Evaluation of the M assessment/Comp_Eval...Evaluation of the Clinical Curriculum ... NBME Custom...

Evaluation of the MD Degree

Program Curriculum, AY 2015-2016

Summary Report

Curriculum Oversight Committee

Curriculum Management Committee

Department Chairpersons

Years 1, 2, and 3 Course Directors

Saint Louis University School of Medicine

Report Prepared by the Office of Curricular Affairs

Report Date: August 31, 2016

i

Contents

I. Executive Summary........................................................................................................................................................................... 1

II. Program Requirements and Assessment ......................................................................................................................................... 7

Phase 1 Foundations ................................................................................................................................................................... 7

Phase 2 Core Knowledge ........................................................................................................................................................... 8

Grading in Phase 1 and 2 Courses ............................................................................................................................................. 8

Phase 3 Core Clinical ................................................................................................................................................................. 9

Phase 4 Pre-Residency ............................................................................................................................................................... 9

Grading in Phase 3 and Phase 4 Courses ................................................................................................................................ 10

III. Methods and Administration ........................................................................................................................................................ 11

Student Evaluation of Courses ...................................................................................................................................................... 11

Student Evaluation of Teaching .................................................................................................................................................... 12

Student Peer Review ...................................................................................................................................................................... 13

Assessment of Student Learning ................................................................................................................................................... 13

Student compliance ........................................................................................................................................................................ 15

IV. Global Ratings across the Curriculum......................................................................................................................................... 17

Required Courses and Clerkships ................................................................................................................................................. 17

Elective Courses ............................................................................................................................................................................. 18

Teaching ......................................................................................................................................................................................... 19

V. Student Evaluation of Individual Courses .................................................................................................................................... 21

Phase 1 Foundations ...................................................................................................................................................................... 21

Phase 2 Core Knowledge .............................................................................................................................................................. 27

Electives in Phase 1 and Phase 2 .................................................................................................................................................. 33

Phase 3 Core Clinical ..................................................................................................................................................................... 37

Student Evaluation of Clerkship Services ............................................................................................................................... 42

Phase 4 Pre-Residency .................................................................................................................................................................. 49

Required Capstone (CAP-400) ................................................................................................................................................ 49

Capstone Electives .................................................................................................................................................................... 50

General Electives ...................................................................................................................................................................... 51

Subinternships ........................................................................................................................................................................... 61

VII. Student Evaluation of Teaching ................................................................................................................................................. 67

Phase 1 Foundations ...................................................................................................................................................................... 67

Phase 2 Core Knowledge .............................................................................................................................................................. 68

Phase 3 Core Clinical ..................................................................................................................................................................... 70

Phase 4 Pre-Residency .................................................................................................................................................................. 81

VIII. Internal Assessment of Student Learning ................................................................................................................................. 85

Grading Phase 1 and Phase 2 Required Courses ......................................................................................................................... 85

Electives in Phases 1 and 2 ............................................................................................................................................................ 86

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Phase 3 Clerkship Evaluation of Student Clinical Performance ................................................................................................. 87

Student Peer Review ...................................................................................................................................................................... 92

Phase 4 Electives ............................................................................................................................................................................ 93

Phase 4 Subinternships Evaluation of Student Performance ...................................................................................................... 93

Phases 1-4 Simulation Center ....................................................................................................................................................... 94

IX. External Evaluation of the MD Degree Program ....................................................................................................................... 95

AAMC Year 2 Questionnaire (Y2Q) ........................................................................................................................................... 95

AAMC Graduation Questionnaire ................................................................................................................................................ 99

Evaluation of Preclinical Curriculum .................................................................................................................................... 101

Evaluation of the Clinical Curriculum .................................................................................................................................. 102

Post-Graduate Year 1 Assessment .............................................................................................................................................. 111

NBME Custom Examination: Pathology (PATH-100) ............................................................................................................ 113

NBME Subject Examinations: Required Clerkships ................................................................................................................ 113

United States Medical Licensing Examinations (USMLE) ...................................................................................................... 115

USMLE Step 1 2015 .............................................................................................................................................................. 116

USMLE Step 2 CK Clinical Knowledge 2014-2015 ........................................................................................................... 118

USMLE Step 2 CS Clinical Skills 2014-2015 ..................................................................................................................... 121

USMLE Step 2 CS Clinical Skills Interim Report 2015-2016 ............................................................................................ 122

X. Appendices ................................................................................................................................................................................... 123

Appendix A: MD Degree Program Competencies .................................................................................................................... 123

Appendix B: Student Evaluation of Phase 1 and Phase 2 Required Courses .......................................................................... 127

Appendix C: Student Evaluation of Electives and Subinternships in Phases 1-4 ................................................................... 127

Appendix D Student Evaluation of Required Clerkships in Phase 3 ....................................................................................... 127

Appendix E Faculty Assessment of Student Performance: Phase 1 and Phase 2 Electives ................................................... 128

Appendix F Faculty Assessment of Student Performance: Phase 3 Required Clerkships ..................................................... 130

Appendix G Faculty Assessment of Student Performance: Phase 4 Subinternships .............................................................. 131

Appendix H Faculty Assessment of Student Performance: Phase 4 ........................................................................................ 133

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List of Figures

Figure 1 Completion rates for Phase 1 and Phase 2 course evaluations .......................................................................................... 15

Figure 2 Completion rates for Phase 1 and Phase 2 elective evaluations ........................................................................................ 16

Figure 3 Completion rates for clerkship evaluations ........................................................................................................................ 16

Figure 4 Completion rates for Phase 4 course evaluations ............................................................................................................... 16

Figure 5 Overall quality of required MD Degree courses ................................................................................................................ 18

Figure 6 Global rating of electives and subinternships, AY 2015-2016 ......................................................................................... 18

Figure 7 Global rating of teaching in Phase 1 courses, AY 2015-2016 .......................................................................................... 19

Figure 8 Global rating of teaching in Phase 2 courses, AY 2015-2016 .......................................................................................... 19

Figure 9 Global rating of teaching in Phase 3, AY 2015-2016 ........................................................................................................ 20

Figure 10 Evaluation of electives in Phases 1 and 2, AY 2015-2016 ............................................................................................. 35

Figure 11 Elective workload, AY 2015-2016 ................................................................................................................................... 36

Figure 12 Overall quality of this course, AY 2015-2016 ................................................................................................................. 37

Figure 13 Clerkship syllabus (web and/or print), AY 2015-2016 ................................................................................................... 38

Figure 14 Quality of didactic sessions, AY 2015-2016 .................................................................................................................... 38

Figure 15 Adequacy of patient range, AY 2015-2016 ..................................................................................................................... 39

Figure 16 Work Hours, AY 2015-2016 ............................................................................................................................................. 39

Figure 17 Services provided during FCM-301, AY 2015-2016 ...................................................................................................... 42

Figure 18 Services provided during IM-301, AY 2015-2016 .......................................................................................................... 43

Figure 19 Services provided during N-301 AY 2015-2016 ............................................................................................................. 43

Figure 20 Services provided during OB-301, AY 2015-2016 ......................................................................................................... 44

Figure 21 Services provided during PED-301, AY 2015-2016 ....................................................................................................... 46

Figure 22 Services provided during PS-301, AY 2015-2016 .......................................................................................................... 47

Figure 23 Services provided during S-301, AY 2015-2016............................................................................................................. 48

Figure 24 Overall quality: capstone electives ................................................................................................................................... 50

Figure 25 Evaluation of Phase 4 electives, AY 2015-2016 ............................................................................................................. 58

Figure 26 Workload during electives, AY 2015-2016 ..................................................................................................................... 61

Figure 27 Evaluation of subinternships, AY 2015-2016 .................................................................................................................. 64

Figure 28 Workload during subinternships, AY 2015-2016 ............................................................................................................ 65

Figure 29 Faculty teaching in Phase 1 courses.................................................................................................................................. 67

Figure 30 Faculty teaching in Phase 2 courses.................................................................................................................................. 69

Figure 31 Evaluation of residents in Obstetrics, Gynecology, and Women’s Health .................................................................... 76

Figure 32 Overall quality of teaching in Phase 4, AY 2015-2016 ................................................................................................... 82

Figure 33 Engagement in teaching; Respect for healthcare team, AY 2015-2016 ........................................................................ 83

Figure 34 Summary examination results in Phases 1 and 2 ............................................................................................................. 85

Figure 35 Assessment of student performance in Phase 1 and Phase 2 electives ........................................................................... 86

Figure 36 Student performance evaluation form completion........................................................................................................... 87

Figure 37 Preceptor assessment of FCM-301 student clinical performance ................................................................................... 88

Figure 38 Faculty assessment of IM-301 student clinical performance .......................................................................................... 89

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Figure 39 Faculty assessment of N-301 student clinical performance ............................................................................................ 89

Figure 40 Faculty assessment of OB-301 student clinical performance ......................................................................................... 90

Figure 41 Faculty assessment of PED-301 clinical performance .................................................................................................... 90

Figure 42 Faculty assessment of PS-301 student clinical performance .......................................................................................... 91

Figure 43 Faculty assessment of S-301 student clinical performance ............................................................................................. 91

Figure 44 Student peer review............................................................................................................................................................ 92

Figure 45 Student performance in Phase 4 subinternships ............................................................................................................... 93

Figure 46 Student dependability in subinternships ........................................................................................................................... 93

Figure 47 AAMC Y2Q response rate ................................................................................................................................................ 95

Figure 48 Y2Q Overall satisfaction with medical education ........................................................................................................... 95

Figure 49 AAMC GQ Overall Satisfaction ....................................................................................................................................... 99

Figure 50 AAMC GQ and MD Degree Program Goals ................................................................................................................. 100

Figure 51 Comparison of clerkship ratings: in-course and AAMC GQ........................................................................................ 102

Figure 52 PGY-1 Assessment: Class of 2016 ................................................................................................................................. 112

Figure 53 USMLE Step 1 and Step 2 CK passing rates ................................................................................................................. 115

1

I. Executive Summary

In past years this report presented curriculum data by academic year. The new curriculum is not, however, structured by the

traditional academic year, but rather by content, organized in four phases leading our students to successfully compete for

entrance into residency programs at a time when competition is extraordinarily strong.

Comparative data for the preclinical curriculum are provided, but not for the clinical curriculum. The clinical curriculum is

still in transition to some extent: students in Phase 3 are in the new curriculum, but students in Phase 4 are still in the old

curriculum. Clinical experiences overlap significantly, making comparison of courses inappropriate.

Challenges

The School of Medicine’s preparation for the LCME visit in October 2016 has provided many opportunities to review and

reflect on program evaluation. The issues brought to light include a thorough review of the data collected in course, faculty,

peer, and student performance evaluations: are we collecting the most useful data and are we using these data to best

advantage in improving student outcomes, the curriculum, and the learning environment?

Mapping the curriculum using the AAMC’s Curriculum Inventory is proceeding, but not as quickly as we would like. This

task is essential to ensuring that our graduates have achieved the competencies of the MD Degree Program and are prepared

for residency.

Two new requirements were added to the Phase 4 curriculum: a 3-week ambulatory medicine rotation and a 2-week

emergency medicine experience. These requirements began in late April and data on performance will be provided next year,

when more students have completed these requirements. The challenges with these requirements are not new-- finding space

and time to teach in crowded clinical settings.

The quality of our in-house examinations continues to be less than satisfactory. When instructors do not follow the NBME

exam question guidelines, a mechanism by which to remove poorly written questions from exams is needed. Examinations are

not often created early enough for review prior to their administration. Beginning in AY 16-17 the Director of Program

Evaluation will review exams and provide specific feedback to faculty on their exam questions at the end of the course to

allow time for writing new questions and revising poor questions.

Opportunities

We begin AY 16-17 with new leadership in several courses: Bedside Diagnosis (BD-201/202), Introduction to Clinical

Anatomy (A-100), and Principles of Pharmacology (PHAR-100). Students can look forward to improvements in all three of

these courses.

While we were sad to see Dr. Mootz leave us for retirement, we are very pleased to welcome Chad Miller, MD as the new

Assistant Dean for Curriculum. He will lead Bedside Diagnosis and provide another resource for advising our students in their

clinical years.

Career Exploration electives have been added to Phase 3: these 2-week blocks are designed to allow students to explore areas

in medicine that are outside the fields covered in the required clerkships. Such exposure is intended to help in the later

selection of electives in Phase 4. One 2-week block is scheduled prior to the FCM-301 clerkship and a second 2-week block is

randomly assigned to every student during the OB-301 clerkship.

Work continues in the development of curricular threads that engage students in medical education across the curriculum.

Progress has been made in the areas of medical informatics and patient safety. MIM-100 Introduction to Medical Information

Management) and MIM-300 (EBM-Information Skill for Clerkships) provide students with essential skills in navigating

digital resources used in providing evidence-based care to their patients. HQI-101 (Foundations of Patient Safety) was

introduced in AY 15-16 and HQI-201 (Fundamentals of Quality Improvement), and HQI-301 (Patient-Centered Care and

Leadership) will follow in AY 16-17. The HQI courses address new content being tested on the USMLE licensing

examinations. All of these courses are required, are primarily web-based, and allow students to work independently.

The Curriculum Management Committee subcommittees have been restructured. The Pre-Clinical Curriculum subcommittee

has begun reviewing courses in Phase 2 of the curriculum. The results of these reviews will provide course directors will

important guidance in shaping course content and assessments. The Clinical Curriculum subcommittee has been expanded to

include faculty from outside the core clerkships, and work has begun on reviewing the core clerkships.

2

Curriculum Governance Structure

Philip O. Alderson, MD Dean, School of Medicine

Curriculum Oversight Committee

Curriculum Management Committee

Year 1 Coordinating

Committee

Year 2 Coordinating

Committee

Years 3&4 Coordinating

Committee

Educational Technology

Committee Curriculum Oversight Committee, Membership for AY 2015-2016

Chairperson Philip O. Alderson, MD, Dean, School of Medicine: Vice-President, Health Sciences Center.

Member Department

David Ford, PhD Biochemistry and Molecular Biology

Lynda Morrison, PhD Molecular Microbiology and Immunology

Brigid Holleran-Schwartz, MD

MD

Obstetrics, Gynecology, and Women’s Health

Heather Macarthur, PhD Pharmacological and Physiological Science

Sameer Siddiqui, MD Surgery

Carole Vogler, MD Pathology

Ex Officio

Stuart Slavin, MD Assoc. Dean, Curricular Affairs, Chairperson, Curriculum Management Committee

Curriculum Management Committee, Membership for AY 2015-2016

Faculty Members Department

Stuart Slavin, MD, MEd Committee Chairperson, Assoc. Dean, Office of Curricular Affairs; Pediatrics

Marta King, MD Pediatrics

Gregg Clark, PhD Medical Center Library

Claudia Vidal, MD Dermatology

Milta Little, MD Internal Medicine

Fred Rottnek, MD Family and Community Medicine

Solomon Segal, MD Surgery (CASE)

Katrina Wade, MD Surgery

Theresa Schwartz, MD Surgery

Student Members

Konstantin German Representative, Class of 2016

Brant Jaouen Representative, Class of 2016

Anokhi Shah Representative, Class of 2017

Neil Shaw Representative, Class of 2017

Katherine Hu Representative, Class of 2018

Dan Kornfeld Representative, Class of 2018

Ken Dekanti Representative, Class of 2019

Natalie Gaio Representative, Class of 2019

Ex Officio

Michael Thomure, MD Chairperson, Years 3&4 Coordinating Committee

William Mootz, MD Assistant Dean, Curricular Affairs

Michael Railey, MD Associate Dean, Multicultural Affairs

Paul Schmitz, MD Internal Medicine; Chairperson, Year 2 Coordinating Committee

Gregory Smith, PhD Surgery; Assistant Dean for Student Development; Chairperson, Year 1 Coordinating Committee

Staff Advisor: Debra L. Schindler, PhD, Director, Program Evaluation, Office of Curricular Affairs

Committee Secretary: Denise Parker, Manager, Office of Curricular Affairs

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Data Sources

Program evaluation is considered vital to the ongoing quality assessment of the curriculum. The MD Degree Program at Saint

Louis University is assessed at many levels and from multiple perspectives: student, faculty, staff, and external sources.

The MD Degree Program combines traditional teacher-centered lectures with case-based teaching, student-centered small

groups, and problem-based learning activities. The Class entering in AY 2015-2016 will experience the following curricular

plan.

Phase 1: Foundations. The first 26 weeks of the first year are focused on the foundations of biomedical sciences necessary to

the practice of medicine.

Phase 2: Core Knowledge. This phase of the curriculum is 46 weeks in length, beginning while students are still in their first

year of medical school. The focus in Phase 2 is on applying basic science knowledge to the organ systems.

Phase 3: Core Clinical. Phase 3 (48 weeks) begins while students are still in their second year of medical school. This early

start provides more opportunities for elective courses and career development, prior to the NRMP Match.

Phase 4: Pre-Residency. The final phase of the MD Degree Program (51 weeks) encompasses a wide variety of

subinternships and elective experiences intended to provide a solid preparation for residency.

The schematic below illustrates the new curriculum that restructures the preclinical curriculum and provides an earlier

introduction to clinical activities.

4

The figure below illustrates the Phases of the curriculum and their placement within academic years. It also identifies the

various sources of data (both internal and external) used to evaluate the curriculum throughout the academic year.

Academic Year 1

MD Program Curriculum Sources of Curriculum Evaluation Data

Phase 1 Foundations

Applied Clinical Skills 1

Cell and Molecular Biology

Epidemiology and Biostatistics

Fundamentals of Patient Safety

Health Care Ethics

Introduction to Clinical Anatomy

Introduction to Pathology

Microbes and Host Responses

Principles of Pharmacology

Introduction to Medical Information

Management

Electives (required)

Phase 2 Core Knowledge

Basic Clinical Neuroscience

Behavioral Medicine and Health

Hematology

Bedside Diagnosis


1. Individual course evaluations

2. Individual faculty evaluations

3. Student evaluation team reports

4. Year 1 end of year focus group

5. Student Health & Wellness Survey

6. Association of American Medical Schools Graduation

Questionnaire (AAMC GQ)

7. In-house course examinations, small group and

laboratory assessments

8. NBME custom pathology exam (PATH-100)

9. USMLE Step 1 and Step 2 examinations

10. Association of American Medical Schools Year 2

Questionnaire (AAMC Y2Q)

Academic Year 2




Bedside Diagnosis

Cardiovascular System

Death and Dying

Gastrointestinal System

Basic Clinical Neurosciences

Renal Urinary System

Reproductive and Endocrine Systems

Respiratory System

Skin, Bone, and Joint

Electives (optional)

Phase 3 Core Clinical Phase

Core clerkships begin

1. Individual course evaluations

2. Individual faculty evaluations

3. Student evaluation team reports





7. In-house course examinations, small group and

laboratory assessments


9. Association of American Medical Schools Year 2

Questionnaire (AAMC Y2Q)

5

Academic Year 3


Phase 3 Core Clinical

Family Medicine Clerkship

Internal Medicine Clerkship

Neurology Clerkship

Obstetrics, Gynecology, and

Women’s Health Clerkship

Pediatrics Clerkship

Psychiatry Clerkship

Surgery Clerkship


Interprofessional Team Seminars

Phase 4 Pre-Residency

Electives

Subinternships

1. Student evaluation of required courses

2. Student evaluation of clinical services

3. Student evaluation of elective courses

4. Student evaluation of clinical faculty, residents, and

preceptors, and education coordinators

5. Student peer reviews

6. Student Clinical Performance Evaluations





10. NBME subject examinations

11. USMLE Step 2 examinations

12. Student self-assessment of clinical competencies

13. Post-Graduate Year 1 (PGY-1) assessment

Academic Year 4



Electives

Subinternships

1. Student evaluation of electives and subinternships

2. Student self-assessment of clinical competencies




5. Faculty evaluation of student performance


7. Post-Graduate Year 1 (PGY-1) assessment

7

II. Program Requirements and Assessment

Phase 1 Foundations

Director: Greg Smith, PhD, Assistant Dean for Student Affairs, Department of Surgery

Coordinator: Cynthia Fairchild, Office of Curricular Affairs

All year 1 students must successfully complete and earn a passing grade in the following courses before proceeding to year 2

of the MD Degree Program.

Course Course Director (s) and Co-Director(s)

Foundations Phase

APCS-100 Applied Clinical Skills 1 Stuart Slavin, MD, MEd, Curricular Affairs

CMB-100 Cell and Molecular Biology Joel Eissenberg, PhD, Biochemistry and Molecular Biology; Amelia Kirby,

MD, Pediatrics; Greg Smith, PhD, Surgery

EPI-100 Epidemiology and Biostatistics James Deckert, MD, Family and Community Medicine

A-100 Introduction to Clinical Anatomy

Solomon Segal, MD, Center for Anatomical Science and Education,

Surgery; Craig Lawson, MD, PhD, Center for Anatomical Science and

Education, Surgery; Greg Smith, PhD, Surgery; Harvey Solomon, MD,

FACS, Surgery.

HCE-100 Health Care Ethics Griffin Trotter, MD, Center for Health Care Ethics; Kimbell Kornu, MD,

Dept. of Health Care Ethics and Medicine.

HQI-101 Fundamentals of Patient Safety David Pole, PhD. Center for Interprofessional Education

MIM-100 Introduction to Medical

Information Management

W. Gregg Clark, PhD, Health Sciences Library

MHR-100 Microbes and Host Responses

Lynda Morrison, PhD, Molecular Microbiology and Immunology; John

Tavis, PhD, Molecular Microbiology and Immunology; Robin

Chamberland, PhD, Pathology.

PATH-100 Introduction to Pathology Carole Vogler, MD, Pathology; David Brink, MD, Pathology

PHAR-100 Principles of Pharmacology Thomas Westfall, PhD, Pharmacological and Physiological Sciences ;

Joseph Baldassare, PhD, Pharmacological and Physiological Sciences

Additional Requirements

First year students must successfully complete and earn a grade of Pass in an elective experience to fulfill the requirements of

the MD Degree Program. The experience may consist of one 12-week session or two 6-week sessions.

8


Director: Paul Schmitz, MD, Department of Internal Medicine

Coordinator: Debbie Crisler, Office of Curricular Affairs

Students must successfully complete and earn a passing grade in the following Phase 2 courses before proceeding to Phase 3

of the MD Degree Program.

Course Course Director (s) and Co-Director(s)

Core Knowledge Phase

APCS

201/202 Applied Clinical Skills 2

Stuart Slavin, MD, MEd, Curricular Affairs

BD-201/202 Bedside Diagnosis William Mootz, MD, Curricular Affairs

BMH-200 Behavioral Medicine and Health Stuart Slavin, MD, MEd, Curricular Affairs; Lauren Schwarz, PhD,

Neurology and Psychiatry

CARD-200 Cardiovascular System Abhay Laddu, MD, Internal Medicine / Cardiology

DD-200 Death and Dying Erin Bakanas, MD, Internal Medicine; Dulce Cruz-Oliver, MD, Internal

Medicine

ENDR-200 Endocrine and Reproductive

System

Michael Thomure, MD, Obstetrics, Gynecology and Women’s Health;

Willis K. Samson, PhD, Pharmacological and Physiological Science

GI-200 Gastrointestinal System Jennifer LaBundy, MD, Internal Medicine

HEM-200 Hematology Katherine Robbins, MD, Pathology; Sagun Goyal, MD, Internal Medicine

NSCI-201 Basic Clinical Neurosciences Sean Goretzke, MD, Neurology and Psychiatry; John Martin III, PhD,

Center for Anatomical Science and Education, Surgery

RENL-200 Renal Urinary System Paul Schmitz, MD, Internal Medicine/Nephrology

RESP-200 Respiratory System Andrew Lechner, PhD, Pharmacological and Physiological Science; Paul

Schmitz, MD, Internal Medicine

SBJ-200 Skin, Bone, and Joint James Deckert, MD, Family and Community Medicine

MD-200 Special Study for Exams William Mootz, MD, Curricular Affairs


None. Participation in electives is encouraged, but not required.

Grading in Phase 1 and 2 Courses

Students are graded on a three-tier system: Pass (P), Fail (F), Incomplete (I)

Pass (P): Students who earn the grade of Pass (P) have successfully met the course requirements.

Fail (F): The grade of Fail (F) designates a student performance that does not meet minimum standards for the

course (see Determination of Failing and Deferred Performance Levels). A failing performance requires

remediation as jointly determined by the course director and the Committee on Student Progress and Program

Planning. Remediation is recommended by the course director and may, but does not necessarily require,

course repetition. All Fs are permanent and appear on the student's transcript. When an F grade is successfully

remediated in the same academic year (i.e., without repetition of the entire course) the grade will appear on the

transcript as F/P. Any course that is repeated in its entirely will appear on the student transcript as a separate

course with its own grade. Additionally, the Committee on Student Progress and Program Planning may

recommend changes in grade remediation requirements for students having academic problems in multiple

courses.

Incomplete (I): Required course work has not been completed (e.g., due to excused absence or an illness), or

has not been satisfactorily completed (e.g., due to unexcused absence or marginal performance on

examinations and other course requirements). The CSPPP will be notified of circumstances attendant to the

assignment of the Incomplete. Once course work has been completed the grade of Incomplete (I) may change

to Pass (P) or Fail (F). Any course for which work is not completed will permanently show an Incomplete (I)

on the student transcript.

9


Coordinators: Therese Heidemann and Laura Willingham, Office of Curricular Affairs

Course

Weeks/Credits Course Directors / Co-Directors

Education

Coordinator

FCM-301 Family and Community Medicine

Clerkship 6/6

Kimberly Zoberi, MD; Kelly

Everard, PhD Laura Grentz-Dolan

IM-301 Internal Medicine Clerkship 8/8 H. Douglas Walden, MD; Nora

Porter, MD Madeleine Rowe

N-301 Neurology Clerkship 4/4 Sean Goretzke, MD Cynthia Pugh

OB-301 Obstetrics, Gynecology, and

Women's Health Clerkship 8/6 Michael Thomure, MD John Clay, MA

PED-301 Pediatrics Clerkship 8/8 Jamie Sutherell, MD; Marta King,

MD Regina Leeders

PS-301 Psychiatry Clerkship 4/4 Lauren Schwartz, PhD Cynthia Pugh

S-301 Surgery Clerkship 8/8 Harvey Solomon, MD; Michael

Williams, MD Frances Copeland

APCS-300 Applied Clinical Skills 3 45/1 Stuart Slavin, MD Therese Heidemann

FCM-430 Interprofessional Team Seminars 23/1 David Pole, MPH; Fred Rottnek,

MD, MAHCM Stephen Schnettler, Jr.

APCS-300 and FCM-430 are longitudinal courses that span the entire year.

Additional Year 3Requirements

Students may begin Phase 3 of the curriculum without receiving a score for USMLE Step 1, but they may not continue in their

clerkships until a passing score has been recorded. Most students take Step 1 between Phases 2 and 3.


There is only one required course in Phase 4.

Course Course Directors

CAP-400 Required Capstone Stuart Slavin, MD; Amy Ravin, MD


Students must pass Step 2 CK to graduate.

Students must take USMLE Step 2-CK no later than January 31 of the year in which they are to graduate in

order to be eligible to participate in the NRMP match that announces results in March of that year. Any student

who does not take Step 2-CK by January 31 will have his or her name removed from the NRMP.

