | Friday |
Morning
| Pre-rounds | Pre-rounds | Pre-rounds | Pre-rounds | Pre-rounds |
8:00-11:30 am | Attending Rounds | Attending Rounds | Attending Rounds | Attending Rounds | Attending Rounds |
11:30-1:00 pm | Morning Reports and Resident Case Conference | Morning Reports and Resident Case Conference | Morning Reports and Resident Case Conference | Morning Reports and Resident Case Conference | Morning Reports and Resident Case Conference |
1:00-3:00 pm | Finish attendings rounds, if needed | Finish attendings rounds, if needed | Finish attendings rounds, if needed | Finish attendings rounds, if needed | Finish attendings rounds, if needed |
Afternoon | Team Duties | 1:00-2:30 pm VAH CBCs IM - read prior 1:00-2:30 TGH CBCs IM – read prior | Team Duties VA patient safety | 1:00 pm Integrated quiz 2:00 pm -Faculty lead quiz review 1:00 pm -Didactic sessions | Team Duties |
Weekly quizzes will be given on Thursday afternoons. The purpose of the quizzes is to assess student preparedness and understanding of key concepts from each of the weekly topics. The quiz questions are generated primarily from assigned readings and material from CBC sessions. Quizzes are also to be utilized as a learning tool in that students can identify potential areas of weakness and content areas of high importance within a weekly theme.
Weekly themes and core topics are listed below:
Infectious Disease – sepsis, altered mental status, antibiotic review
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Endocrinology – DKA, adrenal insufficiency, thyroid disorders
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Gastroenterology – acute abdominal pain, GI bleed
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Hematology/Oncology – anemias, oncologic emergencies, common cancers
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Pulmonology – obstructive lung disease, respiratory failure
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Cardiology, ECG – Heart Failure, acute coronary syndromes, chest pain, cardiac dyspnea
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Nephrology – nephrosis, nephritis, HUS, hematuria, acute renal failure
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Rheumatology – joint pain, vasculitis
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Rotation Schedule
Adult Medicine Master Schedule: The Adult Medicine Master Calendar is a tool created for the students rotating in our clerkship. Information regarding the students’ weekly CBCs, didactic sessions, and quizzes are all noted in the master calendar, including time and room locations.
June 2026 CLASS 2028, AY26-267 R01 (MONTH 01: 06/8 – 7/3/2026) (MDC7200.001.765M26) | ||||
Monday | Tuesday | Wednesday | Thursday | Friday |
WK 01- ID VIA TEAMS June 8 | 9 | 10 | 11 | 12 |
MO1 ROTATION BEGINS 7:45 am Assignment Info 8:00 am Gen Orientation –O’Brien – via TEAMS Antibiotic Therapy – Panopto 1:00 pm Report to duty – page your senor resident so you can introduce yourself and find out where to meet them at 1pm | Med ID CBC 1:00-2:30 pm TGH – Ledford (B107) 1:00-2:30 pm VAH – O’Brien (VAH Room 1C-104)
| 1:00-3:00 VA Pt Safety Lectures (2 lectures, in-person) Note: Lecture is only for students rotating at the VAH | 1:00 ID Quiz 1:45 ID Quiz Rev – In-person and Via Teams (VAH) 3:15 Fluid & Electrolytes/Acid-Base Conf – Ledford – TGH In-person, VAH via TEAMS
Thursday lectures and quizzes: TGH Students – B107 VAH Students – MDA 1122 | Clinical Duties |
Tampa General Hospital
1 Tampa General Circle
Tampa, FL 33606
813-844-7000
Team rooms in GME (4J), along with space for lockers and to leave your personal materials safely
B107 for CBCs
B107, STC 7030 for Weekly Quizzes
James A. Haley Veterans’ Hospital
13000 Bruce B. Downs Blvd.
Tampa, FL 33612
813-972-2000
Room 1C-104 for CBCs
USF College of Nursing
1225 E Fletcher Avenue,
Tampa, FL 33612
813-974-3350
Rooms (subject to change)
MDA 1122, MDN 1830 - for VAH Weekly Quizzes on Thursdays
Monthly Site Assignments – once you log in Canvas, go to the “HOME” tab, and scroll down to Clinical Assignment Module. The site assignments and call schedules for TGH and VAH are located in this module.
Monthly Call Schedules: Students will be rotating at TGH or the VAH and will switch hospital sites on their 2nd month of the rotation.
| Course Objectives | MCOM Program Objective(s) | Assessment Methods |
| Obtain a focused and complete patient history appropriate to the clinical setting, including chief complaint, history of present illness, past medical history, medications, allergies, family and social history, and relevant review of systems. | 1.2 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 | While on inpatient wards CBC (1-8) EKG (1-7) Board review, Quiz review (1-8) Acid Base lecture |
| Perform an accurate, hypothesis-driven physical examination relevant to the patient’s presentation and clerkship discipline. | 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 | While on inpatient wards CBC (1-8) EKG (1-7) Board review, Quiz review (1-8) Acid Base lecture |
| Synthesize clinical data to develop and prioritize a differential diagnosis following a patient encounter. | 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 2.2 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 | While on inpatient wards CBC (1-8) EKG (1-7) Board review, Quiz review (1-8) Acid Base lecture |
| Recommend common diagnostic tests and accurately interpret basic laboratory, imaging, and other diagnostic results with guidance. | 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 | While on inpatient wards CBC (1-8) EKG (1-7) Board review, Quiz review (1-8) Acid Base lecture |
| Propose initial patient management plans, including preventive, diagnostic, and therapeutic strategies, that reflect patient preferences and clinical context. | 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 1.9 Provide health care services to patients, families, and communities aimed at preventing health problems or maintaining health 1.9 Provide health care services to patients, families, and communities aimed at preventing health problems or maintaining health 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 6.4 Advocate for quality patient care and optimal patient care systems | While on inpatient wards CBC (1-8) EKG (1-7) Board review, Quiz review (1-8) Acid Base lecture |
| Recognize patients requiring urgent or emergent care and promptly notify supervising clinicians while initiating basic evaluation steps. | 1.3 Organize and prioritize responsibilities to provide care that is safe, effective, and effeicient. 1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment 6.4 Advocate for quality patient care and optimal patient care systems | While on inpatient wards CBC (1-8) EKG (1-7) Board review, Quiz review (1-8) |
| Counsel and educate patients and families using clear, compassionate, and developmentally appropriate language. | 1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making 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 | While on inpatient wards |
| Observe, assist, and perform basic procedures as appropriate. | 1.1 Perform all medical, diagnostic, and surgical procedures considered essential for the area of practice | While on inpatient wards |
| Independently conduct and manage multiple patient encounters within a clinical session, demonstrating the ability to gather relevant history, perform a focused physical exam, develop a prioritized differential diagnosis, and contribute to clinical decision-making within a time frame commensurate with the clinical environment. | 1.2 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 1.5 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 | While on inpatient wards |
| Apply foundational basic and clinical science knowledge to explain disease mechanisms and clinical reasoning during patient care activities. | 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 | While on inpatient wards CBC (1-8) EKG (1-7) Board review, Quiz review (1-8) Acid Base lecture |
| Demonstrate clinical reasoning skills by forming relevant clinical questions and applying evidence-based principles to patient care. | 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 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 | While on inpatient wards CBC (1-8) EKG (1-7) Board review, Quiz review (1-8) Acid Base lecture |
| Incorporate epidemiological and social-behavioral factors into assessment and management of patients and populations. | 2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease preven tion/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 3.10 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes | While on inpatient wards CBC (1-8) EKG (1-7) Board review, Quiz review (1-8) Acid Base lecture |
| Identify personal strengths and learning needs through self-reflection and feedback from supervising clinicians. | 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 8.1 Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in appropriate help-seeking behaviors | Inpatient wards Midterm feedback |
| Locate, appraise, and apply scientific evidence to answer clinical questions encountered during clerkships. | 3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems 3.7 Use information technology to optimize learning 3.10 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes | While on inpatient wards CBC (1-8) EKG (1-7) Board review, Quiz review (1-8) Acid Base lecture |
| Incorporate feedback into daily clinical practice to improve performance and patient care. | 3.5 Incorporate feedback into daily practice | In-patient wards |
| Participate in the education of patients, families, and members of the health care team by clearly explaining clinical information, contributing to case discussions, and sharing relevant evidence or learning points appropriate to the clinical setting and level of training. | 1.7 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 | In-patient wards |
| Use information about individual patients, patient populations, and community contexts to inform clinical decision-making, recognize patterns of disease, and identify opportunities to improve patient care during clerkship experiences. | 3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care | While on inpatient wards CBC (1-8) EKG (1-7) Board review, Quiz review (1-8) Acid Base lecture |
| Communicate effectively with patients and families across all backgrounds, demonstrating empathy and cultural humility. | 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 | In-patient wards |
