BMS 6991
Scholarly Concentration 1
84133 001.718
MCOM 2026-2027 Academic Year
BMS 6991
Scholarly Concentration 1
84133 001.718
MCOM 2026-2027 Academic Year
During year 1 and year 2, all core students will participate in the Scholarly Concentration Courses (SCC), BMS 6991, and BMS 6992, umbrella courses for 12 different concentration curricula. After an introduction, students enrolled in BMS 6991 choose one of the scholarly concentrations as a selective, which they will continue with during BMS 6992. BMS 6992 A refers to the first semester of Year 2. BMS 6992 B refers to the second semester of Year 2. Students are required to receive passing grades in these courses even if they choose not to enroll in the 4-year Scholarly Concentrations Program.
BMS 6991 and BMS 6992 are designed to provide first and second-year medical students with the knowledge, skills, and tools to develop expertise in the scientific inquiry in their chosen concentration for a life-long scholarly approach to the practice of medicine. For this purpose, students are required to complete the New Scholars Guide to Success Curriculum, facilitated by RISE, by the beginning of the second semester. Late completion will result in a professionalism report and typically 48 hour extension adjusted case-by-case. It is recommended that students demonstrate their expertise in scientific inquiry during their tenure at MCOM by completing the Scholarly Concentrations Program (SCP) within their chosen concentration.
BMS 6991 and BMS 6992 have many faculty participants, as leaders of the concentrations, as mentors and contributors, all experts in their fields. Each concentration has its concentration leaders, specific content objectives, locations, and schedules. The course sessions can be scheduled on specific Friday afternoons. However, many course sessions are scheduled outside the regular hours to ensure participation by 3rd and 4th-year students. When scheduling outside of the Friday afternoons, the reserved Friday SCC times will be free for those students.
The Scholarly Concentrations Program (SCP) is an elective four-year program that consists of 12 different concentrations which offer the opportunity to develop expertise in areas of healthcare that complement the core medical curriculum. Students in the SCP are mentored to engage in scientific inquiry with the goal to contribute to the advancement of the field.
Each student who joins the SCP is expected to complete a minimum of 180 contact/activity hours toward fulfillment of the participation requirement over the 4-year scholarly experience. The requirements include:
• Participation in the Scholarly Concentration Courses (SCC), BMS 6991, and BMS 6992, which are the pre-clerkship curricular components in Years 1 and 2 required for all Core students, regardless of whether they elect to participate in SCP
o Described in this syllabus
o Students are required to receive passing grades in these courses even if they choose not to enroll in the 4-year Scholarly Concentrations Program.
o At the end of BMS 6992, the students need to formally commit if planning to continue with the SCP.
• Optional scholarly work during the summer between Years 1 and 2
• Optional use of SCP elective time in Years 3 and 4.
• Completion of a capstone project related to the topic of the concentration.
o The capstone must be completed early in the second semester of Year 4.
o Capstone projects may include original objective or hypothesis driven research, service, innovations, clinical experience, or a case study of a particular health issue.
o The capstone project must demonstrate scholarship by incorporating inquiry, analysis and reflection related to the specific concentration focus.
o Capstone requirements are expected to be unique to the individual concentrations.
• Faculty Leaders will provide verification of the concentration expectations. There must be a scholarly write-up of any findings to supplement a poster/powerpoint.
Please see https://health.usf.edu/medicine/mdprogram/scp for details of the program.
BMS 6991 and BMS 6992 are designed to provide the first and second-year medical students with the knowledge, skills, and tools to develop expertise in the scientific inquiry in their chosen concentration for a life-long scholarly approach to the practice of medicine. It is recommended that students demonstrate their expertise in scientific inquiry during their tenure at MCOM by successfully completing the Scholarly Concentrations Program (SCP) within their chosen concentration.
BMS 6991 and BMS 6992 have many faculty participants, as leaders of the concentrations, as mentors and contributors, all experts in their fields. Each concentration has its concentration leaders, specific content objectives, locations, and schedules. The course sessions can be scheduled on specific Friday afternoons. However, many course sessions are scheduled outside the regular hours to ensure participation by 3rd and 4th-year students. When scheduling outside of the Friday afternoons, the reserved Friday SCC times will be free for those students.
MDD
560 Channelside Drive
Tampa, FL 33602
| Course Objectives | Program Objectives | Course Assessment |
|---|---|---|
| Students will develop the foundation to support longitudinal educational opportunities to pursue scholarly endeavors throughout their entire medical school curriculum. | 2.1 Demonstrate an investigatory and analytic approach to clinical situations 2.2 Apply established and emerging bio-physical scientific principles fundamental to health care for patients and populations 2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care 2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations 2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care 2.6 Contribute to the creation, dissemination, application, and translation of new health care knowledge and practices 3.1 Identify strengths, deficiencies, and limits in one’s knowledge and expertise 3.2 Set learning and improvement goals 3.3 Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes 3.4 Systematically analyze practice using quality improvement methods, and implement changes with the goal of practice improvement 3.5 Incorporate feedback into daily practice 3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems 3.7 Use information technology to optimize learning 3.8 Participate in the education of patients, families, students, trainees, peers, and other health professionals 3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care 3.10 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes 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 | Attendance Participation Professionalism |
Course Objectives | Program Objectives | Course Assessment |
|---|---|---|
Students will be able to explain the criteria that make a project scholarly | 2.1 Demonstrate an investigatory and analytic approach to clinical situations 2.2 Apply established and emerging bio-physical scientific principles fundamental to health care for patients and populations 2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care 2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations 2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care 2.6 Contribute to the creation, dissemination, application, and translation of new health care knowledge and practices 3.1 Identify strengths, deficiencies, and limits in one’s knowledge and expertise 3.2 Set learning and improvement goals 3.3 Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes 3.4 Systematically analyze practice using quality improvement methods, and implement changes with the goal of practice improvement 3.5 Incorporate feedback into daily practice 3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems 3.7 Use information technology to optimize learning 3.8 Participate in the education of patients, families, students, trainees, peers, and other health professionals 3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care 3.10 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes 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 | Attendance Online Quiz Participation Professionalism |
| Course Objectives | Program Objectives | Course Assessment |
|---|---|---|
| Students will be able to design a draft of a study protocol | 2.1 Demonstrate an investigatory and analytic approach to clinical situations 2.2 Apply established and emerging bio-physical scientific principles fundamental to health care for patients and populations 2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care 2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations 2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care 2.6 Contribute to the creation, dissemination, application, and translation of new health care knowledge and practices 3.1 Identify strengths, deficiencies, and limits in one’s knowledge and expertise 3.2 Set learning and improvement goals 3.3 Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes 3.4 Systematically analyze practice using quality improvement methods, and implement changes with the goal of practice improvement 3.5 Incorporate feedback into daily practice 3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems 3.7 Use information technology to optimize learning 3.8 Participate in the education of patients, families, students, trainees, peers, and other health professionals 3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care 3.10 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes 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 | Attendance Online Quiz Participation Professionalism |
| Course Objectives | Program Objectives | Course Assessment |
|---|---|---|
| Students will be able to design a draft of the data collection instrument | 2.1 Demonstrate an investigatory and analytic approach to clinical situations 2.2 Apply established and emerging bio-physical scientific principles fundamental to health care for patients and populations 2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care 2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations 2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care 2.6 Contribute to the creation, dissemination, application, and translation of new health care knowledge and practices 3.1 Identify strengths, deficiencies, and limits in one’s knowledge and expertise 3.2 Set learning and improvement goals 3.3 Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes 3.4 Systematically analyze practice using quality improvement methods, and implement changes with the goal of practice improvement 3.5 Incorporate feedback into daily practice 3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems 3.7 Use information technology to optimize learning 3.8 Participate in the education of patients, families, students, trainees, peers, and other health professionals 3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care 3.10 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes 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 | Attendance Online Quiz Participation Professionalism |
| Course Objectives | Program Objectives | Course Assessment |
|---|---|---|
| Students will be able to build a database in Microsoft Excel software | 2.1 Demonstrate an investigatory and analytic approach to clinical situations 2.6 Contribute to the creation, dissemination, application, and translation of new health care knowledge and practices 3.4 Systematically analyze practice using quality improvement methods, and implement changes with the goal of practice improvement 3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems 3.7 Use information technology to optimize learning 3.8 Participate in the education of patients, families, students, trainees, peers, and other health professionals 3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care 3.10 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes 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 | Attendance Online Quiz Participation Professionalism |
| Course Objectives | Program Objectives | Course Assessment |
|---|---|---|
| Students will be able to analyze data | 2.1 Demonstrate an investigatory and analytic approach to clinical situations 2.6 Contribute to the creation, dissemination, application, and translation of new health care knowledge and practices 3.4 Systematically analyze practice using quality improvement methods, and implement changes with the goal of practice improvement 3.5 Incorporate feedback into daily practice 3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems 3.7 Use information technology to optimize learning 3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care 3.10 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes 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 | Attendance Online Quiz Participation Professionalism |
| Course Objectives | Program Objectives | Course Assessment |
|---|---|---|
| Students will be able to analyze data | 2.1 Demonstrate an investigatory and analytic approach to clinical situations 2.6 Contribute to the creation, dissemination, application, and translation of new health care knowledge and practices 3.4 Systematically analyze practice using quality improvement methods, and implement changes with the goal of practice improvement 3.5 Incorporate feedback into daily practice 3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems 3.7 Use information technology to optimize learning 3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care 3.10 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes 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 | Attendance Online Quiz Participation Professionalism |
| Course Objectives | Program Objectives | Course Assessment |
|---|---|---|
| Students will be able to use a citation management program | 2.1 Demonstrate an investigatory and analytic approach to clinical situations 2.6 Contribute to the creation, dissemination, application, and translation of new health care knowledge and practices 3.3 Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes 3.4 Systematically analyze practice using quality improvement methods, and implement changes with the goal of practice improvement 3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems 3.7 Use information technology to optimize learning 3.8 Participate in the education of patients, families, students, trainees, peers, and other health professionals 3.10 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 | Attendance Online Quiz Participation Professionalism |
| Course Objectives | Program Objectives | Course Assessment |
|---|---|---|
| Students will be able to describe the characteristics of clinical research | 2.1 Demonstrate an investigatory and analytic approach to clinical situations 2.2 Apply established and emerging bio-physical scientific principles fundamental to health care for patients and populations 2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of evidence-based health care 2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment strategies, resources, and disease prevention/health promotion efforts for patients and populations 2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and attitudes toward care 2.6 Contribute to the creation, dissemination, application, and translation of new health care knowledge and practices 3.1 Identify strengths, deficiencies, and limits in one’s knowledge and expertise 3.2 Set learning and improvement goals 3.3 Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes 3.4 Systematically analyze practice using quality improvement methods, and implement changes with the goal of practice improvement 3.5 Incorporate feedback into daily practice 3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems 3.7 Use information technology to optimize learning 3.8 Participate in the education of patients, families, students, trainees, peers, and other health professionals 3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which patients are drawn to improve care 3.10 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or services that have been demonstrated to improve outcomes 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 | Attendance Online Quiz Participation Professionalism |
| Course Objectives | Program Objectives | Course Assessment |
|---|---|---|
| Students will be able to navigate the IRB process | 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 2.6 Contribute to the creation, dissemination, application, and translation of new health care knowledge and practices 3.1 Identify strengths, deficiencies, and limits in one’s knowledge and expertise 3.2 Set learning and improvement goals 3.4 Systematically analyze practice using quality improvement methods, and implement changes with the goal of practice improvement 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 | Attendance Online Quiz Participation Professionalism |
No required textbooks
CURRICULA OF EACH SCHOLARLY CONCENTRATION
Below are the curricula for each of the scholarly concentrations. Students choose a concentration based on which concentration they plan to take in the Scholarly Concentrations Program – the SCP. The SCP (https://health.usf.edu/medicine/mdprogram/scp)aims to support the educational development of medical students by providing opportunities for scholarly endeavors in areas of special interest. The SCP facilitates self-directed learning, enhances interactions between students, and encourages relationships between students and faculty. It provides a forum where diversity of ideas and perspectives are valued.