Step 2 Clinical Skills (CS): students must take it once. A score report is not necessary for graduation, but the

exam must be recorded by the NBME as taken.

Students must complete one (1) 3 credit (3-week) subinternship selected from the SLU SOM course catalog

(i.e., requirement must be fulfilled at SLU) during the fourth year. All of the subinternships are 3 weeks in

length.

Students must complete one (1) 3 credit (3-week) surgical subspecialty selected from the SLU SOM course

catalog (i.e., requirement must be fulfilled at SLU) during their fourth year (unless they completed this

requirement in year 3). All subspecialties are 3 weeks in length.

10

Electives Students are required to take 27 weeks (27 credit hours) of electives during Years 3&4. A

minimum of 19 weeks must be spent in electives classified as “direct-patient care” and eight (8) of these

weeks must be chosen from the year 4 Program offerings listed on the OCA website.

Students may take no more than 2 total weeks of Senior Inquiry (INQ) electives. Also, the sum of Non-Direct

Patient Care (NPE) elective weeks and Senior Inquiry elective weeks may not exceed 8. Electives are classified

into several types. Each elective type is clearly identified in the course catalog.

Grading in Phase 3 and Phase 4 Courses

The majority of courses are graded on a five-tier system: Honors (H), Near Honors (NH), Pass (P), Fail (F), Incomplete (I).

There are a few courses in year 4 that are graded on a three-tier system: Pass (P), Fail (F), Incomplete (I).

The following grade system is used for the official School of Medicine academic transcript.

Honors (H): Shows noteworthy performance, which differentiates the outstanding student from most other

members of the class or rotation. Up to 30% of students may earn the grade of Honors (H) in a course or

rotation.

Near Honors (NH): This grade is used to communicate an excellent, but not Honors quality performance. Up to

25% of students may earn the grade of Near Honors (NH) in a course or rotation.

Pass (P): Students who earn the grade of Pass (P) have successfully met the course requirements and do not

exhibit special strengths or deficiencies.

Fail (F): The grade of Fail (F) designates a student performance that does not meet minimum standards for the

course (see Determination of Failing and Deferred Performance Levels). A failing performance requires

remediation as jointly determined by the course director and the Committee on Student Progress and Program

Planning. Remediation is recommended by the course director and can, but does not necessarily require, course

repetition. All grades of Fail are permanent and appear on the student's transcript. When an F grade is

successfully remediated in the same academic year the grade will appear on the transcript as F/P. Additionally,

the Committee on Student Progress and Program Planning may recommend changes in grade remediation

requirements for students having academic problems in multiple courses.

Incomplete (I): Required course work has not been completed (e.g., due to excused absence or an illness), or

has not been satisfactorily completed (e.g., due to unexcused absence or marginal performance on

examinations and other course requirements). Failure of the NBME Subject Examination taken in the seven

required clerkships will result in the automatic assignment of an Incomplete (I). The CSPPP will be notified of

circumstances attendant to the assignment of the Incomplete. Students who receive an Incomplete due to

excused absence or illness, for example, may earn a grade of Honors, Near Honors, Pass, or Fail on satisfactory

completion of their coursework. Students who receive an Incomplete due to unexcused absence or marginal

performance on examinations, for example, may earn a grade of Pass or Fail on satisfactory completion of their

coursework. Any course for which work is not completed will permanently show an Incomplete (I) on the

student transcript.

11

III. Methods and Administration

Student Evaluation of Courses

Most courses offered in the MD Degree Program are evaluated by students: the exceptions are individual, self-designed

courses. All course and faculty evaluations are completed online using the evaluation module of the OASIS (Online Access to

Student Information and Scheduling) system. The program provides access to evaluation forms from any device with an

Internet connection, and sends regular “reminders” to students asking them to complete the evaluation forms. Additional

reminders are sent to students from Curricular Affairs staff, as needed.

Course evaluations in each year contain several standard rated items that are common to all course evaluation forms in that

year. Their use is intended to facilitate comparisons across the curriculum. Course and clerkship directors are invited to write

additional items to assess specific aspects of their courses, such as labs or small group sessions. Many course directors take

advantage of this opportunity to acquire additional feedback from students regarding their course.

Only items common to all course and faculty evaluations are reported here. A list of the base evaluation items used in Years 1-

4 can be found in Appendices B, C, and D.

Phase 1 and Phase 2 Required Courses

Each student is assigned to complete evaluations for half of their courses. All students, however, are provided with an

opportunity to evaluate additional courses. While student responses on evaluations are anonymous, OASIS does record

whether or not each student has completed their assigned evaluations. In addition to completing their individual course

evaluations, every student is required to serve on an evaluation team. Students are assigned to teams during the first week of

school and have the opportunity to be a team leader if they so desire.

Student evaluation teams review evaluation data from both the previous academic year and the current year, and meet with the

course director and the associate dean for curriculum (and in some cases the Phase 1 or Phase 2 director) for focused

discussion. The goal is to revisit areas of strength and weakness, looking for maintenance of the best qualities of our courses

and areas that require improvement. This process provides students with an opportunity to see that their concerns are being

addressed (either with action or when action is not possible, an explanation) and faculty with an opportunity to demonstrate

their responsiveness to students. Following this meeting the evaluation team leaders also provide a written report summarizing

the student findings. Course evaluation results are provided to course directors and phase directors.

Phase 1 and Phase 2 Electives

Evaluation results for electives in years 1 and 2 are compiled at the end of the year. To increase the level of confidentiality,

evaluation results for any given elective are not released until a minimum of five (5) students have taken the elective and three

(3) evaluations of that elective have been completed. This practice may result in some evaluation results being compiled over

several years before being released.

Complete results for all electives are provided to the phase directors, and to the associate dean for curriculum. When student

evaluations indicate a problem with an elective offering, the elective director discusses the evaluation results with the primary

preceptor for the elective to identify ways to improve the educational experience.

Evaluation results are released to the course director and their department chairperson when the minimum release criteria have

been reached. Summary results are also provided to the Curriculum Management Committee.

Phase 3 and Phase 4 Courses

Students are asked to complete an evaluation for every course that they complete. Students in the required clerkships complete

evaluations at the end of each rotation. As in Phases 1 and 2, a common set of evaluation items is used for each clerkship

evaluation, and clerkship directors have the option of including additional items for their students. Clerkship directors and

department chairpersons are provided with a course evaluation report at the end of each rotation.

Evaluation results for all other courses in Phases 3 and 4 are compiled at the end of the year. To increase the level of

confidentiality, evaluation results for any given elective are not released until a minimum of five (5) students have taken the

elective and three (3) evaluations of that elective have been completed. This practice may result in some evaluation results

being compiled over several years before being released.

Evaluation reports are provided to course directors, department chairpersons, the Clinical Curriculum Subcommittee, and the

Curriculum Management Committee. The Clinical Curriculum Subcommittee reviews and discusses the evaluation results,

recommends action, and periodically asks the clerkship directors for updates on changes made in the clerkships.

12

Evaluation of Clinical Services

Students in the seven required clerkships are asked to evaluate every service on which they work. One hundred thirteen

services were evaluated in AY 2015-2016, including services at the following locations:

Cardinal Glennon Children’s Hospital

Collaborative Clinic (Jewish Children & Family Services)

Community Alternative Clinic

Des Peres Hospital

Doctors Office Building

Illinois Eye Surgeons, Swansea, IL

Jefferson Barracks Veterans Administration Hospital

John Cochran Veterans Administration Hospital

Mercy Medical Center

Ranken Jordan Pediatric Bridge Hospital

Saint Louis University Hospital

SLU Family Practice- St. Elizabeth’s (Belleville, IL)

St. Mary’s Health Center

St. Anthony’s

In addition to the services listed above, numerous community preceptors provide learning experiences for our students.

In order to increase the confidentiality of student responses, service data are compiled twice a year and reports are provided to

clerkship directors and department chairpersons.

Student Evaluation of Teaching

Teaching evaluation is separate and distinct from course evaluation. Only the individual instructor, the course director, the

residency director (as appropriate) and the instructor’s department chairperson receive a copy of these data, as per the request

of the department chairs and the Curriculum Oversight Committee (COC) for faculty teaching evaluations. As per the

instructions of the Curriculum Management Committee (May 21, 2014), department chairpersons are instructed to distribute

copies of these evaluations to division directors. Dr. Stuart Slavin, Associate Dean for Curriculum also has access to teaching

evaluations as per the direction of the Curriculum Management Committee (CMC).

These evaluations are intended as formative assessments of performance: they acknowledge strengths and identify areas for

improvement. Student comments are edited for unprofessional remarks (e.g., profanity), as judged by the director of program

evaluation, and comments about multiple faculty (i.e., individuals other than the person who is the focus of the

evaluation).These data have very limited distribution and are considered highly confidential.

Phase 1 and Phase 2

Faculty evaluation is also a required part of program evaluation: each student assigned to complete the course evaluation is

also required to complete the faculty evaluations for that course. Course directors identify the primary faculty in their course.

All students have the opportunity to participate and provide their feedback on the faculty.

Phase 3 and Phase 4

In the clinical years, when attendings, residents, or preceptors are assigned to evaluate students, a teaching evaluation form for

that individual is generated for the student to complete (the OASIS system does this automatically). Students are also able to

add evaluations for faculty and residents who they would like to assess.

The number of evaluations completed varies widely as a result of the varying lengths of clerkships, the fact that not every

student participates in every service during the clerkships, and the amount of interaction between students and their

instructors. If some faculty members are not being evaluated by the students, this is most likely because they are not

completing student performance evaluations in the OASIS system.

Student evaluations are administered online in OASIS and are confidential. Results are compiled twice a year in order to

increase the level of confidentiality for students and a minimum of four evaluations is required before results are released. Fall

term evaluations that do not meet this criterion are combined with spring term evaluations and are released if a minimum of

four students have evaluated the individual.

13

Four general items which address teaching, and which are particularly important to the LCME are included in the required

clerkship evaluations:

Quality of teaching by preceptors and attending

Quality of supervision by preceptors and attending

Quality of teaching by residents and fellows

Quality of supervision by residents and fellows

Individual faculty, residents, and preceptors are assessed separately, using the following items, as appropriate, for each

individual.

Treats students, patients, and other members of the health care team with respect.

Is actively engaged in teaching medical students.

Overall quality of teaching

Overall performance as the clerkship director [when appropriate]

Comments and recommendations [open text]

The primary departmental interface for students in Phases 3 and 4 is the education coordinator. Beginning in AY 2008-2009,

at the request of students, coordinators in the seven required clerkships have been evaluated for

Responsiveness of clerkship staff to student needs

The results of these evaluations are provided to the individual staff and to the clerkship directors twice per year.

Student Peer Review

Students have the opportunity to review their peers at any time during the third-year clerkships. Evaluations are completed

online in OASIS. Summary reports were provided to individual students twice a year and are posted in Academic History

(OASIS).

The form, agreed upon by the Clinical Curriculum Subcommittee, is very simple and asks one question: “Would you want to

work with this individual again?” Space is also provided for comments.

Clerkship directors receive results at the end of every rotation. The use of peer reviews varies by clerkship:

Peer reviews in FCM-301, N-301, PS-301, PED-301, and S-301 are only used to provide feedback to students

on their performance. They are not used in calculating grades.

Peer reviews in OB-301 and IM-301 are also used to provide feedback to students, but may be used in grading.

Assessment of Student Learning

Phase 1 and Phase 2

In Phases 1 and 2, course directors are responsible for determining the final grades (within the guidelines of SLU SOM policy)

for students in their courses. Student performance in electives is assessed with a rubric: a list of the performance items can be

found in Appendix E.

The primary means of assessment in the first two phases of the curriculum is through multiple-choice examinations. Some

courses also include laboratory (including simulation), small group assessments, clinical experiences with standardized

patients, and other activities in determining course grades. A small number of courses employ essay exams, web-based

assignments, and clinical activities to determine grades.

USMLE Step 1: All students must successfully pass USMLE Step 1 to continue in Phase 3 of the MD Degree Program.

Phase 3 and Phase 4

In the required clerkships, the clerkship directors are also primarily responsible for determining final grades, however multiple

individuals (attending physicians, residents, and preceptors) complete evaluations of student performance in the clinical

setting. A list of the performance evaluation items for students in the clerkships can be found in Appendix. F. Grade

calculations in the clerkships also include H&Ps, web-based cases, completion of the FACTs card, and other measures. All

seven required clerkships normally use the NBME Subject Examination in their field to assess knowledge as well. A passing

score on these exams is required to pass the clerkship.

14

Student performances in electives and subinternships in year 4 may be assessed and graded by individuals or by teams of

individuals, with one member designated to review evaluations and assign a final grade.

Most subinternships employ a student performance rubric to assess students: a copy of the rubric items can be found in

Appendix G. At present, electives and surgical subspecialties only ask evaluators to provide formative and summative

comments (see Appendix H) on student performance.

Courses which primarily have a large-group interactive lecture format, such as APCS-300 and CAP-400, are graded on

attendance.

USMLE Step 2CK and Step 2 CS: All students must receive a passing score on Step 2 CK and must sit for Step 2 CS (but do

not have to have a grade recorded) to graduate from SLU SOM.

.

15

Student compliance

Participation in program evaluation is a requirement of the MD Degree Program and is considered to be a professional

responsibility for every student. Figures below provide data on the response rate for student completion of course evaluations.

Over the past two years, student participation has declined, especially for courses at the end of the year. To encourage more

participation, beginning with the spring term of AY 12-13, final grades have been withheld from view in OASIS until a

student completes their course evaluation. Compliance is still not satisfactory.

Phase 1 Courses

AY 2014-2015 AY 2015-2016

% Completion

by assigned

students

% Completion

by whole class

% Completion

by assigned

students

% Completion

by whole class

APCS-100 Applied Clinical Skills 1 60.4 58.1 72.4 71.9

CMB-100 Cell and Molecular Biology 65.0 68.2 76.2 62.9

EPI-100 Epidemiology and Biostatistics 59.1 67.6 60.4 57.9

HCE-100 Health Care Ethics 56.8 55.3

60.9 60.1

HQI-101 Fundamentals of Patient Safety NA NA** 96 53.0

MIM-100 Intro to Medical Information Management 90.1 89.4 70.3 69.1

A-100 Intro to Clinical Anatomy 87.5 88.8 77.0 72.5

PATH-100 Introduction to Pathology 75.0 73.2 66.7 65.2

MHR-100 Microbes and Host Response 85.2 89.9 72.5 75.3

PHAR-100 Principles of Pharmacology 79.1 68.2 72.5 71.9

Phase 2 Courses APCS-201/202 Applied Clinical Skills 2 55.2 59.2 52.2 57.0

BD-201/202 Bedside Diagnosis 66.7 62.1 NA NA*

CARD-200 Cardiovascular System 64.4 55.7 88.0 73.2

DD-200 Death and Dying 39.1 41.4 74.7 63.1

ENDR-200 Endocrine and Reproductive System 80.5 77.6 60.9 59.2

GI-200 Gastrointestinal System 56.3 52.3 57.8 63.1

RENL-200 Renal-Urinary System 63.2 54.6 52.9 52.0

RESP-200 Respiratory System 46.0 49.4 73.9 63.1

NSCI-201 Basic Clinical Neurosciences 85.7 85.5 62.6 66.3

HEM-100 Hematology 80.2 70.4 45.1 44.9

BMH-200 Behavioral Medicine and Health 80.7 74.3 85.1 68.0

SBJ-200 Skin, Bone, and Joint Module 57.5 52.3 60.9 56.4

Figure 1 Completion rates for Phase 1 and Phase 2 course evaluations

*The assignment of course evaluations for BD-202 was incorrect, resulting in some students completing two identical forms.

As a result, accurate compliance data are not available.

** All students were asked to evaluate this new course.

16

N= # of evaluations

Phase 1 and Phase 2 Electives AY 2014-2015 AY 2015-2016

N Completion N Completion

All electives 163 83.6% 223 89.3

Figure 2 Completion rates for Phase 1 and Phase 2 elective evaluations

Students are asked to complete an online evaluation for each clerkship at the end of each rotation. A common set of evaluation

items is used for each clerkship evaluation, and clerkship directors have the option of including additional items for their

students. APCS-300 and FCM-430 is evaluated by students at the end of the course. APCS-300 has evaluations for individual

sessions and a summary evaluation at the end of the course.

Clerkship evaluation reports are provided to course directors and department chairpersons. The Clinical Curriculum

Subcommittee and the Curriculum Management Committee receive summary reports for discussion.

AY 2014-2015 AY 2015-2016

Phase 3 Required Courses N= % completion N= %

completion

Family Medicine (FCM-301) 124 64.6 188 97.9

Internal Medicine (IM-301) NA NA 171 95.0

Neurology (N-301) 107 62.9 137 73.3

Obstetrics, Gynecology, and Women’s Health (OB-301) 121 70.3 164 90.6

Pediatrics (PED-301) 123 67.6 165 92.7

Psychiatry (PS-301) 109 64.1 124 67.8

Surgery (S-301) 123 70.3 138 77.8

Applied Clinical Skills 3 (APCS-300) Session / Summary 270 / 61 38.7 / 34.9 196 / 37 27.8 / 20.9

Interprofessional Team Seminars (FCM-430) 120 66.7 110 59.1

Figure 3 Completion rates for clerkship evaluations

Phase 4 Courses AY 2014-2015 AY 2015-2016

N % Completion N % Completion

Electives 1487 85.8 1617 83.6

Subinternships 253 93.4 262 85.9

Figure 4 Completion rates for Phase 4 course evaluations

17

IV. Global Ratings across the Curriculum

Required Courses and Clerkships

As part of the evaluation process, students are asked to provide a global, or overall, rating of their satisfaction with each of

their courses. This rating provides one means of comparing student satisfaction across the curriculum. The table below

illustrates global ratings for all required courses and clerkships in Phases 1-4, for the 2015-2016 academic year.

Percent distribution of responses

Overall quality of this course 1

Unacceptable

2

Weak

3

Satisfactory

4 Very

Good

5

Excellent N= Mean

Phase 1

A-100 Introduction to Clinical Anatomy 0.0 7.8 43.8 39.8 8.6 128 3.49

APCS-100 Applied Clinical Skills 1 1.6 4.7 21.3 44.1 28.4 127 3.93

CMB-100 Cell and Molecular Biology 0.9 0.9 31.3 57.1 9.8 112 3.74

EPI-100 Epidemiology and Biostatistics 1.0 0.0 13.6 43.7 41.8 103 4.25

HCE-100 Health Care Ethics 1.9 20.8 41.5 26.4 9.4 106 3.21

HQI-101 Fundamentals of Patient Safety 6.4 20.2 54.3 13.8 5.3 94 2.91

MHR-100 Microbes and Host Responses 0.0 3.8 38.6 37.9 19.7 132 3.73

MIM-100 Health Information Management 0.0 1.6 42.3 44.7 11.4 123 3.66

PATH-100 Introduction to Pathology 0.0 0.0 11.2 39.7 49.1 116 4.38

PHAR-100 Principles of Pharmacology 0.0 4.7 32.8 47.7 14.8 128 3.73

All Phase 1 Courses 1.2 6.6 31.8 39.6 20.8 104

6

3.72

Phase 2


BD-202 Bedside Diagnosis 0.0 6.0 12.0 50.0 32.0 150 4.08

BMH-200 Behavioral Medicine and Health 0.8 5.9 32.8 42.9 17.7 119 3.71

CARD-200 Cardiovascular System 0.8 6.1 18.3 48.1 26.7 131 3.94

DD-200 Death and Dying 0.0 2.7 19.5 46.9 31.0 113 4.06

ENDR-200 Endocrine & Reproductive System 0.0 1.0 15.2 53.3 30.5 105 4.13

GI-200 Gastrointestinal System 0.0 0.0 15.0 52.2 32.7 113 4.18

HEM-200 Hematology 2.5 8.9 35.4 41.8 11.4 79 3.51

NSCI-201 Basic Clinical Neurosciences 0.0 0.0 8.6 23.9 67.5 117 4.59

RENL-200 Renal-Urinary System 1.1 22.6 37.6 29.0 9.7 93 3.24

RESP-200 Respiratory System 2.7 1.8 17.7 46.0 31.9 113 4.03

SBJ-200 Skin, Bone and Joint Module 0.0 0.0 4.0 40.6 55.5 101 4.51

All Phase 2 Courses 0.6 4.3 18.8 44.6 31.7 133

6

4.02

Phase 3

FCM-301 Family Medicine Clerkship 0.0 0.5 18.1 44.2 37.2 188 4.18

IM-301 Internal Medicine Clerkship 1.2 2.4 17.1 54.1 25.3 170 4.00

18


Overall quality of this course 1

Unacceptable

2

Weak

3

Satisfactory

4 Very

Good

5

Excellent N= Mean

N-301 Neurology Clerkship 0.7 5.1 34.3 43.8 16.1 137 3.69

OB-301 Obstetrics Gynecology Women's

Health Clerkship 2.4 9.8 27.4 45.1 15.2 164 3.61

PED-301 Pediatrics Clerkship 0.6 0.0 7.3 46.1 46.1 165 4.37

PS-301 Psychiatry Clerkship 0.8 4.9 34.2 43.9 16.3 123 3.7

S-301 Surgery Clerkship 0.7 10.1 47.8 33.3 8.0 138 3.38

All Required Clerkships 0.9 4.4 25.4 44.7 24.6 108

5

3.88


1 Poor 2 Fair 3 Good 4 Very

Good

5

Excellent N= Mean

FCM-430 Interprofessional Team Seminars 14.2 31.1 30.2 19.8 4.7 106 2.70

Phase 4

1

Unacceptable

2

Weak

3

Satisfactory

4 Very

Good

5

Excellent N= Mean

CAP-400 Required Capstone Course 0.0 5.3 34.0 41.3 19.3 150 3.75

Figure 5 Overall quality of required MD Degree courses

Elective Courses

The table below provides evaluation results for all electives and subinternships —even those without sufficient numbers to

release individual elective reports. Students who create self-designed electives and work one-on-one with faculty are not asked

to evaluate their courses, due to the total lack of anonymity in those evaluations.

N equals the number of completed evaluations.

Percent Distribution of Responses

Overall course quality 1

Unacceptable

2

Weak

3

Satisfactory

4 Very

Good

5

Excellent N Mean

All electives, Phases 1 and 2 0.0 2.7 15.2 33.0 49.1 224 4.29

Career exploration electives, Phase 3 0.0 2.7 20.4 31.0 46.0 113 4.20

All electives, Phase 4 0.1 1.1 11.5 30.3 57.0 1540 4.43

Subinternships, Phase 4 0.0 1.9 11.5 33.2 53.4 262 4.38

Figure 6 Global rating of electives and subinternships, AY 2015-2016

19

Teaching

Courses taught by one faculty member (HCE-100, DD-200, BD-201/202, MIM-100, HQI-101) are not reported here.

The tables below provide ratings by course for the item “Overall quality of teaching.” N equals the number of completed

evaluations.

Phase 1 Percent Distribution of Responses

Overall quality of teaching 1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N Mean

A-100 Introduction to Clinical

Anatomy 0.4 2.0 19.6 35.3 42.7 965 4.18

APCS-100 Applied Clinical

Skills 1 0.2 0.5 9.3 31.5 58.5 441 4.48

CMB-100 Cell and Molecular

Biology 0.7 4.7 24.5 34.8 35.3 2437 3.99

MHR-100 Microbes and Host

Responses 0.1 2.4 20.5 41.0 36.0 1410 4.10

PATH-100 Introduction to

Pathology 0.4 0.0 4.4 27.9 67.3 226 4.62

PHAR-100 Principles of

Pharmacology 0.5 3.3 22.8 37.2 36.2 921 4.05

Figure 7 Global rating of teaching in Phase 1 courses, AY 2015-2016

Phase 2 Percent Distribution of Responses


1

Unacceptable

2

Weak

3

Satisfactory

4 Very

Good

5

Excellent N Mean

APCS-201/202 Applied Clinical

Skills 2 0.4 2.6 17.1 28.6 51.3 234 4.28

BMH-200 Behavioral Medicine and

Health 0.0 0.9 19.7 38.4 41.0 937 4.20

CARD-200 - Cardiovascular System 1.4 4.1 21.4 31.9 41.2 1431 4.07

DD-200 - Death and Dying 0.0 3.0 18.9 35.2 42.8 264 4.18

ENDR-200 - Endocrine and

Reproductive System 0.1 1.3 12.4 35.8 50.4 1067 4.35

GI-200 - Gastrointestinal System 0.1 2.3 13.8 37.9 46.0 1600 4.28

HEM-200 Hematology 0.6 2.2 23.7 39.7 33.8 1284 4.04

NSCI-201 Basic Clinical

Neurosciences 0.9 3.3 25.3 34.6 35.9 2484 4.01

RENL-200 - Renal-Urinary System 0.7 3.2 22.4 37.4 36.2 834 4.05

RESP-200 - Respiratory System 0.2 1.4 18.3 36.1 44.1 1396 4.22

SBJ-200 - Skin, Bone and Joint 0.1 0.5 11.5 36.0 52.0 1662 4.39

Figure 8 Global rating of teaching in Phase 2 courses, AY 2015-2016

20

Phase 3 Required Courses

For the seven required clerkships, Figure 9 reports all individuals (residents, faculty, community preceptors, etc.) who taught

in the clerkship, regardless of their departmental affiliation. Students in self-designed electives do not evaluate the faculty who

teach those electives. There are no faculty evaluations for Applied Clinical Skills 3 (APCS-300). Students in Interprofessional

Team Seminars (FCM-430) evaluate their facilitators: there is no rating of overall teaching.

All faculty and residents, regardless of department affiliation, are compiled and included in these results. Data include

evaluations from both M3 and M4 students. N equals the number of completed evaluations.


Overall Quality of Teaching

1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N Mean

Family and Community Medicine

(FCM-301) 0.8 2.0 8.9 23.8 64.6 508 4.49

Internal Medicine (IM-301) 0.7 2.2 9.6 27.1 60.5 1293 4.44

Neurology (N-301) 1.0 3.2 13.3 27.5 55.0 1017 4.32


Women’s Health (OB-301) 1.7 3.7 9.6 28.2 56.8 1526 4.35

Pediatrics (PED-301) 0.4 3.5 13.7 27.9 54.4 1843 4.32

Psychiatry (PS-301) 0.8 3.1 14.0 27.4 54.7 1040 4.32

Surgery (S-301) 1.6 6.4 19.1 31.8 41.17 702 4.05

Figure 9 Global rating of teaching in Phase 3, AY 2015-2016

Phase 4 Required Courses and Electives

The only required course, CAP-400, Required Capstone, is evaluated by session: there are no individual faculty evaluations,

therefore there is no “overall quality of teaching” for this course.



1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N Mean

Electives 0.5 0.6 6.0 18.7 74.1 2283 4.70

Subinternships 0.3 0.8 6.7 20.1 72.1 616 4.67

21

V. Student Evaluation of Individual Courses

Phase 1 Foundations

Director for Phase 1 courses: Greg Smith, PhD, Surgery; Coordinator: Cynthia Fairchild, Office of Curricular Affairs

Evaluation item text:

Overall quality of this course

Quality of the syllabus

Exams and other assessments emphasized my ability to apply knowledge and solve problems, rather than my

ability to memorize a large amount of detail.

Please rate your perception of the level of emphasis on detail taught in this course.