| Deliver concise and organized oral presentations of patient encounters to supervising clinicians. | 4.2 Communicate effectively with colleagues within one’s profession or specialty, other health professionals, and health related agencies | In-patient wards |
| Document clinical encounters accurately and in a timely fashion in the medical record, including histories, physical exams, assessments, and plans. | 4.5 Maintain comprehensive, timely, and legible medical records | In-patient wards |
| Accurately and efficiently document patient encounters in a clear, organized, and timely manner, ensuring notes meet the standards for clinical decision-making, and interprofessional communication while adapting to the documentation systems used in different clinical settings commensurate with the clinical environment. | 4.3 Work effectively with others as a member or leader of a health care team or other professional group 4.5 Maintain comprehensive, timely, and legible medical records 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 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 | In-patient wards |
| Participate in safe and effective patient handovers under supervision. | 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 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 | In-patient wards |
| Adapt communication to support trust, shared decision making, and effective teamwork in routine and high stress clinical situations. | 4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds 4.3 Work effectively with others as a member or leader of a health care team or other professional group 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 8.4 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 | Inpatient wards |
| Consistently integrate principles of integrity, accountability, and respect into clinical decision-making and professional behaviors, demonstrating reliability, preparedness, and follow-through across clinical settings. | 5.1 Demonstrate compassion, integrity, and respect for others 5.4 Demonstrate accountability to patients, society, and the profession | In-patient wards |
| Analyze patient needs and clinical contexts to prioritize compassionate, patient-centered responses that appropriately supersede self-interest. | 5.2 Demonstrate responsiveness to patient needs that supersedes self-interest | In-patient wards Hospice |
| Apply ethical principles and legal standards to safeguard patient privacy, confidentiality, and informed consent in clinical care and documentation. | 5.3 Demonstrate respect for patient privacy and autonomy 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 | In-patient wards Hospice |
| Evaluate the impact of personal worldview and systemic factors on patient care and adapt behaviors to ensure culturally responsive and equitable treatment of all populations. | 5.5 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 | In-patient wards Hospice |
| Synthesize feedback from multiple sources to modify professional behaviors and improve clinical performance. | 3.5 Incorporate feedback into daily practice 5.4 Demonstrate accountability to patients, society, and the profession | Inpatient wards Midterm feedback |
| Identify, assess, and appropriately address ethical dilemmas and professionalism lapses, including escalating concerns through established institutional channels when necessary. | 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 | In-patient wards Midterm feedback |
| Describe the roles of health system resources and demonstrate awareness of cost, access, and patient safety considerations in care delivery. | 6.1 Work effectively in various health care delivery settings and systems relevant to one’s clinical specialty 6.3 Incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based care | In-patient wards CBC (1-8) Quiz review (1-8) |
| Participate in care coordination activities, including referrals and discharge planning, under supervision. | 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 6.2 Coordinate patient care within the health care system relevant to one’s clinical specialty 6.4 Advocate for quality patient care and optimal patient care systems | In-patient wards |
| Identify and understand timing and flow while in the clinical environment and make adjustments to appropriately interact in this environment. | 1.3 Organize and prioritize responsibilities to provide care that is safe, effective, and efficient 4.3 Work effectively with others as a member or leader of a health care team or other professional group 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 8.4 Practice flexibility and maturity in adjusting to change with the capacity to alter one’s behavior 8.8 Recognize that ambiguity is part of clinical health care and respond by utilizing appropriate resources in dealing with uncertainty | In-patient wards |
| Demonstrate respect for the roles and expertise of the members of interprofessional health care teams and other professionals. | 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 | In-patient wards CBC (1-8) Quiz review (1-8) EKG review (1-7) |
| Communicate patient care information clearly with other health professionals to support safe and effective care. | 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 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 | In-patient wards |
| Participate in different interprofessional team roles under supervision by contributing to patient care activities, engaging in team discussions, and adapting responsibilities as appropriate to support safe, timely, effective, and patient-centered care. | 7.4 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 | In-patient wards |
| Demonstrate self-awareness of emotional, cognitive, and performance limitations by appropriately seeking feedback, asking for help when needed, and using constructive coping strategies to manage stress, uncertainty, and clinical workload. | 8.1 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 8.8 Recognize that ambiguity is part of clinical health care and respond by utilizing appropriate resources in dealing with uncertainty | In-patient wards Midterm feedback |
| Demonstrate professional maturity and emotional intelligence by responding constructively to feedback, adapting behavior in changing clinical environments, managing conflict respectfully, and contributing positively to team function and the learning climate. | 8.2 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 | In-patient wards Midterm feedback |
| Identify and appropriately address conflicts between personal and professional responsibilities by communicating concerns, seeking guidance when needed, and prioritizing patient care, team responsibilities, and professional obligations during clerkship activities. | 8.3 Manage conflict between personal and professional responsibilities | In-patient wards, Midterm feedback |
| Engage patients, families, and members of the health care team with empathy, respect, and emotional insight, demonstrating appropriate self-confidence that puts others at ease. | 4.1 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 4.6 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 8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease | |
| Clerkship Objectives - Medical Ethics, AI, Pain Management, Addiction | MCOM Program Objective(s) | Assessment Methods |
| Apply the principles of beneficence, non-maleficence, patient autonomy, and justice to the analysis of diagnostic and therapeutic decisions in real patient cases and justify management choices using ethical reasoning. | 1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment 5.3 Demonstrate respect for patient privacy and autonomy 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 | Iin-patient ward CBC (1-8) Quiz review (1-8) |
| Integrate artificial intelligence tools into clinical workflows to enhance diagnostic reasoning, care planning, and while safeguarding patient safety, data integrity, and ethical practice. | 1.5 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 3.7 Use information technology to optimize learning 3.10 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes 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 | In-patient wards CBC (1-8) |
| Differentiate between acute and chronic pain using patient history, physical examination, and available data to guide appropriate treatment selection. | 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 1.5 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 | In-patient wards CBC (hematology) |
| Select pain management plans that balance symptom control, functional goals, and patient safety using pharmacologic and non-pharmacologic therapies. | 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 2.3 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 | inpatient wards CBC (hematology) |
| Communicate with patients and families about pain, expectations, and treatment options in a clear, compassionate, and realistic manner. | 1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making 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 5.1 Demonstrate compassion, integrity, and respect for others | In-patient wards |
| Identify substance use disorders using patient history, screening tools, and clinical 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 1.3 Organize and prioritize responsibilities to provide care that is safe, effective, and efficient 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 | In-patient wards CBC (GI) |
| Develop and justify initial management plans for substance use disorders, including harm reduction, withdrawal management, and referral or initiation of medication assisted treatment when appropriate. | 1.5 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 1.8 Provide appropriate referral of patients including ensuring continuity of care throughout transitions between providers or settings, and following up on patient progress and outcomes 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 6.2 Coordinate patient care within the health care system relevant to one’s clinical specialty | In-patient wards CBC (GI) |
| Engage patients with substance use disorders in respectful, non-stigmatizing conversations that support trust, safety, and adherence to care. | 1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared decision-making 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 | In-patient wards |