The first two years of the SCP are called the Scholarly Concentration Courses (SCC). Students are required to take the SCC in Years 1 and 2, with the anticipation, albeit not a requirement, that students will then move into the SCP. The curriculum of Years 3 and 4 is included to provide context for each concentration. Students who enroll in the SCP program are required to have enrolled in the corresponding concentration
AI IN MEDICINE SCHOLARLY CONCENTRATION – aimSC
Overview
The Artificial Intelligence scholarly concentration (aiSC) prepares medical students to understand, critically evaluate, and responsibly apply AI and machine learning technologies in clinical practice, biomedical research, and health systems operations. As AI tools become increasingly integrated into electronic health records, diagnostic imaging, predictive analytics, and clinical decision support, physicians who can navigate this landscape with both technical literacy and ethical grounding will be essential leaders in the next generation of healthcare.
This concentration explores how AI is transforming medicine from computer vision models in radiology and pathology, to natural language processing in clinical documentation, to AI-driven drug discovery, while ensuring students develop a principled framework for evaluating algorithmic bias, data privacy, regulatory considerations, and the human dimensions of AI-assisted care.
Vision
The Artificial Intelligence scholarly concentration envisions a future healthcare system where AI amplifies physician capabilities, improves diagnostic accuracy, eliminates disparities, and advances evidence-based care guided by physicians who are both technologically fluent and deeply ethical in their approach.
Mission
The aiSC will equip medical students with conceptual foundations, critical evaluation skills, and research tools to engage meaningfully with AI as both practitioners and scholars. The concentration fosters interdisciplinary collaboration with data scientists, engineers, ethicists, and health policymakers, and supports students in pursuing AI-related scholarly projects aligned with their clinical interests.
Global Objectives
Upon completion of the Artificial Intelligence in Medicine Scholarly Concentration, students will be able to:
• Describe the fundamental principles of machine learning, deep learning, and natural language processing as applied to clinical and biomedical contexts.
• Critically evaluate published AI algorithms and clinical decision support tools for validity, generalizability, bias, and clinical utility.
• Apply AI-related research methods including data preprocessing, model evaluation metrics, and validation study design to a scholarly project.
• Analyze ethical, legal, and regulatory dimensions of AI in medicine, including informed consent, algorithmic accountability, FDA oversight, and data governance.
• Examine how AI technologies can exacerbate or mitigate health disparities, and propose strategies for equitable AI implementation.
• Engage with interdisciplinary teams of data scientists, engineers, and clinicians to design or evaluate AI-driven healthcare solutions.
• Communicate AI concepts and research findings clearly to clinical and non-clinical audiences through written manuscripts, oral presentations, and poster formats.
Curriculum
Students in the aiSC attend monthly meetings that combine didactic seminars, journal club discussions, hands-on AI demonstrations, guest speakers from academia and industry, and student research presentations. Monthly sessions are deliberately integrated across all four years so students from all levels learn together, fostering mentorship and collaborative learning.
Core content areas across the four years include: introduction to AI/ML fundamentals for clinicians, clinical AI applications (imaging AI, clinical NLP, predictive models), AI research methodology and study design, AI ethics and regulatory frameworks, algorithmic bias and health equity, and capstone research development.
Year Artificial Intelligence (aiSC)
All Years All students attend joint monthly sessions together, creating a cross-year learning community. Year 1-2 students gain exposure to advanced topics; Year 3-4 students serve as mentors and share real-world clinical AI experiences.
Students are strongly encouraged to participate in the Annual AI in Health Symposium hosted by USF.
1 and 2 Core foundations: Overview of AI/ML in medicine; types of AI (supervised, unsupervised, reinforcement learning); introduction to clinical decision support systems and AI ethics
Complete the New Scholars Guide to Success curriculum (study design, statistics, library searches, IRB).
Participate in introductory aiSC sessions: introduction to concentration, meet senior students, explore ongoing AI research at USF Health.
Begin identifying a faculty mentor and potential AI-related research area of interest.
Attend Journal Club sessions featuring landmark AI in medicine publications.
Introduction to AI tools used in clinical environments (e.g., Epic AI, diagnostic imaging AI, ambient documentation tools).
Attend the annual USF Health Research Day in February/March
Between MS1-MS4 Deep dive into clinical AI applications: radiology and pathology AI, early warning systems, risk stratification models, and natural language processing in EHRs.
Identify a research mentor and begin drafting a research proposal for a summer or longitudinal AI project; apply for RISE funding as applicable.
Journal Club: Critical appraisal of an AI clinical trial using CONSORT-AI or TRIPOD-AI reporting guidelines.
AI ethics, law, and regulation: bias and fairness in algorithms, HIPAA and data governance, informed consent for AI-driven care. Continue working on your capstone project and maintain active communication with your capstone project mentor. Attend concentration meetings as the clerkship schedule allows. Participate in concentration meetings when possible; present final capstone work to the aimSC group.
Submit or revise manuscript for peer-reviewed publication.
Present at USF Health Research Day as part of aimSC distinction requirement.
Complete and submit capstone project information and reflection for the graduation capstone book.
BIOMEDICAL RESEARCH SCHOLARLY CONCENTRATION - rSC
Vision
The Biomedical Research scholarly concentration (rSC) believes in a scholarly approach to the practice of medicine to improve health outcomes.
Mission
The rSC will engage the scientific curiosity of its student members and develop the knowledge, skills and expertise to conduct biomedical research including basic, translational or clinical research. The rSC will provide advice and mentorship for students to identify projects and mentors across USF health.
In addition, the rSC will be a platform to discuss and critically appraise on-going research of fellow students as well as critical reading of current literature. Unique curricula within rSC are opportunities to learn how to become an effective research mentee, as well as how to write a successful research proposal and present research findings clearly and engagingly. This includes guidance on abstract writing, and opportunities to practice and receive peer and faculty feedback on poster and oral presentations.
Global Objectives
At the conclusion of the rSC curriculum, students will have the expertise to continue their growth either as physicians with a scholarly approach to the practice of medicine or as physician-scientists during residency and beyond.
Curriculum
Students in the rSC attend monthly meetings that focus on student presentations, journal article discussions, and faculty and/or guest speakers to enhance student’s understanding and critical appraisal of scientific inquiry. The topics of meetings include but are not limited to: research methodology, being an effective research mentee, research project development, grant writing, effective presentation of research findings, writing of a research abstract, and CV writing. Each member of the concentration is required to present their research project at one of the meetings with peer and faculty feedback given to strengthen their presentation skills.
To graduate with distinction in rSC, the rSC requires a Capstone Project, in which students are encouraged to publish in peer-reviewed scientific journals and/or present at international, national, regional, or local conferences. The minimum requirement for a Capstone Project is a presentation at the annual USF Research Day once during the student’s tenure at MCOM.
Year Biomedical Research (rSC)
Year I (Fall):
• Complete the New Scholars Guide to Success curriculum addressing study design, statistics, library searches and IRB submission.
• Participate in the concentration curriculum by actively attending the regular meetings of the concentration and learning about
ongoing students’ projects and network with senior students
exciting new published research
effective scientific writing e.g. abstract, grant proposal,
how to successfully incorporate research into your career as a student and resident from faculty and peers
• Start the process of identifying a research project and mentor using the resources and advising provided by the concentration leadership.
• Start writing your CV.
Year I (Spring):
• Identify a research mentor and write and submit a research proposal for funding by MCOM or by an extramural funding agency.
• Continue to participate in the regular meetings of the concentration.
• Attend the annual USF Research Day in February
Year I (Summer):
• Work on the foundation of your research project
Year II (Fall-Spring):
• Participate in the regular meetings of the concentration to
learn how to effectively present your work-in-progress by receiving faculty and peer feedback
continue to improve your presentation skills by presenting at journal club
learn how to critically appraise research findings
become a peer mentor to junior students in the concentration
• Maintain contact with your mentor.
• Continue to work on your project
• Consider submitting your work for presentation at the annual Student Symposium in the fall.
• Consider submitting your work for presentation at the annual USF Research Day in February.
Information for students continuing with the Scholarly Concentrations Program (SCP)
Year III
• Participate in the regular meetings of the concentration as time allows.
• Maintain contact with your research mentor.
• Update your CV (that you started in year1).
• Identify your capstone project and submit for MSPE. The capstone project will be the one that qualifies for graduation with rSC distinction. It does not necessarily have to be the project that was started in year 1.
• Analyze your data and prepare an outline for a manuscript.
• Use elective time to potentially conclude or expand your research project
Year IV
• Participate in the regular meetings of the concentration as time allows.
• Maintain contact with your research mentor.
• Use the elective time to conclude or expand your research project.
• Submit your manuscript for publication.
• Present your final work at a regular meeting of the concentration as part of the rSC distinction at graduation.
• If you haven’t already done so, present your work at the annual USF Research Day as part of the rSC distinction at graduation.
• Submit your capstone project information and reflection for the graduation capstone book.
• Participate in the Gallery of Scholarship during graduation week.
COMMUNITY HEALTH & WELLNESS SCHOLARLY CONCENTRATION - chwSC
Overview
This concentration seeks to enrich medical education by enhancing students’ awareness of the complexities of the U.S. health care system and the circumstances that may inhibit the provision of patient-centered care. Students will identify and assess actual, perceived, and potential sources of differences in obtaining scheduled, urgent, and emergency care based on the factors that impact health care and outcomes at the individual (provider and patient), institutional, and health systems levels. Community Health & Wellness leaders assist students with participation in activities intended to mitigate disparities through research, volunteering, community interventions, and peer education.
Curriculum
Students attend monthly journal club meetings which involve group readings, guest lecturers, student presentations, and field visits to various community sites. Topics covered in the meetings include, but are not limited to: addressing stigma, inequalities in healthcare as they relate to gender identity, and principles in ethical care of underserved populations.
Students are required to complete a Capstone Project for this concentration relating to community health and wellness. It may be original research, a service project, advocacy, or an intervention addressing a healthcare or outcome difference at the individual, institutional and/or health system levels. Students in this concentration may prefer their DCE (Doctoring Clinical Experience) during years 1 and 2 in sites serving the medically needy.