Workload / demands on student time



Course AY 1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N Mean

A-100 - Introduction to

Clinical Anatomy

14-15 0.6 6.9 42.8 41.5 8.2 159 3.50

15-16 0.0 7.8 43.8 39.8 8.6 128 3.49

APCS-100 - Applied Clinical

Skills 1

14-15 0.0 3.9 39.4 42.3 14.4 104 3.67

15-16 1.6 4.7 21.3 44.1 28.4 127 3.93

CMB-100 - Cell and

Molecular Biology

14-15 0.0 0.0 30.3 54.1 15.6 122 3.85

15-16 0.9 0.9 31.3 57.1 9.8 112 3.74

EPI-100 - Epidemiology and

Biostatistics

14-15 0.0 0.0 11.6 43.8 44.6 121 4.33

15-16 1.0 0.0 13.6 43.7 41.8 103 4.25

HCE-100 - Health Care Ethics 14-15 0.0 3.1 31.6 42.9 22.5 98 3.85

15-16 1.9 20.8 41.5 26.4 9.4 106 3.21

HQI-101 Fundamentals of

Patient Safety

14-15 NA NA NA NA NA NA NA

15-16 6.4 20.2 54.3 13.8 5.3 94 2.91

MHR-100 - Microbes and

Host Responses

14-15 0.0 0.6 22.8 55.6 21.0 162 3.97

15-16 0.0 3.8 38.6 37.9 19.7 132 3.73

MIM-100 - Introduction to

Medical Information

Management

14-15 0.0 0.6 40.6 46.3 12.5 160 3.71

15-16 0.0 1.6 42.3 44.7 11.4 123 3.66

PATH-100 - Introduction to

Pathology

14-15 0.0 0.0 8.5 35.4 56.2 130 4.48

15-16 0.0 0.0 11.2 39.7 49.1 116 4.38

PHAR-100 - Principles of

Pharmacology

14-15 0.8 2.5 27.1 54.1 15.6 122 3.81

15-16 0.0 4.7 32.8 47.7 14.8 128 3.73

22


HCE-100, HQI-101, APCS-100, and MIM-100 provide students with materials as handouts or electronically, but do not have

“syllabi” in the traditional medical school sense.


Course AY 1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N Mean

A-100 - Introduction to

Clinical Anatomy

14-15 5.3 26.0 40.0 24.7 4.0 150 2.96

15-16 0.0 11.5 40.2 37.7 10.7 122 3.48

CMB-100 - Cell and

Molecular Biology

14-15 0.0 0.0 19.8 57.0 23.1 121 4.03

15-16 0.0 0.0 22.7 54.6 22.7 110 4

EPI-100 - Epidemiology and

Biostatistics

14-15 0.0 0.0 7.4 33.9 58.7 121 4.51

15-16 0.0 0.0 1.9 40.8 57.3 103 4.55

MHR-100 - Microbes and

Host Responses

14-15 0.7 4.6 25.7 44.7 24.3 152 3.88

15-16 0.8 8.1 40.3 31.5 19.4 124 3.6

PATH-100 - Introduction to

Pathology

14-15 0.0 0.0 6.7 40.8 52.5 120 4.46

15-16 0.0 0.0 15.7 38.2 46.1 102 4.3

PHAR-100 - Principles of

Pharmacology

14-15 0.0 0.9 27.4 50.4 21.4 117 3.92

15-16 0.9 5.4 19.8 50.5 23.4 111 3.9

Exams and other assessments emphasized my ability to apply knowledge and solve problems, rather than

my ability to memorize a large amount of detail

APCS-100 is assessed solely by attendance and participation.


Course AY 1 Strongly

Disagree

2

Disagree 3 Agree

4 Strongly

Agree N Mean

A-100 Introduction to Clinical

Anatomy

14-15 4.6 19.2 66.9 9.3 151 2.81

15-16 8.9 21.1 65.0 4.9 123 2.66

CMB-100 Cell and Molecular

Biology

14-15 1.6 10.7 73.0 14.8 122 3.01

15-16 2.8 15.6 72.5 9.2 109 2.88

EPI-100 Epidemiology and

Biostatistics

14-15 1.7 1.7 51.3 45.4 119 3.40

15-16 1.0 0.0 55.9 43.1 102 3.41

HCE-100 Health Care Ethics 14-15 0.0 5.4 67.4 27.2 92 3.22

15-16 12.1 21.7 57.8 8.4 83 2.63

HQI-101 14-15 NA NA NA NA NA NA

15-16 9.8 23.2 59.8 7.3 82 2.65

MHR-100 Microbes and Host

Responses

14-15 1.3 6.0 74.8 17.9 151 3.09

15-16 1.6 11.2 73.6 13.6 125 2.99

23



Disagree

2

Disagree 3 Agree

4 Strongly

Agree N Mean

MIM-100 Introduction to Medical

Information Management

14-15 0.7 0.7 58.1 40.7 155 3.39

15-16 0.0 2.5 54.2 43.3 120 3.41

PATH-100 Introduction to

Pathology

14-15 0.0 5.7 57.3 37.1 124 3.31

15-16 0.0 3.7 67.3 29.0 107 3.25

PHAR-100 Principles of

Pharmacology

14-15 5.1 12.8 62.4 19.7 117 2.97

15-16 4.2 25.4 54.2 16.1 118 2.82

Perception of the level of emphasis on detail taught in this course


Course AY 1

Excessive

2

Appropriate

3

Inadequate N

A-100 Introduction to Clinical Anatomy 14-15 18.7 80.7 0.7 150

15-16 19.4 75.8 4.8 124

APCS-100 Applied Clinical Skills 1 14-15 1.1 92.3 6.6 91

15-16 0.9 93.9 5.2 115

CMB-100 Cell and Molecular Biology 14-15 6.6 92.6 0.8 121

15-16 12.8 85.3 1.8 109

EPI-100 Epidemiology and Biostatistics 14-15 0.0 99.2 0.8 121

15-16 0.0 99.0 1.0 103

HCE-100 Health Care Ethics 14-15 0.0 96.7 3.3 92

15-16 4.2 79.0 16.8 95

HQI-101 14-15 NA NA NA NA

15-16 15.3 83.5 1.2 85

MHR-100 Microbes and Host Responses 14-15 4.0 91.4 4.6 151

15-16 2.4 91.1 6.5 123

MIM-100 Introduction to Medical Information

Management

14-15 1.3 98.7 0.0 159

15-16 7.4 92.6 0.0 121

PATH-100 Introduction to Pathology 14-15 4.0 92.8 3.2 125

15-16 3.7 92.6 3.7 108

PHAR-100 Principles of Pharmacology 14-15 10.2 89.0 0.9 118

15-16 21.2 78.0 0.9 118

24



Course AY 1

Excessive

2

Appropriate

3

Inadequate N


15-16 22.8 76.4 0.8 127


15-16 0.0 99.2 0.8 122


15-16 4.5 95.5 0.0 112


15-16 0.0 99.0 1.0 103


15-16 1.0 92.8 6.2 97

HQI-101 14-15 NA NA NA NA

15-16 7.2 92.8 0.0 83


15-16 3.8 95.5 0.8 133


Management

14-15 3.1 96.9 0.0 159

15-16 4.1 95.9 0.0 122


15-16 17.0 83.0 0.0 112


15-16 13.3 85.9 0.8 128

25

Please rate your perception of the amount of time devoted to active learning (e.g. labs, small groups, PBL

cases, interactive lectures, clinical correlations) in this course.


Course AY 1

Excessive

2 Appropriate 3

Inadequate

N


15-16 9.7 87.1 3.2 124


15-16 2.6 93.2 4.3 117


15-16 5.5 90.8 3.7 109


15-16 4.9 95.1 0.0 102


15-16 0.0 82.4 17.7 85

HQI-101 Fundamentals of Patient Safety 14-15 NA NA NA NA

15-16 13.9 77.2 8.9 79


Management

14-15 2.3 95.3 2.3 128

15-16 4.4 92.2 3.3 90


15-16 4.0 88.7 7.3 124


15-16 21.3 78.7 0.0 108


15-16 1.0 74.0 25.0 100

27


Director for Phase 2 courses: Paul Schmitz, MD, Internal Medicine. Coordinator: Debbie Crisler, Office of Curricular Affairs

Evaluation item text:



Exams and other assessments emphasized my ability to apply knowledge and solve problems, rather than my

ability to memorize a large amount of detail.

Please rate your perception of the level of emphasis on detail taught in this course.




Course AY 1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N Mean

APCS-201/202 Applied

Clinical Skills 2

14-15 0.0 2.0 18.6 45.1 34.3 102 4.12

15-16 0.0 0.0 17.7 56.9 25.5 102 4.08

BD-201/202 Bedside

Diagnosis

14-15 0.0 3.7 33.6 46.7 15.9 107 3.75

15-16 0.0 6.0 12.0 50.0 32.0 150 4.08

BMH-200 - Behavioral

Medicine and Health

14-15 0.0 3.8 24.8 45.1 26.3 133 3.94

15-16 0.8 5.9 32.8 42.9 17.7 119 3.71

CARD-200 Cardiovascular

System

14-15 0.0 3.1 21.7 56.7 18.6 97 3.91

15-16 0.8 6.1 18.3 48.1 26.7 131 3.94

DD-200 Death and Dying 14-15 0.0 0.0 19.4 55.6 25.0 72 4.06

15-16 0.0 2.7 19.5 46.9 31.0 113 4.06

ENDR-200 Endocrine and

Reproductive System

14-15 0.0 2.3 26.9 53.9 16.9 130 3.85

15-16 0.0 1.0 15.2 53.3 30.5 105 4.13

GI-200 Gastrointestinal

System

14-15 0.0 0.0 19.1 53.9 27.0 89 4.08

15-16 0.0 0.0 15.0 52.2 32.7 113 4.18

HEM-200 - Hematology 14-15 0.0 14.4 46.4 31.2 8.0 125 3.33

15-16 2.5 8.9 35.4 41.8 11.4 79 3.51

NSCI-201 - Basic Clinical

Neurosciences

14-15 0.0 2.0 13.1 42.5 42.5 153 4.25

15-16 0.0 0.0 8.6 23.9 67.5 117 4.59

RENL-200 Renal-Urinary

System

14-15 0.0 2.1 16.8 37.9 43.2 95 4.22

15-16 1.1 22.6 37.6 29.0 9.7 93 3.24

RESP-200 Respiratory System 14-15 0.0 4.7 32.6 36.1 26.7 86 3.85

15-16 2.7 1.8 17.7 46.0 31.9 113 4.03

SBJ-200 Skin, Bone and Joint

Module

14-15 0.0 6.6 29.7 55.0 8.8 91 3.66

15-16 0.0 0.0 4.0 40.6 55.5 101 4.51

28



Course AY 1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N Mean


Clinical Skills 2

14-15 0.0 3.6 27.4 39.3 29.8 84 3.95


BD-201/202 Bedside

Diagnosis

14-15 0.0 10.6 30.9 41.5 17.0 94 3.65

15-16 0.9 10.0 18.2 43.6 27.3 110 3.86

BMH-200 - Behavioral

Medicine and Health

14-15 4.7 27.4 34.9 22.6 10.4 106 3.07

15-16 4.0 20.0 36.0 25.0 15.0 100 3.27


System

14-15 1.1 5.3 27.7 52.1 13.8 94 3.72

15-16 0.9 1.8 31.9 42.5 23.0 113 3.85

DD-200 Death and Dying 14-15 1.5 1.5 26.5 48.5 22.1 68 3.88

15-16 0.0 2.0 19.8 48.5 29.7 101 4.06


Reproductive System

14-15 0.0 1.1 29.5 48.4 21.1 95 3.89

15-16 0.0 2.7 18.9 59.5 18.9 74 3.95


System

14-15 0.0 2.6 28.6 52.0 16.9 77 3.83

15-16 0.0 2.3 24.1 50.6 23.0 87 3.94

HEM-200 - Hematology 14-15 0.9 1.7 32.2 46.1 19.1 115 3.81

15-16 1.4 1.4 32.4 43.7 21.1 71 3.82

NSCI-201 - Basic Clinical

Neurosciences

14-15 0.0 2.2 25.0 47.1 25.7 136 3.96

15-16 0.0 1.0 19.4 52.0 27.6 98 4.06


System

14-15 0.0 0.0 24.4 43.3 32.2 90 4.08

15-16 0.0 1.2 28.6 42.9 27.4 84 3.96

RESP-200 Respiratory System 14-15 1.2 5.9 25.9 40.0 27.1 85 3.86

15-16 0.0 3.0 15.8 32.7 48.5 101 4.27


Module

14-15 0.0 3.0 34.3 52.2 10.5 67 3.70

15-16 0.0 0.0 10.8 41.9 47.3 74 4.36

29

Exams and other assessments emphasized my ability to apply knowledge and solve problems, rather than

my ability to memorize a large amount of detail



disagree

2

Disagree 3 Agree

4 Strongly

Agree N Mean


Clinical Skills 2

14-15 0.0 3.2 59.6 37.2 94 3.34

15-16 0.0 3.7 74.4 22.0 82 3.18

BD-201/202 Bedside

Diagnosis

14-15 0.0 9.8 66.3 23.9 92 3.14

15-16 2.6 4.4 66.7 26.3 114 3.17

BMH-200 Behavioral

Medicine and Health

14-15 6.2 15.0 66.4 12.4 113 2.85

15-16 1.9 11.3 77.4 9.4 106 2.94


System

14-15 1.1 12.6 63.2 23.2 95 3.08

15-16 8.9 9.7 65.3 16.1 124 2.89

DD-200 Death and Dying 14-15 0.0 0.0 77.1 22.9 48 3.23

15-16 0.0 1.5 66.7 31.9 69 3.3


Reproductive System

14-15 5.7 14.5 66.1 13.7 124 2.88

15-16 4.3 4.3 72.0 19.4 93 3.06


System

14-15 0.0 4.7 70.9 24.4 86 3.2

15-16 1.0 5.0 68.3 25.7 101 3.19

HEM-200 Hematology 14-15 8.2 24.6 61.8 5.5 110 2.65

15-16 4.1 11.0 71.2 13.7 73 2.95

NSCI-201 Basic Clinical

Neurosciences

14-15 0.0 4.8 58.2 37.0 146 3.32

15-16 0.9 0.0 51.4 47.7 109 3.46


System

14-15 0.0 3.3 56.7 40.0 90 3.37

15-16 8.9 13.9 62.0 15.2 79 2.84

RESP-200 Respiratory System 14-15 1.2 3.5 70.6 24.7 85 3.19

15-16 1.0 0.0 68.3 30.7 101 3.29


Module

14-15 1.2 9.6 74.7 14.5 83 3.02

15-16 1.2 3.5 57.7 37.7 85 3.32

30

Perception of the level of emphasis on detail taught in this course


Course AY 1 Excessive 2 Appropriate 3 Inadequate N

APCS-201/202 Applied Clinical Skills 2 14-15 0.0 97.9 2.2 93

15-16 2.5 96.3 1.2 81

BD-201/202 Bedside Diagnosis 14-15 1.0 96.9 2.1 97

15-16 1.7 93.2 5.1 118

BMH-200 Behavioral Medicine and Health 14-15 3.3 95.9 0.8 122

15-16 3.7 95.4 0.9 109

CARD-200 Cardiovascular System 14-15 2.1 96.9 1.0 96

15-16 7.3 90.2 2.4 123

DD-200 Death and Dying 14-15 0.0 100.0 0.0 68

15-16 0.0 98.1 1.9 103

ENDR-200 Endocrine and Reproductive System 14-15 5.6 93.7 0.8 126

15-16 6.6 92.3 1.1 91

GI-200 Gastrointestinal System 14-15 3.5 95.4 1.2 86

15-16 2.0 98.0 0.0 101

HEM-200 Hematology 14-15 31.0 65.5 3.5 116

15-16 10.7 88.0 1.3 75

NSCI-201 Basic Clinical Neurosciences 14-15 9.7 89.7 0.7 145

15-16 6.4 93.6 0.0 110

RENL-200 Renal-Urinary System 14-15 4.4 94.4 1.1 90

15-16 16.3 80.0 3.8 80

RESP-200 Respiratory System 14-15 23.5 75.3 1.2 85

15-16 16.8 83.2 0.0 101

SBJ-200 Skin, Bone and Joint Module 14-15 10.8 88.0 1.2 83

15-16 0.0 100.0 0.0 82

31





15-16 0.0 100.0 0.0 91


15-16 0.8 97.0 2.2 134


15-16 0.0 99.1 0.9 108


15-16 2.3 97.7 0.0 131


15-16 1.8 95.6 2.7 113


15-16 2.9 96.2 1.0 104


15-16 0.9 99.1 0.0 113

HEM-200 Hematology 14-15 15.9 84.1 0.0 126

15-16 4.2 94.4 1.4 72


15-16 7.4 92.6 0.0 108


15-16 17.2 80.7 2.2 93


15-16 5.3 94.7 0.0 113


15-16 0.0 100.0 0.0 89

32

Please rate your perception of the amount of time devoted to active learning (e.g. labs, small groups, PBL

cases, interactive lectures, clinical correlations) in this course.




15-16 0.0 94.9 5.1 78


15-16 0.9 94.0 5.1 117


15-16 1.9 92.5 5.7 106


15-16 0.0 86.6 13.5 119


15-16 1.0 96.1 2.9 103


15-16 1.2 93.0 5.8 86


15-16 1.0 96.9 2.0 98

HEM-200 Hematology 14-15 2.7 69.9 27.4 113

15-16 2.9 83.8 13.2 68


15-16 3.7 95.4 0.9 109


15-16 11.3 82.5 6.3 80


15-16 0.0 95.1 5.0 101


15-16 0.0 100.0 0.0 80

33

Electives in Phase 1 and Phase 2

Elective director: Greg Smith, PhD; Elective coordinator: Cynthia Fairchild

Course Evaluation Results

The tables below provide evaluation results only for electives which met the release criteria (five registrations and three

completed evaluations, or in some cases, 3 evaluations over 3 years). Ratings combine results for both M1 and M2 students.

Some students took one 12-week elective and completed one evaluation, while other students took two 6-week electives and

would have been asked to complete two evaluations. The evaluation items are as follows and are reported for each course:

Q1 Preparation of faculty/department/office for my arrival

Q2 Quality of feedback on my work

Q3 Overall quality of this course

N = number of ratings for the item and indicates the maximum number of evaluations. ** = multiple years reported.

Course Q# 1

Un

acc

epta

ble

2 W

eak

3 S

ati

sfa

cto

ry

4 V

ery

Go

od

5 E

xce

llen

t

N Mean

FCM-130 - Tools for the Future Primary

Care Physician

1 0.0 0.0 0.0 0.0 100.0 4 5.00

2 0.0 0.0 0.0 0.0 100.0 4 5.00

3 0.0 0.0 0.0 0.0 100.0 4 5.00

IM-106 - Health Resource Center 1 0.0 0.0 16.7 66.7 16.7 6 4.00

2 0.0 14.3 14.3 42.9 28.6 7 3.86

3 0.0 22.2 22.2 33.3 22.2 9 3.56

IM-110** - Introduction to Sleep

Medicine

1 0.0 0.0 0.0 66.7 33.3 3 4.33

2 0.0 0.0 0.0 33.3 66.7 3 4.67

3 0.0 0.0 0.0 66.7 33.3 3 4.33

IM-112 - Geriatric Medicine Research 1 0.0 0.0 16.7 66.7 16.7 6 4.00

2 0.0 16.7 0.0 66.7 16.7 6 3.83

3 0.0 0.0 33.3 33.3 33.3 6 4.00

IM-115** - Asthma & Allergy Clinical

Services

1 0.0 0.0 0.0 25.0 75.0 4 4.75

2 0.0 0.0 0.0 25.0 75.0 4 4.75

3 0.0 0.0 0.0 25.0 75.0 4 4.75

MELC-102** - "Introduction to Medical

School" Undergraduate Course

1 0.0 0.0 33.3 33.3 33.3 3 4.00

2 0.0 50.0 50.0 0.0 0.0 2 2.50

3 0.0 0.0 33.3 33.3 33.3 3 4.00

MELC-105** - Professionalism via the

Medical Narrative

1 0.0 0.0 0.0 20.0 80.0 5 4.80

2 0.0 0.0 20.0 0.0 80.0 5 4.60

3 0.0 0.0 0.0 20.0 80.0 5 4.80

MELC-106 - Business and Leadership in

Medicine

1 0.0 0.0 0.0 0.0 100.0 6 5.00

2 0.0 0.0 0.0 16.7 83.3 6 4.83

3 0.0 0.0 0.0 28.6 71.4 7 4.71

34

Course Q# 1

Un

acc

epta

ble

2 W

eak

3 S

ati

sfa

cto

ry

4 V

ery

Go

od

5 E

xce

llen

t

N Mean

NS-101 - Introduction to Neurosurgery 1 0.0 0.0 33.3 16.7 50.0 6 4.17

2 0.0 0.0 20.0 0.0 80.0 5 4.60

3 0.0 0.0 14.3 42.9 42.9 7 4.29

OB-102** - An Elective In Women's

Health

1 0.0 0.0 50.0 0.0 50.0 4 4.00

2 0.0 0.0 66.7 0.0 33.3 3 3.67

3 0.0 0.0 0.0 50.0 50.0 4 4.50

OT-104 - Humanism in the Care of

Patients with Cancer

1 0.0 20.0 20.0 20.0 40.0 5 3.80

2 0.0 0.0 50.0 0.0 50.0 4 4.00

3 0.0 16.7 16.7 16.7 50.0 6 4.00

PA-106 - Introduction To Forensic

Pathology

1 0.0 0.0 0.0 85.7 14.3 7 4.14

2 0.0 0.0 14.3 57.1 28.6 7 4.14

3 0.0 0.0 0.0 14.3 85.7 7 4.86

PED-104** - Neonatology 1 0.0 0.0 0.0 100.0 0.0 1 4.00

2 0.0 0.0 0.0 100.0 0.0 1 4.00

3 0.0 50.0 0.0 0.0 50.0 2 3.50

PED-108 - Acting Like a Doctor 1 0.0 0.0 8.3 0.0 91.7 12 4.83

2 0.0 0.0 8.3 8.3 83.3 12 4.75

3 0.0 0.0 7.1 21.4 71.4 14 4.64

PED-109 - Introduction to Developmental

Disability Medicine

1 0.0 12.5 37.5 25.0 25.0 8 3.62

2 0.0 16.7 50.0 16.7 16.7 6 3.33

3 0.0 0.0 50.0 37.5 12.5 8 3.62

RLC-107 - The Research Tract 1 0.0 0.0 28.6 71.4 0.0 7 3.71

2 0.0 0.0 28.6 57.1 14.3 7 3.86

3 0.0 0.0 28.6 57.1 14.3 7 3.86

S-107 - Introduction To Laparoscopy 1 0.0 0.0 0.0 11.1 88.9 9 4.89

2 0.0 0.0 11.1 33.3 55.6 9 4.44

3 0.0 0.0 0.0 10.0 90.0 10 4.90

SALC-117 - Corrections Medicine at

Juvenile Detention

1 0.0 0.0 16.7 50.0 33.3 6 4.17

2 0.0 0.0 20.0 60.0 20.0 5 4.00

3 0.0 0.0 0.0 16.7 83.3 6 4.83

SALC-136** - HIV in Medicine

1 0.0 0.0 0.0 33.3 66.7 3 4.67

2 0.0 0.0 33.3 66.7 0.0 3 3.67

3 0.0 0.0 0.0 66.7 33.3 3 4.33

35

Course Q#

1 U

na

ccep

tab

le

2 W

eak

3 S

ati

sfa

cto

ry

4 V

ery

Go

od

5 E

xce

llen

t

N Mean

SALC-138 - Labor of Love: Vulnerable

Women & Maternity

1 0.0 0.0 0.0 42.9 57.1 7 4.57

2 0.0 0.0 16.7 50.0 33.3 6 4.17

3 0.0 0.0 0.0 42.9 57.1 7 4.57

SALC-140** - Music Therapy 1 0.0 0.0 0.0 0.0 100.0 3 5.00

2 0.0 0.0 0.0 0.0 100.0 3 5.00

3 0.0 0.0 0.0 0.0 100.0 3 5.00

SALC-141** - Mobile Health Initiative 1 0.0 33.3 0.0 0.0 66.7 3 4.00

2 0.0 0.0 50.0 0.0 50.0 2 4.00

3 0.0 0.0 33.3 33.3 33.3 3 4.00

SALC-143 - ER Ambassador Program @

SLUH

1 0.0 0.0 25.0 12.5 62.5 8 4.38

2 0.0 0.0 16.7 16.7 66.7 6 4.50

3 0.0 0.0 11.1 44.4 44.4 9 4.33

SALC-148 - Doctors for Diversity 1 0.0 0.0 25.0 0.0 75.0 4 4.50

2 0.0 0.0 50.0 0.0 50.0 4 4.00

3 0.0 0.0 50.0 25.0 25.0 4 3.75

SIM-101 - Management of the Critical

Patient & Procedures

1 0.0 6.5 16.1 35.5 41.9 31 4.13

2 0.0 0.0 34.5 24.1 41.4 29 4.07

3 0.0 0.0 17.1 34.3 48.6 35 4.31

Figure 10 Evaluation of electives in Phases 1 and 2, AY 2015-2016


In compliance with LCME standards, student workload is monitored. The elective evaluations ask students to evaluate the

workload associated with the course. The results for the courses reported in AY 2014-2015 are shown in the table below.

Workload / demands on student time 1 Excessive 2 Appropriate 3 Inadequate N

FCM-130 - Tools for the Future Primary Care Physician 0.0% 100.0% 0.0% 4

IM-106 - Health Resource Center 0.0% 100.0% 0.0% 7

IM-110** - Introduction to Sleep Medicine 0.0% 100.0% 0.0% 3

IM-112 - Geriatric Medicine Research 0.0% 100.0% 0.0% 6

IM-115** - Asthma & Allergy Clinical Services 0.0% 100.0% 0.0% 4

MELC-102** - "Introduction to Medical School"

Undergraduate Course

0.0% 100.0% 0.0% 3

36

Workload / demands on student time 1 Excessive 2 Appropriate 3 Inadequate N

MELC-105** - Professionalism via the Medical Narrative 0.0% 100.0% 0.0% 5

MELC-106 - Business and Leadership in Medicine 0.0% 100.0% 0.0% 6

NS-101 - Introduction to Neurosurgery 0.0% 100.0% 0.0% 7

OB-102** - An Elective In Women's Health 0.0% 100.0% 0.0% 4

OT-104 - Humanism in the Care of Patients with Cancer 0.0% 100.0% 0.0% 4

PA-106 - Introduction To Forensic Pathology 0.0% 100.0% 0.0% 7

PED-104** - Neonatology 0.0% 100.0% 0.0% 1

PED-108 - Acting Like a Doctor 8.3% 83.3% 8.3% 12

PED-109 - Introduction to Developmental Disability Medicine 0.0% 100.0% 0.0% 8

RLC-107 - The Research Tract 0.0% 100.0% 0.0% 7

S-107 - Introduction To Laparoscopy 0.0% 100.0% 0.0% 10

SALC-117 - Corrections Medicine at Juvenile Detention 0.0% 100.0% 0.0% 6

SALC-136** - HIV in Medicine 0.0% 100.0% 0.0% 3

SALC-138 - Labor of Love: Vulnerable Women & Maternity 0.0% 100.0% 0.0% 7

SALC-140** - Music Therapy 0.0% 100.0% 0.0% 3

SALC-141** - Mobile Health Initiative 0.0% 100.0% 0.0% 3

SALC-143 - ER Ambassador Program @ SLUH 11.1% 88.9% 0.0% 9

SALC-148 - Doctors for Diversity 25.0% 75.0% 0.0% 4

SIM-101 - Management of the Critical Patient & Procedures 0.0% 100.0% 0.0% 32

Figure 11 Elective workload, AY 2015-2016

37


All students are required to successfully complete the seven clerkships, Applied Clinical Skills 3 (APCS-300) and

Interprofessional Team Seminars (FCM-430) for graduation.