| Nutrition Objectives | MCOM Program Objectivs | Assessment Methods |
| 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 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 3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients' health problems 3.7 Use information technology to optimize learning 3.10 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes 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 | In-patient wards CBC (1-8) |
| 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 3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care | In-patient wards CBC (1-8) |
| Differentiate and explain the roles, functions, sources, absorption, and metabolism of macronutrients and micronutrients across health states, disease states, and the lifespan. | 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 preven tion/health promotion efforts for patients and populations | In-patient wards CBC (1-8) |
| 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 | In-patient wards CBC (Cardiology, Endocrineology, Renal, GI) |
| 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 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 | In-patient wards |
| 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 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 8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease | In-patient wards |
| 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 4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds 5.1 Demonstrate compassion, integrity, and respect for others 5.2 Demonstrate responsiveness to patient needs that supersedes self-interest | In-patient wards |
| Screen for, interpret, and respond to food insecurity and nutrition insecurity by initiating appropriate referrals and leveraging community and public health resources. | 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 1.8 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 2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease preven tion/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 6.2 Coordinate patient care within the health care system relevant to one’s clinical specialty 6.4 Advocate for quality patient care and optimal patient care systems | In-patient wards |
| Collaborate and coordinate care with dietitians and other health professionals through timely referrals and effective participation in multidisciplinary nutrition care teams. | 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 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 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 | In-patient wards |
| Interpret and counsel patients using nutrition labels, menus, and food processing classifications to support informed, individualized food choices. | 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 2.3 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 4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds | In-patient wards |
| Distinguish and manage food allergies and food intolerances through accurate diagnosis, patient counseling, and appropriate referral. | 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 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 4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds | In-patient wards |
| Explain, select, and manage indications for oral, enteral, and parenteral nutrition by evaluating risks, benefits, and complications in appropriate clinical contexts. | 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 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 2.3 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 6.2 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 | In-patient wards |
| Reflect on and optimize personal nutrition behaviors and health factors to model professional credibility and reinforce effective patient-centered counseling. | 1.10 Provide appropriate role modeling 3.1 Identify strengths, deficiencies, and limits in one’s knowledge and expertise 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 8.2 Demonstrate healthy coping mechanisms to respond to stres 8.4 Practice flexibility and maturity in adjusting to change with the capacity to alter one’s behavior | In-patient wards |
| Critically evaluate and appropriately apply artificial intelligence and digital nutrition tools to locate, appraise, and synthesize evidence-based nutrition information, enhancing personal learning and supporting patient-centered nutrition counseling. | 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, clinical problem-solving, and other aspects of evidence-based health care 3.1 Identify strengths, deficiencies, and limits in one’s knowledge and expertise 3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems 3.7 Use information technology to optimize learning 3.10 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes | In-patient wards |
| Motivational Interviewing Objectives | MCOM Program Objectivs | Assessment Methods |
| Demonstrate the use of motivational interviewing techniques during patient intreactions to facilitate change in a patient-centered manner. | 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 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 5.3 Demonstrate respect for patient privacy and autonomy | Required to observe procedure performed by attending/resident |
Didactic Sessions
Didactic sessions will be in small group format for CBC (case-based learning conference) sessions. These sessions will be conducted at each hospital site for students currently rotating at that site and will occur on Tuesdays and on a Monday of Week 8. Each student will have one CBC focusing on selected IM topics each week. Students are expected to read assigned materials/cases prior to conference sessions.
Weekly Quiz conference session will occur on Thursday afternoons at both TGH and the USF main campus (live at TGH and via Teams for VA). These sessions will follow the weekly themes. Each conference will be moderated by an internal medicine faculty member. The purpose of the conference is to continue to assist students in learning specific disease entities (based upon weekly organ system themes) by reinforcing concepts taught during the week (ward service and CBC) while offering new information as well.
Additional didactic lectures will be offered throughout the course on Thursday afternoons and Panopto, and will include topics such as ECG interpretation, hospital radiology, and Antibiotic Therapy.
Recommended Textbooks
Note: Cecil Textbook of Medicine, 27th edition is available on-line @ MD Consult
Other references you may find useful
Excellent pocket reference to have on the wards
Reading Assignments
Diagnoses | Minimum Requirement | Clinical Setting | Level of Responsibility |
Abdominal pain | 1 | IP | F |
Anemia in an adult | 1 | IP | F |
Biliary pancreatic disease | 1 | IP | F |
Cancer (breast, lung, skin, colon, or prostate) | 1 | IP | F |
Undifferentiated Chest Pain | 1 | IP | F |
Chronic kidney disease | 1 | IP | F |
Cirrhosis/End-stage liver disease | 1 | IP | F |
Congestive heart failure | 1 | IP | F |
COPD/Emphysema/Obstructive lung disease | 1 | IP | F |
Coronary artery disease/Ischemic heart disease | 1 | IP | F |
Deep venous thrombosis/PE/Hypercoaguable State | 1 | IP | F |
Dehydration | 1 | IP | F |
Delirium/Altered mental status | 1 | IP | F |
Diarrhea/nausea/vomiting in an adult | 1 | IP | F |
Dyspnea/Respiratory distress | 1 | IP | F |
Dysphagia or other nutritional deficiencies | 1 | IP | F |
Fluid, electrolyte or acid/base disorder | 1 | IP | F |
Undifferentiated GI bleeding | 1 | IP | F |
Acute Infection | 1 | IP | F |
Acute Renal failure | 1 | IP | F |
Sepsis/Fever/Bacteremia in adult | 1 | IP | F |
Substance use disorder | 1 | IP | F |
Procedures | Minimum Requirement | Clinical Setting | Level of Responsibility |
H&P’s completed on a patient you have seen | 2 | E | P |
Completion of one Mini-CEX Evaluation | 1 | E | P |
Delivering Bad News | 1 | E | O |
Substance Misuse Counseling | 1 | E | O |
| Nutrition Counseling with Open Evidence/AI Review | 1 | E | O and P |
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
3rd Year Logbook Non-compliance Policy (as put forth by the USF COM Office of Education Affairs):
Context
The second LCME accreditation standard (ED-2) states that:
Each course or clerkship that requires interaction with real or simulated patients should specify the numbers and kinds of patients that students must see in order to achieve the objectives of the learning experience. It is not sufficient simply to supply the number of patients students will work up in the inpatient and outpatient setting. The school should specify, for those courses and clerkships the major disease states/conditions that students are all expected to encounter. They should also specify the extent of student interaction with patients and the venue(s) in which the interactions will occur. A corollary requirement of this standard is that courses and clerkships will monitor and verify, by appropriate means, the number and variety of patient encounters in which students participate, so that adjustments can be made to ensure that all students have the desired clinical experiences. [Approved June 2004]
The COM has an electronic logbook system, one45, that allows encounter entry via a PC interface. The ability to “monitor and verify” encounter data in real time is dependent upon student compliance with the existing logbook policy. The current policy (in all clerkships) requires students to upload data at a minimum of once weekly. Non-compliance reports are being run weekly (Monday morning) with the exception of the first day of a rotation. The vast majority of students (>95%) are meeting their logbook requirements. There are a handful of students who have not, despite reasonable reminders and warnings.
Clerkship Examinations:
Grading overview
Grades for the Adult Medicine Clerkship will be assigned after a holistic review of performance across multiple assessments and assignments, including but not limited to the following components:
Based on Curriculum Committee requirements, the following grades will be used in all clerkships during the third year: Honors (H), Pass with Commendation (PC), Pass (P), Incomplete (I), Remediation (R), and Failure (F). It should be noted that achieving a qualifying percentile score on the NBME examination places a student in consideration for a certain grade but does not guarantee that grade.