Vision: The Community Health & Wellness Scholarly Concentration will enhance students’ awareness of the complexities of the U.S. health care system and the circumstances that may inhibit the provision of patient-centered care.
Mission: The Community Health & Wellness Scholarly Concentration supports the educational experience of medical students interested in examining the circumstances that can impact health care outcomes with an emphasis on providing evidence-based, patient-centered care.
Global Objectives: Upon completion of the Community Health & Wellness Scholarly Concentration, students will be able to:
Academic Year Obj.Time Program Activities
AY 26-27 (40-80 hours)
Theme 4*: Special Populations
Providing care for persons with physical/sensory/intellectual differences
Geriatric health
Sexual health
Fall
Monthly Journal Club sessions (August – December); Readings, lectures
Completion of field experience, clinical rotation
Preparation of scholarly manuscript/paper and oral/poster presentation for capstone
Mental Illness & persons with substance use conditions
Other special populations
Research/Intervention Project 1-7
Spring
Completion of scholarly manuscript/paper, oral/poster presentation for capstone
Final evaluation
Graduation
AY 27-28
Theme 1*: Overview of Differences in Health Outcomes
Root causes of differences in health outcomes
Defining patient-centered care
Ethical care of underserved populations
Factors that impact optimal health and wellness
Fall
Information session and Round Robin for first year students; applications submitted
Monthly Journal Club sessions (August-December): Readings, lectures (required)
Explore Summer Experience or research opportunities; identify faculty mentor
Service activities (Required for MSI; optional for all others)
Health Communication
Respect for Community and Family Preferences
Community-based participatory research
Capstone presentations (MS4) 3
Spring
Monthly Journal Club sessions (January-May): Readings, lectures (required)
MSIV Capstone Presentations (January-April)
Service activities (Required for MSI; optional for all others)
Finalize Summer Experience or research opportunities with assistance from Faculty mentor
Summer Experience/Research (MS1)
Summer
Summer Experience or research implementation; Service activities (optional)
AY 28-29 (40 hours)
Theme 2*: Factors that Impact Health Outcomes
Individual patient differences
Underlying Societal Constructs
Fall
Monthly Journal Club sessions (August-December): Readings, lectures (required)
Other seminars, service activities
Social justice
Homogeneity within health professions
Capstone presentations (MS4)
Spring
Monthly Journal Club sessions (January-April): Readings, lectures (required)\
Other seminars, service activities; work on Capstone; Capstone presentations (MS4)
Summer Experience/Research (MS1)
Summer
Summer Experience or research implementation; Service activities (optional)
AY 29-30
Theme 3*: Health Economics & Policy Issues •
Health care safety net programs
Caring for various populations
Health care financing
Fall
Monthly Journal Club sessions (August-December): Readings, lectures (required)
Other seminars, service activities; work on Capstone project
Preparation for field experience/clinical rotation to be done in year 4
Health policy/legislative advocacy
Capstone presentations (MS4)
Spring
Monthly sessions: MS4 presentations; Other seminars; service activities
Summer Experience/Research (MS1)
Summer
Other seminars, service activities (optional)
Summer Experience or research implementation; Service activities (optional)
*Themes rotate sequentially over a four-year period; MS1-MSIV attend all Journal Club sessions collectively
HEALTH SYSTEMS ENGINEERING SCHOLARLY CONCENTRATION - hseSC
Overview
There is increasing recognition that the current American healthcare system has major failings and limitations with the extraordinary escalation in costs, lack of healthcare access and coverage, and a high rate of complications, error, and waste. This scholarly concentration allows individuals with an interest in "healthcare systems operations" an opportunity to participate in education and applied research on industrial engineering and optimization principles that apply to healthcare.
Global Objectives
● Creation of, and assistance with, an in depth research project on health systems engineering
● Providing advisors and mentorship for scholarly interest/research projects
● For years 3 and 4 only:
Filling up resume with in-demand quantitative methods and programming skills for analyzing healthcare data and informing healthcare decision-making process.
Curriculum
Year Health Systems Engineering (hseSC)
INNOVATION, ENTREPRENEURSHIP & BUSINESS IN MEDICINE SCHOLARLY CONCENTRATION – (bSC)
Overview
This concentration explores the principles of the business aspects of medicine. During the four years, the students will gain knowledge that will enable them to participate in healthcare business enterprises as well as understand and develop innovative models of healthcare delivery. This background will allow the student to potentially become active in the management of the clinical practice of medicine.
The Innovation, Entrepreneurship & Business in Medicine scholarly concentration in explores topics surrounding the business of medicine through:
• Rigorous independent scholarship
• Cross-disciplinary study
• Mentored relationships
• Group seminars/courses
• Scholarly work across Years 1-4 of medical school
• Submission of a scholarly product
Global Objectives:
• To expose medical students to the business aspects of medicine.
• To develop an innovative learning environment where students discover the value of working across disciplinary boundaries to solve complex problems in the medical environment.
• To prepare medical students to lead across boundaries and within complex organizations.
• To develop medical leaders who will be successful in a world of accelerating change.
Curriculum
Year Innovation, Entrepreneurship & Business in Medicine (bSC)
1/2 Business Related Research in Medicine, Career Paths including alumni experiences, Authentic Leadership in Healthcare (John Couris), Emotional Intelligence and Leadership in Medicine, Use of Technology in Hospital Management (CareCom- Peter Chang), Innovation and Technology in Medicine (Richard Munassi), Turnaround Management: managing healthcare through a crisis (Ben Sachs), Healthcare Delivery Models (Asa Oxner), Intersection of Medicine and Pharmacy, Collaboration in Healthcare, Power and Influence in Medicine (John Couris).
Below:
Information for students continuing with Scholarly Concentrations Program (SCP)
Designing Your Own Healthcare System (Mark Moseley), Finance in Healthcare (Rich Sobieray), The Role of Consultants and Analysis in the Business of Medicine, Innovation and Technology in Medicine (Richard Munassi), Conducting Impactful Research
Malpractice Insurance and Liability, Capstone, Role of Research in Medical Practice, Implementing Evidence into Practice, Successful Career Management,
YEAR 1- 4 is a rotating curriculum, and all students attend sessions together
INTERNATIONAL MEDICINE SCHOLARLY CONCENTRATION – imSC
Overview
This concentration aims to advance students' knowledge of global health, encourage global approaches to health care delivery, and enhance understanding of geographical and cultural diversity so that their clinical skills and research acumen become global tools when practicing medicine. Students will have the opportunity to complete an international research project, and/or clinical rotation, and/or field experience by their fourth year.
Students attend monthly meetings consisting of interactive seminars, lectures, and guest speakers. Topics covered may include but are not limited to: the global impact of infectious diseases, the influence of social and cultural factors on illness, and assessing the strengths and weaknesses of health care systems in developed and developing nations. Students are strongly encouraged to visit an international site by the end of their fourth year and participate in a clinical medicine program, conduct a research project, or design a health intervention program. Students are responsible for the funding but assistance in procuring financial aid will be provided. Students may qualify for a stipend from the RISE office for their summer scholarly project during their first year but are encouraged to take multiple trips sponsored by outside funding resources.
This concentration requires a Capstone Project in the area of international medicine; the project students complete for their summer research elective (if on a international topic) or international field experience may be used to satisfy this requirement. The capstone may be original research (implemented in the summer of their first year), a service project, a clinical experience, or an in-depth case study of a particular health issue. Students will be offered research opportunities developed with the assistance of the course co-directors with affiliated partners in the following countries: Brazil, Colombia, Ecuador, France, Ghana, India, Italy, Japan, Malawi, Mexico, Peru, South Africa, South Korea, Taiwan, Thailand, and Uganda.
Global Objectives
Upon completion of Year 1 and Year 2 of the International Medicine Scholarly Concentration, students will be able to:
Curriculum
Year International Medicine (imSC)
LAW & MEDICINE SCHOLARLY CONCENTRATION - lmSC
Overview
Students will learn how the law governs many facets of their professional practice, including: their license as a physician, the interaction with their future hospital where they work, standards for patient privacy, and how physicians bill for patient encounters. Students will also have the opportunity to discuss broad themes, such as: What is the standard of care (what would other physicians in this situation do?) Does the law adequately protect patients? Is the law too restrictive on physician practice?
Global Objectives:
Curriculum:
Year Law & Medicine (lmSC)
MS1 and MS2 Attendance at monthly meetings is mandatory. Rotating curriculum includes the following:
Core health law topics:
· Health privacy (e.g. HIPAA, digital privacy)
· Medical malpractice
· Fraud and abuse in billing for services
· How artificial intelligence in medicine is regulated
· Laws governing human subjects research
Concentration leaders also discuss current issues in Law and Medicine, which have included topics such as:
· State abortion laws
· (Mis)diagnosing brain death
· Immigration and healthcare
· Assisted reproductive technology and surrogacy contracts
Classes do not require any prior knowledge of the law, pre-readings, or preparation. Concentration leaders explain key foundations of the law in class, and each class is structured as an interactive discussion.
Below:
Attendance at monthly meetings is optional.
MSIV student return to present their Capstone presentations to the Concentration at the last meeting of the year. Attendance at other monthly meetings is optional.
All students are invited to participate in the Annual Black Robe Day. This half-day interprofessional event brings together faculty and graduate students from USF HEALTH for a brief introduction to the judicial system. Participants break into small groups to accompany judges into their courtrooms to experience firsthand trials, hearings, and the judicial process. Students are able to see first-hand the intersection of law and medicine, through watching cases such as: medical examiner testimony about cause of death, learning about drug diversion treatment programs offered by the court, or hearing child dependency cases (allegations of child abuse).
Students have the opportunity to ask questions and engage in discussion with participating judges. Both faculty and students can better understand how the law relates to health decisions, clinical services, and professional decisions.
Opportunities
● Participate in a highly unique Concentration
o Very few medical schools have this type of class
o All former students indicate they were asked about this program – and it was a distinguishing point – in their Residency interviews
● Attend Black Robe Day (described above)
● Gain an understanding of how the law impacts practice, how it defines the standard of care, and how it affects physicians in Florida
Be involved in small-group discussions covering intriguing topics in current events and hot topics news (e.g. Who owns embryos after a divorce? What happens when a patient declared dead is not actually dead? Does giving a thumbs up emoji indicate you just agreed to an employer’s salary offer?)
Research
This concentration requires a Capstone Project on Law and Medicine. In this Concentration, the expectation is the Capstone project is a scholarly paper on a topic in Law and Medicine. Students are encouraged to submit their Capstone paper for publication to a scholarly journal.
No prior research experience is necessary. Leaders provide hands-on mentorship to identify a project based on students’ future specialty, train students to conduct research, and oversee the research process from start to finish. Student projects have spanned multiple specialties including: adolescent health, prison health, artificial intelligence, neurology, and forensic medicine.
Students may apply for Summer Research Elective funding, and have the opportunity to present at RISE Student Symposium, and USF Health Research Day.