The full text of the items reported for the clerkship evaluations is:


Quality of the clerkship syllabus (web and/or print)

Overall quality of didactic sessions

Adequacy of patient range (age, sex, disorders, etc.) provided for me

Work Hours. During the clerkship, were you ever required to work more than 80 hours per week? (Please note

that time spent reading or studying does not count as “work” in this context. Students must have at least one

full day off out of every seven days. Both hours and days are averaged over an educational block as defined for

each clerkship: they are not necessarily consecutive days.) [This item is followed by a text field to explain

where excessive duty hours were required.]

For items other than “overall quality,” FCM-430 has its own evaluation form and is reported separately.



Course

1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N Mean

FCM-301Family Medicine clerkship 0.0 0.5 18.1 44.2 37.2 188 4.18

IM-301 Internal Medicine clerkship 1.2 2.4 17.1 54.1 25.3 170 4.0

N-301 Neurology clerkship 0.7 5.1 34.3 43.8 16.1 137 3.69


Women's Health clerkship 2.4 9.8 27.4 45.1 15.2 164 3.61

PED-301 Pediatrics clerkship 0.6 0.0 7.3 46.1 46.1 165 4.37

PS-301 Psychiatry clerkship 0.8 4.9 34.2 43.9 16.3 123 3.70

S-301 Surgery clerkship 0.7 10.1 47.8 33.3 8.0 138 3.38


1 Poor 2 Fair 3 Good 4 Very

Good

5

Excellent N Mean

FCM-430 Interprofessional Team

Seminars 14.2 31.1 30.2 19.8 4.7 106 2.70

Figure 12 Overall quality of this course, AY 2015-2016

38



Course 1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N Mean

FCM-301 Family Medicine 1.1 1.1 30.7 39.1 27.9 179 3.92

IM-301 Internal Medicine 0.0 3.2 19.2 46.8 30.8 156 4.05

N-301 Neurology 4.6 8.3 36.7 32.1 18.4 109 3.51


Women's Health 1.3 5.1 33.3 39.1 21.2 156 3.74

PED-301 Pediatrics 0.0 0.6 11.3 39.4 48.8 160 4.36

PS-301 Psychiatry 1.0 3.9 37.5 41.4 16.4 104 3.68

S-301 Surgery 1.6 15.6 46.9 28.1 7.8 128 3.25

Figure 13 Clerkship syllabus (web and/or print), AY 2015-2016

Quality of the didactic sessions


1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N Mean

FCM-301 - Family Medicine 0.0 2.7 19.5 39.5 38.4 185 4.14


N-301 - Neurology 3.0 10.5 29.1 39.6 17.9 134 3.59

OB-301 - Obstetrics, Gynecology, and

Women's Health 0.6 6.1 30.5 39.0 23.8 164 3.79

PED-301 - Pediatrics Clerkship 0.6 3.0 20.0 46.7 29.7 165 4.02

PS-301 - Psychiatry 1.7 4.1 40.5 38.0 15.7 121 3.62

S-301 - Surgery 5.5 22.7 44.5 21.9 5.5 128 2.99

Figure 14 Quality of didactic sessions, AY 2015-2016

39

Adequacy of patient range


1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N Mean

FCM-301 - Family Medicine 0.0 4.3 25.5 29.8 40.4 188 4.06


N-301 - Neurology 0.7 3.7 25.0 47.8 22.8 136 3.88

OB-301 - Obstetrics, Gynecology, and

Women's Health 1.8 7.3 26.2 47.0 17.7 164 3.71

PED-301 - Pediatrics 0.0 0.0 15.2 34.6 50.3 165 4.35

PS-301 - Psychiatry 0.0 4.0 30.7 34.7 30.7 124 3.92

S-301 - Surgery 0.0 5.1 30.4 40.6 23.9 138 3.83

Figure 15 Adequacy of patient range, AY 2015-2016

During the clerkship, were you ever required to work more than 80 hours per week? (Please note that time spent reading or

studying does not count as "work" in this context. Students must have at least one full day off out of every seven days. Both

hours and days are averaged over an educational block as defined by each clerkship: they are not necessarily consecutive

days.)



1 No 2 Once 3 Two-three times 4 More than three times N

FCM-301 Family Medicine 96.8 1.6 0.0 1.6 187

IM-301 Internal Medicine 98.8 0.6 0.0 0.6 167

N-301 Neurology 97.8 1.5 0.7 0.0 135


Women's Health 97.6 0.6 1.2 0.6 164

PED-301 Pediatrics 96.9 2.5 0.0 0.6 161

PS-301 Psychiatry 99.2 0.8 0.0 0.0 123

S-301 Surgery 90.4 6.7 2.2 0.7 135

Figure 16 Work Hours, AY 2015-2016

40

Interprofessional Team Seminars (FCM-430)

The Interprofessional Team Seminars (IPTS) course brings together students from the schools of medicine, nursing, health

sciences professions and social work to engage in both large and small group activities designed to foster improved, team-

based health care.

David Pole, MPH (Director, Center for Interprofessional Education and Research (CIER); Instructor, Department of Family

and Community Medicine) directs the course. The course is evaluated through the Center for Interprofessional Education and

Research: results for medical student participants are provided below.

Overall Course Rating

Student Groups

Evaluation Item Med Nur OT Pharm PT PA SW Mean

Overall, this was a valuable course in

preparing me to work as a collaborative

member of a health care team.

3.11 3.95 4.12 4.30 4.00 3.82 3.29 3.82

Scale (1-5) 1= strongly disagree, 5 = strongly agree

My overall rating of the IPTS course is: 2.70 3.62 4.53 4.66 4.33 4.64 4.46 4.58

Scale: 1 poor, 2 fair, 3 good, 4 very good, 5 excellent

Evaluation of Course Content/Instruction

Rating Scale: 1 Strongly disagree; 2 Disagree; 3 Neither agree nor disagree; 4 Agree; 5 Strongly agree

Course Evaluation Item Students N Mean

1. Course expectations and objectives were clearly communicated MD 109 4.11

Total Class 490 4.28

2. I fully understood the goals and objectives of the IPTS course MD 109 4.20


3. I was provided with the information and direction that I needed to succeed in this

course

MD 109 4.21


4. The IPTS Google sites was well organized and supported the course MD 108 4.17


5. The small group sessions contributed to achieving the course objectives

MD 108 3.88


6. As a result of IPTS, I have a greater understanding of how interprofessional

collaboration relates to my future practice

MD 108 3.60


7. Interaction with other health professions’ students increased my skills at

collaboration and teamwork

MD 109 3.34


8. In general, seminar activities enhanced my learning MD 109 3.16

41



9. Overall, this was a valuable course in preparing me to work as a collaborative

member of a health care team

MD 109 3.11


Evaluation of Instruction in FCM-430

Rating Scale: 1 Strongly disagree; 2 Disagree; 3 Neither agree nor disagree; 4 Agree; 5 Strongly agree


The facilitator was well prepared for each session MD 108 4.63


The facilitator encouraged students to participate in course discussions MD 109 4.68


The facilitator created an environment where students could share perspectives

and questions

MD 109 4.63


The facilitator respected students’ opinions MD 108 4.66


The facilitator presented ideas and concepts clearly MD 109 4.56


The facilitator applied course content to teamwork and patient care in a clinical

setting

MD 109 4.59


Overall, the instructor was effective in facilitating the course MD 109 4.63


42

Student Evaluation of Clerkship Services

Students in each of our seven required clerkships are asked to provide feedback on the services that they attend. Only services

with 5 or more student evaluations over the course of the year are reported below to help ensure confidentiality.

Students are asked to evaluate their services with two rated items and a field for comments:

1. Preparation of faculty / department / office for my arrival

2. Educational value of this service

3. Comments and recommendations

Family Medicine Clerkship (IM-301)


Service Item # 1

Unacceptable

2

Weak

3

Satisfactory

4 Very

Good

5

Excellent

N Mean

Mercy Family Medical 1 0.0 0.0 5.6 22.2 72.2 18 4.67

2 0.0 0.0 0.0 11.1 88.9 18 4.89

St. Elizabeth’s, Belleville, IL:

Family Medicine Residency

Program

1 0.0 0.0 20.0 13.3 66.7 15 4.47

2 0.0 0.0 6.7 40.0 53.3 15 4.47

St. Mary's Family Medicine

Residency Program 1 0.0 0.0 8.3 41.7 50.0 12 4.42

2 0.0 0.0 8.3 16.7 75.0 12 4.67

Figure 17 Services provided during FCM-301, AY 2015-2016

Internal Medicine Clerkship (IM- 301)




Service Item # 1

Unacceptable

2

Weak

3

Satisfactory

4 Very

Good

5

Excellent

N Mean

SLU Hospital: Nephrology 1 0.0 0.0 17.7 41.2 41.2 17 4.24

2 5.9 0.0 11.8 29.4 52.9 17 4.24

SLU Hospital: Internal

medicine / geriatric medicine 1 0.0 0.0 15.6 43.8 40.6 32 4.25

2 0.0 3.2 12.9 35.5 48.4 31 4.29

SLU Hospital:

Hematology/Oncology 1 5.9 5.9 35.3 41.2 11.8 17 3.47

2 5.9 17.7 11.8 41.2 23.5 17 3.59

SLU Hospital: Geriatric

medicine inpatient 1 0.0 0.0 33.3 33.3 33.3 3 4.00

2 0.0 0.0 0.0 66.7 33.3 3 4.33

SLU Hospital: General

internal medicine 1 0.0 1.3 8.0 37.3 53.3 75 4.43

2 0.0 0.0 4.1 32.4 63.5 74 4.59

SLU Hospital:

Gastroenterology /

Hepatology

1 0.0 9.1 18.2 40.9 31.8 22 3.95

2 0.0 0.0 4.6 36.4 59.1 22 4.55

43


Service Item # 1

Unacceptable

2

Weak

3

Satisfactory

4 Very

Good

5

Excellent

N Mean

SLU Hospital: Cardiology 1 0.0 5.6 27.8 33.3 33.3 18 3.94

2 0.0 0.0 16.7 33.3 50.0 18 4.33

St Mary's: General internal

medicine 1 2.0 11.8 23.5 33.3 29.4 51 3.76

2 3.9 15.7 31.4 25.5 23.5 51 3.49

Mercy: General internal

medicine 1 0.0 4.6 0.0 45.5 50.0 22 4.41

2 0.0 4.6 4.6 40.9 50.0 22 4.36

John Cochran VA: General

medicine 1 1.3 2.5 22.5 37.5 36.3 80 4.05

2 2.5 1.3 10.0 33.8 52.5 80 4.33

Des Peres: Geriatric medicine

inpatient 1 0.0 0.0 0.0 100.0 0.0 2 4.00

2 50.0 0.0 0.0 0.0 50.0 2 3.00

Des Peres Hospital: Internal

medicine / geriatric medicine 1 0.0 100.0 0.0 0.0 0.0 2 2.00

2 0.0 100.0 0.0 0.0 0.0 2 2.00

Figure 18 Services provided during IM-301, AY 2015-2016

Neurology Clerkship (N-301)




Service Item # 1

Unacceptable

2

Weak

3

Satisfactory

4 Very

Good

5

Excellent

N Mean

Cardinal Glennon: General

Neurology 1 0.0 0.0 10.0 35.0 55.0 60 4.45

2 1.7 3.3 0.0 25.0 70.0 60 4.58

SLU Hospital: Adult Critical

Care Neurology 1 2.1 0.0 19.2 53.2 25.5 47 4.00

2 0.0 0.0 17.0 44.7 38.3 47 4.21

SLU Hospital: Adult Stroke 1 0.0 3.3 15.0 36.7 45.0 60 4.23

2 0.0 0.0 10.0 36.7 53.3 60 4.43

SLU Hospital: General

Neurology 1 1.2 5.9 42.4 31.8 18.8 85 3.61

2 1.2 16.5 32.9 30.6 18.8 85 3.49

Figure 19 Services provided during N-301 AY 2015-2016

44

Obstetrics, Gynecology, and Women’s Health Clerkship (OB-301)




Service Item # 1

Unacceptable

2

Weak

3

Satisfactory

4 Very

Good

5

Excellent

N Mean

St Mary's: Gynecologic

oncology 1 0.0 3.5 17.2 43.1 36.2 58 4.12

2 1.7 5.2 19.0 37.9 36.2 58 4.02

St Mary's: Gynecologic

surgery 1 2.9 5.3 30.0 40.0 21.8 170 3.72

2 2.4 12.9 27.7 35.3 21.8 170 3.61

St Mary's: Labor & Delivery 1 3.7 16.9 37.0 28.6 13.8 189 3.32

2 6.3 14.7 35.8 24.7 18.4 190 3.34

St Mary's: Maternal-Fetal

Medicine/Antepartum 1 4.8 7.1 16.7 33.3 38.1 42 3.93

2 4.8 2.4 9.5 19.1 64.3 42 4.36

St Mary's: REI (Reproductive

Endocrinology and

Infertility)

1 2.1 2.1 8.3 33.3 54.2 48 4.35

2 2.1 2.1 12.5 27.1 56.3 48 4.33

St Mary's: Urogynecology 1 0.0 3.5 17.2 43.1 36.2 58 4.12

2 1.7 5.2 19.0 37.9 36.2 58 4.02

Figure 20 Services provided during OB-301, AY 2015-2016

45

Pediatrics Clerkship (PED-301)




Service Item # 1 Unacceptable 2

Weak

3

Satisfactory

4 Very

Good

5

Excellent

N Mean

CGCH: Adolescent 1 0.0 2.4 11.9 31.0 54.8 42 4.38

2 0.0 2.4 11.9 35.7 50.0 42 4.33

CGCH: Allergy 1 2.3 9.1 29.6 29.6 29.6 44 3.75

2 4.6 13.6 34.1 20.5 27.3 44 3.52

CGCH: Arthritis 1 10.0 30.0 0.0 40.0 20.0 10 3.30

2 20.0 20.0 10.0 30.0 20.0 10 3.10

CGCH: Asthma 1 0.0 2.8 13.9 36.1 47.2 36 4.28

2 0.0 2.8 16.7 36.1 44.4 36 4.22

CGCH: Cardiology 1 2.3 4.6 18.2 23.9 51.1 88 4.17

2 1.1 2.3 15.9 26.1 54.6 88 4.31

CGCH: Cystic fibrosis 1 5.9 5.9 17.7 23.5 47.1 17 4.00

2 0.0 5.9 17.7 29.4 47.1 17 4.18

CGCH: Danis Pediatrics 1 0.0 1.0 10.5 21.9 66.7 105 4.54

2 0.0 1.0 10.5 23.8 64.8 105 4.52

CGCH: Dermatology 1 7.7 38.5 23.1 15.4 15.4 13 2.92

2 15.4 38.5 23.1 0.0 23.1 13 2.77

CGCH: Diabetes 1 3.8 9.4 22.6 34.0 30.2 53 3.77

2 3.8 5.7 26.4 32.1 32.1 53 3.83

CGCH: Endocrinology 1 0.0 8.6 40.0 14.3 37.1 35 3.80

2 0.0 8.6 40.0 17.1 34.3 35 3.77

CGCH:

Gastroenterology 1 0.0 4.3 17.0 40.4 38.3 47 4.13

2 0.0 2.1 19.2 42.6 36.2 47 4.13

CGCH: General

inpatient pediatrics 1 0.0 1.0 13.6 35.9 49.5 103 4.34

2 0.0 1.9 8.7 38.8 50.5 103 4.38

CGCH: Genetics 1

2

0.0 0.0 0.0 0.0 100.0 1 5.00

2 0.0 0.0 0.0 0.0 100.0 1 5.00

CGCH: Hematology 1 1.9 9.3 22.2 22.2 44.4 54 3.98

2 1.9 5.6 22.2 24.1 46.3 54 4.07

CGCH: Nephrology 1 0.0 1.5 13.6 28.8 56.1 66 4.39

2 0.0 3.0 12.1 28.8 56.1 66 4.38

CGCH: Procedural

Sedation 1 50.0 0.0 0.0 50.0 0.0 2 2.50

2 50.0 0.0 0.0 50.0 0.0 2 2.50

46


Service Item # 1 Unacceptable 2

Weak

3

Satisfactory

4 Very

Good

5

Excellent

N Mean

CGCH: Pulmonology 1 0.0 0.0 8.6 57.1 34.3 35 4.26

2 0.0 2.9 11.8 50.0 35.3 34 4.18

CGCH: Sleep clinic 1 0.0 0.0 14.3 42.9 42.9 7 4.29

2 0.0 0.0 0.0 57.1 42.9 7 4.43

CGCH: Subspecialty

inpatient pediatrics 1 0.0 1.1 10.1 36.0 52.8 89 4.40

2 0.0 2.2 12.2 28.9 56.7 90 4.40

CGCH: Weight

management 1 0.0 33.3 33.3 33.3 0.0 3 3.00

2 33.3 0.0 33.3 33.3 0.0 3 2.67

Ranken Jordan:

Pediatric rehabilitation 1 0.0 0.0 7.0 23.3 69.8 43 4.63

2 2.3 6.8 15.9 25.0 50.0 44 4.14

South County

Gastroenterology 1 0.0 50.0 0.0 50.0 0.0 2 3.00

2 50.0 0.0 0.0 0.0 50.0 2 3.00

South County

Dermatology 1 0.0 0.0 100.0 0.0 0.0 1 3.00

2 0.0 0.0 0.0 100.0 0.0 1 4.00

St Mary’s: Neonatology 1 0.0 0.0 15.2 24.2 60.6 33 4.45

2 3.1 0.0 18.8 15.6 62.5 32 4.34

Figure 21 Services provided during PED-301, AY 2015-2016

Psychiatry Clerkship (PS-301)




Service Item # 1

Unacceptable

2

Weak

3

Satisfactory

4 Very

Good

5

Excellent

N Mean

Collaborative Clinic (Jewish

Children & Family Services):

Outpatient

1 0.0 50.0 50.0 0.0 0.0 2 2.50

2 0.0 50.0 50.0 0.0 0.0 2 2.50

Community Alternative

Clinic: Outpatient 1 0.0 0.0 15.4 53.9 30.8 13 4.15

2 0.0 0.0 15.4 46.2 38.5 13 4.23

Jefferson Barracks VA:

Adult inpatient and

outpatient

1 0.0 13.0 34.8 4.4 47.8 23 3.87

2 0.0 0.0 21.7 30.4 47.8 23 4.26

Jefferson Barracks VA:

Geriatrics inpatient,

outpatient, C&L

1 0.0 0.0 33.3 16.7 50.0 6 4.17

2 0.0 0.0 16.7 33.3 50.0 6 4.33

NeuroPsych Testing

experience 1 0.0 0.0 20.0 40.0 40.0 15 4.20

2 0.0 0.0 26.7 40.0 33.3 15 4.07

47


Service Item # 1

Unacceptable

2

Weak

3

Satisfactory

4 Very

Good

5

Excellent

N Mean

Outpatient child psychiatry 1 0.0 0.0 5.9 58.8 35.3 17 4.29

2 0.0 0.0 5.9 52.9 41.2 17 4.35

Sleep Studies experience 1 50.0 25.0 25.0 0.0 0.0 4 1.75

2 25.0 25.0 50.0 0.0 0.0 4 2.25

SLU Hospital: Adult

inpatient 1 0.0 3.9 27.3 36.4 32.5 77 3.97

2 0.0 2.6 10.4 31.2 55.8 77 4.40

SLU Hospital: Consult &

liaison 1 2.1 6.3 25.0 41.7 25.0 48 3.81

2 2.1 0.0 10.4 35.4 52.1 48 4.35

SLU Hospital: ECT service

experience 1 0.0 0.0 21.4 50.0 28.6 14 4.07

2 0.0 0.0 14.3 57.1 28.6 14 4.14

SLU Hospital: Geriatric

inpatient 1 0.0 5.8 21.7 40.6 31.9 69 3.99

2 0.0 8.7 15.9 39.1 36.2 69 4.03

Figure 22 Services provided during PS-301, AY 2015-2016

Surgery Clerkship (S-301)




Service Item # 1

Unacceptable

2

Weak

3

Satisfactory

4 Very

Good

5

Excellent

N Mean

CGCH: Pediatric cardiothoracic 1 0.0 10.0 40.0 30.0 20.0 10 3.60

2 0.0 0.0 0.0 60.0 40.0 10 4.40

CGCH: Pediatric Surgery 1 0.0 4.8 19.1 42.9 33.3 42 4.05

2 4.8 11.9 11.9 35.7 35.7 42 3.86

Illinois Eye Surgeons, Swansea,

IL: Ophthalmology 1 0.0 4.6 18.2 27.3 50.0 22 4.23

2 0.0 0.0 18.2 31.8 50.0 22 4.32

John Cochran VA: General

surgery 1 5.0 7.5 32.5 27.5 27.5 40 3.65

2 0.0 15.0 15.0 32.5 37.5 40 3.92

SLU Hospital: Anesthesiology 1 0.0 0.0 40.0 20.0 40.0 15 4.00

2 0.0 6.7 20.0 33.3 40.0 15 4.07

SLU Hospital: Breast oncology,

colorectal and MIS 1 0.0 5.0 35.0 45.0 15.0 20 3.70

2 0.0 4.8 23.8 42.9 28.6 21 3.95

SLU Hospital: Cardiothoracic

surgery 1 0.0 7.7 34.6 23.1 34.6 26 3.85

2 0.0 15.4 11.5 38.5 34.6 26 3.92

48


Service Item # 1

Unacceptable

2

Weak

3

Satisfactory

4 Very

Good

5

Excellent

N Mean

SLU Hospital: General surgery

(blue) 1 0.0 5.4 21.6 54.1 18.9 37 3.86

2 0.0 8.1 18.9 48.7 24.3 37 3.89

SLU Hospital: General surgery

acute care 1 3.3 3.3 36.7 36.7 20.0 30 3.67

2 6.7 6.7 33.3 33.3 20.0 30 3.53

SLU Hospital: Neurosurgery 1 0.0 0.0 8.0 56.0 36.0 25 4.28

2 0.0 0.0 4.0 32.0 64.0 25 4.60

SLU Hospital: Orthopedics 1 0.0 2.5 12.5 42.5 42.5 40 4.25

2 0.0 2.5 10.0 35.0 52.5 40 4.37

SLU Hospital: Otolaryngology 1 0.0 0.0 17.7 41.2 41.2 34 4.24

2 0.0 3.0 12.1 42.4 42.4 33 4.24

SLU Hospital: Plastic surgery 1 2.4 2.4 19.1 28.6 47.6 42 4.17

2 0.0 7.1 23.8 40.5 28.6 42 3.90

SLU Hospital: Transplant 1 0.0 0.0 33.3 45.8 20.8 24 3.88

2 0.0 12.5 20.8 33.3 33.3 24 3.87

SLU Hospital: Trauma Days 1 0.0 16.7 20.0 40.0 23.3 30 3.70

2 6.7 0.0 30.0 46.7 16.7 30 3.67

SLU Hospital: Trauma Nights 1 0.0 0.0 19.4 41.9 38.7 31 4.19

2 0.0 0.0 6.5 48.4 45.2 31 4.39

SLU Hospital: Urology 1 0.0 0.0 18.2 50.0 31.8 22 4.14

2 0.0 4.6 31.8 31.8 31.8 22 3.91

SLU Hospital: Vascular surgery 1 0.0 4.4 17.4 34.8 43.5 23 4.17

2 0.0 0.0 17.4 34.8 47.8 23 4.30

Figure 23 Services provided during S-301, AY 2015-2016

49


Most courses in this phase are departmentally-based. At the end of each course OASIS sends the student an email providing

instructions for completion of the evaluation. Overall, response rates are good, however they could be better.

Required Capstone (CAP-400)

At present there is only one course required for all students in year 4, the Required Capstone, CAP-400. This course is three

weeks long. The topics covered are those suggested by the AAMC Graduation Questionnaire as being areas in need of

additional focus and topics suggested by students as important for all of their classmates to experience.

Students are asked to evaluate each session, and their feedback helps guide planning for the next year’s capstone. The table

below summarized student evaluation results.


1 Unacceptable 2 Weak 3 Satisfactory 4 Very Good 5 Excellent N Mean

Overall quality of

this course 0.0 5.3 34.0 41.3 19.3 150 3.75

Topics covered in this year’s course included:

Residents as Teachers

Exit Counseling

Professionalism in Residency

Disability and Surgery

Financial Planning and Financial Planning Case Studies

Open usage time in the Simulation lab

Surviving Bioterrorism

Surviving and Flourishing in Residency

Understanding Error

The Ethical Practice of Medicine

Physician Transition: Beyond the Training, Beyond Medicine

The Dual Role of Physicians in the Business of Medicine and Physician Compensation

PDM (Prescription Drug Monitoring) Testing

Insider's Perspective on Healthcare Investigations: detecting, correcting, and preventing Medicare fraud, waste,

and abuse

Making Money- Conflicts of Interest: Normalization of hemoglobin and Utilization of Vitamin D analogues in

ESRD

Web of Influence and the NIB Symposium; Review of PDM scenarios and use of SMART strategies;

Discussion of case studies

Service in Medicine

Delivering Bad News

Impaired Physician

Cognitive Bias

Chronic Pain and CDC Guidelines

50

Capstone Electives

Four elective capstone courses are offered to students in Phase 4.

Course Course Directors

CAP-401 Surgical Specialties Greg Smith, PhD and Brigid Schwartz, MD

CAP-403 Primary Care Specialties Nora Porter, MD and James Deckert, MD

CAP-404 Medical Education Stuart Slavin, MD and Debra L. Schindler, PhD

CAP- 405 A doctor’s best friend:

Navigating the clinical laboratory Carole Vogler, MD

Summary results from student evaluations are presented below.

Overall quality of this

course

AY 1

Unacceptable

2

Weak

3

Satisfactory

4 Very

Good

5

Excellent

N Mean

CAP-401 Surgical

Specialties 14-15 0.0 0.0 12.5 37.5 50.0 16 4.38

15-16 0.0 0.0 0.0 37.5 62.5 16 4.63

CAP-403 Primary Care

Specialties 14-15 0.0 4.0 0.0 40.0 56.0 25 4.48

15-16 0.0 0.0 0.0 33.3 66.7 30 4.67

CAP-404 Medical

Education 14-15 0.0 0.0 12.5 50.0 37.5 8 4.25

15-16 0.0 0.0 33.3 0.0 66.7 3 4.33

CAP- 405 A doctor’s best

friend: Navigating the

clinical laboratory


15-16 0.0 0.0 0.0 16.7 83.3 6 4.83

Figure 24 Overall quality: capstone electives

The following items are provided for each elective and subinternship.


Preparation of faculty / department / office for my arrival

Quality of feedback on my work

Comments and recommendations

Student responses provide course directors with valuable feedback on their courses. The same evaluation form was used for all

of these experiences.