Quizzes
Weekly quizzes will be given prior to integrated conferences on Thursday afternoons. The purpose of the quizzes is to assess student preparedness and understanding of key concepts from each of the weekly topics. The quiz questions are generated primarily from assigned readings and material from CBC sessions. Quizzes are also to be utilized as a learning tool in that students can identify potential areas of weakness and content areas of high importance within a weekly theme.
Weekly themes and core topics are listed below:
ECG Competency Examination
Within the clerkship there is a comprehensive ECG interpretation curriculum.
On-Line Requirements
Completion of logbook entries in a timely and accurate manner (includes hospital patients and “crossover” experiences)
Completion of Mini-CEX evaluation during the first month of the rotation
NBME
At the end of the rotation, you will complete the National Board Examinations in Internal Medicine. This examination will take place on the final week of the clerkship. The examination has 110 items and must be completed in 2 hours and 45 minutes. An approximate breakdown of the questions on the examination is as follows:
General Principles, Infectious and Immunologic Disorders, Cardiovascular System, Respiratory System, Nutritional and Digestive System, Genitourinary System (all 10-15% each); Musculoskeletal, Skin and Connective Tissue (5-10%); and Other Organ Systems (20-25%).
NOTE: In keeping with the college-wide policy, you must score at or above the 5th percentile for a grade of P to pass this examination. You must score at 65th percentile to be considered for a grade of PC and at or above the 85th percentile to be considered for a grade of Honors. If you miss taking the exam or you are required to repeat this examination, it must be taken at the completion of the clerkship year during the universal make up exam. If you do not pass the repeat examination, you will be required to repeat the entire clerkship.
Clerkship Grading
Grading Overview
Grades for the Adult Medicine Clerkship will be assigned after a holistic review of performance across multiple assessments and assignments, including but not limited to the following four components:
Clinical performance (Preceptor Evaluations)
Summative Exams (National Board of Medical Examiners (NBME) Adult Medicine Shelf Examination, summative quizzes, EKG exams, Logbooks and Clinical Evaluations.
Professionalism
Assignments (including but not limited to logbooks, 2 H&Ps (one from each clinical site), Crossover Experience Verification List (5 in total, Substance Use Discussion, Delivering Bad News, and Nutrition Counseling with AI verification required).
Based on Curriculum Committee requirements, the following grades will be used in all clerkships during the third year: Honors (H), Pass with Commendation (PC), Pass (P), Incomplete (I), Remediation (R), and Failure (F). The following should be noted:
Pass Eligibility
To be eligible for a grade of Pass, a student must achieve ALL the following:
Pass with Commendations Eligibility
To be eligible for a grade of PC, a student must achieve ALL the following:
Honors Eligibility
To be eligible for a grade of Honors, a student must achieve ALL the following:
A student who receives an overall R/I/M average of 3.54 and the 50th percentile or higher on the NBME will be reviewed for consideration of a higher 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.
Grade Notification
Students failing an NBME exam should be notified in 24 to 48 hours. All students are to be notified by the Clerkship Director when final grades have been submitted to the Registrar. Any students who receive an F or R final grade should be notified individually within 24 hours of the grades being submitted to the registrar and of the appeals process.
GRADE APPEALS:
See the MCOM Student Handbook for the most up to date procedure and further details of the process.
Basis for appeal
A student may appeal a grade if the student has evidence that the grade was assigned in an erroneous manner (i.e., does not match the description of grade assignment by the course syllabus). This is not a process to appeal established course/clerkship grading guidelines which are approved by the Curriculum Committee.
Appeals related to external circumstances impacting test or clinical performance not previously
communicated to faculty do not constitute formal grounds for appeal. Established cut lines must be met
and will not be changed on appeal. The following procedure provides guidance for the appeal process.
All persons involved in this process should make every attempt to adhere to the time schedule outlined in
the following description.
Appeal to the Course Director
Within five (5) business days after the receipt of the course grade, the student may appeal in writing to the course director regarding any assigned grade in dispute. The appeal should include a description of how the student believes the grade was assigned in an erroneous manner. The course director will review the course grading guidelines with the student to ensure that the process is understood and has been followed. If it is found that the assigned grade is incorrect in the judgment of the course director, the appropriate change will be initiated. If the change is made to the students’ satisfaction, at this point, the matter is concluded. The course director will respond in writing with the proposed resolution of the matter (in favor or not) to the student within five (5) business days of the student’s request for review.
If the course director is no longer with MCOM, the student should confer with the new course director (or the assistant dean for the preclinical or clinical curriculum, depending on which is applicable, if a replacement has not been identified) who will then make every effort to receive written input concerning the matter from the former course director. If it is not possible to receive information from the former course director regarding the grade, then the student may appeal the grade as described above and the new course director (or the assistant dean for the preclinical or clinical curriculum, depending on which is applicable) will represent the interests of the course director who issued the grade.
Appeal to the Associate Dean for Undergraduate Medical Education
If the appeal decision by the course director remains in dispute, the student may appeal in writing to the Senior Associate Dean for Undergraduate Medical Education. This appeal must be made within five (5) business days following the initial course director’s decision. The student must include all relevant information relating to the grade appeal within the written appeal including an explanation of why the student feels believes that the grade assigned does not match the grading protocol outlined in the syllabus. After receiving such an appeal in writing from the student, the Senior Associate Dean for UME will review the substance of the student’s appeal with the course director and seek to determine its validity.
If the Senior Associate Dean for UME determines in their judgment that the assigned grade is inappropriate, the Senior Associate Dean for UME can authorize that the grade be changed. The Senior Associate Dean for UME will notify the student in writing within five (5) business days of receipt of the appeal, whether the assigned grade will be changed. If the grade is changed to the student’s satisfaction, the matter is concluded. If the grade is not changed, the Senior Associate Dean for UME will advise the student of the right to appeal to the Vice Dean for Educational Affairs. If the student elects to appeal to the Vice Dean, copies of all written communication mentioned above will be sent by the Senior Associate Dean for UME to the Vice Dean for Educational Affairs.
Appeal to the Vice Dean for Educational Affairs
If the appeal decision by the Senior Associate Dean for UME remains in dispute, the student may appeal the assigned grade, in writing, to the Vice Dean for Educational Affairs . This appeal must occur within five (5) business days of receipt of the decision of the Senior Associate Dean for UME. The student will prepare an appeal, in writing, which should be reviewed by the Associate Dean for Student Affairs as to form and sufficiency (satisfactory structure). The Vice Dean for Educational Affairs may discuss the case with the student, the course director, the Senior Associate Dean for UME , and the Associate Dean for Student Affairs. Following these discussions and reviewing all available information relevant to the appeal, the Vice Dean for Educational Affairs can make a grade change determination. The Vice Dean for Educational Affairs may, if deemed necessary, appoint an ad hoc grade appeal committee. The appeal will be handled as expeditiously as possible.
Please see the MCOM Student Handbook for further details of the appeals process.
Mid-Clerkship Feedback
As delineated in the Formative Assessment and Feedback Guideline, students will receive formative feedback during this clerkship. Feedback will be provided no later than the mid-point of the clerkship to allow students sufficient time to take corrective action, if needed. All assignments, quizzes, and exam scores are posted in the Canvas learning management platform so that students always have access to their most up-to-date grades and assessments.
The Clerkship Director ensures the following occurs:
In the clinical phase of the curriculum, all synchronous learning sessions are mandatory unless specified by the clerkship/course director. All sessions where students are working in the clinical environment are mandatory. The specific procedure for communicating an absence will be described in the syllabus. The consequences for unexcused absences are addressed in the syllabi for each clerkship/course. Recognizing that situations will arise requiring students to miss time from their course/clinical responsibilities, the online absence request procedures presented below must be followed. It is the student’s responsibility to communicate their absence in a timely manner.
EZcheckme: if EZcheckme is being used to track attendance, students are responsible for self-monitoring their EZcheckme attendance app to ensure the accuracy of their attendance (see course syllabus for details). If students believe there is an error in the recording, they must address this concern with the course director within 48 hours of the session.