Sample Capstone Projects include:
Marjorie Fitzsimmons [student] & Katherine Drabiak, Rethinking Epilepsy Diagnosis and Medical Fitness to Drive Laws, 33 Journal of Transport and Health 101723:1-4 (2023).
Erik Larsen [student] & Katherine Drabiak, Medical Decision-making When the Patient is a Prisoner, 18(2) Clinical Ethics 141-147 (2022).
Sarina Singh [student] & Katherine Drabiak, Parental Rights Laws and the Impact on Mental Health Services and Counseling for Adolescents, 93(11) Journal of School Health 1746-1751(2023).
Attendance
There is an expectation of 90% attendance in the MSI year and 90% in the MSII. We encourage MSIII and MSIV participation. MSIV students are expected to present their Capstone Project during the spring of their 4th year.
MEDICAL EDUCATION SCHOLARLY CONCENTRATION- eSC
Vision
An interdisciplinary program that will enhance understanding of both the current theories and tools in medical education as well as current methods in medical education research and inspire future physicians to be effective educators to their peers and the public.
Mission
The Medical Education scholarly concentration (eSC) mission is to provide students at the USF Morsani College of Medicine with the opportunity to explore and begin their training as educators. Students in the concentration will develop a foundation of theoretical instructional knowledge and practical skills that will aid them during their residency programs and potentially in their future career endeavors. It is the program’s intent to provide students with the necessary tools so they become outstanding teachers of medicine and leaders in the field of medical education.
Educational Objectives
Curriculum
Year Medical Education (eSC)
MS1 and MS2 Attend seminars and invited talks on topics such as:
Optional summer teaching or scholarly project in education
Identify a faculty mentor and potential scholarly focus area
Below:
Information for students continuing with the Scholarly Concentrations Program (SCP)
Identify a faculty mentor and potential scholarly focus area (e.g., curriculum design, simulation, assessment, faculty development, interprofessional education
Submission of manuscript or other scholarly product (e.g. research, curriculum) suitable for publication or broader dissemination (e.g., MedEd Portal)
Present educational project proposals, works in progress, or completed scholarly projects at concentration meetings.
Submit name of capstone project and faculty mentor to Leaders
Required Course “Doctoring IV: Theory and Practice of Teaching”:
• 90 hours of teaching of junior peers in Doctoring I or II, or III small groups, CACL or basic science courses
• Minimum 8 hours of seminars on good teaching
Complete capstone project
Present educational project proposals, works in progress, or completed scholarly projects at concentration meetings.
SEX-BASED AND SOCIOCULTURAL DIFFERENCES IN HEALTH AND DISEASE SCHOLARLY CONCENTRATION
Vision
An interdisciplinary program that will enhance understanding of the role of sex and sociocultural differences in the delivery and acquisition of healthcare, research, and medical education. This concentration aims to encourage young physicians to promote awareness of these topics to their peers through research, education, and advocacy.
Mission
Advance students’ knowledge of the impact of sex and sociocultural differences in medicine so that their clinical skills and research acumen become tools for advancing knowledge for all physicians.
Global Objectives
Upon completion of the Sex-Based and Sociocultural Differences in Health and Disease Scholarly Concentration, students should be able to:
Curriculum
Year Sex-Based and Sociocultural Differences in Health and Disease (ssdSC)
Below:
MEDICAL HUMANITIES SCHOLARLY CONCENTRATION - mhSC
Vision
This concentration expands upon the medical school humanities curriculum to allow students a more comprehensive experience in the humanities which include the academic disciplines of philosophy, religion, languages and literature, poetry, history, and the arts (visual arts, drama, music, dance). The medical humanities help develop professionalism, compassionate care, story-gathering, and communication skills. Through the arts, students will understand and learn how to become more balanced healers, teachers, and leaders.
This concentration expands upon the core curriculum by providing students with the skills to enhance story gathering via observation, reflection, and empathetic learning. They will appreciate the importance of ambiguity, perspective, love, and compassion generally in healthcare, and specifically in their development as a clinician.
The overall goal is to enhance what it means to be a healer in the modern healthcare environment, and how to translate humanities education into the development of mindful and compassionate people, physicians, hospitals, and communities.
Mission
The varied depth of the arts, philosophy, religion, languages, literature, poetry, and history will provide a layered lens to explore medicine, enhance compassionate care, and develop professionals. The trajectory of medical students from pre-clinical to clinical years often costs students the compassionate care that drove them to study medicine. Medical history, dance, literature, graphic novels, theater, movies, architecture, and music all help medical students maintain and enhance compassionate care.
Global Objectives
Upon completion of the Medical Humanities Scholarly Concentration, students will be able to:
• Appreciate the value of gathering stories
• Understand the importance of the arts in medicine
• Improve observation skills using visual thinking strategies
• Appreciate the importance of ambiguity in medicine
• Understand what medicine without compassion looks like, to better appreciate medicine with compassion
• Appreciate how the humanities can improve skills as healer, teacher, and leader
• Discover unique ways to apply humanities: at the bedside, as a teacher, to improve patient safety, or in daily life
• Understand the pillars of professionalism via the lens of the arts
• Recognize and add to the research opportunities that exist within the medical humanities spectrum
• Create a repository for medical humanities resources on a local USF website
• Partner with the USF Arts in Health Program, USF Performing Arts Medicine Collaborative (USF PAMC), and USF Performing Arts Student Chapter, to help develop research projects and mentorships
Curriculum
Students in the Medical Humanities scholarly concentration will participate in required activities and individually negotiated experiences. Over the span of 4 years, students are responsible for logging a minimum of 180 contact hours toward completion of requirements for the concentration, preparing and working on their capstone projects via the following platforms:
Common/Shared Activities
READINGS: Examples
Various short readings and possible 1-2 books to read and share throughout the year
On Doctoring, 3rd edition.
Medical Apartheid, Washington
The Plague, Camus
Blindness, Saramago
INVITED SPEAKERS: Examples
Speakers from Morsani College of Medicine (MCOM), H. Lee Moffit Cancer Center, USF College of Arts, including School of Music and School of Dance and many more
MUSEUM VISITS: Selection of 1-2 of the following
USF Museum of Art
Dali Museum
Tampa Museum of Art
James Museum (St Petersburg, FL)
ATTENDING PERFORMANCES: Examples
Arts4All
Florida Concert-Artists with disabilities,
USF College of Arts
WATCHING AND DISCUSSING MOVIES: Examples
“Dr. Ehrlich’s Magic Bullet”, “Patch Adams”
Year Medical Humanities (mhSC)
Students in years 1-2 will conduct in-depth exploration in the following areas of Medical Humanities: Physician Writers, Film Stories and Visual Arts, Medical History, Medical Improv Theater, Music, Dance, etc.
Below:
NUTRITION RESEARCH & HEALTH SCHOLARLY CONCENTRATION - nSC
Overview
This concentration seeks to engage students in a unique experience with the goal of enhancing their understanding of controversies in nutritional health and safety and providing excellent opportunities with experienced researchers and clinical scientists. Students will be able to identify areas in nutrition science for scholarly inquiry. The overall goal is to provide a scientific basis for the integration of nutrition and medicine in the maintenance of optimal health, in the prevention of specific diseases, and in the contribution to the clinical and behavioral management of specific conditions.
Curriculum
Students attend monthly meetings consisting of faculty and guest speakers, student presentations, and work-in-progress sessions on research projects. Additionally, the first- and second-year students will attend a mendatory culinary medicine session at a teaching kitchen site led by a chef specializing in culinary medicine. Topics covered include, but are not limited to: principles underlying the nutritional sciences, the roles of nutrition in the development and progression of specific diseases, application of nutritional counseling to promote optimal health and prevent disease, examination of community factors affecting nutrition health, the intersection of behavioral health and nutrition, and contributions of nutrition to the management of specific pathophysiological conditions.
This concentration requires a Capstone Project in the area of nutrition in medicine. Students are encouraged to participate in the RISE Summer Research Experience and to refine that project into their Capstone. This concentration offers a large variety of faculty research mentors for students, as well as opportunities to participate in research abroad.The minimum requirement for a Capstone Project is a presentation at the annual USF Research Day once during the student’s tenure at MCOM.
Opportunities
● Learn about controversies and current issues in nutrition and health. Topics each year are focused on students’ interests and current public nutrition concerns
● Work with outstanding leaders in nutrition research
● Opportunities to participate in research abroad in Europe, China, India, Japan, and more
Year Nutrition Research & Health (nSC)
Year I (Fall):
• Complete the New Scholars Guide to Success curriculum addressing study design, statistics, library searches and IRB AND/OR IACUC submission.
• Participate in the concentration curriculum by actively attending the regular meetings (approximately monthly) of the concentration and learning about
Active controversies in the field of Nutrition Research
Current ongoing students’ projects and network with more senior students (years 2,3, and 4)
exciting new published nutrition relevant research
effective scientific writing e.g. abstract, scientific article, data analysis, and potentially a grant proposal,
how to successfully incorporate research into your career as a student and resident from faculty and peers, with the opportunity to build on year one research projects for continuation and expansion in subsequent years, including potentially residency
• Start the process of identifying a research mentor and potential topics or subtopics using the resources and advising provided by the concentration leadership and USF/MCOM faculty with active research programs.
• Prepare first draft of your CV.
Year I (Spring):
• Identify research mentor and write and submit a research proposal for funding by MCOM or by extramural funding agency.
• Continue to participate in the regular meetings of the concentration.
• Participate in a culinary medicine session.
• Attend annual USF Research Day in February
Year I (Summer):
• Work on the foundation of your research project of providing support for a summer scholarly research project closely building on ongoing or related research of the mentor.
• Continue to participate in the regular meetings of the concentration.
• Attend annual USF Research Day in February
Year I (Summer):
Work your research project full time with the goal of a substantive output such as an abstract for a national meeting or draft for future publication in a scholarly journal or book chapter
Year II (Fall-Spring):
• Participate in the regular meetings (approximately monthly) of the nutrition scholarly concentration to
learn how to effectively present your work-in-progress by receiving faculty and peer feedback
continue to improve your presentation skills by presenting at a journal club
learn how to critically appraise research findings
become a peer mentor to junior students in the concentration
Below:
Information for students continuing with the Scholarly Concentrations Program (SCP)
Year III
• Participate in the regular meetings of the concentration as time allows.
• Maintain contact with your research mentor.
• Update your CV (that you started in year1).
• Identify your capstone project and submit it for MSPE. The capstone project will be the one that qualifies for graduation with nSC distinction. It does not necessarily have to be the project that was started in year 1, however that choice may allow for greater depth and impact.
• Analyze your data and prepare a draft manuscript for subsequent submission to a scholarly journal and/or national or international scientific meeting.
Use the elective time to potentially conclude or expand and present your research project
Year IV
• Participate in the regular meetings of the concentration as time allows.
• Maintain contact with your research mentors, continuing to seek to publish in a scholarly journal and/or national or international scientific meeting.
• Use the elective time to conclude or expand your research project.
• Submit your manuscript for publication or revise an already submitted one for final publication.