51

General Electives

The table below provides evaluation results only for electives which met the release criteria (five registrations and three

completed evaluations). N equals the number of completed evaluations. Data are for AY 2015-2016 unless denoted by an

asterisk (**) indicating that multiple years were combined to reach the release criteria. The first three evaluation items are as

follows and are reported for each course:

Q1: Preparation of faculty/department/office for my arrival

Q2: Quality of Feedback on my Work

Q3: Overall Quality of this Course


Course Item

1 U

na

ccep

tab

le

2 W

eak

3 S

ati

sfa

cto

ry

4 V

ery

Go

od

5 E

xce

llen

t

N Mean

AN-403 - General Anesthesiology 1 1.9 0.0 5.6 31.5 61.1 54 4.50

2 0.0 1.9 16.7 33.3 48.2 54 4.28

3 0.0 0.0 9.3 29.6 61.1 54 4.52

AN-404 - Pediatric Anesthesiology 1 0.0 0.0 0.0 42.9 57.1 14 4.57

2 0.0 0.0 0.0 42.9 57.1 14 4.57

3 0.0 0.0 0.0 28.6 71.4 14 4.71

AN-407 - Anesthesia Critical Care 1 0.0 0.0 9.1 9.1 81.8 11 4.73

2 0.0 0.0 18.2 27.3 54.6 11 4.36

3 0.0 0.0 18.2 18.2 63.6 11 4.45

D-401 - Dermatology 1 0.0 0.0 4.8 19.1 76.2 21 4.71

2 0.0 4.8 4.8 38.1 52.4 21 4.38

3 0.0 0.0 0.0 31.8 68.2 22 4.68

D-402 - Dermatopathology 1 0.0 0.0 0.0 30.0 70.0 10 4.70

2 0.0 0.0 0.0 22.2 77.8 9 4.78

3 0.0 10.0 10.0 30.0 50.0 10 4.20

D-407 - Procedural Dermatology 1 0.0 0.0 9.1 9.1 81.8 11 4.73

2 0.0 0.0 30.0 20.0 50.0 10 4.20

3 0.0 0.0 18.2 9.1 72.7 11 4.55

EM-410 - Emergency Medicine 1 0.0 1.9 11.3 41.5 45.3 53 4.30

2 0.0 1.9 23.1 38.5 36.5 52 4.10

3 0.0 3.8 13.2 54.7 28.3 53 4.08

EM-411 - Emergency Medicine Ultrasound

& Clinical Decision Making 1 0.0 4.6 27.3 31.8 36.4 22 4.00

2 0.0 15.0 30.0 35.0 20.0 20 3.60

3 0.0 4.6 45.5 27.3 22.7 22 3.68

52


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N Mean

EM-412 - Emergency Medicine Mastery

Course 1 0.0 0.0 25.0 0.0 75.0 4 4.50

2 20.0 0.0 20.0 0.0 60.0 5 3.80

3 0.0 0.0 40.0 20.0 40.0 5 4.00

EM-413 - Emergency Electrocardiography 1 0.0 3.7 3.7 14.8 77.8 27 4.67

2 0.0 3.7 14.8 14.8 66.7 27 4.44

3 0.0 3.6 7.1 28.6 60.7 28 4.46

EM-414 - Wilderness Medicine 1 0.0 0.0 0.0 30.0 70.0 10 4.70

2 0.0 0.0 10.0 30.0 60.0 10 4.50

3 0.0 0.0 0.0 20.0 80.0 10 4.80

EM-415 - Emergency Medicine Simulation 1 0.0 0.0 0.0 0.0 100.0 6 5.00

2 0.0 0.0 0.0 16.7 83.3 6 4.83

3 0.0 0.0 0.0 0.0 100.0 6 5.00

FCM-411 - Advanced Topics in Family

and Community Medicine 1 11.1 0.0 22.2 55.6 11.1 9 3.56

2 0.0 0.0 50.0 25.0 25.0 8 3.75

3 0.0 0.0 44.4 44.4 11.1 9 3.67

FCM-416 - Post Graduate Training and

Life Skills Mastery 1 0.0 0.0 0.0 12.5 87.5 24 4.88

2 0.0 0.0 0.0 13.0 87.0 23 4.87

3 0.0 0.0 0.0 8.0 92.0 25 4.92

FCM-417 - Family Practice in an Urban

Setting 1 0.0 0.0 0.0 16.7 83.3 6 4.83

2 0.0 0.0 0.0 0.0 100.0 6 5.00

3 0.0 0.0 0.0 14.3 85.7 7 4.86

FCM-419 - Web-based Morbidity and

Mortality Rounds 1 0.0 0.0 34.8 39.1 26.1 23 3.91

2 0.0 0.0 52.6 31.6 15.8 19 3.63

3 0.0 0.0 43.5 39.1 17.4 23 3.74

FCM-427 - Medical Management of Eating

Disorders 1 0.0 0.0 0.0 0.0 100.0 5 5.00

2 0.0 0.0 0.0 20.0 80.0 5 4.80

3 0.0 0.0 0.0 20.0 80.0 5 4.80

HCE-401 - Directed Readings in Bioethics 1 0.0 0.0 25.0 50.0 25.0 4 4.00

2 0.0 0.0 20.0 40.0 40.0 5 4.20

3 0.0 0.0 20.0 60.0 20.0 5 4.00

53


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N Mean

IM-406 - Medical Intensive Care Unit 1 0.0 0.0 0.0 14.3 85.7 7 4.86

2 0.0 0.0 14.3 14.3 71.4 7 4.57

3 0.0 0.0 14.3 14.3 71.4 7 4.57

IM-407 - Allergy & Immunology 1 0.0 0.0 11.1 44.4 44.4 9 4.33

2 0.0 0.0 0.0 77.8 22.2 9 4.22

3 0.0 0.0 11.1 66.7 22.2 9 4.11

IM-409 - Cardiovascular Disease 1 0.0 9.1 27.3 18.2 45.5 11 4.00

2 0.0 20.0 10.0 30.0 40.0 10 3.90

3 0.0 9.1 36.4 36.4 18.2 11 3.64

IM-410 - Cardiology 3 1 0.0 0.0 16.7 16.7 66.7 6 4.50

2 0.0 0.0 16.7 0.0 83.3 6 4.67

3 0.0 0.0 16.7 0.0 83.3 6 4.67

IM-413 - Clinical Endocrinology 1 0.0 0.0 16.7 41.7 41.7 12 4.25

2 0.0 0.0 8.3 41.7 50.0 12 4.42

3 0.0 0.0 16.7 41.7 41.7 12 4.25

IM-414 - Hematology & Medical Oncology 1 0.0 0.0 20.0 40.0 40.0 5 4.20

2 0.0 0.0 20.0 60.0 20.0 5 4.00

3 0.0 0.0 0.0 40.0 60.0 5 4.60

IM-415 - Clinical Infectious Diseases 1 0.0 0.0 5.3 31.6 63.2 19 4.58

2 0.0 5.3 21.1 36.8 36.8 19 4.05

3 0.0 10.5 15.8 36.8 36.8 19 4.00

IM-417 - Nephrology 1 0.0 0.0 16.7 27.8 55.6 18 4.39

2 0.0 5.6 22.2 27.8 44.4 18 4.11

3 0.0 5.6 5.6 38.9 50.0 18 4.33

IM-419 - Pulmonary Disease 1 0.0 0.0 7.7 38.5 53.9 13 4.46

2 0.0 0.0 0.0 53.9 46.2 13 4.46

3 0.0 0.0 15.4 15.4 69.2 13 4.54

IM-420 - Clinical Rheumatology 1 10.0 0.0 20.0 30.0 40.0 10 3.90

2 10.0 0.0 20.0 30.0 40.0 10 3.90

3 10.0 0.0 20.0 20.0 50.0 10 4.00

54


Course Item

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N Mean

IM-421 - Introduction to Outpatient

Clinical Hepatology 1 0.0 0.0 0.0 28.6 71.4 7 4.71

2 0.0 0.0 0.0 28.6 71.4 7 4.71

3 0.0 0.0 0.0 14.3 85.7 7 4.86

IM-425 - Consultative Internal Medicine 1 0.0 16.7 33.3 16.7 33.3 6 3.67

2 0.0 20.0 0.0 20.0 60.0 5 4.20

3 0.0 16.7 16.7 33.3 33.3 6 3.83

IM-427 - Interpretation of the

Electrocardiogram 1 0.0 0.0 11.0 18.7 70.3 91 4.59

2 0.0 1.2 24.1 19.3 55.4 83 4.29

3 0.0 0.0 17.3 32.7 50.0 104 4.33

IM-428 - Ambulatory Medicine 1 0.0 0.0 0.0 54.6 45.5 11 4.45

2 0.0 0.0 20.0 40.0 40.0 10 4.20

3 0.0 0.0 18.2 36.4 45.5 11 4.27

IM-431 - Cardiac Auscultation-An

Advanced Course 1 0.0 0.0 5.8 28.9 65.4 104 4.60

2 0.0 0.0 19.8 22.0 58.2 91 4.38

3 0.0 0.0 13.3 35.4 51.3 113 4.38

IM-435 - Non-invasive Cardiology 1 0.0 9.1 9.1 27.3 54.6 11 4.27

2 0.0 9.1 9.1 27.3 54.6 11 4.27

3 0.0 9.1 9.1 18.2 63.6 11 4.36

IM-439 - Hospice and Palliative Medicine 1 0.0 0.0 9.1 36.4 54.6 11 4.45

2 0.0 18.2 9.1 18.2 54.6 11 4.09

3 0.0 9.1 0.0 18.2 72.7 11 4.55

IM-450 - Intro to Patient Safety & Quality

Improvement 1 0.0 0.0 55.6 22.2 22.2 9 3.67

2 0.0 0.0 30.0 40.0 30.0 10 4.00

3 0.0 0.0 18.2 45.5 36.4 11 4.18

MEDC-402 - The Role of Teaching and

Feedback 1 0.0 0.0 12.3 17.8 69.9 73 4.58

2 0.0 1.5 13.2 19.1 66.2 68 4.50

3 0.0 0.0 6.5 29.9 63.6 77 4.57

MIM- 403- Evidence-Based Medicine for

Residency 1 0.0 0.0 0.0 15.4 84.6 13 4.85

2 0.0 0.0 15.4 7.7 76.9 13 4.62

3 0.0 0.0 7.1 28.6 64.3 14 4.57

55


Course Item

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N Mean

N-407 - Child Neurology 1 0.0 0.0 0.0 44.4 55.6 9 4.56

2 0.0 0.0 0.0 55.6 44.4 9 4.44

3 0.0 0.0 0.0 20.0 80.0 10 4.80

N-410** - Clinical Neuro-Oncology 1 0.0 0.0 0.0 0.0 100.0 5 5.00

2 0.0 0.0 0.0 20.0 80.0 5 4.80

3 16.7 0.0 0.0 16.7 66.7 6 4.17

N-412 - Sleep Medicine 1 0.0 0.0 0.0 40.0 60.0 15 4.60

2 0.0 0.0 13.3 26.7 60.0 15 4.47

3 0.0 0.0 6.7 46.7 46.7 15 4.40

OB-406 - Reproductive Endocrinology and

Infertility 1 0.0 0.0 9.1 9.1 81.8 11 4.73

2 0.0 0.0 9.1 27.3 63.6 11 4.55

3 0.0 0.0 9.1 9.1 81.8 11 4.73

OB-409** - Gynecologic Oncology 1 0.0 0.0 0.0 11.15 88.9 9 4.89

2 0.0 0.0 11.1 22.2 66.7 9 4.56

3 0.0 0.0 11.1 33.3 55.6 9 4.44

OB-410 - Office Based Obstetrics and

Gynecology 1 0.0 4.2 8.3 25.0 62.5 24 4.46

2 0.0 4.4 8.7 39.1 47.8 23 4.30

3 0.0 0.0 16.0 36.0 48.0 25 4.32

OB-414** - Urogynecology 1 0.0 0.0 0.0 0.0 100.0 8 5.00

2 0.0 0.0 0.0 0.0 100.0 8 5.00

3 0.0 0.0 0.0 12.5 87.5 8 4.88

OP-401 - Clinical Ophthalmology 1 0.0 0.0 7.7 38.5 53.9 13 4.46

2 0.0 7.7 15.4 23.1 53.9 13 4.23

3 0.0 0.0 0.0 38.5 61.5 13 4.62

OP-405 - Pediatric Ophthalmology 1 0.0 0.0 11.1 33.3 55.6 9 4.44

2 0.0 0.0 22.2 33.3 44.4 9 4.22

3 0.0 0.0 20.0 30.0 50.0 10 4.30

OP-408 - Clinical Neuro Ophthalmology 1 0.0 0.0 14.3 0.0 85.7 7 4.71

2 0.0 0.0 14.3 14.3 71.4 7 4.57

3 0.0 0.0 0.0 14.3 85.7 7 4.86

56


Course Item

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N Mean

OP-409 - Clinical Ophthalmology for the

Non Ophthalmologist@SOM 1 0.0 0.0 0.0 35.7 64.3 14 4.64

2 0.0 0.0 7.1 21.4 71.4 14 4.64

3 0.0 0.0 0.0 20.0 80.0 15 4.80

PA-401 - Anatomic Pathology 1 0.0 0.0 8.3 29.2 62.5 24 4.54

2 0.0 0.0 25.0 20.8 54.2 24 4.29

3 0.0 0.0 16.7 37.5 45.8 24 4.29

PA-402 - Pediatric Pathology 1 0.0 0.0 7.4 22.2 70.4 27 4.63

2 0.0 0.0 22.2 11.1 66.7 27 4.44

3 0.0 0.0 7.4 22.2 70.4 27 4.63

PA-404 - Cytopathology Clerkship 1 0.0 0.0 0.0 23.1 76.9 13 4.77

2 0.0 0.0 0.0 25.0 75.0 12 4.75

3 0.0 7.7 0.0 30.8 61.5 13 4.46

PA-406 - Forensic Pathology 1 0.0 0.0 16.7 16.7 66.7 12 4.50

2 0.0 8.3 8.3 25.0 58.3 12 4.33

3 7.7 0.0 7.7 15.4 69.2 13 4.38

PA-407 - Introduction to Clinical

Pathology 1 0.0 0.0 8.3 16.7 75.0 12 4.67

2 0.0 0.0 0.0 33.3 66.7 12 4.67

3 0.0 0.0 0.0 38.5 61.5 13 4.62

PA-408 - Hematopathology & Laboratory

Hematology 1 0.0 0.0 0.0 12.5 87.5 8 4.88

2 0.0 0.0 0.0 37.5 62.5 8 4.63

3 0.0 0.0 0.0 12.5 87.5 8 4.88

PA-409 - Gastrointestinal/Hepatic

Pathology 1 0.0 9.1 18.2 18.2 54.6 11 4.18

2 0.0 18.2 18.2 9.1 54.6 11 4.00

3 0.0 9.1 27.3 9.1 54.6 11 4.09

PED-405 - Pediatric Cardiology 1 0.0 0.0 0.0 10.5 89.5 19 4.89

2 0.0 0.0 5.3 31.6 63.2 19 4.58

3 0.0 0.0 0.0 26.3 73.7 19 4.74

PED-406 - Pediatric Infectious Diseases 1 0.0 0.0 5.9 11.8 82.4 17 4.76

2 0.0 0.0 11.8 17.7 70.6 17 4.59

3 0.0 0.0 5.9 23.5 70.6 17 4.65

57


Course Item

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N Mean

PED-407 - Pediatric Endocrinology 1 0.0 0.0 12.5 25.0 62.5 8 4.50

2 0.0 12.5 0.0 37.5 50.0 8 4.25

3 0.0 0.0 12.5 25.0 62.5 8 4.50

PED-408 - Pediatric Hematology-Oncology 1 0.0 0.0 28.6 57.1 14.3 7 3.86

2 14.3 0.0 28.6 57.1 0.0 7 3.29

3 0.0 12.5 12.5 50.0 25.0 8 3.88

PED-409 - Pediatric Gastroenterology,

Hepatology, and Nutrition 1 0.0 0.0 4.8 28.6 66.7 21 4.62

2 0.0 0.0 9.5 38.1 52.4 21 4.43

3 0.0 0.0 0.0 40.9 59.1 22 4.59

PED-410 - Developmental Behavioral

Pediatrics 1 0.0 0.0 20.0 13.3 66.7 15 4.47

2 0.0 13.3 26.7 20.0 40.0 15 3.87

3 0.0 0.0 20.0 20.0 60.0 15 4.40

PED-411 - Pediatric Nephrology 1 0.0 0.0 11.1 33.3 55.6 9 4.44

2 0.0 11.1 11.1 22.2 55.6 9 4.22

3 0.0 0.0 0.0 30.0 70.0 10 4.70

PED-412 - Pediatric Pulmonary Medicine 1 0.0 0.0 0.0 20.0 80.0 5 4.80

2 0.0 0.0 20.0 40.0 40.0 5 4.20

3 0.0 0.0 0.0 20.0 80.0 5 4.80

PED-413 - Pediatric Emergency Medicine 1 0.0 8.0 48.0 20.0 24.0 25 3.60

2 0.0 0.0 28.0 40.0 32.0 25 4.04

3 0.0 0.0 20.0 36.0 44.0 25 4.24

PED-414 - Ambulatory Pediatrics 1 0.0 0.0 0.0 26.9 73.1 26 4.73

2 0.0 0.0 0.0 40.0 60.0 25 4.60

3 0.0 0.0 0.0 30.8 69.2 26 4.69

PED-417 - Pediatric Dermatology 1 0.0 0.0 0.0 20.0 80.0 5 4.80

2 0.0 0.0 20.0 20.0 60.0 5 4.40

3 0.0 0.0 0.0 40.0 60.0 5 4.60

PED-422 - Pediatric Urology at Cardinal

Glennon Children's Hospital 1 0.0 0.0 0.0 20.0 80.0 5 4.80

2 0.0 0.0 0.0 0.0 100.0 5 5.00

3 0.0 0.0 0.0 0.0 100.0 5 5.00

58


Course Item

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na

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2 W

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4 V

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5 E

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N Mean

PH-408 - Microsurgery 1 0.0 0.0 20.0 20.0 60.0 5 4.40

2 0.0 20.0 0.0 0.0 80.0 5 4.40

3 0.0 0.0 20.0 20.0 60.0 5 4.40

PS-407 - Consultation -Liaison Psychiatry 1 0.0 0.0 37.5 0.0 62.5 8 4.25

2 0.0 0.0 25.0 37.5 37.5 8 4.13

3 0.0 0.0 37.5 12.5 50.0 8 4.13

PS-412 - Community Psychiatry 1 0.0 0.0 11.1 11.1 77.8 9 4.67

2 0.0 0.0 11.1 22.2 66.7 9 4.56

3 0.0 11.1 11.1 0.0 77.8 9 4.44

R-401 - Diagnostic Radiology- Saint Louis

University Hospital 1 0.0 0.0 11.7 29.8 58.5 94 4.47

2 0.0 6.7 18.0 25.8 49.4 89 4.18

3 0.0 0.0 14.4 40.2 45.4 97 4.31

R-403 - Pediatric Radiology - Cardinal

Glennon Children's Hospital 1 0.0 0.0 35.7 7.1 57.1 14 4.21

2 0.0 0.0 15.4 15.4 69.2 13 4.54

3 0.0 0.0 14.3 21.4 64.3 14 4.50

R-404 - Neuroradiology - Saint Louis


2 0.0 0.0 13.3 40.0 46.7 15 4.33

3 0.0 0.0 7.1 35.7 57.1 14 4.50

R-408 - Pediatric Neuroradiology @

Cardinal Glennon 1 0.0 0.0 22.2 22.2 55.6 9 4.33

2 0.0 11.1 0.0 22.2 66.7 9 4.44

3 0.0 11.1 0.0 11.1 77.8 9 4.56

RO-402 - Clinical Radiation Oncology 1 0.0 0.0 4.8 9.5 85.7 21 4.81

2 0.0 0.0 4.8 38.1 57.1 21 4.52

3 0.0 0.0 4.8 19.1 76.2 21 4.71

S-416 - Advanced Suturing Techniques 1 0.0 0.0 7.3 20.0 72.7 55 4.65

2 0.0 1.9 15.1 26.4 56.6 53 4.38

3 0.0 0.0 7.1 28.6 64.3 56 4.57

SIM-401 - Simulation Lab 1 0.0 0.0 8.9 17.7 73.4 79 4.65

2 0.0 0.0 9.1 23.4 67.5 77 4.58

3 0.0 0.0 7.6 24.1 68.4 79 4.61

Figure 25 Evaluation of Phase 4 electives, AY 2015-2016

59


In compliance with LCME standards, student workload is also tracked and reported:



Workload / demands on student time 1

Excessive

2

Appropriate

3

Inadequate N

AN-403 - General Anesthesiology 0.0 94.4 5.6 54

AN-404 - Pediatric Anesthesiology 0.0 100.0 0.0 14

AN-407 - Anesthesia Critical Care 0.0 100.0 0.0 11

D-401 - Dermatology 0.0 100.0 0.0 21

D-402 - Dermatopathology 10.0 90.0 0.0 10

D-407 - Procedural Dermatology 0.0 100.0 0.0 11

EM-410 - Emergency Medicine 5.7 92.5 1.9 53

EM-411 - Emergency Medicine Ultrasound & Clinical Decision Making 0.0 100.0 0.0 22

EM-412 - Emergency Medicine Mastery Course 0.0 100.0 0.0 5

EM-413 - Emergency Electrocardiography 0.0 100.0 0.0 27

EM-414 - Wilderness Medicine 0.0 100.0 0.0 10

EM-415 - Emergency Medicine Simulation 0.0 100.0 0.0 6

FCM-411 - Advanced Topics in Family and Community Medicine 11.1 88.9 0.0 9

FCM-416 - Post Graduate Training and Life Skills Mastery 0.0 95.8 4.2 24

FCM-417 - Family Practice in an Urban Setting 0.0 100.0 0.0 7

FCM-419 - Web-based Morbidity and Mortality Rounds 13.0 87.0 0.0 23

FCM-427 - Medical Management of Eating Disorders 0.0 100.0 0.0 5

HCE-401 - Directed Readings in Bioethics 0.0 100.0 0.0 5

IM-406 - Medical Intensive Care Unit 0.0 85.7 14.3 7

IM-407 - Allergy & Immunology 0.0 100.0 0.0 9

IM-409 - Cardiovascular Disease 9.1 90.9 0.0 11

IM-410 - Cardiology 3 0.0 100.0 0.0 6

IM-413 - Clinical Endocrinology 0.0 91.7 8.3 12

IM-414 - Hematology & Medical Oncology 0.0 100.0 0.0 5

IM-415 - Clinical Infectious Diseases 26.3 73.7 0.0 19

IM-417 - Nephrology 0.0 100.0 0.0 18

IM-419 - Pulmonary Disease 0.0 100.0 0.0 13

IM-420 - Clinical Rheumatology 0.0 100.0 0.0 10

IM-421 - Introduction to Outpatient Clinical Hepatology 0.0 100.0 0.0 7

IM-425 - Consultative Internal Medicine 0.0 83.3 16.7 6

IM-427 - Interpretation of the Electrocardiogram 0.0 100.0 0.0 103

IM-428 - Ambulatory Medicine 0.0 100.0 0.0 10

60



Excessive

2

Appropriate

3

Inadequate N

IM-431 - Cardiac Auscultation-An Advanced Course 0.0 98.2 1.8 113

IM-435 - Non-invasive Cardiology 0.0 100.0 0.0 11

IM-439 - Hospice and Palliative Medicine 9.1 90.9 0.0 11

IM-450 - Intro to Patient Safety & Quality Improvement 0.0 100.0 0.0 10

MEDC-402 - The Role of Teaching and Feedback 0.0 100.0 0.0 73

MIM-403 EBM for Residency NA NA NA NA

N-407 - Child Neurology 0.0 100.0 0.0 10

N-410** - Clinical Neuro-Oncology

N-411 - Neurocritical Care 0.0 75.0 25.0 4

N-412 - Sleep Medicine 0.0 100.0 0.0 15

OB-406 - Reproductive Endocrinology and Infertility 0.0 100.0 0.0 11

OB-409** - Gynecologic Oncology 11.1 88.9 0.0 9

OB-410 - Office Based Obstetrics and Gynecology 4.2 95.8 0.0 24

OB-414** - Urogynecology 0.0 100.0 0.0 8

OP-401 - Clinical Ophthalmology 0.0 92.3 7.7 13

OP-405 - Pediatric Ophthalmology 0.0 100.0 0.0 9

OP-408 - Clinical Neuro Ophthalmology 0.0 100.0 0.0 7

OP-409 - Clinical Ophthalmology for the Non Ophthalmologist@SOM 0.0 100.0 0.0 14

PA-401 - Anatomic Pathology 8.3 91.7 0.0 24

PA-402 - Pediatric Pathology 0.0 96.2 3.9 26

PA-404 - Cytopathology Clerkship 0.0 100.0 0.0 13

PA-406 - Forensic Pathology 0.0 100.0 0.0 12

PA-407 - Introduction to Clinical Pathology 7.7 76.9 15.4 13

PA-408 - Hematopathology & Laboratory Hematology 0.0 100.0 0.0 8

PA-409 - Gastrointestinal/Hepatic Pathology 18.2 81.8 0.0 11

PED-405 - Pediatric Cardiology 0.0 89.5 10.5 19

PED-406 - Pediatric Infectious Diseases 5.9 82.4 11.8 17

PED-407 - Pediatric Endocrinology 0.0 100.0 0.0 8

PED-408 - Pediatric Hematology-Oncology 12.5 87.5 0.0 8

PED-409 - Pediatric Gastroenterology, Hepatology, and Nutrition 0.0 95.5 4.6 22

PED-410 - Developmental Behavioral Pediatrics 0.0 100.0 0.0 15

PED-411 - Pediatric Nephrology 0.0 100.0 0.0 10

PED-412 - Pediatric Pulmonary Medicine 0.0 100.0 0.0 5

PED-413 - Pediatric Emergency Medicine 0.0 100.0 0.0 25

PED-414 - Ambulatory Pediatrics 0.0 100.0 0.0 25

61



Excessive

2

Appropriate

3

Inadequate N

PED-417 - Pediatric Dermatology 0.0 100.0 0.0 5

PED-422 - Pediatric Urology at Cardinal Glennon Children's Hospital 0.0 100.0 0.0 5

PH-408 - Microsurgery 0.0 100.0 0.0 5

PS-407 - Consultation -Liaison Psychiatry 0.0 100.0 0.0 8

PS-412 - Community Psychiatry 0.0 77.8 22.2 9

R-401 - Diagnostic Radiology- Saint Louis University Hospital 0.0 94.7 5.3 95

R-403 - Pediatric Radiology - Cardinal Glennon Children's Hospital 0.0 100.0 0.0 14

R-404 - Neuroradiology - Saint Louis University Hospital 0.0 100.0 0.0 15

R-408 - Pediatric Neuroradiology @Cardinal Glennon 0.0 100.0 0.0 8

RO-402 - Clinical Radiation Oncology 0.0 100.0 0.0 21

S-416 - Advanced Suturing Techniques 1.8 94.6 3.6 55

SIM-401 - Simulation Lab 0.0 94.9 5.1 78

Figure 26 Workload during electives, AY 2015-2016

Subinternships

The table below provides evaluation results only for subinternships which met the release criteria (five registrations and three

completed evaluations). N equals the number of completed evaluations. Data are for AY 2014-2015 unless denoted by an

asterisk (*) indicating that multiple years were combined to reach the release criteria.