During the clinical years, the student’s responsibilities lie within the individual clerkship or course. Attendance within a given clerkship or course is a demonstration of attitude and professional behavior. This behavior impacts all members of the healthcare team, including fellow students and patients. Any absence from the clerkship or course may have a direct impact on student performance, the clinical experience, the evaluation of professionalism, the overall grade, and the successful completion of the clerkship or course.
The clerkship or course director will respond to the student’s absence request in writing with a copy to the Office of Student Affairs. The student must provide any supporting documentation requested to the clerkship or course director and the Office of Student Affairs addressing their absence. Students who miss scheduled hours are expected to acquire the same level of competency and do a similar number of clinical shifts as other students in the clerkship or course.
Students are expected to attend all scheduled clerkship and course activities including but not limited to didactic conferences, lectures, workshops, and daily patient rounds. Please see the syllabus/course schedule for details. Mandatory sessions and participation requirements in the clinical years are determined by the individual clerkships. Recognizing that situations arise such that students miss time from their lectures/clinical responsibilities, the procedures presented below will be followed when an unplanned absence is necessary. All decisions regarding absences are at the discretion of the clerkship director. The clerkship director will use the following guidelines when determining if the absence is excused. Please refer to the specific course/clerkship syllabus for any additional absence protocols. Relying on other students on the rotation to pass on information regarding the absence is not an appropriate communication mechanism.
UNPLANNED ABSENCE REQUEST – EMERGENCIES, PERSONAL AND FAMILY ILLNESS, ETC.
The student should contact the direct supervising preceptor and resident/intern/rotation or section head AND the clerkship director and clerkship coordinator to report their absence on the first day of being absent. They should indicate the nature of the unexpected illness or emergency. The Office of Student Affairs must be notified of all absences by e-mail to the associate dean for student affairs Tampa campus (christopherjackson@usf.edu), or on the USF-Lehigh Valley campus, Dr. Melissa Brannen (Melissa_L.Brannen@lvhn.org). It will be at the discretion of the clerkship director, following consultation with the student, to excuse the absence or request additional information about the absence. This may include requesting a physician’s note or other documentation. Online absence requests must be submitted within five business days of the absence for the absence to be excused. The absence report in Archivum must be completed by the student.
PLANNED ABSENCE REQUEST
In order to be excused from a mandatory clerkship event, the student must submit an absence request in Archivum. The request must be submitted 8 weeks in advance or as soon as the student knows of the scheduled event PRIOR to the start of the clerkship. Requests received after the start of the clerkship will require supporting documentation as to why the request is being submitted on short notice. The clerkship director will make the determination to grant or deny a request in addition to any required remediation. Excused absences may require remediation of missed clerkship activities, including additional clinical days and/or make-up work, and may proportionally affect the final grade of the clerkship. The decision to grant or deny the request and determine subsequent action will be at the discretion of the clerkship director. Students are expected to make up all unexcused and excused (but required) clerkship time. Such remediation should be completed at the earliest time available but should not interfere with other scheduled coursework.
UNEXCUSED TARDIES / ABSENCES AND LATE OR MISSED ASSIGNMENTS
The following applies to any student who is:
Absent from a session, and the absence is not excused by the course director.
Arrives tardy to a session, and the tardy is not excused by the course director.
Late or Missed Assignments
All mandatory assignments must be completed by the stated deadline unless an extension has been requested and approved by the clerkship director in advance. This includes but is not limited to procedures and diagnoses logs, H&Ps, modules. Students with any unexcused late assignments will not be eligible for Honors or Pass with Commendations. Students with two or more unexcused late assignments will have a professionalism behavior report completed and will be considered for Remediation.
Tardies
On time arrival to all clerkship activities including clinical sessions, didactics, scheduled meetings, and assessments is a reflection of professionalism.
Tardy definition: A tardy is defined as arriving more than 5 minutes after the scheduled start of a session without prior approval.
Tardy that is unexcused but appropriately communicated
• A first late arrival (tardy) that is unexcused but appropriately communicated will result in completion of a professional behavior report.
• A second tardy that is unexcused but appropriately communicated will result in the student being ineligible for Honors or Pass with Commendations. In addition, a professional behavior report will be completed, and the student will need to complete an additional clinical assignment [for example: an extra shift or call].
• A third tardy that is unexcused but appropriately communicated will result in a maximum grade of Remediation.
Tardy that is unexcused and inappropriately communicated
• A first tardy which is unexcused and not communicated appropriately will result in the student being ineligible for Honors or Pass with Commendations. In addition, a professional behavior report will be completed, and the student will need to complete an additional clinical assignment [for example: an extra shift or call].
• A second tardy that is unexcused and not communicated appropriately will result in maximum grade of Remediation.
Unexcused Absences
Being present for clerkship activities including clinical sessions, didactics, scheduled meetings, and assessments is a reflection of professionalism.
Unexcused absence that is appropriately communicated:
• A first absence, which is unexcused but appropriately communicated, will result in the student being ineligible for Honors or Pass with Commendations. In addition, a professional behavior report will be completed, and the student will need to complete an additional clinical assignment [for example: an extra shift or call].
• A second absence that is unexcused but appropriately communicated will result in maximum grade of Remediation.
Unexcused absence that is inappropriately communicated:
• A first absence which will result in a maximum grade of Remediation.
• A second absence will result in a Failing grade.
Exam –Tardiness and Unexcused Absence
Students who arrive late or have an unexcused absence for a scheduled exam will not be allowed to enter the testing room and take the exam. Students who arrive late must contact both the course director by e-mail or telephone (see specific course syllabus) and the Office of Student Affairs by e-mail or telephone, (813) 974-2068. The student must also complete and submit an absence request in Archivum. Arriving late for an exam will be considered an unexcused absence pending review of the circumstances provided. Exam rescheduling will occur as noted below.
The consequences for exam tardiness across the clinical phase of the curriculum are as follows:
First incident: Student will make up the exam. Five percent will be deducted from the affected exam grade and referral to the associate dean for student affairs via a professional behavior report.
Second incident: Student will make up the exam. Ten percent will be deducted from the affected exam grade, a professional behavior report will be filed, and the student will be referred to the APRC for professionalism remediation. The student will be ineligible for Honors or Pass with Commendations in their current course.
Any subsequent incidents: Student will make up the exam, but the student’s score or the minimum passing score, whichever is lower, will be entered, in lieu of the score obtained. A professional behavior report will be filed. The student will receive a maximum of a Remediation grade in the course they are currently taking.
Unexcused Exam Absence
The consequences for unexcused exam absences across the clinical phase of the curriculum are as follows:
First incident: Student will make up the exam, but the student’s score or the minimum passing score, whichever is lower, will be entered, in lieu of the score obtained. A professional behavior report will be filed, and the student will be referred for professionalism coaching. The student will be ineligible for Honors or Pass with Commendations in that course.
Any subsequent incidents: Student will make up the exam, but the student’s score or the minimum passing score, whichever is lower, will be entered, in lieu of the score obtained. A professional behavior report will be filed. If the student’s grade is in the passing range, they will receive a maximum of a remediation grade for the course they are currently taking.
Exam Rescheduling
Students who miss an examination for any reason are required to contact the clerkship director to determine the date and time of the make-up examination. Dates and times of make-up examinations are determined by the senior associate dean for undergraduate medical education in consultation with the director of assessment and evaluation and the course director. In general, exams will be retaken on the universal make up day.
Clinical Phase Guidelines - Excused and Unexcused Absences
Absence approval remains at the discretion of the course director, however, to support consistency and transparency, the table below outlines the standard definitions of what is typically considered excused or unexcused. The course director may make exceptions when justified by individual circumstances, but any decision outside the standard categories must be documented with a clear rationale. All absence requests (excused and unexcused) are logged and tracked by the Office of Student Affairs. It is at the discretion of the course director to excuse an absence. In certain circumstances, such as curricular events that are difficult to replicate, the course director may choose not to excuse a student, even if the guidelines below state that the absence is potentially excused.
