USAT General Report 2011

University of Science, Arts & Technology U.S.A.T.
General Report 2011
USAT General Report 2011
Welcome to the University of Science, Arts and Technology (USAT),

General Report 2011, a publication that has only one aim; to close our students, graduates, faculty and friends as members of our community to the evolving times and facts of the Institution. As academicians, scientists and scholars, our major interest is to provide a sound knowledge and education to our students in a collegial and true and pure university environment. Our Institution was formed initially around the College of Medicine, rising up despite the problems to the point that the creation of new colleges and schools became a reality instead of a project, and this is a present time that has a future as the expansive process USAT has lived till now is so far to the point of reaching an end. Our community is quite interested in research, and we do not forget our social compromise of training well-educated, accurate physicians and new members of the medical and surgical profession willing to enter in the field with a solid background and support, expressed it in terms of knowledge and skills, not just to pass a licensing examination, far more, to be a real and true doctor, so we apply for training tomorrows doctors and giving back tomorrows cures. To achieve this goal, The USAT and specifically The Montserrat college of Medicine (no matter the Campus location) is deliberately kept small; with a Faculty of more than 80 and a student population of +200 we encourage the rapid exchange and cooperation among all individuals involved in medical education and training to solve questions, problems and to give our courses the higher standards of quality and the reputation that is being mirrored in the results of the general scores of our students transcripts and far more, in the USMLE scores where we are situating our candidates in the top 10% nationwide during the last 4 years, in one side, and in other, the International Recognition and awards that our graduates and distinguished faculty are gathering throughout the world from academic, scientific and professional societies and other organisms and institutions both public and private. But USAT is more than a Medical School; USAT is a family, with roots living alongside other science, arts and letters branches where we are gaining day to day reliability, trust and confidence from other academic communities and people that came to us with a goal in their mind and a purpose in their hearts. We are the personal university, the real paradigm of education and training, from the source to the source and for the source, no matter what past, present or future you are pursuing, cause if you ask for excellence, then you will have a seat between us. Come in and be part of our history. USAT Board of Regents. September 2011 2
Message from The Board of Regents
AN EDUCATION FOR A BRILLIANT AND REWARDING CAREER
A Message
FROM THE PRESIDENT
Welcome to The University of Science, Arts and Technology, USAT, an Institution and a Medical School with a short but honored tradition of excellence. We are the largest medical institution and private University in Montserrat, with remote campus in the UK and the US, expanding our boundaries with new and incoming agreements, apart those existing, that let us to open an operate new affiliated and associated campus locations in different cities and countries of this not so big world. Despite this, USAT will continue to serve you and the society and provide the highest quality educational programs possible, through innovative and modern curriculum and through research and scholarly activities. Of equal importance, USAT maintains a culture which embodies our philosophy of humane, holistic and compassionate understanding of the medical and patient care fields that from the beginning is inherent to our College of Medicine; this emphasizes the educational and personal values we embrace. At USAT we share the belief that ability is gained through knowledge, integrity is learned by example and compassion and empathy are first received and then given. Preparing tomorrows leaders, whatever area of knowledge it will be, as in the medical arena happens, is a serious responsibility. We must graduate professionals who value the human needs above all other concerns, no matter if they are businessmen, lawyers, doctors or educators. Our curriculum and facilities, our faculty and dedicated staff stand ready to provide the kind of education you want and the kind of training we believe that you deserve. An educative experience which not only will lead to you to a brilliant career, but which also prepares you to make a meaningful contribution to our society, as a continuation of our own contribution made it throughout you. Orien L. Tulp, MD,PhD,CNS Professor and President of The Board USAT
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THE UNIVERSITY
The University of Science, Arts & Technology U.S.A.T.
The University of Science, Arts & Technology and The Montserrat College of Medicine, hereinafter (USAT) is an Institution Incorporated under the Laws of Montserrat and the U.K. of The Great Britain. Licensed and Fully accredited by The Government of Montserrat, (BWI) as signed by License Agreement on date 26 September 2003, by the Minister of Finance and Development on behalf of The Government of Montserrat in presence of the Attorney General. Autonomous and fully operational as it is stated in such License Agreement that is current and up to date, where delegated authority over The Board of Directors and Faculties was vested and with the authority conferred by such Regulations and under applicable Law The Government of Montserrat gave powers to award Degrees and Diplomas of a variety of Disciplines, Areas and Specialties, including but not limited to the named Montserrat College of Medicine whit full capacity to Grant Degrees as it is stated by letter of The ministry of Education, Health and Community Services of Montserrat, including but not limited to the Degrees of MBBS ( Bachelor of Medicine and Bachelor of Surgery), BDS (Bachelor of Dental surgery),MD (Doctor of Medicine), MSc (Master of Science), MPH (Master of Public health) and PhD (Doctor of Philosophy). The University of Science , Arts and Technology (USAT) is also Incorporated under the Laws of the State of Florida, as a Non-For-Profit Corporation and Registered with The State of Florida Department of Corporations with full operational capacity as Educational Institution under such Laws, Statutes and Article By-Laws and full recognition given to the Board of Directors. Listed in the IMED/FAIMER International Directory of Medical Schools and its students and Graduates are ECFMG accepted and thus far eligible to sit for the USMLE and to apply for a license and further training in the UNITED STATES.
The University is also listed in the CAPER/CANADA Canadian Post Graduate Registry of Training as it appears on its 2008 edition with the pertinent MEDICAL SCHOOL code, etc..The University is member of the WHO/OMS WORLD HEALTH ORGANIZATION as it appears on the WHO website as a partner in the named W.H.O. HEALTHCARE ALLIANCE ON GLOBAL WORKFORCE. The University has passed satisfactory review by UNESCO and is in accordance with ISO rules and regulations within the EU Overseas Territories and Countries Associated to the European Union. USAT is the first Eco-Friendly University Campus in the Caribbean Area. USAT is registered also in the United Kingdom of The Great Britain, (England and Wales) and in the United States of America as an educational company (State of Delaware). USAT is affiliated with CALIFORNIA UNIVERSITY F.C.E. and its Degrees and Diplomas are suitable for admission and awarding of the U.S. Equivalency Degree Certification under the scrutiny and verification of CALIFORNIA UNIVERSITY FCE. USAT has signed and maintains International Agreements with European and North American (US&CANADA) Universities and Colleges of worldwide reputation in matters such MUTUAL RECOGNITION OF DEGREES, TRANSFER OF TECHNOLOGY, JOINT DEGREE OFFERS, TRANSFER OF PROFESSORS AND EXCHANGE OF STUDENTS within the frame of more deep cooperation in the fields of academic, professional and scientific agreements constantly developing. USAT is affiliated with several other universities and Higher Education Institutions worldwide. Some of this agreements are signed with the University Hospital Martin, Comenius University Bratislava,(Czech Republic) Institute of Health Techniques (Lisbon and Porto, PORTUGAL) or the University of Seville, in Spain, a world reputed and well-known institution with a long history and tradition. More recently USAT University became member of AAHEA (American Association for Higher Education Accreditation).This organization (the oldest of such nature in the United States of America) presented its Certificate for Excellence in Education Award to USAT officials in 2010 and accredited the University in a sounded ceremony held at Miami on June 2011.
USAT is also member of the AIEA, (Association of International Educator Administrators) where other internationally credited universities pertain to (Cornell, Duke, Rutgers, etc.) USAT van be found in the best educational directories worldwide such as the IMED/FAIMER (International Medical Education Directory of the Foundation for International Medical Education and Research) or the Med Ed Central administered by UK University under the delegated powers of the directorate General for Education of The European Union.
USAT HISTORY
The University was founded in 1999 in the beautiful campus of England, UK, in the City of Chatham, County of Kent, and started operations as an educational division of the University Of Maryland, UK Campus. Sooner the Medical College London appeared on stage with the purpose of giving to the medical and health care applicants an innovative view and modern curriculum closer to the American /US Traditional Medical School model combined with a more holistic approach to the patient within a distinctive philosophy aside the European model, obsolete and outdated. The burden of bureaucracy and the resistance of the established institutions to the change and adaptation to modern times and society demand, forced to the officials of The Medical College London, to look for a more convenient location, that could be a bridge for both medical cultures, the European and the American, so after a careful and thorough search, conversations advanced with the Government of Montserrat (an OTC, - Overseas Territories and Countries- of the UK) with special relationship with the European Union, but located in the heart of the Caribbean, so the pretended bridge between both cultures appeared at last.
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The Government of Montserrat initially welcomed the establishment of the Medical College that sooner (2003) and after a huge investment to buy the beautiful 12-acre estate where the main Campus is located, became fully licensed as a new institution broadening its mission and objectives and adopted the name and legal structure of an established private University called the University of Science, Arts and Technology (USAT) and The Montserrat College of Medicine. Despite the good faith and intentions of the Government and USAT officials to enroll students and operate the University as a regular institution, some environmental troubles forced the USAT to act under the Volcano clause, and the expatriation of students was permitted by the Government to avoid complex and dangerous situations like the lived before, when the Volcano (Soufriere Hills) still active in Montserrat eruption created time before when the former Capital f the Country (Plymouth) became destroyed and buried by lava and ashes. During this time, the USAT has lived an initial period plenty of illusion and hope, troubles and the barriers of a starting and small institution, that once overcome, is awakening to a new sunrise, with a growing community and a student enrollment growth without precedent. All this under the right direction and surveillance of a visionary man, a loyal Board of Governors, a disciplined and dedicated faculty and a lovely and competent staff, surrounded by the warm and motivation of the student community, their families and friends, as it cant be in another different way. This is why the Student and Post Graduate Association have adopted the Latin motto: Non Multa Sed Bona (A few, but good). The University has a short history, committed with the oldest traditions of the University culture as heritage from its European background and the plus and added value that is represented by its modern philosophy and principles taken from the modern American Medicine and the US University progress and evolutionary principles. A combination that for sure is unbeatable. The simple and deep vision of the USAT is lying on a short but vast concept; to provide the best quality education possible, exceptional, in excess of the expectations of all constituents.
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RATIONALE
Medicine, Nursing, and the allied health professions are dynamic and ever changing professions. In the past few decades, the medical community has witnessed the emergence of many new medical challenges, including the discovery and characterization of some of the most tragic illnesses and diseases ever witnessed by mankind. In contrast, we have also witnessed unprecedented advancements through medical research that have resulted in marked improvements in medical care, and in the virtual elimination of some of the illnesses and plagues of past generations. Accordingly, we have discovered effective strategies to treat or manage both old and new medical challenges more effectively than in the past, contributing to a better quality of life not only for those for those afflicted but for the countless generations to follow, who may benefit more greatly than the generation who may have discovered such cures. These changes in the medical forecast showcase the need for new ways to train medical professionals. As the volume of medical information needed by a medical professional continues to expand, and treatment options take on new and sometimes more complex venues than previously envisaged, the planning, implementation, and character of training medical professions must also accommodate not only the hallmarks of the past but provide the foundations to meet the many challenges of the future. Meanwhile, the practical aspects of medical career development impose time, energy, and talent constraints not unlike those our predecessors faced: we still can only commit about the same duration of time to train a medical professional, and we must still be able to complete the task within fiscal and chronologic budget and available resources. The founding faculty of the University of Science Arts and Technology and its Colleges recognized the need for innovations in medical career development, including the incorporation of subjects and topics deemed necessary to meet these emerging challenges more effectively, and to continue the march toward a healthier world tomorrow.
In developing our curriculum, the founding faculty of the University of Science, Arts, and Technology surveyed medical needs, collected data, and examined the state of medical education in medicine and in allied medical healthcare fields in several countries distributed across four continents. Our faculty examined medical needs of those countries, and also incorporated information provided by the NIH in
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the USA and the Medical Councils of other Nations. We have carefully examined the information gathered, and incorporated scientifically based areas of nutritional sciences, toxicology, alternative therapies, and emerging changes in medical technology that are important in and have applications to the health and well being of cultures and societies worldwide. We have incorporated those topics into both the medical basic sciences and the clinical training of our students. The distances between diverse cultures and faraway lands and their endemic illnesses can now be measured in hours rather than days or months, thereby bringing the many nations of the world and their endemic illnesses closer together than ever before. It is imperative that we prepare medical professionals to appreciate the imminent global changes in healthcare that are progressing and soon to be upon us, to recognize and be prepared to address illnesses that may not be endemic to their native environment, and to better appreciate the intercultural diversity and societal change that is emerging throughout the world. The resulting curricula are innovative and forward looking, and may, we believe, enable our graduates to not only become the physicians and healers of today, but the leaders and faculty of tomorrow.
SECTION I: BACKGROUND OF THE DEVELOPMENT OF THE UNIVERSITY The purpose of this self study was to review the state of the University and its development, and to assist the Institution in realizing its goals in the further development of a quality educational institution, serving Montserrat and the greater academic and medical community. The study will summarize the processes of Institutional origination, the guiding principles within which the Institution has developed, and assist in achieving the future goals and programmatic development of the University, its students, its academic family, and the emerging USAT community.
HISTORY OF THE UNIVERSITY MCL-USAT was originally founded in the UK in 2001 as Medical College of London, and over the course of the past 10 years has evolved to the current Institution. Prior to formal establishment, beginning in the fall of 2000, the founding faculty initiated the conduct of what would become a substantial needs assessment over the course of two years, and which included interviews with approximately 100 medical students and countless faculty from both traditional and International (private) medical schools then operating in the UK, USA, Africa, and the CARICOM regions. The
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founders also reviewed published medical curricula from more than a dozen different well known traditional or public and private Institutions. Many traditional University faculty were often hesitant to recommend their students to some of the newer so called off-shore- medical schools, citing a variety of concerns often linked to inadequate information regarding their academic programs, accreditations, and a general lack of knowledge about the many medical schools located outside their geographical homeland. In large part, traditional faculty reported that they might typically recommend a private medical school to a prospective student only after their failure to gain entrance to a traditional school, or when in their assessment, the student may not be able to compete or perform adequately if they were to attempt enrolment in a traditional State-run school. The founders of MCLUSAT sought to change the status quo of the current options, by the creation of a private Institution that could accommodate state of the art medical education with best qualified faculty, and that was developed along a traditional academic platform, in contrast to the entrepreneurial platform employed by a growing number of private, for profit Schools and Colleges of Medicine in the CARICOM and the greater entrepreneurial community. Many students who attend such private (or off shore) vs. traditional medical schools paint a somewhat different picture in justifying their selection, however, citing the lower cost of private vs. traditional medical schools, and the greater probability of gaining acceptance to medical study, especially if older than the norm for first year medical students, of entering the profession via some alternate pathway. Additional reasons cited were if their earlier grade point average or MCAT scores may have been deemed inadequate or completed too long ago for progression to graduate level study or if they were unsure if they could compete effectively with traditional applicants for the same limited seats. Some additional factors cited were that favored private schools included the common no-nonsense process of the admission process in private off-shore- vs. traditional schools, the opportunity to apply when not considered or accepted into traditional programs, the apparent similarity in the level of the coursework leading to the medical degree, the opportunity to earn what would appear to be a comparable medical degree up to a year earlier than with a traditional school, the relative ease and speed of acceptance to the private school, the ease of negotiating the private medical school sector, and the lower tuitions usually associated with private vs. traditional programs. Finally, all students interviewed cited the opportunity to qualify for the same licensure exams and apply to the same post graduate training opportunities that are extended to traditional students and graduates of traditional medical schools as a consideration in applying to a private rather than a traditional Institution, and believed that if they were to work hard enough, they would be able to
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develop the skills and knowledge necessary to compete effectively after completing their medical qualification.
A large proportion of the students attending the private medical schools had excellent grade point averages from their undergraduate coursework, and in all likelihood could easily have gained entrance to traditional schools, were they willing to take the extra year to make application and pay the additional tuition needed. Moreover, having graduated from traditional undergraduate institutions mostly in the USA, upon matriculation to the private schools selected, many came to a rapid realization that the academic resources and local environments were less well suited to professional medical education at the private school, citing a lack of library resources, marginal faculty, and a lack of a caring attitude once accepted into the program. Approximately half of the International students interviewed had attended 2 or more off-shore schools (some would attend more than 5) prior to graduation, a phenomenon that is uncommon among traditional Medical Schools. As a result of the surveys, the founding faculty established a goal of establishing a properly organized and staffed private institution, modeled and staffed after a traditional Academic Institution, and based on resident instructional programs and a research base, rather than becoming a virtual copy of other entrepreneurial private schools operating in the industry.
The Medical College of London, the precursor to USAT, was formed by experienced faculty from an International Community with a common educational vision in August 2001. The first two years were devoted to curriculum, administrative, and resource development, while continuing some research activity. MCL-USAT became associated with several other academic Institutions in the UK and abroad during the first year, and continues to grow with our recent licensure and granting of full University status from the Caribbean Island Nation of Montserrat, British West Indies in 2003. The University has formed affiliations and links with major medical institutions in several Nations. Our goal was to form a program of medical and graduate education including research and non-medical electives, and encompassing the best of the US and International educational philosophies. We believe that our program contains the fundamental excellence and professionalism that is incumbent for such a program to succeed, and we present it to our students in a dedicated and humanistic manner. We believe that these attributes are necessary if we are to train the leaders, physicians, and caregivers of tomorrow.
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As experienced academics, we are cognizant of the paramount importance of excellence and professionalism in the training and mentoring of medical professionals, and that the quality of the education is equally important at the end of the day as is the assumed prominence of the graduating institution. In the development of our University, we have been inspired by the physicians who are showcased in the book 100 Best Doctors of America, and the dedication and professionalism evident within each of them. Those physicians were selected independently of race, cultural, or religious groundings, and independently of professional specialty, discipline, hospital affiliation, or the Institutions where they may have received their training. Those physicians, many from humble beginnings, were all elected by their peers, and are among our mentors. We wished to create a
program that could train physicians to meet the medical and scientific needs of a global medical and technologic environment, and which determined and talented students could reasonably accomplish given the opportunity to undertake such study.
students for worldwide clinical practice. Our program is focused on excellence and professionalism in the science and technology of medicine at the bedside, and will adequately prepare
DEVELOPMENT OF THE ACADEMIC PROGRAMME.
In establishing the parameters and courses to be included in the curriculum USAT compared the published curricula of numerous well established Medical Colleges of several nations, USAT received input on goals for professional medical education from the American Medical Association and the National Institutes of Health (USA), the General Medical Council (UK), the General Medical Councils of India and Pakistan, and other esteemed nations and medical organizations. Also included in the program development were experiences gained from numerous humanitarian medical missions in remote localities, where inadequacies or omissions in medical training of physicians and other medical professionals of the participating medical teams became apparent. As International travel becomes more common, and the world effectively grows smaller travelers are likely to carry their preexistent medical conditions and illness with them as they migrate to new nations. Beginning in 2004, both the USMLE Step I and the COMLEX examinations included subsections on nutrition and CAM for the first time, and the COMLEX exam expanded their evaluation in the area of Physical Medicine. Thus, it is
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increasingly important to include training in nutrition, nutritionally linked illnesses, scientifically documented elements of alternative therapies as practiced in many nations, and including infectious illnesses and other International Medical Illnesses and Conditions which may be not endemic to the students home environment.
The input from various sources, especially the NIH in the USA, also indicated need for a departure from the standard curricula of many private and traditional medical schools, and a need for incorporation of significant increases in academic preparation in Nutritional medicine, including the basic sciences of nutrition, information in evidence based areas of Alternative Therapies, and in emerging diseases of developing countries. As a new curriculum, it was considerably easier to incorporate such additions to the curriculum before final publication, than it would be to add them into an already committed curriculum. Moreover, it was considered that such additions to the educational program be incorporated to the extent possible into the basic sciences segment of the curriculum where they might be incorporated into the primary medical knowledge base of the student, and that additional exposure to clinical material from International locations be available in the curriculum. To that end, USAT incorporated the items identified in lines 1 to 9 below into the medical curriculum:
1) Courses in Nutrition including fundamentals of nutrition and nutritional biochemistry appropriately placed into the basic sciences; 2) Developed an elective course in alternative therapies based on scientifically documented therapies for the 5th semester of basic sciences, and 3) The establishment of clinical clerkship electives that would include nutrition support, and other aspects of clinical nutrition. 4) In addition, the Pharmacology element of the curriculum was expanded to include lectures in key aspects of Toxicology in Medical Practice, also offered in semester 5 of the basic sciences, and prior to promotion to the clinical division. 5) The Epidemiology and Public Health curriculum includes required topics in Medical Ethics & Jurisprudence.
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6) A short course in medically oriented biostatistics was incorporated in semester 2, so as to better prepare students for reading and interpreting the medical literature during their studies. 7) Clinical seminars on special topics are held for all students in residence monthly, with a format resembling that of a medical grand rounds presentation. 8) In addition, a teaching medical clinic was established on campus (Mayfield Clinic), for the express purpose of increasing clinical exposure early in the academic program, and which offers students the opportunity to experience a clinical environment prior to embarking on their core and elective clerkships in semesters 6 through 12, years 3 and 4. 9) Finally, a comprehensive examination was incorporated into the final semester of basic sciences, with a format that is modeled after the current USMLE steps I and II. All students, including all 3rd year transfer students who may be desirous of entering into clinical training are given opportunity to sit for the comprehensive exam before entry to clinical training.
The USAT curriculum has received very favorable comment from all who have reviewed it to date, including faculty from the NIH, the WHO, and prospective students and medical faculty. many traditional medical schools. The curriculum is admittedly challenging, and more extensive than that published by most private and It incorporates many of the attributes observed in the most innovative traditional curricula, with the exception of the added emphasis in Nutritional Sciences in the basic medical sciences segments of the curriculum, and the opportunity for an elective in Integrative Medicine, an emerging evidence based subspecialty of American medical practice that incorporates applications of nutrition and complementary therapies.
INITIAL EVALUATION OF THE USAT TEST CURRICULUM.
The USAT test medical basic science curriculum was evaluated with a class of 8 students from the UK from 2002-2004 and more recently with students from the USA. Students were enrolled in and completed the majority of their lecture material initially alongside Kings College medical students in London, along with the additional lecture material as supplemental lectures to the KCL material.
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Students completed both KCL and USAT examinations, with generally favorable grades on both sets of exams. USAT further tested the curriculum with US students with equally satisfying results. Many of the students registered for and sat for the USMLE Steps I and II CK and II CS. All students who attempted reportedly passed Step I of the USMLE easily, earning scores ranging between 75 and 99 % for step II CK scores ranging from 83 to 99%,, and for USMLE Step II CS all but one has passed to date. As the University gains experience with our curriculum on a wider scale, the curriculum committee will review the success and recommend modifications and make changes as deemed appropriate. We wish to have firsthand experience with at least 100 students, in which we can perform a more comprehensive profile in proposing major adjustments to the curriculum.
CRITERION FOR SELECTION OF FACULTY.
The criterion adopted by USAT for the employment of faculty and staff at the Montserrat Campus are similar to those of most traditional academic institutions in the UK and USA. Offers will be made to the most highly qualified applicants first, with the caveat that whenever possible, positions will be offered to Montserratians or CARICOM Nationals first when qualified applicants from those localities are available. Applying that criterion, USAT has accumulated a large list of full-time and part-time faculty representing virtually all needed subject areas, and all of whom hold a doctorate degree in their area of specialization. Of those faculty identified, many have achieved Professorial rank from other traditional Institutions. In addition, most of the faculty is credentialed as specialists in their particular fields of expertise, and including both postdoctoral training and research experience. Most have lectured for the University on one or more occasions, have considerable previous teaching experience, and have demonstrated their excellence, professionalism and competency in the classroom and/or clinic. USAT monitors a faculty performance in the classroom closely, with initial contracts limited to 6 months duration, and always with an escape clause should the classroom fir not be a good one.
USAT has conservative criterion for the selection of faculty, both in the Basic Medical Sciences and in the Clinical Division. USAT seeks experienced faculty with previous teaching experience at the Graduate or Medical School level, including demonstrated excellence in the area that it is intended for
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them to provide instruction or mentoring. The earned degree must be of a level equal to or higher than that of the students they will be assigned to teach. For selection to the Basic Sciences or Clinical Faculty, the following criterion applies:
1. Must have earned the highest degree in their respective field; Academic rank will be offered based on the level of training and experience achieved by the applicant; 2. All applicants must of good moral character, in good health, and of adequate physical condition to perform the duties for which they will be employed to do. Successful applicants may be required to undergo a pre-employment physical examination; degrees and professional registrations; document. 3. All applicants must submit a current resume, together with copies of their academic 4. All applicants must establish positive identification via official Passport, or other official 5. All faculty must obtain a local police check in the locality of their residence, and which check must have a favorable outcome. 6. All Clinical faculty will, in addition to the above, should possess a current unrestricted license or professional registration in their area of specialization, if such licensure or registration is available in their country of origin. 7. All USAT faculty will be subject to a prime source validation of their credentials before their contract is accepted by the University. 8. If not a Montserrat Resident or if otherwise required to do so, successful applicants must obtain a work permit for the position for which they wish to become employed within 30 Permits and will ensure that all local regulations pertaining to the employment of foreign Nationals in the British Overseas territory of Montserrat are complied with. days of employment with the University. The University will assist in the issuance of Work
On the basis of past experience, USAT does not anticipate difficulty in recruitment of faculty or staff. USAT presently has identified adequate faculty and staff on Island to complete the first semester of instruction. USAT has offered competitive salaries, attractive fringe benefits, and will assist as needed in assuring adequate accommodation for incoming faculty. All faculty are expected to demonstrate academic excellence, participate in research and scholarly activity, and perform community service as a requirement of their employment contract. Faculty are reviewed after their first semester of employment, and annually thereafter.
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AVAILABILITY AND DEVELOPMENT OF ACADEMIC RESOURCES.
USAT has identified a broad range of requirements to support the academic programs of the University. Among the requirements, it will be necessary to identify suitable accommodations and transportation for incoming students, identify sufficient classroom space, recreational areas, and other elements of resource management commonly associated with student populations. The following have been accomplished to date:
LOCAL ACCOMODATIONS: There are approximately 50 apartments available in Montserrat, each of which has 1 to 3 bedrooms. Typical rentals range from US $250 (lowest) to more than US $2,000 a month, depending on the level of accommodation selected. Numerous villas are available in the upper price range. Approximately half of the accommodations identified are within a reasonable commute to the current Campus. In addition, approximately 15 Bed and Breakfasts and 2 hotels are available for rentals as well, some within easy walking distance, adjacent to the campus. In the short term, students will preferentially live on the economy, and will require some taxi service to assist with local transportation needs. As the student body becomes larger in number, USAT will undertake construction of additional affordable housing units so as to accommodate students who wish to reside on or near campus and who may not wish to rent or purchase vehicular transportation.
LOCAL TRANSPORTATION: Local public transportation resources are minimal in Montserrat, but a local, affordable bus service is available. A limited number of motor vehicles and vehicle rentals are available at any given time, but in the long term may prove too expensive for routine student use. Some used vehicles are available for sale. The University has investigated affordable options, and is currently considering the acquisition of motor scooters and other less expensive options. The University is also committed to the purchase of a van for the local transport of students and guests of the University. Presently there is ample parking at the University for approximately 30 or more vehicles; with additional spaces easily made available on University owned property across the street on the South side of Mayfield Estate Drive should it become necessary.
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INSTITUTIONAL DEVELOPMENTAL RESOURCES USED DURING DEVELOPMENT.
USAT conducted an extensive test program to determine the feasibility of establishment of an academically oriented private medical College from 2001 to 2004. Prior to relocating to Montserrat, USAT previously operated a thriving private medical school in the UK, operating out of three traditional UK University campuses. In Phase I of the test program, USAT leased classroom space from Cambridge Regional College (CRC) in Cambridge, where it conducted an undergraduate program in biomedical sciences for International students. The program was an overnight success, and enabled USAT the opportunity to develop undergraduate curricula and establish administrative procedures for admissions, student records, and academic process. USAT (then Medical College of London) received over 200 applications for 25 seats, which enabled the school to maintain admission criterion that were similar to those of traditional Institutions. In Phase II of the test program, USAT leased classroom spaces from Kings College London, University of London (KCL) for medical students. USAT leased academic resources including considerable dedicated classroom space on the main KCL campus. This enabled USAT to expand student administrative processes and medical curriculum development. Medical students were accommodated at the Kings College Campus, while undergraduate programs in biomedical sciences were transferred to the Chatham campus of the University of Greenwich. The above activities enabled USAT to further test the concept of establishment of a private Institution along academic principles that could accommodate both UK and International students, and to work in cooperation with well established premier Institutions. We have now considerably expanded office, classroom, library and laboratory resources. In such settings, USAT had a significant population of UK and International applicants, numerous traditional, well qualified faculty, and full use of complete laboratory and library resources and other student support services typical to those of traditional institutions. In addition, in Phase II, USAT students were also offered complimentary student memberships in the Royal Society of Medicine as part of their enrolment package, and which enabled USAT students the full use of the extensive RSM library and conference resources in addition to the other amenities and privileges of a traditional academic institution. In both UG and KCL settings, USAT employed traditional University qualified faculty, and courses were taught jointly with USAT and regular tenured faculty of the host Institutions. Both the London and Chatham programs proved the feasibility of establishment of a privately organized, academically-oriented institution, and which
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model might easily be transplantable to other locales. Beginning in early 2003, USAT began to seek a suitable locale to establish what would become the main campus of the University, and which locale could accommodate the needed expansion to become a full service, private institution. Criterion for selection of the locale were easy accessibility for International students; availability of adequate faculty resources in the early years of development, a safe and comfortable environment for students to attend, and a cooperative and compatible Government with whom the University could work efficiently and effectively to achieve both Institutional and host country objectives.
INSTITUTIONAL SETTINGS IN MONTSERRAT: Montserrat Campus and Resources
Early on the Board of Directors of USAT determined that in order to achieve the University development goals, it would be desirable to acquire by purchase rather than lease the property to be converted into the main campus. USAT investigated numerous properties prior to the purchase of the present location. Among the numerous properties viewed and placed into active consideration, most were situated in the North of the Island, distant from the volcano, at variable distances from the main traffic artery. Criterion for campus location were that the property selected should have pre-existent buildings that would lend themselves to conversion for academic purposes; adequate, fully usable, attractive acreage to allow for planned growth of the University; ease in adaptability to academic use, accessibility to nearby road nets; accessibility to beaches and other local recreational amenities; good to excellent accessibility to public utilities, including communication and internet resources; and safety considerations. A total of about 20 properties were viewed, representing a broad range in advertised cost, and representing all that appeared to be available for purchase at the time. In addition, soil samples were taken from numerous sites, and analyzed for potential contamination by volcanic matter, and for determination of detailed chemical composition including analysis for potentially toxic metals and other noxious substances, as student safety variables is a major factor for all academic institutions, especially when the potential may be away from home for an extended duration as would be the case for the majority of students attending study in Montserrat. The USAT Board of Directors placed the present campus location as the first choice, as it met most of the criterion that had been established for the University. The property was available in as is condition, preferable when renovations to the physical are imminent n the conversion of the property
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from the previous to the intended use. In addition, the results of the soil analysis showed an absence of potential contaminants or noxious substances, and thereby confirmed the safety of the site. Of interest, the Olveston samples showed the lowest concentration of volcanic elements of all samples tested, including those taken further North on the Island. A bid for the property was tendered, and accepted by the owners. The campus is a former executive estate for a major US company, and was also the former Government Headquarters during the early stages of recovery from the volcanic eruptions of 1995-1996 and following the destruction of the former Government House by the aforementioned volcanic activity.
The USAT campus presently consists of approximately 7 acres, containing 9 well constructed (Masonry) buildings, and some 20,000 SF of usable construction. There is considerable land area for expansion as the Institution grows. All of the existing buildings survived Hurricane Hugo in 1989, and none were seriously damaged by the volcanic eruptions of 1995-1996 and later volcanic activities. The Olveston area was never deemed unsafe by the MVO faculty. The campus is located approximately 5 miles from the volcano, and straddles the roadway [S. Mayfield Estate Drive] that passes through. The buildings are distributed over approximately 2.5 acres of the estate: the remaining 4.5 acres are open land, covered with mango trees and other local trees and amenities. The campus is situated on a gently sloping tract of land on either side of South Mayfield Estate Drive, and comfortably separated from local homes and most traffic. The entire plot of land is suitable for further development.
The majority of the buildings on Campus is considered as hurricane proof and is fitted with sufficient supplies and resources to accommodate approximately 50 individuals during a hurricane. The Campus has a self contained diesel powered back up power generation station, and back up batteries in the event of a power outage. The buildings include an administration building, an artists studio, a Laundromat, a 2 car garage, a sizable kitchen adjacent to a game room, dining room, outdoor covered veranda, the Pavilion (main class room, also used as a main function room), a large [40,000 gal capacity] ceramic tiled pool with adjacent changing rooms and storage, a self contained master suite, a lower disabled accessible suite, the Camelot suite (disabled access), the British suite (disabled access, and also a hurricane suite), 6000 SF of finished patios that overlook the Caribbean sea to the West, the Stone Manse Building (converted into the Mayfield Clinic for Regenerative Research, teaching clinics,
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and laboratories, including a -140C Cryolab for biological sciences and cell research and a clinical support lab), a carpenter shop, a power generation station, the Gardners building (to be converted into an Anatomy Dissection Laboratory), and the Gardner annex (converted to the battery power backup unit), approximately 2 acres of lawn, 4 acres of open land, and a 1 acre agricultural research station (under development), an orchard with mango, guava, avocado, cinnamon, banana, and other tropical trees, all with spectacular views of the Caribbean Sea to the West and stone walkways to the rain forest and Nantes River to the South. The USAT also has on campus an entire state of the art aquaponics development lab, and which when fully constructed will be the base of an agricultural research station. The estate extends Westward to within a few hundred feet from the seaside, and is close to area beaches and other amenities.
The present campus can currently accommodate approximately 120 students in its present configuration and up to 500 students when all of the estate is developed. In addition, the nearby Montserrat Community College offers 8 additional classrooms and laboratories within a close commute to the University, and which resources may be rented on an as needed basis under the terms of the USAT license, thereby providing additional income for the MCC and the Government of Montserrat. In addition, USAT has proposed to establish a number of joint programs with the MCC, thereby increasing their enrolments for mutual benefit.
A North Campus of the University is also in the initial planning stages. USAT has viewed an additional parcel of undeveloped property in the North which had not been previously made available, and is proposing to acquire such lands as soon as resources can be made available to do so. A historic South parcel has also been offered to the University, and which will may further augment the agricultural research station and other developments of the Institution. When fully operational, the University proposes to employ in excess of 200 individuals in academic and staff positions, and to conduct academic programs in medicine, nursing, agriculture, technology, and the creative arts.
INITIAL SELF STUDY, 2003-2005.
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The Board of Directors of the University, all of whom were traditional academics, recognized the importance of working toward regional and International accreditation of its programs, and to that end initiated the first phases of the Institutional self study in mid-2003. The Board research soon discovered that as a private Institution, there were few agencies available to review private institutions in the CARICOM, and none that were licensed or otherwise chartered to review private academic Institutions in the area of medicine. This left few choices for USAT to undergo an LCME modeled accreditation process comparable to that which traditional institutions in the USA and UK normally undergo since Montserrat had neither a local, regional or International Accreditation Agency at its disposal. Accordingly, USAT hired a group of individuals, all of whom were established academics, and who were established members of accreditation teams in the UK, other EU, and the USA to undertake a critical review of the Institution. The team became known as the Douglas Committee, named after the senior Professor of the group. The University was subsequently reviewed by the ISO 9001-2002, the Department of Education and Skills of the UK, and the American Association for Higher Accreditation and Accreditation, all of whom tendered favorable evaluations of the University and its programs to date. a) The Douglas Committee. The Douglas committee consisted of 3 senior members, all of
whom spent considerable time and talents to review the University and its academic programs over a period of approximately 6 months. Team members reviewed administrative, recruiting, and admissions procedures, Institutional management, student resources including library resources and accessibility, fiscal accountability, academic programs including classroom observations, conducted student interviews, and administrative review of both academic and financial records, and reviewed the credentials of faculty. The committee found no discrepancies, found the Institution to be operating in a manner equivalent to traditional UK Institutions they had reviewed, and issued a highly complementary and favorable recommendation for accreditation in January 2004.
b)
ISO 9001-2002. Conducted by Dr Adolf Poellmann, MD, an ISO auditor, working in
both the UK and in other EU Nations. Dr. Poellmann reviewed administrative and academic records and policies, faculty credentials, conducted both student and faculty interviews, and classroom observations of USAT students on at least 3 occasions. Dr Poellmann found the Institution to be operating in a manner equivalent to traditional UK, EU, and North American
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Institutions he and other members of his organization had reviewed for ISO. In particular, Dr Poellmann complimented the University on the availability of library and other student resources, and on the high quality of the faculty. Following completion of his review, Dr Poellmannn issued a highly complementary and favorable recommendation for ISO 9001/2002 accreditation in February 2004.
Central States Consortium for Schools and Colleges of Higher Education: The Central
Stats organization is a privately owned accreditation agency, with authorities to evaluate academic institutions Internationally, including institutions based in North America, Europe, the Caribbean, and other locales. In 2004, the use of this agency in the absence of a Montserrat agency was approved by the local Government. Of note, the vast majority of accreditation agencies USAT was able to identify were private organizations, duly licensed by their parent organizations or governments to conduct accreditation reviews in particular regions or Nations. Central states conducted an extensive review, including administrative, academic, and operational aspects of the USAT operations in both the UK and Montserrat. The Central States team, headed by Dr Kolinich, found the Institution to be operating in a manner equivalent to traditional UK, EU, and North American Institutions she and other members of her organization had reviewed for Central States. In particular, Dr Kolinech complimented the University on the availability student resources, on the high quality of the faculty, and the exceptional quality of the academic programs reviewed. Following completion of activities by her review team, Dr Kolinich issued a highly complementary and favorable accreditation certificate for USAT for the years 2004 through 2009. Since this is a private accreditation organization, and was neither
endorsed nor non-endorsed by NACES, CHEA, or the US Dept of Education, USAT has not utilized this review and declined to renew it when it became time to do so.
a) International Medical Education Directory, IMED/FAIMER. USAT College of Medicine was admitted to the International Medical Education Directory (the IMED List) in September Medical Licensing Examination 2003, thereby enabling students and graduates of USAT COM to sit for all Steps of the US
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b) Canadian World Directory of Medical School Codes. USAT College of Medicine was placed on the Canadian World Directory of Medical Schools, followed by placement on the CAPER list ( Canadian Post MD Education Registry System) since 2008.
c) Department of Education and Skills, UK
review all academic organizations conducting academic operations in the UK that involve
The Department of Education and Skills must
both the attendance by UK students and International students, including granting leave to enter the UK for study purposes to International students. DFES reviewed academic policy and programs, Institutional licensure, validated all licensure and Company organizational documents, conducted a due diligence including a legal review, and issued certificate 22440 UK for the period 2005-2008, the longest duration for which DFES issues such certificates. Unfortunately this agency was eliminated due to redundancy by 2008.
in 2005 establishing MCL-USAT as an authorized Institution as an Education provider in the
d) UNESCO. UNESCO maintains a listing of approved academic Institutions worldwide. USAT submitted the required information to UNESCO in 2005, in time for the next published edition of their world wide compendium of licensed Colleges and Universities. To the best of our knowledge, USAT was placed on the UNESCO listing of approved institutions.
e) WHO Global Health Workforce Alliance. Upon review, USAT was entered on the listing of Institutions participating in programs contributing to global healthcare improvement in 2009.
f) MedEdCentral. USAT was included in MedEdCentral, an EU agency, upon recommendation and endorsement by the IMED/FAIMER in 2009. To the best of our knowledge, the IMED and MedEdCentral listings are the only fully prime source verified listings of medical schools Education is based on a Department of The UK Public University governing body. worldwide. This directory, managed by delegation from the EU Directorate General for
g) Wikipedia.
recommendation of a variety of sources.
USAT was included in the Wikipedia listings in 2008, upon review and
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h) University of Seville, Spain. USAT became officially affiliated with the University of Seville in 2008, establishing exchange programs in research and medical education. Two additional Institutional affiliations are currently underway.
i) Instituto de Tecnicas de Saude [ITS Portugal]. Signed a bilateral agreement with USAT College Science in Osteopathic Medicine, and transition to the MBBS and MD degree.
of Medicine on Sept 18, 2010 which enables graduates of ITS to transition to the Bachelor of
j) Instituto de Nuevas Tecnologas Aplicadas [Valencia, Spain], Signed a bilateral agreement with USAT on Sept 5, 2011, which enables graduates of INTA to transition to the Bachelor of Science, Arts, Law, and other USAT programs of Education and Training, leading to the consecution of an University Degree in different areas with the exception of MBBS and MD degree, but able to do in other as Osteopathy, business and several Professional diplomas and post-graduate training.
k) ND Pharma & Biotech (a subsidiary of HotStar Ltd.). A UK based company with a tremendous impact and potential in the fields of Biopharmaceutical Industry and Biotechnology with a that operate licensing and managing technologies, products and inventions from USAT Scientists and some graduates to transform those patents, inventions and licenses in full business, profitable for all involved in the process. worldwide operational structure, with several premises both in the UK and southern Europe,
In summary, USAT has undertaken considerable effort to identify and achieve a variety of accreditations, International Listings, and reviews in accordance with its Institutional Self Study commencing in 2003 to the present. These efforts have resulted in accreditations from a number of organizations, and have helped the University to strengthen itself, and insure that it was operating along conventional accepted guidelines, and could offer a high quality academic program that would closely parallel that obtained by a student in attendance at a traditional academic institution.
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MEDICAL EDUCATION: THE FACULTY.
USAT reviewed the appointment and employment criterion that have been adopted by traditional academic institutions of several countries, most notably in the USA and EU. As a result of such surveys, USAT established and uses criterion similar to those of traditional academic institutions in seeking highly qualified faculty and staff for its academic programs and staff support. The University has employed a large number of part time faculty in the past, most of whom were retired from or who actively held full time appointments in traditional Institutions, and where they taught similar courses of instruction. Many of those employed were also licensed physicians in their country of record, some with multiple licensures. The University policy for recruitment of faculty is that 1) applicants should have earned the highest degree or qualification in their field, and not less than one degree that is of higher order than the academic program for which they are being considered for assignment to; 2) applicants must have demonstrated outstanding moral and ethical values; 3) applicants for Professorial, Lecturer, or Instructor rank must have not less than the following qualifications:
Professor: Doctorate Degree or the equivalent, with 15 years experience in their area of expertise, 10 of which should have been in a senior position, a significant record of scholarly activity, and attainment of an International Recognition in their professional field of expertise; Associate Professor: Doctorate Degree or the equivalent, with 10 years of experience, 5 of which should have been in a position senior or similar position, and national recognition in their respective field; Assistant Professor: Doctorate Degree or the equivalent, with 5 years of experience in their area of expertise, 2 of which should have been in a position senior or similar position, and regional recognition in their respective field. Senior Lecturer: Doctorate degree or equivalent in field of expertise, with 10 or more years of experience and national recognition in their field of expertise, 5 of which must have included duties commonly associated with a lectureship position.
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Lecturer: Doctorate degree or equivalent in field of expertise with 5 or more years of experience in an academic setting, preferably with direct instructional or lecture experience. Instructor: Masters degree or the equivalent, with 5 years of experience at a position of similar responsibility. Assistant Instructor: Bachelors degree with 5 years of experience at a position of similar responsibility or the equivalent. Administrative Assistant, Instructor Assistant: 2 or more years of College or the equivalent in the area of intended assignment. May be a graduate, student or medical student with similar experience.
In addition to the above, all faculty may be subject to 1) a prime source validation of their primary credentials, including graduation from College, University, post graduate training, specialty certification is appropriate, and confirmation of their letters of reference; b) a recent local police check, to confirm that the applicant is in good standing and does not have any active or outstanding negative actions pending, and is not a convicted felon; and c) must present proof of identity such as a copy of the face pages of an active passport, an active drivers license, or other bona fide proof of identification.
Faculty assignments: Normal faculty contact time shall not exceed 16 hours per week for lecture assignments, 20 hours per week for laboratory assignments, or a combination of the two. Faculty, Lecturers, or Instructors will not normally be assigned to areas of responsibility for which they have not had adequate professional preparation, or for duties for which they would not be otherwise qualified to perform.
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MEDICAL EDUCATION DATABASE: SELECTION OF PROPOSED STUDENTS.
Among the goals of the University are to conduct high quality academic programs on an academic level that are comparable to similar programs as conducted by traditional academic institutions. To this end, the highest quality of students available should be sought. High quality applicants may come from many sectors, including recent high school, A level or equivalent, and College graduates, and including both traditional and non-traditional sources. USAT does not discriminate on the basis of age, gender, ethnic, religious, or political inclination, or other factors. Upon interview, students are advised of the extent and magnitude of the program they wish to apply for, the costs associated with the specific program, and such other factors as may be appropriate to discuss. All applicants are granted an interview, initially via telephone, and prior to acceptance into a medical career field, a face to face interview.
A review of other private and traditional institutional admission policies revealed considerable variation among Institutions, with some offering admission to students with 3 Cs or an overall C average, while others reported more stringent admission criterion. For medical admissions, virtually US based Institutions report they require a grade point average of B or higher, and scores of around 9 or greater on the Medical College Admissions Text (MCAT). Schools of Osteopathic Medicine may admit slightly older students, and reportedly may accept MCAT scores as low as 7. Few if any International Medical Schools report a necessity for MCAT scores, but do request that if taken that the scores be provided. For experienced, non-traditional applicants, MCATs are seldom a reliable marker, and following the lead from Johns Hopkins University School of Medicine over a decade ago, USAT does not require MCATs for admission to its medical school.
It is acknowledged, however, that grade point average or MCAT scores by themselves are not always reliable indicators of a students potential, as experienced academics worldwide often advise: Individual motivation plays a major, more critical factor, and when coupled to intellectual potential may result in a high level of success, regardless of previous academic achievements and especially if several years might have passed since the last Institutional attendance. Thus, it is important to review all aspects of a students application, to include a recommendation for remedial work in particular
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subject areas or possible enrolment in alternative subject areas if deemed necessary for later success in the primary field of study selected.
USAT has established a GPA minimum of 3.0 or its equivalent as a base guideline for primary consideration, and does not require MCAT or GRE exams for medical or graduate study or for medical college admissions. For applicants with less apparent degrees of qualification, USAT recommends enrolment in a lower level academic program in which some courses from the traditional first year may be taken along with 4th year undergraduate courses, and thereby extending the duration of the MD program to encompass 5 academic years. Such applicants may be enrolled as joint degree applicants, combining a Medical and other undergraduate or graduate degree.
USAT has also developed a Graduate Entry Program, specially tailored to applicants with prior medical training and experience, and which enables such candidates to continue partial employment while completing the remainder of their medical studies.
MEDICAL EDUCATION: ACADEMIC PROGRAMS, CURRENT AND FUTURE.
From 2002-2003, MCL-USAT undertook a considerable effort to identify degree programs available from Private vs. Traditional institutions offering medical degrees. There was a significant disconnect between degree offerings between the two categories of Institution. Following the volcanic activity of 1995-1996, a major portion of the youth of Montserrat migrated to other nations, representing a labor drain and a brain drain of sorts. The brain drain phenomenon has also been cited in other CARICOM nations, as University-bound students travel abroad for higher education, many remain abroad upon completion, and fail to return to their homeland with their newly acquired skills and professional careers after graduation. With few employment opportunities available in Montserrat, it also seemed equally unlikely that the best and most highly educated Montserratians who left for educational or career purposes would also be less likely to return home after completing their higher education without the opportunities for comparable employment options upon their return. Thus,
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MCL-USAT sought to develop an academic program that could incorporate local needs into the academic offerings, and thereby make a greater contribution to the revitalization of Montserrat.
Traditional Institutions, such as State Universities both in the USA and abroad, typically offer a broad range of degrees from 2 or 4 year degrees up to and including Doctorates such as the PhD and ScD in a wide range of areas of specialization, in addition to the MD/MBBS, veterinary, and dental degrees. In some localities particularly the UK and Commonwealth Nations, the MBBS is often preferred by applicants over the MD, while in others such as the USA and many parts of Europe, the MD is more often the preferred medical degree. In contrast, Private Institutions common to the CARICOM seldom offer more than a few closely degree options, and infrequently offer more than a narrow range of specialty areas. Only two private CARICOM Institutions offer a Veterinary degree, and none offer Dental degrees. Because a primary objective of MCL-USAT was to develop ways in which it could assist the revitalization of the Montserrat economy, a broader approach to academic program development was undertaken in the hopes that if more local students were to complete academic programs that were useful at home, more may remain at home after graduation. Was MCL-USAT to develop along traditional rather than along the lines of private, entrepreneurial institutions, it seemed apparent that the mission statement of USAT could satisfy a broader range of Montserrats redevelopment needs . Moreover, in order to better address the economic and developmental needs of the greater CARICOM community, a broader range of degree and scholarship options could then be made available.
Prior to 1995, Montserrat played a major role in the promotion of the Creative Arts. Montserrat was the home of Sir George Martins famous Air Studios, perched high above the Montserrat landscape with extraordinary views of the Volcano to the East and the Caribbean Sea to the West. Air studios contained the best recording decks in the world in its time, was constructed along the most advanced and innovative features in recording studio design, and attracted many of the most talented artists of the century. With the recent construction of the Sir George and Lady Martin Centre in Little Bay, it is hoped that some of that excitement may return to Montserrat, and that Montserrat may once again establish its place in the Sun in the area of the Creative Arts. USAT proposes to contribute to the reestablishment of that development, through an active cooperation and professional contributions from programs in Creative and fine Arts, and once again enable the Emerald island of the Caribbean to
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showcase its talent and extraordinary creativity.
USAT hosted an Artist in Residence in 2005-2006,
the first private medical school to do so, where it made substantial contributions to the childrens summer art festival and other local art inspired events during the year. USAT has established an artists studio on Campus for aspiring artists, and hopes to expand that element over the coming years.
In accordance with the license issued to MCL-USAT and the above summary of the Institutional self study, the University of Science, Arts, and Technology, Montserrat proposes to introduce a variety of academic programs over the next 5 years. Programs will be established from the Associate degree level to the Doctorate level, and will include both academic and professional degrees. In addition to programs in medicine and nursing, academic programs in areas of technology development, hospitality, specialized business, biotechnology and agricultural research, and other options should be incorporated into the University development plan. Among other goals, the academic programs being developed are intended to the extent possible, to assist Montserrat in its recovery and redevelopment activities in the coming years and enable a better fit into the economic development of the greater CARICOM region. Specific academic programs are summarized below:
1. Academic programs
a. BS, MS, ScD, PhD, in areas of biological and biomedical sciences, nursing, allied health sciences, molecular biology, Experimental Biology, Engineering, and such other areas as needs may emerge.
2. Major areas of Academic study: a. Arts and Sciences: Technologic and professional programs in Agriculture, b. Technology: renewable energy technology, including geothermal energy research and 3. Professional Programs (MBBS, MD, DPH, MPH) development, computer technology, and other key areas. Aquaculture, Hospitality and the Creative Arts, and others as needs may arise;
a. Medicine, including both allopathic (M.D., M.B.B.S.) and osteopathic medicine (D.O.) b. Public Health: including programs in areas of complementary and alternative medicine, preventive medicine, and public health; c. Nursing, offering academic programs at the BSN, MSN, DNP, and PhD levels. 4. Other (Dentistry, Veterinary Medicine, Medical Law) 5. Continuing Medical Education, in a variety of medical career fields.
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6. Other programs as recommended by the various permanent committees of the University, and as deemed appropriate by the Board of Directors.
CONCLUDING REMARK
The development of the University of Science, Arts, and Technology will continue well into the coming decade, not only for countless aspiring physicians, medical professionals, and other students from here and abroad who seek an excellent and inspiring education, but also for the many others who may accompany them: the students, fellows, family members, and their teachers whom we plan to entice to our Island home to participate in academic and professional programs of the University, and who may lend us their many talents during their brief time with us, and make their contributions to the redevelopment and revitalization of Montserrat and the greater CARICOM region lasting for the generations to follow.
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USAT HISTORIC DOCUMENTS
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THE GOVERNMENT OF MONTSERRAT HAS CHARTERED THE UNIVERSITY OF SCIENCE, ARTS & TECHNOLOGY (USAT) WITH SPECIAL POWERS TO GRANT HIGHER EDUCATION CERTIFICATES, DIPLOMAS AND UNIVERSITY DEGREES, SO THUS FAR THIS MEAN THAT ALL USAT DEGREES OBTAINED FOLLOWING AN APPROVED COURSE OF STUDY SHOULD BE CONSIDERED OFFICIAL, AND FULL FAITH AND VALIFITY SHOULD BE GIVEN WORLDWIDE. MOREOVER, THE UNITED KINGDOM SIGNED ON BEHALF OF MONTSERRAT INTERNATIONAL AGREEMENTS AND TREATIES TO ENSURE AND ENFORCE MUTUAL RECOGNITION OF HIGH EDUCATION DEGREES AND DIPLOMAS, INCLUDING UNIVERSITY QUALIFICATIONS BOTH ACADEMIC AND PROFESSIONAL
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HISTORIC OFFICIAL DOCUMENTS FROM PUBLIC ARCHIVES GOVERNMENT CHARTER TO THE UNIVERSITY
FIRST PAGE OF THE AGREEMENT BETWEEN G.O.M AND USAT OFFICIALS
DEGREE GRANTING POWERS CONFERRED ON THE BOARD OF DIRECTORS
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OFFICIAL SIGNATURES OF THE GOVERNMENT REPRESENTATIVES AND USAT PRESIDENT COVER OF THE COMPLETE OFFICIAL DOCUMENT CONTAINING THE AGREEMENT
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OFFICIAL LETTER DIRECTED TO W.H.O. (WORLD HEALTH ORGANIZATION) DIRECTOR SIGNED BY THE HONORABLE MINISTER OF HEALTH, EDUCATION AND COMMUNITY SERVICES ON BEHALF OF THE GOVERNMENT OF MONTSERRAT CONFIRMING THE AUTHORIZATION OF MEDICAL SCHOOL AND POWER TO GRANT MBBS AND MD DEGREES
LEGAL WARNING: ALL DOCUMENTS AND DOCUMENT COPIES SHOWN HERE ARE OFFICIAL AND GENUINE COPIES EXTRACTED FROM THE UNIVERSITY ARCHIVES AND THE GOVERNMENT OF MONTSERRAT PUBLIC ARCHIVES. LOGOS, CRESTS AND PHOTOGRAPHS ARE PROTECTED BY (C) COPYRIGHT
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USAT EDUCATION
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In Ultram marinum Omnibus Britannia Emporium Territoribus Montem Serratum Elisabetha Secundii, Regina per Deo Gratia potestatem deudam Governatorem ad Territoribus Licentia et Auctoritas nos Praeses et Socii Universitatis Scientiae, Artibus et Tecnologiae Montem Serratum otorgam pervenerit admissimus otorgantia his litteris Universitatis Creatio Honorem Magna
Anno Domini MMI
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UNIVERSITY OF SCIENCE, ARTS & TECHNOLOGY USAT MONTSERRAT-BRITISH WEST INDIES
FOUNDATIONAL CHART
WHEREAS Under Part Four of the Treaty establishing the European Community (the EC Treaty), the overseas countries and territories (the OCTs) are closely associated with the European Community. Historically, the list of OCTs mainly included countries and territories that have in the meantime become independent sovereign countries, most of them ACP countries. This explains why the logic applied to cooperation between the EU and the OCTs is to a large extent identical to that applied to cooperation between the EU and the ACP states, despite the fact that the OCTs are covered by a separate legal base in the EC Treaty.
WHEREAS
However, such parallelism does not correspond to the reality in the field, the specific social, economic and environmental challenges faced by the OCTs today, and the close historical, institutional and political ties between the OCTs and the EU. Furthermore, it does not take into account the potential of OCTs as strategically important outposts, spread all over the world, as proponents of the EUs values. In addition, the wider international context has evolved, in particular as a consequence of globalization, the ongoing liberalization of international trade and also the increased regional integration of the ACP
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countries. All these factors require a thorough renovation of the partnership between the OCTs and the EU.
WHEREAS According to the EC Treaty, the OCTs are non-European countries and territories that have special relations with Denmark, France, the Netherlands and the United Kingdom. They are associated with the European Community with a view to promoting their economic and social development and establishing close economic relations between them and the Community as a whole. The EC Treaty states that the association of the OCTs with the Community shall serve primarily to further the interests and prosperity of the inhabitants of these countries and territories in order to lead them to the economic, social and cultural development to which they aspire.
WHEREAS The countries and territories concerned are listed exhaustively in Annex II to the EC Treaty. In total, 21 OCTs are listed and MONTSERRAT is included in such list as historically was a British Territory, ad as far as the OCTs are constitutionally linked to a Member State, and thus far the Part Four of the Treaty, deals exclusively with the OCT-EC association, as well as the amendments further to that Part of The Treaty and the more recent developments and extensions of such liaison, association and relationships. WHEREAS Even though Article 182 EC qualifies them as non-European and the Community acquis is not applicable to them, simply considering the OCTs as if they were just third parties would not correspond to the reality in the field. Indeed, while the OCTs do not form an integral part of the EU, they are a part of or at least closely related to an EU Member State, which means that they cannot be uncoupled from the EU and, in a sense, are part of its ultimate frontiers.
WHEREAS
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An entire part of the EC Treaty itself is dedicated to the association of the OCTs with the Community and lays down the basis for treating the OCTs as if they were not just third countries. Under the structure of the EC Treaty, the OCT-EC association does not form part of the Communitys development cooperation or the Communitys external action in general. Moreover, by virtue of their history and their special relations with Member States of the EU, the OCTs form an integral part of a society that respects the values on which the EU is founded and the principles resulting from the common constitutional traditions of the Member States, such as respect of human dignity, liberty, democracy, equality, the rule of law and respect of fundamental rights. These values and principles, which the EU also promotes vis-vis third countries, are put in practice in the OCTs.
WHEREAS In addition, unlike with third countries, all OCT nationals are in principle European citizens in the sense of Article 17 of the EC Treaty, which states that every person holding the nationality of a Member State is a citizen of the Union. More precisely, all nationals of some OTCs also have the nationality of the related Member State automatically. As from 21 May 2002, the citizens of all the British OCTs are also British citizens, but they can renounce it in favor of remaining British overseas territories citizens only and are not obliged to have a passport describing them as a British citizen. As European citizens, OCT nationals are in principle also entitled to the rights conferred by Union citizenship (as laid down in Articles 18 to 22 of the EC Treaty), such as the right to move and reside freely within the territory of the Member States. Moreover, OCT nationals can be granted the right to vote for and participate in the election of the European Parliament, subject to the conditions defined by the related Member States in compliance with Community law.
WHEREAS The Commission is also keen to develop a more active partnership with the OCTs as it is developed in the Article 15 and Article 17 of the 2007 revision of the Special Relationship with OTCs and its developments as regards the impulse given to cooperation in other areas such as economic policy, enterprise, employment and social policy, trade and investment, infrastructure (including with regard
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to the Galileo system, as OCTs are potential or real candidates for the development of ground infrastructures), research, maritime affairs and governance of the sea, energy supply, energy efficiency and renewable energy sources, good governance (including in the tax, financial and judicial area), civil society development, cultural exchanges, the media, education and training, migration, and the fight against organized crime, trafficking of human beings, terrorism, money laundering, tax fraud, tax evasion, drugs and illegal, unreported and unregulated fishing, as well as administrative, police and judicial cooperation. Moreover, cooperation in the field of both sea and air transport including as regards the Common Aviation Area can significantly contribute to the integration of OCTs within their region and to a closer relationship between the OCTs and the Community.
WE, THE CONSTITUENT BOARD IN THIS DAY, DECIDED On such exposed arguments there are enough grounds for the establishment of an Institution of Higher Education in the Overseas Country and Territory of Montserrat, one with special association status with the United Kingdom of The Great Britain and as such this was established.
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USAT / Montserrat College of Medicine is fully accredited and licensed by: Ministry of Education of Montserrat to grant: High School Certificates, Bachelor's Degrees, Master's Degrees, Doctoral Degrees, etc. in a variety of disciplines.
ABOUT THE ACCREDITATION The goal of a graduate of our Medical College is most likely to become a licensed physician in the United States or Canada. Our goal is to make sure that this happens. It is extremely important that the medical school in which you are enrolled is recognized by the ECFMG (Educational Commission for Foreign Medical Graduates) the organization which grants you the right to take all three steps of the United States Medical Licensing Exam (USMLE) which must be passed to become a practicing physician in the U.S. Recognition by the ECFMG depends directly on whether or not the school is listed in the International Medical Education Directory (IMED) which provides an accurate and up-to-date resource of information about international medical schools that are recognized by the appropriate government agency in the countries where the medical schools are located. The agency responsible for this recognition in most countries is the Ministry of Health. Medical schools that are recognized by the appropriate agencies in their respective countries are listed in the International Medical Education Directory. A medical school is listed in IMED after the Foundation for Advancement of International Medical School Education and Research (FAIMER) receives confirmation from the Ministry of Health or other appropriate agency that the medical school is recognized by the Ministry or other agency. FAIMER also updates the International Medical Education Directory as information about medical
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schools is received from Ministries of Health or other appropriate agencies, including the World Health Organization (WHO). Please note that the WHO is in the process of replacing their World Directory of Medical Schools. As explained on their website, the Directory will be replaced by a new, more comprehensive global database maintained by the University of Copenhagen, Denmark. CANADIAN POST GRADUATE MEDICAL SCHOOL REGISTRY UNIVERSITY OF SCIENCE , ARTS & TECHNOLOGY (USAT) MONTSERRAT MEDICAL COLLEGE ARE LISTED IN THE EHFCA AS AN EXISTING AND RECOGNIZED MEDICAL SCHOOL AS IT IS STATED IN THE CANADIAN POST MEDICAL DOCTOR EDUCATION REGISTER (DIRECTORY REVISED 2008). TO VERIFY PLEASE, TRY ON THE GOOGLE OR OTHER SEARCH ENGINE "CAPER CANADA REGISTRY AND THEN GO TO PAGE 183 (2008 EDITION) TO SEE MONTSERRAT COUNTRY AND LISTED AND CODE OF MEDICAL SCHOOLS, OR TRY THE FOLLOWING LINK:
www.caper.ca/docs/pdf_2008_aug_medical_school_codes.pdf
USAT successful graduates receive the diploma of a Bachelor of Medicine/ Bachelor of Surgery (MBBS) or the traditonal U.S. style Medical Doctor (M.D.) That entitles them to enter in the medical profession. As recognition of its high level, medical training of the Montserrat College of Medicine was recognized by several foreign countries, including the United States. Our former students pass state examinations of various countries, including USMLE, with well above the average results. USAT graduates are completing residencies in different countries all over the world from India to Russia and nearby all US.
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The program and the medical degrees issued by the University of Science, Arts and Technology in Montserrat and the Montserrat Medical College have achieved international recognition. Some of The Member States of the European Union (i.e: IRELAND), recognize the graduates of IMED/FAIMER listed medical schools as eligible for application to Temporary Registration with the Medical Council of Ireland,(http://www.medicalcouncil.ie/). The University of Science, Arts and Technology- Montserrat Medical and Health Sciences College is listed in the International Medical Education Directory (http://imed.ecfmg.org/). In the United States the Educational Commission for Foreign Medical Graduates (ECFMG) and its organizational members define an international medical graduate as a physician who received his/her basic medical degree or qualification from a medical school located outside the United States and Canada. To be eligible for ECFMG Certification, the physicians medical school and graduation year must be listed in the International Medical Education Directory (IMED). International medical graduates must meet some examination and medical education credential requirements to receive an ECFMG Certification. (http://www.ecfmg.org/index.html). An International Medical Graduate is eligible for the Medical Council of Canada examinations, if she/he has a medical diploma issued by a university (listed in the International Medical Education Directory) outside of Canada or the United States. One of the eligibility criteria for the Qualifying Examination Part I. is a valid pass standing on the MCC Evaluating Examination (MCCEE) (http://www.mcc.ca/english/news/index.html) (http://imed.ecfmg.org/).
Detailed information about the policies and procedures of different countries for the recognition of foreign qualifications can be found on the following website: http://www.enic-naric.net/
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USAT EDUCATIONAL STANDARDS
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A COMMITMENT TO ACADEMIC EXCELLENCE
EDUCATION
Our experience in the Academic world led us to pursuit the excellence throughout our esteemed academic curriculum that translates into the finest preparation for our graduates. During their first two years at the USAT, students are on campus, attending lectures and lab studies on a wide range of subjects. In their third and fourth years additionally they are exposed to a host of hands-on clinical training opportunities.
LISTEN & LEARN