The evaluation items are as follows and are reported for each course:

Q1: Preparation of faculty/department/office for my arrival

Q2: Quality of Feedback on my Work

Q3: Overall Quality of this Course


Course Item

1 U

na

ccep

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cto

ry

4 V

ery

Go

od

5 E

xce

llen

t

N= Mean

FCM-501 Family Medicine St. Elizabeth's Hospital 1 0.0 0.0 8.3 50.0 41.7 12 4.33

2 0.0 0.0 0.0 33.3 66.7 12 4.67

3 0.0 0.0 0.0 33.3 66.7 12 4.67

FCM-502 Family Medicine Mercy Family Medicine 1 0.0 0.0 0.0 40.0 60.0 5 4.60

2 0.0 0.0 0.0 20.0 80.0 5 4.80

3 0.0 0.0 0.0 40.0 60.0 5 4.60

FCM-503 Family Medicine Inpatient Service St. Mary's 1 0.0 0.0 11.1 33.3 55.6 9 4.44

2 0.0 0.0 22.2 11.1 66.7 9 4.44

3 0.0 0.0 22.2 33.3 44.4 9 4.22

62


Course Item

1 U

na

ccep

tab

le

2 W

eak

3 S

ati

sfa

cto

ry

4 V

ery

Go

od

5 E

xce

llen

t

N= Mean

IM-501 General Internal Medicine-Saint Louis University

Hospital 1 0.0 0.0 7.1 25.0 67.9 28 4.61

2 0.0 0.0 10.7 28.6 60.7 28 4.50

3 0.0 0.0 6.9 27.6 65.5 29 4.59

IM-502 General Internal Medicine John Cochran VA

Medical Center 1 0.0 11.1 11.1 44.4 33.3 9 4.00

2 0.0 11.1 22.2 33.3 33.3 9 3.89

3 0.0 0.0 22.2 44.4 33.3 9 4.11

IM-504 General Internal Medicine St. Mary's Health

Center 1 0.0 0.0 16.7 66.7 16.7 12 4.00

2 0.0 0.0 8.3 66.7 25.0 12 4.17

3 0.0 0.0 33.3 50.0 16.7 12 3.83

IM-505 General Internal Medicine St. Luke's Hospital 1 0.0 0.0 0.0 0.0 100.0 6 5.00

2 0.0 0.0 0.0 33.3 66.7 6 4.67

3 0.0 0.0 0.0 16.7 83.3 6 4.83

IM-506 Geriatric Medicine Saint Louis University

Hospital 1 0.0 0.0 0.0 20.0 80.0 5 4.80

2 0.0 0.0 40.0 0.0 60.0 5 4.20

3 0.0 0.0 0.0 40.0 60.0 5 4.60

IM-507 Gastroenterology Hepatology Saint Louis


2 0.0 0.0 9.1 36.4 54.6 11 4.45

3 0.0 0.0 9.1 18.2 72.7 11 4.64

IM-509 - Nephrology - Saint Louis University Hospital 1

2

0.0 0.0 0.0 0.0 100.0 2 5.00

2 0.0 0.0 0.0 0.0 100.0 2 5.00

3 0.0 0.0 0.0 50.0 50.0 2 4.50

IM-510 Critical Care Medicine Saint Louis University

Hospital 1 0.0 0.0 13.6 22.7 63.6 22 4.50

2 0.0 0.0 18.2 22.7 59.1 22 4.41

3 0.0 0.0 9.1 9.1 81.8 22 4.73

IM-512 Critical Care Medicine Mercy Medical Center 1 0.0 11.1 22.2 0.0 66.7 9 4.22

2 0.0 0.0 25.0 0.0 75.0 8 4.50

3 0.0 0.0 11.1 22.2 66.7 9 4.56

N-501 - Neurology - Saint Louis University Hospital 1 0.0 0.0 0.0 66.7 33.3 6 4.33

2 0.0 16.7 33.3 33.3 16.7 6 3.50

3 0.0 16.7 0.0 66.7 16.7 6 3.83

63


Course Item

1 U

na

ccep

tab

le

2 W

eak

3 S

ati

sfa

cto

ry

4 V

ery

Go

od

5 E

xce

llen

t

N= Mean

N-502 - Neurocritical Care - Saint Louis University

Hospital 1 0.0 0.0 50.0 0.0 50.0 2 4.00

2 0.0 0.0 50.0 50.0 0.0 2 3.50

3 0.0 0.0

%

50.0

%

50.0

%

0.0 2 3.50

OB-501 Clinical Maternal-Fetal Medicine St. Mary's

Health Center 1 0.0 0.0 23.5 29.4 47.1 17 4.24

2 0.0 0.0 23.5 41.2 35.3 17 4.12

3 0.0 0.0 0.0 64.7 35.3 17 4.35

OB-502 Low Risk Obstetrics St. Mary's Health Center 1 0.0 0.0 20.0 26.7 53.3 15 4.33

2 6.7 13.3 20.0 13.3 46.7 15 3.80

3 0.0 6.7 13.3 26.7 53.3 15 4.27

PED-501 General Floor Service Cardinal Glennon

Children's Hospital 1 0.0 0.0 0.0 38.5 61.5 13 4.62

2 0.0 0.0 7.7 38.5 53.9 13 4.46

3 0.0 0.0 0.0 57.1 42.9 14 4.43

PED-502 Neonatology I Cardinal Glennon Children's

Hospital 1 0.0 0.0 10.0 30.0 60.0 10 4.50

2 0.0 0.0 20.0 30.0 50.0 10 4.30

3 0.0 10.0 0.0 40.0 50.0 10 4.30

PED-503 Neonatology II St. Mary's Health Center 1 0.0 0.0 0.0 42.9 57.1 7 4.57

2 0.0 0.0 0.0 71.4 28.6 7 4.29

3 0.0 0.0 0.0 28.6 71.4 7 4.71

PED-504 Pediatric ICU Cardinal Glennon Children's

Hospital 1 0.0 0.0 28.6 42.9 28.6 7 4.00

2 0.0 0.0 42.9 42.9 14.3 7 3.71

3 0.0 0.0 14.3 14.3 71.4 7 4.57

PS-501 Psychiatry Saint Louis University Hospital 1 0.0 0.0 23.1 23.1 53.9 13 4.31

2 0.0 0.0 23.1 23.1 53.9 13 4.31

3 0.0 0.0 15.4 23.1 61.5 13 4.46

S-501 Trauma-Surgical Critical Care -Saint Louis


2 0.0 9.5 33.3 19.1 38.1 21 3.86

3 0.0 9.5 33.3 23.8 33.3 21 3.81

S-502 Burn Surgery Mercy Medical Center 1 0.0 0.0 20.0 0.0 80.0 5 4.60

2 0.0 0.0 20.0 40.0 40.0 5 4.20

3 0.0 0.0 20.0 60.0 20.0 5 4.00

64


Course Item

1 U

na

ccep

tab

le

2 W

eak

3 S

ati

sfa

cto

ry

4 V

ery

Go

od

5 E

xce

llen

t

N= Mean

S-504 - Acute Care Surgery @ St. Louis University

Hospital 1 0.0 20.0 0.0 20.0 60.0 5 4.20

2 0.0 0.0 20.0 40.0 40.0 5 4.20

3 0.0 0.0 20.0 40.0 40.0 5 4.20

Figure 27 Evaluation of subinternships, AY 2015-2016


In compliance with LCME standards, student workload is tracked and reported:




Excessive

2

Appropriate

3

Inadequate

N

FCM-501 Family Medicine St. Elizabeth's Hospital 0.0 100.0 0.0 12

FCM-502 Family Medicine Mercy Family Medicine 0.0 100.0 0.0 5

FCM-503 Family Medicine Inpatient Service St. Mary's 0.0 100.0 0.0 9

IM-501 General Internal Medicine-Saint Louis University Hospital 0.0 96.6 3.5 29

IM-502 General Internal Medicine John Cochran VA Medical Center 0.0 100.0 0.0 9

IM-504 General Internal Medicine St. Mary's Health Center 0.0 100.0 0.0 12

IM-505 General Internal Medicine St. Luke's Hospital 0.0 100.0 0.0 6

IM-506 Geriatric Medicine Saint Louis University Hospital 0.0 80.0 20.0 5

IM-507 Gastroenterology Hepatology Saint Louis University Hospital 0.0 81.8 18.2 11

IM-509 - Nephrology - Saint Louis University Hospital 0.0 100.0 0.0 2

IM-510 Critical Care Medicine Saint Louis University Hospital 0.0 100.0 0.0 22

IM-512 Critical Care Medicine Mercy Medical Center 0.0 100.0 0.0 9

N-501 - Neurology - Saint Louis University Hospital 0.0 100.0 0.0 6

N-502 - Neurocritical Care - Saint Louis University Hospital 0.0 100.0 0.0 2

OB-501 Clinical Maternal-Fetal Medicine St. Mary's Health Center 0.0 100.0 0.0 17

OB-502 Low Risk Obstetrics St. Mary's Health Center 0.0 100.0 0.0 15

PED-501 General Floor Service Cardinal Glennon Children's Hospital 14.3 85.7 0.0 14

PED-502 Neonatology I Cardinal Glennon Children's Hospital 0.0 100.0 0.0 10

PED-503 Neonatology II St. Mary's Health Center 0.0 100.0 0.0 7

PED-504 Pediatric ICU Cardinal Glennon Children's Hospital 14.3 85.7 0.0 7

PS-501 Psychiatry Saint Louis University Hospital 0.0 92.3 7.7 13

65



Excessive

2

Appropriate

3

Inadequate

N

S-501 Trauma-Surgical Critical Care -Saint Louis University Hospital 0.0 95.2 4.8 21

S-502 Burn Surgery Mercy Medical Center 0.0 100.0 0.0 5

S-504 - Acute Care Surgery @ St. Louis University Hospital 0.0 100.0 0.0 5

Figure 28 Workload during subinternships, AY 2015-2016

67

VII. Student Evaluation of Teaching

Phase 1 Foundations

Several courses in Phase 1 (MIM-100, HCE-100, EPI-100, HQI-101) have only one faculty member: the results of those

faculty evaluations are not included in this report. N equals the number of ratings for the item.


Rating Scale 1 Unacceptable 2 Weak 3 Satisfactory

4 Very

Good

5

Excellent N Mean








Communication of Medical Knowledge: (e.g., clarity in presentations, demonstrations, facilitation of discussions, and application

of knowledge to clinical reasoning







Relationship with students: (e.g., supportive, patient, approachable, respectful, enthusiasm for teaching







Figure 29 Faculty teaching in Phase 1 courses

68


N equals the number of ratings for the item.


Rating Scale

1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent

N Mean


APCS-201/202 Applied Clinical Skills 2 0.1 1.1 14.7 29.9 54.1 876 4.34

BD-201/202 Bedside Diagnosis 0.1 0.6 13.6 33.0 52.7 890 4.43





System

0.1 1.3 12.4 35.8 50.4 1067 4.35


HEM-200 Hematology 0.6 2.2 23.7 39.7 33.8 1284 4.04





Communication of Medical Knowledge: (e.g., clarity in presentations, demonstrations, facilitation of discussions, and application of

knowledge to clinical reasoning







System

0.1 1.0 12.5 33.6 52.7 766 4.38


HEM-200 Hematology 0.5 1.5 18.9 42.5 36.6 992 4.13





Relationship with students: (e.g., supportive, patient, approachable, respectful, enthusiasm for teaching







System

0.4 0.5 11.8 30.8 56.4 746 4.42


69


Rating Scale

1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent

N Mean

HEM-200 Hematology 1.1 2.9 16.7 42.7 36.7 942 4.11





Figure 30 Faculty teaching in Phase 2 courses

70


Residents teaching in the Obstetrics, Gynecology, and Women’s Health clerkship are evaluated using a different, and more

comprehensive, faculty form than is used in the other clerkships. When possible, comparable evaluation items are reported

below. A complete account of the OB-301 student evaluation of residents follows the data presented on the other clerkships.

FCM-430, Interprofessional Team Seminars and APCS-300, Applied Clinical Skills 3 have no faculty evaluations at this time.

Only teaching by faculty/preceptors and residents/fellows in the titular department are provided for each clerkship.

Family Medicine Clerkship (FCM-301)

There is occasional overlap between classifications of faculty and preceptor but in general, the designation as faculty takes

precedence. The first three items below are part of individual faculty evaluations.

Item text: Overall quality of teaching


Classification 1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N Mean

FCM Faculty 0.5 2.1 8.4 25.6 63.3 379 4.49

FCM Preceptors 1.6 1.6 10.1 18.6 68.2 129 4.50

Item text: Treats students, patients, and other members of the health care team with respect


Classification 1 Strongly disagree 2 Disagree 3 Agree 4 Strongly agree N= Mean

FCM Faculty 0.0 0.8 23.3 75.9 378 3.75

FCM Preceptors 0.0 0.8 20.9 78.3 129 3.78

Item text: Is actively engaged in teaching students



FCM Faculty 0.0 1.3 23.0 75.7 379 3.74

FCM Preceptors 1.6 0.8 21.7 76.0 129 3.72

The following four items are evaluated within the course evaluation, following each rotation of the clerkship. Specific

individuals are not rated.

FCM-301 Percent distribution of responses

Item text 1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N= Mean

Quality of teaching by preceptors

and attendings 0.0 1.1 14.4 29.3 55.3 188 4.39

Quality of supervision by preceptors

and attendings 0.0 1.6 12.2 34.0 52.1 188 4.37

Quality of teaching by residents and

fellows 0.0 0.0 12.5 39.6 47.9 48 4.35

Quality of supervision by residents

and fellows 0.0 0.0 18.2 38.6 43.2 44 4.25

71

Internal Medicine Clerkship (IM-301)



Classification 1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N Mean

IM Faculty - Preceptor 0.8 2.4 9.8 29.7 57.4 788 4.40

IM Resident - Fellow 0.4 1.8 9.3 23.1 65.4 494 4.51

IM St. Mary's Attending 0.0 0.0 0.0 100.0 0.0 1 4.00

N Resident - Fellow 0.0 0.0 0.0 0.0 100.0 4 5.00

PED Faculty - Preceptor 0.0 0.0 0.0 0.0 100.0 1 5.00

PS Faculty - Preceptor 0.0 0.0 0.0 50.0 50.0 2 4.50

PS Resident - Fellow 33.3 0.0 33.3 0.0 33.3 3 3.00



Classification 1 Strongly

disagree 2 Disagree 3 Agree

4 Strongly

agree N= Mean

IM Faculty - Preceptor 0.5 1.0 22.5 75.9 777 3.74

IM Resident - Fellow 0.2 1.2 18.4 80.2 501 3.79

IM St. Mary's Attending 0.0 0.0 0.0 100.0 1 4.00

N Resident - Fellow 0.0 0.0 0.0 100.0 4 4.00

PED Faculty - Preceptor 0.0 0.0 0.0 100.0 1 4.00

PS Faculty - Preceptor 0.0 0.0 50.0 50.0 2 3.50

PS Resident - Fellow 33.3 0.0 33.3 33.3 3 2.67





4 Strongly

agree N= Mean



IM St. Mary's Attending 0.0 0.0 100.0 0.0 1 3.00





72



IM-301 Percent distribution of responses

Item text 1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N= Mean


and attendings 1.2 2.9 21.2 44.1 30.6 170 4.00


and attendings 1.2 4.7 24.1 43.5 26.5 170 3.89


fellows 1.2 4.1 16.0 40.2 38.5 169 4.11


and fellows 1.2 2.4 18.2 40.0 38.2 170 4.12

Neurology Clerkship (N-301)



Classification 1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N Mean

IM Faculty -

Preceptor

0.0 0.0 16.7 50.0 33.3 6 4.17

IM Resident -

Fellow

0.0 0.0 0.0 20.0 80.0 5 4.80

N Faculty -

Preceptor

0.2 2.4 10.0 28.2 59.2 539 4.44


PED Resident -

Fellow

0.0 0.0 14.3 14.3 71.4 7 4.57

PS Resident -

Fellow

0.0 0.0 33.3 41.7 25.0 12 3.92

S Resident - Fellow 0.0 0.0 0.0 100.0 0.0 1 4.00

73





4 Strongly

agree N= Mean



N Faculty - Preceptor 0.2 1.7 26.7 71.5 540 3.69


PED Resident - Fellow 0.0 0.0 37.5 62.5 8 3.63


S Resident - Fellow 0.0 0.0 0.0 100.0 1 4.00





4 Strongly

agree N= Mean



N Faculty - Preceptor 0.7 4.3 24.9 70.1 539 3.64







N-301 Percent distribution of responses

Item text 1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N= Mean


and attendings 1.5 2.9 26.3 43.8 25.6 137 3.89


and attendings 0.7 7.3 35.8 35.8 20.4 137 3.68


fellows 1.5 8.0 29.2 35.8 25.6 137 3.76


and fellows 2.2 9.5 29.9 35.8 22.6 137 3.67

74

Obstetrics, Gynecology, and Women’s Health Clerkship (OB-301)



Classification 1

Unacceptable

2

Weak

3

Satisfactory

4 Very

Good

5

Excellent N Mean

OB Faculty Preceptor 0.3 0.7 8.0 24.2 66.8 678 4.56

Resident - Fellow 2.8 6.0 11.0 31.5 48.7 848 4.17





4 Strongly

agree N= Mean

OB Faculty - Preceptor 0.3 0.3 23.4 76.1 681 3.75

Resident - Fellow 0.0 10.0 0.0 90.0 10 3.80





4 Strongly

agree N= Mean

OB Faculty - Preceptor 0.0 2.2 23.0 74.8 674 3.73

Resident - Fellow 0.0 0.0 30.0 70.0 10 3.70



OB-301 Percent distribution of responses

Item text 1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N= Mean


and attendings 1.8 3.1 24.4 46.3 24.4 164 3.88


and attendings 2.4 10.4 33.5 35.4 18.3 164 3.57


fellows 4.3 14.6 32.3 29.9 18.9 164 3.45


and fellows 4.3 21.3 32.3 26.8 15.2 164 3.27

75

Student evaluation of resident/fellow teaching

Students evaluate the residents in the Department of Obstetrics, Gynecology, and Women’s Health using a more

comprehensive form than that used by other clerkships. The summary results of those evaluations are illustrated in the table

below.


Item 1 Unacceptable 2 Weak 3 Satisfactory 4 Very Good 5 Excellent N Mean

Overall quality

of teaching 2.9 6.1 11.0 31.7 48.3 838 4.17


Item 1

Poo

r

2 F

air

3 G

ood

4 V

ery

Go

od

5 O

uts

tan

din

g

N Mean

Clear expectations and responsibilities provided 3.6 7.5 14.9 33.6 40.5 840 4.00

Appropriate role modeling 3.7 5.2 11.4 30.0 49.7 841 4.17

Enthusiasm for teaching 7.4 7.7 14.1 27.2 43.6 842 3.92

Organization of teaching 4.4 6.3 17.9 31.4 40.0 793 3.96

Friendly learning environment 5.3 5.1 11.4 25.6 52.6 843 4.15

Assessment of my knowledge 5.7 10.3 19.1 30.3 34.7 779 3.78

Helpful feedback 7.5 8.8 16.6 26.4 40.7 788 3.84

76


Item

1 P

oo

r

2 F

air

3 G

ood

4 V

ery

Go

od

5 O

uts

tan

din

g

N Mean

Communicates clearly; is willing to answer questions

and provide explanations; willing to listen to patients

and families

3.2 4.3 10.8 27.9 53.9 824 4.25

Treats others with respect; does not demean or make

others feel inferior; provides equitable care to patients;

uses respectful language when discussing patients; is

sensitive to cultural needs of patients

1.8 4.2 8.9 25.2 59.9 830 4.37

Consistently courteous and receptive to nursing and

medical students; acknowledges and respects roles of

other health care professionals

3.0 4.3 8.4 25.2 59.1 834 4.33

Is kind to patients and families; appreciates patients'

and families' special needs and accepts inconvenience

when necessary to meet the needs of the patient;

consistently attentive to details of patient comfort

0.5 3.4 8.3 27.9 59.9 785 4.43

Completes and fulfills responsibilities; responds

promptly when on call or when paged; assists and fills

in for others when needed

0.5 2.1 9.0 28.1 60.4 780 4.46

Knows limits of ability and asks for help when

appropriate; is honest and trustworthy; does not falsify

information; committed to ethical principles

0.5 2.0 8.3 26.7 62.5 757 4.49

Accepts responsibility (does not blame others or the

system); committed to self-assessment; responds to

feedback; committed to excellence and self-learning

1.2 1.7 9.0 27.3 60.8 755 4.45

An advocate for patient needs; effectively assesses and

coordinates medical system resources to optimize

patient care; seeks to find and correct system causes of

medical error

0.6 2.6 8.9 29.9 58.1 727 4.42

Figure 31 Evaluation of residents in Obstetrics, Gynecology, and Women’s Health

77

Pediatrics Clerkship (PED-301)


Percent distribution of responses Percent distribution of responses

Classification 1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N Mean

PED Faculty - Preceptor 0.4 3.0 12.6 28.4 55.6 1497 4.36

PED Resident - Fellow 0.6 6.0 18.2 24.8 50.3 318 4.18



















PED-301 Percent distribution of responses

Item text 1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N= Mean

Quality of teaching by

preceptors and attendings 0.0 1.8 12.1 44.9 41.2 165 4.25

Quality of supervision by



residents and fellows 0.6 4.2 19.4 40.0 35.8 165 4.06



78

Psychiatry Clerkship (PS-301)



Classification 1

Unacceptable

2

Weak

3

Satisfactory

4 Very

Good 5 Excellent N Mean

PS Faculty - Preceptor 0.6 1.1 9.6 27.3 61.5 550 4.48

PS Resident - Fellow 1.1 5.5 19.0 27.6 47.0 475 4.14



















PS-301 Percent distribution of responses

Item text 1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N= Mean









79

Surgery Clerkship (S-301)



Classification 1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N Mean

AN Faculty - Preceptor 0.0 0.0 12.5 37.5 50.0 16 4.37


NS Resident - Fellow 0.0 0.0 0.0 24.1 75.9 29 4.76

OP Faculty - Preceptor 0.0 5.3 0.0 36.8 57.9 19 4.47

ORTS Faculty -

Preceptor 0.0 0.0 3.9 26.9 69.23 26 4.65

ORTS Resident -

Fellow 0.0 0.0 0.0 0.0 100.0 1 5.00

OT Faculty - Preceptor 0.0 0.0 10.5 23.7 65.8 38 4.55

OT Resident - Fellow 0.0 0.0 0.0 50.0 50.0 2 4.50

S Faculty - Preceptor 1.0 6.1 25.5 35.7 31.6 196 3.91

S Resident - Fellow 2.4 8.6 20.4 31.2 37.4 372 3.92




AN Faculty - Preceptor 0.0 0.0 25.0 75.0 16 3.75


NS Resident - Fellow 0.0 0.0 6.9 93.1 29 3.93

OP Faculty - Preceptor 0.0 5.0 10.0 85.0 20 3.80

ORTS Faculty -

Preceptor 0.0 0.0 26.9 73.1 26 3.73

ORTS Resident - Fellow 0.0 0.0 0.0 100.0 1 4.00

OT Faculty - Preceptor 0.0 0.0 9.8 90.2 41 3.90

OT Resident - Fellow 0.0 0.0 0.0 100.0 2 4.00

S Faculty - Preceptor 2.0 0.5 42.4 55.2 203 3.51





AN Faculty - Preceptor 0.0 0.0 37.5 62.5 16 3.63


NS Resident - Fellow 0.0 0.0 31.0 69.0 29 3.69

OP Faculty - Preceptor 0.0 5.3 36.8 57.9 19 3.53

ORTS Faculty -

Preceptor 0.0 0.0 26.9 73.1 26 3.73

ORTS Resident - Fellow 0.0 0.0 0.0 100.0 1 4.00

OT Faculty - Preceptor 0.0 0.0 29.0 71.1 38 3.71

OT Resident - Fellow 0.0 0.0 50.0 50.0 2 3.50

80

S Faculty - Preceptor 0.5 1.5 40.5 57.5 200 3.55




S-301 Percent distribution of responses

Item text 1

Unacceptable 2 Weak

3

Satisfactory

4 Very

Good

5

Excellent N= Mean









81


Students in the fourth year are asked to complete evaluations of any attending physician, preceptor, resident, or fellow in an

elective or subinternship who completes a student performance evaluation of them. Students may also evaluate additional

individuals if they so choose. Students in self-designed electives do not evaluate the faculty who teach those electives.

Evaluations are administered online. Faculty evaluations are confidential, not anonymous. To increase the level of

confidentiality, faculty evaluation results are reported only twice per year, allowing data from multiple rotations to be

combined. A minimum of four evaluations is required for release of these results.

Individual faculty, residents, and preceptors are assessed separately, using the following items:

Is actively engaged in teaching medical students.

Treats students, patients, and other members of the health care team with respect.


Comments and recommendations [open text]

Faculty evaluations are considered highly confidential and are reported here in summary form. Evaluation results are provided

to course directors, department chairpersons, residency directors, and individual faculty, preceptors, and residents.

N= # of evaluations. Only departments receiving a minimum of four evaluations for the year are listed below. All

Departments statistics include all evaluation, even for departments without enough completed forms for release.

The tables below are for all teaching in all departments, as evaluated by M3 and M4 students. Exceptions are made where the

department equals the course (e.g. MIM-403, HCE-401) and one faculty member teaching the course: those evaluations are

not included. Emergency Medicine (EM) and Center for Anatomical Science and Education (CASE) courses are set up in

OASIS as departments to help students find courses in these fields, but they are both reported as part of the Surgery

department.




Department 1

Unacceptable

2 Weak 3

Satisfactory

4 Very

Good

5

Excellent

N Mean

Anesthesiology and Critical

Care 0.0 0.0 7.1 20.2 72.6 84 4.65

Biochemistry and Molecular

Biology 0.0 0.0 0.0 0.0 100.0 3 5.00

Dermatology 0.0 0.4 4.3 18.9 76.5 281 4.72

Emergency Medicine 1.4 1.4 9.6 27.4 60.3 146 4.44

Family and Community

Medicine 1.1 2.1 8.2 20.2 68.4 440 4.53

Internal Medicine 0.6 1.8 8.5 22.0 67.1 1854 4.53

Neurology 1.0 3.4 13.9 27.9 53.8 976 4.30

Neurosurgery 0.0 0.0 0.0 40.0 60.0 5 4.60


Women's Health 0.2 0.6 7.6 21.9 69.8 662 4.61

Ophthalmology 0.0 0.0 8.7 28.3 63.0 46 4.54

Orthopedic Surgery 2.0 2.0 6.1 16.3 73.5 49 4.57

82


Department 1

Unacceptable

2 Weak 3

Satisfactory

4 Very

Good

5

Excellent

N Mean

Otolaryngology- Head and

Neck Surgery 0.8 0.8 9.1 23.1 66.1 121 4.53

Pathology 1.8 0.0 4.4 9.7 84.1 113 4.74

Pediatrics 0.5 3.3 13.3 28.3 54.7 1979 4.33

Pharmacology and

Physiology 0.0 0.0 0.0 33.3 66.7 3 4.67

Psychiatry 0.9 3.5 15.4 26.8 53.5 937 4.28

Radiation Oncology 0.0 0.0 4.8 9.5 85.7 21 4.81

Radiology 0.0 0.0 10.6 20.6 68.8 141 4.58

Surgery (includes CASE and

EM) 1.0 1.2 6.7 23.3 71.5 403 4.73

Figure 32 Overall quality of teaching in Phase 4, AY 2015-2016

Engagement in Teaching; Respect for Healthcare Team

Ratings for two items are provided in the next figure.