• Present your final work at a regular meeting of the concentration as part of the NutritionSCP distinction at graduation.
• If you haven’t already done so, present your work at the annual USF Research Day as part of the Nutrition SCP distinction at graduation.
• Submit your capstone project information and reflection for the graduation capstone book.
Participate in the Gallery of Scholarship during graduation week.
ALL Continue your mentor relationship and developing and expanding your research interests in the direction of the residency specialty under consideration.
PUBLIC HEALTH SCHOLARLY CONCENTRATION - phSC
Vision
An interdisciplinary program that will enhance understanding of Public Health (PH), encourage
multidisciplinary approaches to health and inspire future physicians to employ evidence-based medical and public health approaches to improve outcomes for patients and populations.
Mission
Advance students’ knowledge of Public Health so that their clinical skills and research acumen can be better utilized in the context of disease prevention as well as treatment, not only at the level of an individual patient but for populations at large.
The Public Health scholarly concentration (phSC) offers an opportunity for medical students to learn about a growing and dynamic field. Public Health is the science of protecting and improving the health of populations. The phSC acknowledges the intersection of Public Health and Medicine and the impact these two fields have on the health status of populations and the individuals who comprise them.
Students will also become familiar with the core principles of PH including Epidemiology and
Biostatistics, Social and Behavioral Sciences, Health Policy and Management, Environmental and Occupational Health. Global Health and Health Equity issues are also addressed as key concepts.
Global Objectives
Upon completion of the Public Health scholarly concentration, students will be able to:
Curriculum
Students attend monthly meetings split into two sessions: a didactic/presentation session on public health and a discussion session on student research projects. The didactic/presentation session consists of faculty or student presentation on public health topics. Topics covered include but are not limited to: qualitative and quantitative research methods in health sciences, selected disease topics from a public health perspective (i.e. infectious diseases, non-communicable diseases, MCH, etc.), US and international health care, and the need for inter-professional medical and public health education and practice. During the second session, the faculty leaders work with students on their projects employing an interactive discussion format. This session covers topics such as creating a research question, strengths and weaknesses of study designs, IRB applications, and data analysis.
Year Public Health (phSC)
Below:
*YEAR 2 – 4 is a rotating curriculum and all students attend sessions together
COURSE LEARNING ACTIVITIES
The session of the scholarly concentration courses are seminars. Owing to the diverse nature of the 12 different concentrations, the format of those seminars is varied. The seminars may include didactic lectures, a talk by an invited speaker, movies, journal clubs, student presentations, or activities such as service, museum visits, or Black Robe Day. The seminars are designed to include students from all four years of medical education. Thus, they are frequently held outside regular instruction hours to ensure that 3rd and 4th-year medical students can participate.
CHANGE OF CONCENTRATION
Under special circumstances and at the discretion of the course directors, the student may change their SC enrollment until the end of the BMS 6991.
COURSE COMMUNICATION & CANVAS
The Course Canvas site will be the primary means of communication outside the classroom. Course announcements, the course schedule & syllabus, discussion boards, and all course session materials with links to other resources (i.e., Panopto, Teams recordings), will be available through this official USF Canvas site.
Posted Course announcements will automatically be emailed to both students and course faculty, where students are responsible for regularly checking their USF Health e-mail account to avoid missing any critical and timely communications.
STUDENT ASSISTANCE
The Course Directors are available to help with student academic issues. Individual concentration faculty leaders are available and interested as well. Please contact us and set up an appointment as needed. The use of the discussion board on Canvas can provide lively discussions of the material.
GRADING
Grading: will be S/U
1.Students enrolled in the SCC are required to meet the following requirements:
2.Students are required to document their attendance by submitting the corresponding Canvas quiz at each concentration session. Note that attendance will be tracked at all concentration sessions (even beyond the 10-hour minimum) and may be taken into account for admission into the SCP, but will not influence the SCC grade after the 10-hour minimum is met.
3.Students must submit absence requests for all absences. SCC leaders will keep records of student attendance. Absences must be requested by the usual process via Archivum. Students will be given make-up assignments for absences by SCC leaders. Make-up assignments are required for both excused and unexcused absences and must be submitted by the due date.
4.Students must complete the above criteria to get an S grade. In addition, students must be professional and actively participate in concentration sessions. Active participation includes being part of conversations and may include assignments.
5.Failure to receive an S grade may be made up at the discretion of the concentration leader, usually by satisfactorily completing make-up assignments. If students do not have an excused absence for missed sessions, they may receive a grade of U. I grades are reserved for students missing sessions or assignments due to excused absences.
6.It is anticipated that students enrolled in the SCC will continue through to the SCP, though this is not a requirement. The student’s concentration within the SCC is expected to be the same as the scholarly concentration for the SCP. Additionally, attendance and active participation during SCC will be taken into account when admitting students to the different SCPs.
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.
No additional grade policies
MANDATORY COURSE SESSIONS – OVERVIEW
In the preclinical years (Years 1 and 2), students are strongly encouraged to attend all scheduled hours of instruction in person. The MCOM MD program is not an online degree program, although it does utilize online methodologies and resources when pedagogically appropriate. The purpose of strongly encouraging in-person attendance and holding students accountable to attend mandatory or required sessions is to:
All mandatory sessions should be treated with the same level of diligence irrespective of the course with which it is associated. All sessions for Doctoring I & II, EBCR II are mandatory sessions which students must attend. Mandatory sessions in EBCR I and basic science courses are determined by the course directors and posted on the Canvas calendar for the specific course. Unexcused absences from mandatory sessions represent lapses in professional conduct, having consequences that are addressed in the syllabi for each course. Recognizing that situations will arise which require students to miss time from their course responsibilities, the online absence request procedures presented below must be followed when absence is necessary and for the absence to be excused by the course director.
All courses in Year 1 and Year 2 have course-specific mandatory sessions, such as engaged learning didactics, clinical skills sessions, laboratories, small group discussions, etc. These are identified in the course calendar and available on Canvas at the beginning of each course. Students are required to attend these mandatory sessions. Students who miss a course-specific mandatory session are expected to acquire the same level of competency as other students in the course. Therefore, students with an excused or unexcused absence may be assigned work by the course director to remediate the missed session.
Students are responsible for self-monitoring their EZcheckme attendance app for unexcused absences recorded for mandatory course sessions (see course syllabus for details). If students believe there is an error in the recording, they must address the concern with the course director within 48 hours of the session.
MANDATORY SESSIONS - PLANNED ABSENCE
Absence requests for mandatory sessions must be submitted to the course director for approval:
In general: at least 2 weeks prior to the start of the course.
Requiring travel: prior to travel plans being made as delineated above.
All absences should be submitted via the online absence request in Archivum. The information provided by the student will be forwarded to the course director and the Office of Student Affairs. The course director will notify the student as to whether the absence is excused, as well as give the student the make-up assignment. If a student has more than four excused absences within any course, the student will be referred to the Academic Performance Review Committee (APRC) for concerns, and the student will be at risk for a remediation (R) grade.
MANDATORY SESSIONS - UNPLANNED ABSENCES
Emergencies for Personal Illness, Family Illness, etc.
Students must contact both the course director and course coordinator by e-mail and the Office of Student Affairs by e-mail or telephone, (813) 974-2068, to report the absence on the first day of being absent. The student should indicate the nature of the emergency or unexpected illness. The student must also complete and submit the online absence request in Archivum within 5 days. Specifics regarding planned and unplanned absences, as well as unexcused absences, are outlined below.
Other Unplanned Absences
An unanticipated absence on the day of a mandatory session requires that students notify the course director, course coordinator, and the Office of Student Affairs by email. An absence request must be submitted in Archivum within 5 days. The course director will notify the student as to whether the absence is excused, as well as give the student the make-up assignment.
MANDATORY SESSIONS - UNEXCUSED ABSENCE
For the following section, the following definitions apply:
Session definition: A session includes any scheduled educational activity such as lectures, small group discussions, clinical skills training, or clerkship responsibilities.
Tardy definition: A tardy is defined as arriving more than 5 minutes after the scheduled start of a session without prior approval.
In the case of an unexcused absence, the course director may assign a “0” or no credit for the missed work and/or require other remediation at their discretion. See course syllabi for specific consequences of unexcused absences. Unexcused absences, or a prolonged unexcused absence, could result in a remediation or failing grade for the course. Unexcused absences are tracked across courses and are monitored by the Offices of Student Affairs and Curricular Affairs.
UNEXCUSED TARDIES, ABSENCES, AND MISSED ASSIGNMENTS
Unexcused Absences and Tardies
The following applies to any student who is:
Absent from a session, and the absence is not excused by the course director.
Arrives tardy to a session, and the tardy is not excused by the course director.
Basic Medical Science Courses:
• In the case of an unexcused absence/tardy for a course, a Professional Behavior Report will be submitted.
• A student with two unexcused absences or tardies in a course will no longer be eligible to receive an Honors (H) grade and will have a professional behavior report completed.
• A student with three (3) unexcused absences or tardies at the end of a course will no longer be eligible to receive an Honors (H) or Pass with Commendations (PC) grade, will have a Professional Behavior Report submitted for unprofessional behavior and will be referred to the APRC for review.
• A student with four (4) or more unexcused absences or tardies will receive a maximum of a remediation (R) grade in the course.
Small Group Courses (Doctoring, EBCR)
Unexcused Missed Assignments (EBCR)
The following applies to any assignment that is not turned in by the assigned due date and time, without
the course director agreeing, in writing, to an extension of that deadline. In general, all requests for
extensions must be made in advance. Retrospective extensions will only be considered for severe,
emergent events. All extensions are at the discretion of the course director. The word “assignment” is
also inclusive of assessments that are completed asynchronously.
Doctoring
Each course will determine how absences and tardies will be recorded according to what is appropriate for the type of course with the guidance from the Office for Curricular Affairs and the appropriate curricular operations committee (e.g., committee of preclinical course directors). The mechanism will be articulated in the course orientation and can be found in the course syllabus.
Students who miss course-specific mandatory sessions are expected to acquire the same level of competency as other students involved in the course. Therefore, students may be assigned work to complete by the course director(s) to remediate a missed session. In the case of an unexcused absence, the course director(s) may assign a “0” or no credit for the missed work and/or require other remediation at their discretion.
Unexcused Missed Assignments
The following applies to any assignment that is not turned in by the assigned due date and time, without the course director agreeing, in writing, to an extension of that deadline. In general, all requests for extensions must be made in advance. Retrospective extensions will only be considered for severe, emergent events. All extensions are at the discretion of the course director. The word “assignment” is also inclusive of assessments that are completed asynchronously.
• All mandatory assignments must be completed by the stated deadline unless an extension has been requested and approved by the course director in advance.
• Students with two late assignments will not be eligible for Honors or Pass with Commendations and will have a professional behavior report completed.
• Students with more than 3 late assignments will receive a maximum of a remediation (R) grade in the course, will have a Professional Behavior Report submitted for unprofessional behavior, and will be referred to the APRC for review.