Lecture and laboratory classes focus on every aspect of medicine including anatomy, biochemistry, histology, physiology, microbiology, pathology, pharmacology and surgery.
PICK YOUR SPECIALTY

USAT education prepares students for further residency training in any area of medical specialty, including surgery, anesthesiology, psychiatry, gynecology, obstetrics, pediatrics, neurology, ophthalmology, neurosurgery, oncology and more.
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Learning Through Research (LTR)

USAT, in addition to our primary mission of providing a high quality medical education, we have created the LTR System, making clinical research as integral part of our mission and your educational experience. Clinical research opportunities offer students a chance to advance medical science, as well as the breadth of their own education.
Hands-On Experience
From day one, at USAT, students learn clinically oriented medicine. First year students are provided countless opportunities to work with physicians, learning first-hand in a real-life medical practice.
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Ask the Alumni

You can find USAT graduates thru the World Wide Web or scanning the rosters of the nations top medical facilities, and youll find graduates in residencies and practicing medicine in a wide range of capacities and in different parts of the world,in private practices or rural clinics, from big city Hospitals the Administration and Civil Service including the Military.
to
Browse our Alumni and Post Graduate Association, and discover why the top Scientific and Academic and Professional Societies in the U.S. and worldwide are accepting USAT graduates as members of their communities. www.usatpga.webs.com
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US
Resources
Since USAT is operating remote Campus in Miami, Florida, Denver,

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Colorado and other locations, our beautiful, picturesque Main Campus at Olveston, St. Peters, in Montserrat is hosting the Administrative Buildings and Residential Complex. A new cohort of students is expected in Montserrat for the 2011-2015 Class. Our campuses are well equipped of innovative tools for teaching and learning, and the University has agreements with local Hospitals to use labs and modern diagnostic and research tools. We operate enough room to host our students in a tranquil, collegial, spacious, relaxant and study motivating environment with great differences from southern coastal location like Miami to the mountain forest surrounded of Colorado near to Denver.
UpR: Dr. Karam Lecturing at Miami. MidL & R: Dr. Lopez conducting Master-class on Regenerative Medicine and Stem Cells at the USAT affiliated Institution University of Seville School of Medicine (Spain).
Todays medical students rely on the vast resources made available to them through computer technology. USATs multi-media and computer system allows access to University resources from virtually any location campus, including from dozens of private study rooms in Alumni Hall and the residences.
Cellular Medicine Labs (USAT)
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Technology as a Teaching Tool
While the USAT philosophy is high-touch and personal contact, its resources are high tech and sophisticated. For example, USAT performs all its gross anatomy lab lectures in hospital environment surrounded by technological features like overhead camera systems with multiple view screens to allow dozens of students to observe procedures in detail and to interact with Instructors, Professors and Lecturers.
AS AN ALUMN, I FEEL A REAL SENSE OF PRIDE WHEN SEE HOW THE USAT HAS EVOLVED FROM THE VERY BEGINNINGS WHEN WE WERE NOT MUCH THAN A DOZEN WELL MOTIVATED STUDENTS WITH A BACKPACK OF ILLUSION AND A WORLD TO DISCOVER AHEAD OF US. TODAY THE CHANGE IS MAGNIFICENT
J.P. HARFORD, MD, USAT04 (NEUROSURGERY)
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People
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USAT is the largest Medical School in Montserrat and growing, spreading all over the world, recruiting and retaining a well reputed, highly experienced, and dedicated Faculty, with the goal of making our curriculum unsurpassed, and in the meanwhile providing to the student with all support and guidance as she or he strives for personal excellence in a medical career. Faculty is proud of the personal involvement and accessibility, taking time to counsel students individually during regular teaching sessions and office hours as well as in scheduled appointments.
We feel proud of saying that USAT is a welcoming place for all, with a variety of students range widely in age and coming from a diverse cultural backgrounds, social classes and ethnic origins. This diversity creates a rich, textured fabric that further enhances the educational experience of USAT. Our flexible programs, affordable tuition and the different modes of attendance and programs, USAT is rating between the most competitive institutions in the area, in terms of acceptance of students. These high
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standards along with the USAT scholarly camaraderie, ensures a close-knit group of bright, motivated student doctors.
STUDENTS are encouraged to have an active voice through the student government. In this way, they play an influential role in the decisions and policies that affect the future of their education and their alma mater.
DEDICATION to student needs at USAT starts at the top-from the presidents office to each department on campus-staff do their personal best to meet each students needs. And each month students are invited to share an instructional weekend with the President, where they can have a lunch and maintain open dialogue with him and other officials.
BECAUSE SERVING is an integral part of medical education at USAT, the university offers many opportunities to
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serveboth in the community and around the world.
STUDENTS can gain valuable experience while helping those in need thorough participation in humanitarian activities and societies like Physicians Without Borders, ICOE, Medicus Mundi, and other similar organizations, in an international effort which provides medical care to people in need around the world. We are committed and concerned with giving back to society in a grateful recognition for all gave to us.
Montserrat
Places
USAT is proud of being a Montserratian Institution with International Projection. We are also proud of being part of the United States of America. In fact we are proud of being a World Class University that has broken all the myths around the Isle concept. This is our home, so be welcome!
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USAT UNIVERSITY
PREMISES, FACILITIES AND EDUCATIONAL STANDARDS
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INSTITUTIONAL SETTING
BACKGROUND INFORMATION ABOUT THE SCHOOL SUMMARY
The University of Science Arts and Technology was accredited as an education provider by the Department of Education and Skills, United Kingdom, Certificate number 22440 until the discontinuation of that agency in the UK. The University is also a member of NAFSA Association of International Educators (Certificate 55220), AIEA, and AAHEA. undertake the academic review of traditional UK Universities. Starting in October 2003 the In addition, in its quest for an University was also reviewed (favourably) by the Douglas committee, a group of UK academics who accreditation committee that could review USATs academic programmes and structure, we sought and obtained a satisfactory accreditation from the American Association for Higher Accreditation and Accreditation, a CHEA agency, a private accreditation agency in the USA. USAT initiated CAAM
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accreditation in March 2006, following correspondence with the accreditation agency for approximately one year previous during their organizational process. USAT has a stated mission objective to become regionally and internationally accredited, a goal that has been troublesome to achieve in the absence of an accredited accreditation body within Montserrat. The University has been listed with the International Medical Education Directory (IMED) since 2003 and presently enjoys an exceptionally high pass rate for students who have completed the licensing examination [USMLE Step I: 89%; USMLE Step Step II: 95%. Graduates have also been licensed in Nigeria, India, Mexico, and Puerto Rico. USAT was awarded a Certificate of Excellence in Education by AAHEA in 2010.
The University of Science Arts and Technology, Montserrat was established and licensed by the Government of Montserrat in 2003. Previous to that, the school was originally organized as the Medical College of London (MCL), Cambridge, UK beginning in August 2001. The activities of MCL essentially relocated in toto to Montserrat beginning in the fall of 2003, and which move was complete by the fall of 2004. Until 2004, the University maintained an information office in the UK, and currently located in Denver Colorado, USA. The University purchased its present 7 acre campus complex in Olveston, Montserrat in November 2003, and assumed occupancy in early 2004 a few days after the land holding license for the University was approved. Since occupancy, the Campus has undergone considerable repair and renovation during conversion from an Executive Estate and later Montserrat HQ and UK Government Headquarters to a University campus. During its tenure in the UK, USAT had agreements with several UK institutions including Cambridge Regional College (CRC, Cambridge), Kings College (KCL, London), University College London (UCL, London), and the University of Greenwich at Medway (UG, Chatham campus) for lease of classrooms. Laboratories, and office space, and with agreements for MCL-USAT students to complete some jointly listed courses and laboratories at the above named institutions. Currently, MCL/USAT is affiliated with the University of Seville, Spain, for advancements in medical education and research.
The University became listed with the International Medical Education Directory (IMED), an instrument of the FAIMER in 2003, thereby paving the way for students from most US states to become eligible to sit for the USMLE exams required for US licensure. The GoM initiated the request for the listing of the University with the World Health Organization in 2003, but which listing remains incomplete due to changes in the WHO listing process.
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1) USAT has completed an affiliation with the University of Seville, Spain, and with ITS, Portugal. 2) USAT has developed a unique transition program for Health Care Professionals [HCP] to MD in North America, and a unique program in which qualified High School Graduate applicants can complete the Bachelor of Science and the MD in an intensive 6 year program.
INSTITUTIONAL SETTING
Part A: Key Quantitative Indicators
a.
Number of vacant department chair positions (CAAM-HP Annual Medical School
Questionnaire1). NONE
b.
Total numbers of enrolled masters and doctoral students in graduate programmes in the
biomedical sciences. Masters 10 Doctoral 5
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c.
Total numbers of residents/junior staff and part-time clinical faculty that are the associated
with the medical school faculty and who regularly take part in teaching. Residents/JS 1 PT Faculty 25
d.
For each of the past two years, percentage of graduating students who participated in a
research project with a faculty member. Most year 3 2 recent One year prior
________________________________________________________________________ Mission and goals of the medical school.
The mission of the University of Science Arts and Technology is to provide affordable high quality educational and research programs developed from a traditional academic platform in Medicine and the Healing Arts, Creative Arts, and Technology. The medical curricula incorporate key areas of nutrition, preventive medicine and public health, medical toxicology, and Complementary and Alternative Medicine elective in the core and elective course offerings, in line with recent trends and needs in medical education in the USA and other nations so as to better prepare graduates for medical practice in a global environment.
_____________________________________________________________________________
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a. Year of initial operating: __2003________
b. Type of charter (check one): Not-for-profit X Commercial, for profit
____________________________________________________________________________________
Date of their most recent revision: 2010
Bylaws and other administrative and academic guidelines are communicated to the faculty in writing, and discussed at appropriate meetings of the faculty and staff.
President: Orien L. Tulp, Ph.D., M.D., F.A.C.N., C.N.S. (Term: Indefinite) Vice President: Carla M. Konyk, BSc. (Hons), MSc, MBBS. (Term: Indefinite) Member and Chair: Joseph DiStefano, M.D., (Term 2006-2008) Member: Michael Gramazio, Ph.D., MD (Term 2005-2007)
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Member: Perry B. Hudson, M.D., PhD, FACS (Term 2003-2005; 2005-2007; 20072011) Member: Ben S. Johnson, DO, MD (Term 2006-2008) Member: Bruce Kauffmann, JD., Term: Indefinite Member: David Karam, MD, PhD. Term: Indefinite Jean Kelsick, Esq. Legal Council
a. Name of board chair: ___Joseph DiStefano, MD_
b. Year of Initial Appointment: 2006
Board members are nominated by members of the faculty and current board. All nominations are interviewed to determine their interest in and potential contributions to the University, and their available time and resources to serve on the board. Board members are required to have not less than 80% attendance at scheduled board meetings. .Criterion for selection are eligibility for academic appointment, preferably at the senior level of Full Professor of equivalent, and with a professional background and experience that is commensurate with Board of Directors responsibilities and functions.
The governing board of the University shall review candidates from a field of applicants who have been nominated for the position by faculty, administration, alumni, students, or members of the Board of Directors, make a recommendation to the President, and confirm the appointment made according to the following academic process:
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An academic search committee composed of not less than 3 faculty of the University appointed by the president shall advertise in appropriate journals and publications, make nominations, or seek nomination of candidates from faculty, student bodies, and directors of the Institution academic search for applicants for the position(s) to be filled. After a reasonable period of not less than 30 days, the committee will screen the candidates who have applied or been nominated, and select those with promise for a campus visit and interview by the committee, student organizations, and other interested parties. A short list of < 3 candidates will be prepared from the interviews of candidates previously screened by the faculty committee appointed for the purpose, and make a recommendation to the President with regard to the order of preference. During the campus visit, each candidate will be invited to address the faculty and student body on their philosophy of academic instruction as pertains to their area of expertise and the academic or administrative position to be filled. On the basis of the outcome of the visits, an order of ranking shall be made by the search committee and presented to the President, who shall confer with the Board of Directors for senior positions (equal to or higher than that of a Dean). The President shall offer the position to the selected candidate or candidates, and upon acceptance, the Board of Directors shall confer or otherwise approve the appointment, including the salary package to be offered. For positions lower than that of a Dean in the academic or administrative structure, the President shall make the offer of appointment in concert with the senior Dean or administrative official under whose division the intended faculty member or administrative officer will serve. For academic positions at the Instructor level or administrative positions less than that of a division director, the Senior Dean or corresponding administrative office may make the offer of appointment, and which offer will be confirmed by the Office of the President or his/her designated faculty or staff administrator.
The Dean of the College of Medicine has full and continuous access to the President and senior administrative staff for purposes of administrative, fiscal, and academic matters. The budget for the Office of the Dean will be established annually, based on factors of need and availability of funds, projected student enrolments, and other factors. As a private academic institution, the budget is heavily tuition driven, which creates an atmosphere of taking necessary care and attentiveness to concerns of students, academic loads, and necessities for development and presentation of the academic program. The fiscal needs of academic program ranks as the first priority in establishing Institutional budgets,
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followed by academic salary and benefits and expenditures to support the physical plant. Accordingly, the Institution is able to respond to fluctuations in student numbers, tuition generation, local demands, and other factors on short notice and to redistribute funds as necessary for maximal support of the academic program.
The Dean of the Medical School is the chief academic officer of the Medical College, and a full member of the faculty. The Dean of the College must have earned a medical degree in a recognized college or university, in addition to a graduate degree in a career field that is associated with the professional, academic, and or administrative responsibilities of the office, and possess considerable research experience at the basic sciences or clinical scientific level. In addition, the Dean shall have 10 or more years of experience at a senior level academic or medical position in business, academia, or clinical medicine. The Dean must be fluent in English, computer literate, demonstrate excellent social and interpersonal skills, and possess the professional, administrative, technical, and leadership skills for practical, hands on, effective leadership by example.
The Assistant Dean / Vice President for Health Affairs / Dean of Academic Affairs. The candidate selected for the position of Dean of Academic Affairs shall have broad administrative experience in both basic medical sciences and clinical medicine, applied medical research, plus an earned degree in a relevant area of medicine, science, or medical administration; a comprehensive, practical understanding of academic finance, plus 5 or more years of leadership experience at the senior administrative and/or academic level. The Assistant Dean / Dean of Academic Affairs should have fluency in English, be computer literate at an advanced level, and have excellent interpersonal skills. Must be able to work effectively and cohesively as a team player with peers, subordinates, and superiors.
Clinical faculty of the University are expected to hold unrestricted medical licensure in their area of specialization in one or more countries, and commensurate with their level of education and training.
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b. Supply a chart showing the relationships between the medical school and university administration, other schools and colleges, institutes, centres, etc. Include, if appropriate, the reporting relationships for the director of any teaching hospitals owned or operated by the medical school or university.
USAT
MAYFIELD CLINIC (RESEARCH & TEACHING)
AFFILIATES Advanced Medical Institute & University of Seville, Spain SW Institute for Medical Research (New Mexico) Other Institutions (INTA,N
OLVESTON, MONTSERRAT
COLLEGE OF MEDICINE, MONTSERRAT,
COLLEGE OF GRADUATE STUDIES International College of Law College of Business
COLLEGE OF ARTS AND SCIENCES, Agricultural Research Station
[MEDICAL COLLEGE OF LONDON, planned 2011]
USAT DIVISION of GME c. Department chairs are reviewed annually an on an extraordinary schedule as deemed necessary by the students and faculty. Annual reports are due from all faculty outlining their accomplishments, publications, teaching and community service during the previous academic year, and compared with their proposed plans submitted at the start of each AY. Annual increases for faculty are based on factors of merit, excellence in teaching, community service, and scientific accomplishments including publications of research completed.
d. The budgetary authority for all Departments and functions is established by the Director of Administration and Finance, with input from Departments and individual faculty. To the extent
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possible, requests are filled as requested dependent upon availability of funds. Amounts of greater than $2500 for an individual project or acquisition may be subject to a decision by the Board of Directors, on a priority basis with the most pressing expenditures funded first. Funding for all academic programs and academic support items takes first priority, with physical plant expenditures second, followed by administrative support expenditures.
Orien L Tulp, Ph.D., M.D., F.A.C.N., C.N.S., Professor of Pharmacology and Nutritional Sciences, President and Acting Dean of Academic Affairs, USAT. Dr Tulp holds earned graduate degrees in Pharmacology, Physiology & Biophysics, Medicine, and other disciplines from the University of Vermont and other International Institutions. He is also a graduate of the Vermont Military Academy, Basic and Advanced Officer courses of the US Army, US Army Command and General Staff College, the National Defence University in Washington DC, the US Army Academy of Health Sciences, and others. Dr Tulp is retired faculty of Drexel University, Philadelphia, PA (USA), and of the US Army (COL, AMEDD, Ret.), with significant Command and Staff assignment in major medical commands, including over 250 medical civic action missions in several nations. Professor Tulp is an active member of numerous professional organizations in his field, including election to the American College of Nutrition (Fellow and Certified Nutrition Specialist), the American Society for Clinical Nutrition, the Association of Military Surgeons of the US, and others.
Professor Tulp has held faculty positions and invited guest lecturships at numerous academic Institutions including Colby College, the University of Vermont, the Community College of Vermont, the US Army Command and General Staff College, the Academy of Health Sciences at Fort Sam Houston, TX, University of Vermont College of Medicine, the University of Maryland in Europe (UK), and Drexel University in Philadelphia, PA, the University of Heidelberg (Germany) and other academic programmes. He has been visiting faculty at the University of Delaware (Nutrition), Laval University (Physiology & Medicine), LSU Medical College-Shreveport (Physiology), The University of California (Davis and Riverside Campuses) University of New Hampshire, and numerous other institutions. He has authored and co-authored approximately 500 abstracts, manuscripts, and chapters in his areas of expertise, and has been an invited speaker over 400 times, speaking in many Nations since 1974. Professor Tulp earned life time tenure at Drexel in only 4 years and earned the rank of Full Professor in only 6 years after joining the Drexel University Faculty in 1983. Professor Tulp also holds
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appointment as Adjunct Professor of Medicine at the New York College of Podiatric Medicine and was appointed a member of Scientific Advisory Boards of Acumin, Inc, Greentree Nutritionals, and Natural Clinicians, LLC.
Professor Tulps credits include a Presidential Citation from William Jefferson Clinton, award of the USA Legion of Merit for significant contributions to the field of Military Medicine; the USA Medal for Military Medical Merit, the Gaarde Nationale Trophy for Distinction in Military and Civilian careers; the Citizenship Medal from the Sons of the American Revolution; Medals of Merit from the States of Vermont, New Jersey, and the Commonwealth of Pennsylvania; The Meritorious Service Medal from both the US Army and the Commonwealth of Pennsylvania; a Citation from the Conseil International Du Sport Militaire for medical contributions to the International Biathalon Competitions in the USA (1989); a Meritorious Achievement award from the Muscular Dystrophy Association of the USA for professional medical support to their organization, An award from the US Army AMEDD for pioneering research in the nutrient and energy intakes and prevalence of disease of indigenous peoples of the Amazon River Basin of South America; several Sigma Xi awards for best research papers, and many other medals, ribbons, and citations. Technology in Montserrat in 2003. Professor Tulp assumed his present position as Director of Medical College of London and the President of the University of Science, Arts, and
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PERRY B HUDSON., M.D, PhD, FACS), Dean Bruce Robinson, MD, FACS Associate Dean [Tracy Scipio, PA]
Director of Administration [Carla M. Konyk, MBBS]
Dean of Basic Medical Sciences [George Einstein, Ph.D.]
College OF Graduate Studies [David Karam, MD, PhD
All current Deans are full time appointees except Dr Robinson, who will become full time when first year students are admitted. Dr Robinson is currently 50% while he completes other teaching contracts at other US Institutions (Nova SE COM and ATOM (Oriental Medicine).
Department chairs are normally appointed for duration of 3 years, serve at the discretion of the President and Dean, and are renewable.
Department chairs and other faculty are reviewed annually. An annual report is required of all faculties in the rank of Assistant Professor or higher. The annual reports must be submitted in writing, are reviewed at each level of the academic chain starting with the Department Head, and a recommendation or endorsement must be made at each supervisory level. Upon completion, the reviews are presented to the President, who may accept, not accept, or take such actions as may be deemed appropriate.
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Department chairs are granted budgetary authority for activities for which they bear responsibility, with exception of faculty salary, who are salaried from the University academic budget line. Support staff, operating supplies, and local expenses are approved from the Departmental or divisional budgets. All checks and other payments are made from the office of the University comptroller.
a. Numbers of students and fellows enrolled in graduate and professional training programmes: Department or Programme M.Sc. PhD Post graduate professional training Medical Sciences Doctor of Science MPH DPH Diplomat Continuing Medical Education (CME) X X X X X X Post MS level.
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b. Average time to complete: Masters degree Doctoral degree Professional training 2 years 4 years < 1 - 5 years, depending on specialty area
c. Note any major successes or significant problems associated with the graduate programmes. One graduate now VP of another University in the USA; First 5 graduates to apply for internship was successful (all were successful pre-matches) and to date approximately 90% of known applicants for USMLE steps I, II have passed on first attempt. Three graduates have now completed USMLE step III on first attempt and have been selected for interview at first choice PGY-1.. d. Number of house officers/residents that are the responsibility of your faculty, by training programme (Note: If the school operates geographically separate clinical campuses, provide a separate table for each campus):
Training Programme
Interns
Post-graduates residents in Univ. Prog.
/ Other
Junior Total Residents 1
staff /residents 1
USMLE COUNSELOR
Individual
GME is accomplished at various hospitals in the USA, UK, and other Nations. Coordination is accomplished via direct communication, coordination, and periodic on site visitation.
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Research Affiliates:
Department of Pathology, College of Medicine, University of Heidelberg,
Germany. This research centre specializes in diabetic renal disease, a major illness among diabetics and one which affects large segments of the CARICOM population. Dr Tulp, of USAT has developed a unique animal model of diabetic nephropathy that has proven valuable in the study of this condition. Studies are ongoing at the Institute. The University established research collaboration with the Department of Complementary and Alternative Medicine (CAM) of the University of the Sciences, in Philadelphia PA. This affiliation was instrumental in the early scientific studies with Hoodia species (origin: South Africa) and appetite/weight control material upon which some of the current treatment regimens are based. Hoodia is now cultivated in the CARICOM region (Jamaica), where it has become a valuable commercial crop. Graduate students played instrumental positions in the research program, including experimental design, formation of research questions, specimen and data collection, biochemical laboratory and statistical analysis of specimens. Results of one Hoodia study and one other study on non-surgical approaches to cholecystectomy were presented at the 2005 CARAPA conference held in Rodney Bay, St Lucia. USAT looks forward to many additional such conferences in the future. One student has submitted a paper for presentation at the American Physicians Association annual meeting, based on his research in Sports Medicine and has presented previously on Integrative Medicine at the annual conference of the American Naturopathic Medical Association in Las Vegas, NV. Other students have co-authored research papers at the annual exposition of the Federation of American Societies for Experimental Biology and at other professional research societies. Resident courses in GME may be accomplished via the USAT Division of Graduate Medical Education, under the jurisdiction of the College of Medicine. No programs are experiencing any difficulty filing positions at this time. When scheduled, the CoM recruits specialists in the field of interest to deliver the specific academic programs. GME programs are typically of less than one week duration, and may be conducted at the main campus or a remote location. Clinical GME training of MS III and MS IV students is accomplished via established teaching hospitals and clinics in the USA and other Nations. Coordination is made with hospitals on an individual basis for students, with preference given to the Institutions within commuting range of the students home if reasonable. USAT has fixed agreements with a number of teaching hospitals
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including Larkin Community Hospital, North Shore Hospital, Baqai Medical University, Father Muller Hospital Medical College, and others.
The Mayfield Clinic for Regenerative Research was established in 2006 in the Stone Manse Building, Main campus to support research interests of the University. The clinic is dedicated to cell biology research, and is equipped with a cryogenics suite, located off the main laboratory. The laboratory also contains a Class V Glove box, suitable for specialized formulations typical of a compounding pharmacy operation, in addition to instrumentation for basic biochemistry and physiological chemistry activities. The University conducts lectures periodically with invited faculty in the area of biomedical ethics. Professor Lhausa is an experienced academic physician, with considerable expertise in this area. Other faculty for this course include Bruce Kaufmann, JD and Eduardo Garcia, MD, JD, who has both an active medical and a law practice specializing in medical malpractice and related areas. The above faculty routinely lecture to each class for 10 to 20 clock hours (2 credit hours), including problem based learning exercises. Biomedical ethics is a mandatory course for all students of the health sciences, including graduate students. The University has established committees for research ethics, human subjects, and animal subjects for implementation when such need may arise. Research is an important, high priority element of the USAT program, and all MS IV students are invited to complete a research elective as part of their medical studies. The committees review each protocol presented, and make recommendation as to permit, not permit, or amend as submitted. The project director must demonstrate availability of financial resources to support the project and insure a successful outcome prior to approval. Selected Lecture and discussion topics on research ethics and related areas are included in several course, including BSC 349 (Intro to Epidemiology), BSC 399 (Intro to Biostatistics), BSC 608 (Intro to public health), BSC 610 (Medical and Legal Ethics), BSC 690 (Pharmacology I), CSC 599 (Special topics in clinical medicine), and CSC 965 (clinical research). And BSC 614 (Research Methods). All students are given opportunity to participate in research activity, and are encouraged to do so. Upon matriculation, students are invited to undertake a joint program, usually MPH or MSc while completing the MD or MBBS degree. Approximately half of enrolled students express interest, and approximately half of those actually complete the intermediate degree en route to the MD. The
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graduate doctoral degree requires a research component leading to submission of a thesis, and the MSc and MPH tracts may select a research option as well.
Describe any organized activities or events that promote faculty collaboration in the achievement of the schools missions, such as integrated teaching efforts, collaborative research projects or programmes, or faculty development activities. The University of Science Arts and Technology was established as a traditional research based Institution. The University regularly collaborates with scientists from other Institutions, including the Department of Pathology, University of Heidelberg (Germany), and the University of the Sciences in Philadelphia, (USA), the Southwest Institute for Medical Research (New Mexico) and others, where we have published numerous abstracts and scientific papers resulting from the aforementioned collaborations. Team teaching is encouraged in all courses, with particular emphasis on upper level courses, so as to maximize the talents and contributions of individual faculty in the delivery of the academic program. Such collaborative teaching efforts enable individual faculty to concentrate in the areas of expertise, while sharing in areas of secondary interest and common academic preparation. Most senior faculty and many junior faculty possess common teaching skills in areas of the basic medical sciences, and can contribute from their particular vantage points so as to broaden the scope of instruction in common courses, while at the same time enhancing emphasis on topics of special interest. Moreover, classroom sharing is important as it enables more heavily scheduled faculty to make better use of their time, to attend a continuing educational program and research interests of their choice with less disruption of scheduled academic programs of individual students and classes. For broad topic courses such as medical physiology, team teaching is highly desirable if not essential as the combined efforts of multiple faculty can present the subject in greater detail and in a more comprehensive manner than if presented by a single faculty member. A popular example is the linking between Medical Biochemistry BSC 550) and Nutritional Biochemistry (BSC 551), where the concepts are presented in each course are organized in such manner as to compliment, enhance, and reinforce the material covered in the linked courses. Medical Embryology (BSC 532) incorporates information regarding the importance of nutritional factors on early development. Medical Nutrition elective (BSC 561) from the scientific viewpoint is deemed an important subject
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in professional medical education of all physicians, and is most effectively incorporated into the basic sciences division of the curriculum.
USAT EDUCATIONAL RESOURCES
16
EDUCATIONAL RESOURCES
USAT established a Denver Colorado office for information and services including recruiting and administrative functions in 2009, with a goal to recruit up to 500 students over 3 years including 200 first year MD students, 250 advanced standing students under the graduate entry program, plus an additional 50 or more students in emerging programs in agriculture, the arts, and ethics and law. In addition, the University will expand the Graduate College and other academic majors. The increase in student numbers will increase revenues over 2-fold and expenditures 1.5 fold. The increase will occur in a graduated manner, as financial resources from corporate sponsors and other income sources are received.
In addition, the University will expand the services offered by the University Mayfield Clinic which will generate additional revenues for the University via research and patient-related fees while contributing to the clinical component of the basic medical sciences and clinical sciences programs.
As a private Institution, the only Government support to the University occurs in the form of tax exemptions, which are an important element of University support and which is passed on to students in the form of more cost effective tuitions. The Government support includes tax exemptions to arriving students, discounted campus rentals, and lower cost books and supplies from the University book store.
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The University has developed a significant donor giving program since 2006, and which has resulted in approximately $1.25 M in dedicated income and support-in-kind since its inception in 2005. This support is instrumental in maintaining the vitality and viability of the Institution and in insuring its continuing growth and development in the coming years.
The student body of the University is programmed to increase proportionate to increasing resources. The University initiated a campus renovation program, and to date has completed the initial renovation of approximately 50% of the physical plant to date.
The campus renovations have included critical repainting of all buildings on campus, complete renovation of the Stone Manse building and conversion into a clinic, restoration of the backup power plant, addition of a state of the art 30,000W solar powered back up generation plant, extensive electrical, plumbing, and sewage repair work on the Carriage House suite and other suites, installation of a small campus Laundromat for guest and students, Establishment of wireless internet services for students as part of their enrolment package, establishment of air conditioning units at various locations on campus, refitting of the main kitchen major appliances and fixtures, updating of all cottages and suites, initiation of the Agricultural Research Station on the South border of the campus, and numerous small repairs to numerous to count.
a. Complete a table of teaching facilities like that below for each building where medical students regularly take classes, including labs. Do not include classrooms located in clinical facilities.
Building: Year Constructed:
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Type of Room* Main 1975) Classrooom (Pavilion)
Seating Capacity ( 40, expandable to 50
Main Educational Use(s)** Classes, receptions Mentored Clinical teaching, lectures, ceremonies,
Mayfield Clinic (1980 for building, 15 2006 for clinic) Stone Manse laboratory (1990 for 20 building, 2006 for laboratory) Gardner Building (1990) Study (1980) TV/Game Room (1980) Glendon Hospital clinics (1990) Comm (2005) British (1990) Pool, deck, and patios (1970) East of road Grounds (2.5 acres) 200 300-500 Suite (Hurricane suite) 25 College of 20 12 12 10
physical medicine laboratory Laboratory instruction
Anatomy Lab (under renovation) Temporary library Recreation and relaxation Mentored Clinical observations Additional classrooms
Montserrat 200
Hurricane shelter, with separate utilities Outdoor recreation Receptions, games, recreation Recreation, hiking, viewing nature & rain forest, relaxation.
South and West of road grounds (5 500 acres) (mango orchards, fields, rain forest & jungle, etc.)
*Lecture hall, science lab, conference room, small-group discussion room, etc. If several rooms of similar type and seating capacity are used, simply indicate total number of such rooms in parentheses. **Lectures, small-group discussion, dissection, wet labs, slide study, etc.
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Faculty may request space as needed through Ms.Scipio, who coordinates space assignments with faculty and insures that the classroom or other needed area is prepared for the proposed instruction. Patients often drawn from the local community are scheduled for the clinic when classes are in session.
Clinical observations at Glendon Hospital are coordinated through the Chief Physician, Dr. Gopal. Clinical experiences for other hospitals in the USA or other nations are coordinate by the Dean of the Medical College with assistance from Ms. Scipio, Dr Konyk, or other Drs. from the USA.
Mayfield Clinic.
This is an outpatient clinical office where students may observe clinical
examination and treatment, and practice examination skills linked to clinical courses including Introduction to Clinical Medicine and Physical Diagnosis.
Glendon Hospital. This is Montserrats only hospital. Students are allowed to observe patient examination and patient care, discuss laboratory and other ancillary data in a real time patient care environment.
North Shore Hospital, Miami Florida. This is a 300 bed teaching hospital located in Miami Florida, USA. USAT has an agreement with the hospital for most clinical specialties, including Internal Medicine, General Surgery, Obstetrics & Gynaecology, Padiatrics, General Psychiatry, and other specialties.
Larkin Community Hospital, S. Miami FL. This is a 300 bed teaching hospital located in Miami Florida, USA. USAT has an agreement with the hospital for several clinical specialties, including Internal Medicine, General Surgery, Family medicine, Preventive Medicine, Radiology, and others.
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Meese-Dunedin Hospital, St Petersburg FL. This is a 300 bed teaching hospital located in St Petersburg, Florida, USA. USAT has an agreement with the medical staff for numerous clinical specialties, including Internal Medicine, General Surgery, Obstetrics & Gynaecology, Padiatrics, General Psychiatry, Rheumatology, Pulmonology, and other specialties.
PanAmerican Community Hospital, Miami FL. This is a 300 bed teaching hospital located in Miami Florida, USA. USAT has an agreement with the hospital for most clinical specialties, including Internal Medicine, General Surgery, Obstetrics & Gynaecology, Padiatrics, General Psychiatry, and other specialties.
Suncoast Hospital, Tampa FL. This is a 300 bed teaching hospital located in Miami Florida, USA. USAT has an agreement with the hospital for most clinical specialties, including Internal Medicine, General Surgery, Obstetrics & Gynaecology, Padiatrics, General Psychiatry, and other specialties.
Advanced Medical Institute, St Petersburg FL. This is a very busy general medical clinic (< 100 patients / day), specializing in nutritional therapy, staffed by MDs and DOs. Students complete < 4 weeks of observation in Integrated Medicine. Dr. Douglas Neslon, Dr. Daniel Mayer, and Dr. Joseph DiStefano, clinical tutors.
Academic Alliance in Dermatology, St Petersburg, FL USA. Students undertake a 4 week elective in Dermatology, where they learn all areas of clinical dermatology including diagnosis and treatment, including cutaneous sugery, use of cutaneous and CO2 lasers, cosmetic surgery, schlerotherapy, dermabrasion, liposuction, strategies for antiaging applications, use of intense Pulsed Light (IPL) and other applications to dermatology practice. Dr Kathy L Anderson, DO, FAAAM, FAOCD, A4M, and others.
UCLA, Los Angeles CA. This facility provided < 8 weeks clinical observation in the specialty of Psychiatry. (Director: Dr Soldinger).
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Lawrence Glass, D.O., Internal Medicine, Pain Mangement. Valley Medical Center, Bakersfield CA
Lorn Miller, MD, Neurology practice / Advanced Neurology Care, Selma Alabama.
Department Name
No. Offices
Total Net Sq Ft 2,000 1500
No.Research Total Net Labs 2 1 Sq Ft 2,500 2,500
Basic Medical Sciences Division of Clinical Sciences
1 1
Security is provided by keyed entry and electronic surveillance mechanisms. In addition, the outdoor areas of the campus are patrolled by the Salem branch of the Montserrat Royal Police Force, who conducts hourly daily inspections, with special emphasis during the weekends and after hours times with hourly visits and patrols during the night time hours.
Princess, the campus pet, also is a pretty good sentry system. Needless to say, she has all her shots and wits about her and monitors all potential intruders, both man and beast. Iguanas and agoutis beware with Princess on patrol duty!
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Facility Name (list)
(check) Family Medicin e Internal Medicin e x x x x x x X X OB/ Gyn Paediatrics Psychiatry Surgery
Larkin Community Hospital FL
North Shore Hospital, Miami x FL Glendon Hospital X
(and (ICM)
tropical med) Miami Center Progressive Medical Centers Bay Pines VAMC Atlanta Georgia UCLA Psychiatry & medicine x clinicx Advanced Medical Institute, x Florida Meese Dunedin Medical x x x x x x x x x Medical x x Center, x X x x x x x x x x X x Gardens Medical x X
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Center
Name of Chief Executive Officer: Dr Manuel Rodriguez, Director___________________ Year Appointed: ____2006______ Number of beds in use Average occupancy rate Average length of stay Number of annual admissions Number of outpatient visits/year Number of ER visits per year Annual autopsy rate 300 82% 5d 20,000 12000 1800 unknown
Facility Name: North Shore Hospital, Miami (500 beds) Clinical Service Numbe r Beds Your Medical Students Family Medicine Internal Medicine 100 100 100 80 40 25 Visiting Medical Students 0 0 Allied Health Students 0 0 0 0
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Avg Daily Number of Students per Year
of Census
Nursing Students*
Obstetrics/Gynaecology Paediatrics Psychiatry Surgery
40 40 80 160
20 20 20 25
0 0 0 0
0 0 0 0
0 0 0 0
Site Name and Location: Miami Gardens Medical Centre, Miami* Course or Clerkship Academic Offered Period (Year) When Offered Duratio n (weeks) No. Students Total Annual per Rotation Patient Visits Total Annual Visits Involving Med Students Family Medicine Internal Medicine Paediatrics General Practice Year round Year round Year round Year round 4 12 6 4 4 4 4 4 5,000 12000 10,000 10,000 500 120 150 200
Facility Name: Glendon Hospital, Montserrat (30 beds) Clinical Service Numbe r Beds Your Medical Students Visiting Medical Students Allied Health Students Nursing Students* Avg Daily Number of Students per Year
of Census
25
Family Medicine Internal Medicine Obstetrics/Gynaecology Paediatrics Psychiatry Surgery
5 8 5 5 0 7
4 5 2 3 0 4
1 1 1 1 1 1
0 0 0 0 0 0
0 0 0 0 0 0
0 0 0 0 0 0
Facility Name: Progressive Medical Center (0 beds; 40,000 annual outpatient visits) Clinical Service Numbe r Beds Your Medical Students Family Medicine Internal Medicine Obstetrics/Gynaecology Paediatrics Psychiatry Surgery 0 0 0 0 0 0 100 100 0 0 0 0 2 2 0 0 0 0 Visiting Medical Students 0 0 0 0 0 0 Allied Health Students 0 0 0 0 0 0 0 0 0 0 0 0 Nursing Students* Avg Daily Number of Students per Year
of Census
Facility Name: Seacoast Hospital, Tampa (300 beds)
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Clinical Service
Numbe r Beds
Avg Daily Number of Students per Year
of Census
Your Medical Students Family Medicine Internal Medicine Obstetrics/Gynaecology Paediatrics Psychiatry Surgery Orthopaedics 50 50 30 40 40 50 40 100 80 40 40 80 160 25 40 25 20 20 20 25 10
Visiting Medical Students 0 0 0 0 0 0 0
Allied Health Students 0 0 0 0 0 0 0
Nursing Students*
0 0 0 0 0 0 0
Bay Pines VAMC (1,000 beds) Clinical Service Numbe r Beds Your Medical Students Family Medicine Internal Medicine Obstetrics/Gynaecology 200 300 75 100 80 52 40 25 20 Visiting Medical Students 0 0 0 Allied Health Students 0 0 0 0 0 0 Nursing Students* Avg Daily Number of Students per Year
of Census
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(includes womens health) Paediatrics Psychiatry Surgery 75 150 200 40 90 160 20 20 25 0 0 0 0 0 0 0 0 0
Progressive Medical Centers, Atlanta, GA Clinical Service Numbe r Beds Your Medical Students Family Medicine Internal Medicine Obstetrics/Gynaecology (includes womens health) Paediatrics Psychiatry Surgery 75 150 200 40 90 160 20 20 25 0 0 0 0 0 0 0 0 0 200 300 75 100 80 52 40 25 20 Visiting Medical Students 0 0 0 Allied Health Students 0 0 0 0 0 0 Nursing Students* Avg Daily Number of Students per Year
of Census
Facility Name: Larkin Community Hospital x Library
X Lecture/conference room(s)
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X Study area(s) X Computers or terminals for educational use X Call room(s) X Shower/changing area x Lockers
Facility Name: North Shore Hospital x Library
X Lecture/conference room(s) X Study area(s) X Computers or terminals for educational use X Call room(s) X Shower/changing area x Lockers
Facility Name: Glendon Hospital x Library
X Lecture/conference room(s) X Study area(s) Computers or terminals for educational use (staff only) X Call room(s) X Shower/changing area Lockers (staff only)
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Library
Facility Name: x Library
X Lecture/conference room(s) X Study area(s) Computers or terminals for educational use (staff only) X Call room(s)
30
X Shower/changing area Lockers (staff only) x Library
X Lecture/conference room(s) X Study area(s)
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Computers or terminals for educational use (staff only) X Call room(s) X Shower/changing area Lockers (staff only)
All student shave wireless access on campus, with connections to all internet based library and medical resources worldwide. In addition all hospitals have fixed libraries of 5,000 volumes or more, internet access, study areas, computerized databases, and other essential elements of medical education. Students are assigned reading and research topics
Facility Name: Clerkship(s) offered: Number students Larkin Comm Hospital North Shore Hospital Suncoast Hospital VAMC Baypines VAMC FL VAMC SF UCLA Kalra Hospital, India 30 75 15 60 60 100 5 25 of junior staff Postgraduate
available to teach medical programme accreditation status JCAH , ACGME JCAH, ACGME JCAH JCAH, ACGME JCAH, ACGME JCAH, ACGME JCAH, ACGME MCI (India)
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Father Muller Medical Coll 30 Hosp ISSTE, Mexico 30
MCI
MCM (Mexico)
2003. Carla M Konyk. Director of Administration. Library and IT services.
The University has wireless access for all students, faculty, and staff.
University networks are
secure, and above all, are secure from student or other unauthorized access. Library Info. Services Total user seating Number of photocopiers Audiovisual services (yes or no) Number of small-group study rooms 10 2 Yes 6 5 1 yes 1 4 Technology
Number of individual carrels (library tables) available to 10 medical students Number of public workstations Number of computer classrooms** Total number of seats in computer classrooms 2 0 0
2 0 0 yes
Network connections available in computer classrooms? (yes yes or no)
** Main classroom is computerized and outfitted for wireless access; wireless connection available throughout campus.
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Current Year Journal Subscriptions (Print) Journal Subscriptions (Electronic) Book Titles (Print) Book Titles (Electronic) Audiovisual Titles Educational Software Titles Databases Other Holdings (specify) (misc 6 6 2,000 2,000 10 10 0 books 1000
One Year Ago 5 5 1800 1800 8 0 0 900
Two Years Ago 5 3 1600 1600 6 0 0 800
journals) Total Expenditures for Holdings 2500 2000 1000
** a large number of volumes are awaiting transfer from the UK offices
______________________________________________________________________________ Library Professional staff Technical professionals Clerical support staff Student or hourly support staff 1 1 1 1 specialists or 1 para- 1 Info. Technology Services 1 1
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Library holdings are selected to support medical education, and include journals, books, and educational tapes. Library hours are 08:00-20:00 daily. During examination periods the duration is extended from 06:00 to 24:00h daily.
Students may borrow from other regional libraries if they fill out a library membership card first and make individual arrangements with that library. Currently there are no other medical libraries in Montserrat.
UK students are all offered student membership in the Royal Society of Medicine, where they may utilize the extensive resources of the RSM during normal library hours. USAT students are all offered student membership for a number of organizations, societies and scientific and professional organizations, most of them for free, with full access to their resources via ITCs All major hospitals, community hospitals, and major clinics where students undergo clinical training have libraries and computing resources where students may study while in hospital and clinical training. All students also are required to have laptop computers or must have unrestricted access to PCs for use both on and off campus.
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USAT FACULTY (COLLEGE OF MEDICINE)
36
FACULTY
Overview:
The University presently has approximately 50 faculty prepared to teach, representing all major areas of the curriculum and which faculty can cover Medicine, Nursing, and other fundamental areas of the Allied Health Sciences. In addition, the University is poised to establish academic programs, research activities, and academic support activities in key areas of Arts and Sciences including Agriculture and energy technology that will be useful to Montserrat during their recovery and redevelopment activities. The University utilizes experienced faculty, over 90% of whom hold the doctorate and beyond in their professional areas of expertise, and who are equally committed to providing the finest in Medical Education and related academic disciplines.
Full-Time
Part-Time
37
Basic Science Current year 1 Yr Prior 2 Yrs Prior 2 2 2
Clinical 1 1 1
Basic Science 10 10 12
Clinical 27 23 18
The University policy for recruitment of faculty is that 1) applicants should have earned the highest degree or qualification in their field, and not less than one degree that is of higher order than the academic program for which they are being considered for assignment to; 2) applicants must have demonstrated outstanding moral and ethical values; 3) applicants for professorial rank must have not less than the following qualifications: Professor: Doctorate Degree or the equivalent, with 15 years experience in their area of expertise, 10 of which should have been in a senior position, and attainment of an International Recognition in their professional field Associate Professor: Doctorate Degree or the equivalent, with 10 years of experience, 5 of which should have been in a position senior or similar position, and national recognition in their respective field; Assistant Professor: Doctorate Degree or the equivalent, with 5 years of experience in their area of expertise, 2 of which should have been in a position senior or similar position, and regional recognition in their respective field. Senior Lecturer: Doctorate degree or equivalent in field of expertise, with 10 or more years of experience and national recognition in their field of expertise, 5 of which must have included duties commonly associated with a lectureship position. Lecturer: Doctorate degree or equivalent in field of expertise with 5 or more years of experience in an academic setting, preferably with direct instructional or lecture experience. Instructor: Masters degree or the equivalent, with 5 years of experience at a position of similar responsibility.
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Assistant Instructor: responsibility.
Bachelors degree with 5 years of experience at a position of similar
Basic Science Departments National Regional Extra-Regional 0 0 0 1 1 0 0 2 0
Clinical Departments 0 0 0 1 1 0 0 2 0
Female Male
Black /African ethnicity East Indian ethnicity White Other Race or Ethnic Group
N.b
National means state sponsored university and/or location of university.
a. Basic Science Departments Number of Full-Time Faculty * Department Anatomy Biochemistry Pharmacology Physiology Prof 0 0 1 0 Sen lec Asst 0 0 0 0 0 0 0 0 Inst/Other Vacant 0 0 0 0 0 0 0 0 Part-Time 1 prof 2 assoc prof 1 prof 3 prof
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Other (specify)** MCS/Biostatistics Medicine
1 0 0
0 1 0
0 0 0
1 2 0
0 0 0
25** 2 prof 9 assoc &
prof
Teaching Responsibilities
Average Number of Students Taught per Year % Time Teaching Graduate Postgraduat Medical Students Department* Anatomy Biochemistry Pharmacolog y Physiology Other (specify) biostats Epid He Nutrition 80 10 0 0 10 0 85 Public 85 10 10 0 0 0 0 5 5 0 0 95 5 0 0 0 0 95 95 95 5 5 5 0 0 0 0 0 0 0 0 0 Students e Clinical Nursing Allied Undergraduat (baccalaureate ) 0 0 0
Health e
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b.Clinical Departments Department* Anaesthesiology Dermatology Family Medicine Internal Medicine Neurology Obstetrics/Gynaecolo gy Ophthalmology Orthopaedics Otolaryngology Pathology Paediatrics Physical Medicine Psychiatry Pub Hlth/Prev Med Radiology Surgery Urology Other (specify)[AM]
Number of Full-Time Faculty* Prof 0 0 0 0 0 0 Assoc 0 0 0 1 0 0 Asst 0 0 0 0 0 0 Inst/Other Vacant 0 0 0 0 0 0 0 0 0 0 0 0
Other Faculty * Part-Time 1 2 5 5 1 5 Volunteer 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 1
0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0
1 2 1 1 3 3 3 2 5 5 2 1
0 0 0 0 0 0 0 0 0 0 0 0
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*Replace indicated names with names used at your institution, as needed.
Teaching Responsibilities
Average Number of Students Taught per Year * % Time Teaching Residents Department* Family Medicine Medical Students 10 (MS III/IV/V) 0 0 0 0 0 0 0 0 0 Clinical Fellows 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 PG year 20 PG year 20 PG year 20 PG year 20 Allied Health Other (specify) PG year 20** PG year 20
Internal Medicine 20(MS III/IV/V) Neurology 10(MS III/IV/V)
Obst/Gynaecology 20(MS III/IV/V) Pathology Paediatrics Psychiatry Surgery OtherDermatology General practice Emergency Medicine / ICU 10(MS III/IV/V) 10(MS III/IV/V) 5(MS III/IV/V) 20(MS III/IVV) 10(MS III/IV/V) 20(MS III/IV/V) 10(MS III/IV/V)
0 0
0 0
0 0
PG year 20 PG year 20
Faculty may be appointed to academic or administrative posts within the University based on their previous experience, training, and education. In each instance, academic or administrative rank is based on the sum total of their achievements and professional recognition, and is determined using conventional, standardized criterion that properly documents each element of their professional development in their respective fields.
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Instructor 1: Minimum educational requirement is a Masters degree in a technical specialty and 5 or more years of experience or Bachelors degree with 10 years experience in the specialty field of assignment. Must have a degree that is higher than the degree being sought by the students enrolled. Responsibilities will include laboratory and classroom duties of a technical or specialty nature, and will be under the direct supervision of a faculty or staff member with a rank equivalent to Assistant Professor or higher.
Instructor 2: Minimum educational requirement is a Bachelors degree in a technical specialty and 5 or more years of experience in the specialty field of assignment. Must have a degree that is higher than the degree being sought by the students enroled. Responsibilities will include laboratory and classroom duties of a technical or specialty nature, and will be under the direct supervision of a faculty or staff member with a rank equivalent to Assistant Professor or higher.
Assistant Professor: Must have a doctorate degree or equivalent with specialty training and experience in the assigned field. Must have Regional recognition in their field of expertise. Must contribute to teaching, research and scholarly activity, and community service.
Associate Professor:
Must have a doctorate degree or equivalent with specialty training and
experience in the assigned field. Must have Regional and national recognition in their field of expertise. Must contribute to teaching, research and scholarly activity, and community service.
Professor: Must have a doctorate degree or equivalent with specialty training and experience in the assigned field. Must have demonstrated Regional, National, and International recognition in their field of expertise, with documented evidence of publications and accomplishments in the individuals field of expertise. Must contribute to teaching, research and scholarly activity, and community service.
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Applicants for appointment must submit academic credentials, including a list of publications and evidence of academic and professional achievement in their field of expertise or intended lecture, a copy of the face pages of their passport or other suitable proof of identification, and 2 letters of reference. In addition, all applicants must submit a satisfactory police clearance, confirming that they do not have a criminal history. USAT does not offer tenure at this time.
All academic tracts are treated similarly, with the exception that specialties in short supply such as Engineering, computer sciences, or some Medical specialties that may, due to necessity, receive a higher rate of hourly compensation for their service to the University commensurate with their professional standing. Faculty are normally appointed on renewable, one year contracts. Newly appointed faculty are reviewed after one semester of employment or service and within the trial period of employment, at which time a determination is made as to whether to extend or not to extend the original contract. Effective faculty and administrative officers are renewed annually thereafter. USAT does not yet have a tenure policy in place, and will review the criterion for tenure before the 10th anniversary of the University. It is anticipated that conventional criterion of traditional, established Institutions will be adopted for tenure decisions at that time. USAT also does not yet provide for salaried sabbatical leave, but will also review that policy along with the tenure policies by the 10th Anniversary of USAT, and will adopt conventional criterion for such awards when implemented to the faculty handbook and to P&T policy.
Medical students evaluate instructors and course content for content, accuracy, skill, strengths and weaknesses in instructional format, appropriateness for their major area of concentration, fairness and classroom performance, and availability for consultation outside of scheduled class times. Additionally, they are invited to make constructive comments, and to recommend whether the class should be considered to be a required course for their major. Students may be interviewed regarding their concerns about instructors, classroom demeanour, and other factors that may impact on their ability to master the subject matter under discussion. Following the student interview, the faculty member under discussion is invited to the office of the
44
Dean for a discussion, without any indication of the true identity of the student. Where possible, a solution will be suggested, and the issue resolve in the least antagonistic manner. The University conducts a review of all courses at the end of the course. The results of the review are discussed with the individual faculty, and are then used to integrate improvements in the course. The university conducts periodic seminars on faculty and staff issues, including instructional resources and their management. When a new faculty member is hired, a discussion of teaching methods is planned, and use of instructional resources are introduced. It is preferable that all faculty use power point instruction, as all classrooms are fitted with wireless internet, computer, and projector interface. It is preferable that the faculty members prepare a CD for the lecture series, distributed to students as a handout after the lecture.
Department
Number of: Articles in Peer- Books and Book Journal reviewed Journals Chapters Published 1 1 Editors Principal Investigator on Grants 1 Extramural
Clinical Division Basic Div. Student Pubs
Sciences 1
All faculty are expected to contribute to the body of knowledge through research and publications in their fields of expertise, presentation at Scientific conferences, and public service.
45
Check each area where the medical school or the university has a faculty conflict of interest policy. Include a copy of each policy. X X Conflict of interest in research Conflict of private interests of faculty/staff with academic
responsibilities X Conflict of interest in commercial support of continuing medical education
Faculty are advised of their appointment and details therein via letter, and orally. All faculty are requested to return the letter of appointment which has been countersigned in front of a witness before it is returned to the University.
Faculty are advised in person, and confirmed in writing. The letter offer of appointment has a signature block for the faculty member, and which he/she must be signed before the faculty
member appears for his/her ID card or a contract may be initiated. any before disbursements can be paid. A faculty handbook addressing common issues and academic policies is under development for release later this year. All faculty are reviewed annually or more often as necessary to discuss issues of their academic performance. Faculty are given the comments made by students after each course evaluation is complete, but the identity of the individual student or students who have contributed the comments is withheld from the faculty or other staff during the meeting. The summary comments are placed in the faculty members permanent file where they may be held for up to 7 years, and may be used as one element during review for promotion, advancement, or other areas linked to faculty performance. All faculty will meet with their intermediate supervisors not less than annually and factors identified in a.) above discussed with them. In addition, each faculty member is invited to submit a plan of study which will outline their ambition and goals for the upcoming year, and which
46
proposal will be reviewed with them during the following meeting to discuss their progress toward accomplishment of their personal academic goals and objectives.
This committee, which typically consists of the heads of major departments, may be organized in any manner that brings reasonable and appropriate faculty influence into the governance and policymaking processes of the medical school.
Medical Policy Committee Bennie S Johnson, D.O., M.D., M.S., member Douglas Dunham, D.O., M.D., member (USA) David Karam, MD, PhD, member, basic & clinical sciences Carla Konyk, MBBS, NMD, Member and Secretary George Einstein, Ph.D. member, basic medical sciences Perry B Hudson, MD, PhD, FACS, member, clinical division Bruce Robinson, MD, FACS, member, clinical division Stephen Holt, M.D., member, Medicine James DeBouno, PhD, Member, basic sciences Orien Tulp, PhD, MD, Member and Acting Chair
This committee meets on an as needed basis to review matters of medical school policy and make recommendations to the Executive Committee, the President and Board of Directors.
Number of Appointed
or
Authority
47
Committee Executive Council
Members 7
Elected by: President, VPs President, VPAA VPAA President VPAA VPAA VPA
Reports to: President, VPs VPAA, BD, Pres. VPAA President VPAA VPAA VPA
(R/A/B) B
Medical Policy Committee 7 Curriculum committee Appeals Committee Admissions Committee Library Committee Faculty Admin Support/Faculty Council Student Affairs Cmte 3 5 5 3 3 3
B R B B B
VPAA VPR VPR
VPAA VPR, President VPR, President
B B B
Human Subjects(research) 6 Animal (research) Buildings and Grounds Research & 3 subjects 5
VP President
VPA VPR to President
B B
Sponsored 5
Projects Support Cmte Gifts and Planned Giving Alumni Committee Faculty Assembly Legal Affairs Committee Board of Directors 3 3 3 3 7 President President President President President President VP, P VP to P VP to P President B B B R B
VPAA = Vice President for Academic Affairs; VPR= Vice President for Research; VPA = Vice President for Administration; BD = Board of Directors.
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Deans meet with their primary staff on a daily basis, address emerging academic and administrative issues, and coordinate the activities of their colleges accordingly. Deans receive information and propose policy and administrative decisions and policies within their Colleges during biweekly meetings, or at additional times as required. Deans provide leadership and obtain input from Department Heads regarding during scheduled monthly and other meetings with Department Heads and Division chiefs. All faculty members have access as needed to the Dean of their respective college, and by appointment to the VPAA, VPA, and VPR. A total of 12 faculty meetings have been held during the past year. Items discussed were affiliations with other Institutions, academic policy, campus needs assessment, publications, and budgetary items. Numerous additional meetings may be held on a weekly or as needed basis to obtain working input and provide guidance on various issues and to develop rationale for policy development. The faculty receives input from all standing committees, and may submit comments and recommendations to all standing committees. Faculty members are and will be informed about upcoming meetings via a published schedule, including an email reminder one week before the meeting, telephone, and by word of mouth reminders. In 2004, a meeting was held to discuss a proposed affiliation with a feeder US University, following receipt of a formal document from that Institution. The goal of the meeting was to access the quality of the academic program of the proposing Institution, and to determine their qualification for medical study. It was recommended that a formal affiliation be declined, but nonetheless in the spirit of fairness to their students, the University agreed to accept applications from qualified applicants, combined with an entrance examination as deemed appropriate by the admissions committee. The faculty meeting was held in vicinity of Orlando, Florida, so as to better accommodate both regular and adjunct faculty. The final decision was to deny affiliation.
In 2006, a meeting was held at the Main Campus to discuss a proposed affiliation with a US medical Institute, with a common interest in particular areas of research and development. As an outcome, the University contributed to fundraising activities of the institute, and which funds would be used to augment the instrumentation of USAT labs and to establish academic and research
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programs in agriculture. A major sponsor was identified and who has since contributed to the University development.
Another meeting was held in 2008 to discuss the opportunity to form an affiliation with a prestigious EU Institution, the University of Seville. Under the agreements, University of Seville students can spend an exchange year at USAT and vice versa. The vote was unanimous to accept the affiliation.
Periodic emails and public announcements mediated through the local press, the Internet, and via electronic and telephonic communication are used to communicate with faculty about upcoming meetings and programs.
MEDICAL STUDENTS Part A: Key Quantitative Indicators
a. Mean Admission scores for new (not repeating) first-year students during each of the past three years. State the examinations or other methods used and summarise in the table.
The University presently does not accept first year students. When it does, it will look for an admitting Grade Point Average Scores of 3.0 or above, the same as it now looks to for the admission of advanced standing level entrants. Upon completion of the listing with the World Health organization/AVA CIENNA the University will seek first and second year students in increments of approximately 30 to 50 students per semester. Examination/ Criteria ......... Current.. 1 Year Prior Prior
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2 Years
N/A N/A N/A N/A
b. Mean premedical GPA for new (not repeating) first-year students during each of the past three years. State how the GPA is calculated and place the mean in the table. Currently the University does not have any first year students.
The premedical GPA for students has been set at 3.0 for first and second year entrants.
Current Year......... IN 3.0
M Prior
Yr IN 3.0
M Prior
Yrs IN 3.0
c. For each of the last three years, the number of admissions applications considered by the admissions committee, applicants interviewed, offers of admission issued, student acceptances and entries for their first year of study. (includes telephonic interviews when face to face are not practical due to geographic location of the applicants *
Curre nt Applications Interviews Offers made 89 86 76 Prior
1 Year
2 Years Prior
197* 117 101
203 132 94
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Acceptances
48
78
71
Data are from September to September . interviews.
Includes both telephonic and face to face
d. For the most recent academic year, the percentage of first-year students and of all students in the following categories national, regional, extra regional. National refers to a country sponsoring the school and/or in which the school is located. Region refers to non-nationals but from CARICOM countries. (CAAM-HP Annual Medical Questionnaire 6) Nationals % First -year All Students none 4 96 none % none Regional Extraregional % none
e. Gender distribution (percentage) in the first-year class and in the total medical school enrolment.
(CAAM-HP Annual Medical Questionnaire 7)*