1. Item text: Is actively engaged in teaching medical students

2 Item text: Treats students, patients, and other members of the health care team with respect


Department Item 1 Strongly

disagree

2

Disagree

3

Agree

4 Strongly

agree

N Mean

Anesthesiology and Critical Care 1 0.0 0.0 17.9 82.1 84 3.82

2 0.0 0.0 19.1 81.0 84 3.81

Biochemistry and Molecular Biology 1 0.0 0.0 33.3 66.7 3 3.67

2 0.0 0.0 0.0 100.0 3 4.00

Dermatology 1 0.0 0.4 22.1 77.5 280 3.77

2 0.0 0.7 13.5 85.8 281 3.85

Family and Community Medicine 1 0.5 1.1 22.5 76.0 441 3.74

2 0.0 0.7 20.8 78.6 448 3.78

Internal Medicine 1 0.8 2.8 24.4 72.1 1850 3.68

2 0.6 1.1 18.1 80.2 1877 3.78

Neurology 1 2.2 6.1 30.1 61.5 980 3.51

2 0.7 2.2 28.4 68.7 991 3.65

Neurosurgery 1 0.0 0.0 40.0 60.0 5 3.6

2 0.0 0.0 66.7 33.3 6 3.33

83


Department Item 1 Strongly

disagree

2

Disagree

3

Agree

4 Strongly

agree

N Mean

Obstetrics, Gynecology, and Women's

Health 1 0.0 1.7 21.8 76.6 657 3.75

2 0.0 0.5 18.6 81.0 663 3.81

Ophthalmology 1 2.1 0.0 31.3 66.7 48 3.62

2 0.0 0.0 27.1 72.9 48 3.73

Orthopedic Surgery 1 2.1 0.0 25.0 72.9 48 3.69

2 0.0 0.0 22.5 77.6 49 3.78

Otolaryngology- Head and Neck

Surgery 1 0.0 0.8 29.8 69.4 121 3.69

2 0.0 1.6 19.7 78.7 122 3.77

Pathology 1 0.0 2.6 14.9 82.5 114 3.8

2 0.9 0.0 13.9 85.2 115 3.83

Pediatrics 1 1.0 4.6 32.6 61.9 1994 3.55

2 0.6 1.8 28.9 68.7 2011 3.66

Pharmacology and Physiology 1 0.0 0.0 33.3 66.7 3 3.67

2 0.0 0.0 0.0 100.0 3 4.00

Psychiatry 1 1.6 6.4 32.5 59.6 958 3.5

2 0.2 1.0 26.2 72.6 969 3.71

Radiation Oncology 1 0.0 0.0 4.8 95.2 21 3.95

2 0.0 0.0 9.5 90.5 21 3.9

Radiology 1 0.0 0.0 29.8 70.2 141 3.7

2 0.0 0.0 20.6 79.4 141 3.79

Surgery (includes CASE and EM) 1 5.2 0.2 1.5 22.4 75.9 406

2 10.3 1.0 0.7 20.4 77.8 406

Figure 33 Engagement in teaching; Respect for healthcare team, AY 2015-2016

85

VIII. Internal Assessment of Student Learning

Grading Phase 1 and Phase 2 Required Courses

The primary means of assessment in the first two years of the curriculum is through multiple-choice examinations. Some

courses also include laboratory (including simulation), small group assessments, clinical experiences with standardized

patients, and other activities in determining course grades. A small number of courses employ essay exams, web-based

assignments, and clinical activities to determine grades.

All courses in Phases 1 and 2 are now graded as Pass/Fail and grade cut-points are criterion-referenced. The table below

provides mean exam scores for all courses whose primary grading mode is through multiple choice exams.

The mean percent scores below may not include all students in the course: final grades are generally calculated after the final

exam in the course. In those cases where some students finish the course several days, or even weeks after their classmates,

those late exam scores will not be represented in the overall calculation of mean and standard deviation. The difference in

scores with a few additional students would be very small.

PATH-100, Introduction to Pathology, is using a custom, NBME examination in the course. Results for this exam are

provided both as part of the total course score and separately.

Overall Examination Mean Percent


A-100 Introduction to Clinical Anatomy 76.30 79.81

CMB-100 Cell and Molecular Biology 83.66 83.17

EPI-100 Epidemiology and Biostatistics 92.26 92.86

MHR-100 Microbes and Host Response 84.02 85.43

PATH-100 Introduction to Pathology 78.75 81.71

NBME Pathology Exam 73.75 75.09

PHAR-100 Principles of Pharmacology 81.27 81.35


APCS-201/202 Applied Clinical Skills 2 82.71 85.36

BMH-200 Behavioral Medicine and Health 79.48 85.61

CARD-200 Cardiovascular System 83.78 83.18

ENDR-200 Endocrine and Reproductive System 82.52 84.44

GI-200 Gastrointestinal System 85.42 84.33

HEM-200 Hematology 79.85 81.32

NSCI-201 Basic Clinical Neurosciences 80.32 81.37

RENL-200 Renal Urinary System 80.99 78.21

RESP-200 Respiratory System 82.85 83.64

SBJ-200 Skin, Bone, and Joint 84.62 89.37

Figure 34 Summary examination results in Phases 1 and 2

86

Electives in Phases 1 and 2

The evaluation form employs a rubric to describe student behaviors, but has been made more general in recent years in an

attempt to make it applicable to all electives in years 1 and 2.

The rubric options (1-4) can be found in Appendix E.


Assessment Items

AY 1 (Low) 2 3 4 (High) N Mean

Reliability 15-16 0.0 0.0 5.1 94.9 355 3.95

14-15 0 3 12 85 172 3.82

Team Rapport 15-16 0.0 0.3 9.1 90.6 341 3.90

14-15 0 0 18 82 164 3.82

Student Professionalism 15-16 0.0 0.0 23.0 77.0 357 3.77

14-15 0 0 35 66 171 3.65

Motivation 15-16 0.0 0.6 25.6 73.8 351 3.73

14-15 0 2 30 68 165 3.67

Overall quality of

performance

AY 1

Unacceptable

2

Weak

3

Satisfactory

4 Very

Good 5 Excellent N Mean

15-16 0.0 0.0 2.5 22.3 75.2 359 4.73

14-15 0 1 5 35 60 173 4.54

Figure 35 Assessment of student performance in Phase 1 and Phase 2 electives

87

Phase 3 Clerkship Evaluation of Student Clinical Performance

In the required clerkships, the clerkship directors are also primarily responsible for determining final grades, however multiple

individuals (attending physicians, residents, and preceptors) complete evaluations of student performance in the clinical

setting. A list of the performance evaluation items for students in the clerkships can be found in Appendix. F.

Student performances in electives and subinternships in Phase 4 may be assessed and graded by individuals or by teams of

individuals, with one member designated to review evaluations and assign a final grade.

Most subinternships employ a student performance rubric to assess students: a copy of the rubric items can be found in

Appendix G. At present, electives and surgical subspecialties only ask evaluators to provide formative and summative

comments on student performance (Appendix H).

Faculty Completion of Evaluation Forms

Over the past few years students have expressed concern regarding who completes their performance evaluation forms, noting

that sometimes, the person completing the form is not an individual with whom they worked very often. In response to this

concern the evaluation forms for the clerkships and all other SLUSOM electives, subinternships, and surgical subspecialties,

asks the following:

This evaluation is based on

1. My individual observation

2. My individual observation and feedback from the team

3. Feedback from the team


Clerkship

N = # of

evaluation

forms

My individual

observation

My individual observation

and feedback from the

team

Feedback from

the team

FCM-301 193 37.8 59.1 3.1

IM-301 1051 37.9 60.1 2.0

N-301 1283 72.8 26.4 0.8

OB-301 827 37.0 59.4 3.6

PED-301 2118 66.3 33.4 0.3

PS-301 831 55.9 43.9 0.2

S-301 701 20.1 73.6 6.3

Figure 36 Student performance evaluation form completion

88

Faculty Evaluation of Clerkship Students

Data in the figures below are for students who completed a required clerkship in AY 2015-2016, the transitional year in the

curriculum.

N equals the number of ratings for a particular item.

Family Medicine FCM-301


Below Expectations Meets Expectations

Exceeds

Expectations N Mean

Item 1 2 3 4 5 6 7 8 9

History-taking and

physical examination 0.0 0.0 0.0 0.5 0.5 3.6 28.5 38.3 28.5 193 7.89

Diagnostic reasoning /

problem-solving 0.0 0.0 0.0 0.0 2.1 11.9 30.6 32.1 23.3 193 7.63

Fund of knowledge 0.0 0.0 0.0 0.0 1.6 7.8 37.3 33.7 19.7 193 7.62

Case presentations- oral

and written 0.0 0.0 0.0 0.5 1.0 10.4 24.5 31.8 31.8 192 7.81

Procedures 0.0 0.0 0.0 0.0 3.8 14.7 32.5 31.2 17.8 157 7.45

Compassion / Humanism:

Demonstrates empathy

and respect for patients

and families

0.0 0.0 0.0 0.0 0.0 1.6 7.3 29.7 61.5 192 8.51

Professionalism:

Demonstrates reliability,

initiative, honesty,

integrity, punctuality.

0.0 0.0 0.5 0.0 0.0 1.0 6.8 21.9 69.8 192 8.58

Healthcare Team Rapport 0.0 0.0 0.0 0.5 0.5 2.1 6.8 28.7 61.5 192 8.47

Efficient use of

healthcare resources

0.0 0.0 0.0 0.0 1.7 11.2 28.7 33.7 24.7 178 7.69

Knowledge of preventive

medicine

0.0 0.0 0.0 0.0 2.6 11.9 29.5 35.8 20.2 193 7.59

Cost effective care 0.0 0.0 0.0 0.0 2.2 16.1 33.9 32.2 15.6 180 7.43

Overall rating of clinical

performance

0.0 0.0 0.0 0.0 0.5 3.1 24.4 43.0 29.0 193 7.97

Figure 37 Preceptor assessment of FCM-301 student clinical performance

89

Internal Medicine IM-301

Procedures are not evaluated in the Internal Medicine clerkship.


Item

Below Expectations Meets Expectations Exceeds

Expectations N Mea

n 1 2 3 4 5 6 7 8 9

History-taking and physical examination 0.0 0.1 0.1 0.1 3.0 8.7 36.5 32.7 18.8 1005 7.55

Diagnostic reasoning / problem-solving 0.0 0.1 0.1 0.4 4.2 13.2 35.9 31.0 15.0 1044 7.37


Case presentations- oral and written 0.0 0.1 0.1 0.7 3.0 9.9 31.0 34.6 20.8 1045 7.57

Compassion / Humanism: Demonstrates

empathy and respect for patients and

families

0.0 0.0 0.0 0.0 0.9 3.4 17.0 36.3 42.4 1030 8.16

Professionalism: Demonstrates reliability,

initiative, honesty, integrity, punctuality. 0.0 0.0 0.1 0.3 1.3 2.8 15.8 32.0 47.8 1038 8.21

Overall rating of clinical performance 0.0 0.0 0.2 0.2 2.3 6.9 29.4 39.2 21.8 1050 7.70

Figure 38 Faculty assessment of IM-301 student clinical performance

Neurology N-301


Item

Below

Expectations

Meets

Expectations

Exceeds

Expectations N Mean

1 2 3 4 5 6 7 8 9


Procedures 0.0 0.0 0.0 0.3 3.2 16.9 44.5 22.4 12.8 634 7.24






families

0.0 0.0 0.0 0.0 1.7 7.7 29.6 35.3 25.7 1269 7.75




Figure 39 Faculty assessment of N-301 student clinical performance

90

Obstetrics, Gynecology, and Women’s Health OB-301


Item

Below

Expectations

Meets

Expectations

Exceeds

Expectations N Mean

1 2 3 4 5 6 7 8 9





Procedures 0.0 0.0 0.0 0.0 3.0 6.9 49.1 33.2 7.9 611 7.36



families

0.0 0.0 0.0 0.0 0.4 4.1 25.6 44.4 25.6 782 7.91




Figure 40 Faculty assessment of OB-301 student clinical performance

Pediatrics PED-301

Procedures are not evaluated in the Pediatrics clerkship


Item

Below

Expectations

Meets

Expectations

Exceeds

Expectations N Mean

1 2 3 4 5 6 7 8 9






empathy and respect for patients and families 0.0 0.0 0.0 0.2 2.1 5.9 39.5 35.2 17.2 2005 7.59



Motivation and attitude toward learning 0.0 0.0 0.1 0.1 2.3 6.3 31.3 38.1 22.0 2076 7.71

Healthcare Team Rapport 0.1 0.0 0.0 0.1 2.2 6.0 36.4 37.1 18.2 2042 7.62


Figure 41 Faculty assessment of PED-301 clinical performance

91

Psychiatry PS-301

Procedures are not evaluated in the Psychiatry clerkship.


Item

Below

Expectations

Meets

Expectations

Exceeds

Expectations N Mean

1 2 3 4 5 6 7 8 9







families

0.0 0.0 0.0 0.0 0.5 3.6 13.5 46.5 36.0 815 8.14




Figure 42 Faculty assessment of PS-301 student clinical performance

Surgery S-301


Item

Below

Expectations

Meets

Expectations

Exceeds

Expectations N Mean

1 2 3 4 5 6 7 8 9





Procedures 0.0 0.0 0.0 0.0 4.0 8.2 35.2 37.6 15.0 526 7.52



families

0.0 0.0 0.0 0.0 1.2 2.6 22.6 35.5 38.1 687 8.07




Figure 43 Faculty assessment of S-301 student clinical performance

92

Student Peer Review

In AY 15-16, students completed 2367 evaluations of their peers in the required clerkships. The use of peer reviews in each

clerkship varies:

Peer reviews in N-301, PS-301, PED-301, and S-301 are only used to provide feedback to students on

their performance. They are not used in calculating grades.

Peer reviews in OB-301 and IM-301 are also used to provide feedback to students, but may be used in

grading.

Students in FCM-301 did not participate in peer review: most were working individually at preceptor

sites and did not have the opportunity to work with peers in those settings.

Percent Distribution of Ratings

I would like to work with this individual

again. 5 Strongly

agree 4 3 2

1 Strongly

disagree N= Mean

All clerkships 82.04 9.28 3.76 1.33 3.59 2339 4.65


N-301 Neurology 84.6 6.8 5.5 0.3 2.7 293 4.70

OB-301 Obstetrics, Gynecology, and Women's

Health 77.6 10.5 4.6 2.1 5.3 722 4.53

PED-301 Pediatrics 82.0 12.7 2.8 0.9 1.6 434 4.73

PS-301 Psychiatry 85.1 6.3 2.4 0.4 5.9 255 4.64

S-301 Surgery 84.0 8.3 4.3 1.4 2.0 349 4.71

Figure 44 Student peer review

93

Phase 4 Electives

Prior to AY 15-16 there were no rated items for student performance on elective evaluations. Beginning this year evaluators

were asked to rated students on their professional relationships. All elective evaluation forms, including those for self-

designed electives (i.e., elective experiences that are not in the course catalog) contain the following item:

Professional Relationships

1 Unsatisfactory 2 Needs Improvement 3 Satisfactory 4 Superior N Mean

0.0 0.5 23.9 75.6 2453 3.75

In addition to this rated item, there are two comment fields: one field for formative comments to help students improve their

performance and a second text field for summative comments that may be used in the MSPE (Dean’s letter).

Phase 4 Subinternships Evaluation of Student Performance

The evaluation items and summary student performances are reported below.

Student Performance


Assessment Item 1 Unsatisfactory 2 Needs

Improvement 3 Satisfactory

4

Superior N = Mean

Patient Interview and

Medical History 0.26 1.58 39.58 58.58 379 3.56

The Physical / Mental

Status / Neurological

Examination

0.27 0.27 50.00 49.47 374 3.49

Problem Solving and

Clinical Judgment 0.00 1.84 40.42 57.74 381 3.56

Knowledge of Medicine 0.26 1.57 46.19 51.97 381 3.5

Relationships with

Patients and Their

Families

0.00 0.27 24.93 74.80 377 3.75

Professional Relationships 0.07 0.46 23.31 76.16 2836 3.76

Educational Attitudes 0.26 0.52 21.20 78.01 382 3.77

Initiative and Interest 0.26 0.52 22.25 76.96 382 3.76

Figure 45 Student performance in Phase 4 subinternships

Student Dependability Unsatisfactory Satisfactory N

Attendance, Dependability, Appearance 0.0 100.0 382

Figure 46 Student dependability in subinternships

94

Phases 1-4 Simulation Center

The Simulation Center uses computerized technology and high fidelity patient mannequins to provide a wide variety of

learning opportunities for medical students throughout the curriculum. At the present time, the center is used for

demonstrations and practice opportunities with the medical students: there are no formal assessments of student performance.

The tables below indicate some of the courses/areas currently using the Simulation Center facilities.

Phase 1 Curriculum

Activity / Group Instructor(s)

BLS simulations Wes Burch

Principles of Pharmacology (PHAR-100) Faculty

ER Interest Group Residents / Faculty / Wes Burch

Anesthesiology Interest Group Wes Burch

HRC Venipuncture Practice

Management of the Critical Patient (SIM-100)

Wes Burch / M2 Students

Wes Burch

Phase 2 Curriculum


Emergency Medicine Interest Group Residents / Faculty / Wes Burch

Anesthesia Interest Group Residents

Respiratory Module (RESP-200)

Management of the Critical Patient and Advanced Procedures (SIM-102)

Faculty

Wes Burch

Phase 3 Curriculum


Obstetrics, Gynecology, and Women’s Health Clerkship (OB-301) Wes Burch

Surgery Clerkship (S-301) Wes Burch / Faculty

Emergency Medicine (procedures) Faculty

Anesthesia rotation Residents / Wes Burch

Emergency Medicine—3rd year simulations Wes Burch / Faculty / Residents

BLS Certification Wes Burch

Phase 4 Curriculum


Adult Procedures Elective (1 week) Wes Burch / Faculty

Emergency Medicine (Procedures) Wes Burch / Faculty

Pediatric Procedures Elective (1 week) Wes Burch / Faculty

Anesthesia rotation Wes Burch / Residents

Primary Care Capstone (CAP- 403)

Surgical Specialties Capstone (CAP-401)

Wes Burch / Faculty

Wes Burch / Faculty

95

IX. External Evaluation of the MD Degree Program

AAMC Year 2 Questionnaire (Y2Q)

The Y2Q was first administered in 2014 by the AAMC, at which time an all schools report was published. In 2015 the AAMC

released individual school reports that provide data from Saint Louis University School of Medicine students for 2014 and

2015.

Some of the same questions asked on the AAMC Graduation Questionnaire are also found on the Y2Q. Most items focus on

health and wellness issues, using well-vetted instruments such as the Tolerance for Ambiguity (TFA) and the Oldenburg

Burnout Inventory for Medical Students (OLBI-MS). For appropriate interpretation of results, these instruments require more

background information than can be provided here. When school-specific data are provided by the AAMC, more information

will be included in this report. The items below may provide faculty with more immediately useful information.

Y2Q Response Rate 2014 2015

N (completed

surveys)

Percent

completion

N (completed

surveys)

Percent

completion

SLU SOM M2 students 118 61.4 148 81.3

All Schools 9029 44.3 11586 56.2

Figure 47 AAMC Y2Q response rate

Please indicate the extent to which you agree with the following statement: Overall I am satisfied with the quality of my

medical education to date.

Percentage of Respondents Selecting each Rating

Students Year 1 Strongly

Disagree 2 Disagree

3

Neutral 4 Agree

5

Strongly

Agree

Count

All schools 2015 1.3 4.2 9.1 56.4 29.1 11583

SLU SOM 2015 0.0 1.4 4.1 49.3 45.3 148

SLU SOM 2014 1.7 1.7 3.4 44.4 48.7 117

Figure 48 Y2Q Overall satisfaction with medical education

96

The Y2Q asked students to reflect on several issues which are controversial across traditional brick and mortar academic

institutions. What is the role of lecture in today’s education and what role should web-based resources, including instruction,

play in medical education? Both the preclinical and clinical curricula at SLU SOM have courses that are entirely and/or

primarily, web-based. Students in Phases 1 and 2 rely on recordings of lectures that are available via Google sites. The

recording of didactic sessions in Phase 3 is moving forward. Course materials- syllabi and handouts- are currently provided to

students in both paper and digital formats in the preclinical courses. Course materials in the clerkships are provided to students

only in digital format.

Please describe how often you attend:


All schools Year Almost

never Occasionally

Somewhat

often Often

Most of

the time Count

In-person pre-clerkship courses / lectures at YOUR medical school

All Medical Schools 2015 18.2 16.7 12.9 14.7 37.6 11318

SLU SOM 2015 9.6 13.7 17.1 18.5 41.1 146

SLU SOM 2014 15.7 19.1 13.9 16.5 34.8 115

Virtual pre-clerkship courses / lectures (e.g., podcast or video) at YOUR medical school


SLU SOM 2015 10.1 19.6 12.2 21.6 36.5 148

SLU SOM 2014 17.5 10.5 17.5 19.3 35.1 114

Please describe how often you utilize the following online resources:


All schools Year Never

Less than

once a

month

At least

once a

month

At least

once a

week

Dail

y Count

Online medical education courses /

lectures from OTHER medical schools


SLU SOM 2015 33.1 37.2 22.1 6.9 0.7 145

SLU SOM 2014 33.6 44.0 17.2 4.3 0.9 116

Online videos for medical education

information (e.g., YouTube)


SLU SOM 2015 1.4 14.2 43.9 32.4 8.1 148

SLU SOM 2014 5.2 30.2 37.1 24.1 3.4 116

97


All schools Year Never

Less than

once a

month

At least

once a

month

At least

once a

week

Dail

y Count

Other online content for medical

education information (e.g., Wikipedia)


SLU SOM 2015 1.4 5.4 15.0 45.6 32.7 147

SLU SOM 2014 2.6 8.8 19.3 36.8 32.5 114

99

AAMC Graduation Questionnaire

The Graduation Questionnaire (GQ) is a national questionnaire administered by the Association of American Medical

Colleges (AAMC) to medical school graduates nationwide. The questionnaire assesses over 200 items on a wide variety of

topics, including education and student life.

The percent completion figures below have been recalculated (8/27/2014) to reflect the total number of survey respondents

identified in the GQ report. In previous Summary Evaluation reports, the number of complete evaluations, as published on the

AAMC website was used. These two figures, both provided by the AAMC may vary significantly.

Total Number of SLU SOM Respondents and Percent Completion

2010 2011 2012 2013 2014 2015 2016

124 (NA) 140 (77) 131 (79) 137 (72) 143 (88) 168 (94) 165 (93)

In previous years, the AAMC GQ report provided a calculated mean rating for items and a mean rating for all schools as a

way for individual schools to put themselves into a larger context. This year, the GQ report did not provide a mean rating for

non-interval response scales, such as strongly disagree….disagree. The AAMC has, however, provided an additional GQ

report, the Supplementary Benchmarking Report, which allows medical schools to more clearly see how the responses

provided by their students fit into the experiences of students at other medical schools:

Percentiles are based on the ordered percentages from 136 schools. For example, the 10th percentile is the

percentage corresponding to the 14th medical school out of the 136 medical schools, and the 90th

percentile is the percentage corresponding to the 123rd medical school out of the 136 medical schools.

AAMC 2016 Supplementary Benchmarking Report, p.3.

This reporting format will allow us to more easily identify areas for improvement and use the benchmarks as one measure of

improvement. Several areas of the Benchmarking Report are reproduced below.

The GQ asks students to rate their overall satisfaction with their medical school.

Overall I am satisfied with the quality of my medical education.

Figure 49 AAMC GQ Overall Satisfaction

100

A number of items on the GQ Program Evaluation Survey closely match the program goals and objectives of our MD Degree

Program. While these items are self-reports by students, they indicate our overall success in these areas of the curriculum. The

All Schools data are for 2016

Figure 50 AAMC GQ and MD Degree Program Goals

101

Evaluation of Preclinical Curriculum

102

Evaluation of the Clinical Curriculum

Overall Rating of Clerkships

The GQ asks students to provide an overall rating for their required clerkships. Our internal course evaluations also ask

students to do this, at the end of their rotation. The table below illustrates the difference between student ratings of their year 3

clerkships at the time they are in those clerkships, and their ratings of these same clerkships a year later, in the Graduation

Questionnaire. Only third-year student ratings (class of 2015) are included below.

Figure 51 Comparison of clerkship ratings: in-course and AAMC GQ

103

The AAMC GQ asks students three very important questions:

1. Were you observed taking the relevant portions of the patient history?

2. Were you observed performing the relevant portions of the physical, neurological, or mental status exam?

3. Were you provided with mid-clerkship feedback?

We also ask our students these same questions at the end of each required clerkship. The answers provided by seniors in the

Graduation Questionnaire are significantly different from those provided by juniors as they finish each clerkship. These data

are presented below along with the GQ data.

Our clerkship evaluations also ask students to evaluate teaching by faculty and residents (date provided on pages 72-82) at the

end of each clerkship. These data do not contradict the data provided by senior students on the GQ.

Family Medicine (FCM-301)

FCM-301 internal, end-of-clerkship rotation evaluation

FCM-301 Yes No N

Were you observed taking the relevant portions of the patient history? 93.63% 6.37% 157

Were you observed performing the relevant portions of the physical, neurological, or mental

status exam? 94.27% 5.73% 157

Were you provided with mid-clerkship feedback? 96.82% 3.18% 157

104

Internal Medicine (IM-301)

IM-301 internal, end-of-clerkship rotation evaluation

IM-301 Yes No N



status exam? 97.18% 2.82% 142


105

Neurology (N-301)

N-301 internal, end-of-clerkship rotation evaluation

N-301 Yes No N



status exam? 97.12% 2.88% 104


106

Obstetrics, Gynecology, and Women’s Health (OB-301)

OB-301 internal, end-of-clerkship rotation evaluation

OB-301 Yes No N



status exam? 82.86% 17.14% 140


107

Pediatrics (PED-301)

PED-301 internal, end-of-clerkship rotation evaluation

PED-301 Yes No N



status exam? 99.29% 0.71% 140


108

Psychiatry (PS-301)

PS-301 internal, end-of-clerkship rotation evaluation

PS-301 Yes No N



status exam? 91.86% 8.14% 86


Surgery (S-301)

109

S-301 internal, end-of-clerkship rotation evaluation

S-301 Yes No N



status exam? 90.3% 9.7% 113


111

Post-Graduate Year 1 Assessment

As part of program evaluation, and to maintain compliance with LCME Standard 8:

Feedback from residency program directors on graduates’ demonstration of the school’s competencies or from the

ACGME on the 6-month status of graduates on the milestones for each specialty (as available).

We ask program director to complete a short assessment form for each of our students who placed into their residency

program. Completion rate this year was 87 completed assessments (59.6%). Options of Not applicable and Not observed

are not shown in the table.