All absences to mandatory sessions require submission of an absence request form in Archivum, except Year 4 SELECT students – who will need to submit requests in this Qualtrics form.
* All ‘Events’ (see below) require submission of the appropriate Request Form. Events indicated below by an asterisk (*) are to be submitted at least 8 weeks in advance.
The maximum number of excused absences allowed per course for Clinical Phase courses is:
2 week courses: 1 day per course
4 week course: 3 days per course
6+ week course: 5 days per course
+ Events indicated below by a plus sign (+) are to be submitted:
In general: prior travel being arranged and a minimum of 2 weeks prior to the course beginning
Conference presentations: when work is submitted for presentation.
All absence requests (excused and unexcused) are logged and tracked by the Office of Student Affairs. It is at the discretion of the course director to excuse an absence. In certain circumstances, such as curricular events that are difficult to replicate, the course director may choose to not excuse a student, even if the guidelines below state that the absence is potentially excused. A student’s request to excuse an absence may be denied if the absence is not submitted with the proper notice as described above.
Please note that all sessions for Professions of Health, MS 2 Orientation, Introduction to the Clerkships, Introduction to Doctoring 4, Transition to Residency, and all SELECT Prologues and SELECT Epilogue are mandatory unless otherwise specified by the course director.
Event | Absence Excused? Make Up Time Needed? | Course Exams Absence Excused? (Yes/No) |
Student health issues, illnesses, including infections that could put patients, staff, or others at risk. This includes any necessary health services including mental health services (e.g., medical and dental appointments). | Yes Yes, if > 1 day missed. Student responsible to reschedule missed experiences. | Course Exams – Yes
Clinical Practice/Oral Exams – Yes |
Illness or death of a close family member or close friend | Yes Yes, if > 1 days missed. Student responsible to reschedule missed experiences. | Course Exams – Yes
Clinical Practice/Oral Exams – Yes Make-up arrangements coordinated with the course director when circumstances permit. |
*Birth of a child (student is the mother or father) | Yes Please see parental leave section | Course Exams – Yes
Clinical Practice/Oral Exams – Yes |
*Religious Day Observances | Yes, if > 1 day missed. Student responsible for rescheduling missed experiences.
Reasonable accommodation will be made to schedule around requested observed holidays during rotation. | Course Exams – Yes
Clinical Practice/Oral Exams – Yes
|
*Wedding – student is the bride or groom
Please make arrangements in advance with the Office of Student Affairs
| Yes, if > 1 day missed. Student responsible for rescheduling missed experiences.
| Course Exams – Yes
Clinical Practice/Oral Exams – Yes
|
*Wedding – attending the wedding of an immediate family member or is a member of the wedding party. | Yes, if > 1 day missed. Student responsible to reschedule missed experiences. | Course Exams – No
Clinical Practice/Oral Exams – No |
+Presenting at a medical conference and the student asked for permission prior to committing to the conference. | Yes Attempts will be made to schedule the student so that the absence is minimally disruptive. Yes, if > 1 day missed. Student responsible to reschedule all missed experiences. | Course Exams – Yes
Clinical Practice/Oral Exams – Yes |
+Attending a medical conference and the student asked for permission prior to committing to the conference. | Yes Attempts will be made to schedule the student so that the absence is minimally disruptive. Student responsible to reschedule all missed experiences. | Course Exams – No
Clinical Practice/Oral Exams – No |
*Participation in a MCOM-sanctioned activity (i.e., IPE Day, , Day at the Capital, Research Day). | Yes, if > 1 day missed. Student responsible to reschedule missed experiences. | Course Exams – No
Clinical Practice/Oral Exams – No |
*Participation in committee meetings as an elected student representative (i.e., Curriculum Committee, Committee for the Pre-clinical Course Directors etc.). | Yes Student should only miss the minimal time necessary and is responsible to reschedule any necessary experiences. | Course Exams– No
Clinical Practice/Oral Exams – No |
Residency interviews | Yes Students are expected to schedule residency interviews during months that they are not scheduled to have a clinical course. Students may miss up to 2 days for interviews, but those days must be made up. If more than 2 days are necessary, the student will be asked to drop the course and repeat the course at a later date.
| Course Exams – No
Clinical Practice/Oral Exams – No |
Birthdays, trips, reunions, and other personal activities | No, absence will impact final grade.
Yes, for all days missed. Student responsible to reschedule all missed experiences. | Course Exams – No
Clinical Practice/Oral Exams – No |
*Significant personal event otherwise unspecified - Students should contact the Associate Dean for Student Affairs to facilitate the process. | Will be determined on a case-by-case basis. Approval must be obtained by the senior associate dean for UME in consultation with the course director. Make-up assignment coordinated with course director. | Will be determined on a case-by-case basis. Approval must be obtained by the senior associate dean for UME in consultation with the course director. Course Exams – |
Please note:
Clinical Practice Exams include ALL non-multiple-choice exams
Documentation may be requested prior to excusing an absence when appropriate
Please note: Students are permitted one excused absence per rotation that does not require make-up time. Any additional absences must be made up.
Example 1: A student is on an 8-week rotation with the following absences:
2 days for illness – excused
1 day for religious day observances – excused
The student would have to make up 2 days
Holidays and Religious Observances
Holidays
Preclinical – Years 1 and 2: the academic calendar mirrors the university calendar in terms of days off for holidays.
Clinical – Years 3 and 4: students are expected to report to their scheduled clinical duties during holidays unless the holiday falls during an academic vacation as described in the academic calendar or otherwise specified by the course director.
Attendance for the Observance of Religious Days
Students are required to attend classes that are part of an academic curriculum.
https://usf.app.box.com/v/usfpolicy10-069 
Students may submit a request for a specific excused absence for religious observances for a class or examination on days of customarily observed religious days https://usf.box.com/v/usfregulation3039. The student must submit the request in writing at the start of the academic term for the discretionary approval of the instructor with the student responsible to make up the missed academic work as determined by the instructor.
General religious gatherings, prayer times, vigils, general worship practices or requests for absences for multiple days or times during scheduled academic classes or programs are not considered as excused religious observances.
If a student cannot participate at the times scheduled for an academic course or clinical, the student should not enroll in the course as failure to attend as required may affect the student’s ability to successfully meet the academic requirements.
Professional Behavior
Students must display professional behavior at all times, which includes upholding the Academic Honesty Guideline, USF Honor Code, MCOM Honor Code and Exam Honor Code as described in the MCOM Student Handbook. Students must also be working towards achieving competency as described in MCOM Program objective 8: Personal and Professional Development
Demonstrate the qualities required to sustain lifelong personal and professional growth
8.1 Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in
appropriate help-seeking behaviors
8.2 Demonstrate healthy coping mechanisms to respond to stress
8.3 Manage conflict between personal and professional responsibilities
8.4 Practice flexibility and maturity in adjusting to change with the capacity to alter one’s behavior
8.5 Demonstrate trustworthiness that makes colleagues feel secure when one is responsible for the care of
patients
8.6 Provide leadership skills that enhance team functioning, the learning environment, and/or the health care
delivery system
8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease
8.8 Recognize that ambiguity is part of clinical health care and respond by utilizing appropriate resources in dealing
with uncertainty
Examples of professional behavior include, but are not limited to: maintaining a professional demeanor on service (e.g., white coat, name tag, appropriate attire, neat appearance, respectful speech, sobriety); representing oneself accurately; appreciating and preserving patient confidentiality; responding sensitively to patients' social and psychological issues; understanding social biases and stigmas, and not reinforcing them; developing empathic listening skills; advocating for patients when appropriate; using hospital/clinic resources responsibly; showing up prepared and on time for rounds, lectures, conferences, and procedures; getting advice when handling ethical dilemmas; taking constructive feedback from attending physicians and residents with open- mindedness and the intention to improve; contributing to the effectiveness, efficiency, and collegiality of healthcare teams. Students must accept responsibility for learning, exercising good judgment, and promptly completing all responsibilities attendant to the diagnosis and care of patients. They must be able to work effectively, respectfully, and professionally as part of the healthcare team, and to interact with patients, their families, and health care personnel in a courteous, professional, and respectful manner.