Femal e% First-year All Students * Data Represents total student population f. For the most recent year the percentage by gender and ethnicity of the national students admitted. Give the most recent census data. (CAAM-HP Annual Medical Questionnaire 8)
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Male %
None 48%
none 52%
No National Students were in attendance during the most recent year.
Year
Black (African) %
East Indian % hite %
W ixed %
M ther %
O nsus yr
Ce
20 10-2011 Femal e Male 13 8 6 Censu s (year) 2011 2011 011 2 011 2 011 2 0% 24 6 9 2 1 2 A 10 1 1 0 A N/ N/
g. For the three most recent academic years, the percentage of first-year students and percentage of all students who withdrew or were dismissed from the medical school. (CAAM-HP
Annual Medical Questionnaire 10) NOTE: no first year students were admitted.
Past Year Fir st-year To tal 0 0 0 0 1 Year Prior 0 2 Years Prior 0
h. For the past three academic years, total tuition and fees for entering national, regional and extra regional students and the percent of institution scholarship students in those years. (CAAM-
HP Annual Medical Questionnaire 14)

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Fees are tuition only, per semester.
Current Year ........... National Regional Extraregional Transfer and Elective Total tuition & fees Percent Scholarships 20 $12,700/yr $4100 $3000. $3000 $4100 Prior
Year
2 Years Prior
$2500 $2500 $3500
$2500 $2500 $3500
$3500
$3500
$11,100
$11,100
20
20
Part B: Narrative Data and Tables
MS-1 Students studying medicine should acquire a broad education, including the
humanities and social sciences.
An undergraduate degree or its equivalent level in the sciences is necessary for entrance into medical school. A general education that includes the social sciences, history, arts, and languages is increasingly important for the development of physician competencies outside of the scientific knowledge domain.
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USAT seeks applicants with broad educational backgrounds, including courses in traditional premedical sciences, social sciences, economics, and the liberal arts. A Bachelors degree (BA, BSc, or BS) or its equivalent is recommended for all successful applicants for medical (MD, MBBS) admissions. In addition, all applicants must demonstrate outstanding moral and ethical values, and present a valid police completed within 30 days on the time of application. Note: Evidence of a
felony or other serious crime is a disqualifying condition for study at all medical career fields at USAT.
University/college/post basic courses or subjects required for admission. A minimum of 60 credit hours / 75 quarter hours of coursework or the equivalent at the undergraduate level and which contains the following is required: 1. Biological Sciences: 2 years / 4 semesters or equivalent 2. Chemistry: 2 years / 4 semesters or equivalent, including at least one year ( 2 semesters) of general chemistry and not less than one semester of organic chemistry. One or more semesters of analytical chemistry is encouraged. 3. Maths/Computer sciences: one year of maths, one semester of computer sciences 4. English Composition: Not less than one year of English Composition if secondary school and premedical education were taught in English, two years of the preparatory courses were taught in a language other than English. 5. Social Sciences: At least one course in sociology, general psychology, or related subject.is strongly recommended
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6. Liberal Arts: At least one year (2 semesters) of courses in the liberal arts and/or foreign languages is recommended.
b. Identify any courses outside of the fields of mathematics, physical sciences, and life sciences that are recommended but not required for admission to medical school. General Sociology, one semester General Psychology, one semester Creative Arts, one semester, recommended Foreign Languages, 2 semesters recommended Electives, any area, 4 semesters total.
Briefly describe the process of medical student selection, beginning with receipt of the application forms and proceeding through screening/interview procedures, tender of acceptance offer, and matriculation.
1. Application is received in Montserrat 2. Application undergoes an initial administrative screening for completeness. Any missing or illegible items are reported back to the applicant for completion before the application undergoes completion of processing. 3. Transcripts and letters of recommendation included with the application are validated via prime source verification 4. Validated application is forwarded to chair of admissions committee for review. 5. The completed application is forwarded to the Dean of the College to which the applicant has applied for review and interview if desired. The Dean makes a recommendation to the Dean of admissions of accept, dont accept, or other.
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6. Admissions
committee
reviews
the
application
and
makes
preliminary
recommendation of interview, accept, not accept, or other (i.e., complete additional prerequisites and resubmit) 7. The Dean of admissions will schedule a Campus interview with the applicant in concert with the Dean of the College to which the applicant has applied. If the applicant is unable to travel to Montserrat, and appointment may be scheduled for another location. The interviewer if other than the Dean of Admissions or the Dean of the College of Medicine will be provided with a worksheet that summarizes the applicants education and background. 8. The Interviewer makes a recommendation to the Dean of Admissions, including any particular comments as to the dress, demeanor, language, geneal knowledge level, or other areas of importance. 9. Admissions committee in concert with recommendations from the respective Dean makes recommendation as to what class/semester the applicant should be accepted into (i.e., year one, advanced standing, what semester of advanced standing, etc). 10. The Dean of admissions can support the recommendations of the admissions committee, or can make additional recommendations as appropriate. 11. Upon successful completion of the interview process, an offer of admission is made to the applicant. 12. Completed application acted on by the Dean of Admission for action as recommended. 13. The applicant is normally given 15 days to consider and review the invitation, and if the applicant accepts the invitation, he/she will be required to make a refundable deposit to hold the space. The Dean of admissions or authorized representative will contact the applicant telephonically within 10 days of the offer to confirm that the applicant has received the invitation, and a decision is invited. If after 15 days no response from the applicant has been received, and , the space may be given to another applicant in the chain. 14. The student confirms the offer in writing and with the payment of a deposit.
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15. Once the applicant has confirmed, the admissions office proceeds to assist the student with plans for travel and accommodation upon arrival in Montserrat. 16. Confirmation of matriculation, including the issue of an ID card is accomplished during orientation in Montserrat.
The admissions committee is typically 3 individuals when fully staffed. The D ean of Admissions, in cooperation with the respective College Deans, makes the final decision with regards to the admission of all candidates. The Dean of any College may, however, override the recommendation of the Dean of Admission should there be disagreement with respect to the admissibility of any candidate. The admissions committee must have at least one representative from the College to which the applicant has applied.
Where an applicant has applied to a joint degree program, the Deans of both colleges concerned will have a decision making authority for the portion of the application that concerns their program or College.
The size of the entering class and of the medical student body as a whole should be determined not only by the number of qualified applicants, but also the adequacy of critical resources: - Finances. - Size of the faculty and the variety of academic fields they represent. - Library and information systems resources. - Number and size of classrooms, student laboratories, and clinical training sites. - Patient numbers and variety. - Student services.
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- Instructional equipment. - Space for the faculty.
Class size considerations should also include: - The need to share resources to educate graduate students or other students within the university. - The size and variety of programmes of graduate medical education. - Responsibilities for continuing education, patient care, and research.
a. Number of students enrolled in each academic year of the medical curriculum. Firs t Year 0 d Year 30 Secon d Year 89 Thir h Year 50 Fourt l 169 Tota
Several students are enrolled in a joint MD-PhD program and a joint MPH-MD program.
The primary consideration as to the total number of students offered admission is based on availability of resources, faculty, clinical slots, and for Montserrat, the availability of housing. Currently there are only about 50 possible apartments in all that are available for student rentals in Montserrat.
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Medical schools must select students who possess the intelligence, integrity, and personal and emotional characteristics necessary for them to become effective physicians. USAT has fair but solid admission criterion. For students who may not have performed at the necessary level in previous Institutions, the applicant will be administered a broad based entrance examination, and may be offered admission to a lesser program so as to be able to prove themselves capable of work at the graduate level necessary for the study of medicine.
Non academic questions and questions that do not pertain directly to medicine are asked during the interview. Examples are questions regarding hobbies, sports, and current events designed to enable the applicant to be comfortable during the interview. In addition, a number of non medical prerequisites are looked for, including accomplishments in fields other than premedical sciences. An applicant need not have been a pre-med at his/her preparatory Institution, as long as the applicant has the required premedical courses among their courses.
The standard requires that the schools student body exhibit diversity in the dimensions noted. The extent of diversity needed will depend on the schools missions, goals, and educational objectives, expectations of the community in which it operates, and its implied or explicit social contract at the local, state, and national leve
USAT recruits and admits students without regard to age, gender, racial, cultural, political, or economic background, and requires the same standard of performance among all students. USAT developed the 5 year program so as to better address the needs of applicants from European or Asian Nations, where A levels or their equivalent is the norm for entrance to medical school programs. Additionally, the 5 year program can provide a framework to enable those applicants who may be starting later in life or who may be transitioning in from other successful career fields and who have the motivation and intellectual capacity to compete in an MD/MBBS program the opportunity to do so. Low cost student loans are made available to all qualified students, as an additional incentive for qualified non-traditional students to enter the MBBS/MD program.
USAT admits handicapped individuals with the same academic criterion as for nonhandicapped applicants. Once admitted, students can easily access classrooms, labs, and other aspects of the campus. In addition, the University has 2 suites that are suitable for handicapped occupants on the Campus. All classrooms and most buildings are disabled accessible.
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Upon entry to clinical training, it will be necessary for handicapped individuals to recognize that the standards for clinical training are the same as for non-handicapped individuals. Moreover, most clinical locations require that they be informed of a handicapped status, and may require a physicians medical examination be provided so as to insure that the handicap will not limit the student in the performance of their studies, and that patients will not be placed at risk as a consequence of the handicapped status.
All students, including handicapped students are advised of the opportunities for joint degree programs. For handicapped students this may pose a greater than usual requirement, as the combined degree (i.e., MPH-MD) may enable the student an expansion of potential employment opportunities upon completion of their academic program.
The USAT publications reflect an accurate description of the academic and clinical program.
The url for the University is: www.usat-montserrat.org. The bulletin is currently being edited and reprinted.
Complete the following table for each of the past three academic years: Number of: Year Students transferring into second year Students transferring into third year 6 2 0 40 Last Prior 46 1- Year Prior 21 2- Years
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Students transferring into fourth year Visiting students taking clerkships required for your medical students Visiting students taking elective courses
Transfer applicants are administered a placement (Entrance) exam, and placed into the level that they have achieved to date based on coursework previously completed, in addition to results of the placement exam. Missing or incomplete courses are integrated into their first semester to the extent possible, so as to enable the transfer student to become academically matched to their new peers in the shortest time. Of note, all previous academic courses and transcripts are confirmed by direct contact with the students previous Institution and sealed transcripts.
a. Process of selecting students for admission to advanced standing or transfer. Students are selected for advance standing if they have completed comparable elements of the first or subsequent semesters at another like institution. The grounds for advanced standing mandate that the courses intended for transfer must have been completed at the graduate level, and must have covered the same depth and content as the USAT courses they are intended to replace. Where a course is unclear or a grade of C or lower has been awarded by the previous institution, the student will be required to successfully complete a proficiency examination in the subject area in which transfer credit is sought or repeat the course. The proficiency examination will be comparable to the final examination for the most recent year in which the exam is to be taken and will be graded on the same scale. b. If any transfer or advanced standing students were admitted for the current academic year, complete the following table: Mean UnderMea n Score of ber Num of ber Num Num
of ber of extra-
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graduate GPA
admission criteria
Nationals
Regional students
regional students 40
Yeartransfers Secondyear class Yeartransfers Thirdyear class Yeartransfers Fourthyear class
3.51
3.51
3.56
3.75
3.65
3.55
3.87
3.75
If the school has admitted one or more transfer students to the final year of the programme during any of the past three academic years, describe the circumstances. Severl students were admitted to the 4th year under two general categories of applicants: 1). Students who were in their 4th year at the time that their previous school closed. One student had completed 70 of 72 weeks of required clinical training. Several additional applicants were within 3 weeks of graduation but were not accepted as their previous school had been found to be unlicensed and thus the school they had attended did not have any authority to operate.
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2) a second category of applicant had previously been awarded an MD degree by another country, including individual MD licensure in that country but for a variety of reasons were not permitted to sit for the US licensing exams (i.e., graduates of the University of Habana) due to what appeared to be reasons that were beyond the applicants control. All transfers to the 4th year are required to complete not less than 1 AY/ 2 semesters of additional clinical training in recognized teaching hospitals and are graded using the same criterion as traditional 4th year students. In addition, all such students are required to complete at least 2 semesters of review/remedial lectures and examinations successfully. 3) All transfer students must have attended an IMED, AVICENNA, or WHO listed program of instruction if they are seeking transfer credit for previous work completed.
Registration of visiting students allows the school accepting them to establish protocols or requirements for health records, immunizations, exposure to infectious agents or environmental hazards, insurance, and liability protection comparable to those of their own enrolled students. Visiting students are required to complete an application package, including all of the same elements as traditional students. The clinical attachment or other training is conducted the same as for traditional students, and the evaluations earned are forwarded to the Dean of the sending medical school. All visiting student are required to have a letter of recommendation from the dean of the medical school from which they are coming from.
a. How do you verify credentials and grant approval for students from other schools to take clerkships or electives at your institution. Credentials of visiting students must be confirmed by the Dean of the respective medical school before being accepted for elective training. The student must be in good standing at the time that the visiting clerkship is taking place. The Dean of USAT will review the application, and make a recommendation as to the acceptability of the visiting student.
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b. Who is responsible for maintaining an accurate, current roster of visiting students? Describe the information included in the roster, and how it is used. The President of the medical school has the responsibility for maintaining the roster and particulars of visiting students, while the authority to establish and maintain the roster and particulars thereto may be delegated to the Dean of the College. The Dean may delegate elements of the authority for records and administration of the visiting student program to qualified, responsible permanent staff. The Dean may, of course, delegate elements of the duties to subordinates, but will still retain the responsibility for the administrative functions of the subordinates of his/her office.
a. Describe your academic advisory system for medical students. Describe any programmes designed to assist potentially high-risk entering students in adapting to the demands of medical school.
Student Advisory system. Students are counseled on a regular basis by a student advisor representing the Office of the Dean not less than once per semester and additionally as deemed necessary and appropriate based on such factors as exam grades, academic performance indicators, dress, demeanor in class, and other factors. During the first semester of attendance, particular attention is given to each student to ensure that his/her adjustment to medical student status is progressing uneventfully, and to address any particular issues that may arise . Faculty normally meet at monthly or more often if deemed necessary to discuss student progress, and to address such issues as may become apparent to ensure the success of the student. The student will be counseled numerous occasions (3 or more) before being placed on academic probation. When a decision has been made to place a student on academic probation, a formal letter will be sent via recorded delivery to the most recent address for the student to advise him/her of the academic actions, and the impact it may have on his/her remaining academic program, including dismissal if deemed apparent. A student may not remain on academic probation for longer than one semester. Following placement on academic
65
suspension, a student must wait at least one semester before attempting to return to an active status. During the interruption of study, the student must submit in writing to the Dean of the Medical School his/her plans to rectify the situation, and a request in writing for readmission to the same or other academic program. At this juncture, a student may opt to withdraw from one program and enter another that may be more suited to his/her goals, ambitions, and resources such as a BSc vs a MBBS or MSc vs. MD programme.
Number of Students Who:
Class Year F irst econd 0 0 1 1 S hird 4 0 T ourth 0 0 F
T otal
Withdrew or were dismissed Transferred to another medical school Repeated the entire academic year Repeated one or more required courses Moved curriculum Took a leave of absence due to academic problems Took a leave of absence for academic enrichment (including research or joint degree programmes) Took a leave of absence for personal reasons to a decelerated
5 1
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Total
0 3*
* financial reasons were most common factor reported (> 90 % of the time). c. What percentage of students who experience academic difficulty (repetition of all or part of the year move to a decelerated curriculum, leave of absence due to academic problems) typically continue to do so after remedial action has been taken? Summarize the most common reasons for academic difficulty. Summarize the most common reasons for academic difficulty. Most students who experience academic difficulty would appear to have been inadequately prepared for the level of intensity of medical study typical of a medical curriculum. Students who completed their prerequisites via distance learning or who are more mature than the typical student, or who were enrolled in part time programs are at special risk. If admitted, such students should be admitted on a probationary status due to complications and academic issues which arise, particularly for DL programs for premedical study. In such instances, it may be advisable for a student to adjust to a less intense program during the first year, and transition into a 5 year program rather than attempting to complete the program at a pace that may be substantially more aggressive than the study they have completed in the past. This consideration may enable the student to make the necessary adjustments and complete the program with a greater degree of success than might otherwise be experienced. USAT conducts an entrance exam for such applicants, so as to identify those students who may at risk as early as possible, and to input such remedial actions as may be necessary to better enable the student to realize is/her career goals and objectives. The welfare of the student should always be the first consideration.
Describe your system for career and residency counselling. Who provides guidance for students in their choice of electives? Students are counseled on a quarterly basis to identify their potential interests for future training. and for possible identification of PG programs of greatest interest. Where specific entrance requirements for PG programs are known, such objectives may be conveniently met via incorporation of relevant experiences courses, or clinical attachments into their program where
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appropriate prior to graduation. Moreover, a clinical attachment is an intended area of later specialization is of great value in determining a students interest and aptitude for post graduate training in the specialty, and may be of great benefit in a students own career planning. For example, a student whose test scores and GPA are passing but only marginal may not be a strong candidate for a highly competitive residency, and may need to complete a less demanding program before considering further PG study. In addition, where a career choice has ben made, it may b advisable for the student to undertake additional electives in the same general area of specialization that he/she intends to pursue in post graduate training. Many factors influence such career planning, and all should, where possible, be appropriately addressed not later than year 3 or 4 of study. Additionally, students are familiarized with the USMLE examination format, so as to better prepare them for the examination, and the general guidelines as outlined on the ECFMG web site (www.ecfmg.ino) regarding examination format and scheduling details. In 2011, USAT initiated a series of high-yield USMLE preparation lectures for all 2nd and 3rd year students.
MS-20 If students are permitted to take electives at other institutions, there should be a
system centralized in the deans office to review students proposed extramural programmes prior to approval and to ensure the return of a performance appraisal by the host programme. ___________________________________________________________________________
___
How are extramural electives screened prior to allowing students to enroll? Describe your system of collecting performance appraisals for students taking electives outside your institution.
Factors are: 1) Interest by student; 2) Availability, 3) successful interview by student and intended mentor; and 4) Recommendation by Dean of Academic Affairs
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After the student has completed Steps I-II of the USMLE, steps are placed in motion to further identify the specific geographic region and specialty area for post graduate training. Such areas as the students personal goals and aspirations scores obtained on Steps I and II, their performance in specific core or elective clinical attachments typically weigh into the career pathway selection criterion. Students will also be briefed on various pathways to gain entrance to post graduate training in the USA or other nations.
MS-21 The process of applying for internship or residency programmes should not disrupt
the general medical education of the students.
Students should not be exempted from any required educational experiences or assessment exercises in order to pursue other activities intended to enhance their likelihood of obtaining a desired residency position.
___________________________________________________________________________ ___ a. List the principal components of your system of evaluation that are employed in construction of the formal Medical Student Performance Evaluation (Deans letter). The senior medical student evaluation letter from the Dean is based on several factors, including 1) input from individual faculty, including written comments, grades, and in some instances, personal comments as appropriate (where the faculty had short notice, and inadequate time to prepare a written evaluation 2) review of the students updated resume 3) review of the students actual performance and accomplishments during he previous 4 years, including performance at previus institutions if appropriate 4) face to face interview with the student of at least 30 minutes duration
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5) letters of recommendation from faculty or mentors selected by the student.
b. How does the school handle potential scheduling conflicts in required academic activities (e.g., fourth-year courses or electives, examinations) and internship/residency interviews?
The University will make such adjustments as are necessary. In the event of a student being absent from a portion of a required clinical attachment, the time must be made up so as to total not less than 80 weeks of clinical training. Normally such interviews are scheduled in between clinical assignments as much as it is possible to do so. Since most of such interviews occur near the last semester of the academic program, most clinical elements are complete save some electives that most students schedule for the last semester so as to minimize any disruption of their academic progress or study.
In providing financial aid services and debt management counselling, schools should pay close attention and alert students to the impact of non-educational debt on their cumulative indebtedness.
a. Provide the name, title and date of appointment for the financial aid director. The Financial Aid Counselor is Carla M Konyk, Director of Administration and Finance. Dr Konyks term of appointment started in 2003 and is indefinite. Other faculty may also assist Dr Konyk when and where solicited to do so on specific student issues, and as student enrolments increase, an additional Financial Aid Counselor will be employed.
b. What other student groups are served by the financial aid office? How many staff members are available specifically to assist medical students?
Currently no other student groups are served by the Financial Aid office, but as additional student and alumni groups are formed they will fall under the above funding platform.
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c. Summarize the financial aid counselling and services provided to medical students. All students undergo periodic financial aid review by the Director of Administration and Finance, from the first semester of enrolment with a goal toward reducing post graduate indebtedness. Students who seek to rely heavily on student loans are given counseling with regard to the potential consequences of future debt management and its potential impact on post graduate training options. Students are always given the option of direct cash payments, with an encouragement of a cash discount (2 to 5%, depending on the percent of tuition paid) for those who select such a payment plan. USAT also awards a family discount of up to 10% of the tuition when prepaid for 2 or more members of the same family for qualifying applicants. Presently all student loans are facilitated through TFC corporation in Flushing, New York, USA..TFC is an older (since 1970), well established student loan company, that offers low cost student loans to qualified applicants. Factors of the students income level, previous credit history, US prime rate, recommendation by the University, and amount of down payment determine the terms and interest rate awarded the student. Payments may be as low as $100 per month, with interest rates starting as low as 4%. Students are also given the opportunity to pay the balance off on an accelerated schedule, with cancellation of any outstanding interest not already accrued. USAT limits such loans to $35,000 per student, and limits the time for repayment to 10 years as an incentive for responsible debt management. Class Year Fir st Total enrollment No. of students receiving aid from government agencies No. of students receiving grants and scholarships from the 0 0 5 5 10 0 0 0 0 0 ond Sec ird Th urth Fo To tal
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institution No. of students receiving grants and scholarships from other sources No. of students receiving educational loans (all sources) Average cost of attendance per student 2,300 $1 2,300 $1 2,300 $1 2,300 $1 2,300 $1 0 0 12 16 28 0 0 0 0 0
b. Describe your policy for refund of tuition payments to students who withdraw or are dismissed from enrollment. Students who withdraw or who are dismissed may receive a refund of their tuition proportional to their duration of active enrolment as follows: Prior to first day of classes: 100% refund After first week of classes: 80% refund After second week of classes: 60% refund After third week of classes: 40% refund 3rd to 4th week of classe: 50% refund After 4th week of classes completed: no refund. Note: Tuition Refunds are not released to the student until the students payment has cleared their banking institution successfully.
Application fee are not refundable, and matriculation are not refundable once the student has matriculated with the University. Where more than one semester has been paid in advance, the remaining semesters would be refunded in full less the administrative fees noted above and any administrative processing fees associated with the return of funds. If a student is unable to attend due to visa or other problems, the tuition is 100% refundable less the administrative fees noted
72
above, and any special costs such as courier costs associated with the refund. Refund payments will normally be issued as bank drafts, and are normally payable within 30 days from the receipt of a written request for such fees.
The University has only 3 suites for guest rental, and thus does not provide student accommodations on a routine basis. The suites are reserved for visiting faculty, and for students who may require an occasional accommodation while in transit. Accommodations are charged on a per night occupancy basis, and in the event that a student wishes to leave prior to the termination of their intended stay, they are refunded any excess monies paid toward such accommodations.
a. Describe the system for personal counselling of students and comment on its accessibility, confidentiality, and effectiveness. All students are offered personal counseling on campus for any issues which may be of concern to them, with particular care, sensitivity, privacy, and confidentiality toward issues of a personal or academic nature. The student counselor position is currently vacant, as all present USAT students are well adjusted, mature students in clinical training in the USA. Drs. Tulp and Konyk are both experienced counselors with considerable training and expertise in the area, and can facilitate the transition from the University to a private setting with an experienced mental health care professional in the geographical area where the student is located. Counseling services at the main campus are available at the Glendon Hospital on a 24/7 basis. Dr Linda Fagan is a licensed psychologist in the USA and is always available for back up. Thus, where necessary, students may obtain professional counseling services on an emergency basis through the Government of Montserrat Health Services, located in nearby St Johns Montserrat/Glendon Hospital.
b. Briefly summarize any programmes designed to facilitate students adjustment to the physical and emotional demands of medical school.
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Describe the mechanisms available to ensure confidentiality in counselling services, and to avoid perceived conflicts of interest in the academic and student support roles of those who provide such services.
Confidential Counseling and mental health/counselling services are available as outlined in MS-24 above, 24 hours a day. USAT will provide transportation if requested so that all students have access to counseling and mental health services. Limited first echelon Health services may be provided by the Mayfield Clinic located on campus and at the Glendon Hospital Casualty intake, located in St Johns. The Glendon hospital can provide second echelon medical assistance to include hospitalization, surgical, obstetric and gynaecological care, and general medical care for a wide range of illnesses. Specialist care is available in nearby Antigua, an approximate 16 minute flight from Montserrat by helicopter or fixed wing aircraft. little or no cost to students. Government medical care is available for
a. Are health and disability insurance available for all students and their dependents? If yes, briefly describe the scope of benefits and premium costs. Who pays the premium? If health insurance is not offered, what provisions are made to provide health care for students?
All students are advised of the health care system of Montserrat, the availability of Government Health Care services while on Island, and the desirability of their having acquired a major health care insurance plan to cover unplanned emergencies not covered by the GoM medical and mental health services. All such are is offered in strictest confidence, and any medical records resulting from the treatment or counsel of students remain confidential and are not shared in any way with othe students or non-medical participants or employees of the University or the GoM medical services. Should emergency evacuation be indicated, the pathway is USAT to GoM Medical services to final destination. Where indicated, the emergency contact individual of record named by the student will be informed in the event that the patient may not be capable of informing such individual themselves.
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USAT has agreement with two local insurance companies who can assist students with individual insurance, and during student orientations the students are advised of such services. In addition, the University arranges for affordable student medical malpractice Insurance under a USAT agreement, which saves the student over $1,000 a years for such coverage.
b. Describe the system for preventive and therapeutic health services and health education for students. Although the Government of Montserrat does not have any policy on health care insurance or required immunizations for entering students, the USPHS publishes guidelines for travelers that plan to undertake International travel including Montserrat. All students are encouraged to have a physical examination before embarking on a medical career, so as to identify any potential problem areas during their academic program. Students are given a medical history form during orientation so as to alert the University of any impending health issues or physical limitations that might impact on a career as a physician. Additionally, such additional immunizations or vaccinations that may need updating can be completed at that time. For students whose immunizations may be incomplete or are not current, we request that they update them to an International standard at that time. All medical students are required to have active immunity to hepatitis and other common childhood illnesses prior to assignment to clinical training. Health insurances premiums are not include in tuition and fees, and must be paid for by the student. Virtually all students have such coverage at the time of their application to USAT.
Briefly describe your student immunization policies and procedures. Many Governments worldwide issue guidelines and stated health requirements for International travel and which apply to students who plan to travel to Montserrat. Montserrat follows UK guidelines, which are similar to those of the USA for primary and secondary education. For students who for any reason have not completed their immunizations prior to arrival, they may do so at the Outpatient Casualty Department of Glendon Hospital.
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All students are required to initiate Hepatitis B immunization upon acceptance to the Medical School and to submit the results of their Hepatitis B status to the Universit prior to clinical training can begin. The series of immunizations normally requires 3 or more immunizations over a 6 month duration, and the student must be able to shop proof of a protective antibody titre to Hepatitis B virus prior to making contact with patients in a clinical environment, regardless of the Nation or hospital that the student elects to undergo clinical training in. The immunization series may be completed after enrollment if necessary, but the University .prefers. Students are encouraged to complete immunizations for any additional common illnesses as well while undergoing their physical examination and medical clearance for medical school.
a. Describe institutional policies regarding student exposure to infectious and environmental hazards, including the following: - education of students about methods of prevention . Students are not intentionally placed in harms way with respect to potential exposure to infectious diseases or hazardous materials during their clinical training. Prior to such scheduling, all students will have successfully completed courses in First Aid, Epidemiology and Public health, Introduction to Clinical Medicine, Physical Diagnosis, and in medical microbiology (includes immunology, virology, bacteriology, mycology, and parasitology).
- procedures for care and treatment after exposure, including definition of financial responsibility
Students are taken to the nearest hospital, clinic, casualty unit, or other medical facility in the event of inadvertent exposure to a potential infectious disease. A record of allergies to such conditions is maintained in the student record. The financial responsibility for University based accidents beyond those expenses provided by the students insurance or the Montserrat medical system is presumed to rest with the University, and all such issues will be forwarded to the University legal council for review.
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- effects of infectious and/or environmental disease or disability on student educational activities Students are taught proper infectious disease and environmental materials, and in body fluids and tissues procedure. Addition, all students complete a course in Toxicology in Medical Practice in which elements of environmental and medical toxicology are discussed and examined. Once in the clinical setting, students have one hour of lecture on the topic in BSC532 (Medical Microbiology), followed by direct observation of proper technique in a clinical setting. In the laboratory setting, microbiology students are taught proper isolation, identification, culture techniques, pathophysiology, and clean up & sterilization protocols for a variety of common microbial organisms. Students are then examined on proper procedure, including proper glove technique, sharps disposal, and other elements of aseptic technique and general knowledge as applied to both laboratory and clinical settings. After the student has heard, watched, and been assessed on infectious and environmental hazards, they are then prepared to work under close supervision in a limited laboratory setting on a one on one situation with a qualified medical professional and/or laboratory scientist.
Students are advised that the clinic and Glendon Hospital are available should an accidental exposure occur. Typical treatment protocols are instructed and discussed for bacterial, viral, and other potentially infectious or otherwise environmentally hazardous contaminants, and for selected environmental agents with which they are potentially able to come into contact with. Throughout such instructional sessions students are always supervised by a qualified clinician or laboratory instructor. b. Briefly summarize any protocols relating to exposure to contaminated body fluids, infectious disease screening and follow-up, hepatitis-B vaccination, and HIV testing. Students are advised that the clinic and Glendon Hospital are available should an accidental exposure occur. Typical treatment protocols are instructed and discussed for bacterial, viral, and other potentially infectious or otherwise environmentally hazardous contaminants, and for selected environmental agents with which they are potentially able to come into contact with. Throughout
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such instructional sessions students are always supervised by a qualified clinician or laboratory instructor.
Upon acceptance to any medical curriculum where hospital or clinical interface is likely tom occur, all students are required to submit documentation for immunization status, including Hepatitis B. This normally accomplished during their pre-admission physical examination conducted by their regular physician. In the event that a student has not yet completed the Hepatitis B immunization series or other aspects of their pre-admission physical examination, they are required to complete it before embarking on any clinical training whatsoever. The HIV screen is normally completed as part of their pre-admission physician, and updated approximately 30 before entrance to clinical training per most hospital training requirements. Specific illness that evidence for non-infection include hepatitis B, HIV, Tuberculosis, and other chronic infection.
Following accidental exposure to any potentially infectious agent, students are referred to the nearest clinic or emergency room where they may be examined for evidence of infection or other noxious agent exposure, followed by a treatment regimen appropriate for such injury. An accident report is prepared and kept in the students file and in the USAT accident report file. The dean shall appoint an investigating officer, usually a member of the faculty, who shall investigate the incident and submit a summary report to the Dean. Such incidents, together with the summary report are a topic at each meeting of the Board of Directors, who may initiate corrective action if deemed necessary by the Board.
c. In the course of their education, when are students briefed on policies and procedures for prevention of and exposure to infectious diseases, especially from contaminated body fluids?
All students are given a safety briefing on the first class of every laboratory course, outlining safety issues for the laboratory and for that course. A similar briefing tailored toward the clinical setting is also given at the start of each clinical laboratory or clinical practicum where any potential may exist for the transmission of illness or disease through contaminated bodily fluids,
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tissues, or other human exposure. A roster of attendance is maintained of each such session given. Attendance is normally taken, so as to ensure that all students are present and received the safety briefing. A make up session may be held in the event that a student is unable to attend the primary briefing for any reason. Moreover, the student is not permitted to commence the laboratory section of the specific couse until such time as attendance at a safety briefing has been recorded.
Describe any circumstances where medical school applicants or students are given differential consideration on the basis of gender, sexual orientation, age, race, creed, or religion.
If a student has a confirmed physical disability status that may impede their progression through a demanding program of medical education and training such as the 4 year MD curriculum, and which disability may interfere with any element of the medical education program for which they have applied, such concerns are discussed with the student upon admission, and a study plan is developed that will as far as is practicable enable the student to complete the program if possible for them to do so. If the disability is such that it would normally prohibit the individual from entering into the practice of medicine upon completion of the academic program, that issue will be discussed with the applicant prior to the start of their academic program and an alternate and presumably more realistic study plan proposed to the applicant.
The standards of conduct need not be unique to the school but may originate from other sources such as the parent university. Mechanisms for reporting violations of these standards -such as incidents of harassment or abuse -- should assure that they can be registered and investigated without fear of retaliation.
The policies also should specify mechanisms for the prompt handling of such complaints, and support educational activities aimed at preventing inappropriate behaviour.
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a. Supply a copy of any formal statement of the standards of conduct expected in the teacherlearner relationship. Teachers and other University staff are professionals and as such are expected to behave in an adult, professional manner both on and off campus. Faculty and staff, regardless of rank or position, are prohibited from inappropriate contact from students such as dating or other indiscrete activities. Unprofessional social, verbal, physical, or criminal behaviour are grounds for immediate suspension of a faculty or staff member. A faculty-staff guide is under development which will elaborate on such policies and possible ways to minimize infractions of such professional behaviour between students and colleagues that is paramount on a University campus.
b. Provide a copy of any formal or informal policies and procedures for handling allegations of student mistreatment, including avenues for reporting such incidents and mechanisms for investigating them. What evidence is there to indicate the effectiveness of such policies?
Prevention is often considered the best approach for such matters, and we are happy to report that USAT has not yet experienced any such allegations or implications of allegations. However, we are very much aware that such issues ultimately may occur, despite our best efforts to prevent them from occurring, and to insure that students are happy with their USAT experience and educational outcome. When such issues may or do occur, it is faculty staff responsibility at all levels to notify the administration, including the Dean or of the College or the office of the President, so that corrective action may be applied to the situation as early in the process as is possible. No actual or potential incident is too large or too small to report to ones superiors in the academic, staff, or administrative ranks of the organization.
c. Describe educational programmes provided by the school or other university officials to avoid or prevent student mistreatment.
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The University conducts orientation programs for all students and incoming faculty and staff. In the orientation, the responsibilities of University staff are discussed at both academic and administrative levels, and standards of conduct presented for activities which may occur both on and off campus. Attendance is recorded, and at the conclusion of the session the report of participation will be entered into an appropriate file. In addition, all full time faculty and staff are required to sign a contract agreement outlining the above standards of performance and behaviour expected of them. The agreements are reviewed annually during a faculty-employee conference.
Attach a copy of the schools standards and procedures for the evaluation, advancement, and graduation of students, and the procedures for disciplinary action. How are these standards and procedures publicized to faculty members and students?
See attached. The standards are reviewed with faculty during the annual review, and discussion of avenues for improvement and corrective actions identified.
MS-32 There must be a fair and formal process for taking any action that adversely affects
the status of a student.
The process should include timely notice of the impending action, disclosure of the evidence on which the action would be based, an opportunity for the student to respond, and an opportunity to appeal any adverse decision related to promotion, graduation, or dismissal.
___________________________________________________________________________ ___
Summarize the due process protections in place when taking an adverse academic action involving a medical student, including appeal opportunities.
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All students are entitled to voice their own opinions and interpretation of academic and administrative policy. Until such time as an infraction has occurred, the student may be counselled regarding their behaviour or actions, but no action may be taken against a student for individual beliefs as long as they do not impact negatively on the rights and privileges of others, regardless of the perception of inappropriate actions or behaviour until such violations of conventional and normal academic policy has been confirmed. Exceptions are when grave injury to another individual appears imminent, and when it is in the best interest of all concerned to intercede.
When an infraction of any nature has been recorded, the incident is reported to the faculty or staff in the most expeditious manner, and the responsible participants, if known, are interviewed as quickly as possible so that corrective actions may be applied as early in the process as is possible. All participants are presumed innocent until the burden of proof dictates otherwise. In the event that the issue is a violation of local law of Montserrat, appropriate authorities will be notified as to the facts and situation as it presents
Describe the general content of the student record files. Where are student records maintained? Who, other than the student, is authorized to examine or review such records?
All student records are maintained in a locked file cabinet in the administrative offices. They are not available to unauthorized individuals, and can be made available to faculty on a need to know basis only. As the University expands, a specific hurricane proof room will be dedicated to student records.
a. Describe the procedure students must follow in order to review or challenge their records.
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Students are given copies of grade reports and related information at the end of each semester and on an as needed basis. Copies of student records can be made available as needed for academic or other purposes with a written request from the student and authorization to release records as requested. Copies of transcripts are recorded as student copy or as official copy as appropriate. Official copies of student records may be withheld in the event that the students financial standing including loan payment plans are in arrears.
b. Does each required course and clerkship provide students with an opportunity to review their performance, and if necessary appeal an examination or course grade? Yes. At the completion of each clerkship, the mentor / tutor is requested to complete an evaluation form that summarized the students accomplishments. The student and the tutor will meet and discuss the outcome, the tutor will sign the evaluation report, and the student will sign and acknowledge the evaluation.
c. Are failing grades expunged from a students record if deficiencies are satisfactorily remediated? How are grades in repeating or remedial courses considered in computing a students grade point average?
Students may have one retake of a failed exam in the same semester and exam period in which the original exam was taken, and before the first week of classes of the following term have passed. The maximum grade on an exam retake is B. After the first week of the following semester, if the exam has not been retaken the course must be repeated. Students must repeat failed courses to remediate the failed course. The corrected grade for the course repeat will be placed in the student records as earned. The original grade will remain in the students record until such time as: a) the student requests in writing that it be adjusted, and b) a faculty appeals committee appointed for the purpose makes a recommendation to the Dean to adjust the original grade report or not. To date, no challenges to reported grades have been made.
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a. Describe the quantity, quality, and accessibility of student study space, lounge, and relaxation areas. Do medical students share such space or facilities with other student groups? The University has abundant space and recreational areas for students for off time relaxation or study. The specific areas are as follows: 1) TV/Game room adjacent to the kitchen 2) Study area in library adjacent to the kitchen. A large refrigerator with an icemaker is available for soft drinks, ice, etc. 3) Large solar heated pool with attached patios, adjacent to the main admin building and classrooms 4) 6,000 SF finished patio suitable for parties, after class events / sunset ceremonies, or other purposes 5) 1+ acres of well groomed lawn with space for outdoor games or other activities. The lawn area is supported with a porta pottie for convenience of such outdoor activities. 6) Walkway to the rainforest with an observer platform, with sitting areas under the tropical trees, etc. 7) Close proximity to area beaches, hiking trails, and other local amenities 8) Other local sports and out door recreational areas for diving, snorkelling, football, cricket, and other popular sports. 9) Local mango groves, the produce of which are made available to students without cost. Other fruit trees on the campus include citrus (orange, grapefruit, keylime), cinnamon, guava, avocado, banana, bay, and others.
b. What storage facilities are available for students personal possessions and valuables (e.g., microscopes, computing equipment)?
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Students may store their personal belongings in storage lockers or drawers constructed for the purpose in the laboratory area. Individual lockers are planned for the new construction that is planned for the 2011 and future years.
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SECTION III. EDUCATIONAL PROGRAMME
a.
Total number of scheduled weeks of instruction for the complete educational
programme. 160
b. Provide the examination results for first-time takers of promotion exams during the three most recently completed academic years. First Year: Title --------None. No first year students---------------------Number Year d 0 0 0 0 0 0 0 0 0 Examine Percent Passing Mean GPA
Second Year: Title ----None. No second year students-------------------------Number Year Examined 0 0 Percent Passing 0 0 Mean GPA 0 0
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Third Year: Title -------USMLE STEP I----------------------Number Year 201 0-11 200 9-10 200 8-09 none N/A 10 90 3.71 Examined 12 Percent Passing 92 Mean GPA 3.76
Graduating exam -------USMLE STEP II CK/CS----------------------Number Year 2010-11 2009-10 2008-09 Examined 5 to date 10 4 Percent Passing 100 100 75 Mean GPA 3.86 3.82 3.87
Part B: Narrative Data and Tables
ED-1. The medical school faculty must define the objectives of its educational programme.
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Educational objectives are statements of the items of knowledge, skills, behaviours, and attitudes that students are expected to exhibit as evidence of their achievement. They are not statements of mission or broad institutional purpose, such as education, research, health care, or community service. Educational objectives state what students are expected to learn, not what is to be taught.
Student achievement of these objectives must be documented by specific and measurable outcomes (e.g., measures of basic science grounding in the clinical years, performance of graduates in residency training, performance on licensing examinations, etc.).
___________________________________________________________________________ ___
a. List the general objectives of the educational programme. The objectives of the educational program are to develop and conduct an affordable, performance orientated, competency based, comprehensive resident academic/research based program of medical instruction leading to award of the MD/MBBS degree in a manner that is comparable in scope and content to those programs of medical instruction that are presented at traditional, established leading academic institutions in the USA and other nations. Students selected for the academic program should have prerequisites and grade point averages comparable to those students who may be selected for study at traditional medical schools, must demonstrate the ability to compete effectively on standardized advancement exams such as Step I and II of the USMLE, and upon completion of the MD/MBBS curriculum will be expected to compete on equal ground with graduates of traditional academic institutions. Graduates of the program should have excellent selection rates for PGY training comparable to those of traditional institutions.
b. Indicate the year in which they were originally adopted and the year in which they were most recently reviewed or revised.
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The objectives of the academic program were adopted in 2003 and have been reviewed annually since that time.
See also information for standard ED-47 in this section of the database.
ED-2. The objectives for clinical education must include quantified criteria for the types of
patients, the level of student responsibility, and the appropriate clinical settings needed for the objectives to be met.
Each course or clerkship that requires physical or simulated patient interactions should specify the numbers and kinds of patients that students must see in order to achieve the objectives of the learning experience. They should also specify the extent of student interaction with patients and the venue(s) in which the interactions will occur. A corollary requirement of this standard is that courses and clerkships will monitor and verify, by appropriate means, the number and variety of patient encounters in which students participate, so that adjustments in the criteria can be made if necessary without sacrificing educational quality.
___________________________________________________________________________ ___
a. Describe how both individual departments and the curriculum committee determine the number and kinds of patients and the clinical settings needed to meet the objectives for clinical education. Provide a table or list, by discipline, which specifies any quantified criteria. The Clinical division publishes a student clinical evaluation form, which details the specific areas of required observation that the student must satisfy for each specialty area. Each mentor is provided a copy of the form containing the students name and anticipated dates of attachment, and guidelines for performance rating in each area. In a clinical stting, each student is required to spend a minimum of 12 hours of mentored patient contact time each week in a specialty,
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containing a broad variety of individual patients in that specialty / subspecialty, and with the remaining hours outside of the patient area to be engaged in chart reviews, readings and research, and such other assignments as may be requested by the clinical tutor for 20- 30 hours / week.. The minimum duration of attachment in each specialty or subspecialty area is outlined in the basic curriculum, and is summarized below: SPECIALTY*** Family Medicine / General Practice Internal Medicine General Surgery Emergency Medicine Obstetrics and Gynaecology Paediatrics General Psychiatry Total core specialties Electives** WEEKS DURATION 4 12 12 4 6 6 6 50 30
The curriculum committee consists of faculty from all Departments, and all work together to develop standardized criterion for medical education within the various specialty areas, with particular reference to basic medical sciences and core clinical specialties. The faculty set optimal goals for the numbers and types of patients desired appropriate for clinical training, and to the extent possible facilitate the clinical instruction in their respective specialties for which they have responsibility.
The Campus teaching clinic is useful in coordinating the source and type of patients to which the student will be exposed during preclinical instruction, and during initial exposure to patient examination care and treatment. All students rotate through the Mayfield Clinic and the Glendon Hospital during semesters 4 and 5 of basic medical sciences, including CSC 700 (Physical Diagnosis), CSC 790 (Intro to Clinical Medicine), CSC 792 (Introduction to Physical Medicine), and
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other patient contact student environments. Students are instructed as to the obligations, expectations, and professionalism obligatory for clinical settings during preclinical medical basic sciences.
In clinical attachments, students are presented with a list of desired patients in each specialty for which they may become examined, and for which they may expect their mentor to examine them on. For example, in Internal Medicine (CA 904; 12 weeks of full time instruction), students are expected to observe and participate (as student doctors) in developing the treatment plan for in 3 to 5 diabetics, 7 to 10 hypertensive patients, 2 or more arthritic patients, and 2 or more pulmonary patients. Specialty Diagnosis Number patients / week Internal Medicine Diabetes, NIDDM Rheumatology Metabolic Disorders(i.e., .gout) Infectious disease Cardiovascular dis Other misc Total weeks of Clinical training 5 80 30 5 3 30 25 5 3 10 30 30 50 Diabetes, IDDM 3 Total number patients / rotation 15
*ICU may substitute for 50% of the Emergency Medicine Attachment ** Usual minimum duration of any elective attachment is 2 weeks. Attachments of less than 2 weeks duration must be approved in advance by the Dean of Academic Affairs.
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***. May be completed in any sequence. Family Medicine/General Practice or an elective is recommended early in the clinical sequence so as to better enable the student to familiarize themselves with the clinical environment, and to gain confidence with mentors, professional staff, dress and demeanor, and procedure in the clinical atmosphere before encountering the main core specialties.
The student and the clinical tutor review the information compiled by the tutor during the period of the clinical attachment, including such items as clinical skills, reading and writing of case histories, patient examinations, student note taking, appropriate readings, general knowledge base, attendance, dress, demeanor, and punctuality and any other significant observations. After all questions or other points of discussion have been satisfied by both parties, both sign the form and the tutor than forwards the completed form to the Office of Medical Student Records, where the information is reviewed by the Dean of Academic Affairs and registrar, and entered into the students official records. Students overall evaluation is reported on a numerical scale, where 5= Outstanding / A to 1 + very poor / E; and 0 = not done or not observed. Both student and tutor have an opportunity to enter any specific comments at the end of the evaluation. The evaluation must be completed and submitted to USAT within 2 weeks of completion of the clinical attachment. Submissions that arrive after that time require a letter of explanation.
b. How is the adequacy of the number and variety of patient encounters monitored? Who is responsible for assuring that the number and variety of patient encounters are adequate?
The clinical mentor for each specialty will ensure that the numbers and variety of clinical material is consistent with the educational needs of the student and with specialty/subspecialty being studied. The student and the clinical tutor review the information compiled by the tutor during the period of the clinical attachment, including such items as clinical skills, reading and writing of case histories, patient examinations, student note taking, appropriate readings, general knowledge base, attendance, dress, demeanor, and punctuality and any other significant observations. After all questions or other points of discussion have been satisfied by both parties, both sign the form and the tutor than forwards the completed form to the Office of Medical
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Student Records, where the information is reviewed by the Dean of Academic Affairs and registrar, and entered into the students official records. Students overall evaluation is reported on a numerical scale, wher 5= Outstanding / A to 1 + very poor / E; and 0 = not done or not observed. Both student and tutor have an opportunity to enter any specific comments at the end of the evaluation. explanation. The evaluation must be completed and submitted to USAT within 2 weeks of completion of the clinical attachment. Submissions that arrive after that time require a letter of
c. Adequacy of number and variety of patient encounters. All student - patient encounters are monitored via direct supervision by a clinical mentor, who must be present during all parts of the patient encounter. Students are not permitted to examine or treat patients in the absence of a clinical mentor present. Students are typically assigned to clinics where the number of individual patients and their typical range of disorders is adequate to fulfill the requirements of the specialty training. Students are expected to have at least one patient encounter per hour, and typically 4 or more individual diagnosis made per observation day. In each encounter, the students clinical mentor will review the differential diagnosis performed by the student and will critique the outcome of his/her diagnosis.
See also the Required Clerkship Forms. (see attachment following page)
ED-3. The objectives of the educational programme must be made known to all medical
students and to the faculty, residents/junior staff, and others with direct responsibilities for medical student education.
Among those who should exhibit familiarity with the overall objectives for the education of medical students are the dean and the academic leadership of clinical affiliates where the educational programme takes place.
___________________________________________________________________________ ___
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The educational objectives of the educational programs are made known to all participants in the academic and clinical program before enrolment of the student. Students are also given a copy of the rules of their enrolment, and asked to sign it stating that they understand the academic policy and rules.
Faculty review and discuss the curriculum periodically, and are asked for their individual input with regard to the content and sequence of the academic and clinical program. Curriculum is reviewed in depth annually, and individual subjects on a quarterly basis.
Describe how the general objectives of the educational programme are made known to:
a. medical students; Internet, published materials, memos, conferences and discussions, and general knowledge about local and other resources. Institutional resources. USAT maintains a wireless communication network which enables all students equal access to the Internet and its broad
b. instructional staff, including full-time and volunteer (community) faculty, graduate students, and resident physicians with responsibility for teaching; and
Staff meetings, Internet, published materials, memos, conferences and discussions, and general knowledge about local and other Institutional resources. USAT maintains a wireless communication network which enables all students equal access to the Internet and its broad resources.
c. academic leadership of the medical school and its affiliated institutions.
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Faculty meetings, Internet, published materials, memos, conferences and discussions, and general knowledge about local and other Institutional resources. USAT maintains a wireless communication network which enables all students equal access to the Internet and its broad resources.
ED-4. The degree programme of medical education must include at least 130 weeks of
instruction delivered over at least four (4) calendar years.