This assessment does not become part of the official student record at Saint Louis University. The information that is provided

regarding residents is used to help in the development and alignment of our MD program with the expectations and requirements of

residency programs. The data provided are considered extremely confidential and have very limited distribution. The table below

provides summary, interim data.

Percent Distribution

Evaluation Item

1 U

na

ccep

tab

le

2 W

eak

3 S

ati

sfa

cto

ry

4 V

ery

Go

od

5 E

xce

llen

t

N Mean

Communicates effectively and demonstrates caring and respectful

behaviors when interacting with, advising, and educating patients and their

families.

0.0 1.2 10.6 43.5 44.7 85 4.32

Gathers essential and accurate information, and interprets that

information, about patients (adults or children) through the systematic and

technically correct physical and/or psychiatric examination.

0.0 0.0 15.5 47.6 36.9 84 4.21

Makes informed decisions about diagnostic and therapeutic interventions

based on patient information and preferences, current scientific evidence,

and clinical judgment.

0.0 2.4 21.2 43.5 32.9 85 4.07

Performs competently all medical and invasive procedures considered

essential for the area of practice. 0.0 3.2 33.9 35.5 27.4 62 3.87

Demonstrates knowledge of established and evolving biomedical, clinical,

epidemiological, and socio-behavioral sciences and the application of this

knowledge to patient care.

0.0 2.4 21.4 45.2 31.0 84 4.05

Demonstrates an investigatory and analytic thinking approach to clinical

situations. 0.0 1.2 21.4 42.9 34.5 84 4.11

Knows and applies the basic and clinically supportive sciences which are

appropriate to the discipline [of this residency]. 0.0 2.3 19.8 47.7 30.2 86 4.06

Analyzes practice experience and performs practice-based improvement

activities using a systematic methodology 0.0 2.6 23.7 36.8 36.8 76 4.08

Applies knowledge of study designs and statistical methods to the

appraisal of clinidal studies and other information on diagnostic and

therapeutic effectiveness

0.0 0.0 32.4 39.2 28.4 74 3.96

Uses information technology to manage information, access online

medical information, and support their own education. 0.0 1.2 18.6 45.4 34.9 86 4.14

Accurately completes all types of written notes that document patient care. 0.0 3.6 7.1 46.4 42.9 84 4.29

Gives an oral presentation of a patient's medical findings that is organized

in a standardized format, is understandable, and is concise. 0.0 2.3 15.1 43.0 39.5 86 4.20

112

Percent Distribution

Evaluation Item

1 U

na

ccep

tab

le

2 W

eak

3 S

ati

sfa

cto

ry

4 V

ery

Go

od

5 E

xce

llen

t

N Mean

Demonstrates an understanding of the important roles which other health

care professionals play in the care of patients, consistently respects the

dignity of all other health care professionals, and interacts with these

professionals in a manner which fosters collaboration in patient care.

0.0 3.5 10.5 43.0 43.0 86 4.26

Demonstrates a commitment to ethical principles pertaining to provision

or withholding of clinical care, confidentiality of patient information,

informed consent, and business practices.

0.0 0.0 8.1 34.9 57.0 86 4.49

Demonstrates sensitivity and responsiveness to patients' culture, age,

gender, and disabilities. 0.0 1.2 9.3 34.9 54.7 86 4.43

Demonstrates knowledge of how types of medical practice and delivery

systems differ from one another, including methods of controlling health

care costs and allocating resources.

0.0 0.0 32.5 38.8 28.8 80 3.96

Practices cost-effective health care and resource allocation that does not

compromise quality of care. 0.0 1.3 29.1 46.8 22.8 79 3.91

Advocates for quality patient care and assists patients in dealing with

system complexities. 0.0 1.2 20.7 45.1 32.9 82 4.10

Partners with health care managers and health care providers to assess,

coordinate, and improve health care and know how these activities can

affect system performance.

0.0 3.7 24.4 37.8 34.2 82 4.02

Figure 52 PGY-1 Assessment: Class of 2016

113

NBME Custom Examination: Pathology (PATH-100)

First-year students in PATH-100, Introduction to Pathology, take a custom NBME examination as their final exam in the course. The

exam was created by Dr. Vogler and Dr. Brink, and was administered online by the NBME in the same way as other NBME

examinations.

Most of the data released for this examination provides more content information than can be released here. The data below illustrate

the relationship between the items on this exam, and those on Step 1.

AY N (exam items) Mean Standard Deviation

12-13 100 73.1 9.4

13-14 100 74.1 9.2

14-15 100 73.8 8.3

15-16 100 75.2 8.4

NBME Subject Examinations: Required Clerkships

Summary annual reports are provided by the NBME for the subject examinations. All seven of our Year 3 required clerkships uses

the NBME subject examination as a component in student grades. AY 14-15 saw significant modifications in the required clerkships

as we transitioned to the new curriculum. Graphs normally provided here are not comparable to previous years. Beginning with AY

16-17 those data will again be provided in this report.

115

United States Medical Licensing Examinations (USMLE)

Details regarding the USMLE Step 1 and Step 2 examination results have limited distribution: only the means and passing

rates for Saint Louis University (SLU) in comparison to national rates are reported here. These examinations provide valuable

information regarding the curriculum at Saint Louis University School of Medicine and are employed by the faculty and

administration in curriculum development.

The NBME reports on each exam in a slightly different way. The table below groups the exams by SLUSOM graduating

class, however, there may be some students taking exams and reported in years outside the majority of their class.

Class of Exam year as reported by

NBME Step

SLU

Mean

National

Mean SLU Pass National Pass

2016 1st time in 2014 1 226 229 93 96

2017 7/1/2015 – 3/2016 Interim 2CK 236 241 97 96

2015 1st time in 2013 1 227 228 94 96

2016 7/1/2014 – 2/14/2015 2CK 243 240 96 95

2014 1st time in 2012 1 230 227 98 95

2015 7/2013- 6/2014 2 CK 244 240 98 97

2013 1st time in 2011 1 227 224 94 94

2014 7/2012 - 6/2013 2 CK 240 238 100 98

2012 1st time in 2010 1 222 222 94 91

2013 7/2011 – 6/2012 2 CK 239 237 99 98

2011 1st time in 2009 1 227 221 98 93

2012 7/2010 - 6/2011 2 CK 236 233 98 97

Figure 53 USMLE Step 1 and Step 2 CK passing rates

116

The data that follow have been reproduced verbatim from the NBME report on USMLE Step 1, Step 2 and Step 3. Please note

that the red and green boxes referred to in the text are black in the reproduction of the graph.

USMLE Step 1 2015

117

118

USMLE Step 2 CK Clinical Knowledge 2014-2015

119

120

USMLE Step 2 CK Clinical Knowledge Interim Report 2015-2016

121

USMLE Step 2 CS Clinical Skills 2014-2015

122

USMLE Step 2 CS Clinical Skills Interim Report 2015-2016

123

X. Appendices

Appendix A: MD Degree Program Competencies

Curriculum Management Committee Approved 18JUNE2014

Curriculum Oversight Committee Approved 24JUNE2014

1. Patient Care and Procedural Skills

Students will demonstrate the ability to provide patient care that is compassionate, appropriate and effective for the treatment

of health problems and the program of health. Students will be able to perform, under supervision, basic medical, diagnostic,

and surgical procedures necessary for advancement to residency.

Upon graduation, Saint Louis University School of Medicine students will be able to:

PCPS 1.1 Assess a variety of patients, presenting with undifferentiated urgent, acute, or chronic health problems in a

variety of settings (inpatient, ambulatory, emergency.

PCPS 1.2 Promptly recognize a patient who requires urgent or emergent care, initiate evaluation and treatment, and

seek help.

PCPS 1.3 Provide care that is patient-centered, compassionate, and respectful.

PCPS 1.4 Perform the basic medical, diagnostic, and surgical procedures considered essential to begin residency.

PCPS 1.5 Gather pertinent information about patients and their condition(s) through focused or comprehensive (as

appropriate), history-taking and physical examination.

PCPS 1.6 Select and interpret laboratory data, imaging and other tests using evidence-based and cost-effective

principles.

PCPS 1.7 Demonstrate the ability to make informed decisions about diagnostic and therapeutic interventions based on

patient information and preferences, up-to-date scientific evidence, and clinical judgment.

PCPS 1.8 Under supervision, develop and carry out patient management plans that include patient preferences and

circumstances.

PCPS 1.9 Initiate counselling and education for patients and their families that will empower them to participate in their

care and enable shared decision-making.

PCPS 1.10 Demonstrate knowledge of appropriate referrals for patients including ensuring continuity of care throughout

transitions between providers or settings, and following up on patient progress and outcomes.

2. Knowledge for Practice

Students will demonstrate knowledge of established and evolving biomedical, clinical, epidemiological, and social-behavioral

sciences, as well as the application of this knowledge to patient care.


KP 2.1 Identify key clinical questions in caring for patients, identify information resources, and retrieve

information and evidence that will be used to address those questions.

KP 2.2 Demonstrate knowledge of, and the ability to apply, established and emerging bio-physical scientific

principles fundamental to health care for patients and populations.

KP 2.3 Demonstrate knowledge of, and the ability to apply, established and emerging principles of clinical

124

sciences to diagnostic and therapeutic decision-making, clinical problem-solving, and other aspects of

evidence based health care.

KP 2.4 Demonstrate knowledge of, and the ability to 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.

KP 2.5 Demonstrate knowledge of, and the ability to apply, principles of social-behavioral sciences to provision of

patient care, including assessment of the impact of psychosocial, cultural, and spiritual influences on

health, disease, health disparities, care-seeking, care-compliance, barriers to and attitudes toward care.

KP 2.6 Demonstrate literacy in the use of computers (broadly defined), medical informatics, electronic health

records, and other technology to support patient care decisions.

3. Practice-Based Learning and Improvement

Students will demonstrate the ability to investigate and evaluate their care of patients, appraise and assimilate scientific

evidence, and to continuously improve patient care based on self-evaluation and life-long learning.


PBLI 3.1 Identify strengths, deficiencies, and limits in one’s knowledge, skills and/or attitudes; Identify and perform

learning activities that address deficits in knowledge, skills and/or attitudes.

PBLI 3.2 Set learning and improvement goals to continuously advance one’s knowledge, skills, and/or attitudes.

PBLI 3.3 Systematically analyze health care practice using quality improvement methods and be prepared to offer

suggestions for change with the goal of improving the practice of medicine.

PBLI 3.4 Incorporate feedback from patients, peers, supervisors, and others into daily practice.

PBLI 3.5 Locate, evaluate, and assimilate evidence from scientific studies related to patients’ health problems.

4. Interpersonal and Communication Skills

Students will demonstrate interpersonal and communication skills that result in the effective exchange of information and

collaboration with patients, their families, and other health professionals.


ICS 4.1 Provide accurate, focused, and context-specific documentation of a clinical encounter in written and/or

electronic formats.

ICS 4.2 Present a concise oral summary of a patient encounter to achieve a shared understanding of the patient’s

condition.

ICS 4.3 Communicate effectively with patients, families, and other health care professionals across a broad range of

socioeconomic, cultural, and spiritual backgrounds.

ICS 4.4 Communicate and work effectively with others as a member of a health care team.

ICS 4.5 Demonstrate sensitivity, honesty, and compassion in difficult conversations (e.g., about issues such as death,

end-of-life issues, adverse events, bad news, disclosure of errors, and other sensitive topics).

5. Professionalism

Students will demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles.

125


P 5.1 Demonstrate compassion, integrity, and respect for others.

P 5.2 Demonstrate responsiveness to patient needs that supersedes self-interest.

P 5.3 Demonstrate respect for patient privacy and autonomy.

P 5.4 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.

P 5.5 Articulate and demonstrate a commitment to ethical principles including, but not limited to, patient

autonomy, informed consent, confidentiality, beneficence, provision or withholding treatment, and respect

for human life.

P5.6 Demonstrate one’s responsibility to act for the good of others and apply knowledge and skills in helping the

vulnerable. This includes understanding and working to eliminate health disparities, and developing skills

for advocacy, policy change, and community development.

P5.7 Identify, practice, and promote actions and behaviors that enhance the common good of society.

6. System-Based Practice

Students will 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.


SBP 6.1 Explain current health care systems, describe their failures, and be prepared to intervene in systems to

improve quality and safety in health care.

SBP 6.2 Work effectively in a variety of health care delivery settings and systems.

SBP 6.3 Facilitate and/or support the coordination of patient care within the health care system.

SBP 6.4 Incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based

care.

SBP 6.5 Advocate for quality patient care and optimal patient care systems.

SBP 6.6 Demonstrate personal and systems quality improvement processes and communication skills across

professions that lead to a reduced risk and improved quality of care.

SBP 6.7 Identify and incorporate community assets and needs into patient care and practice planning, particularly

among populations that are marginalized or underserved or contain significant health disparities.

7. Interprofessional Collaboration

Students will demonstrate the ability to engage in an interprofessional team in a manner that optimizes safe, effective patient-

and population-centered care.


IC 7.1 Communicate one’s roles and responsibilities clearly to patients, families, and other professionals.

IC 7.2 Use the knowledge of one’s own role and those of other professions to appropriately assess and address the

healthcare needs of patients and populations.

126

IC 7.3 Demonstrate knowledge of effective communication tools and techniques, including information systems

and communication technologies, to facilitate discussions and interactions that enhance team functions.

IC 7.4 Organize and communicate information with patients, families, and health care team members in a form and

format that is understandable, avoiding discipline-specific terminology when possible.

IC 7.5 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.

IC 7.6 Use respectful language appropriate to a given situation, crucial conversations, or interprofessional conflict.

8. Personal and Professional Development

Students will demonstrate the qualities required to sustain lifelong personal and professional growth.


PPD 8.1 Use self-awareness of knowledge, skills, emotional and spiritual assets and limitations, as wells as critical

reflections, to self-regulate personal and professional behavior and seek to seek assistance when needed

PPD 8.2 Demonstrate healthy coping mechanisms to respond to stress.

PPD 8.3 Identify and use strategies to manage conflict between personal and professional responsibilities.

PPD 8.4 Demonstrate self-confidence and trustworthiness that makes patients, families, and members of the health

care team feel secure in your responsibilities for patient care.

PPD 8.5 Recognize that ambiguity is part of clinical health care and respond by utilizing appropriate resources in

dealing with uncertainty.

PPD 8.6 Identify and utilize resources (personal, professional and institutional) that provide support and direction for

a positive, rewarding, and sustained career in medicine.

127

Appendix B: Student Evaluation of Phase 1 and Phase 2 Required Courses

Item Scale

Please rate your perception of the level of emphasis on detail

taught in this course. 1 Excessive, 2 Appropriate, 3 Inadequate, 4 No opinion

Exams and other assessments emphasized my ability to apply

knowledge and solve problems, rather than my ability to

memorize a large amount of detail

1 Strongly disagree, 2 Disagree, 3 Agree, 4 Strongly agree 5

No Opinion


Quality of the Curricular Resources (Google) web site

Unacceptable; 2. Weak; 3. Satisfactory; 4. Very Good; 5.

Excellent; 6. No opinion

Academic workload/demands on student time 1 Excessive, 2 Appropriate, 3 Inadequate

Overall course quality Unacceptable; 2. Weak; 3. Satisfactory; 4. Very Good; 5.

Excellent; 6. No opinion

Priorities for Improvement

Areas of Merit Open text fields

Appendix C: Student Evaluation of Electives and Subinternships in Phases 1-4


2. Quality of feedback on my work

3. Overall quality of this course

Scale: 1 Unacceptable; 2 Weak; 3 Satisfactory; 4 Very Good; 5 Excellent; Unable to evaluate

4. Academic workload / demands on student time

Scale: 1 Excessive, 2 Appropriate, 3 Inadequate

5. Improvements: Please describe 2-3 (more or less) priorities for improvement in this course. [open text]

6. Strengths: Please describe 2-3 (more or less) areas of strength regarding this course. [open text]

Appendix D Student Evaluation of Required Clerkships in Phase 3

The following items were common to the evaluation form for each of the seven required clerkships.

1. Quality of the syllabus (web or print)

2. Overall quality of didactic sessions

3. Quality of teaching by preceptors and attendings

4. Quality of supervision by preceptors and attendings

5. Quality of teaching by residents

6. Quality of supervision by residents

7. Adequacy of patient range (age, sex, disorders, etc.) provided for me

8. My overall assessment of this clerkship is

Scale: 1. Unacceptable; 2. Weak; 3. Satisfactory; 4. Very Good; 5. Excellent; 6. NA- Not applicable/Unable to evaluate

9. During the clerkship, were you ever required to work more than 80 hours per week? (Please note that

time spent reading or studying does not count as work in this context. Students must have at least one

full day off out of every seven days. Both hours and days are averaged over an educational block as

defined by each clerkship: they are not necessarily consecutive days.)

Scale: No, Once, 2-3 times, More than 3 times

10. If you were required to work more than 80 hours, please identify the service or site where you

worked. Additional comments are welcome.

11. Please describe 3-5 (more or less) priorities for improvement in this clerkship [open text]

12. Please describe 3-5 (more or less) areas of merit regarding this clerkship [open text]

128

Appendix E Faculty Assessment of Student Performance: Phase 1 and Phase 2

Electives

The following rubrics were used for the common student performance assessment items for the electives in Years 1 and 2.

Reliability

1. Unable to assess.

2. Often fails to arrive on time and does not provide notification of lateness or absences; is often unprepared; regularly

misses deadlines for completion of tasks

3. Sometimes arrives late and does not always communicate with supervisor or team regarding schedules; is

sometimes unprepared, usually completes tasks on time but requires prodding and close supervision

4. Almost always arrives on time and prepared; generally communicates effectively with supervisor or team regarding

schedules and deadlines; rarely fails to complete tasks on time

5. Arrives on time, completes tasks on time or early, always prepared, communicates appropriately with supervisor or

team regarding schedules and deadlines

Team Rapport

1. Unable to assess

2. Behavior consistently undermines team effort. Fails to contribute to the team; fosters completion over cooperation

among the team.

3. Behavior occasionally undermines team effort. (i.e., fails to forward information). Attempts to listen to all team

members but clearly takes sides in discussions; often fails to support other members’ efforts; not always regarded

as a team player.

4. An active member of the team who works well with others. Usually treats other team members with respect, but

often shows preference in listening and acknowledging for others who share the same opinion; some team members

are comfortable asking questions or requesting help.

5. Active member of the team who elicits the cooperation of others and is recognized for leadership qualities by

others. Treats other team members with respect; listens to all and acknowledges contributions of others even in

disagreement; other members regularly ask for help and/or advice.

Student Professionalism

1. Unable to assess

2. Demonstrates unacceptable neglect in attention to work; dresses in a manner inappropriate for the context;

inattention to personal appearance; inappropriate in conversation and manners.

3. Often demonstrates neglect of work; inconsistent in appropriate dress for the context; inconsistent attention to

personal appearance; often inappropriate in conversation and manners.

4. Consistently demonstrates an acceptable level of attention to work; consistently acceptable level of appropriate

deportment and appearance. Respectful of others.

5. Demonstrates high level of integrity in work, confidence, deportment, and responsibility. Able to deal with stressful

situations. Provides a model of leadership that is emulated by peers.

Motivation

1. Unable to assess

2. Lacks motivation and/or is unreliable in completing tasks/fulfilling responsibilities. Lack of knowledge of

educational requirements.

3. Fails to follow through on some assignments with some missed attendance. Lack of knowledge of educational

requirements. Carries share of workload, and completes tasks but requires significant oversight. Participates in self-

education.

4. Does higher share of workload, and is very conscientious in completing tasks and communicating with others.

Seeks many opportunities for self-education.

5. Enthusiastic, hard worker, and volunteers for and completes extra assignments on time. Effective at teaching others

new material.

129

Overall Quality of Performance

1. Unable to evaluate

2. Unacceptable

3. Weak

4. Satisfactory

5. Very Good

6. Excellent

This evaluation is based on:

1. My individual observation

2. My individual observation and feedback from the team

3. Feedback from the team

Formative Comments on Student Performance

Please use language that will provide the student with specific suggestions and directions for further learning and

development. These comments will not be used in the student’s Medical Student Performance Evaluation (MSPE, the Dean’s

Letter), but professionalism issues may prompt referral and action by the Associate Dean for Students.

Summary Comments on Student Performance

These comments should be appropriate for use (summarized or as direct quotation) in the student’s Medical Student

Performance Evaluation (MSPE, the Dean’s Letter)

130

Appendix F Faculty Assessment of Student Performance: Phase 3 Required

Clerkships

The following items were used for the common student performance assessment items for the seven required clerkships.

Scale:

1 2 3 4 5 6 7 8 9

Below Expectations Meets Expectations Exceeds Expectations

1. History-taking and physical exam

2. Procedures

3. Diagnostic reasoning / problem-solving

4. Fund of knowledge

5. Case presentations- oral and written

6. Compassion / Humanism: Demonstrates empathy and respect for patients and families

7. Professionalism: Demonstrates reliability, initiative, honesty, integrity, punctuality

8. Overall rating of clinical performance

9. Formative comments on student performance [open text]




[open text box]

10. Summative comments on student performance [open text]


Performance Evaluation (MSPE, the Dean’s Letter).

[open text box]

131

Appendix G Faculty Assessment of Student Performance: Phase 4 Subinternships

With the exception of Pediatrics, which has its own assessment rubric, and Surgery, which uses the old subinternship

evaluation form comprised only of comment fields, all other subinternships use the following rubric to assess student

performance.

Each item has a text box for narrative comment. If ratings of Unsatisfactory or Needs Improvement were made, comments

were requested on the narrative items under that category which apply.

CLINICAL SKILLS AND COGNITIVE FUNCTION

A. Patient Interview and Medical History

1. Unable to Evaluate

2. Unsatisfactory. Unable to interview. Cannot assemble compelling history of PI. Does not understand the purpose of

obtaining chief complaint. Views the Medical History as check list. Cannot present cases in written or oral form.

3. Needs Improvement. Needs to improve organization, assessment or case presentation. Needs to improve

interviewing techniques. Showed some, although minimal, progress during clerkship.

4. Satisfactory. Satisfactory organization, assessment and case presentation. Data complete and concise. Steady

improvement throughout clerkship.

5. Superior. Outstanding formulation, assessment and presentation of cases. Performs far in advance of expected

clerkship level.

B. The Physical / Mental Status / Neurological Examination


2. Unsatisfactory. Exam skills inadequate for clerkship level. Incomplete Exam; misses salient findings. Does not

understand role of Exam in patient evaluation.

3. Needs Improvement. Needs to improve. Adequate on most Exam skills, deficient in others. Not disciplined enough

to elicit subtle findings. Some, although minimal, progress.

4. Satisfactory. Satisfactory basic Exam skills appropriate to clerkship. Understands role of Exam in patient

evaluation. Steady improvement.

5. Superior. Demonstrates superior mastery of Exam skills. Exam is technically accurate and complete. Recognizes

subtle signs.

C. Problem Solving and Clinical Judgment


2. Unsatisfactory. Unable to formulate reasonable hypotheses(working diagnoses). Does not understand hypothesis

testing. Cannot plan appropriate laboratory tests or to interpret ones

3. Needs Improvement. Identifies major problems but cannot set priorities. Somewhat uncertain about how to test a

hypothesis, but does understand the concept. Some, but minimal progress.

4. Satisfactory. Identifies major problems. Appropriate use of the laboratory. Efficient use of time. Steady

improvement during clerkship.

5. Superior. Develops sound hypotheses and plans for evaluation of hypotheses. Thoughtful interpretations of results

guide therapeutic decisions. Efficient use of lab and other services.

D. Knowledge of Medicine


2. Unsatisfactory. Inadequate knowledge of salient features and pathophysiology of cases assigned. Vague concepts of

organ failure and consequences are vague. Little evidence of reading on cases.

3. Needs Improvement. Shows minimal acceptable knowledge of features and pathophysiology of cases assigned.

Concepts of organ failure somewhat superficial. Reading appears minimal.

4. Satisfactory. Acceptable knowledge of salient features and pathophysiology of cases assigned. Adequate

understanding of the consequences of organ failure. Appears to be reading on cases.

5. Superior. Exceptional knowledge of medicine for level of training. Understands clinical features and

pathophysiology of cases assigned. Clearly reading on cases.

132

II. INTERPERSONAL RELATIONSHIPS / EDUCATIONAL ATTITUDES / MOTIVATION

A. Relationships with Patients and Their Families


2. Unsatisfactory. Discourteous with patients/families. Provokes hostile reactions from patients. Puts personal

convenience above patients' needs. Not empathetic. Does not consider impact of illness on patients/families.

3. Needs Improvement. Fair rapport with patient and family. Tends to be discourteous if patient is hostile. Has not yet

comprehended fully the doctor-patient relationship. Modest improvement during clerkship.

4. Satisfactory. Generally good rapport with patients and family. Understands fully the doctor-patient relationship.

Generally empathetic. Attempts to overcome any communication problem.

5. Superior. Consistently courteous and empathetic. Elicits the confidence and cooperation of patients and family.

Attuned to every aspect of the patients' needs.

B. Professional Relationships


2. Unsatisfactory. Doesn’t evoke confidence/cooperation from co-workers. Behavior interferes with performance.

Discourteous to nurses/students/residents/attendings. Hostile. Uncooperative. Doesn’t request required assistance.

Unprofessional attitude.

3. Needs Improvement. Occasionally discourteous or uncooperative. Sometimes does not work well with others. Has

a hard time requesting assistance. Not yet fully developed professional attitude, but improving.

4. Satisfactory. Cooperative and courteous with staff, other students nurses. Readily asks for assistance when needed.

Professional attitude.

5. Superior. Works very well with others. Always courteous. Has admiration and respect of nurses, fellow students

and staff. Highly developed professional attitude.

C. Educational Attitudes


2. Unsatisfactory. Is often sullen, hostile, argumentative. Unresponsive to suggestions. Reacts poorly to criticism.

3. Needs Improvement. Responsive to questions but does not volunteer. Rarely contributes to discussions. Somewhat

defensive.

4. Satisfactory. Good participation. Contributes to discussion Accepts criticism well.

5. Superior. Excellent participation. eager to learn and be evaluated. Stimulates the learning process.

D. Initiative and Interest


2. Unsatisfactory. Not well motivated. Lazy. Disinterested. Never volunteers. Requires prodding.

3. Needs Improvement. Accepts average workload. Rarely volunteers or actively participates. Disappears whenever

possible. Requires occasional prodding.

4. Satisfactory. Does all work expected. Often volunteers.

5. Superior. Hard worker. Self started. Thorough active leader/participant. Seeks new learning experiences.

III. ATTENDANCE, DEPENDABILITY, APPEARANCE


2. Unsatisfactory. Absent or late. Not prepared for didactic or patient care activities. Appearance is unprofessional.

3. Satisfactory. Attends all teaching conferences and rounds. Is prepared and prompt. Acceptable professional

appearance.

IV. [Evaluator] CONTACT WITH STUDENT

1. Little/None

2. Sporadic/Superficial

3. Infrequent but in-depth

4. Frequent and in-depth

133

V. HOW DOES THIS STUDENT COMPARE WITH OTHER CLERKS YOU HAVE

TRAINED AT THIS LEVEL?

1. Far Below

2. Slightly Below

3. On a Par

4. Way Above








Appendix H Faculty Assessment of Student Performance: Phase 4





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