Course Completion Requirement
To receive a course grade, all required assignments, assessments, and any make-up work must be submitted. Failure to submit any assignment or assessment will result in the course director submitting an incomplete, remediation, or failing grade based upon a review of the student’s work per the grading procedures in the syllabus.
EXAM ATTENDANCE PROCEDURES
Attendance at all examinations is mandatory, and all students must take the examinations on the day and time scheduled.
Exam - Planned Absence
In general, students requesting a planned exam absence must submit their request for approval to the course director at least 2 weeks (preferably 6 weeks) prior to the start of the course. Each request for absence will be considered on a case-by-case basis. Students should NOT make any travel reservations that cannot be cancelled prior to having their absence excused. Please see the table below for details of which types of events/activities that students may request an excused absence from examinations.
Conference Attendance
Students who wish to attend a conference in order to present their work should submit an absence request per procedure at the same time that they are submitting their work to the conference to ensure that their absence can be accommodated. Course directors will make every effort to support student requests to attend conferences at which they are presenting their work when they are notified properly.
Please note that events for which students may request an excused absence from examinations are different than mandatory sessions.
To receive an excused planned absence, the student must submit an absence request form which is sent to the course director. The course director or designee will make the final determination to grant or deny the request and will inform the student and the Office of Student Affairs of the decision.
Exam - Unplanned Absence
If the student has an unplanned absence on the day of an exam, they must contact the course director, course coordinator (via email), and the associate dean for student affairs (via email) or by phone at (813) 974-2068 by 8:30am on the day of the exam. An absence request form must be completed within 48 hours. Any exam absence due to illness requires a note from the student’s healthcare provider; otherwise, the student will not be allowed to sit for the make-up exam.
Exam –Tardiness and Unexcused Absence
Exam Tardiness
Students arriving late for a scheduled exam will not be allowed to enter the testing room and take the exam. Students who arrive late must contact both the course director by e-mail or telephone (see specific course syllabus) and the Office of Student Affairs by e-mail or telephone, (813) 974-2068. The student must also complete and submit an absence request form. Arriving late for an exam will be considered an unexcused absence pending review of the circumstances provided. Exam rescheduling will occur as noted below. Students who demonstrate a pattern of repeated exam tardiness will be reported for concerns regarding professionalism.
The consequences for exam tardiness across the preclinical phase of the curriculum are as follows:
First incident: Student will make up the exam. Five percent will be deducted from the affected exam grade and referral to the associate dean for student affairs via a professional behavior report.
Second incident: Student will make up the exam. Ten percent will be deducted from the affected exam grade, a professional behavior report will be filed, and the student will be referred to the APRC for professionalism remediation. The student will be ineligible for Honors or Pass with Commendations in their current course.
Any subsequent incidents: Student will make up the exam, but the student’s score or the minimum passing score, whichever is lower, will be entered, in lieu of the score obtained. A professional behavior report will be filed. The student will receive a maximum of a Remediation grade in the course they are currently taking.
Unexcused Exam Absence
A student who has an unexcused exam absence needs to reschedule the exam as described below.
The consequences for unexcused exam absences across the preclinical phase of the curriculum are as follows:
First incident: Student will make up the exam, but the student’s score or the minimum passing score, whichever is lower, will be entered, in lieu of the score obtained. The student will be referred to the APRC for professionalism remediation. The student will be ineligible for Honors or Pass with Commendations in that course.
Any subsequent incidents: Student will make up the exam, but the student’s score or the minimum passing score, whichever is lower, will be entered, in lieu of the score obtained. A professional behavior report will be filed. If the student’s overall course grade is in the passing range, they will receive a maximum of a Remediation grade for the course they are currently taking.
Exam Rescheduling
Students who miss an examination for any reason are required to contact the course director prior to returning to class to initiate a make-up examination. Dates and times of make-up examinations are determined by the associate dean for undergraduate medical education in consultation with the director of assessment and evaluation and the course director.
In general, make-up examinations for Year 1 and Year 2 courses must be taken within 48 hours of the original examination date with CCPX and NBME final exams being exceptions.
Preclerkship Guidelines - Excused and Unexcused Absences
Absence approval remains at the discretion of the course director, however, to support consistency and transparency, the table below outlines the standard definitions of what is typically considered excused or unexcused. The course director may make exceptions when justified by individual circumstances, but any decision outside the standard categories must be documented with a clear rationale.
All absences to mandatory sessions require submission of an absence request in Archivum. Students will be assigned work by the course director to remediate the missed session(s).
The maximum number of excused absences allowed per course for Preclinical Phase courses is:
Basic science courses: 5 days per course
Doctoring and EBCR courses: 1 day per semester
Laboratories: 1 lab per course
* Events indicated below by an asterisk (*) are to be submitted at least 2 weeks prior to course start date.
+ Events indicated below by a plus sign (+) are to be submitted:
In general: prior to travel being arranged and a minimum of 2 weeks prior to the course beginning.
Conference presentations: when work is submitted for presentation.
All absence requests (excused and unexcused) are logged and tracked by the Office of Student Affairs. It is at the discretion of the course director to excuse an absence. In certain circumstances, such as curricular events that are difficult to replicate, the course director may choose not to excuse a student, even if the guidelines below state that the absence is potentially excused. A student’s request to excuse an absence may be denied if the absence is not submitted with the proper notice as described above.
Please note that all sessions for Professions of Health, MS 2 Orientation, Introduction to the Clerkships, Introduction to Doctoring 4, Transition to Residency, and SELECT Prologue and Epilogue are mandatory unless otherwise specified by the course director.
EVENT | Mandatory Sessions | Course Exams |
Student health issues, illnesses, including infections that could put others at risk. This includes any necessary health services including mental health services (e.g., medical, and dental appointments).
| Yes Make-up assignment coordinated with course director.
| Course Tests (i.e., ExamSoft) – Yes
Clinical Practice Exams or NBME Final Exams – Yes
A doctor’s note is required for proof of illness for all exam types. |
Death or serious illness of an immediate family member. | Yes Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) – Yes
Clinical Practice Exams or NBME Final Exams – Yes |
*Birth of a child (student is the parent of the child) | Yes Please see parental leave section | Yes |
*Religious Day Observances | Yes Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) – Yes
Clinical Practice Exams or NBME Final Exams – Yes |
+Wedding – student is the bride or groom
Please make arrangements in advance with the Office of Student Affairs | Yes Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) – Yes
Clinical Practice Exams or NBME Final Exams – Yes |
+Wedding – attending the wedding of an immediate family member or is a member of the wedding party. | Yes Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) – Yes
Clinical Practice Exams or NBME Final Exams – No |
+Presenting at a medical conference and the student asked for permission at the same time they submitted their work to the conference. . | Yes Make-up assignment coordinated with course director. | These are excused if students can make up the exam during the assigned make up test date.
Course Tests (i.e., ExamSoft) – Yes
Clinical Practice Exams or NBME Final Exams – Yes Make-up arrangements no later than the first day of the succeeding course. |
+Attending a medical conference and the student asked for permission prior to committing to the conference. | At the discretion of the course director. Will depend on if the session missed can be easily replicated.
Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) - No
Clinical Practice Exams or NBME Final Exams - No |
*Participation in a MCOM-sanctioned activity (i.e., IPE Day, Day at the Capital, Research Day). | Yes Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) - No
Clinical Practice Exams or NBME Final Exams - No |
*Participation in committee meetings as an elected student representative (i.e., Committee on Curriculum, Committee for the Pre-clinical Course Directors etc.). | Yes Make-up assignment coordinated with course director.
Students should only miss the minimal time necessary. | Course Tests (i.e., ExamSoft) - No
Clinical Practice Exams or NBME Final Exams - No |
+Personal or family events including vacations, birthdays, reunions, graduations, wedding of a friend (not in the party). | No Absence may affect final grade. Make-up assignment coordinated with course director. | Course Tests (i.e., ExamSoft) - No
Clinical Practice Exams or NBME Final Exams - No |
*Significant personal event otherwise unspecified - Students should contact the Associate Dean for Student Affairs to facilitate the process. | Will be determined on a case-by-case basis. Approval must be obtained by the senior associate dean for UME in consultation with the course director. Make-up assignment coordinated with course director. | Will be determined on a case-by-case basis. Approval must be obtained by the senior associate dean for UME in consultation with the course director. Course Exams –
|
Please note:
Holidays and Religious Observances
Holidays
Preclinical – Years 1 and 2: the academic calendar mirrors the university calendar in terms of days off for holidays.
Clinical – Years 3 and 4: students are expected to report to their scheduled clinical duties during holidays unless the holiday falls during an academic vacation as described in the academic calendar or otherwise specified by the course director.
Attendance for the Observance of Religious Days
Students are required to attend classes that are part of an academic curriculum.
https://usf.app.box.com/v/usfpolicy10-069 
Students may submit a request for a specific excused absence for religious observances for a class or examination on days of customarily observed religious days https://usf.box.com/v/usfregulation3039. The student must submit the request in writing at the start of the academic term for the discretionary approval of the instructor with the student responsible to make up the missed academic work as determined by the instructor.
General religious gatherings, prayer times, vigils, general worship practices or requests for absences for multiple days or times during scheduled academic classes or programs are not considered as excused religious observances.
If a student cannot participate at the times scheduled for an academic course or clinical, the student should not enroll in the course as failure to attend as required may affect the student’s ability to successfully meet the academic requirements.
Professional Behavior
Students must display professional behavior at all times, which includes upholding the Academic Honesty Guideline, USF Honor Code, MCOM Honor Code and Exam Honor Code as described in the MCOM Student Handbook. Students must also be working towards achieving competency as described in MCOM Program objective 8: Personal and Professional Development
Demonstrate the qualities required to sustain lifelong personal and professional growth
8.1 Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in
appropriate help-seeking behaviors
8.2 Demonstrate healthy coping mechanisms to respond to stress
8.3 Manage conflict between personal and professional responsibilities
8.4 Practice flexibility and maturity in adjusting to change with the capacity to alter one’s behavior
8.5 Demonstrate trustworthiness that makes colleagues feel secure when one is responsible for the care of
patients
8.6 Provide leadership skills that enhance team functioning, the learning environment, and/or the health care
delivery system
8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease
8.8 Recognize that ambiguity is part of clinical health care and respond by utilizing appropriate resources in dealing
with uncertainty
Examples of professional behavior include, but are not limited to: maintaining a professional demeanor on service (e.g., white coat, name tag, appropriate attire, neat appearance, respectful speech, sobriety); representing oneself accurately; appreciating and preserving patient confidentiality; responding sensitively to patients' social and psychological issues; understanding social biases and stigmas, and not reinforcing them; developing empathic listening skills; advocating for patients when appropriate; using hospital/clinic resources responsibly; showing up prepared and on time for rounds, lectures, conferences, and procedures; getting advice when handling ethical dilemmas; taking constructive feedback from attending physicians and residents with open- mindedness and the intention to improve; contributing to the effectiveness, efficiency, and collegiality of healthcare teams. Students must accept responsibility for learning, exercising good judgment, and promptly completing all responsibilities attendant to the diagnosis and care of patients. They must be able to work effectively, respectfully, and professionally as part of the healthcare team, and to interact with patients, their families, and health care personnel in a courteous, professional, and respectful manner.