___________________________________________________________________________ ___ Provide the number of scheduled weeks of instruction in: Duration of the programme (4 years): Year One Two Three Four Weeks in Duration 48 32 48 32
Duration of the 5-year programme: Year One Two Three Four Five Weeks Duration 32-48 (Completes premedical subjects) 48 32 38 32
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See also Part A, item (a.) in this section of the database.
ED-5. The medical faculty must design a curriculum that provides a general professional
education, and fosters in students the ability to learn through self-directed, independent study throughout their professional lives.
___________________________________________________________________________ ___ a. Supply a copy of the Course Schematic showing the approximate sequencing of, and relationships between, required courses and clerkships in each academic period of the curriculum. Course sequence schematic and methods Semester, Instructional Block 1 Block One: Basic Medical Sciences Block: Instruction by traditional didactic lecture, demonstration, laboratories, class discussion, recitation, and performance based examination. Gross Anatomy w/lab * Histology* Embryology* Introduction to nutrition Medical Physics I Medical Terminology Intro to Medical Biochemistry* Seminar 2 Block Two: Advanced Medical Sciences Block II. Instruction by traditional w/lab* Medical Biochemistry I Medical Physiology I 9+2 4 3 2 2 2 2 1 Register for USMLE ID number 6 5 Courses Credit hours
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didactic lecture, demonstration, laboratories, class discussion, recitation, and performance based examination.
w/lab* Cell Biology w/lab* Neurosciences w/lab* Intro Medical Imaging w/lab* Seminar
4 6 2 1
3 Block Three:Advanced Medical Sciences Block II. Instruction by traditional didactic lecture, demonstration, laboratories, class discussion, recitation, and performance based examination.
Advanced Physiology II * Intro to Pathophysiology Microbiology I (Immunology & Virology)* Pharmacology I * Psychology & Behavioural Sciences * Nutritional Biochemistry* Medical Genetics Seminar
5 3 3
4 4
4 1 4
4 Block 4: Physical Diagnosis Preclinical Block I. Instruction by traditional didactic lecture, demonstration, laboratories, class discussion, recitation, and performance based examination.
Medical Microbiology II* (Bacteriology & mycology) Medical microbiology III (parasitology)* Pharmacology II* Medical & Legal Ethics* Fundamentals of Clinical
4 2
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Nutrition Physical Diagnosis* General Pathology Seminar
5 5 1
5 Block 5. Introduction to Clinical Medicine Preclinical Block II. Instruction by traditional didactic lecture, demonstration, laboratories, class discussion, recitation, and performance based examination. All students must complete a comprehensive examination in basic sciences successfully. Med Med**
Intro to Pharmacognosy, Complimentary, & Alternative Medicine (elective) Introduction to Clinical
5 ** elective module Clinical Pathology* Intro Toxicology in Clin 5 2 3 Epidemiology, Public
Health, & Prev Med * Register for USMLE Step I Seminar 6 Block 6: Clinical Medicine Instruction by individualized presentation, research, discussion of findings, readings, demonstration o skills and techniques, performance based evaluation, and Dermatology or Integrative Med Elective Intro to General Practice/Fam Med* Elective (suggest Radiology or Dermatology) Seminar/Grand rounds 4 4 1 * = core module subjects 4
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examination of the student.. 7 Internal Med Specialties. Instruction by individualized presentation, research, discussion of findings, readings, demonstration o skills and techniques, performance based evaluation, and examination of the student.. 8 Gen Surgery Specialties Instruction by individualized presentation, research, discussion of findings, readings, demonstration o skills and techniques, performance based evaluation, and examination of the student.. 9 Obstetrics Gynaecology, and Paediatrics specialties. Instruction by individualized presentation, research, discussion of findings, readings, demonstration o skills and techniques, performance based evaluation, and examination of the student.. II CK
USMLE Step I Internal Medicine* Seminar/Grand rounds Register for USMLE Step
1 12
General Surgery* Seminar/Grand rounds USMLE Step II CK
12
Obstetrics & Gynaecology* Paediatrics * Seminar/Grand rounds
6 6
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10 Emergency Medicine Cluster Instruction by individualized presentation, research, discussion of findings, readings, demonstration o skills and techniques, performance based evaluation, and examination of the student.. III 11 Behavioural Medicine cluster, Complete all cores. Instruction by individualized presentation, research, discussion of findings, readings, demonstration o skills and techniques, performance based evaluation, and examination of the student.. 12 Completion of the clinical program. Instruction by individualized presentation, research, discussion of findings, readings, demonstration o skills and techniques, performance based evaluation, and examination of the student.. Note 1: Clinical specialties may be taken in any sequence,
Orthopaedic Surgery elective Emergency Med or ICU* Free Electives (ophthalmology, Rhumatology, ICU) Seminar/Grand rounds Register for USMLE STEP
4 4 4
Psychiatry* Free Electives Seminar/Grand rounds
6 6
Free Electives Seminar/Grand rounds
8 Final comprehensive evaluation given by academic committee. Completion of USMLE may substitute for Comprehensive examination.
USMLE Step III [elective]
Note 2: Clinical attachments must be approved by the Dean prior to scheduling
Note 3: Tuition and financial accounting must be current prior to start of any
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or start. Note 4: Transfer students my enter at level of prior academic achievement based on successful proficiency testing in individual subjects Special note: All students are required to participate in grand rounds and other teaching seminars in the hospitals in which they train., and to attend the periodic seminars presented by visiting faculty to the Main Campus
clinical attachment.
Note 5: USAT medical curriculum is reviewed and updated annually by the curriculum committee
Core subjects not apparent on transfer student transcripts may be taken in any sequence but must be satisfied prior to start of clinical training in semester 6.
Core basic medical science courses are the same for allopathic medicine, osteopathic Medicine, naturopathic medicine, and oriental medicine programs. USAT plans to introduce the additional medical specialties in 2007.
Basic medical sciences are presented as traditional resident based courses of instruction only.
Clinical clerkships are assigned to specific clinical tutors, all of whom have adjunct clinical appointments at USAT, or who have comparable clinical appointments at teaching hospitals of other Institutions. The course of clinical clerkships include supervised clinical observation, discussion, assigned readings in the specialty of assignment, and performance based examination (written or oral)
at the completion of each attachment.
b. Supply a copy of the Required Courses and Clerkships with educational methods, in each academic period of the curriculum.
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Clerkships and Duration: TUTORED CLERKSHIP Family Medicine / General Practice InternalMedicine General Surgery Obstetrics & Gynaecology Paediatrics Psychiatry Emergency Medicine Total core specialties Electives as desired or available Post graduate study WEEKS IN DURATION (minimum) 4 12 12 6 6 6 4 50 weeks 30 weeks All weeks beyond 80 weeks may be taken as post graduate weeks, with appropriate certificate.
c. If the school offers multiple tracks, provide a separate description of tracks. Tract I Tract II: Physician Tract III: Tract IV: Track V: year MD program. MPH/MD Combined degree in public health with MD. MBBS/MD. Traditional 4 year MD curricula MS/ScD/MD Combines Academic Science Degree with Allopathic
MS/PhD/MD Combined Graduate research based degree with MD BS/BSc/MD Combined Bachelors degree completion incorporatedin to 5/6
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ED-6. The curriculum must incorporate the fundamental principles of medicine and its
underlying scientific concepts; allow students to acquire skills of critical judgment based on evidence and experience; and develop students ability to use principles and skills wisely in solving problems of health and disease.
ED-7. It must include current concepts in the basic and clinical sciences, including therapy
and technology, changes in the understanding of disease, and the effect of social needs and demands on care.
___________________________________________________________________________ ___
Provide one or more examples of how students acquire the following skills and understanding:
a. Ability to learn through self-directed, independent study Students are assigned independent study topics which require them to use library, literature, and internet resources from the first semester of study. Results are submitted in writing and once per semester in a seminar format. Medical seminar is conducted by 2nd and 4th year students, and attendance is required of all students who are on campus at the time. In addition, occasional visiting faculty are invited to present medical or research seminars, and students are required to research out the speakers primary research and teaching accomplishments so as to be better prepared to discuss such topics during seminar in a knowledgable, professional manner.
b. Skills of critical judgment based on evidence Critical judgement skills as assessed in all core courses, using classic examples that may be discussed and debated by the student participants. In clinic, the critical judgement skills are again tested, as the students master the skills of differential diagnosis, and must determine the most significant avenue of treatment where a student may have multiple pathologies, some more critical
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than others, and all can not be treated at once.
The student is required to render critical
judgements based on his or her level of achievement of medical knowledge and diagnostic skills.
c. Skills of medical problem-solving Medical problem solving skills and knowledge are applied in both classroom and clinical settings. The teaching clinic of the University enables students to gain mentored first had experience in selected areas of patient diagnosis and treatment,. Clinic patients are drawn from the local community, and from referrals from afar who come to Montserrat for a combination of medical relaxation and treatment while here. Students have the opportunity to practice their interview and examination skills, clinical assessment, medication reviews, and periodically the conduct of physical examinations in support of the Special Olympics, Government Nursing Homes, and other local groups.
d. Understanding of societal needs and demands on health care Students of Medicine and the professional areas health sciences undergo exercises that incorporate important aspects of society and social issues as pertains to the implementation and delivery of medical care. All students are encouraged to complete one or more blocks of clinical instruction or clerkship in a culture other than their culture of origin, so as to gain firsthand experience in broader aspects of medicine and culture that they might otherwise experience than when confined to their country of primary residence.
ED-8. There must be comparable educational experiences and equivalent methods of
evaluation across all alternative instructional sites within a given discipline.
Compliance with this standard requires that educational experiences given at alternative sites be designed to achieve the same educational objectives. Course duration or clerkship length should be identical, unless a compelling reason exists for varying the length of the experience. The instruments and criteria used for student evaluation, as well as policies for the determination of
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grades, should be the same at all alternative sites. The faculty who teach at various sites should be sufficiently knowledgeable in the subject matter to provide effective instruction, with a clear understanding of the objectives of the educational experience and the evaluation methods used to determine achievement of those objectives. Opportunities to enhance teaching and evaluation skills should be available for faculty at all instructional sites.
While the types and frequency of problems or clinical conditions seen at alternate sites may vary, each course or clerkship must identify any core experiences needed to achieve its objectives, and assure that students received sufficient exposure to such experiences. Likewise, the proportion of time spent in inpatient and ambulatory settings may vary according to local circumstance, but in such cases the course or clerkship director must assure that limitations in learning environments do not impede the accomplishment of objectives.
To facilitate comparability of educational experiences and equivalency of evaluation methods, the course or clerkship director should orient all participants, both teachers and learners, about the educational objectives and grading system used. This can be accomplished through regularly scheduled meetings between the director of the course or clerkship and the directors of the various sites that are used.
The course/clerkship leadership should review student evaluations of their experiences at alternative sites to identify any persistent variations in educational experiences or evaluation methods.
For each course or clerkship offered at more than one site, describe the following:
a. How faculty members at all sites are oriented to the objectives and grading system for the course or clerkship. All faculty of remote sites may be appointed as adjunct clinical faculty of the University in a grade and academic rank commensurate with their education, training, and years
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of experience in their individual specialty areas. Faculty are orientated into University policy and rules, in addition to expectations in clinical instruction of students. The directions are given both in writing and conversation, followed by discussion of evaluations of students they have mentored. Care is taken to insure that the clinical tutor fully understands the nature and requirements of the clinical program, especially if it differs from the clinical training that they may have received in their own training.
b. How and how often individuals responsible for the course or clerkship at all sites communicate regarding planning, implementation, student evaluation, and course evaluation.
Adjunct faculty typically communicate with the University via emails, faxes, and telephone calls, and occasionally through their students.
b. Faculty development activities related to teaching and evaluation skills that are available to instructional staff across sites. c. Annual meetings are planned for the faculty, including clinical faculty. The University covers partial costs of the annual meetings for those who wish to attend, and to the extent possible, the University will assist with accommodations while in Montserrat. During the meetings, the University plans extracurricular activities including sunset cruises, breakfasts, lectures, and seminars so that they can complete some recreational activities and educational updates during their week in Montserrat.
d.
Mechanisms for review and sharing of student assessments of their educational
experiences, and any Other data reflecting the comparability of learning experiences across sites.
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e. Student assessments are reviewed by the faculty member and the Dean, and the results are incorporated into future teaching activities of the faculty member. Student assessments are intended to take the forms of constructive criticism, thereby helping to strengthen the program .rather than to be used as a basis for determination of salary increments, future lecture loads, or other non-academic considerations.
ED-9. The CAAM-HP must be notified of plans for major modification of the curriculum.
Notification should include the explicitly-defined goals of the change, the plans for implementation, and the methods that will be used evaluate the results. Planning for curriculum change should consider the incremental resources that will be required, including physical facilities and space, faculty/resident effort, demands on library facilities and operations, information management needs, and computer hardware.
In view of the increasing pace of discovery of new knowledge and technology in medicine, the CAAM-HP encourages experimentation that aims to increase the efficiency and effectiveness of medical education.
Describe any plans for major modification of the present curriculum. There are no immediate plans to modify the curriculum yet. After additional suitable experience is gained from the first classes of students to complete their USMLE examinations, the curriculum will be reassessed and such changes as nay be deemed necessary may be made, and only then on the recommendation of a faculty committee appointed for that purpose.
ED-10.
The curriculum must include behavioural and socioeconomic subjects, in
addition to basic science and clinical disciplines.
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Subjects widely recognized as important components of the general professional education of a physician should be included in the medical education curriculum. Depth of coverage of the individual topics will depend on the school's educational goals and objectives.
___________________________________________________________________________ ___
Indicate whether the following topics are covered in a structured teaching session during a required course or clerkship (e.g., a lecture, an explicit part of a small group discussion, or a laboratory session) or during a required clinical experience (e.g., as part of patient care experiences in a clinical clerkship). Check both if appropriate. Provide the total number of hours the topic is taught in structured sessions during required courses and clerkships. Content Area Covered Session Alternative medicine 3 CH Course in CAM CSC credit hours Lecture/Discu ssion/Exam Biostatistics 2 Sciences Cr Hr Applied setting in to 60 760/3 Structured Clinical Experience Clinical attachment Integrative FL) in Medical 80 Total Hours
Clinic (St Petersburg,
Course in Basic med clinical w/lecture and lab Clinical pathology of Mandatory Basic subjects
(required) readings in medical
Applied
to
140
course in semester V clinical attachments; medical < 4 weeks elective in General pathology available to students sciences Lecture/discu
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ssion/lab Communication skills of Sciences Lecture/discu ssion Community health of Component Sciences w/ lecture, discussion, exam 2 to 4 weeks 2 h basic medical sciences,2-4 week clinical attachment Diagnostic imaging course lecture/discussion, w/exam End-of-life care 2 hrs lect in Behav Sci Lecture/discu ssion Epidemiology 3 cr hrs clin 2 cr hr intro esp Applied to all medicine & and CS Cumulative Component rated Applied to all settings, 80 3 clinical application theory, of
Behavioural clinical
weeks
Behavourial clinical attachment
, clinical attachments, 200+ hours in BS surgery Applied setting geriatrics & other to and CS Cumulative
in 100+ hours in BS
course w/exam Evidence-based medicine ICM; lecture/discussion Content Area Covered Session Family violence/abuse 2 hr lect in Structured Clinical Experience 4 weeks clin exposure in Emerg Cumulative Total Hours 3 clock hr in Applied to all clinical training Cumulative 100+ hrs
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Behav Sci Lecture/discu ssion Medical genetics 4 cr hr curse in bas sci Lecture/discu ssion/lab Geriatrics 4 Included in ICM Lecture/discu ssion/exam Health care systems sci 2 hrs in basic as lect/discussion Health review care quality 2 hrs in basic Sciences Lecture/discu ssion Home health care 1 sociology medicine lect/discussion Human development/life cycle lecture Human sexuality Included Behav Sci in Included in hr in hrs
Medicine
2 to 4 weeks
Integrated into clinical settings
Cumulative 100+ hrs
Incorporated Med courses Incorp into all hrs and
< 4 weeks
into Trop Med, Int combined other experiences
Approx 30
elective clin training
Incorp into all Clin settings
Approx 30 hrs total
Incorp homecall
into
Approx 30
of clin
training, hras
Incorp trng, Geriatrics Incorp
into esp. 100 hr
Approx
Embryology (3 cr hr) clin
into
Approx 50
basic sciences and all hrs
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Lecture/discu ssion/exam Medical ethics sem IV Lect discussion Medical humanities Basic [lect/disc] Medical jurisprudence course Medical socioeconomics Covered in 3 Management Care, and Included in Included in & Included into
clinical training
Incorporated in to all training
Approx
clinical 100+ hrs
Incorporated to all training Incorporated to all clinical hrs training Integrated in rotations,
Approx
Sciences in
clinical 100 + hrs
Approx 30
Bas Sci 2 cr hr in
30
clock
courses: 1) Med Bus all clinical clerkships hours total 2) and 3) Behavioural & medicine Sociology of Medical especially Psychology
Behavioural Sciences Multicultural medicine clin Included into sem lect/discussion Nutrition Basic Sciences Semesters lect/discussion Occupational health/medicine topics Medical Basic Sciences in Tox Integ rotations Integrated Over 100 into Over 200 Incorp into
I-4; allclin med
1,2,3,4,5 clinical training all clock hours
in into PE all clinical hours
Practice, specialties
and in Epid & Pub
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health Pain management with and Diagnosis Lect/discussio n/lab Palliative care Integ Medicine Patient education health Intro Medicine Lecture/disc/exam Integ to into and Integrated in Int 50 to 100 in to Integ into hours Over 100 Included into pharmacology I, II, into Integrated all clinical hours Over 100
clinical specialties Physical Also clinical
practicum in ICM
rotations available in pain management
Behavioral Sciences geriatrics Rotations
Clin to Fam Medicine, GP, hrs, depending on Medicine patient flow and in clerkships, Psychiatry
Population-based medicine
Topics Presented Epidemiology Biostatistics
Clinical in application in hours & numerous specialties
Over
100
public Health and n
Practice management IV-V Preventive medicine topics
Elective
Integ into Fam clinical hours rotations
Over
100
course in semesters Med/GP
Presented Epidemiology Public Health
Integ & rotations
into
Over
100
in family Med & GP hours
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Rehabilitation/care of the disabled topics
Presented in & Epidemiology Public Health
Research methods
Topics covered Biostatistics in into
Integrated all specialties in & Integ into all hours
20 practicum Over
hours
clinical including
Substance abuse in
Topics Toxicology
100
Pharmacology II, and clinical specialties Medical Practice Womens health Topics Obstetrics Gynaecolgy Lecture/discu ssion in Clinical Family Medicine, and General Practice
300 hours
& rotations in ObGyn,
ED-11.
The curriculum must include the contemporary content of those disciplines
that have been traditionally titled anatomy, biochemistry, genetics, physiology, microbiology and immunology, pathology, pharmacology and therapeutics, community and preventive medicine. ___________________________________________________________________________
___
Indicate where in the curriculum the above subjects are covered, either as separate required courses or as part of interdisciplinary required courses.
See also information for standards ED-5 and ED-10, and the Required Course Forms.
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All of the above courses are included in Basic Medical Sciences (Sem 1-5), as follows: Anatomy: Semesters I, II Medical Biochemistry: Semesters I, II; Nutritional Biochemistry semester III. Genetics: Semester II, III Physiology: Semesters I, II, III Microbiology: Semesters II-IV Immunology: Semester II Pathology: Semester IV; Clinical pathology semester V. Pharmacology & Therapeutics Semester II, IV Community & Preventive Medicine: Semester V
ED-12.
Instruction within the basic sciences should include laboratory or other
practical exercises that entail accurate observations of biomedical phenomena and critical analyses of data. All basic sciences courses where wet labs or computer labs are appropriate include such exercises in the syllabus of those courses. Laboratory credit hours are typically based on 2 to 4 cock hours per week for the duration f the semester ( not less than 10 weeks) for one hour of course credit.
ED-13.
Critical analyses of data must be a component of all segments of the
curriculum.
___________________________________________________________________________ ___
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a. Describe where in the curriculum students participate in required laboratory exercises (real or simulated) that oblige them to make observations of biomedical phenomena and collect or analyse data.
See also information for standard ED-5 and the Required Course Forms. Students take laboratory in semesters I, II, and III that require them to make observations of biomedical phenomena. Specific courses which have laboratory components are listed below:
BSC 532 Histology BSC 441 Biochemistry Laboratory BSC 551 INTEGRATED BIOCHEMISTRY & MEDICAL GENETICS LAB BSC 615 MOLECULAR BASES OF GENETICS BSC 503 BIOMEDICAL STATISTICS & DATA MANAGEMENT BSC 609 EPIDEMIOLOGY & PUBLIC HEALTH BSC 523 LAB MEDICAL MICROBIOLOGY, INCLUDING IMMUNOLOGY, BACTERIOLOGY, VIROLOGY, PARASITOLOGY AND MYCOLOGY BSC 521C MEDICAL PHYSIOLOGY LAB (ELECTIVE)
b. Describe how in the clinical components of the programme how critical analysis of data and phenomena is accomplished. Critical analysis of data is integrated in clinical components of the program via reading and interpretation of the medical literature as applied to clinical medicine. The concepts of formatting and proving (or not) a hypothesis, determination of adequate numbers and quality of subjects observed, and statistical methods employed in the published data analysis are applied. Medical professionals need very much to know how to read and interpret the current literature, and become competent to extract the validity and conclusions from the publication. A working
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knowledge of biostatistics is essential in the practice of medicine. Just because an author says something is so, doesnt necessarily mean that it is always as the author might imply or presume.
ED-14.
Clinical instruction must cover all organ systems, and include the important
aspects of preventive, acute, chronic, continuing, rehabilitative, and end-of-life care. ___________________________________________________________________________ ___
How does the school ensure that all the above aspects of clinical medicine are included as part of required clinical instruction?
See also information for standard ED-10 and the Required Clerkship Forms.
USAT has a very comprehensive curriculum, which includes elements of virtually all areas that may be included in licensure examinations, and which broaden the scope of the medical education the student may receive. Because many of the topics of interest are outlined as separate modules, it is less likely that important elements might be inadvertently omitted due to time or other constraints. Moreover, for transfer students to USAT it has been observed that quite often major courses did not include all critical topics, yet might have been recorded as complete subjects.
Additionally, USAT divides major courses such as medical physiology into two semesters as used to be the norm in traditional academic institutions, thereby enabling the faculty to include more content than if the same course were to be compressed into a shorter module. This becomes a major advantage for first and second year students, as not only is more time is allotted for the mastery of major topics such as physiology and biochemistry, but the long term and quantitative memory under such circumstances is generally enhanced, a decided benefit thereafter in the students career.
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ED-15.
Clinical experience in primary care must be included as part of the
curriculum. ___________________________________________________________________________
___
List each course and clerkship that provides training in primary care, with the hours or weeks devoted to each experience. USAT defines primary care as those elements of the academic program that are essential in the development and application of primary clinical skills. Thus, all core clinical clerkships contain essentials of primary care, some more than others. Those clinical clerkships include primary clinical skills are the following: General Practice (min 4 weeks) Internal medicine (min 12 weeks) General Surgery (min 12 weeks) Obstetrics and Gynaecology (min 6 weeks) Paediatrics (min 6 weeks) General Psychiatry (min 6 weeks) Emergency Medicine (min 4 weeks)
ED-16.
The curriculum should include clinical experiences in family medicine,
internal medicine, obstetrics and gynaecology, child health/paediatrics, psychiatry, and surgery.
Schools that do not require clinical experience in one or another of these disciplines must ensure that their students possess the knowledge and clinical abilities to enter any field of graduate medical education.
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___________________________________________________________________________ ___
If the educational programme does not include a separate required clinical clerkship in any of the above disciplines, describe where in the curriculum students acquire the relevant knowledge and skills.
See also the Required Clerkship Forms.

All of the above mentioned disciplines are included as core (required) clinical rotations at USAT during the 3rd and 4th years of study. A student must be engaged in required core specialties for a total of 50 weeks. Transfer students may transfer of core clinical specialties in which a grade of B or better has been recorded, consistent with the academic policy of most Institutions of higher learning in the USA.
ED-17.
Students clinical experiences must utilize outpatient, inpatient and
emergency settings.
___________________________________________________________________________ ___
Refer to standard ER-6 in Section V: Educational Resources of the database, and to Required Clerkship Forms.
ED-18.
Educational opportunities must be available in multi-disciplinary content
areas, such as emergency medicine and geriatrics, and in the disciplines that support general medical practice, such as diagnostic imaging and clinical pathology.
___________________________________________________________________________ ___
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Describe where in the curriculum the following subject areas are covered:
a. Emergency Medicine; Hospital in USA, UK, or other nation. Hospital must have an ER department and an active Emergency Medicine section that is operational for all general emergencies on a 24/7 basis to qualify for clinical training in Emergency Medicine. Must include both theory and practical applications.
b. Geriatrics: Accomplished in Nursing and Extended care settings associate with a medical centre. Must have adequate MD staffing, with at least one full time MD on duty to qualify. Must include both theory and practical applications.
c. Diagnostic Imaging/Radiology: Radiology department at a General or specialized hospital; must conduct all areas of diagnostic medical imaging, including X-ray, ultrasound, MRI, PET, and such other specialty areas as may be important in the training and experience of the student. Must include both theory and practical applications.
d. Clinical Pathology: This is a sub element of all clinical rotations, with particular emphasis in Internal and family medicine specialties. Must include both theory and practical applications.
See also information for standard ED-10.
ED-19. The curriculum must include elective courses to supplement required courses.
While electives permit students to gain exposure to and deepen their understanding of medical specialties reflecting their career interests, they should also provide opportunities for students to pursue individual academic interests.
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___________________________________________________________________________ ___
a. Indicate the weeks of elective time available in each year of the curriculum. Year 1 Total Weeks of Elective Time 4 weeks as preclinical
research/observership 2 3 4 4 weeks as preclinical observership 12 weeks 18 weeks
b. Indicate the maximum number of weeks that students may spend taking electives at another institution? Not more than 12 weeks aggregate.
c. Provide the average number of weeks that students in the most recent graduating class spent taking electives at another institution. 0
ED-20.
There must be specific instruction in communication skills as they relate to
physician responsibilities, including communication with patients, families, colleagues, and other health professionals.
___________________________________________________________________________ ___
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Describe where in the curriculum (specific course or clerkship) students gain experience in the following areas. Include the settings in which instruction occurs (e.g., classroom, clinical) and the format(s) used (e.g., lecture, small-group, standardized patient, role play, etc.).
See also information for standard ED-10
a. Communicating with patients and patient families. Courses include ICM, Physical Diagnosis, and clerkships in numerous disciplines
b. Communicating with colleagues (e.g., as part of the medical team). Initially in ICM and Physical Diagnosis, followed by Clerkships where they make presentations along with faculty and other students. Additional valuable experience is gained during research activities, where the student typically plays a fundamental role in the overall project.
c. Communicating with other (non-physician) health professionals. Students are required to obtain community experience in Epidemiology & public health labs. Also during clinical clerkships when addressing patients and their families. In family medicine, the students are present during patient conferences and are invited to contribute to the patient conferences.
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ED-21.
The curriculum must prepare students for their role in addressing the
medical consequences of common societal problems, for example, providing instruction in the diagnosis, prevention, appropriate reporting, and treatment of violence and abuse.
___________________________________________________________________________ __
a. Indicate where in the curriculum students learn about the medical consequences of common societal problems. Initially students learn about such issues during courses in Behavioural Sciences, Sociology and Medicine, and others. Upon entry to years 3 and 4, the students are exposed to many of the medical consequences of societal concerns during clerkships in ob/gyn, family medicine, psychiatry, and others.
b. List the required courses and clerkships that cover the following aspects of domestic violence and abuse: Content area where topic is addressed Diagnosis 700 Behavioural BSC 581 Prevention 581, Behav Sciences BSC CA 960 Psychiatry CA 902 Gen practice CA 903 Family Med Sciences Physical diagnosis CSC Psychiatry, GP, Fam Required course(s) Required clerkship(s)
where topic is addressed
Med, Int Med, Emer Med, Surgery, and most others
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Reporting 581
Behav Sciences, BSC
CA 960 Psychiatry CA 902 Gen practice CA 903 Family Med
Treatment
Behav
Sciences
BSC
Emerg Med CA 950 CA 960 Psychiatry
581, ICM CSC 790
See also information for standard ED-10. Note: USAT has a faculty member who is professionally certified in domestic violence in the USA, and who provides not less than 2 hours of onsite instruction to each class.
ED-22.
The faculty and students must demonstrate an understanding of the manner
in which people of diverse cultures and belief systems perceive health and illness and respond to various symptoms, diseases, and treatments.
All instruction should stress the need for students to be concerned with the total medical needs of their patients and the effects that social and cultural circumstances have on their health. To demonstrate compliance with this standard, schools should be able to document objectives relating to the development of skills in cultural competence, indicate where in the curriculum students are exposed to such material, and demonstrate the extent to which the objectives are being achieved.
___________________________________________________________________________ ___ a. Indicate where in the curriculum students learn about issues related to cultural competence. Note whether the instruction occurs through formal teaching or as a result of exposure in the clinical setting.
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Students initially learn about cultural competence didactic courses in behavioural medicine, ICM, and others, followed by practical experience as they complete most clinical clerkships.
b. Provide evidence that institutional and course or clerkship objectives addressing cultural competence are being met. How is student attainment of the objectives being evaluated and what are the results? Students are evaluated on clinical expertise including patient contact in all clinical specialties. Each student is counselled during and upon completion of clinical clerkships in this and other important areas.
ED-23.
Medical students must learn to recognize and appropriately address gender
and cultural biases in themselves and others, and in the process of health care delivery.
The objectives for clinical instruction should include student understanding of demographic influences on health care quality and effectiveness, such as racial and ethnic disparities in the diagnosis and treatment of diseases. The objectives should also address the need for self-awareness among students regarding any personal biases in their approach to health care delivery.
___________________________________________________________________________ ___
a. Describe where in the curriculum (in formal teaching sessions or indirectly through clinical experiences) students receive instruction addressing the following:
1. Demographic influences on health care quality and effectiveness (including racial or ethnic disparities in health care delivery). Courses include Behavioural Sciences, psychiatry, ICM, Ob/Gyn, and family medicine.
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2. Student self-awareness of their own biases. Students are invited to view themselves with an eye toward self improvement throughout their medical school experience. All students are encouraged to seek self awareness of their strengths and weaknesses, and provided instruction to help achieve that goal in Behavioural Sciences.
b. Provide evidence that institutional or course- and clerkship-specific objectives related to gender and cultural biases on health care are being met. USAT admits all qualified applicants without regard to race, creed, financial standing, or other factors.
ED-24.
A medical school must teach medical ethics with respect for religious and
other human values, and their relationship to law and governance of medical practice. Students must be required to exhibit scrupulous ethical principles in caring for patients, and in relating to patients families and to others involved in patient care.
Each school should assure that students receive instruction in appropriate medical ethics, human values, and communication skills before engaging in patient care activities. As students take on increasingly more active roles in patient care during their progression through the curriculum, adherence to ethical principles should be observed and evaluated, and reinforced through formal instructional efforts.
In student-patient interactions there should be a means for identifying possible breaches of ethics in patient care, either through faculty/resident observation of the encounter, patient reporting, or some other appropriate method.
Scrupulous ethical principles imply characteristics like honesty, integrity, maintenance of confidentiality, and respect for patients, patients families, other students, and other health professionals. The schools educational objectives may identify additional dimensions of ethical behaviour to be exhibited in patient care settings.
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___________________________________________________________________________ _
a. For each year of the curriculum indicate whether the following areas are addressed in formal teaching sessions (F), in clinical experiences (C), or both (B).
Curriculum Year 1 2 3 4 Ethics
Medical Values F F C C
Human Skills F F B B
Communication
B B B B
See also information for standards ED-10 and ED-19.
b. Provide evidence that students have acquired and exhibit appropriate ethical principles.
No incident of student misconduct has been identified to date.
Students are held
accountable for their actions, and are expected to demonstrate professional conduct and demeanour both in the classroom and lab, and in the community setting. Failure to abide to professional standards of conduct and demeanour will initially be met with via counselling, followed by dismissal by the 3rd such reported incident on non-professional behaviour. To date, three students have been dismissed for such actions.
c. Describe the methods used to identify any breaches of ethics in patient care made by medical students. Students are monitored while undergoing clinical training, and rarely are left
126
alone with a patient. All faculty, staff, and other students are obliged to report any such activities in confidence, and all reported perceived infractions are dealt with within 24 hours of their occurrence.
ED-25.
Residents/junior staff who supervise or teach medical students, as well as
graduate students and postdoctoral fellows in the biomedical sciences who serve as teachers or teaching assistants, must be familiar with the educational objectives of the course or clerkship and be prepared for their roles in teaching and evaluation.
___________________________________________________________________________ ___
Describe any institution-level programmes to enhance the teaching and evaluation skills of graduate students, postdoctoral fellows, or residents. If such programmes are the same as those provided for faculty, indicate so and refer to the response for standards FA-4 and FA-11 in Section IV: Faculty.
See also the Required Course Forms and Required Clerkship Forms for course-specific and clerkship-specific programmes. Students are invited to participate in various seminar programmes, both as student speakers and as participants. Students are invited to submit a course evaluation for each didactic or clinical course they complete. The forms are of a standard design, and need not be signed by the student if he/she does not wish to do so. The course evaluations provide important information that is ultimately conveyed to the faculty member in a constructive manner, so as to enable the faculty to continually improve the course materials.
ED-26.
Supervision of student learning experiences must be provided throughout
required clerkships by members of the medical schools faculty.