Examples of unprofessional behavior include but are not limited to:
– Unexcused absence, late attendance in the classroom or clinical activity, late or delinquent assigned curriculum assignments (self-learning assignments, PXDX, etc.), late Absence Request Forms and Absence Report forms.
– The delay in any assignment, activity, or clerkship particular policy is left to the discretion of the Course Director.
– Each participation violation without the approval of the Course Director will be subject to a decrease in the Participation Grade.
Any breach of professionalism as described in the MCOM handbook including but not limited to the professionalism values section and the social media participation guidelines, may be grounds for remediation or failure of the course as determined by the Course Director in consultation with the Assistant Dean for the Clinical Curriculum.
Artificial intelligence tools, including but not limited to generative AI platforms, may be used unless explicitly stated by the course director or individual assigning the work. When permitted, their use must comply fully with the stated guidelines and expectations for the assignment.
Non-Involvement of Providers of Student Health Services in Student Assessment/Location of Student Health Records Guideline
The health professionals who provide health services, including psychiatric/psychological counseling, to a medical student have no involvement in the academic assessment or promotion of the medical student receiving those services, excluding exceptional circumstances. A medical school ensures that medical student health records are maintained in accordance with legal requirements for security, privacy, confidentiality, and accessibility. Please see https://usf.app.box.com/s/u6qz6fz0zsyllx4pj2xlyx0zplqo70wf for details of this guideline.
Mistreatment Guideline and Procedure:
USF Health’s Morsani College of Medicine is committed to assuring a safe, encouraging, and supportive learning environment that reflects commitments to professionalism, respect, and virtues such as integrity, compassion, and kindness. All MCOM faculty and staff are expected to conduct themselves in a professional manner and contribute to creation of a culture that is supportive of learning. Mistreatment, bullying, discrimination, harassment, and sexual harassment are prohibited at MCOM. The Student Mistreatment Guideline, in accordance with LCME standard 3.6, ensures that concerns about the learning environment are promptly dealt with and resolutions reached in a fair and just manner. The College forbids any retaliatory action against students who present grievances in good faith.
The MCOM Student Mistreatment Guideline aims to safeguard medical students from mistreatment by any faculty member or staff associated with MCOM, including clerkship directors, attending physicians, residents, and other medical students by:
• educating members of MCOM about student mistreatment;
• prohibiting medical student mistreatment by anyone associated with MCOM;
• encouraging the early identification of medical student mistreatment as a preventative measure;
• identifying individuals to whom medical students can report mistreatment;
• requiring those who receive complaints regarding student mistreatment to report the complaint to the appropriate administrator;
• providing a confidential system for reporting mistreatment;
• assuring confidentiality to the fullest extent possible;
• assuring that all reports of mistreatment will be thoroughly and promptly addressed;
• providing an avenue for corrective action.
Reports of mistreatment will preferably be addressed within an informal framework when appropriate, but formal procedures are available for use when necessary.
MCOM is committed to preventing mistreatment of medical students through education of the MCOM community. The policy and related procedures will be disseminated among MCOM on an annual basis. Additionally, MCOM will periodically use varying methods (e.g., email, workshops, orientations) to inform medical students, faculty, and staff about medical student mistreatment and the MCOM policy on addressing mistreatment.
When students believe mistreatment has occurred, either personally experienced or witnessed, they should follow the detailed procedures outlined in the MCOM Student Mistreatment Guideline. Students are encouraged to report all concerns of physical, emotional, psychological, or sexual mistreatment or abuse without fear of retribution. Students who experience or witness mistreatment or abuse may report their concerns using this Student Mistreatment Report Form.
Anti-Discrimination and Title IX Policies:
In accordance with LCME standard 3.4, the MCOM has a policy in place to ensure that it does not discriminate on the basis of age, disability, gender identity, national origin, race, religion, sex, sexual orientation or any basis protected by federal law. Mechanisms for addressing and reporting violations regarding discrimination and harassment are provided in the MD student handbook (refer to section “Anti-Discrimination Policy and Procedures”) but are also found in USF policy 0-007.
USF provides support to anyone affected by gender-based discrimination or violence, including:
• sexual harassment
• sexual violence
• relationship violence
• stalking
• discrimination based on pregnancy
• discrimination based on sexual orientation/identity
Title IX addresses gender-based discrimination and sexual harassment that may deny a person access to educational benefits and opportunities. The Violence Against Women Act (VAWA) provides rights to victims, requires USF to have a process to address complaints, and requires USF to provide a variety of programs for students and staff which aim to prevent sexual assault, relationship violence, and stalking. The USF Sexual Misconduct/Sexual Harassment Policy 0-004 can be accessed here.
Students can report gender-based discrimination or harassment by notifying a USF Responsible Employee (all USF faculty), emailing the Title IX Coordinator or Title IX office, mail your report, or walk into the Title IX office, or submit the online report form.
The USF Title IX Coordinator is:
Maggie Denney, M.Ed., LMHC, CCEP
Director, Title IX/VAWA Compliance
4202 E Fowler Ave, ALN 172
Tampa, FL 33620
(813) 974-8616
The USF Title IX webpage can be accessed here. USF has designated all faculty (TA, Adjunct, etc.) as Responsible Employees, who are required to report any disclosures of sexual harassment, sexual violence, relationship violence or stalking. The USF Title IX Office makes every effort, when safe to do so, to reach out and provide resources and accommodations, and to discuss possible options for resolution.
A full list of Title IX resources can be found here. If you are unsure what to do, please contact Victim Advocacy – a confidential resource that can review all your options – at 813-974-5756 or va@admin.usf.edu.
Students may also contact the associate dean for student affairs, Dr. Christopher Jackson at 813-974-2068 for an impartial review and guidance, which may include referral to the USF Title IX Office, USF Office of Student Rights and Responsibilities, the USF Center for Victim Advocacy and Prevention, USF Counseling Center, USF Student Health Services, or Crisis Center of Tampa Bay.
Discrimination or harassment of students based on protected characteristics is prohibited by Title VI, the Florida Educational Equity Act, and USF Policy 0-007. Protected characteristics include race, color, national origin, shared ancestry, religion, age, sex, disability, genetic status, marital status, and veteran status. If a student shares an experience of harassment or discrimination with a USF employee (including faculty), that employee will notify the Student Equal Opportunity Office. This allows the Student EO Office to send the student an email with information about support resources and options—if it is safe to do so. Students are not required to respond to this email. The Student EO Office is a private resource. Information is shared only on a need-to-know basis to provide students with support measures. For more information about Student EO, available resources, or to make a report, please visit www.usf.edu/student-eo
Protected Self-Directed Learning and Independent Study Time:
In accordance with LCME standards 6.3 and 8.8 and outlined in the MD student handbook (refer to section “Medical Student Hours in Year 1 and Year 2”), the MCOM must balance student academic load, including scheduled instructional activities and required assignments outside of class, with protected blocks of time that allow for independent study, self-directed learning, and other activities. The Curriculum Committee has determined academic load parameters for the pre-clerkship phase of the curriculum to ensure that this balance is achieved. This guideline limits the amount of scheduled time for a given week during the pre-clerkship phase of the curriculum.
The academic load and schedule for this course has been determined to be compliant with this guideline.
Course Session and Exam Recording Policy:
Software will be used to record live class lectures and discussions. Students’ participation in live class discussions will be recorded. These recordings will be made available only to students enrolled in the class, to assist those who cannot attend the live session or to serve as a resource for those who would like to review content that was presented.
Recordings may be used in subsequent semesters for instructional purposes as necessary.