Examples of unprofessional behavior include but are not limited to:
– Unexcused absence, late attendance in the classroom or clinical activity, late or delinquent assigned curriculum assignments (self-learning assignments, PXDX, etc.), late Absence Request Forms and Absence Report forms.
– The delay in any assignment, activity, or clerkship particular policy is left to the discretion of the Course Director.
– Each participation violation without the approval of the Course Director will be subject to a decrease in the Participation Grade.
Any breach of professionalism as described in the MCOM handbook including but not limited to the professionalism values section and the social media participation guidelines, may be grounds for remediation or failure of the course as determined by the Course Director in consultation with the Assistant Dean for the Clinical Curriculum.
Artificial intelligence tools, including but not limited to generative AI platforms, may be used unless explicitly stated by the course director or individual assigning the work. When permitted, their use must comply fully with the stated guidelines and expectations for the assignment.
Mistreatment Guideline and Procedure:
USF Health’s Morsani College of Medicine is committed to assuring a safe, encouraging, and supportive learning environment that reflects commitments to professionalism, respect, and virtues such as integrity, compassion, and kindness. All MCOM faculty and staff are expected to conduct themselves in a professional manner and contribute to creation of a culture that is supportive of learning. Mistreatment, bullying, discrimination, harassment, and sexual harassment are prohibited at MCOM. The Student Mistreatment Guideline, in accordance with LCME standard 3.6, ensures that concerns about the learning environment are promptly dealt with and resolutions reached in a fair and just manner. The College forbids any retaliatory action against students who present grievances in good faith.
The MCOM Student Mistreatment Guideline aims to safeguard medical students from mistreatment by any faculty member or staff associated with MCOM, including clerkship directors, attending physicians, residents, and other medical students by:
• educating members of MCOM about student mistreatment;
• prohibiting medical student mistreatment by anyone associated with MCOM;
• encouraging the early identification of medical student mistreatment as a preventative measure;
• identifying individuals to whom medical students can report mistreatment;
• requiring those who receive complaints regarding student mistreatment to report the complaint to the appropriate administrator;
• providing a confidential system for reporting mistreatment;
• assuring confidentiality to the fullest extent possible;
• assuring that all reports of mistreatment will be thoroughly and promptly addressed;
• providing an avenue for corrective action.
Reports of mistreatment will preferably be addressed within an informal framework when appropriate, but formal procedures are available for use when necessary.
MCOM is committed to preventing mistreatment of medical students through education of the MCOM community. The policy and related procedures will be disseminated among MCOM on an annual basis. Additionally, MCOM will periodically use varying methods (e.g., email, workshops, orientations) to inform medical students, faculty, and staff about medical student mistreatment and the MCOM policy on addressing mistreatment.
When students believe mistreatment has occurred, either personally experienced or witnessed, they should follow the detailed procedures outlined in the MCOM Student Mistreatment Guideline. Students are encouraged to report all concerns of physical, emotional, psychological, or sexual mistreatment or abuse without fear of retribution. Students who experience or witness mistreatment or abuse may report their concerns using this Student Mistreatment Report Form.
Anti-Discrimination and Title IX Policies:
In accordance with LCME standard 3.4, the MCOM has a policy in place to ensure that it does not discriminate on the basis of age, disability, gender identity, national origin, race, religion, sex, sexual orientation or any basis protected by federal law. Mechanisms for addressing and reporting violations regarding discrimination and harassment are provided in the MD student handbook (refer to section “Anti-Discrimination Policy and Procedures”) but are also found in USF policy 0-007.
USF provides support to anyone affected by gender-based discrimination or violence, including:
• sexual harassment
• sexual violence
• relationship violence
• stalking
• discrimination based on pregnancy
• discrimination based on sexual orientation/identity
Title IX addresses gender-based discrimination and sexual harassment that may deny a person access to educational benefits and opportunities. The Violence Against Women Act (VAWA) provides rights to victims, requires USF to have a process to address complaints, and requires USF to provide a variety of programs for students and staff which aim to prevent sexual assault, relationship violence, and stalking. The USF Sexual Misconduct/Sexual Harassment Policy 0-004 can be accessed here.
Students can report gender-based discrimination or harassment by notifying a USF Responsible Employee (all USF faculty), emailing the Title IX Coordinator or Title IX office, mail your report, or walk into the Title IX office, or submit the online report form.
The USF Title IX Coordinator is:
Maggie Denney, M.Ed., LMHC, CCEP
Director, Title IX/VAWA Compliance
4202 E Fowler Ave, ALN 172
Tampa, FL 33620
(813) 974-8616
The USF Title IX webpage can be accessed here. USF has designated all faculty (TA, Adjunct, etc.) as Responsible Employees, who are required to report any disclosures of sexual harassment, sexual violence, relationship violence or stalking. The USF Title IX Office makes every effort, when safe to do so, to reach out and provide resources and accommodations, and to discuss possible options for resolution.
A full list of Title IX resources can be found here. If you are unsure what to do, please contact Victim Advocacy – a confidential resource that can review all your options – at 813-974-5756 or va@admin.usf.edu.
Students may also contact the associate dean for student affairs, Dr. Christopher Jackson at 813-974-2068 for an impartial review and guidance, which may include referral to the USF Title IX Office, USF Office of Student Rights and Responsibilities, the USF Center for Victim Advocacy and Prevention, USF Counseling Center, USF Student Health Services, or Crisis Center of Tampa Bay.
Protected Self-Directed Learning and Independent Study Time:
In accordance with LCME standards 6.3 and 8.8 and outlined in the MD student handbook (refer to section “Medical Student Hours in Year 1 and Year 2”), the MCOM must balance student academic load, including scheduled instructional activities and required assignments outside of class, with protected blocks of time that allow for independent study, self-directed learning, and other activities. The Curriculum Committee has determined academic load parameters for the pre-clerkship phase of the curriculum to ensure that this balance is achieved. This guideline limits the amount of scheduled time for a given week during the pre-clerkship phase of the curriculum.
The academic load and schedule for this course has been determined to be compliant with this guideline.
Course Session and Exam Recording Policy:
Software will be used to record live class lectures and discussions. Students’ participation in live class discussions will be recorded. These recordings will be made available only to students enrolled in the class, to assist those who cannot attend the live session or to serve as a resource for those who would like to review content that was presented.
Recordings may be used in subsequent semesters for instructional purposes as necessary.
Participation in live sessions is considered consent for recording. In courses in which video of
students might be captured due to online software being used, students who prefer to
participate via audio only will be allowed to disable their video camera so only audio will be
captured. A student’s use of video during the session is considered consent for the video to
be recorded and used as previously described. This option to disable video will not apply to
video proctored exams. Please discuss recording options with the Course Director and Course Coordinator. Students may use the recordings as a resource to review content. Copying or distributing the video recordings by students is prohibited and considered a professionalism violation.
Exams will be recorded to maintain academic integrity. These will only be reviewed in the event of a potential exam integrity problem. The recordings will not be disseminated.
Evaluation Compliance Policy:
As outlined in the MD student handbook (refer to section “Expectations for Completing Course and Faculty Evaluations”), MCOM strives to provide the best possible experience for our students, faculty, and staff. As such, student feedback is an essential component of continuous quality improvement for our teaching faculty and curriculum development. The feedback received from students is vitally important to assess the program’s strengths and weaknesses, as well as identifying opportunities for improvement of the educational
experience for future students.
To improve the evaluation response rate from students and thus ensure MCOM is receiving meaningful feedback, the following guidelines are in place for all enrolled students:
• Students will be required to complete at least 80% of assigned evaluations
• All evaluations should be completed within 25 days upon receipt
• Students may suspend evaluations only under the following circumstances:
o The evaluation was assigned in error
o The student did not work with or spend enough time with an educator (e.g., <1 day at clinic)
o The student did not participate in the activity (e.g., lecture)
• At most, students will be permitted to suspend up to 20% of their evaluations. Once a student exceeds a 20% suspension rate, their completion of evaluations will be reviewed on a case-by-case basis
• Comments provided on evaluations should be constructive, thoughtful, and professional
Please note that levels of anonymity are strictly enforced and fail safes are put in place to ensure students cannot be identified from their evaluations. Anonymity may be broken in instances where threats to the safety of others are in the evaluation.
Student evaluation completion compliance rates will be monitored on a quarterly basis and students found to be out of compliance will be required to attend a mandatory one-hour session to complete any pending evaluations and will receive a notice via email from the evaluation team. Failure to complete evaluations and/or attend the mandatory sessions may result in the following disciplinary actions:
The practice of providing quality feedback is an integral part of developing the professional skills students will need as future physicians. It is the college’s goal that students will not only gain more experience giving and receiving feedback but will improve essential professional development skills while providing quality insight into our faculty and curriculum for continuous quality improvement.
Student Accessibility and Accommodation
University of South Florida Morsani College of Medicine (MCOM) is committed to providing equitable access to learning opportunities to students with documented disabilities (e.g., mental health, attentional, learning, chronic health, sensory, or physical).
To ensure access to this class, and program, please contact Student Accessibility Services to engage in a confidential conversation about the process for requesting reasonable accommodations in the classroom and clinical settings.
Accommodations are not provided retroactively. Students are encouraged to register with Student Accessibility Services as soon as they begin their program. The University of South Florida Morsani College of Medicine encourages students to access all resources available through Student Accessibility Services for consistent support and access to their programs. More information can be found online at Student Accessibility Services.
USF has a set of central policies related to student recording class sessions, academic integrity and grievances, student accessibility services, academic disruption, religious observances, academic continuity, food insecurity, pregnancy and related conditions, and sexual harassment that apply to all courses at USF. Be sure to review these online:
Health and Wellness
Your health is a priority at the University of South Florida. We encourage members of our community to look out for each other and to reach out for help if someone is in need. If you or someone you know is in distress, please make a referral at www.usf.edu/sos so that the Student Outreach & Support can contact and provide helpful resources to the student in distress. A 24-hour licensed mental healthcare professional, offered through the counseling center, is available by phone at 813-974-2831, option 3. Please remember that asking for help is a sign of strength. In case of emergency, please dial 9-1-1.
Title IX Policy
USF is committed to fostering a safe and respectful learning environment, free from sex discrimination and sexual harassment, in accordance with Title IX and USF Policy 0-004. If a student shares an experience of sexual harassment, sexual assault, stalking, or relationship violence with a USF employee (including faculty), that employee will notify the Title IX Office. This allows the Title IX Office to send the student an email with information about support resources and options—if it is safe to do so. Students are not required to respond to this email. The Title IX Office is a private resource. Information is shared only on a need-to-know basis to provide students with support measures. To speak to a confidential resource, students may contact USF Center for Victim Advocacy at 813-974-5757. Confidential resources do not notify the Title IX Office unless the student requests it. For more information about Title IX, available resources, or to make a report, please visit www.usf.edu/title-ix.