___________________________________________________________________________ ___
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If there are any required clerkships where the physicians who supervise students are not members of the medical school faculty, explain how you ensure that students are adequately supervised. Faculty who supervise the clinical clerkships fall into two broad categories: a) faculty of another medical school or recognized teaching hospital, who mentor USAT students alongside students of other Institutions, and b) independent physicians who hold clinical adjunct appointments with USAT. Regardless of the category, the mentor will receive information on an as needed basis to assist them in their assignment, while at the same time to provide information about the details and conduct of the experience and also of the overall level of student preparedness for the clinical experience. Students are not permitted to schedule their own clerkships, as it is USAT policy that all such clerkships be approved in advance, and that the final scheduling is done through the USAT clinical division.
ED-27.
The medical school faculty must establish a system for the evaluation of
student achievement throughout medical school that employs a variety of measures of knowledge, skills, behaviours, and attitudes.
Evaluation of student performance should measure not only retention of factual knowledge, but also development of the skills, behaviours, and attitudes needed in subsequent medical training and practice, and the ability to use data appropriately for solving problems commonly encountered in medical practice.
The CAAM-HP urges schools to develop a system of evaluation that fosters self-initiated learning by students and disapproves of the use of frequent tests which condition students to memorize details for short-term retention only.
___________________________________________________________________________ ___
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a. Describe how the school ensures that the methods used to evaluate student performance are appropriate to achieve its institutional and course- or clerkship-specific objectives. Note any role played by the curriculum committee or other central curriculum management group. USAT has developed a clinical evaluation form for the purpose of clerkship evaluation by the assigned mentor. The student must undergo an interim evaluation at 4 week intervals, and upon completion of the clerkship, a final report is prepared by the mentor, reviewed and signed by the mentor with the student present.
b. Include a copy of any standard form(s) used by faculty members or resident physicians to evaluate students during required clinical clerkships.
See also Required Course Forms and Required Clerkship Forms.
See the appendix.
ED-28.
There must be ongoing assessment that assures students have acquired and
can demonstrate on direct observation the core clinical skills, behaviours, and attitudes that have been specified in the schools educational objectives.
___________________________________________________________________________ ___
a. Is there a core list of clinical skills/behaviours that students must master? (check)
Yes, as part of the institutional educational objectives
Yes, as a separate list for each required clinical
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clerkship No (please explain if checked)
b. If one or more comprehensive evaluations of clinical skills (e.g., OSCE or standardized patient evaluations) are given outside of individual courses or clerkships, describe the evaluation methods and when the evaluations are administered.
All students are expected to register for and sit for USMLE Steps I-II prior to graduation. In addition, all students are expected to be prepared to sit for licensure examinations for the nations they wish to register in as a physician. In some instances, that may require additional foreign languages to be sufficiently mastered. As an example for a student who wished to become registered in a Spanish speaking nation after graduation, it would be prudent for them to undertake a detailed study of that language as an additional academic program prior to completion of their studies in the event that they may not already be fluent in such language.
See also the Required Clerkship Forms.
ED-29.
There must be evaluation of problem solving, clinical reasoning, and
communication skills.
___________________________________________________________________________ ___
a. If the curriculum contains formal experiences in problem solving and clinical reasoning, provide examples and indicate how student achievement is evaluated. All clinical experiences are formed around a problem solving academic process. In addition, during physical diagnosis and Introduction to clinical medicine, students are also
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required to demonstrate problem solving skills in the classroom, in pre-preparation to their entering the clinical environment.
b. Provide examples of when and how student communication skills are evaluated. What is the evidence that students have acquired communication skills required by the schools objectives? Students initially practice on each other in class. As they progress, Student Patient
interactions are observed by an experienced mentor during all aspects of preclinical and clinical training, both in the classroom and in the clinic. The University has a unique opportunity for clinical mentoring in the Mayfield clinic, located on campus and all students are required to rotate through the clinic as part of ICM lab.
See also the Required Course and Clerkship Forms and the information for standard ED-20.
ED-30.
The faculty of each discipline should set the standards of achievement in that
discipline.
___________________________________________________________________________ ___
Refer to the responses about student evaluation methods in the Required Course and Clerkship Forms.
All faculty establish the standards and conduct of clinical training in their assigned specialty, and incorporate that into their clinical clerkship experiences.
ED-31.
The directors of all courses and clerkships must design and implement a
system of formative and summative evaluation of student achievement in each course and clerkship.
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Students are evaluated on a standardized USAT clinical evaluation sheet (see attached). The form allows mentors to add descriptive statements with regard to a students strengths, weakness, or special skills in the clinical specialty being evaluated.
ED-32.
Each student should be evaluated early enough during a unit of study to
allow time for remedial work.
Those directly responsible for the evaluation of student performance should understand the uses and limitations of various test formats, the purposes and benefits of criterion-referenced vs. norm-referenced grading, reliability and validity issues, formative vs. summative assessment, etc. Courses or clerkships that are extremely short in duration may not have sufficient time to provide structured activities for formative evaluation, but should provide some alternate means (such as self-testing or teacher consultation) that will allow students to measure their progress in learning.
The chief academic officer, curriculum leaders, and faculty should understand, or have access to individuals who are knowledgeable about, methods for measuring student performance. The school should provide opportunities for faculty members to develop their skills in such methods.
___________________________________________________________________________ ___
See also information for standard ED-27, and the Required Course and Clerkship Forms
a. Describe any faculty development activities (e.g., workshops) available for faculty members to enhance their skills in the evaluation of student performance. Faculty are encouraged to attend conferences appropriate to their clinical or basic science specialty on a regular basis, preferably completing at least once such conference per academic year.
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b. Describe how the school ensures that mid-course and mid-clerkship evaluations occur. Include methods (such as review of test results, formal written comments, oral comments) used to provide formative feedback.
The University has a computer spread sheet that reminds us when and where to contact a student or mentor with regards to progression through clinical training. The mentor is contacted to insure that the students attendance is adequate, and to address any specific issues that me evolve from the clerkship experience.
ED-33.
Narrative descriptions of student performance including personal qualities
and interactions should be included as part of evaluations in all required courses and clerkships where teacher-student interaction permits this form of assessment. ___________________________________________________________________________
___
See information provided on the Required Course and Clerkship Forms.

A section on the evaluation forms invites comments from the faculty member. ED-34.
There must be integrated institutional responsibility for the overall design,
management, and evaluation of a coherent and coordinated curriculum.
The phrase integrated institutional responsibility implies that an institutional body (commonly a curriculum committee) will oversee the educational programme as a whole. An effective central curriculum authority will exhibit: - Faculty, student, and administrative participation. - Expertise in curricular design, pedagogy, and evaluation methods. - Empowerment, through bylaws or decanal mandate, to work in the best interests of the institution without regard for parochial or political influences, or departmental pressures.
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The phrase coherent and coordinated curriculum implies that the programme as a whole will be designed to achieve the schools overall educational objectives. Evidence of coherence and coordination includes: - Logical sequencing of the various segments of the curriculum. - Content that is coordinated and integrated within and across the academic periods of study (horizontal and vertical integration). - Methods of pedagogy and student evaluation that is appropriate for the achievement of the schools educational objectives.
Curriculum management signifies leading, directing, coordinating, controlling, planning, evaluating, and reporting. Evidence of effective curriculum management includes: - Evaluation of programme effectiveness by outcomes analysis, using national norms of accomplishment as a frame of reference. - Monitoring of content and workload in each discipline, including the identification of omissions and unwanted redundancies. - Review of the stated objectives of individual courses and clerkships, as well as methods of pedagogy and student evaluation, to assure congruence with institutional educational objectives. Minutes of the curriculum committee meetings and reports to the faculty governance and deans should document that such activities take place and should show the committees findings and recommendations.
See FA-11Section IV.

___________________________________________________________________________ ___
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a. Provide an organizational chart for management of the curriculum that includes the curriculum committee and its subcommittees, other relevant committees, the chief academic officer, and other individuals or groups involved in curriculum design, implementation, and evaluation. (insert)
b. Supply the title of the faculty committee with responsibility for the curriculum: Orien L Tulp, PhD, MD, FACN, CNS, provisional member. Professor Tulp has authored many of the slide sets utilized in the presentations, and has well over 30 years experience in such areas. He has taught virtually all of the courses of the basic medical sciences and some of the clinical sciences listed in the MD curriculum during his academic career, has developed dozens of accredited courses in the medical and biomedical sciences, and has served on numerous curriculum committees during the past 30 years in several Institutions. When the University begins to enrol first year students as planned, additional faculty will assume roles in curriculum development and management
c. Provide the charge or terms of reference for this committee, and the source of its authority (bylaws, mandate from the dean or faculty executive committee, etc.). The curriculum committee is appointed by the Dean of the Medical College as authorized under operating administrative and academic guidelines.
d. Describe the composition of this committee and mechanisms for selecting its members and chair. All members are recommended by the faculty, and are tendered appointment by the Dean of the Medical College. Orien L. Tulp, PhD, MD, FACN, CNS, acting chair James F DeBouno, PhD, member. (biomedical sciences) Carla M Konyk, MBBS, member (medical sciences) David Karam, MD, PhD, PhD, member (Medical Basic Sciences)
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John Glossop, Professor, member (mathematics, biostatistics, and computer sciences) Ben Johnson, D.O., M.D., M.S., member (clinical medicine). Joseph DiStefano, DOM, MD; member (complimentary medicine, botanicals, agriculture) Eduardo Garcia, MD, JD, member, biomedical ethics George Einstein, PhD, member, biomedical sciences. Perry B Hudson, MD, PhD, FACS, member, clinical medicine Bruce Robinson, MD, FACS, member, clinical medicine
e. Indicate the frequency of regularly scheduled meetings during a typical academic year: (check) 1 24 12 [X] 6 1 [X; interim meetings as needed] Weekly Biweekly Monthly Bimonthly Other (describe)
f. If there are standing subcommittees, describe their charge or role, membership, and reporting relationship to the parent committee. At the present time, the group meets as a group monthly or on an as needed schedule. When special needs arise, the member with assignment to the corresponding area is contacted for input. This committee will become markedly expanded as the University continues to grow in size, program areas, and student number.
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g. Describe the roles of the curriculum committee and any subcommittees, chief academic officer or associate dean for educational programmes, and departments in each of the following:
Developing and reviewing the institutional objectives for the educational programme: Curriculum committee reviews policy and makes recommendations with regard to Institutional objectives. The development of the Agriculture research program evolved out of these interests.
Ensuring use of appropriate teaching methods or instructional formats: Monitoring of teaching methods and instructional activities is an important role of the curriculum committee. Members visit classrooms for observation on both a scheduled and non-scheduled basis, and act in response to comments made by individual students with regard to classroom activities and faculty performance. To date one faculty member has been dismissed for inability to teach effectively (2010) and one for ineffective teaching and inappropriate conduct in the administrative offices (2005).
Ensuring that content is coordinated and integrated within and across academic periods of study: The course content is balanced against the published curriculum and syllabus for each individual course. Each course has specific published objectives, which must be achieved during the scheduled class periods.
Ensuring use of appropriate methods to evaluate student performance: Student performance is monitored by 1) written and oral examinations, 2) classroom performance,3) direct observation, especially with regard to laboratory or clinical skills, 4) submission of written work, and 5) student presentations on special topics. Written work is graded for content as is also marked for proper grammatical and scientific application.
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Monitoring the quality of teaching; Faculty are reviewed annually by the Dean, and during each course by students. The student evaluations include their perception of teaching ability, faculty knowledge in the area of the course, classroom demeanor, teaching effectiveness, relevance of material taught to the text and subject matter of the course, fairness and appropriateness, of exams administered, technical ability in the classroom, and such other areas as may have a direct link to the progress of the individual student.
ED-35.
The programmes faculty must be responsible for the detailed design and
implementation of the components of the curriculum.
Such responsibilities include, at a minimum, the development of specific course or clerkship objectives, selection of pedagogical and evaluation methods appropriate for the achievement of those objectives, ongoing review and updating of content, and assessment of course and teacher quality.
___________________________________________________________________________ ___
See also the Required Course and Clerkship Forms, and information for standard ED-34.
a. Year of implementation for the last major revision of the curriculum:
2011
b. Summarize the principal features of that revision, including the reasons for the change and the specific goals that the change was designed to accomplish. Courses were evaluated with respect to their importance to the curriculum, updated to incorporate new and current information, and adjusted for hours so as to minimize unnecessary overlap with other scheduled courses. A stronger emphasis has been placed on pathophysiology as
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an integrated subject, thereby combining essential concepts from physiology, pathology, and clinical medicine.
c. Describe the planning process, including the individuals or groups involved. Curriculum committees plan an agenda for a meeting, list items by priority, and plan a time and place to meet. The committee members communicate via email, and may substantially resolve numerous issues in advance of the formal meeting.
d. Describe the role, if any, of the curriculum committee in the development and review of course- and clerkship-specific objectives.
The curriculum committee, in cooperation with a faculty member or members, provide assistance and guidance in establishing objectives, recommended texts, and topic outlines for each course developed. When the proposed outline for the course is complete, it will be reviewed by the curriculum committee. The committee will accept the course proposal as submitted, suggest additional changes, table the course temporarily, or reject the course as submitted. In each case, the submitting faculty member will be provided a narrative of the review for future reference.
d. Provide examples of the types of changes that can be handled at the level of the course or clerkship and the types of changes that require curriculum committee or other central approval. Changes that may be made to a course as submitted include but are not limited to credit hours to be granted for the course, location where the course may be held, clock hours of the intended class, designation of responsible faculty, instructors, or assistants. The assigned instructor or faculty member may control such items as individual lecture topic schedule, exam schedule as long as it falls within the University exam schedule, and scheduling of quizzes, classroom format, faculty office hours, student conferences, and other aspect linked to the direct administration of the course. The faculty member may request changes in the lecture venue or location, but not content.
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Curriculum committee must review all proposed changes in actual course objectives, course content, and any other major changes to an existing course that has been previously approved.
ED-36.
The objectives, content, and pedagogy of each segment of the curriculum, as
well as for the curriculum as a whole, must be subject to periodic review and revision by the faculty.
___________________________________________________________________________ ___ Describe the process of formal review for each of the listed curriculum elements. Include in the description how often such reviews are conducted, how they are conducted, and under what auspices (e.g., the department, the curriculum committee) they are undertaken. Required courses: Reviewed annually for appropriateness, content, recommended texts, required readings and references, student evaluations, and outcomes of previous offerings of the course. Required clerkships: Reviewed annually for appropriateness, content, recommended texts, locations where taught, required readings and references, student evaluations, and outcomes of previous offerings of the clerkship. Individual years or academic periods of the curriculum: Reviewed annually for appropriateness, overall content, student evaluations, and outcomes of previous offerings of the years courses, and overall achievement on comprehensive examinations and clinical skills assessments.. The entire curriculum Reviewed annually for outcomes of the previous year or years, and measured against recent results (where possible to obtain them) of success with step I, II, or III of the USMLE or other prelicensure or licensure examinations. ED-37.
The academic faculty must have sufficient resources and authority to fulfill
the responsibility for the management and evaluation of the curriculum.
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The dean often serves as the chief academic officer, with ultimate individual responsibility for the design and management of the educational programme as a whole. He or she may, however, delegate operational responsibility for curriculum oversight to a vice dean or associate dean.
The kinds of resources needed by the chief academic officer to assure effective delivery of the educational programme include: - Adequate numbers of teachers who have the time and training necessary to achieve the programmes objectives. - Appropriate teaching space for the methods of pedagogy employed in the educational programme. - Appropriate educational infrastructure (computers, audiovisual aids, laboratories, etc.). - Educational support services, such as examination grading, classroom scheduling, and faculty training in methods of teaching and evaluation. - Support and services for the efforts of the curriculum management body and for any interdisciplinary teaching efforts that are not supported at a departmental level.
The chief academic officer must have explicit authority to ensure the implementation and management of the educational programme, and to facilitate change when modifications to the curriculum are determined to be necessary.
___________________________________________________________________________ ___
a. Provide the name and title of the chief academic officer responsible for the medical education programme. If the dean functions as the chief academic officer but has delegated responsibility for medical student education to an associate dean or other individual, provide the name and title of the latter.
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Name: Title:
Orien L. Tulp, Ph.D.,M.D., F.A.C.N., C.N.S. President and Acting Dean of Academic Affairs
b. Provide a position description for the individual responsible for the medical education programme. Dr Orien Tulp is the most experienced academic officer of the University. He has over 30 years of experience in academic instruction in higher education, including medicine, academic administration, course development and review, institutional and program accreditation. Dr Tulp has earned graduate degrees in Pharmacology, Medicine, Nutrition, and other specialties, and has served on the regular and graduate faculty of several US Universities until his retirement from such in 2004 and has extensive teaching experience at the undergraduate, graduate, and post graduate levels in the USA and abroad. Professor Tulp also has extensive leadership training and experience, having retired from the US Army AMEDD in 1997 in the grade of Colonel (Promotable) with over 43 years of combined military service in medical and hospital units, the Pentagon Surgeons office, and graduation for the Academy of Health Science, the Vermont Military Academy, the Command and General Staff College, and others, and award of the nations highest non-combat awards (Presidential Citation, William Jefferson Clinton; the Legion of Merit for humanitarian medical tours; the Meritorious Service Medal (multiple awards), the National Defense Service Medal (multiple awards), the Medal for Military Medical Merit, the Guard National Trophy (the 8th such award presented in US History), and others. Professor Tulp was
Knighted in 2008 byThe Ancient Sovereign Order of the Orthodox Knights Hospitaller of St John
of Jerusalem, under Prince Michael of Russia, in recognition for his contributions in the field of medicine and science.
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ED-38.
The faculty committee responsible for the curriculum must monitor the
content provided in each discipline so that the schools educational objectives will be achieved.
The committee, working in conjunction with the chief academic officer, should assure that each academic period of the curriculum maintains common standards for content. Such standards should address the depth and breadth of knowledge required for a general professional education, currency and relevance of content, and the extent of redundancy needed to reinforce learning of complex topics. The final year should complement and supplement the curriculum so that each student will acquire appropriate competence in general medical care regardless of their subsequent career specialty.
___________________________________________________________________________ ___
Describe how the curriculum committee monitors the content of required courses and clerkships, and how gaps and unwanted redundancies are identified. The curriculum committee reviews each course for content and level of instruction, and compares the proposed courses with others being taught. Content is compared to others of similar content, and recommendations are made with regard to intended level and potential for redundancy. Where issues arise, the faculty members who are concerned are addressed so as to make certain the materials are not one and the same and dual topics assigned to the most appropriate course. As a result, a team taught course may evolve, where each faculty has the better opportunity to provide instruction that is more directly related to their areas of expertise.
Both required and elective Clerkships are reviewed similarly, and redundancies also eliminated or otherwise credited as appropriate. Where there is substantial redundancy, the second clerkship completed by the student or the number of weeks in excess of the core requirement may be counted as an elective in the same general area of the original clerkship. Once a student has completed the additional weeks of training resulting from the redundancy, it will be duly recorded on their transcript as appropriate. In the event that a clerkship must be repeated for any reason,
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both will be indicated on the students transcript. To date, the latter situation has not yet occurred, as so far no student has failed a clinical clerkship. Students are not permitted to enrol in clerkships until all basic science course have been completed and they have been cleared by the faculty to do so.
ED-39.
The committee (responsible for the curriculum) should give careful attention
to the impact on students of the amount of work required, including the frequency of examinations and their scheduling.
___________________________________________________________________________ ___
a. Provide the average number of unscheduled hours per week during each of the first two years of the curriculum, and the number of for-credit examinations in each year. Each student will spend approximately 20 to 25 hours per week in assigned lecture classes and laboratory exercises during the first two years of the curriculum. The library remains open until 11 PM daily and until 2 AM during exam weeks for students who may need the additional time for library study. Of note, the University stocks one or more copies of most texts, and makes them available to both faculty and students..
b. Describe how the curriculum committee or the relevant subcommittee/s monitors the workload of students within and across individual courses and clerkships. Actual hours per week are monitored by the curriculum committee, including the actual hours that may be required for any individual course may be set before the actual conduct of the course. USAT follows traditional criterion commonly used by traditional academic institutions worldwide in establishing credit hours for any particular course. Students are expected to complete not less than the equivalent of 9
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semester credit hours per semester to be considered a full time student in the graduate college, and 12 semester hours per semester in the College of Medicine or undergraduate colleges. The normal upper limit on credits per semester is set at 20 semester credit hours in any given semester. Students who desire to enrol in greater than 20 credit hours per semester for any reason must have approval from their academic advisor to do so.
c. Describe the process, including the roles of relevant committees and the central medical school administration, for coordinating major examinations during the first two years. All major examinations are administered during the scheduled exam weeks and are scheduled by the administration, so as to minimize the possibility of overscheduling, and minimizing the potential of having an individual student sit for more than 2 exams on any one day. All exams are scheduled for the pavilion/great room between the hours of 0800 and 1800 hours daily, and must be attended by the faculty member directly linked to the course to the extent possible. The exam period for mid term exams is one week in duration, and the final exam schedule 2 weeks in duration. Final exams may not be scheduled prior to the final exam period for a particular course unless approved by the curriculum committee and recommended by the Dean of the respective College in advance of regularly scheduled exam weeks. Extraordinary scheduling of exams is normally restricted to special topics of 2 semester credit hours or less, but in eah case must be cleared by the curriculum committee and the Dean prior to the proposed examination date.
Note: Questions for standards ED-40 through ED-46 should be completed only by schools that operate geographically separate campuses, as defined in the instructions for completing the database.
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ED-40.
The medical schools academic officers must be responsible for the conduct
and quality of the educational programme and for assuring the adequacy of faculty at all educational sites.
ED-41.
The principal academic officer of each geographically remote site must be
administratively responsible to the chief academic officer of the medical school conducting the educational programme.
___________________________________________________________________________ ___ a. List each geographically separate campus, its location, and the name and title of the chief academic officer at the site. Campus Location Officer None Name/Title of Principal Academic
b. Describe the role of the medical schools chief academic officer in oversight of the conduct and quality of the educational programme at all sites. Include the reporting relationships between the principal academic officer at each geographically separate campus and the chief academic officer of the medical school. The chief academic officer is directly responsible for all academic programs conducted under the University, and for all credentials earned as a result of the program of instruction. Th chief academic officer may delegate authority for specific courses or elements of the academic program, but may not relinquish responsibility for the conduct of such courses or academic programs.
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c. For each geographically separate campus (including the main campus of the medical school) indicate the average number of students in a given year at that site. The total for each year should add up to the total enrolment for that year. Campus umber Y ear 1 Olveston, 2006-7** 0 4 2007-8 0 6 2008-9 0 1 2009 0 8 2010 and later years ** 0 8 4 56 7 6 1 0 7 9 5 6 4 80 4 5 4 4 2 160 1 1 34 ear 2 3 0 2 7 8 1 N umber Y ear 3 2 N umber Y ear 4 6 0 7 6 N umber Y N otal T
** Maximum occupancy of the present campus has been estimated at 500 students when fully operational. Present numbers are considerably less, as the University does not presently admit first year students. The student body is scheduled to increase gradually, so as to enable the Montserrat infrastructure to develop sufficient accommodations and other resources to accommodate the number of students on Island at any one time. Present limitations are limited to approximately 50 available apartments for present occupancy. The University has an agreement to utilize the teaching facilities of the Community College of Montserrat located nearby under the terms of the license issued by the Government of Montserrat, and taking priority over any other Institutions who may later seek licensure in Montserrat. The University will construct sufficient additional classrooms and dormitories beginning in AY 2011-2013 to accommodate the increasing student numbers Note: the majority of the upper level students are completing clinical clerkships outside of the main campus.
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(See CAAM-HP Annual Medical Questionnaire 5)

ED-42.
The faculty in each discipline at all sites must be functionally integrated by
appropriate administrative mechanisms.
Schools should be able to demonstrate the means by which faculty at dispersed sites participate in and are held accountable for medical student education that is consistent with the objectives and performance expectations established by course or clerkship leadership. Mechanisms to achieve functional integration may include regular meetings or electronic communication, periodic visits to all sites by course or clerkship leadership, and sharing of course or clerkship evaluation data and other types of feedback regarding faculty performance of their educational responsibilities.
___________________________________________________________________________ ___
Describe how faculty members in each discipline are functionally integrated across sites to assure comparability of educational experiences and of student evaluation.
Faculty at remote sites are typically for clinical training only, plus occasional grand rounds or other lectures where students are undergoing clinical training. Adjunct faculty receive coordination and guidance via written mail, email, fax, and telephonic communication. All faculty, including adjunct clinical faculty are invited to participate in the annual meeting, and are provided accommodation and travel assistance where possible.
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ED-43.
There must be a single standard for promotion and graduation of students
across geographically separate campuses.

___________________________________________________________________________ ___
Describe any variations in criteria for the promotion or graduation of students at different campuses of the medical school. All students are promoted using the same criterion, regardless of the locality where they may have completed their studies. Presently all students attend the Olveston campus for the first 2 years (5 semesters) of their basic sciences training. NOTE: USAT is permitted to hold classes off campus should volcanic activity or acts of nature deem the environment in Montserrat unsafe.
See also information for standard MS-33 in Section II: Medical Students.
ED-44.
The parent school must assume ultimate responsibility for the selection and
assignment of all medical students when geographically separated campuses are operated.
ED-46. Students should have the opportunity to move among the component programmes
of the school.
___________________________________________________________________________ __
a. Describe how students are selected for and assigned to different medical school campuses. Include the process, if any, for appealing assignment to a specific site or for changing sites. Note
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any circumstances where decisions about student selection and assignment are not made by the parent school. No outside campus locations are presently operating.
b. Are students allowed to take part of a year (i.e., individual required courses or clerkships) at a geographically separate campus? (check)** Y es N o ** question does not take into consideration that virtually all (97.5%) clinical training is taken outside of Montserrat at approved teaching sites in UK, USA, Mexico, Pakistan, India, or other Nations. ED-45 Students assigned to all campuses should receive the same rights and support X
services.
___________________________________________________________________________ ___ a. Describe any variations in student services (financial aid, health services, etc.) or in access to student services at the various campuses of the medical school. There are no differences in student services. ID cards are only issued from the Montserrat campus or the new information office in Colorado and require the student to be present for the ID card to be issued. The alternate site was established as an emergency function due to an instrument breakdown at the GoM offices where the local ID cards are issued.
b. Indicate any student services that are available only at the main campus of the medical school or parent University.
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ID card issue for USAT students is only available at the Olveston, Montserrat campus. Diplomas are only issued from the Olveston, Montserrat campus.
Note: Questions for standards ED-40 through ED-46 should have been completed only by schools that operate geographically separate campuses, as defined in the instructions for completing the database.
ED-47.
To guide programme improvement, medical schools must evaluate the
effectiveness of the educational programme by documenting the extent to which its objectives have been met.
ED-48.
In assessing programme quality, schools must consider student evaluations
of their courses and teachers, and an appropriate variety of outcome measures.
Among the kinds of outcome measures that serve this purpose are data on student performance, academic progress and programme completion rates, acceptance into residency programmes, postgraduate performance, and practice characteristics of graduates.
___________________________________________________________________________ ___ a. Check all indicators used by the medical school to evaluate educational programme effectiveness. X X OSCEs) X Results of USMLE/MCC or other national examinations Student scores on internally developed examinations Performance-based assessment of clinical skills (e.g.,
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X X X X * X * X * X * X * *
Student evaluation of courses and clerkships Student advancement and graduation rates Specialty choice of graduates Assessment of residency performance of graduates
Licensure rates of graduates
Specialty certification rates
Practice location of graduates
Practice type of graduates
Other (specify)
* USAT has had only 7 students apply for PGY-1 training to date. One was selected for cardiology, 5 for Internal Medicine, 1 for Family Medicine, and one 1 for ObGyn. All were first choice selections. Graduates have been licensed in West Africa, India, Puerto Rico, and Virginia to date.
b. For each checked item, indicate
1. How the data are collected (including response rates for questionnaires) Internal Exams: data collected at time of exam. OSCEs: based on USMLE CS (part III) exams and on student evaluations during clinical clerkships.
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USMLE: presently USAT has an approximate 90% pass rate, based on current reports from students. Clerkship evaluations: Average score is A-, including all students. The lowest reported was a B and the highest has been an A+. Graduation rates are approximately 85 %, with the vast majority of attrition during the basic medical sciences due to student finances and also as the program is presented on the same general level as in traditional US and European medical schools, and is academically challenging to most students.
2. What groups or individuals review the data (e.g., curriculum committee, department chairs)
Faculty committee, curriculum committee.
3. How the information is used for curriculum review and change
Committees review the information provided, and recommend changes accordingly.
c. Provide evidence that the educational programme objectives in the domains of knowledge, skills, behaviours, and attitudes are being achieved. The pass rate on USMLE step I is approximately 90%, with the average passing score on the order of 89% for step I and 95% for step II (max scores to date are 99% on both steps) and compares well to the results of many International medical Schools as reported in literature provided by the ECFMG. No medical school has ever achieved a 100% pass rate, although some have claimed to do so.
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ED-49.
Medical schools must evaluate the performance of their students and
graduates in the framework of national and international norms of accomplishment. ___________________________________________________________________________

___
If available, provide summary data on the performance of your graduates in the following: USMLE Step I: 30 students have completes successfully. Three failures to date, all within 5 points of a passing score. USMLE STEP II: 11 students have been scheduled for Step II, and to the best of ouknowledge, all have passed with an average score of 95% (max score 99%). USMLE Step 3 or MCCQE Part III: one student scheduled for USMLE Step III in February 2011, several others have passed on first attempt.. Graduate medical education (e.g., from surveys of graduates or residency programme directors) 1 student (graduated) undergoing postgraduate training in Cardiology, Kalra Hospital, New Delhi, India. Student is very satisfied with program, transferred from another school at start of year 3 when the College he had attended previously closed. 3 - 2009 grads completing PGY-I in USA, Roger Williams Medical Center, Rhode Island, one at Mt Saini Med Center, Miami, one in Texas (Fam Med), one at Univ VA Hosp (ObGyn), I Univ of Pennsylvania Rehab Med, and others.
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UNIVERSITY OF SCIENCE, ARTS & TECHNOLOGY / U.S.A.T. MONTSERRAT COLLEGE OF MEDICINE
USAT Montserrat College of Medicine PREMISES, FACILITIES AND EDUCATIONAL STANDARDS
INTRODUCTION Accreditation is a voluntary, peer-review process designed to attest to the educational quality of new and established educational programs. The USAT - MONTSERRAT COLLEGE OF MEDICINE offers complete and independent medical education programs where students are geographically located in the United States or The British Overseas Territory of Montserrat, where the USAT was established after the founding charter from the primary both institutions conforming the actual one, The University of Science, Arts & Technology and the Medical College of London, initially established at Cambridge Campus shared with the University of Maryland (Britain) for their education and is operated by university medical schools that is licensed in full in Montserrat and Registered as an Educational and not- for- profit Institution within the State of Florida, in the United States of America. Accreditation programs are undertaken in cooperation with the Committee on Accreditation of Medical Schools (CAMS). By judging the compliance of medical education programs with nationally accepted standards of educational quality, the USAT MONTSERRAT COLLEGE OF MEDICINE and CAMS serve the interests of the general public and of the students enrolled in those programs. [*The terms "United States" and "Canada" refer to the
geographic locations where citizens are issued passports by the governments of the United States and Canada respectively.]
To achieve and maintain accreditation, medical education programs leading to the M.D. degree in the U.S. and Canada must meet the standards portrayed in this document. The
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accreditation process requires educational programs to provide assurances that their graduates exhibit general professional competencies that are appropriate for entry to the next stage of their training, and that serve as the foundation for life-long learning and proficient medical care. While recognizing the existence and appropriateness of diverse institutional missions and educational objectives, the USAT - MONTSERRAT COLLEGE OF MEDICINE subscribes to the proposition that local circumstances do not justify accreditation of a substandard program of medical education leading to the M.D. degree. This is why the USAT program is being accredited and recognized by different accrediting Institutions and government agencies worldwide. In this document the words "must" and "should" have been chosen with great care. The difference in terminology is slight but significant. Use of the word "must" indicates that the USAT MONTSERRAT COLLEGE OF MEDICINE considers meeting the standard to be absolutely necessary for the achievement and maintenance of accreditation. Use of the word "should" indicates that compliance with the standard is expected unless there are extraordinary and justifiable circumstances that preclude full compliance. Explanatory annotations to clarify the operational meaning of standards are provided. If an institution that provides an USAT - MONTSERRAT COLLEGE OF MEDICINEaccredited, M.D.-granting program also offers other medical education programs leading to the M.D. degree that are not recognized by the USAT - MONTSERRAT COLLEGE OF MEDICINE, the diploma for the latter program must explicitly state the basis of the degree to assure that it will not be confused with the program accredited by the USAT - MONTSERRAT COLLEGE OF MEDICINE. The USAT - MONTSERRAT COLLEGE OF MEDICINE, if requested, can provide information and consultation about medical education standards and the process of accreditation for M.D.-granting programs that are offered by institutions located outside the United States and Canada. Note that periodic revision and amendment of the standards may result in the elimination of certain numbered standards (for example, there is no longer a standard numbered ED-45). It may also result in standards that include letters after the numerical suffix (for example, ED-1-A); the use of letter suffixes is not intended to indicate that such standards are subsidiary to other standards, but simply to indicate their placement with respect to surrounding standards. Further information about accreditation, license and IMED/FAIMER registration and ECFMG recognition and approval can be obtained from the USAT - MONTSERRAT COLLEGE OF MEDICINE
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or CAMS offices listed inside the cover of this document, or from the USAT - MONTSERRAT COLLEGE OF MEDICINE web site, www.usat.ms or www.usat-montserrat.org
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USAT COLLEGE OF MEDICINE INSTITUTIONAL INFORMATION
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I. INSTITUTIONAL SETTING IS-1. Each medical school must engage in a planning process that sets the direction for the institution and results in measurable outcomes. To assure ongoing vitality and successful adaptation to the rapidly changing environment of academic medicine, schools need to establish periodic or cyclical institutional planning processes and activities. Planning efforts that have proven successful in medical schools and other professional or business milieus typically involve the definition and periodic reassessment of both short-term and long-range goals for the successful accomplishment of institutional missions. By framing goals in terms of measurable outcomes wherever circumstances permit, a school can more readily track progress towards their achievement. The manner in which a school engages in institutional planning will vary according to available resources and local circumstances, but all schools should be able to document their vision, mission, and goals, evidence indicating their achievement, and strategies for periodic or ongoing reassessment of successes and unmet challenges. A. Governance and Administration IS-2. A medical school should be, or be part of, a not-for-profit institution legally authorized under applicable law to provide medical education leading to the M.D. degree. IS-3. If not a component of a regionally accredited institution, a medical school must achieve institutional accreditation from the appropriate regional accrediting body. The USAT - MONTSERRAT COLLEGE OF MEDICINE is recognized by the Government of Montserrat, Ministry of Health, Education and Community Services as a Corporation for educational purpose, specifically for the operation and performance of different educational areas, branches and sectors, including but not limited to medical education programs leading to the BACHELOR OF MEDICINE, BACHELOR OF SURGERY, (M.B.B.S.) or the more U.S. style and traditional DOCTOR OF MEDICINE, (M.D.) degrees. Because the USAT - MONTSERRAT COLLEGE OF MEDICINE is recognized as a private corporation and Institution the University is able to establish and develop new degrees in different fields from medical schools as institutions of higher education to other educational programs such Law, Education, Psychology, Dentistry, etc.
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Institutional accreditation is granted by regional accrediting agencies, and is required to qualify for federal financial assistance programs authorized under Title IV of the Higher Education Act in the US or Canada, but in European Countries and Territories this is not a requirement since the Government is the sole authority to license and permit the establish and operations of such Higher Institutions. In other cases, some regional accrediting bodies grant "pre-accreditation" as a first step to achieving full accreditation. In such circumstances the attainment of pre-accreditation status would meet the requirements of this standard. IS-4. The manner, in which the medical school is organized, including the responsibilities and privileges of administrative officers, faculty, students and committees, must be promulgated in medical school or university bylaws. IS-5. The governing board responsible for oversight of the medical school must have and follow formal policies and procedures to avoid the impact of conflicts of interest of members in the operation of the school, its associated hospitals, or any related enterprises. There must be formal policies and procedures to avoid the impact of conflicts of interest, such as the requirement that a board member recuse him/herself from any discussion or vote relating to a matter where there is a potential for a conflict of interest to exist. The school also must provide evidence (for example, from board minutes, annual signed disclosure statements from board members) that these policies and procedures actually are being followed. Some conflicts related to personal or pecuniary interests in the operation of the school may be so pervasive as to preclude service on the governing board. IS-6. Terms of governing board members should be overlapping and sufficiently long to permit them to gain an understanding of the programs of the medical school. IS-7. Administrative officers and members of a medical school faculty must be appointed by, or on the authority of, the governing board of the medical school or its parent university. IS-8. The chief official of the medical school, who usually holds the title "dean," must have ready access to the university president or other university official charged with final responsibility for the school, and to other university officials as are necessary to fulfill the responsibilities of the dean's office.
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IS-9. There must be clear understanding of the authority and responsibility for medical school matters among the vice president for health affairs, the dean of the medical school, the faculty, and the directors of the other components of the medical center and university. IS-10. The dean must be qualified by education and experience to provide leadership in medical education, scholarly activity, and care of patients. IS-11. The medical school administration should include such associate or assistant deans, department chairs, leaders of other organizational units, and staff as are necessary to accomplish the missions of the medical school. There should not be excessive turnover or long-standing vacancies in medical school leadership. Medical school leaders include the dean, vice/associate deans, department chairs, and others where a vacancy could negatively impact institutional stability, especially planning for or implementing the educational program. Areas that commonly require administrative support include admissions, student affairs, academic affairs, faculty affairs, graduate education, continuing education, hospital relationships, research, business and planning, and fund raising. B. Academic Environment IS-12. A medical school should be a component of a university offering other graduate and professional degree programs that contribute to the academic environment of the medical school. There should be regular and formal review of all graduate and professional programs in which medical school faculty participate, to foster adherence to high standards of quality in education, research, and scholarship, and to facilitate the progress and achievement of the trainees. IS-12-A. Medical students should learn in clinical environments where graduate and continuing medical education programs are present. In order to link medical student education to the later stages of the medical education continuum, medical students should spend time in settings where graduate and continuing medical education programs are present. It is expected that medical students will participate, where appropriate, in the activities associated with these programs. The graduate and continuing medical education programs at training sites where medical students are located should be accredited by the appropriate accrediting bodies.
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IS-13. The program of medical education leading to the M.D. degree must be conducted in an environment that fosters the intellectual challenge and spirit of inquiry appropriate to a community of scholars. IS-14. Medical schools should make available sufficient opportunities for medical students to participate in research and other scholarly activities of the faculty, and encourage and support student participation. [Technical revision approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in October 2006; effective immediately] It is expected that medical schools will provide an appropriate number and variety of research opportunities to accommodate those students desiring to participate. To encourage participation, medical schools could do such things as provide information about available opportunities, offer elective credit for research, hold research days, or include research as a required part of the curriculum. Support for student participation could include offering or providing information about financial support for student research (such as stipends). IS-14-A. Medical schools should make available sufficient opportunities for medical students to participate in service-learning activities, and should encourage and support student participation. [New standard and annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in February 2007; effective July 1, 2008.] "Service-learning" is defined as a structured learning experience that combines community service with preparation and reflection. Students engaged in service-learning provide community service in response to community-identified concerns and learn about the context in which service is provided, the connection between their service and their academic coursework, and their roles as citizens and professionals. [Definition from Seifer SD. "Service-learning: Community-campus partnerships for health professions education." Academic Medicine, 73(3):273-277 (1998).] "Sufficient opportunities" means that students who wish to participate in a service learning activity should have the opportunity to do so. To encourage student participation, medical schools could do such things as developing opportunities in conjunction with relevant communities or partnerships, providing information about available opportunities, offering elective credit for participation, or holding public presentations or public forums. Support for student participation could include offering or providing information about financial and social support for student service-learning (such as stipends, faculty preceptors, community partnerships).
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IS-15. All medical school faculty members should work closely together in teaching, research, and health care delivery. [Standard and annotation deleted by the USAT - MONTSERRAT COLLEGE OF MEDICINE, effective July 1, 2009.] Because the education of both medical students and graduate physicians requires an academic environment that provides close interaction among faculty members, those skilled in teaching and research in the basic sciences must maintain awareness of the relevance of their disciplines to clinical problems. Conversely, clinicians must maintain awareness of the contributions that basic sciences bring to the understanding of clinical problems. These reciprocal obligations emphasize the importance of collegiality among medical school faculty across disciplinary boundaries and throughout the continuum of medical education. IS-16. Each medical school must have policies and practices to achieve appropriate diversity among its students, faculty, staff, and other members of its academic community, and must engage in ongoing, systematic, and focused efforts to attract and retain students, faculty, staff, and others from demographically diverse backgrounds. [New standard and annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in February 2008 and effective July 1, 2009] The USAT - MONTSERRAT COLLEGE OF MEDICINE and CACMS believe that aspiring future physicians will be best prepared for medical practice in a diverse society if they learn in an environment characterized by, and supportive of, diversity and inclusion. Such an environment will facilitate physician training in:

Basic principles of culturally competent health care Recognition of health care disparities and the development of solutions to such burdens The importance of meeting the health care needs of medically underserved populations The development of core professional attributes, such as altruism and social accountability, needed to provide effective care in a multidimensional diverse society Each school should articulate its expectations regarding diversity across its academic
community in the context of local and national responsibilities, and regularly assess how well such expectations are being achieved. Schools should consider in their planning elements of diversity including, but not limited to: gender, racial, cultural and economic. Schools should establish
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focused, significant, and sustained programs to recruit and retain suitably diverse students, faculty members, staff, and others.
II. EDUCATIONAL PROGRAM FOR THE M.D. DEGREE A. Educational Objectives ED-1. The medical school faculty must define the objectives of its educational program. The objectives must serve as guides for establishing curriculum content and provide the basis for evaluating the effectiveness of the educational program. [Revised standard and annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in February 2007 and effective immediately] Objectives for the educational program as a whole serve as statements of what students are expected to learn or accomplish during the course of their medical education program. It is expected that the objectives of the educational program will be formally adopted by the Faculty, as a whole and through its recognized governance process. It is expected that the objectives of the educational program will be used by faculty members in designing their courses and clerkships and in developing plans for the evaluation of students. Among those who exhibit familiarity with the overall objectives for the education of medical students are the dean and the academic leadership of the clinical affiliates who share in the responsibility for delivering the educational program. The curriculum committee, working in conjunction with the chief academic officer, should review the stated objectives of individual courses and clerkships, as well as methods of pedagogy and student evaluation, to assure congruence with institutional educational objectives. [Revised annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in October 2007 and effective immediately] ED-1-A. The objectives of the educational program must be stated in outcome-based terms that allow assessment of student progress in developing the competencies that the profession and the public expect of a physician. [Revised standard and annotation approved by the USAT MONTSERRAT COLLEGE OF MEDICINE in February 2007 and effective immediately] Educational objectives state what students are expected to learn. Such objectives are statements of the items of knowledge, skills, behaviors, and attitudes that students are expected to
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exhibit as evidence of their achievement. The educational objectives should relate to the competencies that the profession and the public expect of a physician. The educational objectives established by the school, along with their associated outcome measures, should reflect whether and how well graduates are developing these competencies as a basis for the next stage of their training. Student achievement of educational program objectives should be documented by specific and measurable outcome-based performance measures of knowledge, skills, attitudes, and values (for example, measures of basic science grounding in the clinical years, USMLE results, performance of graduates in residency training, performance on licensing and certification examinations). National norms should be used for comparison whenever available. There are several widely recognized definitions of the knowledge, skills, and attitudinal attributes appropriate for a physician, including those described in the AAMC's Medical School Objectives Project, the general competencies of physicians resulting from the collaborative efforts of the ACGME and ABMS, and the physician roles summarized in the CanMEDS 2000 report of the Royal College of Physicians and Surgeons of Canada. ED-2. There must be a system with central oversight to assure that the faculty define the types of patients and clinical conditions that students must encounter, the appropriate clinical setting for the educational experiences, and the expected level of student responsibility. The faculty must monitor student experience and modify it as necessary to ensure that the objectives of the clinical education program will be met. [Revised standard and annotation approved by the USAT MONTSERRAT COLLEGE OF MEDICINE in February 2007 and effective immediately] This standard requires that a system be established to specify the types of patients or clinical conditions that students must encounter and to monitor and verify the students' experiences with patients so as to remedy any identified gaps. The system, whether managed at the individual clerkship level or centrally, must ensure that all students have the required experiences. For example, if a student does not encounter patients with a particular clinical condition (e.g., because it is seasonal), the student should be able to remedy the gap by a simulated experience (such as standardized patient experiences, online or paper cases, etc.), or in another clerkship. When clerkships in a given discipline are provided at multiple teaching sites, schools that cannot demonstrate compliance with this standard (ED-2) may also be unable to comply with
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accreditation standard ED-8, which requires that programs demonstrate comparability of education experiences across instructional sites. [Additional annotation approved by the USAT MONTSERRAT COLLEGE OF MEDICINE in June 2007.] ED-3. The objectives of the educational program must be made known to all medical students and to the faculty, residents, and others with direct responsibilities for medical student education.
B. Structure 1. General Design
ED-4. The program of medical education leading to the M.D. degree must include at least 130 weeks of instruction. ED-5. The medical faculty must design a curriculum that provides a general professional education, and that prepares students for entry into graduate medical education. [Part 1 of revised standard ED-5 approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in October 2006 and effective immediately] ED-5-A The educational program must include instructional opportunities for active learning and independent study to foster the skills necessary for lifelong learning. [Part 2 of revised standard ED-5 and annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in October 2006 and effective immediately] It is expected that the methods of instruction and evaluation used in courses and clerkships will provide students with the skills to support lifelong learning. These skills include selfassessment on learning needs and independent identification, analysis, and synthesis of relevant information, as well as the assessment of whether information sources are credible. Students should receive explicit experiences in using these skills, and evaluation of and feedback on their performance. ED-6. The curriculum must incorporate the fundamental principles of medicine and its underlying scientific concepts; allow students to acquire skills of critical judgment based on
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evidence and experience; and develop students' ability to use principles and skills wisely in solving problems of health and disease. ED-7. It must include current concepts in the basic and clinical sciences, including therapy and technology, changes in the understanding of disease, and the effect of social needs and demands on care. ED-8. There must be comparable educational experiences and equivalent methods of evaluation across all alternative instructional sites within a given discipline. Compliance with this standard requires that educational experiences given at alternative sites be designed to achieve the same educational objectives. Course duration or clerkship length must be identical, unless a compelling reason exists for varying the length of the experience. The instruments and criteria used for student evaluation, as well as policies for the determination of grades, should be the same at all alternative sites. The faculty who teach at various sites should be sufficiently knowledgeable in the subject matter to provide effective instruction, with a clear understanding of the objectives of the educational experience and the evaluation methods used to determine achievement of those objectives. Opportunities to enhance teaching and evaluation skills should be available for faculty at all instructional sites. While the types and frequency of problems or clinical conditions seen at alternate sites may vary, each course or clerkship must identify any core experiences needed to achieve its objectives, and assure that students receive sufficient exposure to such experiences. Likewise, the proportion of time spent in inpatient and ambulatory settings may vary according to local circumstance, but in such cases the course or clerkship director must assure that limitations in learning environments do not impede the accomplishment of objectives. To facilitate comparability of educational experiences and equivalency of evaluation methods, the course or clerkship director should orient all participants, both teachers and learners, about the educational objectives and grading system used. This can be accomplished through regularly scheduled meetings between the director of the course or clerkship and the directors of the various sites that are used. The course/clerkship leadership should review student evaluations of their experiences at alternative sites to identify any persistent variations in educational experiences or evaluation methods.
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ED-9. The USAT - MONTSERRAT COLLEGE OF MEDICINE must be notified of plans for major modification of the curriculum. Notification should include the explicitly-defined goals of the change, the plans for implementation, and the methods that will be used to evaluate the results. Planning for curriculum change should consider the incremental resources that will be required, including physical facilities and space, faculty/resident effort, demands on library facilities and operations, information management needs, and computer hardware. In view of the increasing pace of discovery of new knowledge and technology in medicine, the USAT - MONTSERRAT COLLEGE OF MEDICINE encourages experimentation that will increase the efficiency and effectiveness of medical education. 2. Content
ED-10. The curriculum must include behavioral and socioeconomic subjects, in addition to basic science and clinical disciplines. Lists of subjects widely recognized as important components of the general professional education of a physician are included in the medical education database completed in preparation for full accreditation surveys, and in the USAT - MONTSERRAT COLLEGE OF MEDICINE Part II Annual Medical School Questionnaire. Depth of coverage of the individual topics will depend on the school's educational goals and objectives. ED-11. It must include the contemporary content of those disciplines that have been traditionally titled anatomy, biochemistry, genetics, physiology, microbiology and immunology, pathology, pharmacology and therapeutics, and preventive medicine. ED-12. Instruction within the basic sciences should include laboratory or other practical opportunities for the direct application of the scientific method, accurate observation of biomedical phenomena, and critical analysis of data. Opportunities could include hands-on or simulated (for example, computer-based) exercises where students either collect or utilize data to test and/or verify hypotheses or to address questions about biomedical principles and/or phenomena. Schools should be able to illustrate
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where in the curriculum such exercises occur, the specific intent of the exercises, and how they contribute to the objectives of the course and the ability to collect, analyze, and interpret data. ED-13. Clinical instruction must cover all organ systems, and include the important aspects of preventive, acute, chronic, continuing, rehabilitative, and end-of-life care. ED-14. Clinical experience in primary care must be included as part of the curriculum. ED-15. The curriculum should include clinical experiences in family medicine, internal medicine, obstetrics and gynecology, pediatrics, psychiatry, and surgery. Schools that do not require clinical experience in one or another of these disciplines must ensure that their students possess the knowledge and clinical abilities to enter any field of graduate medical education. ED-16. Students' clinical experiences must utilize both outpatient and inpatient settings. ED-17. Educational opportunities must be available in multidisciplinary content areas, such as emergency medicine and geriatrics, and in the disciplines that support general medical practice, such as diagnostic imaging and clinical pathology. ED-17-A. The curriculum must introduce students to the basic principles of clinical and translational research, including how such research is conducted, evaluated, explained to patients, and applied to patient care. [New standard approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in February 2007; effective July 1, 2008.] The faculty should specify learning objectives (knowledge, skills, and attitudes) that will, at a minimum, equip graduates to understand the basic principles and ethics of clinical and translational research, and how such research is conducted, evaluated, and applied to the care of patients. One example of relevant objectives is contained in Report IV of the AAMC's Medical School Objectives Project (Contemporary Issues in Medicine: Basic Science and Clinical Research). There are several ways in which programs can meet the requirements of this standard. They range from separate required coursework in the subject, to the establishment of appropriate learning objectives and instructional activities within existing, patient-focused courses or clerkships (for example, discussing the application of new knowledge from clinical research in bedside teaching activities, offering mentored projects, or conducting journal club sessions that
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allow students to explore the development or application of clinical and translational research). [Annotations approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in June 2007.] ED-18. The curriculum must include elective courses to supplement required courses. While electives permit students to gain exposure to and deepen their understanding of medical specialties reflecting their career interests, they should also provide opportunities for students to pursue individual academic interests. ED-19. There must be specific instruction in communication skills as they relate to physician responsibilities, including communication with patients, families, colleagues, and other health professionals. ED-20. The curriculum must prepare students for their role in addressing the medical consequences of common societal problems, for example, providing instruction in the diagnosis, prevention, appropriate reporting, and treatment of violence and abuse. ED-21. The faculty and students must demonstrate an understanding of the manner in which people of diverse cultures and belief systems perceive health and illness and respond to various symptoms, diseases, and treatments. All instruction should stress the need for students to be concerned with the total medical needs of their patients and the effects that social and cultural circumstances have on their health. To demonstrate compliance with this standard, schools should be able to document objectives relating to the development of skills in cultural competence, indicate where in the curriculum students are exposed to such material, and demonstrate the extent to which the objectives are being achieved. ED-22. Medical students must learn to recognize and appropriately address gender and cultural biases in themselves and others, and in the process of health care delivery. The objectives for clinical instruction should include student understanding of demographic influences on health care quality and effectiveness, such as racial and ethnic disparities in the diagnosis and treatment of diseases. The objectives should also address the need for self-awareness among students regarding any personal biases in their approach to health care delivery.
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ED-23. A medical school must teach medical ethics and human values, and require its students to exhibit scrupulous ethical principles in caring for patients, and in relating to patients' families and to others involved in patient care. Each school should assure that students receive instruction in appropriate medical ethics, human values, and communication skills before engaging in patient care activities. As students take on increasingly more active roles in patient care during their progression through the curriculum, adherence to ethical principles should be observed and evaluated, and reinforced through formal instructional efforts. In student-patient interactions there should be a means for identifying possible breaches of ethics in patient care, either through faculty/resident observation of the encounter, patient reporting, or some other appropriate method. "Scrupulous ethical principles" imply characteristics like honesty, integrity, maintenance of confidentiality, and respect for patients, patients' families, other students, and other health professionals. The school's educational objectives may identify additional dimensions of ethical behavior to be exhibited in patient care settings. C. Teaching and Evaluation ED-24. Residents who supervise or teach medical students, as well as graduate students and postdoctoral fellows in the biomedical sciences who serve as teachers or teaching assistants, must be familiar with the educational objectives of the course or clerkship and be prepared for their roles in teaching and evaluation. The minimum expectations for achieving compliance with this standard are that: (a) residents and other instructors who do not hold faculty ranks (such as graduate students and postdoctoral fellows) should receive a written copy of the course/clerkship objectives and clear guidance from the course/clerkship director about their roles in teaching and evaluating medical students; and (b) that the institution and/or relevant departments provide resources such as workshops/written materials to enhance the teaching and evaluation skills of residents and other non-faculty instructors. There should be central monitoring of the level of resident/other instructor participation in activities to enhance their teaching/evaluation skills. The USAT - MONTSERRAT COLLEGE OF MEDICINE encourages formal assessment of the teaching and evaluation skills of residents and other non-faculty instructors, with opportunities provided for remediation if their
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performance is inadequate. Assessment methods could include direct observation by faculty, feedback from students through course/clerkship evaluations or focus groups, or any other suitable method. ED-25. Supervision of student learning experiences must be provided throughout required clerkships by members of the medical school's faculty. ED-26. The medical school faculty must establish a system for the evaluation of student achievement throughout medical school that employs a variety of measures of knowledge, skills, behaviors, and attitudes. Evaluation of student performance should measure not only retention of factual knowledge, but also development of the skills, behaviors, and attitudes needed in subsequent medical training and practice, and the ability to use data appropriately for solving problems commonly encountered in medical practice. The USAT - MONTSERRAT COLLEGE OF MEDICINE urges schools to develop a system of evaluation that fosters self-initiated learning by students. The system of evaluation, including the format and frequency of examinations, should support the goals, objectives, processes, and expected outcomes of the curriculum. ED-27. There must be ongoing assessment that assures students have acquired and can demonstrate on direct observation the core clinical skills, behaviors, and attitudes that have been specified in the school's educational objectives. ED-28. There must be evaluation of problem solving, clinical reasoning, and communication skills. ED-29. The faculty of each discipline should set the standards of achievement in that discipline. ED-30. The directors of all courses and clerkships must design and implement a system of formative and summative evaluation of student achievement in each course and clerkship. Those directly responsible for the evaluation of student performance should understand the uses and limitations of various test formats, the purposes and benefits of criterion-referenced vs. norm-referenced grading, reliability and validity issues, formative vs. summative assessment, etc. In
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addition, the chief academic officer, curriculum leaders, and faculty should understand, or have access to individuals who are knowledgeable about, methods for measuring student performance. The school should provide opportunities for faculty members to develop their skills in such methods. An important element of the system of evaluation should be to ensure the timeliness with which students are informed about their final performance in the course/clerkship. In general, final grades should be available within four to six weeks of the end of a course/clerkship. ED-31. Each student should be evaluated early enough during a unit of study to allow time for remediation. It is expected that courses and clerkships provide students with formal feedback during the experience so that they may understand and remediate their deficiencies. Courses or clerkships that are short in duration (less than 4 weeks) may not have sufficient time to provide structured formative evaluation, but should provide alternate means (such as self-testing or teacher consultation) that will allow students to measure their progress in learning. ED-32. Narrative descriptions of student performance and of non-cognitive achievement should be included as part of evaluations in all required courses and clerkships where teacherstudent interaction permits this form of assessment. D. Curriculum Management 1. Roles and Responsibilities ED-33. There must be integrated institutional responsibility for the overall design, management, and evaluation of a coherent and coordinated curriculum. The phrase "integrated institutional responsibility" implies that an institutional body (commonly a curriculum committee) will oversee the educational program as a whole. An effective central curriculum authority will exhibit: -- Faculty, student, and administrative participation. -- Expertise in curricular design, pedagogy, and evaluation methods. -- Empowerment, through bylaws or decanal mandate, to work in the best interests of the institution without regard for parochial or political influences, or departmental pressures.
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The phrase "coherent and coordinated curriculum" implies that the program as a whole will be designed to achieve the school's overall educational objectives. Evidence of coherence and coordination includes: --Logical sequencing of the various segments of the curriculum. -- Content that is coordinated and integrated within and across the academic periods of study (horizontal and vertical integration). -- Methods of pedagogy and student evaluation that are appropriate for the achievement of the school's educational objectives. Curriculum management signifies leading, directing, coordinating, controlling, planning, evaluating, and reporting. Evidence of effective curriculum management includes: -- Evaluation of program effectiveness by outcomes analysis, using national norms of accomplishment as a frame of reference. -- Monitoring of content and workload in each discipline, including the identification of omissions and unwanted redundancies. -- Review of the stated objectives of individual courses and clerkships, as well as methods of pedagogy and student evaluation, to assure congruence with institutional educational objectives. Minutes of the curriculum committee meetings and reports to the faculty governance and deans should document that such activities take place and should show the committee's findings and recommendations. ED-34. The program's faculty must be responsible for the detailed design and implementation of the components of the curriculum. Such responsibilities include, at a minimum, the development of specific course or clerkship objectives, selection of pedagogical and evaluation methods appropriate for the achievement of those objectives, ongoing review and updating of content, and assessment of course and teacher quality. ED-35. The objectives, content, and pedagogy of each segment of the curriculum, as well as for the curriculum as a whole, must be subject to periodic review and revision by the faculty. ED-36. The chief academic officer must have sufficient resources and authority to fulfill the responsibility for the management and evaluation of the curriculum.
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The dean often serves as the chief academic officer, with ultimate individual responsibility for the design and management of the educational program as a whole. He or she may, however, delegate operational responsibility for curriculum oversight to a vice dean or associate dean. The kinds of resources needed by the chief academic officer to assure effective delivery of the educational program include: --Adequate numbers of teachers who have the time and training necessary to achieve the program's objectives. --Appropriate teaching space for the methods of pedagogy employed in the educational program. --Appropriate educational infrastructure (computers, audiovisual aids, laboratories, etc.). --Educational support services, such as examination grading, classroom scheduling, and faculty training in methods of teaching and evaluation. -- Support and services for the efforts of the curriculum management body and for any interdisciplinary teaching efforts that are not supported at a departmental level. The chief academic officer must have explicit authority to ensure the implementation and management of the educational program, and to facilitate change when modifications to the curriculum are determined to be necessary. ED-37. The faculty committee responsible for the curriculum must monitor the content provided in each discipline so that the school's educational objectives will be achieved. The committee, working in conjunction with the chief academic officer, should assure that each academic period of the curriculum maintains common standards for content. Such standards should address the depth and breadth of knowledge required for a general professional education, currency and relevance of content, and the extent of redundancy needed to reinforce learning of complex topics. The final year should complement and supplement the curriculum so that each student will acquire appropriate competence in general medical care regardless of subsequent career specialty. ED-38. The committee responsible for the curriculum, along with medical school administration and educational program leadership, must develop and implement policies regarding the amount of time students spend in required activities, including the total required hours spent in clinical and educational activities during clinical clerkships.
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Attention should be paid to the time commitment required of medical students, especially during the clinical years. Students' hours should be set taking into account the effects of fatigue and sleep deprivation on learning, clinical activities, and student health and safety. 3. Geographically Separated Programs
ED-39. The medical school's chief academic officer must be responsible for the conduct and quality of the educational program and for assuring the adequacy of faculty at all educational sites. ED-40. The principal academic officer of each geographically remote site must be administratively responsible to the chief academic officer of the medical school conducting the educational program. ED-41. The faculty in each discipline at all sites must be functionally integrated by appropriate administrative mechanisms. Schools should be able to demonstrate the means by which faculty at dispersed sites participate in and are held accountable for medical student education that is consistent with the objectives and performance expectations established by course or clerkship leadership. Mechanisms to achieve functional integration may include regular meetings or electronic communication, periodic visits to all sites by course or clerkship leadership, and sharing of course or clerkship evaluation data and other types of feedback regarding faculty performance of their educational responsibilities. ED-42. There must be a single standard for promotion and graduation of students across geographically separate campuses. ED-43. The parent school must assume ultimate responsibility for the selection and assignment of all medical students to component campuses or tracks. There must be a process that permits a student with an appropriate rationale to request an alternative assignment when circumstances allow for it. Schools which offer educational programs at multiple instructional sites or via distinct educational tracks are responsible for determining which site or track each student will attend. That responsibility should not preclude students from obtaining alternative assignments if
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appropriate reasons are given (for example, demonstrable economic or personal hardship) and if the educational activities and resources involved allow for such reassignment. It is understood, however, that movement among campuses may not be possible (e.g. because the sites may offer different curriculum tracks). ED-44. Students assigned to all campuses should receive the same rights and support services. E. Evaluation of Program Effectiveness ED-46. A medical school must collect and use a variety of outcome data, including national norms of accomplishment, to demonstrate the extent to which its educational program objectives are being met. Schools should collect outcome data on student performance during and after medical school appropriate to document the achievement of the school's educational program objectives. The kinds of outcome data that could serve this purpose include performance on national licensure examinations, performance in courses/clerkships and other internal measures related to educational program objectives, academic progress and program completion rates, acceptance into residency programs, assessments of program directors and graduates on graduates' preparation in areas related to educational program objectives, including the professional behavior of their graduates. ED-47. In assessing program quality, schools must consider student evaluations of their courses and teachers, as well as a variety of other measures. It is expected that schools will have a formal process to collect and use information from students on the quality of courses and clerkships, which could include such measures as questionnaires (written or online), focus groups, or other structured data collection tools. Other measures could include peer review and external evaluation.
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USAT MEDICAL STUDENTS
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MEDICAL STUDENTS A. Admissions 1. Premedical Requirements
MS-1. Students preparing to study medicine should acquire a broad education, including the humanities and social sciences. Ordinarily, four years of undergraduate education are necessary to prepare for entrance into medical school; however, special programs (e.g., combined baccalaureate-M.D. programs) may allow this to be reduced. General education that includes the social sciences, history, arts, and languages is increasingly important for the development of physician competencies outside of the scientific knowledge domain. MS-2. Premedical course requirements should be restricted to those deemed essential preparation for completing the medical school curriculum. 2. Selection
MS-3. The faculty of each school must develop criteria and procedures for the selection of students that are readily available to potential applicants and to their collegiate advisors. MS-4. The final responsibility for selecting students to be admitted for medical study must reside with a duly constituted faculty committee. Persons or groups external to the medical school may assist in the evaluation of applicants but should not have decision-making authority. MS-5. Each medical school must have a pool of applicants sufficiently large and possessing national level qualifications to fill its entering class. The size of the entering class and of the medical student body as a whole should be determined not only by the number of qualified applicants, but also the adequacy of critical resources:
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--Finances. --Size of the faculty and the variety of academic fields they represent. --Library and information systems resources. --Number and size of classrooms, student laboratories, and clinical training sites. --Patient numbers and variety. --Student services. --Instructional equipment. --Space for the faculty. Class size considerations should also include: --The need to share resources to educate graduate students or other students within the university. --The size and variety of programs of graduate medical education. --Responsibilities for continuing education, patient care, and research. MS-6. Medical schools must select students who possess the intelligence, integrity, and personal and emotional characteristics necessary for them to become effective physicians. MS-7. The selection of individual students must not be influenced by any political or financial factors. MS-8. Each medical school should have policies and practices ensuring the gender, racial, cultural, and economic diversity of its students. [This standard and its annotation will be replaced (see below) beginning July 1, 2009, as approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in June 2008.] The standard requires that each school's student body exhibit diversity in the dimensions noted. The extent of diversity needed will depend on the school's missions, goals, and educational objectives, expectations of the community in which it operates, and its implied or explicit social contract at the local, state, and national levels. MS-8. Each medical school must develop programs or partnerships aimed at broadening diversity among qualified applicants for medical school admission. [This standard and its annotation will take effect on July 1, 2009. Approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in June 2008.]
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Because graduates of U.S. and Canadian medical schools may practice anywhere in their respective countries, it is expected that schools recognize their collective responsibility for contributing to the diversity of the profession as a whole. To that end, schools should work within their own universities and/or collaborate with other institutions to make admission to medical education programs more accessible to potential applicants of diverse backgrounds. Schools can accomplish that aim through a variety of approaches, including, but not limited to, the development and institutionalization of pipeline programs, collaborations with institutions that serve students from disadvantaged backgrounds, community service activities that heighten awareness of and interest in the profession, or academic enrichment programs for applicants who may not have taken traditional pre-medical coursework. MS-9. Each school must develop and publish technical standards for admission of handicapped applicants, in accordance with legal requirements. MS-10. The institution's catalog or equivalent informational materials must describe the requirements for the M.D. and all associated joint degree programs, provide the most recent academic calendar for each curricular option, and describe all required courses and clerkships offered by the school. A medical school's publications, advertising, and student recruitment should present a balanced and accurate representation of the mission and objectives of the program. MS-11. The catalog or informational materials must also enumerate the school's criteria for selecting students, and describe the admissions process. 3. Visiting and Transfer Students MS-12. Institutional resources to accommodate the requirements of any visiting and transfer students must not significantly diminish the resources available to existing enrolled students. MS-13. Transfer students must demonstrate achievements in premedical education and medical school comparable to those of students in the class that they join. MS-14. Prior coursework taken by students who are accepted for transfer or admission to advanced standing must be compatible with the program to be entered. MS-15. Transfer students should not be accepted into the final year of the program except under rare circumstances.
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MS-16. The accepting school should verify the credentials of visiting students, formally register and maintain a complete roster of such students, approve their assignments, and provide evaluations to their parent schools. Registration of visiting students allows the school accepting them to establish protocols or requirements for health records, immunizations, exposure to infectious agents or environmental hazards, insurance, and liability protection comparable to those of their own enrolled students. MS-17. Students visiting from other schools for clinical clerkships and electives must possess qualifications equivalent to students they will join in these experiences. B. Student Services 1. Academic and Career Counseling MS-18. The system of academic advising for students must integrate the efforts of faculty members, course directors, and student affairs officers with the school's counseling and tutorial services. There should be formal mechanisms for student mentoring and advocacy. The roles of various participants in the advisory system should be defined and disseminated to students. Students should have options to obtain advice about academic issues or academic counseling from individuals who have no role in making promotion or evaluation decisions. MS-19. There must be a system to assist students in career choice and application to residency programs, and to guide students in choosing elective courses. MS-20. If students are permitted to take electives at other institutions, there should be a system centralized in the dean's office to review students' proposed extramural programs prior to approval and to ensure the return of a performance appraisal by the host program. MS-21. The process of applying for residency programs should not disrupt the general medical education of the students. Students should not be exempted from any required educational experiences or assessment exercises in order to pursue other activities intended to enhance their likelihood of obtaining a desired residency position. MS-22. Letters of reference or other credentials should not be provided until the fall of the student's final year.
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2. Financial Aid Counseling and Resources MS-23. A medical school must provide students with effective financial aid and debt management counseling. In providing financial aid services and debt management counseling, schools should pay close attention and alert students to the impact of non-educational debt on their cumulative indebtedness. MS-24. Medical schools should have mechanisms in place to minimize the impact of direct educational expenses on student indebtedness. The USAT - MONTSERRAT COLLEGE OF MEDICINE considers average student debt, current and the trend over the past several years; total number of students with scholarship support and average support per student; percentage of total financial need supported by institutional and external grants/scholarships, and the presence of activities at the school or university levels to enhance scholarship support as key indicators in the assessment of compliance with this standard. In addition, the USAT - MONTSERRAT COLLEGE OF MEDICINE will consider the entire range of other activities that a school could engage in, such as limiting tuition increases and/or supporting students in acquiring external financial aid. MS-25. Institutions must have clear and equitable policies for the refund of tuition, fees, and other allowable payments. 3. Health Services and Personal Counseling MS-26. Each school must have an effective system of personal counseling for its students that includes programs to promote the well-being of students and facilitate their adjustment to the physical and emotional demands of medical school. MS-27. Medical students must have access to preventive, diagnostic, and therapeutic health services. [Technical revision approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in February 2008; effective immediately] Medical students should have timely access to needed preventive, diagnostic, and therapeutic medical and mental health services at sites in reasonable proximity to the locations of their required educational experiences. Students should be supplied with information about where and how to access health services at all locations where required training occurs. Students with
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school-sponsored health insurance policies should also be informed about coverage for necessary services. Medical schools also should have policies and/or practices that permit students to be excused from class or clinical activities to seek needed care. [New annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in February 2008; effective immediately] MS-27-A. The health professionals who provide psychiatric/psychological counseling or other sensitive health services to medical students must have no involvement in the academic evaluation or promotion of the students receiving those services. MS-28. Health insurance must be available to all students and their dependents, and all students must have access to disability insurance. MS-29. Medical schools should follow accepted guidelines in determining appropriate immunizations for medical students. Medical schools in the U.S. should follow guidelines issued by the Centers for Disease Control and Prevention, along with those of relevant state agencies. Canadian schools should follow guidelines of the Laboratory Center for Disease Control and relevant provincial agencies. MS-30. Schools must have policies addressing student exposure to infectious and environmental hazards. The policies should include 1) education of students about methods of prevention; 2) the procedures for care and treatment after exposure, including definition of financial responsibility; and 3) the effects of infectious and environmental disease or disability on student learning activities. All registered students (including visiting students) need to be informed of these policies before undertaking any educational activities that would place them at risk. C. The Learning Environment MS-31. In the admissions process and throughout medical school, there should be no discrimination on the basis of gender, sexual orientation, age, race, creed, or national origin. MS-31-A: Medical schools must ensure that the learning environment for medical students promotes the development of explicit and appropriate professional attributes (attitudes, behaviors, and identity) in their medical students. [New standard and annotation approved by the USAT MONTSERRAT COLLEGE OF MEDICINE in February 2007; effective July 1, 2008.]
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The medical school, including faculty, staff, students, and residents, and its affiliated clinical teaching sites, share responsibility for creating an appropriate learning environment. The learning environment includes formal learning activities as well as attitudes, values, and informal "lessons" conveyed by individuals with whom the student comes into contact. These mutual obligations should be reflected in agreements (for example, affiliation agreements) at the institutional or departmental levels. It is expected that each medical school should define the professional attributes it wishes students to develop in the context of the school's mission and the community in which it operates. Examples of professional attributes could come from such resources as the American Board of Internal Medicine Project Professionalism, or the AAMC Medical School Objectives Project. Such attributes should also be promulgated among the faculty and staff associated with the school, with suitable mechanisms available to identify and promptly correct recurring violations of professional standards. As part of their formal training, students should learn the importance of demonstrating the attributes (attitudes, behavior, professional identity) of a professional and understand the balance of privileges and obligations that the public and the profession expect of a medical doctor. In addition to defining the attributes of professionalism expected of the academic community, the school and its faculty, staff, students, and residents should regularly assess the learning environment to identify positive and negative influences on the maintenance of professional standards and conduct, and develop appropriate strategies to enhance the positive and mitigate the negative influences. MS-32. Each medical school must define and publicize the standards of conduct for the teacher-learner relationship, and develop written policies for addressing violations of those standards. The standards of conduct need not be unique to the school but may originate from other sources such as the parent university. Mechanisms for reporting violations of these standards -such as incidents of harassment or abuse -- should assure that they can be registered and investigated without fear of retaliation. The policies also should specify mechanisms for the prompt handling of such complaints, and support educational activities aimed at preventing inappropriate behavior.
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MS-33. The medical school must publicize to all faculty and students its standards and procedures for the evaluation, advancement, and graduation of its students and for disciplinary action. MS-34. There must be a fair and formal process for taking any action that adversely affects the status of a student. The process should include timely notice of the impending action, disclosure of the evidence on which the action would be based, an opportunity for the student to respond, and an opportunity to appeal any adverse decision related to promotion, graduation, or dismissal. MS-35. Student records must be confidential and available only to members of the faculty and administration with a need to know, unless released by the student or as otherwise governed by laws concerning confidentiality. MS-36. Students must be allowed to review and challenge their records. MS-37. Schools should assure that students have adequate study space, lounge areas, and personal lockers or other secure storage facilities. IV. FACULTY A. Number, Qualifications, and Functions FA-1. The recruitment and development of a medical school's faculty should take into account its mission, the diversity of its student body, and the population that it serves. [Standard FA-1 will be replaced with new standards IS-16 and MS-8 on July 1, 2009. Approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in February 2008 .] FA-2. There must be a sufficient number of faculty members in the subjects basic to medicine and in the clinical disciplines to meet the needs of the educational program and the other missions of the medical school. In determining the number of faculty needed for the educational program, medical schools should consider that faculty may have educational and other responsibilities in academic programs besides medicine. In the clinical sciences, the number and kind of faculty appointed should also relate to the amount of patient care activities required to conduct meaningful clinical teaching across the continuum of medical education.
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FA-3. Persons appointed to a faculty position must have demonstrated achievements commensurate with their academic rank. FA-4. Members of the faculty must have the capability and continued commitment to be effective teachers. Effective teaching requires knowledge of the discipline and an understanding of curriculum design and development, curriculum evaluation, and methods of instruction. Faculty members involved in teaching, course planning and curricular evaluation should possess or have ready access to expertise in teaching methods, curriculum development, program evaluation, and student evaluation. Such expertise may be supplied by an office of medical education or by faculty/staff members with backgrounds in educational science. Faculty involved in the development and implementation of a course, clerkship, or larger curricular unit should be able to design the learning activities and corresponding evaluation methods (student and program) in a manner consistent with the school's stated educational objectives and sound educational principles. Community physicians appointed to the faculty, on a part-time basis or as volunteers, should be effective teachers, serve as role models for students, and provide insight into contemporary methods of providing patient care. Among the lines of evidence indicating compliance with this standard are the following: --Documented participation of the faculty in professional development activities related specifically to teaching and evaluation. --Attendance at regional or national meetings on educational affairs. --Evidence that faculty members' knowledge of their discipline is current. FA-5. Faculty members should have a commitment to continuing scholarly productivity characteristic of an institution of higher learning. FA-6. The medical school faculty must make decisions regarding student admissions, promotion, and graduation, and must provide academic and career counseling for students. B. Personnel Policies
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FA-7. There must be clear policies for faculty appointment, renewal of appointment, promotion, granting of tenure, and dismissal that involve the faculty, the appropriate department heads, and the dean. FA-8. A medical school should have policies that deal with circumstances in which the private interests of faculty members or staff may be in conflict with their official responsibilities. FA-9. Faculty members should receive written information about their terms of appointment, responsibilities, lines of communication, privileges and benefits, and, if relevant, the policy on practice earnings. FA-10. They should receive regularly scheduled feedback on their academic performance and their progress toward promotion. Feedback should be provided by departmental leadership or, if relevant, other institutional leadership. FA-11. Opportunities for professional development must be provided to enhance faculty members' skills and leadership abilities in education and research. C. Governance FA-12. The dean and a committee of the faculty should determine medical school policies. This committee, which typically consists of the heads of major departments, may be organized in any manner that brings reasonable and appropriate faculty influence into the governance and policymaking processes of the medical school. FA-13. Schools should assure that there are mechanisms for direct faculty involvement in decisions related to the educational program. Important areas where direct faculty involvement is expected include admissions, curriculum development and evaluation, and student promotions. Faculty members also should be involved in decisions about any other mission-critical areas specific to the school. Strategies for assuring direct faculty participation may include peer selection or other mechanisms that bring a broad faculty perspective to the decision-making process, independent of departmental or central administration points of view. The quality of an educational program may be enhanced by the
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participation of volunteer faculty in faculty governance, especially in defining educational goals and objectives. FA-14. The full faculty should meet often enough for all faculty members to have the opportunity to participate in the discussion and establishment of medical school policies and practices. V. EDUCATIONAL RESOURCES ER-1. The USAT - MONTSERRAT COLLEGE OF MEDICINE must be notified of any substantial change in the number of students enrolled or in the resources of the institution, including the faculty, physical facilities or the budget. If a medical school plans to increase its entering enrollment above the threshold of 10% or 15 students in one year, or 20% in three years, it must provide prior notification to the USAT MONTSERRAT COLLEGE OF MEDICINE and (for Canadian schools) CACMS. Such notification must occur by January 1st of the year of the planned expansion. This notification is required for a medical school planning to increase class size on its main campus and/or in existing branch campuses (without any expansion in the curriculum years that the branch campus covers). If a medical school plans to start a new branch campus, or expand an existing branch campus (for example, from a one-year or two-year program to a four-year program) notification of the plans to the USAT - MONTSERRAT COLLEGE OF MEDICINE (and CACMS for Canadian schools) should occur by January 1st of the year preceding the planned campus creation or expansion. [Revised annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in June 2008.] A. Finances ER-2. The present and anticipated financial resources of a medical school must be adequate to sustain a sound program of medical education and to accomplish other institutional goals. The costs of conducting an accredited program leading to the M.D. degree should be supported from diverse sources, such as income from tuition, endowments, earnings by the faculty, support from the parent university, annual gifts, grants from organizations and individuals, and appropriations by government. Evidence for compliance with this standard will include documentation of adequate financial reserves to maintain the educational program in the event of
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unexpected revenue losses, and demonstration of effective fiscal management of the medical school budget. ER-3. Pressure for institutional self-financing must not compromise the educational mission of the medical school nor cause it to enroll more students than its total resources can accommodate. Reliance on student tuition should not be so great that the quality of the program is compromised by the need to enroll or retain inappropriate numbers of students or students whose qualifications are substandard. B. General Facilities ER-4. A medical school must have, or be assured use of, buildings and equipment appropriate to achieve its educational and other goals. The medical school facilities should include offices for faculty, administrators, and support staff; laboratories and other space appropriate for the conduct of research; student classrooms and laboratories; lecture hall(s) sufficiently large to accommodate a full year's class and any other students taking the same courses; space for student use, including student study space; space and equipment for library and information access; and space for the humane care of animals when animals are used in teaching or research. [Edit to annotation approved by the USAT MONTSERRAT COLLEGE OF MEDICINE in June 2007.] ER-5. Appropriate security systems should be in place at all educational sites. C. Clinical Teaching Facilities ER-6. The medical school must have, or be assured use of, appropriate resources for the clinical instruction of its medical students. Clinical resources should be sufficient to ensure breadth and quality of ambulatory and bedside teaching. They include adequate numbers and types of patients (acuity, case mix, age, gender, etc) as well as physical resources. ER-7. A hospital or other clinical facility that serves as a major site for medical student education must have appropriate instructional facilities and information resources.
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Appropriate instructional facilities include areas for individual student study, for conferences, and for large group presentations (lectures). Sufficient information resources, including library holdings and access to other library systems, must either be present in the facility or readily available in the immediate vicinity. A sufficient number of computers are needed that allow access to the Internet and to other educational software. Call rooms and lockers, or other secure space to store personal belongings, should be available for student use. ER-8. Required clerkships should be conducted in health care settings where resident physicians in accredited programs of graduate medical education, under faculty guidance, participate in teaching the students. It is understood that there may not be resident physicians at some community hospitals, community clinics, and the offices of community-based physicians. In that case, medical students must be adequately supervised by attending physicians. ER-9 There must be written and signed affiliation agreements between the medical school and its clinical affiliates that define, at a minimum, the responsibilities of each party related to the educational program for medical students. Written agreements are necessary with hospitals that are used regularly as inpatient sites for core clinical clerkships. Additionally, affiliation agreements may be warranted with other clinical sites that have a significant role in the clinical education program. Affiliation agreements should address, at a minimum, the following topics: --The assurance of student and faculty access to appropriate resources for medical student education. --The primacy of the medical school over academic affairs and the education/evaluation of students. --The role of the medical school in appointment/assignment of faculty members with responsibility for medical student teaching. --Specification of the responsibility for treatment and follow-up when students are exposed to infectious or environmental hazards or other occupational injuries.
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If department heads of the school are not also the clinical service chiefs at affiliated institutions, the affiliation agreement must confirm the authority of the department head to assure faculty and student access to appropriate resources for medical student education. The USAT - MONTSERRAT COLLEGE OF MEDICINE should be advised of anticipated changes in affiliation status of a program's clinical facilities. ER-10. In the relationship between the medical school and its clinical affiliates, the educational program for medical students must remain under the control of the school's faculty. Regardless of the location where clinical instruction occurs, department heads and faculty must have authority consistent with their responsibility for the instruction and evaluation of medical students. The responsibility of the clinical facility for patient care should not diminish or preclude opportunities for medical students to undertake patient care duties under the appropriate supervision of medical school faculty and residents. D. Information Resources and Library Services ER-11. The medical school must have access to well-maintained library and information facilities, sufficient in size, breadth of holdings, and information technology to support its education and other missions. There should be physical or electronic access to leading biomedical, clinical, and other relevant periodicals, the current numbers of which should be readily available. The library and other learning resource centers must be equipped to allow students to access information electronically, as well as to use self-instructional materials. ER-12. The library and information services staff must be responsive to the needs of the faculty, residents and students of the medical school. A professional staff should supervise the library and information services, and provide training in information management skills. The library and information services staff should be familiar with current regional and national information resources and data systems, and with contemporary information technology. [Revised annotation approved by the USAT MONTSERRAT COLLEGE OF MEDICINE in October 2007 and effective immediately]
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Both school officials and library/information services staff should facilitate access of faculty, residents, and medical students to information resources, addressing their needs for information during extended hours and at dispersed sites.
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USAT MONTSERRAT RULES OF CONDUCT
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USAT
UNIVERSITY
USAT UNIVERSITY Rules of Conduct 2011

USAT OFFICIAL BOOK OF RULES STUDENT CHAPTERS (ABRIDGED)
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The University of Science, Arts & Technology