Participation in live sessions is considered consent for recording. In courses in which video of
students might be captured due to online software being used, students who prefer to
participate via audio only will be allowed to disable their video camera so only audio will be
captured. A student’s use of video during the session is considered consent for the video to
be recorded and used as previously described. This option to disable video will not apply to
video proctored exams. Please discuss recording options with the Course Director and Course Coordinator. Students may use the recordings as a resource to review content. Copying or distributing the video recordings by students is prohibited and considered a professionalism violation.
Exams will be recorded to maintain academic integrity. These will only be reviewed in the event of a potential exam integrity problem. The recordings will not be disseminated.
Evaluation Compliance Policy:
As outlined in the MD student handbook (refer to section “Expectations for Completing Course and Faculty Evaluations”), MCOM strives to provide the best possible experience for our students, faculty, and staff. As such, student feedback is an essential component of continuous quality improvement for our teaching faculty and curriculum development. The feedback received from students is vitally important to assess the program’s strengths and weaknesses, as well as identifying opportunities for improvement of the educational
experience for future students.
To improve the evaluation response rate from students and thus ensure MCOM is receiving meaningful feedback, the following guidelines are in place for all enrolled students:
• Students will be required to complete at least 80% of assigned evaluations
• All evaluations should be completed within 25 days upon receipt
• Students may suspend evaluations only under the following circumstances:
o The evaluation was assigned in error
o The student did not work with or spend enough time with an educator (e.g., <1 day at clinic)
o The student did not participate in the activity (e.g., lecture)
• At most, students will be permitted to suspend up to 20% of their evaluations. Once a student exceeds a 20% suspension rate, their completion of evaluations will be reviewed on a case-by-case basis
• Comments provided on evaluations should be constructive, thoughtful, and professional
Please note that levels of anonymity are strictly enforced and fail safes are put in place to ensure students cannot be identified from their evaluations. Anonymity may be broken in instances where threats to the safety of others are in the evaluation.
Student evaluation completion compliance rates will be monitored on a quarterly basis and students found to be out of compliance will be required to attend a mandatory one-hour session to complete any pending evaluations and will receive a notice via email from the evaluation team. Failure to complete evaluations and/or attend the mandatory sessions may result in the following disciplinary actions:
The practice of providing quality feedback is an integral part of developing the professional skills students will need as future physicians. It is the college’s goal that students will not only gain more experience giving and receiving feedback but will improve essential professional development skills while providing quality insight into our faculty and curriculum for continuous quality improvement
Student Accessibility and Accommodation
University of South Florida Morsani College of Medicine (MCOM) is committed to providing equitable access to learning opportunities to students with documented disabilities (e.g., mental health, attentional, learning, chronic health, sensory, or physical).
To ensure access to this class, and program, please contact Student Accessibility Services to engage in a confidential conversation about the process for requesting reasonable accommodations in the classroom and clinical settings.
Accommodations are not provided retroactively. Students are encouraged to register with Student Accessibility Services as soon as they begin their program. The University of South Florida Morsani College of Medicine encourages students to access all resources available through Student Accessibility Services for consistent support and access to their programs. More information can be found online at Student Accessibility Services.
USF has a set of central policies related to student recording class sessions, academic integrity and grievances, student accessibility services, academic disruption, religious observances, academic continuity, food insecurity, pregnancy and related conditions, and sexual harassment that apply to all courses at USF. Be sure to review these online:
Health and Wellness
Your health is a priority at the University of South Florida. We encourage members of our community to look out for each other and to reach out for help if someone is in need. If you or someone you know is in distress, please make a referral at www.usf.edu/sos so that the Student Outreach & Support can contact and provide helpful resources to the student in distress. A 24-hour licensed mental healthcare professional, offered through the counseling center, is available by phone at 813-974-2831, option 3. Please remember that asking for help is a sign of strength. In case of emergency, please dial 9-1-1.
Title IX Policy
USF is committed to fostering a safe and respectful learning environment, free from sex discrimination and sexual harassment, in accordance with Title IX and USF Policy 0-004. If a student shares an experience of sexual harassment, sexual assault, stalking, or relationship violence with a USF employee (including faculty), that employee will notify the Title IX Office. This allows the Title IX Office to send the student an email with information about support resources and options—if it is safe to do so. Students are not required to respond to this email. The Title IX Office is a private resource. Information is shared only on a need-to-know basis to provide students with support measures. To speak to a confidential resource, students may contact USF Center for Victim Advocacy at 813-974-5757. Confidential resources do not notify the Title IX Office unless the student requests it. For more information about Title IX, available resources, or to make a report, please visit www.usf.edu/title-ix.
Professionalism Policy
Per university policy and classroom etiquette; mobile phones, iPods, etc. must be silenced during all classroom and lab lectures. Those not heeding this rule will be asked to leave the classroom/lab immediately so as to not disrupt the learning environment. Please arrive on time for all class meetings. Students who habitually disturb the class by talking, arriving late, etc., and have been warned may suffer a reduction in their final class grade.
End of Semester Student Evaluations
All classes at USF make use of an online system for students to provide feedback to the University regarding the course. These surveys will be made available at the end of the semester, and the University will notify you by email when the response window opens. Your participation is highly encouraged and valued.
Food and Drink Policy (for in-campus sessions only).
Please adhere to the firm policy of no beverages (other than bottled/capped water), food, tobacco products, or like items in the classroom. Your understanding of the necessity for this policy and cooperation will be greatly appreciated. This policy will be strictly enforced.
Academic Accommodations
Students with disabilities are responsible for registering with Student Accessibility Services (SAS) in order to receive academic accommodations. For additional information about academic accommodations and resources, you can visit the SAS website.
SAS website for the Tampa and Sarasota-Manatee campuses.
SAS website for the St. Pete campus.
Academic Support Services
The USF Office of Student Success coordinates and promotes university-wide efforts to enhance undergraduate and graduate student success. For a comprehensive list of academic support services available to all USF students, please visit the Office of Student Success website.
Canvas Technical Support
If you have technical difficulties in Canvas, you can find access to the Canvas guides and video resources in the “Canvas Help” page on the homepage of your Canvas course. You can also contact the help desk by calling 813-974-1222 in Tampa or emailing help@usf.edu.
USF IT Service Support Tampa Campus
USF IT Support St. Pete Campus
USF IT Support Sarasota-Manatee Campus
Center for Victim Advocacy
The Center for Victim Advocacy empowers survivors of crime, violence, or abuse by promoting the restoration of decision making, by advocating for their rights, and by offering support and resources. Contact information is available online.
Counseling Center
The Counseling Center promotes the wellbeing of the campus community by providing culturally sensitive counseling, consultation, prevention, and training that enhances student academic and personal success. Contact information is available online.
Counseling Center website for the Tampa campus.
Counseling Center website for the St. Pete campus.
Counseling Center website for the Sarasota-Manatee campus.
Tutoring
The Tutoring Hub offers free tutoring in several subjects to USF undergraduates. Appointments are recommended, but not required. For more information, email
Tutoring website for the Tampa campus.
Tutoring website for the St. Pete campus.
Tutoring website for the Sarasota-Manatee campus.
Writing Studio
The Writing Studio is a free resource for USF undergraduate and graduate students. At the Writing Studio, a trained writing consultant will work individually with you, at any point in the writing process from brainstorming to editing. Appointments are recommended, but not required. For more information or to make an appointment, email: writingstudio@usf.edu.
Writing studio website for the Tampa campus.
Writing studio website for the St. Pete campus.
Writing studio website for the Sarasota-Manatee campus.
Student Ombuds Office
Florida Statute 1006.51 and Florida Board of Governors Regulation 6.011 require that all public institutions provide ombuds services to students. The Student Ombuds Office at USF is a confidential, impartial, informal, and independent resource for students experiencing challenges related to the university. Ombuds can help students safely explore options, clarify processes, and consider next steps. Learn more or make an appointment at usf.edu/student-ombuds.