Professionalism Policy
Per university policy and classroom etiquette; mobile phones, iPods, etc. must be silenced during all classroom and lab lectures. Those not heeding this rule will be asked to leave the classroom/lab immediately so as to not disrupt the learning environment. Please arrive on time for all class meetings. Students who habitually disturb the class by talking, arriving late, etc., and have been warned may suffer a reduction in their final class grade.
End of Semester Student Evaluations
All classes at USF make use of an online system for students to provide feedback to the University regarding the course. These surveys will be made available at the end of the semester, and the University will notify you by email when the response window opens. Your participation is highly encouraged and valued.
Food and Drink Policy (for in-campus sessions only).
Please adhere to the firm policy of no beverages (other than bottled/capped water), food, tobacco products, or like items in the classroom. Your understanding of the necessity for this policy and cooperation will be greatly appreciated. This policy will be strictly enforced.
Academic Accommodations
Students with disabilities are responsible for registering with Student Accessibility Services (SAS) in order to receive academic accommodations. For additional information about academic accommodations and resources, you can visit the SAS website.
SAS website for the Tampa and Sarasota-Manatee campuses.
SAS website for the St. Pete campus.
Academic Support Services
The USF Office of Student Success coordinates and promotes university-wide efforts to enhance undergraduate and graduate student success. For a comprehensive list of academic support services available to all USF students, please visit the Office of Student Success website.
Canvas Technical Support
If you have technical difficulties in Canvas, you can find access to the Canvas guides and video resources in the “Canvas Help” page on the homepage of your Canvas course. You can also contact the help desk by calling 813-974-1222 in Tampa or emailing help@usf.edu.
USF IT Service Support Tampa Campus
USF IT Support St. Pete Campus
USF IT Support Sarasota-Manatee Campus
Center for Victim Advocacy
The Center for Victim Advocacy empowers survivors of crime, violence, or abuse by promoting the restoration of decision making, by advocating for their rights, and by offering support and resources. Contact information is available online.
Counseling Center
The Counseling Center promotes the wellbeing of the campus community by providing culturally sensitive counseling, consultation, prevention, and training that enhances student academic and personal success. Contact information is available online.
Counseling Center website for the Tampa campus.
Counseling Center website for the St. Pete campus.
Counseling Center website for the Sarasota-Manatee campus.
Tutoring
The Tutoring Hub offers free tutoring in several subjects to USF undergraduates. Appointments are recommended, but not required. For more information, email
Tutoring website for the Tampa campus.
Tutoring website for the St. Pete campus.
Tutoring website for the Sarasota-Manatee campus.
Writing Studio
The Writing Studio is a free resource for USF undergraduate and graduate students. At the Writing Studio, a trained writing consultant will work individually with you, at any point in the writing process from brainstorming to editing. Appointments are recommended, but not required. For more information or to make an appointment, email: writingstudio@usf.edu.
Writing studio website for the Tampa campus.
Writing studio website for the St. Pete campus.
Writing studio website for the Sarasota-Manatee campus.
Student Ombuds Office
Florida Statute 1006.51 and Florida Board of Governors Regulation 6.011 require that all public institutions provide ombuds services to students. The Student Ombuds Office at USF is a confidential, impartial, informal, and independent resource for students experiencing challenges related to the university. Ombuds can help students safely explore options, clarify processes, and consider next steps. Learn more or make an appointment at usf.edu/student-ombuds.
MCOM Program Objectives
Patient Care: Provide patient-centered care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health
1.1 Perform all medical, diagnostic, and surgical procedures considered essential for the area of practice
1.2 Gather essential and accurate information about patients and their conditions through history-taking, physical
examination, and the use of laboratory data, imaging, and other tests
1.3 Organize and prioritize responsibilities to provide care that is safe, effective, and efficient
1.4 Interpret laboratory data, imaging studies, and other tests required for the area of practice
1.5 Make informed decisions about diagnostic and therapeutic interventions based on patient information and
preferences, up-to-date scientific evidence, and clinical judgment
1.6 Develop and carry out patient management plans
1.7 Counsel and educate patients and their families to empower them to participate in their care and enable shared
decision-making
1.8 Provide appropriate referral of patients including ensuring continuity of care throughout transitions between
providers or settings, and following up on patient progress and outcomes
1.9 Provide health care services to patients, families, and communities aimed at preventing health problems or
maintaining health
1.10 Provide appropriate role modeling
1.11 Perform supervisory responsibilities commensurate with one’s roles, abilities, and qualifications
SELECT 1.12 Perform values-based patient- centered comprehensive assessment, diagnosis and patient
management, utilizing shared decision making in care of the patient.
Knowledge for Practice: Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and social-behavioral sciences, as well as the application of this knowledge to patient care
2.1 Demonstrate an investigatory and analytic approach to clinical situations
2.2 Apply established and emerging bio-physical scientific principles fundamental to health care for patients and
populations
2.3 Apply established and emerging principles of clinical sciences to diagnostic and therapeutic decision-making,
clinical problem-solving, and other aspects of evidence-based health care
2.4 Apply principles of epidemiological sciences to the identification of health problems, risk factors, treatment
strategies, resources, and disease prevention/health promotion efforts for patients and populations
2.5 Apply principles of social-behavioral sciences to provision of patient care, including assessment of the impact of
psychosocial and cultural influences on health, disease, care seeking, care compliance, and barriers to and
attitudes toward care
2.6 Contribute to the creation, dissemination, application, and translation of new health care knowledge and
Practices
SELECT 2.7 Examine national and international health systems, policy and finance.
Practice-Based Learning and Improvement: Demonstrate the ability to investigate and evaluate one’s care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and life-long learning
3.1 Identify strengths, deficiencies, and limits in one’s knowledge and expertise
3.2 Set learning and improvement goals
3.3 Identify and perform learning activities that address one’s gaps in knowledge, skills, and/or attitudes
3.4 Systematically analyze practice using quality improvement methods, and implement changes with the goal of
practice improvement
3.5 Incorporate feedback into daily practice
3.6 Locate, appraise, and assimilate evidence from scientific studies related to patients’ health problems
3.7 Use information technology to optimize learning
3.8 Participate in the education of patients, families, students, trainees, peers, and other health professionals
3.9 Obtain and utilize information about individual patients, populations of patients, or communities from which
patients are drawn to improve care
3.10 Continually identify, analyze, and implement new knowledge, guidelines, standards, technologies, products, or
services that have been demonstrated to improve outcomes
SELECT 3.11 Demonstrate advanced competency in self- assessing knowledge gaps and setting improvement
goals, them perform activities to accomplish these.
SELECT 3.12 Analyze a health care environment or system and recommend changes to improve patient
outcomes.
Interpersonal and Communication Skills: Demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals
4.1 Communicate effectively with patients, families, and the public, as appropriate, across a broad range of
socioeconomic and cultural backgrounds
4.2 Communicate effectively with colleagues within one’s profession or specialty, other health professionals, and
health related agencies
4.3 Work effectively with others as a member or leader of a health care team or other professional group
4.4 Act in a consultative role to other health professionals
4.5 Maintain comprehensive, timely, and legible medical records
4.6 Demonstrate sensitivity, honesty, and compassion in difficult conversations, including those about death, end of
life, adverse events, bad news, disclosure of errors, and other sensitive topics
4.7 Demonstrate insight and understanding about emotions and human responses to emotions that allow one to
develop and manage interpersonal interactions
SELECT 4.8 Demonstrate advanced team leadership skills that enhance team functioning, the learning
environment, and/or the health care system.
SELECT 4.9 Communicate effectively and sensitively with patients, adjusting language and style in order to
incorporate their knowledge, values, and culture.
Professionalism: Demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles
5.1 Demonstrate compassion, integrity, and respect for others
5.2 Demonstrate responsiveness to patient needs that supersedes self-interest
5.3 Demonstrate respect for patient privacy and autonomy
5.4 Demonstrate accountability to patients, society, and the profession
5.5 Demonstrate sensitivity and responsiveness to a diverse patient population, including but not limited to diversity
in gender, age, culture, race, religion, disabilities, and sexual orientation
5.6 Demonstrate a commitment to ethical principles pertaining to provision or withholding of care, confidentiality,
informed consent, and business practices, including compliance with relevant laws, policies, and regulations
SELECT 5.7 Demonstrate advanced ability in all of the above [Core Professionalism objectives], and the ability to
inspire and instruct peers in these areas
Systems-Based Practice: Demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care
6.1 Work effectively in various health care delivery settings and systems relevant to one’s clinical specialty
6.2 Coordinate patient care within the health care system relevant to one’s clinical specialty
6.3 Incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based care
6.4 Advocate for quality patient care and optimal patient care systems
6.5 Participate in identifying system errors and implementing potential systems solutions
6.6 Perform administrative and practice management responsibilities commensurate with one’s role, abilities, and
qualifications
SELECT 6.7 Show advanced ability to incorporate knowledge of health systems and cost of care into medical
decisions.
SELECT 6.8 Strategize, practice, and advocate for quality improvement in patient care and health care systems. SECECT 6.9 Integrate knowledge of healthcare systems into individual patient care.
Interprofessional Collaboration: Demonstrate the ability to engage in an interprofessional team in a manner that optimizes safe, effective patient- and population-centered care
7.1 Work with other health professionals to establish and maintain a climate of mutual respect, dignity, diversity,
ethical integrity, and trust
7.2 Use the knowledge of one’s own role and the roles of other health professionals to appropriately assess and
address the health care needs of the patients and populations served
7.3 Communicate with other health professionals in a responsive and responsible manner that supports the
maintenance of health and the treatment of disease in individual patients and populations
7.4 Participate in different team roles to establish, develop, and continuously enhance interprofessional teams to
provide patient- and population-centered care that is safe, timely, efficient, effective, and equitable
SELECT 7.5 Demonstrate advanced team competencies in assessment and coaching in order to achieve a
common patient-centered end.
Personal and Professional Development: Demonstrate the qualities required to sustain lifelong personal and professional growth
8.1 Develop the ability to use self-awareness of knowledge, skills, and emotional limitations to engage in
appropriate help-seeking behaviors
8.2 Demonstrate healthy coping mechanisms to respond to stress
8.3 Manage conflict between personal and professional responsibilities
8.4 Practice flexibility and maturity in adjusting to change with the capacity to alter one’s behavior
8.5 Demonstrate trustworthiness that makes colleagues feel secure when one is responsible for the care of
patients
8.6 Provide leadership skills that enhance team functioning, the learning environment, and/or the health care
delivery system
8.7 Demonstrate self-confidence that puts patients, families, and members of the health care team at ease
8.8 Recognize that ambiguity is part of clinical health care and respond by utilizing appropriate resources in dealing
with uncertainty
SELECT 8.9 Demonstrate emotional intelligence by showing awareness of strengths, weaknesses, and
idiosyncrasies of self, team, and systems, and then show the ability to modulate one's behavior to positively affect each of these.
SELECT 8.10 Describe the basic competencies necessary for effectiveness as a potential future physician and
leader.
SELECT 8.11 Implement the professional and personal development process.
SELECT 8.12 Actively participate in one's own personal and professional development through individual and group coaching.