U.S.A.T. The University of Science, Arts & Technology and The Montserrat College of Medicine, hereinafter (USAT) is an Institution Incorporated under the Laws of Montserrat and the U.K. of The Great Britain. Licensed and Fully accredited by The Government of Montserrat, (BWI) as signed by License Agreement on date 26 September 2003, by the Minister of Finance and Development on behalf of The Government of Montserrat in presence of the Attorney General. Autonomous and fully operational as it is stated in such License Agreement that is current and up to date, where delegated authority over The Board of Directors and Faculties was vested and with the authority conferred by such Regulations and under applicable Law The Government of Montserrat gave powers to award Degrees and Diplomas of a variety of Disciplines, Areas and Specialties, including but not limited to the named Montserrat College of Medicine whit full capacity to Grant Degrees as it is stated by letter of The ministry of Education, Health and Community Services of Montserrat, including but not limited to the Degrees of MBBS ( Bachelor of Medicine and Bachelor of Surgery), BDS (Bachelor of Dental surgery),MD (Doctor of Medicine), MSc (Master of Science), MPH (Master of Public health) and PhD ( Doctor of Philosophy).The University is also listed in the IMED/FAIMER International Directory of Medical Schools and its students and Graduates are ECFMG accepted and thus far eligible to sit for the USMLE and to apply for a license and further training in the UNITED STATES. The University is also listed in the CAPER/CANADA Canadian Post Graduate Registry of Training as it appears on its 2008 edition with the pertinent MEDICAL SCHOOL code, etc..The University is member of the WHO/OMS WORLD HEALTH ORGANIZATION as it appears on the WHO website as a partner in the named W.H.O. HEALTHCARE ALLIANCE ON GLOBAL WORKFORCE. The University has passed satisfactory review by UNESCO and is in accordance with ISO rules and regulations within the EU Overseas Territories and Countries Associated to the registered also in the United Kingdom of The Great Britain, (England and Wales) and in the United European Union. SAT is the first Eco-Friendly University Campus in the Caribbean Area. USAT is States of America (State of Delaware). USAT is affiliated with CALIFORNIA UNIVERSITY F.C.E. and its Degrees and Diplomas are suitable for admission and award of the U.S. Equivalency Degree Certification under the scrutiny and verification of CALIFORNIA UNIVERSITY FCE. USAT has signed and maintain International Agreements with European and North American Universities and Colleges of worldwide reputation in matters such MUTUAL RECOGNITION OF DEGREES, TRANSFER OF TECHNOLOGY, JOINT DEGREE OFFER, TRANSFER OF PROFESSORS AND professional and scientific agreements constantly developing. EXCHANGE OF STUDENTS within the frame of more deep co-operation in the fields of academic, (US&CANADA)
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University Regulations According to University regulations, each person whose registration has been
2011
completed will be considered a student of the University during the term for which
he or she is registered unless the students connection with the University is officially the University shall at the same time be registered in any other school or college, either of USAT University or of any other institution, without the specific which he or she is first registered. authorization of the dean or director of the school or college of the University in The privileges of the University are not available to any student until he or she has completed registration. A student who is not officially registered for a University course may not attend the course unless granted auditing privileges. No student may register after the stated period unless he or she obtains the written consent of the appropriate dean or director. The University reserves the right to withhold the privilege of registration or any
severed by withdrawal or otherwise. No student registered in any school or college of
other University privilege from any person with an unpaid debt to the University. Attendance Students are held accountable for absences incurred owing to late enrollment. Religious Holidays It is the policy of the University to respect its members religious beliefs. In compliance with Montserrat law, UK and EU law and The State Law of the US State where Campus were located, each student who is absent from school because of his or make up any examination, study, or work requirements that he or she may have missed because of such absence on any particular day or days. No student will be penalized for absence due to religious beliefs, and alternative means will be
or her religious beliefs will be given an equivalent opportunity to register for classes
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sought for satisfying the academic requirements involved.
Officers of administration and of instruction responsible for scheduling of academic much as possible. If a suitable arrangement cannot be worked out between the director. If an additional appeal is needed, it may be taken to the Provost. Hazardous Activity in Connection with Initiations and Affiliations In accordance with existing University rules and regulations for the maintenance of public order on University campuses and other University property used for educational purposes:
activities or essential services are expected to avoid conflict with religious holidays as student and the instructor involved, they should consult the appropriate dean or
1. Any action or situation which recklessly or intentionally endangers mental or physical health or involves the forced consumption of liquor or drugs for the purpose of initiation into or affiliation with any organization is prohibited.
2. Any person who engages in conduct prohibited by the foregoing paragraph shall be subject to ejection from University campuses and property and, in the case of a student or faculty violator, to suspension, expulsion, or other appropriate organization that authorizes such conduct may be subject to rescission of its permission to operate on University campuses or property.
disciplinary action by the Dean or other University officer having jurisdiction. Any
3. A copy of these rules and regulations shall be given to all students enrolled in the University and shall be deemed to be part of the bylaws of all organizations operating on the Universitys campuses. Each such organization shall review annually such bylaws with individuals affiliated with such organization.
4. These rules and regulations are applicable to all students, faculty, and other staff as well as visitors and other licensees and invitees on University campuses and properties.
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University Policy on Possession of Firearms on Campus
University policy and state laws Penal Law Section, prohibits possession of firearms on campus without the Universitys written authorization. The Universitys prohibition against possession of firearms on campus extends to including all housing obtained through the Office of Housing Services and
all University owned or controlled locations used for residences of affiliated persons, University Apartment Housing. Firearms possessed in violation of this University policy will be confiscated. Violators of the policy may be subject to University discipline as well as criminal prosecution. Student Discipline
Students may continue at the University, receive academic credits, graduate, and
obtain degrees subject to the disciplinary powers of the University. The Trustees of individual schools or divisions, and their administration of student discipline is known as Deans Discipline. Students should be aware that academic dishonesty (for example, plagiarism,
the University have delegated responsibility for student discipline to the Deans of the
cheating on an examination, or dishonesty in dealing with a faculty member or other University official) or the threat of violence or harassment are particularly serious offenses that will be dealt with severely under Deans Discipline. Academic Discipline
In addition to Deans Discipline, each school or division of the University has established standards of academic progress and requirements for remaining in academic good standing. Progress and standing are monitored by the Deans
Office of the respective school or division. For further information about academic standards and requirements students should consult the bulletin of the school or division in which they are enrolled. The continuance of each student upon the rolls of the University, the receipt of any certificate are strictly subject to the disciplinary powers of the University.
academic credits, graduation, and the conferring of any degree or the granting of
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Rules of University Conduct CHAPTER XLIV OF THE STATUTES OF USAT UNIVERSITY
The Rules of University Conduct (Chapter XLIV of the Statutes of the University) the circulation of petitions. These rules are designed to protect the rights of free
provide special disciplinary rules applicable to demonstrations, rallies, picketing, and expression through peaceful demonstration while at the same time ensuring the may be affected by such demonstrations.
proper functioning of the University and the protection of the rights of those who The Rules of University Conduct are University-wide and supersede all other to the normal disciplinary procedures of each school or division (Deans
rules of any school or division. Minor violations of the Rules of Conduct are referred Discipline). A student who is charged with a serious violation of the Rules has the option of choosing Deans Discipline or a more formal procedure provided in the Rules. All University faculty, students, and staff are responsible for compliance with the Rules of University Conduct. The text of the Rules of University Conduct is reproduced below.
440. DEMONSTRATIONS, RALLIES, AND PICKETING.
Demonstrations, rallies, picketing, and the circulation of petitions have an important place in the life of a university. They are
means by which protests may be registered
and attention drawn to new directions possible in the evolution of the University community. But in order to protect the rights of all members of the University community
and to ensure the proper functioning of the
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University as an institution of teaching and restraints on the place and manner in
research, it is necessary to impose reasonable which picketing and other demonstrations are conducted and on activities of counter This is the intention of the Rules of demonstrators or self-appointed vigilantes. University Conduct: to protect the concurrent rights of both the University community as a whole and demonstrators.
While the University as a private institution on free speech and due process of
is not subject to the Constitutional provisions law, the University by its nature is dedicated to the free expression of ideas and to evenhanded and fair dealing with all with whom it conducts its affairs. The Rules of University Conduct are thus enacted by the University to provide as a matter of
University policy the maximum freedom of expression consistent with the rights of others and a fair and speedy hearing to any person charged with a violation of these Rules. A violation of these Rules is an offense
against the entire University community. as crimes, and University disciplines should not carry the same stigma as
However, such violations are not here considered
a criminal conviction. All members of the University community are assumed to be innocent until proven guilty of a violation of
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the Rules. The University shall publicize
the existence of the Rules and make them readily available to persons who may be affected by them. Such persons are contained in the Rules. 441. DEFINITIONS.
responsible for being aware of all provisions
Terms used in this Chapter XLIV shall have the following meanings: (Comment: While gender-neutral language is employed in these Rules whenever possible, he, him, or his occasionally appear. They are not intended to perpetuate gender stereotypes.)
are used to avoid awkward locutions and
a. University means University of Science, Arts and Technology, Montserrat in the St. Peters Parish, City of Olveston, of the British Overseas Territory of Montserrat, United Kingdom of The Great Britain.
b. University facility means that place where a University function occurs.
c. University function means any charter or statutory operation or activity of the University, including instruction, social life, space allocation and
research, study, administration, habitation, control, food supply, and other functions
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directly related thereto. Specifically
included are both functions of fixed-time duration (e.g., classes, examinations, duration (e.g., the operation of shops, computers, business lectures, etc.) and functions of continuing libraries, research laboratories, maintenance offices, etc.). Also included are functions
ancillary to directly educational purposes and athletic and social events organization.
such as meetings, disciplinary proceedings, sponsored by any University-approved d. Deans mean persons appointed by the President, and approved by the Trustees, of one of the divisions or schools of the USAT Co. or such staff persons disciplinary affairs. as they may assign to administer either as Dean, Acting Dean, or Director
e. Delegates. A Presidential delegate is delegate is appointed by the
appointed by the President, and a divisional Dean or Director of a division or school. Delegates have principal authority for the enforcement of these Rules. They
shall warn individuals and groups whose actions may violate these Rules and may is illegal under Sections 413a (18), declare their belief that the demonstration (19), and (20). They shall, when facts
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known to them or brought to their attention warrant, file a complaint with the Rules Administrator against alleged violators. f. Deans Discipline means in the case of students the normal disciplinary procedure of a school or division that would ordinarily apply but for these Rules; in the case of faculty and staff, Deans Discipline means the normal disciplinary procedure that would ordinarily apply but for these Rules. g. Day means a calendar day, regardless of whether the University is in academic session except for purposes of the appeal procedures set forth in 418.
Whenever any time limit expires on a the next working day.
nonworking day, it shall be extended to
h. Students mean any persons registered in any division of the University, whether for courses or research, and whether or not It also includes persons who are
they are candidates for a degree or certificate. on leave or suspended or continuing
matriculants for any degree or certificate. It includes persons registered during any preceding terms and who have certificate or withdrawn from the University.
not since that time earned the degree or
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i. Faculty means officers of instruction or research appointed to any division, school, or other department of the
University, including officers on leave. j. Staff means members of the administration, administrative staff, research staff, library staff, or supporting staff.
k. Violation means the commission of an act proscribed by these Rules. However, inadvertent or accidental behavior shall not be considered to be the substance of a violation.
l. Sanctions comprise the following penalties for violation of these Rules:
(1) Disciplinary Warning. A disciplinary warning states that future violations way limits consideration for, or will be treated more seriously. It in no receipt of, financial aid or compensation for which the individual may be eligible. The period of warning shall
be for not less than the remainder of nor for more than three regular
the term in which the warning occurs terms, including the term in which
the warning occurs. Upon notification
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by the proper authority, there shall be entered on the individuals transcript or personal record the notation:
Disciplinary Warning, from (date) to (date). This notation is removed been terminated. (2) Censure. In addition to the provisions listed under disciplinary warning, censure remains on students records for which they are candidates. when the disciplinary warning has
until completion of the degree or certificate
For faculty and staff this notation of four years. It in no way limits aid or compensation for which conviction for a simple offense
remains on the record for a maximum consideration for, or receipt of, financial the individual may be eligible. Subsequent requires suspension for a semester conviction for a serious University.
or dismissal from the University; subsequent offense requires dismissal from the
(3) Suspension. Individuals who have been suspended are not permitted to continue their association with the University or reside in one of the
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University residence halls during the period of suspension, nor may they receive a leave of absence of any
kind. The period of suspension shall nor for more than three regular
be for not less than one regular term terms, not counting the Summer Session, but including the term in which the suspension occurs. The by the Hearing Officer; it may
period of suspension shall be determined not be adjusted except under the appellate procedures set forth in these Rules or by an act of
Presidential clemency. Upon notification by the proper authority, there shall be entered on the individuals record the notation: Suspended, of the period of suspension, the The notation on the record is permanent. from (date) to (date). Upon termination individual may apply for reinstatement.
(4) Dismissal. Unlike suspension, when an individual is dismissed, no time anticipated, but in no case shall period is specified, nor is reinstatement reinstatement occur less than one except by act of Presidential
year after the imposition of the sanction clemency. Upon notification by the
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proper authority, there shall be
entered on the individuals record the notation: Dismissed, (date). Should or reemployed, upon notification from the proper authority, there the individual be subsequently readmitted
shall be entered on the individuals record the notation: Readmitted or the record are permanent. reemployed (date). The notations on m. Respondent means a person against whom a charge for violation of these Rules has been filed.
n. Rules Administrator means the Rules Administrator appointed under 415b.
o. Hearing Officer means a Hearing Officer appointed under 415d.
p. University Judicial Board means the 415e.
appellate review board appointed under 442. JURISDICTION. The Rules of University Conduct shall apply administrators, administrative staff,
to all members of the University community: research staff, library staff, supporting licensees, and invitees on a University facility shall be subject to the Rules of
staff, faculty, and students. Also visitors,
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University Conduct. Violations by such persons may result in the revocation of their invitation or license to be on a University facility and their subsequent ejection. The Rules of University Conduct apply to any demonstration, including a rally or picketing, that takes place on or at a
University facility. Such facilities include, research laboratories, maintenance classrooms, and meeting halls.
but are not limited to, all University campuses, shops, business offices, athletic fields, dormitories,
The Rules of University Conduct do not
apply to participation in a demonstration,
including a rally or picketing, by full-time a collective bargaining agent, where the incident to a labor dispute involving the University.
employees of the University represented by demonstration arises in the course of or is
443. VIOLATIONS AND SANCTIONS.
a. Violations. A person is in violation of
these Rules when such person individually including a rally or picketing:
or with a group, incident to a demonstration,
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(1) (simple violation) engages in conduct that places another in danger of bodily harm;
(2) (serious violation) causes or clearly attempts to cause physical injury to another person; (3) (simple) uses words that threaten bodily harm in a situation where such bodily harm; there is clear and present danger of
(4) (serious) uses words in a situation of clear and present danger that actually Sections 413a (2) or (6); incite others to behavior that would violate
(5) (simple) causes minor property damage or loss, or endangers property on a University facility;
(6) (serious) misappropriates, damages, or destroys books or scholarly material or any other property belonging to
the University, or to another party, when that property is in or on a University threatens substantial educational, administrative, or financial loss; facility, and by such action causes or
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(7) (simple) interferes over a very short period of time with entrance to, exit from, passage within, or use of, a disrupt any University function;
University facility but does not substantially
(8) (serious) continues for more than a very short period of time to physically prevent, or clearly attempt to prevent, passage within, or unimpeded use of, a University facility, and thereby a University function;
interferes with the normal conduct of
(9) (serious) enters or remains in a at a time after the facility has been declared closed by the
University facility without authorization
University; (Comment: The University shall make all reasonable attempts to publicize this declaration to the fullest extent possible.)
(10) (simple) enters a private office without authorization;
(11) (serious) holds or occupies a private office for his own purposes; (Comment: Persons may not enter a
private office unless invited and then or invited by the occupant.
not in excess of the number designated
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Anyone so entering must leave on
request of a recognized occupant of such office or on request of another authorized person. Passage through reception areas leading to private offices must not be obstructed.
Clear and unimpeded passageway through lobbies, corridors, and stairways must be maintained at all may advise demonstrators as in such restricted areas and Persons may use rooms in
times. For this purpose, the delegate to the permissible number of participants regulate the location of such participants. which instruction, research, or study normally take place only when such rooms are assigned to them through established University procedures.)
(12) (simple) causes a noise that substantially hinders others in their normal academic activities; (13) (simple) briefly interrupts a University function;
(14) (serious) disrupts a University function or renders its continuation impossible;
(15) (serious) illicitly uses, or attempts to
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use, or makes threats with a
firearm, explosive, dangerous or instrument or weapon;
noxious chemical, or other dangerous
(16) (serious) fails to self-identify when requested to do so by a properly identified delegate; (17) (serious) prevents a properly identified delegate from the discharge of his official responsibilities under refusal to self-identify;
these Rules, except through a mere
(18) (simple) fails to obey the reasonable orders of a properly identified delegate regulating the location of demonstrators or others within the unimpeded access to or use of a
vicinity of a demonstration to assure facility or to avoid physical conflict between demonstrators and others; delegate authority to regulate (Comment: This regulation gives the assemblies. The check against by the test of reasonableness
abuse of such authority is provided imposed by the Hearing Officer in such disciplinary proceedings as may result from noncompliance.
Should a delegate in the exercise of
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discretion fail to disperse an assembly are violating or have
in which some or all of the participants violated the Rules, this should in no way be construed as excusing the acts under these Rules.) violators, who remain liable for their
(19) (simple) fails to disperse from an assembly upon order of a properly identified delegate when such order results from repeated or continuing of the assembly and the delegate has by verbal directions made before ordering dispersal; violations of these Rules by members
reasonable effort to secure compliance
(20) (serious) fails to disperse from an assembly upon order of a properly results from serious violations of these Rules by members of the in his order to disperse; identified delegate when such order
assembly and the delegate so states
(21) (simple) aids and abets others or other groups in a simple violation of these Rules;
(22) (serious) aids and abets others or other groups in a serious violation of
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these Rules.
b. Reserve Clause. Disciplinary matters not specifically enumerated in these Rules are reserved in the case of students to authorities and to the regulations
the Deans of their schools or their delegated and mechanisms they have established,
and in the case of faculty and staff to the authority and to the regulations to deal with such matters. c. Sanctions.
President of the University or his delegated and mechanisms that have been established
(1) A respondent who is found guilty of a simple violation of these Rules shall be sanctioned by: Disciplinary
Warning or Censure. Censure is the most severe penalty that may be imposed for a simple violation.
(a) For repeated violations of a simple nature, or for a simple violation by a respondent already on
Disciplinary Warning, the respondent shall be subject to Censure or Suspension; if already under
Censure, the respondent shall be
subject to Suspension. In especially
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extreme cases, Dismissal may be imposed.
(2) A respondent who is found guilty of a serious violation of these Rules shall be sanctioned by Censure, Suspension, or Dismissal. 444. ENFORCEMENT. a. Summoning a Delegate. Should any member of the University community believe that participants in an assembly Rules of University Conduct, he or she
or other demonstration are violating the should notify the appropriate delegate(s) delegates shall proceed to the site of the demonstration and gather information for possible transmission to the Rules of any participants who the delegate surrounding the demonstration. Administrator. This includes the identities feels are violating the Rules and the facts
by calling the Office of Public Safety. The
b. Warning and Advice. Properly identified delegates shall warn those parties whose actions they consider to be in violation of these Rules. However, a member of the University community may be
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charged with a violation of these Rules
even if no prior warning has been given
or perceived. The Hearing Officer (or Dean in the case of Deans Discipline)
or other person conducting the proceedings shall in either case determine whether of these Rules. c. Creating Separate Areas for Demonstrations Believed to Be in Violation of These Rules and for Permissible
the actions of the accused were in violation
Demonstrations/Observation. Delegates believing that an assembly or other demonstration is violating Sections
413a(7), (8), (9), or (14) of these Rules sole judgment, immediately make all reasonable efforts to create separate
should, to the extent practicable in their
areas for demonstrators whose actions are believed to violate the Rules and for those wishing to demonstrate permissibly distance between these areas,
or to observe. There should be a reasonable with a presumption in favor of allowing they should be graphically delineated
unobstructed view and observation, and without creating barriers, to the extent feasible. Failure by a delegate to create of these Rules. these areas shall not excuse a violation
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d. Distribution of a Flier Conveying
Pertinent Information to Demonstrators and Observers. Whenever an assembly violation of these Rules continues for or other demonstration believed to be in more than a very short period of time,
the Presidential delegate shall consider preparing a flier for distribution to persons in the area of the demonstration. The flier should repeat any previous
warning by a delegate concerning the
violation or violations of these Rules that are believed to be taking place, describe the location of any areas cordoned off under Section 414c, and identify the locations where full copies of these Rules are available. Failure by the such a flier shall not excuse a violation of these Rules.
Presidential delegate to prepare and distribute
e. Self-identifying. A properly identified delegate may request individuals believed to through production of their be violating these Rules to identify themselves University ID cards. Their cards will be
returned immediately after the delegate has recorded the individuals name and ID number. Members of the University be charged with serious violation of
community who do not self-identify may these Rules under Section 413a(16).
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f. Treatment of outsiders. In accordance with the jurisdiction of these Rules (Section delegate determines is violating these 442), any visitor, licensee, or invitee who the Rules, and who does not comply with the delegates warning and advice, may be regard to the procedures set forth in ejected from a University facility without Sections 446448 herein. Delegates also
have a responsibility to protect the rights of or vigilantes may be warned by delegates if they consider their actions to be in
lawful demonstrators. Counterdemonstrators
violation of the Rules. The same procedure of information gathering shall be initiated by delegates for all suspected violators. Members of the University community
should not take enforcement of these rules result in violations of these rules.
into their own hands, since such action may If the President, upon consultation with a majority of a panel established by the Executive Committee of the University Senate, decides that a demonstration
poses a clear and present danger to persons, property, or the substantial functioning of any division of the University, he
shall take all necessary steps to secure the about the end of the disruption. The
cooperating of external authority to bring President shall make public his decision to
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the fullest extent possible as soon as it is to limit the Presidents emergency
feasible. Nothing in the above shall be construed authority to protect persons or property. 445. ADMINISTRATIVE AND JUDICIAL PERSONNEL. a. The Delegate.
(1) The Dean or Director of each division or school shall appoint one or more divisional delegates.
(2) Divisional delegates may be called subject to them; or they may proceed to enforce them on their own initiative.
upon to enforce these Rules by anyone
(3) Whenever feasible, a divisional delegate is obliged, upon the request of another delegate, to assist that delegate. (4) There shall be one or more
Presidential delegates who shall have the powers and responsibilities of addition, be kept informed of all the divisional delegates. divisional delegates but who shall, in actions and charges undertaken by
b. Rules Administrator. The Rules
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Administrator, whose office shall be in
the University Senate offices, shall have of these Rules. He shall maintain under these Rules; shall prepare and serve notices and other
primary responsibility for the administration and have custody of the records of proceedings
documents required under these Rules;
shall accept and investigate complaints, and present evidence in support
file charges, organize informal settlements, of charges to the Hearing Officer. The
Rules Administrator shall be appointed the Executive Committee of the
by the President after consultation with University Senate and shall serve at the pleasure of the President. The Rules Administrator may appoint one or more his stead. Persons otherwise concerned school or division may not be an assistant administrator.
assistant administrators, who may act in with the disciplinary procedures of a particular appointed as the Rules Administrator or
c. Deans and Supervisors. The dean of a
school or division or the deans designee of these Rules brought against students of that school or division, applying the
shall hear all charges of simple violations
substantive law of these Rules (including
sanctions) in accordance with the procedure
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for Deans Discipline of the school
or division. Charges of simple violations of these Rules brought against faculty and staff shall be heard by the respondents supervisor or other person who would
normally conduct disciplinary proceeding applying the substantive law of these with the procedure of the Deans
against the respondent but for these Rules, Rules (including sanctions) in accordance Discipline applicable to the respondent. d. Hearing Officer. The Executive
Committee of the University Senate shall at its first meeting each year appoint or fill vacancies in a panel of not less than three Hearing Officers, each of whom shall serve for a term of two years. It persons on the panel shall serve as
shall also designate the order in which Hearing Officers. A Hearing Officer shall conduct hearings on charges of a serious violation of these Rules. Hearing Officers shall be lawyers appointed from for their professional competence
without the University and shall be chosen and experience in the conduct of hearings. A person with a full- or part-time affiliation with the University as faculty, student, or staff shall be considered of these Rules; a person whose from within the University for the purposes
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only direct affiliation is as an alumnus shall be considered from without the University. The Executive Committee of persons to the panel of Hearing
the University Senate may appoint additional Officers should the need arise. Persons procedures may not be appointed as Hearing Officers.
otherwise concerned with disciplinary
e. University Judicial Board. The Executive Committee of the University Senate shall at its first meeting each year appoint or fill vacancies in a University Judicial
Board consisting of five members, one of whom shall be a student, one of whom shall be a faculty member, and one of whom shall be from administration, administrative staff, research staff, or shall designate the Chairman of the
library staff. The Executive Committee Board and shall make appointments to
the Board, which shall ordinarily be for a term of three years, so as to provide for staggered terms to ensure continuity in Judicial Board shall be persons
the Board. The members of the University from within the University, and no person otherwise concerned with disciplinary procedures may be appointed to the Board.
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446. PRE-HEARING PROCEDURES.
a. Filing Complaints. Any member of the Rules has been committed may file a written complaint with the Rules
University who believes a violation of the
Administrator. The complaint shall state
with particularity the person(s) involved, under which the offense
the nature of the offense, and the circumstances may have been committed.
b. Investigation of Complaints. Upon receipt of a complaint, the Rules Administrator, after such investigation as he deems
advisable, shall determine whether there is reasonable cause to believe an offense has been committed. The Administrator may interview any person, including a prospective respondent. c. Complaints Dismissed. If the Rules no reasonable cause to believe an inform the complainant.
Administrator determines that there is offense has been committed, he shall so d. Informal Settlements; Charges Filed. If the Rules Administrator determines that there is reasonable cause to believe an offense has been committed, such Administrator shall interview the
prospective respondent(s). The Rules
Administrator shall notify the respondent(
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s), during the interview, of the substance of the charges that may be filed. and the interview, the Rules Administrator shall: On the basis of the complaint investigation
(1) attempt an informal settlement of the matter with the respondent(s), either alone or in conjunction with the s); with the written consent of the respondent, the Rules
Dean(s) of such respondent(s) division(
Administrator may accept an admission of guilt of a simple or a serious violation and impose the sanction the without the necessity of formally filing charges; or
Rules Administrator deems appropriate,
(2) prepare charges for filing. The
charges shall be in writing, stating
with particularity the offense alleged, and shall charge one or more simple the charges may not include violations or one or more serious violations; both simple and serious violations
against any one respondent based on the same conduct (similar conduct occurring at clearly different times is not considered same conduct); in case of serious violation, the charges shall state the witnesses likely to be called in support of the charges. The
Rules Administrator may file charges
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against a prospective respondent who has attempted and failed to achieve dean or with the Rules Administrator. informal settlement with the appropriate
e. Duties of the Rules Administrator after Deciding to Prepare Charges. Promptly after deciding to prepare charges of a violation of the Rules, the Rules Administrator shall either:
(1) In the case of charges of a simple violation (subject to 416h), file the charges with the respondents dean or supervisor (or other person referred to in 415c), as the case may be,
sending a copy by hand delivery to the respondents campus address or by respondent has an off-campus address; or violation, hand delivery or regular mail if the
(2) in the case of charges of a serious i. notify the Hearing Officer next available to serve in the order designated by the Senate Executive
Committee as provided in 415d.
ii. in consultation with the Hearing Officer, set a time and place for a hearing. The hearing may not be is given to the respondent.
held less than 10 days after notice iii. file the charges with the Hearing
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Officer. iv. give notice to the respondent(s) by hand delivery or by registered mail. Notice shall be considered given when delivered or, if mailed, five days after being deposited in the mail. The notice shall include: A. a copy of the charge; B. the name of the Hearing Officer; D. a copy of these Rules; and
C. the time and place of the hearing; E. any other information the Rules Administrator thinks relevant. f. Procedural Motions Prior to the Hearing on Charges of a Serious Violation. Not less than five days prior to the hearing, may each file with the Hearing
the Rules Administrator and the respondent Officer, in writing and stating the reasons therefor, the following procedural motions:
(1) motion to postpone the hearing; that of another respondent; of another respondent;
(2) motion to consolidate this hearing with (3) motion to sever this hearing from that (4) motion to dismiss the charges.
The Hearing Officer shall decide whether and shall communicate this decision to
to grant a motion set forth in (1)(4) above
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the Administrator and to the respondent. the respondent may file with the
Not less than two days prior to the hearing, Hearing Officer a request for a closed grant such a request. The
hearing. The Hearing Officer shall automatically Hearing Officer may in his discretion receive and rule upon other pre-hearing motions. g. Respondents Right to an Adviser. A
respondent may be assisted in his or her defense of charges of a serious violation by an adviser of his or her choice from within or without the University; the charges of a simple violation, the adviser may be a lawyer. In the case of respondent may be assisted by an adviser only to the extent provided under the procedure of the relevant Deans Discipline.
h. Procedure for Charges of a Simple Violation by a Respondent under Censure. Charges of a simple violation
brought against a respondent for conduct while under Censure (where a finding of guilty requires the sanction of suspension) shall not be heard under
Deans Discipline but shall be filed with purposes as if they were charges
a Hearing Officer and treated for all procedural of a serious violation. If a respondent is
found guilty of a simple violation under
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Deans Discipline for conduct not while under Censure, only the sanction of Disciplinary Warning or Censure may be imposed; any prior discipline for an not be taken into account. Multiple offense not related to these Rules shall charges of simple violations against a respondent for conduct while not under Censure shall be heard under Deans Discipline as herein provided, and the after one or more findings of guilty may impose only the sanction of Disciplinary Warning or Censure.
dean or other person imposing a sanction
i. Interview of a Respondent under Deans Discipline. Notwithstanding anything to the contrary in the procedures of the respondent, in the case of charges of
Deans Discipline applicable to a particular a simple violation of these Rules to be heard under Deans Discipline, the dean shall schedule an interview with the within 48 hours of the filing of the or other person conducting the proceedings respondent, such scheduling to occur charges by the Rules Administrator. At the interview the respondent shall be informed of the evidence against him or heard in his or her defense. Failure to cause may be taken into account in
her and shall have the opportunity to be attend the interview unless excused for
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considering the charges against the respondent.
447. THE HEARING ON VIOLATION.
CHARGES OF A SERIOUS
a. Presentation by the Rules Administrator. The Rules Administrator, who may be assisted by a lawyer from within or without the University, shall produce all evidence and call all witnesses in support of the charges. The respondent and his cross-examine any witness.
adviser may examine any evidence and b. Presentation by the Respondent.
Following presentation by the Rules
Administrator, the respondent and his witnesses in his defense. The Rules and cross-examine any witness.
adviser may produce evidence and call Administrator may examine any evidence c. Role of the Hearing Officer. The Hearing Officer shall have broad discretion in the conduct of the pre-hearing procedures and the hearing, subject only to the
express provisions of these Rules and to to provide to the respondent a speedy
the principle that these Rules are intended and a fair hearing. The Hearing Officer Administrator and the respondent and
will normally rely primarily on the Rules
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his adviser to present the case for and against the charges, but the Hearing witnesses and invite the submission of additional evidence. Officer on his motion may call and examine
d. Record of the Hearing. The Hearing Officer shall provide for a verbatim record of the hearing, which may be by court reporter, tape recording, or such other means as the Hearing Officer shall determine. Unless the hearing has been closed at the request of the respondent, be a public record.
the verbatim record of the hearing shall e. Open Hearing. Unless a closed hearing is requested by the respondent, the hearing shall be open to members of the University community and to the
University news media, except that the
Hearing Officer may impose reasonable limits on the number of persons admitted, may exclude witnesses from attendance at the hearing, and may close the
hearing as provided in 417g if it is disrupted by disorderly behavior of the participants or spectators. f. Attendance of Witnesses; Testimony by Respondent. Members of the University community subject to these Rules are
compelled, under penalty of disciplinary action under these Rules, to appear as witnesses if summoned by the Hearing
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Officer. Failure to appear shall constitute of notice. The respondent is compelled to He may be a witness only if he
a simple violation, provided there is proof attend the hearing under penalty of suspension. freely consents to be; failure to testify
may not be weighed against him; however, failure to answer any question on the may be weighed against him. part of a respondent who agrees to testify g. Contempt Procedures; Disruptions. The Hearing Officer may find a person in contempt of the Rules who fails to obey a the hearing. If any person present at
proper order of the Hearing Officer during a hearing continues seriously to interfere with or substantially disrupt the orderly functioning of the hearing, after being given proper warning by the Hearing person in contempt of the Rules. The
Officer, the Hearing Officer may find the Hearing Officer may hear and decide during the hearing.
cases of contempt by summary proceedings If the person found in contempt is a
respondent, he shall be subject to either Disciplinary Warning or Censure and including further disruption, will shall be warned that any further contempt, lead to his Suspension. The penalty for
being twice found in contempt shall be
Suspension, in accordance with Section
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411.l(3) of these Rules.
If the person found in contempt is not a respondent, he shall be subject to either Disciplinary Warning or Censure and shall be asked to leave the hearing. The Hearing Officer will warn the party Failure to leave at this time
that if he does not leave he will be suspended. shall mandate a suspension in accordance with Section 411.l(3) of these Officer may: Rules. If a disruption occurs, the Hearing (1) order a recess and reconvene;
(2) reconvene at an alternate place; spectators;
(3) reconvene and limit the number of (4) reconvene and exclude designated
spectator participants in the prior disorder; that members of the University
(5) reconvene in a closed hearing, provided news media shall be excluded only on request of the respondent, save when in which case the Hearing him. an individual reporter acts obstreperously, Officer may admit a replacement for h. Respondents Right to Elect Alternate Procedures in the Case of Charges of a Serious Violation. At any time up to the may elect Deans Discipline in lieu of
day of the hearing, student respondents these Rules; faculty and staff respondents
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may elect the disciplinary procedures to which they would ordinarily be subject but for these Rules. A respondent who has once elected the
alternate procedure shall not thereafter the violations with which he was charged.
be subject to these Rules with respect to
i. Status of Respondent during Proceedings. Any respondent granted a leave of absence during the pendency of proceedings shall or deferment. If, however, a
not, on that account, be granted a postponement respondent, having been notified of charges
brought against him, voluntarily withdraws the charges shall be dropped and
from the University permanently or indefinitely, proceedings shall be terminated. Upon any subsequent application for readmission to the University by a respondent who has
withdrawn under such circumstances, the dean shall decide whether the applicant requirement for readmission. shall be subject to further discipline as a Whether degrees or certificates shall be
withheld from candidates charged with
violations of these Rules pending hearings is a matter of administrative discretion to be exercised by the appropriate dean. The of the charge, the degree of punishment likely to be given, and the extent
decision should take into account the seriousness
to which the plans of the respondent will
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be disrupted.
A students transcript shall not be withheld during the pendency of hearings, but the transcript shall be issued with a notation thereon of the pendency of the hearing and the possibility of sanctions if the
respondent is found guilty of a violation of the Rules. The requirement of the notation may be waived in the discretion of the appropriate dean.
If the respondent is charged with a violation of these Rules and criminal or civil charges are brought against the respondent for the same occurrence as the result of police action or civil proceedings, the action, with the understanding that the respondents response to the criminal conflict in hearing times occur. charge shall take precedence should a j. Conduct of Hearings after the End of an set forth in 418, the processes of the end of an academic term. The
University may proceed with disciplinary
Academic Term. Except for the appeal procedures these Rules shall go forward notwithstanding University shall provide housing free of
charge for up to seven days to all student to participate in a hearing on charges
respondents who remain at the University against them after their room contracts
with the University expire; the Hearing
Officer in his discretion may extend the
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Universitys obligation to house respondents free of charge. The Hearing Officer in his discretion may excuse any student hearing on a showing of hardship,
respondent from attendance at a consolidated provided the respondent agrees to be
bound by the Hearing Officers decision made on the basis of the consolidated absence. hearing conducted during the respondents k. Decision of the Hearing Officer. The of the hearing shall prepare and
Hearing Officer promptly after the conclusion send to the Rules Administrator and the by hand delivery or registered mail, a
respondent and such respondents adviser, written decision with an explanation of the reasons therefore, either acquitting the respondent of the charges or finding the respondent guilty of the charges on the basis of the clear preponderance of
the evidence. The Hearing Officer may not subsumed under charges of a serious
find a respondent guilty of a simple violation violation. If the Hearing Officer finds the
respondent guilty, the Hearing Officer shall in his or her decision impose the sanction of Suspension or Dismissal, giving due
regard to the circumstances of the offense and the offender, the seriousness of the record, except that the sanction of offense, and offenders prior disciplinary
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Suspension shall be imposed if the
Hearing Officer finds the respondent guilty of charges of a simple violation based on conduct occurring while the respondent was under Censure.
448. APPEAL PROCEDURES. a. In cases of charges of a simple violation, the appeal procedure shall be as provided in the relevant Deans Discipline. Only charges of a simple violation. the respondent may appeal in the case of b. In the case of charges of a serious violation, the appeal procedure shall be as follows:
(1) Right to Appeal; Notice of Appeal. Either the Rules Administrator or the respondent may appeal the decision of the Hearing Officer by filing a notice of appeal with the Chairman of the University Judicial Board within 10
days after the sending of the decision
by the Hearing Officer. A person found appeal the Hearing Officers decision by filing a notice of appeal with the Chairman of the University Judicial
in contempt by the Hearing Officer may
Board within 10 days after the Hearing Officers decision. A notice of appeal shall be in writing and shall include a
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brief statement of the reasons therefor. For purpose of this 418, only those the Universitys fall or spring term; days shall be counted that occur during any action taken between those terms on the first day of the next following fall or spring term. (2) Arrangements for the Appeal
shall be considered as having occurred
Hearing. Promptly after the filing of a notice of appeal, the Chairman of the University Judicial Board shall: i. designate a time and place for the appeal hearing, which shall not be after the filing of the appeal; less than 10 nor more than 14 days ii. notify the other members of the University Judicial Board and the Rules Administrator and the
respondent and his adviser, or the of the time and place of the appeal hearing;
person appealing a contempt decision,
iii. designate, in consultation with the Rules Administrator and the respondent and his adviser, or the the portions of the hearing
person appealing a contempt decision, record to be considered by the
University Judicial Board. The record will normally consist of the record
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of the pre-hearing procedures, the verbatim record of the hearing, and the Hearing Officers decision. (3) Appeal Hearing; Scope of the Review of the University Judicial Board. At the appeal hearing, the Rules Administrator and the respondent and his adviser, or the person appealing a contempt decision, shall present the case for and against the appeal to the University Judicial contempt decision, the Rules Board. In the case of an appeal of a Administrator shall present the case shall consist of reasoned argument based on the hearing record; the University Judicial Board shall
against the appeal. The case presented
not hear the testimony of witnesses and shall not consider any evidence not considered by the Hearing Officer. In its review the Board shall consider if requested:
i. whether the Hearing Officer erred in the interpretation of these Rules; Officer; ii. abuse of discretion by the Hearing iii. the reasonableness of the Hearing Officers decision on factual matters in light of evidence presented;
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iv. the reasonableness of the sanction imposed.
(4) Decision of the Board. Within 14 days after the conclusion of the appeal hearing, the Chairman of the
University Judicial Board shall prepare and send to the Hearing Officer, the Rules Administrator, and the
respondent and his adviser, or the by hand delivery or registered
person appealing a contempt decision, mail, the Boards written decision,
with an explanation of the reasons therefor. The Boards decision may affirm or reverse the Hearing
Officers decision in whole or in part, including reversing an acquittal and to the Hearing Officer or the Rules as the Board may direct, but imposing sanctions, and may remand Administrator for such further proceedings the Board may not increase the sanctions imposed by the Hearing Officer. The Boards decision shall be by
majority vote, including the Chairman. 449. PRESIDENTIAL ACTION. A final appeal may be made to the President may hear in his discretion in the case of
for clemency or review, which the President
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charges of a serious violation, and in the
case of charges of simple violation only if
provided by the relevant Deans Discipline. 450. ADDITIONAL JUDICIAL BOARDS.
Should further University Judicial Boards University Senate may appoint additional
be needed, the Executive Committee of the University Judicial Boards and shall seek to
divide the original University Judicial Board as equitably as possible to ensure maximum continuity of experience.
451. COMMITTEE ON RULES OF UNIVERSITY CONDUCT.
a. The University Senate Committee on any material that will facilitate the functioning of the procedures. procedures shall be excluded Rules of University Conduct.
Rules of University Conduct shall prepare
b. Persons otherwise connected with the disciplinary from the University Senate Committee on c. All changes in these Rules shall be passed by the University Senate for approval and acceptance by the Trustees in accordance with the Statues of the University. well-being of its community, In order to comply with federal, state, and city laws, and to promote the health and
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USAT MONTSERRAT COLLEGE of MEDICINE CURRICULAR COMPETENCES
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UNIVERSITY OF SCIENCE, ARTS & TECHNOLOGY MONTSERRAT COLLEGE OF MEDICINE
CURRICULAR COMPETENCIES
USAT College of Medicine has adopted the ACGME (Accreditation Committee for Graduate Medical Education) Competencies to serve as an organizing framework for the curriculum. These competencies have been modified for medical students. The six core competencies are Patient Care, Medical Knowledge, Practice-Based Learning and Improvement, Interpersonal and Communication Skills, Professionalism, and System- Based Practice. Measurable course objectives and benchmarks have been developed for students in the Preclerkship (years 1 and 2) and Clerkship/Advanced (years 3 and 4) phases of the curriculum.
USAT Med School-Wide Objective and Measurement
I. Patient Care: Students must be prepared to provide patient care that is compassionate, appropriate and
effective.
(m/e = measurement and evaluations)
A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families.
1. PreClerkship
a. Students will establish a therapeutic relationship.
b. Students will use techniques which foster effective communication.
c. Students will assess the psychosocial and cultural context of the patient.
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(m/e: faculty observations and feedback, OSCEs)
2. Clerkship/Advanced
a. Students will establish therapeutic relationships with diverse patients through the lifespan.
b. Students will recognize and discuss the importance of family dynamics in health care decision making.
c. Students will utilize the psychosocial and cultural context of the patient for effective communication.
(m/e: faculty observations and feedback, case logs, clinical passport, clerkship evaluations, OSCEs, USMLE 2 CS)
B. Gather essential and accurate information about their patients.
1. PreClerkship (m/e: faculty observations and feedback, OSCEs)
a. Students will conduct effective interviews with patients.
b. Students will take a complete medical history.
c. Students will use proper technique when performing a physical exam.
d. Students will perform a focused physical exam.
e. Students will perform a complete physical examination.
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a. Students will conduct effective interviews with patients.
b. Students will take a complete medical history.
c. Students will take focused medical histories relevant to the cc.
d. Students will perform focused physical exams relevant to the cc.
e. Students will identify abnormal findings.
f. Students will identify components of the physical exam that are critical to the clinical presentation.
g. Students will relate differential diagnosis and exam findings (m/e: faculty observations and feedback, case logs, clinical passport, clerkship evaluations, OSCEs, USMLE 2 CS)
C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment.
1. PreClerkship
a. Students will identify differential diagnoses for cardinal presentations. (See Appendix.)
b. Students will indicate appropriate evaluation and management plans for patients utilizing evidence based medicine.
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(m/e: faculty observations and feedback, performance on MCQ)
a. Students will describe relevant diagnoses for cardinal presentations.
b. Students will identify diagnostic testing and management plans for patients they follow on clerkships.
c. Students will modify diagnostic strategies in response to test results.
d. Students will develop appropriate patient management plans and indicate how these would be carried out.
(m/e: faculty observations and feedback, case logs, clinical passport, clerkship evaluations, OSCEs, USMLE 2 CS)
D. Counsel and educate patients and their families.
1. PreClerkship
a. Students will evaluate a patients level of understanding and its potential impact
on education and counseling.
b. Students will use lay person terminology to explain disease processes and procedures. (m/e: faculty observations and feedback, OSCEs)
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a. Students will develop approaches to counsel and educate patients.
b. Students will deliver counseling to patients and families which is individualized to the patient/family situation.
(m/e: faculty observations and feedback, clerkship evaluations, OSCEs)
E. Use information technology to support patient care decisions and patient education.
1. PreClerkship
a. Students will identify credible information sources for research and education.
(m/e: faculty observations and feedback)
a. Students will use best evidence to develop diagnostic and management plans and to provide patient education.
F. Perform required clinical procedures.
1. PreClerkship
a. Students will perform the steps of basic life support.
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b. Students will understand the major principles of Universal Precautions.
c. Students will describe techniques for basic procedures. (See Appendix.)
(m/e: completion of BLS requirement, pass Universal Precautions course, faculty observations)
a. Students will perform designated essential procedures (See Appendix.) with proper technique and consideration of patients rights.
b. Students will utilize universal precautions.
(m/e: faculty observations and feedback, procedure logs, OSCEs)
G. Work with patients in preventing health problems or maintaining health.
1. PreClerkship
a. Students will identify risk factors for illness or injury within the context of the individual, the family, work, and the social environment.
(m/e: faculty observations/evaluations, MCQs, pass Clinical Prevention course)
a. Students will identify standardized approaches for changing health behavior.
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b. Students will describe regimens for health maintenance.
(m/e: clerkship evaluations, NBME evaluations, case logs)
H. Work as members of multi-disciplinary health care teams to provide patient-focused care.
1. PreClerkship
a. Students will identify and describe the components of patient centered care in practice environments.
b. Students will interact appropriately with others.
c. Students will identify the many roles that health care members have in patient care.
(m/e: student portfolios, peer evaluations)
a. Students will interact appropriately with other healthcare team members.
(m/e: case conferences, clerkship evaluations)
USAT Med School -Wide Objective and Measurement
II. Medical Knowledge: Students must demonstrate knowledge about established & evolving basic & clinical
biomedical sciences, including epidemiological and social/behavioral sciences, & their application of this knowledge to patient care.
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(m/e = measurement and evaluations)
By graduation, students will be able to:
A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine.
1. PRECLERKSHIP
a. Students will demonstrate knowledge of the molecular, biochemical, genetic and cellular mechanisms that are important in normal human development, aging, and in maintaining the body's homeostasis.
m/e: MCQ exams; Faculty observations and feedback
b. Students will demonstrate knowledge of the physical structure of the human body, of its tissues and organs, of how organs and tissues function, and how these functions are regulated and integrated, through the life cycle.
c. Students will demonstrate knowledge of the various acquired and congenital causes of disease or injury in individuals and in populations.
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d. Students will demonstrate knowledge of how nutrition, health behaviors and preventive measures influence health and disease in individuals and in populations.
e. Students will demonstrate knowledge of the altered structure and function of the human body and its cells, tissues and organs, which are seen in various disease conditions or with aging, and of the fundamentals of diagnosis and treatment regimens that may be applied to address these conditions.
f. Students will demonstrate knowledge of the physical and functional determinants of human cognition, awareness, behavior and personality, of how alterations of these result in disease conditions, and of the fundamentals of diagnosis and treatment regimens that may be applied to address these conditions.
g. Students will demonstrate knowledge of the power of the scientific method in establishing cause and effect in human health and disease, the efficacy of traditional and non-traditional therapies, and the ability to critically evaluate contemporary reports in basic and clinical sciences.
2. CLERKSHIP/ADVANCED
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a. Students will demonstrate application of knowledge in the basic sciences fundamental to clinical practice, to the processes of diagnosis, treatment, and prevention in the clinic and in the community.
m/e: Faculty observations and feedback; Clerkship Evaluations; NBME Subject exams
B. Demonstrate an investigatory and analytic thinking approach to clinical situations.
1. PRECLERKSHIP
a. Students will demonstrate the ability to seek and identify credible data that addresses issues in basic sciences fundamental to clinical practice and in clinical practice itself, and to interpret that data.
m/e: MCQ exams: Faculty observations and feedback
a. Students will demonstrate knowledge about established and evolving clinical biomedical sciences and the application of this knowledge to patient care.
m/e: Faculty observations and feedback; Clerkship Evaluations; NBME Subject exams
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III. Practice-Based Learning and Improvement: Students must be able to engage in selfevaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care.
m/e = measurements and evaluations
A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion.
1. PRECLERKSHIP
a. Students will assess their needs in basic science and clinical courses and establish strategies for improvement.
m/e: Faculty observations and feedback; progress in preclinical courses
b. Students will develop reflective practice habits using analysis of academic and clinical experiences to improve clinical performance.
m/e: Faculty observations and feedback; OSCEs
c. Students will demonstrate skills in self-directed learning by developing clinical questions about patients and using credible information sources to find relevant medical information to answer them.
m/e: Faculty observations and feedback; portfolios
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a. Students will identify strategies to continuously update personal clinical knowledge and skills.
m/e: OSCE: Faculty observations and feedback; clerkship evaluations; conference participation.
b. Students will develop reflective practice habits using analysis of academic and clinical experiences to improve clinical performance.
m/e: OSCE: faculty observations and feedback; clerkship evaluations; conference participation.
c. Students will determine the limits of their expertise and consult with others residents, attending, etc. when needed.
m/e: OSCE: faculty observations and feedback; clerkship evaluations; conference participation.
B. Locate, appraise, and assimilate evidence from scientific & clinical studies related to patients health problems.
1. PRECLERKSHIP
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USAT General Report 2011 a. Students will use information sources and journals to locate information related to patient health.
m/e: Faculty observations and feedback; portfolio
a. Students will systematically appraise and assimilate scientific evidence through reading of articles related to patient health.
m/e: Faculty observations and feedback; clerkship evaluations; EBM Presentations
C. Obtain and use information about patients they care for and the larger population from which these patients are drawn.
1. PRECLERKSHIP
a. Students will define basic epidemiological terms and concepts.
m/e: Course performance; MCQ exams; Faculty observations and feedback
b. Students will identify the appropriate use of frequently used study designs.
m/e: Course performance; MCQ exams; faculty observations and feedback
c. Students will understand the application of basic biostatistical calculations.
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m/e: Course performance; MCQ exams; faculty observations and feedback
a. Students will apply concepts of epidemiology and biostatistics for diagnostic screening, risk management, and therapeutic decision making.
m/e: Clerkship Evaluations; case logs; case management conferences; OSCEs
b. Students will obtain and use information about the patients they care for and the larger population of patients with similar clinical conditions to refine their diagnostic, management and prognostic elements.
m/e: Clerkship Evaluations; case logs; case management conferences; OSCEs
D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness.
1. PRECLERKSHIP a. Students will use credible information sources to locate information related to diagnostic and therapeutic clinical decision making.
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USAT General Report 2011 m/e: Faculty observations and feedback
b. Students will identify the appropriate use of frequently used study designs.
m/e: Faculty observations and feedback
c. Students will understand the application of basic biostatistical calculations.
a. Students will critically appraise clinical trials.
m/e: Faculty observations & feedback; clerkship evaluations; EBM presentation
b. Students will describe the principles of prudent ordering of diagnostic and screening tests and use these principles in devising management plans.
m/e: Faculty observations & feedback; clerkship evaluations: EBM presentation
E. Use information technology to manage information, access on-line medical information; and support their own education.
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USAT General Report 2011 1. PRECLERKSHIP
a. Students will access online information to prepare for case discussions and engage in clinical reasoning.
a. Students will demonstrate facility with the use of information technology to meet learning demands.
m/e: Faculty observations and feedback; clerkship evaluations
F. Facilitate the learning of other students and health care professionals.
1. PRECLERKSHIP
a. Students will work collaboratively in small groups.
m/e: Faculty observations and feedback; peer assessment; evaluation of teaching effectiveness.
b. Students will participate in teaching activities.
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USAT General Report 2011 m/e: Faculty observations and feedback; peer assessment; evaluation of teaching effectiveness.
a. Students will work collaboratively with students and other health care professionals
m/e: Faculty observations; clerkship evaluations; case presentations
b. Students will appropriately share and elucidate clinical information.
c. Students will participate in teaching activities.

IV. Interpersonal and Communication Skills: Students must be able to demonstrate
interpersonal & communication skills, both verbal and written, that result in effective information exchange with patients, patients families, peers, and other health professions colleagues.
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USAT General Report 2011 By graduation students will be able to:
A. Create and sustain a therapeutic and ethically sound relationship with patients in order to effectively communicate their health care needs, including situations involving sensitive, technically complex, or distressing information.
1. PRECLERKSHIP
a. Students will communicate respectfully with diverse patients.
b. Students will discuss and apply principles of medical ethics to patient cases.
c. Students will demonstrate appropriate behavior when interacting with patients and other health professionals providing care.
m/e Faculty observations and feedback; professional citations
a. Students will demonstrate ethically appropriate interactions with patients.
b. Students will effectively establish a therapeutic relationship with all patients and their families.
c. Students will adapt their communication style to the individual needs of the patient and the urgencies of the situation.
m/e Faculty observations and feedback; clerkship evaluations; professionalism citations
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B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families.
1. PRECLERKSHIP
a. Students will use techniques which foster effective communication including active listening, clarification of patient responses, encouragement of sharing concerns and questions.
b. Students will deliver information to patients with appropriate communication strategies including use of the explanatory model, assessing the patients understanding with direct questioning, and with written instructions.
m/e Faculty observations and feedback; OSCEs
a. Students will use techniques which foster effective communication including active listening, clarification of patient responses, encouragement of sharing concerns and questions.
b. Students will deliver information to patients with appropriate communication strategies including use of the explanatory model, assessing the patients understanding with direct questioning, and with written instructions.
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c. Students will conduct a culturally-competent encounter, including use of an interpreter when necessary.
d. Students will create and maintain appropriate records of clinical encounters using standard terminology and formats, including written patient history and physicals, in-patient and out-patient encounter notes and case log information.
m/e Faculty observations and feedback; clerkship evaluations; OSCEs; USMLE Step 2 CS
C. Work effectively with others as members of a health care team, including peers, residents, faculty and other health care professionals.
1. PRECLERKSHIP
a. Students will participate effectively in small groups.
b. Students will identify and discuss working relationships between health care professionals.
c. Students will demonstrate team behavior in academic and clinical settings.
m/e Faculty observations and feedback; OSCEs
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USAT General Report 2011 a. Students will participate effectively in small groups; students will participate effectively in clerkship clinical activities with attendings, residents, and other health professionals
b. Students will provide concise, accurate, verbal summaries of patient situations to a faculty member, resident or peer, prioritizing the most significant factors for clinical decision-making.
c. Students will identify their responsibilities as members of a health care team
d. Students will establish effective communication among members of the health care team, including appropriate written and other communications.
m/e Faculty observations and Feedback; Clerkship Evaluations; OSCEs; USMLE Step 2CS
V. Professionalism: Students must demonstrate a commitment to carrying out professional

responsibilities, adherence to ethical principles, & sensitivity to a diverse patient population.
By graduation students will be able to::
A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals.
1. PRECLERKSHIP
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a. Students will engage in truthful interactions with peers, faculty & staff. m/e Peer assessment; professionalism citations
b. Students will dress and act in a professional manner. m/e Peer assessment; professionalism citations
c. Students will demonstrate preparedness for class, meetings and patient care activities. m/e Peer assessment; professionalism citations
d. Students will maintain appropriate boundaries in all learning situations. m/e Peer assessment; professionalism citations
e. Students will relate collegially to fellow students, faculty and staff in learning environments; will listen to others respectfully and attentively; will resolve conflicts in a collegial manner. m/e Faculty observations and feedback; Peer assessment; OSCEs; professionalism citations
f. Students will demonstrate attitudes and behaviors which convey respect for other students, faculty and staff in all situations and will be receptive to diverse opinions and values. m/e Faculty observations and feedback; clerkship evaluations; OSCEs
a. Students will demonstrate preparedness for class, meetings and patient care activities.
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USAT General Report 2011 m/e Faculty observations and feedback; clerkship evaluations; OSCEs
b. Students will convey information honestly and tactfully; will engage in truthful interactions with patients, peers, and in professional work. m/e Faculty observations and feedback; clerkship evaluations; OSCEs
c. Students will act and dress in a professional manner. m/e Faculty observations and feedback; clerkship evaluations; OSCEs
d. Students will maintain appropriate boundaries in work/learning/patient care situations. m/e Faculty observations and feedback; clerkship evaluations; OSCEs
e. Students will demonstrate respect for the wishes of patients; will attend to patient needs for comfort and privacy. m/e Faculty observations and feedback; clerkship evaluations; OSCEs
f. Students will demonstrate respect in relationships toward other health care team members and patients. m/e Faculty observations and feedback; clerkship evaluations; OSCEs
B. Demonstrate accountability to patients, society, and the profession, and a commitment to excellence and on-going professional development.
1. PRECLERKSHIP
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USAT General Report 2011 a. Students will demonstrate self motivation and accountability for their own learning. m/e Faculty observations and feedback
b. Students will be prepared for class. m/e Faculty observations and feedback
c. Students will complete assignments in a timely manner. m/e Faculty observations and feedback
d. Students will maintain good attendance and punctuality for scheduled activities and appointments. m/e Faculty observations and feedback
a. Students will maintain good attendance and punctuality for scheduled activities and appointments. m/e Faculty observations and feedback; clerkship evaluations; OSCEs
b. Students will demonstrate initiative in fulfilling responsibilities to patients, and responsibility to others on the healthcare team. m/e Faculty observations and feedback; clerkship evaluations; OSCEs
c. Students will perform tasks independently as appropriate to current level of training. m/e Faculty observations and feedback; clerkship evaluations; OSCEs
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C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent.
1. PRECLERKSHIP
a. Students will not discriminate regardless of race, gender, religion, sexual orientation, age, disability, intelligence and socio-economic status; will react appropriately to others lapses in conduct and performance. m/e Peer assessment; faculty observation & feedback; professionalism citations
b. Students will maintain the confidentiality of examination material. m/e Completion of HIPAA training;
c. Students will identify the principles of patient confidentiality, informed consent, and information sharing. m/e Review of Portfolio entries
d. Students will recognize the importance of ethical decision making. m/e Review of Portfolio entries
a. Students will not discriminate regardless of race, gender, religion, sexual orientation, age, disability, intelligence and socio-economic status; will react appropriately to others lapses in conduct and performance.
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USAT General Report 2011 m/e Faculty observations and feedback; clerkship evaluations; case management conferences
b. Students will discuss the importance of patient confidentiality and informed consent. m/e Faculty observations and feedback; clerkship evaluations; case management conferences
D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions.
1. PRECLERKSHIP
a. Students will demonstrate sensitivity and respect in patient interactions regardless of race, gender, religion, sexual orientation, age, disability, intelligence, and socio-economic status. m/e Faculty observations and feedback; OSCEs
a. Students will demonstrate sensitivity and respect in patient interactions regardless of race, gender, religion, sexual orientation, age, disability, intelligence, and socio-economic status. m/e Faculty observations and feedback; clerkship evaluations; OSCEs
b. Students will recognize the need for patient involvement in decision making and the incorporation of patients values and beliefs into management plans. m/e Faculty observations and feedback; clerkship evaluations; OSCEs
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E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician.
1. PRECLERKSHIP
a. Students will demonstrate self motivation & accountability for own learning; will seek help when needed. m/e Academic progress; faculty observations and feedback; professionalism citations
b. Students will accept constructive criticism & will modify behavior based on feedback. m/e Academic progress; faculty observations and feedback; professionalism citations
c. Students will maintain responsibility for the physical and mental health of themselves and their peers m/e Academic progress; faculty observations and feedback; professionalism citations
a. Students will seek help at appropriate times. m/e Faculty observations and feedback; clerkship evaluations; professional citations;
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USAT General Report 2011 OSCEs
b. Students will admit to errors of omission and commission and assume responsibility; inform a supervisor when mistakes occur. m/e Faculty observations and feedback; clerkship evaluations; professional citations; OSCEs
c. Students will maintain responsibility for the physical and mental health of themselves and their peers. m/e Clinical observations, clerkship evaluations, OSCEs
d. Students will accept constructive criticism in an appropriate manner. m/e Clinical observations, clerkship evaluations, OSCEs
e. Students will recognize areas that need improvement, seek advice, and demonstrate that they are able to incorporate feedback in order to make changes in behavior. m/e Clinical observations, clerkship evaluations, OSCEs
f. Students will maintain composure during difficult interactions. m/e Clinical observations, clerkship evaluations, OSCEs
VI. Systems-Based Practice: Students will be able to function effectively in teams and within a larger
organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care.
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By graduation students will be able to:
A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement in patient care may affect other members of the health care profession.
1. PRECLERKSHIP a. Students will identify the basic components of the health care system and their interdependencies. m/e Faculty Observations and feedback; portfolio
b. Students will be able to discuss the interdisciplinary approach to improving health care. m/e Faculty Observations and feedback; portfolio
2. CLERKSHIP/ADVANCED a. Students will participate effectively in small groups; students will participate effectively in clerkship clinical activities with attendings, residents, and other health professionals. m/e Faculty observations and feedback; clerkship evaluations
B. Know how types of medical practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resources.
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1. PRECLERKSHIP a. Students will compare and contrast different types of medical practice and delivery systems and identify methods for allocation of resources and controlling health care costs m/e Faculty observations and feedback; portfolio
2. CLERKSHIP/ADVANCED a. Students will recognize that participation in patient care in various settings, e.g., emergent/urgent care facilities, underserved clinics and communities, long-term care facilities and tertiary academic/community hospital settings) has unique priorities, opportunities and constraints that may affect health care delivery. m/e Clerkship evaluation; faculty observations and feedback; case management projects
b. Students will describe how different methods of cost control affect physicians relationships with their colleagues, their patients, and society. m/e Clerkship Evaluation; faculty observations and feedback; case management projects
c. Students will describe the strengths and shortcomings of the U.S. system for financing and delivering medical care, particularly to those from underserved/minority groups. m/e Clerkship Evaluation; faculty observations and feedback; case management projects
C. Describe the principles of cost-effective health care and resource allocation that does not compromise quality of care.
1. PRECLERKSHIP
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USAT General Report 2011 a. Students will learn principles of cost-effective health care and the allocation of resources and describe realities that enhance/ hinder implementation. m/e Faculty observations and feedback; portfolio
2. CLERKSHIP/ADVANCED a. Students will recognize appropriate cost effective decision making and resource allocation. m/e Clerkship Evaluation; faculty observations and feedback; case management conference
D. Advocate for quality patient care and assist patients in dealing with system complexities.
1. PRECLERKSHIP
a. Students will assess the health care needs of their patients and a community site. m/e Faculty observations and feedback; portfolio
b. Students will use effective communication strategies to educate and counsel patients in dealing with health care complexities. m/e Faculty observations and feedback; portfolio
2. CLERKSHIP/ADVANCED a. Students will use effective communication strategies to educate and counsel patients in dealing with health care complexities, to communicate with peers, and to overcome and address barriers to health care access. m/e Clerkship Evaluation; faculty observations and feedback
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b. Students will recognize appropriate consultation resources that can optimize patient care and management of health behaviors, including different physician specialties, other health care professionals, and community health agencies, and describe strategies to enhance collaboration of these resources. m/e Clerkship Evaluation; faculty observations and feedback
E. Be aware of how to partner with health care managers and health care providers to assess, coordinate, and improve health care and know how these activities can affect system performance.
1. PRECLERKSHIP
a. Students will recognize the importance of practice guidelines and quality improvement for patient safety. Faculty observations and feedback; portfolio
a. Students will outline strategies for effective quality assurance, including partnership with other health care managers/providers and the utilization of information. Clerkship evaluations; faculty observations and feedback; case management conference
b. Students will recognize the source of common medical errors and discuss strategies to address them. Clerkship evaluations; faculty observations and feedback; case management conference
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ACLS
I. PATIENT CARE Students must be prepared to provide patient care that is compassionate,
appropriate, and effective. By graduation, students will be able to: A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families. B. Gather essential and accurate information about their patients. C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. D. Counsel and educate patients and their families. E. Use information technology to support patient care decisions and patient education. F. Perform required clinical procedures. ACLS: Students will demonstrate proficiency in the following skills to the Standards of the American Heart Association: 1. Heathcare provider CPR (adult ) 2. Intubation with Endotracheal Tube, LMA and Combitube. 3. Use of Bag Valve Mask , Oral and Nasal Airway 4. Recognition of normal and abnormal ECGs (EKG) 5. Use and operation of manual and automated defibrillators. 6. Use of non-invasive pacemakers. 7. Administration of appropriate drugs for cardiac arrhythmias. ACLS:Students will achieve a Pass in a mega code practical exercise working as a team. ACLS: Students will achieve a Pass in a standardized AHA written examination. ACLS:Students will achieve a Pass in an ECG recognition examination. Measurement/Evaluation: Faculty observation G. Work with patients in preventing health problems or maintaining health. H. Work as members of multi-disciplinary health care teams to provide patient-focused care. I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families. II. MEDICAL KNOWLEDGE Students must demonstrate knowledge about established and evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care.
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By graduation, students will be able to: A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. B. Demonstrate an investigatory and analytic thinking approach to clinical situations. III. PRACTICE BASED LEARNING AND IMPROVEMENT Students must be able to engage in self-evaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care. By graduation, students will be able to: A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion. B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients health problems. C. Obtain and use information about patients they are for and the larger population from which these patients are drawn. D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness. E. Use information technology to manage information and access on-line medical information; and support their own education. F. Facilitate the learning of other students and health care professionals. IV. INTERPERSONAL AND COMMUNICATION SKILLS Students must be able to demonstrate interpersonal & communication skills, both verbal and written, that results in effective information exchange with patients, patients families, peers, and other health professions colleagues. By graduation, students will be able to: A. Create and sustain a therapeutic and ethically sound relationship with patients in order to effectively communicate their health care needs, including situations involving sensitive, technically complex, or distressing information. B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory; questioning and writing skills, to both elicit and provide health care information to patients and their families. C. Work effectively with others as members of a health care team, including peers, residents, faculty and other health care professionals. V. PROFESSIONALISM Students must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population.
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By graduation, students will be able to: A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. ACLS: Students will demonstrate standards of professionalism, including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients Evaluation/Measurement: Professionalism form B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions. E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician. VI. SYSTEMS-BASED PRACTICE Students will be able to function effectively in teams and within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care. By graduation, students will be able to: A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement in patient care may affect other members of the health care profession. B. Know how types of medial practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource. C. Describe the principles of cost-effective health care and resource allocation that does not compromise quality of care. D. Advocate for quality patient care and assist patients in dealing with system complexities. E. Be aware of how to partner with health care managers and health care providers to assess, coordinate, and improve health care and know how these activities can affect system performance.
Basic Life Support I

appropriate, and effective.
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By graduation, students will be able to: A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families. B. Gather essential and accurate information about their patients. C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. D. Counsel and educate patients and their families. E. Use information technology to support patient care decisions and patient education. F. Perform required clinical procedures. Basic Life Support 1: Students will demonstrate and perform CPR and Air Obstruction Techniques on an adult patient to the Standards of the American Heart Association. Measurement/Evaluation: Faculty observation G. Work with patients in preventing health problems or maintaining health. H. Work as members of multi-disciplinary health care teams to provide patient-focused care. I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families. II. MEDICAL KNOWLEDGE Students must demonstrate knowledge about established and evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care. By graduation, students will be able to: A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. B. Demonstrate an investigatory and analytic thinking approach to clinical situations. III. PRACTICE BASED LEARNING AND IMPROVEMENT Students must be able to engage in self-evaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care. By graduation, students will be able to: A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion. B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients health problems.
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C. Obtain and use information about patients they are for and the larger population from which these patients are drawn. D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness. E. Use information technology to manage information and access on-line medical information; and support their own education. F. Facilitate the learning of other students and health care professionals. IV. INTERPERSONAL AND COMMUNICATION SKILLS Students must be able to demonstrate interpersonal & communication skills, both verbal and written, that results in effective information exchange with patients, patients families, peers, and other health professions colleagues. By graduation, students will be able to: A. Create and sustain a therapeutic and ethically sound relationship with patients in order to effectively communicate their health care needs, including situations involving sensitive, technically complex, or distressing information. B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory; questioning and writing skills, to both elicit and provide health care information to patients and their families. C. Work effectively with others as members of a health care team, including peers, residents, faculty and other health care professionals. V. PROFESSIONALISM Students must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population. By graduation, students will be able to: A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. Basic Life Support 1: Students will demonstrate standards of professionalism, including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients Evaluation/Measurement: Professionalism form B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions.
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E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician. VI. SYSTEMS-BASED PRACTICE Students will be able to function effectively in teams and within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care. By graduation, students will be able to: A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement in patient care may affect other members of the health care profession. B. Know how types of medial practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource. C. Describe the principles of cost-effective health care and resource allocation that does not compromise quality of care. D. Advocate for quality patient care and assist patients in dealing with system complexities. E. Be aware of how to partner with health care managers and health care providers to assess, coordinate, and improve health care and know how these activities can affect system performance.
Basic Life Support II

appropriate, and effective. By graduation, students will be able to: A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families. B. Gather essential and accurate information about their patients. C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. D. Counsel and educate patients and their families. E. Use information technology to support patient care decisions and patient education. F. Perform required clinical procedures. Basic Life Support 2: Students will demonstrate and perform the following skills on an adult, child and infant: 1. Single rescuer CPR 2. Two person CPR 3. Obstructed airway techniques
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4. Use of Bag Valve Mask Ventilator 5. Use of AED (Automated External Defibrillator) excluding the infant Basic Life Support 2: Students will achieve a Pass in the standardized AHA examination. Measurement/Evaluation: Faculty observation G. Work with patients in preventing health problems or maintaining health. H. Work as members of multi-disciplinary health care teams to provide patient-focused care. I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families.
II. MEDICAL KNOWLEDGE Students must demonstrate knowledge about established and
evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care. By graduation, students will be able to: A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. B. Demonstrate an investigatory and analytic thinking approach to clinical situations.
III. PRACTICE BASED LEARNING AND IMPROVEMENT Students must be able

to engage in self-evaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care. By graduation, students will be able to: A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion. B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients health problems. C. Obtain and use information about patients they are for and the larger population from which these patients are drawn. D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness. E. Use information technology to manage information and access on-line medical information; and support their own education. F. Facilitate the learning of other students and health care professionals.
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IV. INTERPERSONAL AND COMMUNICATION SKILLS Students must be able to

demonstrate interpersonal & communication skills, both verbal and written, that results in effective information exchange with patients, patients families, peers, and other health professions colleagues. By graduation, students will be able to: A. Create and sustain a therapeutic and ethically sound relationship with patients in order to effectively communicate their health care needs, including situations involving sensitive, technically complex, or distressing information. B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory; questioning and writing skills, to both elicit and provide health care information to patients and their families. C. Work effectively with others as members of a health care team, including peers, residents, faculty and other health care professionals.
V. PROFESSIONALISM Students must demonstrate a commitment to carrying out

professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population. By graduation, students will be able to: A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. Basic Life Support 2: Students will demonstrate standards of professionalism, including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients Evaluation/Measurement: Professionalism form B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions. E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician.
VI. SYSTEMS-BASED PRACTICE Students will be able to function effectively in teams

and within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care.
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By graduation, students will be able to: A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement in patient care may affect other members of the health care profession. B. Know how types of medial practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource. C. Describe the principles of cost-effective health care and resource allocation that does not compromise quality of care. D. Advocate for quality patient care and assist patients in dealing with system complexities. E. Be aware of how to partner with health care managers and health care providers to assess, coordinate, and improve health care and know how these activities can affect system performance.
Behavioral Science and Psychiatry

appropriate, and effective. By graduation, students will be able to: A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families. Behavioral Science: Students will emulate non-judgmental approaches to communication with individuals suffering from mental illness. Behavioral Science: Students will demonstrate respect for patients and their families Behavioral Science: Students will demonstrate respect for other students, faculty and other health care professionals Behavioral Science: Students will emulate compassionate treatment of patients and respect for their privacy and dignity Behavioral Science: Students will demonstrate respect of others lifestyles, backgrounds, economic circumstances and belief systems regardless of gender, race, ethnicity, religion or sexual orientation Measurement/evaluation: faculty observation B. Gather essential and accurate information about their patients. C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. D. Counsel and educate patients and their families. E. Use information technology to support patient care decisions and patient education. F. Perform required clinical procedures. G. Work with patients in preventing health problems or maintaining health.
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H. Work as members of multi-disciplinary health care teams to provide patient-focused care. I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families.
evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care. By graduation, students will be able to: A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. Behavioral Science: Students will integrate elements of behavioral science and clinical psychiatry including: 1. Biopsychosocial understanding of wellness and illness 2. Clinical & laboratory manifestations of common psychiatric disorders 3. Common treatments for psychiatric disorders 4. Non-biological determinants of poor health, as well as knowledge of economic, social, psychological & other factors that contribute to the development and/or continuation of disorders 5. Identification of our own limitations Behavioral Science: Students will discuss the impact of biological, psychological and social variables on the exacerbation and persistence of mental illness. Measurement/evaluation: Multiple Choice Question exam B. Demonstrate an investigatory and analytic thinking approach to clinical situations.

to engage in self-evaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care. By graduation, students will be able to: A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion. B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients health problems. C. Obtain and use information about patients they are for and the larger population from which these patients are drawn. D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness.
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E. Use information technology to manage information and access on-line medical information; and support their own education. F. Facilitate the learning of other students and health care professionals.


professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population. By graduation, students will be able to: A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. Behavioral Science: Students will demonstrate standards of professionalism, including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients Evaluation/Measurement: Professionalism form B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions. E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician.
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VI. SYSTEMS-BASED PRACTICE Students will be able to function effectively in teams and
within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care. By graduation, students will be able to: A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement in patient care may affect other members of the health care profession. B. Know how types of medial practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource. C. Describe the principles of cost-effective health care and resource allocation that does not compromise quality of care. D. Advocate for quality patient care and assist patients in dealing with system complexities. E. Be aware of how to partner with health care managers and health care providers to assess, coordinate, and improve health care and know how these activities can affect system performance.
Nutrition
appropriate, and effective. By graduation, students will be able to: A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families. B. Gather essential and accurate information about their patients. C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. D. Counsel and educate patients and their families. E. Use information technology to support patient care decisions and patient education. F. Perform required clinical procedures. G. Work with patients in preventing health problems or maintaining health. H. Work as members of multi-disciplinary health care teams to provide patient-focused care. I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families.
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evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care. By graduation, students will be able to: A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. Nutrition: Students will describe the biochemical basis of nutritional requirements. Nutrition: Students will describe basic nutritional concepts involving the major classes of biomolecules (protein, carbohydrates and lipids) and to re-enforce basic biochemical knowledge. Nutrition: Students will define and discuss the roles vitamins, minerals and trace elements play biochemically in both normal and disease conditions, and to demonstrate insight into the rationale for supplementation with these molecules. Nutrition: Students will describe the benefits, and risks of use of vitamin and mineral supplements. Nutrition: Students will interpret the Dietary Guidelines for Americans and the Dietary Reference Intakes (DRIs). Nutrition: Students will describe and discuss the major biochemical, physiological, and cultural issues involved in obesity; including the parameters used to evaluate weight status; to evaluate the scientific basis for weight loss diets and surgical treatment of obesity. Nutrition: Students will evaluate a diet for its energy and nutrient content and quality. Nutrition: Students will discuss by example the role of nutrition in prevention, etiology, and treatment of disease. Nutrition: Students will describe the differences in nutritional needs and habits that are linked to the life cycle and to specific events in life such as pregnancy, including an understanding of their biochemical basis. Nutrition: Students will discuss nutritional habits of the general patient population, with consideration of personal, ethnic, socio-economic, geographical, and cultural influences and habits. Nutrition: Students will integrate other course content with the field of nutritional genomics, and its implications for the future of nutrition. Nutrition: Students will describe how nutrition, physical activity and lifestyle behaviors can have substantial, long-term effects on development, health maintenance, and disease prevention and treatment. Nutrition: Students will emulate non-judgmental approaches to communication with individuals with respect to their personal diet habits. Nutrition: Students will list the nutritional components of healthy living.
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Nutrition: Students will interpret contemporary clinical nutrition data and in the evaluation of "fad" dietary regimes. Nutrition: Students will evaluate specific individual diets and the dispensation of scientifically supported advice when warranted. Nutrition: Students will demonstrate skill in the use of nutrition knowledge and concepts in diagnosis and treatment of patients and prevention of disease. Measurement/evaluation: Multiple Choice Wuestionexam; faculty observations and feedback in small group discussions; dietary analysis written assignment
B. Demonstrate an investigatory and analytic thinking approach to clinical situations. Nutrition: Students will investigate and discuss the collection of a 24 hour diet diary and the webbased analysis of the food intake in terms of nutrient content. Nutrition: Companioned with the above, students will perform a meaningful experimental diet study, including a critical analysis using analytical thinking of the nutrient intakes of the normal and experimental diet. Measurement/evaluation: Multiple Choice Question exam; faculty observations and feedback in small group discussions; dietary analysis written assignment

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professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population. By graduation, students will be able to: A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. Nutrition: Students will demonstrate standards of professionalism, including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients Evaluation/Measurement: Professionalism form B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions. E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician.

and within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care.
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By graduation, students will be able to: A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement in patient care may affect other members of the health care profession. B. Know how types of medial practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource. C. Describe the principles of cost-effective health care and resource allocation that does not compromise quality of care. D. Advocate for quality patient care and assist patients in dealing with system complexities. E. Be aware of how to partner with health care managers and health care providers to assess, coordinate, and improve health care and know how these activities can affect system performance.
Biochemistry
I. PATIENT CARE
A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families. Biochemisty: Students will emulate non-judgmental approaches to communication with individuals suffering from disease states. Evaluation/Measurement: Professionalism form B. Gather essential and accurate information about their patients. C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. D. Counsel and educate patients and their families. E. Use information technology to support patient care decisions and patient education. F. Perform required clinical procedures. G. Work with patients in preventing health problems or maintaining health. H. Work as members of multi-disciplinary health care teams to provide patient-focused care. I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families.
II. MEDICAL KNOWLEDGE
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A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. Biochemistry: Students will describe features of the chemistry of amino acids, and how they function as the building blocks of proteins. Biochemistry: Students will summarize features of protein structure and function (as enzymes and for structural purposes). Biochemistry: Students will describe the chemistry of nucleotides, and how they function as the building blocks of nucleic acids. Biochemistry: Students will integrate the metabolism of glucose and its utilization as an energy source, with the metabolism of other carbohydrates, both simple and complex, and with the metabolism of amino acids and lipids, in both health and disease. Biochemistry: Students will describe the structure and function of the mitochondrion, and its role in energy metabolism and in specific pathologies in humans Biochemistry: Students will integrate the metabolism of amino acids, nucleotides, and other nitrogen-containing compounds, and with the metabolism of carbohydrates and lipids, in both health and disease. Biochemistry: Students will describe the structure and metabolism of fatty acids, tri-acylglycerols, phospholipids, glycolipids, and sterols. Biochemistry: Students will integrate the metabolism of lipids as energy sources, in membrane structure and function, hormone signaling, and with the metabolism of carbohydrates and amino acids, in both health and disease. Biochemistry: Students will integrate hormonal control of carbohydrate and fatty acid/lipid metabolism by the principal signaling hormones insulin and glucagon, with local allosteric regulators. Biochemistry: Students will describe the structure and function of lipoproteins and their roles in normal and specific disease states. Biochemistry: Students will integrate the above regulation into the context of organelles, organs, organ systems, life styles and treatment modalities. Biochemistry: Students will manage additional specific topics relating to human health and disease for which a substantial component of their understanding is found at the level of the roles of biomolecules (examples include but are not limited to sickle cell anemia, diabetes, cystic fibrosis, glycogen storage disease, atherosclerosis, leukemia, and in general clinical diagnosis). Biochemistry: Students will demonstrate skills in the interpretation of contemporary biochemical data on each of the major classes of biomolecules, that is also pertinent to the practice of clinical medicine and research into human health and disease. Evaluation/Measurement: Multiple Choice Question exam B. Demonstrate an investigatory and analytic thinking approach to clinical situations.
III. PRACTICE BASED LEARNING AND IMPROVEMENT

A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion. B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients health problems.
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C. Obtain and use information about patients they are for and the larger population from which these patients are drawn. D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness. E. Use information technology to manage information and access on-line medical information; and support their own education. F. Facilitate the learning of other students and health care professionals.
IV. INTERPERSONAL AND COMMUNICATION SKILLS

A. Create and sustain a therapeutic and ethically sound relationship with patients in order to effectively communicate their health care needs, including situations involving sensitive, technically complex, or distressing information. B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory; questioning and writing skills, to both elicit and provide health care information to patients and their families. C. Work effectively with others as members of a health care team, including peers, residents, faculty and other health care professionals.
V. PROFESSIONALISM
A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. Biochemistry: Students will demonstrate standards of professionalism, including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients Evaluation/Measurement: Professionalism form B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions. E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician.
VI. SYSTEMS-BASED PRACTICE

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B. Know how types of medial practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource. C. Describe the principles of cost-effective health care and resource allocation that does not compromise quality of care. D. Advocate for quality patient care and assist patients in dealing with system complexities. E. Be aware of how to partner with health care managers and health care providers to assess, coordinate, and improve health care and know how these activities can affect system performance.
Cellular and Genetic Mechanisms

evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care. By graduation, students will be able to: A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine.
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Cellular and Genetic Mechanisms: Students will describe and integrate aspects of information transfer within cells and the molecules and organelles which accomplish it: DNA and its replication, RNA synthesis and its control, and protein synthesis. Cellular and Genetic Mechanisms: Students will describe and integrate important aspects of cell structure, including: basic features of cell structure; membranes and cell polarity; receptors and cell signaling; the cytoskeleton; molecular motors; chromosomes; the endosome/lysosome pathway; cell adhesion molecules and cell junctions; extracellular matrix proteins and cellular proteins that interact with them. Cellular and Genetic Mechanisms: Students will describe and integrate aspects of cell function, relating to division, growth, differentiation, and programmed death, including mitosis, the control of cell division, and alterations of this control in cancer cells; protein secretion, apoptosis, early events in human development and the cell biology of wound healing. Cellular and Genetic Mechanisms: Students will name important features of epithelial and connective tissue, and cartilage and bone, and identify them in photographs and tissue sections. Cellular and Genetic Mechanisms: Students will describe and integrate basic aspects of genetics at the levels of molecules, cells, and organisms, as it applies to the pathogenesis and diagnosis of human genetic disease, including: the human genome and karyotype; meiosis, recombination, and identification of disease-producing genes by linkage analysis. Cellular and Genetic Mechanisms: Students will describe and apply methodologies in human genetics as they apply in the clinic, including but not limited to genetic counseling and pedigreebased, population-based and Baysian risk assessment. Cellular and Genetic Mechanisms: Students will describe and apply technologies in contemporary molecular biology to matters of human health and disease, including the use of plasmids, restriction endonucleases and other enzymes of recombinant DNA technology; gel electrophoresis, Southern blotting, molecular cloning, and determination of DNA sequence; FISH and microchip analysis. Cellular and Genetic Mechanisms: Students will describe the genetic basis for human disease and process of growth and development, including but not limited to common autosomal trisomies and sex chromosome anomalies, sexual differentiation disorders, triplet-expansion diseases, geneticallycomplex conditions; and some important topics on the genetic basis of development, including the wnt, hedghog, and TGF-beta pathways and their roles in development. Evaluation/Measurement: Multiple choice question exam; lab practical exam. B. Demonstrate an investigatory and analytic thinking approach to clinical situations. Cellular and Genetic Mechanisms: Students will locate and employ important web-based sources of current information on genetic disease and how to obtain information from them. Evaluation/measurement: faculty evaluation of a group case-history presentation involving a genetic disease
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professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population. By graduation, students will be able to: A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. Students will demonstrate standards of professionalism, including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients Evaluation/Measurement: Professionalism form
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B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions. E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician.

and within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care. By graduation, students will be able to: A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement in patient care may affect other members of the health care profession. B. Know how types of medial practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource. C. Describe the principles of cost-effective health care and resource allocation that does not compromise quality of care. D. Advocate for quality patient care and assist patients in dealing with system complexities. E. Be aware of how to partner with health care managers and health care providers to assess, coordinate, and improve health care and know how these activities can affect system performance.
Clinical Pathophysiology
appropriate, and effective. By graduation, students will be able to: A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families. B. Gather essential and accurate information about their patients. C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. D. Counsel and educate patients and their families.
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E. Use information technology to support patient care decisions and patient education. F. Perform required clinical procedures. G. Work with patients in preventing health problems or maintaining health. H. Work as members of multi-disciplinary health care teams to provide patient-focused care. I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families.
evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care. By graduation, students will be able to: A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. Clinical Pathophysiology: Students will discuss and integrate the pathophysiology of specified diseases and conditions in the following clinical disciplines: 1. Hematology, including anemia, bleeding disorders and clotting disorders 2. Cardiology, including coronary disease, heart failure, and murmurs 3. Pulmonary Diseases, including obstructive and infiltrative disease 4. Gastroenterology, including upper and lower GI ailments, as well as liver, pancreas, and biliary diseases 5. Kidney Diseases, including hypertension, acid-base and electrolyte disorders, and acute and chronic kidney disease 6. Endocrinology & Metabolism, including diabetes, lipid disorders, and thyroid disease 7. Rheumatology & Connective Tissue Diseases, including inflammatory and non-inflammatory disorders 8. Infectious Diseases, including common infections and vaccines Measurement/evaluation: Multiple Choice Question exams, faculty observation B. Demonstrate an investigatory and analytic thinking approach to clinical situations. Clinical Pathophysiology: Students will discuss and integrate case-based clinical pathophysiology problems. Measurement/evaluation: Multiple Choice Question exams, faculty observation

to engage in self-evaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care.
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By graduation, students will be able to: A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion. B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients health problems. C. Obtain and use information about patients they are for and the larger population from which these patients are drawn. D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness. E. Use information technology to manage information and access on-line medical information; and support their own education. F. Facilitate the learning of other students and health care professionals.


professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population. By graduation, students will be able to: A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. Clinical Pathophysiology: Students will demonstrate standards of professionalism, including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients Evaluation/Measurement: Professionalism form
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B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. Clinical Pathophysiology: Students will demonstrate a professional comportment and adherence to the medical schools Code of Professional Conduct in all course-related activities. Measurement/evaluation: Faculty observation and use of Professionalism form C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions. E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician.

Clinical Prevention
appropriate, and effective. By graduation, students will be able to: A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families. B. Gather essential and accurate information about their patients.
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C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. D. Counsel and educate patients and their families. E. Use information technology to support patient care decisions and patient education. F. Perform required clinical procedures. G. Work with patients in preventing health problems or maintaining health. H. Work as members of multi-disciplinary health care teams to provide patient-focused care. I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families.
evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care. By graduation, students will be able to: A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. Clinical Prevention: Students will demonstrate use of epidemiologic methods in public health decision making and in communicating evidence based decisions to potential patients. Clinical Prevention: Students will list and describe specific pediatric and adult risk factors, as well as cultural issues pertinent to making informed health care decisions. Clinical Prevention: Students will describe route of exposure, administrative practices, and the use of protective equipment to prevent infectious disease transmission to patients and to healthcare workers. Clinical Prevention: Students will list and describe concepts of primary, secondary, and tertiary prevention to the practice of preventative healthcare. Clinical Prevention: Students will evaluate screening and diagnostic testing methodologies for cancer, heart disease, diabetes and other chronic adult illnesses (e.g. use of colonoscopy, fecal occult blood testing, chest xray, chest ct, prostate cancer screening, breast cancer screening) Clinical Prevention: Students will describe the incorporation of immunizations into preventive health strategies in pediatric and adult medicine Clinical Prevention: Students will apply epidemiological concepts to the analysis of randomized clinical trials, and metanalyses to determine efficacy of medications and other treatments. Clinical Prevention: Students will employ concepts reviewed in pediatric, adolescent, and adult clinical prevention in the practice of preventative health care. Measurement/evaluation: Multiple Choice Question exam and faculty observation in small group B. Demonstrate an investigatory and analytic thinking approach to clinical situations. Clinical Prevention: Students will employ principles of clinical prevention to determine that articles present scientific evidence (randomized clinical trials, case control, cohort studies)
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Clinical Prevention: Students will apply statistical principles to identify significance, predictive value, incidence, prevalence in order to best evaluate the medical evidence Measurement/evaluation: Multiple Choice Question exam and faculty observation in small group



professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population.
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By graduation, students will be able to: A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. Clinical Prevention: Students will interact with peers to develop group conclusions to complex health issues Measurement/evaluation: faculty observation in small group Clinical Prevention: Students will demonstrate standards of professionalism, including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients Evaluation/Measurement: Professionalism form B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions. E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician.

Epidemiology, Statistics and Prevention
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USAT General Report 2011 Competency: I. PATIENT CARE - Students must be prepared to provide patient care that is compassionate, appropriate, and effective. By graduation, students will be able to: A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families. B. Gather essential and accurate information about their patients. C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. D. Counsel and educate patients and their families. E. Use information technology to support patient care decisions and patient education. F. Perform required clinical procedures. G. Work with patients in preventing health problems or maintaining health. H. Work as members of multi-disciplinary health care teams to provide patient-focused care. I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families. Competency: II. MEDICAL KNOWLEDGE - Students must demonstrate knowledge about established and evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care. By graduation, students will be able to: A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine.

Students will define and describe evidence-based medicine, and explain how populationbased studies can enhance or undermine confidence in a medical treatment. Students will name and describe the Bradford Hill postulates regarding causation. Students will describe the role of causal judgment in clinical medicine. Students will describe the strengths and limitations of evidence-based medicine in clinical decisions regarding diagnosis, treatment, and prevention. Students will explain population-based differences in health and health care. Students will explain the relationship between finance, income, globalization, and health care. Students will describe individual physician roles in improving health care quality and equality. Students will list assumptions underlying risk communication. Students will describe the changing financing of health insurance in employment. Students will explain the characteristics of the tobacco epidemic and the model of nicotine addiction.
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Students will identify the four pillars of tobacco control: reducing current use, stopping new smokers, reducing harm, reducing nicotine/tar delivery. Evaluation/measurement: Multiple Choice Question exam
Epidemiology

Students will define epidemiology and explain the role of epidemiology in evidence-based medicine. Students will define and explain latency, incubation period, herd immunity, and explain attack rate, case-fatality rateand other basic terminology. Students will explain the strengths and limitations of cohort, case-control, retrospective and prospective study designs. Students will define neonatal, perinatal, infant, and child mortality. Students will define relative risk, attributable risk, odds ratio, and power. Students will calculate the relative risk for a hypothetical data set. Students will explain how bias and confounding effects can be reduced in cohort studies and how these can be minimized in randomized, double-blined and cross-over designs. Students will perform age adjustment on a data set. Students will apply their epidemiologic knowledge in critical reading of epidemiologic studies (small group discussion assignments). Students will identify the major international health problems. Students will describe population-based differences in access to and quality of health and health care on the international and national level. Students will describe the breadth and magnitude of disparities as evidenced in the report "Unequal Treatment." Students will describe the mismatch between population growth, demography, and resources (land, water, food, health care). Students will describe the changing demography of work in New Jersey and the United States. Evaluation/measurement: Multiple Choice Question exam and faculty observation in small groups
Biostatistics

Students will discuss basic principles of statistical description and analysis. Students will explain the properties of distributions, measures of central tendency, and tests of deviation. Students will contrast statistical significance and biological significance. Students will explain the role of probability, hypothesis testing, statistical inference and significance. Students will perform basic univariate and multivariate statistical analyses. Students will interpret statistical analyses in published epidemiologic studies. Students will calculate and interpret measures of central tendency and dispersion, parametric and non-parametric analysis of variance, linear and multivariate regression and statistical power and principles of sensitivity, specificity, and predictive value. Students will explain the principles and importance of randomization. Students will define and describe meta-analysis and explain its strengths and limitations of meta-analysis.
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USAT General Report 2011 Evaluation/measurement: Multiple Choice Question exam Toxicology and Environment
Students will identify and discuss the principles of the dose-response curve and its basic role in pharmacology and toxicology. Students will describe the scope of environmental chemical hazards and potential for interaction. Students will describe the general principle of environment-gene interactions in disease causation. Students will explain how our environment(s) (home, community, workplace) can contribute to our health or disease. Students will describe the characteristics that influence exposure: genetics, gender, life-cycle and development, health behaviors, work, and residence. Students will describe the pervasive role of mixed exposures vs single chemical research and regulation. Students will explain the workplace as a target and as a haven in the case of terrorism and disasters. Students will explain how home and community environments can impact health Students will describe pathways of exposure from the environmental media to the body. Students will explain the physician and health care organization roles in preparedness for deliberate (terrorism) and natural disasters. Evaluation/measurement: Multiple Choice Question exam

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Students will read and critique epidemiologic studies. Students will identify hypotheses, actual or potential biases and confounders and assess their impact on results in published studies. Students will describe how the authors of published studies used statistical approaches to reach or support their conclusions. Students will interact with fellow students to formulate and express an opinion about the reliability and value of each study. Students will discuss the goals and principles of effective communication. Students will explain how communication can change beliefs, attitudes or behaviors. Evaluation/measurement: Faculty observation in small groups and critical reading assignments
Competency: III. PRACTICE BASED LEARNING AND IMPROVEMENT - Students must be able to engage in selfevaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care. By graduation, students will be able to: A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion.
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USAT General Report 2011 B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients' health problems. C. Obtain and use information about patients they are for and the larger population from which these patients are drawn. D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness. E. Use information technology to manage information and access on-line medical information; and support their own education. F. Facilitate the learning of other students and health care professionals. Competency: IV. INTERPERSONAL AND COMMUNICATION SKILLS - Students must be able to demonstrate interpersonal & communication skills, both verbal and written, that results in effective information exchange with patients, patients' families, peers, and other health professions colleagues. By graduation, students will be able to: A. Create and sustain a therapeutic and ethically sound relationship with patients in order to effectively communicate their health care needs, including situations involving sensitive, technically complex, or distressing information. B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory; questioning and writing skills, to both elicit and provide health care information to patients and their families. C. Work effectively with others as members of a health care team, including peers, residents, faculty and other health care professionals.
Competency: V. PROFESSIONALISM - Students must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population. By graduation, students will be able to: A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions.
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USAT General Report 2011 E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician.
Competency: VI. SYSTEMS-BASED PRACTICE - Students will be able to function effectively in teams and within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care. By graduation, students will be able to: A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement in patient care may affect other members of the health care profession. B. Know how types of medial practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource. C. Describe the principles of cost-effective health care and resource allocation that does not compromise quality of care. D. Advocate for quality patient care and assist patients in dealing with system complexities. E. Be aware of how to partner with health care managers and health care providers to assess, coordinate, and improve health care and know how these activities can affect system performance.
Gross and Developmental Anatomy

I. PATIENT CARE Students must be prepared to provide patient care that is compassionate, appropriate, and effective. By graduation, students will be able to: A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families. B. Gather essential and accurate information about their patients. C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. D. Counsel and educate patients and their families. E. Use information technology to support patient care decisions and patient education. F. Perform required clinical procedures.
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G. Work with patients in preventing health problems or maintaining health. H. Work as members of multi-disciplinary health care teams to provide patient-focused care. I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families. II. MEDICAL KNOWLEDGE Students must demonstrate knowledge about established and evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care. By graduation, students will be able to: A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. Gross and Developmental Anatomy: Students will accurately employ anatomical nomenclature to describe most of the gross anatomical structures of the body. Gross and Developmental Anatomy: Students will summarize clinically relevant anatomical features of the major body systems including cardiovascular, musculoskeletal and nervous systems. Gross and Developmental Anatomy: Students will identify anatomical structures on cadavers, living individuals and in various diagnostic imaging modalities. Gross and Developmental Anatomy: Students will describe the structural and functional relationships between structures of the back, spinal cord and spinal nerves. Gross and Developmental Anatomy: Students will integrate the structural and functional relationships of major upper limb structures and relate them to clinically important functional deficits seen with common upper limb injuries. Gross and Developmental Anatomy: Students will integrate the structural and functional relationships of major lower limb structures and relate them to clinically important functional deficits seen with common lower limb or lower back injuries. Gross and Developmental Anatomy: Students will integrate the structural and functional relationships of major head and neck structures and relate them to clinically important functional deficits. Gross and Developmental Anatomy: Students will summarize the role of anatomical structures in the mechanics of respiration. Gross and Developmental Anatomy: Students will describe the development of the heart and its relationship to common congential defects. Gross and Developmental Anatomy: Students will integrate the relationship of mediastinal structures on a cadaver with those seen in cross sectional images. Gross and Developmental Anatomy: Students will describe the anatomy of the abdominal wall and how it relates to hernias. Gross and Developmental Anatomy: Students will describe the development of the gastrointestinal tract and its relationship to common congential defects. Gross and Developmental Anatomy: Students will describe the development of the genitourinary system and its relationship to common congential defects. Gross and Developmental Anatomy: Students will describe the organization of pelvic visceral structures and its relationship with pelvic visceral function. Gross and Developmental Anatomy: Students will compare and contrast the anatomy of the male and female perineum.
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Evaluation/Measurement: Multiple Choice Question exam and faculty observation in small group/dissection B. Demonstrate an investigatory and analytic thinking approach to clinical situations. III. PRACTICE BASED LEARNING AND IMPROVEMENT Students must be able to engage in self-evaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care. By graduation, students will be able to: A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion. B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients health problems. C. Obtain and use information about patients they are for and the larger population from which these patients are drawn. D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness. E. Use information technology to manage information and access on-line medical information; and support their own education. F. Facilitate the learning of other students and health care professionals. IV. INTERPERSONAL AND COMMUNICATION SKILLS Students must be able to demonstrate interpersonal & communication skills, both verbal and written, that results in effective information exchange with patients, patients families, peers, and other health professions colleagues. By graduation, students will be able to: A. Create and sustain a therapeutic and ethically sound relationship with patients in order to effectively communicate their health care needs, including situations involving sensitive, technically complex, or distressing information. B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory; questioning and writing skills, to both elicit and provide health care information to patients and their families. C. Work effectively with others as members of a health care team, including peers, residents, faculty and other health care professionals. V. PROFESSIONALISM Students must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population.
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By graduation, students will be able to: A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. Gross and Developmental Anatomy: Students will demonstrate standards of professionalism, including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients Evaluation/Measurement: Professionalism form B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions. E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician. VI. SYSTEMS-BASED PRACTICE Students will be able to function effectively in teams and within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care. By graduation, students will be able to: A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement in patient care may affect other members of the health care profession. B. Know how types of medial practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource. C. Describe the principles of cost-effective health care and resource allocation that does not compromise quality of care. D. Advocate for quality patient care and assist patients in dealing with system complexities. E. Be aware of how to partner with health care managers and health care providers to assess, coordinate, and improve health care and know how these activities can affect system performance.
M1 Integrated Cases
Competency: I. PATIENT CARE A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families.
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USAT General Report 2011 B. Gather essential and accurate information about their patients. C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. D. Counsel and educate patients and their families. E. Use information technology to support patient care decisions and patient education. F. Perform required clinical procedures. G. Work with patients in preventing health problems or maintaining health. H. Work as members of multi-disciplinary health care teams to provide patient-focused care. I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families. II. MEDICAL KNOWLEDGE A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. M1 Integrated: Students will demonstrate integration and application of knowledge in the basic sciences for problem solving. Evaluation/Measurement: Faculty observation in small group discussions B. Demonstrate an investigatory and analytic thinking approach to clinical situations.
III. PRACTICE BASED LEARNING AND IMPROVEMENT A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion. B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients health problems. C. Obtain and use information about patients they are for and the larger population from which these patients are drawn. D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness. E. Use information technology to manage information and access on-line medical information; and support their own education.
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USAT General Report 2011 F. Facilitate the learning of other students and health care professionals. IV. INTERPERSONAL AND COMMUNICATION SKILLS A. Create and sustain a therapeutic and ethically sound relationship with patients in order to effectively communicate their health care needs, including situations involving sensitive, technically complex, or distressing information. B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory; questioning and writing skills, to both elicit and provide health care information to patients and their families. C. Work effectively with others as members of a health care team, including peers, residents, faculty and other health care professionals. M1 Integrated: Students will demonstrate team behavior, including working and communicating collaboratively in small group settings. Evaluation/Measurement: Faculty observation in small group discussions V. PROFESSIONALISM A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. M1 Integrated: Students will demonstrate standards of professionalism, including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients Evaluation/Measurement: Professionalism form B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. M1 Integrated: Students will maintain good attendance and advanced preparation for small group discussions. Evaluation/Measurement: Faculty observation in small group discussions
C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions. E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician.
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USAT General Report 2011 VI. SYSTEMS-BASED PRACTICE A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement in patient care may affect other members of the health care profession. B. Know how types of medial practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource. C. Describe the principles of cost-effective health care and resource allocation that does not compromise quality of care. D. Advocate for quality patient care and assist patients in dealing with system complexities. E. Be aware of how to partner with health care managers and health care providers to assess, coordinate, and improve health care and know how these activities can affect system performance.
Microbiology/Immunology
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evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care. By graduation, students will be able to: A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. Microbiology/Immunology: Students will describe and differentiate the cells and organs of the immune system and their roles in health and disease, including: the structure of the immune system; the roles of its important cell types and subtypes and how they are identified and quantitated. Microbiology/Immunology: Students will define and discuss antigens; the structure and function of antibodies, the genetic basis of immunoglobulin structure and diversity, antigen-antibody interactions, and the use of antibodies in diagnostic tests. Microbiology/Immunology: Students will describe and discuss other important cellular and noncellular components of the immune system, including Compliment, the major histocompatibility complex and its roles; cytokines and their functions; CD surface antigens; phagocytes and other mechanisms of immune defense against infection; Microbiology/Immunology: Students will define and discuss immunodeficiency states; inflammation; hypersensitivity reactions; mechanisms of immune tolerance; immunological aspects of blood transfusion and organ transplantation; immune response to tumors; interaction of the nervous and endocrine systems with immunity; and immunization and types of vaccines. Microbiology/Immunology: Students will name and discuss pathogenic microbes their structure, biology, and roles in disease; prevention and control of infections, including: 1. Bacteria: Classification, structure, nutrition, physiology, and genetics of bacteria; genetic basis of virulence; antibiotics, their modes of action and the biochemistry and genetics of resistance; diagnostic bacteriology; properties of major bacterial pathogens of humans, including morphology and staining properties, virulence factors and pathogenesis, reservoirs, vectors, routes of transmission; major diseases and symptoms, important antibiotic sensitivities, vaccines and preventive measures. 2. Protozoa: Major protozoan infections of humans; their agents, geographic distribution, life cycles, reservoirs, vectors, pathogenesis, prophylactic measures, and available drug therapy. 3. Fungi: Classification of fungi and morphology of fungal cells; antifungal drugs; diagnosis of fungal infections; staining techniques, culture, major fungal pathogens of humans, including morphology, major diseases and symptoms. 4. Viruses: Structure, replication, culture, and identification of viruses; diagnosis of viral infections; antiviral drugs; major pathogenic viruses of humans; their structure, replication cycle, diseases and symptoms, available drugs and vaccines; Prions; interferons and their actions. Evaluation/measurement: Multiple Choice Question exam B. Demonstrate an investigatory and analytic thinking approach to clinical situations.
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Microbiology/Immunology: Students will interpret simple clinical data (disease symptoms, laboratory test results, data about a microbe) to identify the most likely cause of an infection. Evaluation/measurement: Multiple Choice Question exam Microbiology/Immunology: Students will isolate bacteria in pure culture by streaking on agar plates to obtain single colonies Microbiology/Immunology: Students will prepare and interpret a Gram stain. Evaluation/measurement: faculty observation and feedback. Microbiology/Immunology: Students will identify a bacterium present from among a limited set of important bacterial pathogens, by means of Gram stain and simple metabolic tests. Microbiology/Immunology: Students will present observations and laboratory findings briefly and clearly in written form. Evaluation/measurement: faculty evaluation of written laboratory reports.


demonstrate interpersonal & communication skills, both verbal and written, that results in effective information exchange with patients, patients families, peers, and other health professions colleagues. By graduation, students will be able to: A. Create and sustain a therapeutic and ethically sound relationship with patients in order to
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effectively communicate their health care needs, including situations involving sensitive, technically complex, or distressing information. B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory; questioning and writing skills, to both elicit and provide health care information to patients and their families. C. Work effectively with others as members of a health care team, including peers, residents, faculty and other health care professionals.

professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population. By graduation, students will be able to: A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. Microbiology/Immunology: Students will demonstrate standards of professionalism, including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients Evaluation/Measurement: Professionalism form B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions. E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician.

and within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care. By graduation, students will be able to: A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement in patient care may affect other members of the health care profession. B. Know how types of medial practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource.
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C. Describe the principles of cost-effective health care and resource allocation that does not compromise quality of care. D. Advocate for quality patient care and assist patients in dealing with system complexities. E. Be aware of how to partner with health care managers and health care providers to assess, coordinate, and improve health care and know how these activities can affect system performance.
Physiology
appropriate, and effective. By graduation, students will be able to: A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families. Physiology: Students will emulate non-judgmental approaches to communication with individuals suffering from disease states. Evaluation/Measurement: Professionalism form submission B. Gather essential and accurate information about their patients. C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. D. Counsel and educate patients and their families. E. Use information technology to support patient care decisions and patient education. F. Perform required clinical procedures. G. Work with patients in preventing health problems or maintaining health. H. Work as members of multi-disciplinary health care teams to provide patient-focused care. I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families.
evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care. By graduation, students will be able to: A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine.
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Physiology:Students will describe the basic structure and function of the cell plasma membrane, including the mechanisms of membrane transport and the electrophysiologic properties of the cell membrane; including the regulation of action potential and of synaptic transmission. Physiology: Students will describe the mechanisms of smooth, cardiac, and skeletal muscle contraction, including excitation-contraction coupling. Physiology: Students will identify the tissues regulating, and controlled by, the autonomic nervous system (ANS). Physiology: Students will describe the neurotransmitters and hormones which mediate ANS function. Physiology: Students will describe the tissues comprising the cardiovascular system. Physiology: Students will describe cardiac function and its regulation, and how cardiac function controls systemic and pulmonary blood pressures. Physiology: Students will describe the arterial and venous circulatory systems, and the mechanisms regulating blood flow and tissue perfusion. Physiology: Students will integrate the above and describe the mechanisms of common cardiovascular diseases and the medical rationales for management of cardiac diseases. Physiology: Students will describe the anatomy of the respiratory system, and the central and peripheral control of respiration and respiration mechanics. Physiology: Students will identify the tissues which comprise the pulmonary circulation, and describe the regulation of pulmonary circulation and the relationship between ventilation and perfusion. Physiology: Students will describe the properties of O2 and CO2 handling and transport within the lungs and peripheral tissues. Physiology: Students will compare and contrast restrictive versus obstructive lung diseases, and the medical rationales to manage these pathologies. Physiology: Students will describe the essential chemistry controlling acid and base formation. Physiology: Students will integrate the above and describe metabolic and respiratory acidoses and alkaloses, as well as the endogenous compensatory mechanisms for these disorders. Physiology: Students will describe the anatomy of the kidney, nephron, and renal circulation. Physiology: Students will describe body fluid distribution and the regulation of body fluid distribution. Physiology: Students will describe the function of the glomerulus and renal tubule system.
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Physiology: Students will describe the intra- and extrarenal control of electrolytes, metabolic byproducts, minerals, and H2O. Physiology: Students will integrate the above and describe renal failure and its medical management, including common renal pathologies and the rationales for the medical management of these. Physiology: Students will identify the tissues within the gastrointestinal (GI) system, the processes of GI motility, secretion, digestion, and absorption and the hormonal and neurologic regulation of GI function. Physiology: Students will integrate the above a and identify common pathologies affecting GI function and the rationales for the medical management of these. Physiology: Students will describe the general principles of endocrine function; compare and contrast the properties of protein versus steroid hormones, and hormone receptor families. Physiology: Students will describe the anatomy and function of the following endocrine tissues: neuroendocrine, thyroid, adrenal, testis, and ovary. Physiology: Students will describe the hormonal regulation of male and female reproductive endocrine function and fertility, the hormonal regulation of pregnancy and parturition and the process of menopause and options for its medical management. Physiology: Students will describe the anatomy and function of the endocrine pancreas. Describe type I and type II diabetes mellitus, and the rationale for the medical management of diabetes mellitus. Physiology: Students will describe the hormonal control of body calcium and phosphate stores, the hormonal regulation of bone maintenance. Physiology: Students will integrate the above and describe pathologies affecting bone maintenance, and the rationale for the medical management of bone loss. Evaluation/measurement: Multiple Choice Question exam B. Demonstrate an investigatory and analytic thinking approach to clinical situations.

to engage in self-evaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care. By graduation, students will be able to: A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion. B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients health problems.
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C. Obtain and use information about patients they are for and the larger population from which these patients are drawn. D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness. E. Use information technology to manage information and access on-line medical information; and support their own education. F. Facilitate the learning of other students and health care professionals.


professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population. By graduation, students will be able to: A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. Physiology: Students will demonstrate standards of professionalism, including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients Evaluation/Measurement: Professionalism form B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions.
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Neuroscience
appropriate, and effective. By graduation, students will be able to: A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families. Neuroscience: Students will emulate appropriate and non-judgmental behaviors and communication during interactions with individuals suffering from different diseases Evaluation/measurement: Attendance at patient presentations meets criteria of professionalism (on time, proper dress and behavior, appropriate questions posed) B. Gather essential and accurate information about their patients. C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. D. Counsel and educate patients and their families. E. Use information technology to support patient care decisions and patient education.
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F. Perform required clinical procedures. G. Work with patients in preventing health problems or maintaining health. H. Work as members of multi-disciplinary health care teams to provide patient-focused care. I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families.
evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care. By graduation, students will be able to: A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. Neuroscience: Students will identify clinically relevent neuroanatomical structures in gross specimens, MRIs and stained sections. Neuroscience: Students will describe the anatomical and functional organization of the principle sensory systems (somatosensory, visual, auditory, vestibular, gustatory, olfactory) and the deficits that result from damage to specific components. Neuroscience: Students will describe the anatomical and functional organization of the principle motor systems (lateral and medial spinal projections, basal ganglia, cerebellum, MLF and eye movements) and the deficits that result from damage to specific components. Neuroscience: Students will describe the anatomical and functional organization of the neocortex and thalamocortical relationships and the deficits that result from damage to specific components and subdivisions. Neuroscience: Students will describe the anatomical and functional organization of the hypothalamus, its role in homeostasis, and the deficits that result from damage to specific components. Neuroscience: Students will describe the anatomical and functional organization of the components of the limbic system, their roles in learning, memory and emotion, and the deficits that result from damage to specific components. Neuroscience: Students will integrate information about normal and pathological changes that correlate with specific stages of development of the CNS: embryonic, early postnatal, adolescent, adult, advanced age. Neuroscience: Students will manage additional specific topics relating to the role of CNS function in human health and disease including (but not limited to) levels of consciousness (sleep, coma, persistent vegetative state), addiction and dependence (drugs, alcohol, nicotine, behavioral), learning disorders (e.g., dyslexia, auditory processing disorder, ADHD), and plasticity. Neuroscience: Students will demonstrate fundamental skills in the application and interpretation of diagnostic material from contemporary imaging (CT, MRI, MRA, fMRI) and EEG; demonstrate fundamental skills in performing and interpreting the neurological exam. Neuroscience: Students will describe the current understanding of the cellular and molecular biology of specific diseases and pathological processes including but not limited to Parkinsons, Alzheimers, Huntingtons, cerebral palsy, multiple sclerosis, epilepsy, stroke and vascular malformations, autism, schizophrenia, and disorders of mood. Neuroscience: Students will integrate an understanding of the normal cellular and system functions
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of the CNS with knowledge of the pathogenesis of specific diseases and injuries to evaluate critically therapeutic opportunities and strategies. Evaluation/measurement: practical examination (identification), participation in small group discussion and multiple choice question exams B. Demonstrate an investigatory and analytic thinking approach to clinical situations. Neuroscience: Students will follow a heuristic approach in evaluating neurologic deficits and signs. Evaluation/measurement: participation in small group discussions and multiple choice question exams


demonstrate interpersonal & communication skills, both verbal and written, that results in effective information exchange with patients, patients families, peers, and other health professions colleagues. By graduation, students will be able to: A. Create and sustain a therapeutic and ethically sound relationship with patients in order to effectively communicate their health care needs, including situations involving sensitive, technically complex, or distressing information. B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory; questioning and writing skills, to both elicit and provide health care information to patients and their families.
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professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population. By graduation, students will be able to: A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. Neuroscience: Students will demonstrate standards of professionalism, including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients Evaluation/Measurement: Professionalism form B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions. E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician.

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Pathology
evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care. By graduation, students will be able to: A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. Pathology: Students will interpret signs and symptoms elicited in a patients history and create a differential diagnosis Pathology: Students will interpret laboratory data Pathology: Students will discuss the natural course of disease Pathology: Students will describe and discuss possible avenues of medical or surgical therapy The above objectives apply to each of the following units: 1. Cell and tissue response to injury / environmental pathology 2. Inflammation / tissue repair 3. Immunity 4. Neoplasia 5. Genetics / pediatric and developmental pathology 6. Hematopathology
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7. Cardiovascular pathology 8. Pulmonary and oral pathology 9. Gastrointestinal, pancreatic, and hepatobiliary pathology 10. Renal pathology 11. Endocrine pathology 12. Skin and bone pathology 13. Female reproductive tract pathology 14. Breast pathology 15. Neuropathology Evaluation/measurement: Multiple Choice Question exam, faculty observation in small group B. Demonstrate an investigatory and analytic thinking approach to clinical situations. Pathology: Students will interpret findings at surgery Pathology: Students will interpret pathology reports Pathology: Students will review pathology slides with a consulting pathologist The above objectives apply to each of the following units: 1. Cell and tissue response to injury / environmental pathology 2. Inflammation / tissue repair 3. Immunity 4. Neoplasia 5. Genetics / pediatric and developmental pathology 6. Hematopathology 7. Cardiovascular pathology 8. Pulmonary and oral pathology 9. Gastrointestinal, pancreatic, and hepatobiliary pathology 10. Renal pathology 11. Endocrine pathology 12. Skin and bone pathology 13. Female reproductive tract pathology 14. Breast pathology 15. Neuropathology Evaluation/measurement: Multiple Choice Question exam, faculty observation in small group Pathology: Students will evaluate critically articles about a representative disease from the New England Journal of Medicine as part of each PathTalk unit. Pathology: Students will identify and employ the appropriate medical literature in order to analyze the case studies presented in Case-Based Studies. Pathology: Students will evaluate and discuss statistical methodologies employed in New England Journal of Medicine articles and attending the biologic/epidemiologic conferences in which statisticians explicitly address the methodology of the studies. Pathology: Students will employ medical resources on the internet to collect information relevant to the case studies in each unit of Case-Based Studies. Pathology: Students will discuss a digitized virtual slide illustrating a disease process as part of each PathTalk unit. Evaluation/measurement: faculty observation in small group
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to engage in self-evaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care. By graduation, students will be able to: A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion. B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients health problems. C. Obtain and use information about patients they are for and the larger population from which these patients are drawn. D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness. E. Use information technology to manage information and access on-line medical information; and support their own education. F. Facilitate the learning of other students and health care professionals. Pathology: Students will practicing the principles of cooperative team learning in the small group milieus of both PathTalk and Case-Based Studies. Measurement/evaluation: faculty observation in small group

demonstrate interpersonal & communication skills, both verbal and written, that results in effective information exchange with patients, patients families, peers, and other health professions colleagues. By graduation, students will be able to: A. Create and sustain a therapeutic and ethically sound relationship with patients in order to effectively communicate their health care needs, including situations involving sensitive, technically complex, or distressing information. B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory; questioning and writing skills, to both elicit and provide health care information to patients and their families. C. Work effectively with others as members of a health care team, including peers, residents, faculty and other health care professionals. Pathology: Students will work as team members, via by their participation in the process of team learning in the PathTalk and Case-Based Studies small groups, including respecting the diversity of
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backgrounds and points of view of the student body and fostering an atmosphere that facilitates rather than inhibits team learning. Measurement/evaluation: faculty observation in small group

professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population. By graduation, students will be able to: A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. Pathology: Students will demonstrate standards of professionalism, including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients Evaluation/Measurement: Professionalism form B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions. E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician.

and within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care. By graduation, students will be able to: A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement in patient care may affect other members of the health care profession. B. Know how types of medial practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource. C. Describe the principles of cost-effective health care and resource allocation that does not compromise quality of care. D. Advocate for quality patient care and assist patients in dealing with system complexities.
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Patient Centered Medicine I
I. PATIENT CARE
PCM: Students will identify elements of culturally competent patient centered care. Measurement/Eval: Portfolios
PCM: Demonstrate proficiency in basic physician/patient communication. Measurement/Eval: Facilitator observations & feedback; OSCEs
PCM: Students will demonstrate humanism: respect, tolerance and civility for others regardless of socio-cultural backgrounds, economic circumstances, English proficiency, lifestyles, sexual orientation, age, gender, race, ethnicity, religion or disability. Measurement/Eval: Facilitator observations & feedback; OSCEs, Peer evaluations
PCM: Students will demonstrate ethical sensitivity and awareness of the influence of cultural and personal beliefs on the practice of medicine. Measurement/Eval: Facilitator observations & feedback; OSCEs
PCM: Students will communicate respect and caring toward patients, peers, faculty, and others. Measurement/Eval.: Facilitator observations & feedback; OSCEs, Peer evaluations; Professionalism forms
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PCM: Students will construct a medical history which includes biopsychosocial factors and environmental context. Measurement/Eval: Facilitator observations & feedback; OSCEs
PCM: Students will demonstrate a patient-centered interview that includes opening an interview, developing a narrative thread, and establishing the life context of the patient. Measurement/Eval: Facilitator observations & feedback; OSCEs
PCM: Students will demonstrate physical diagnosis skills with standardized patients with a focus on assessment of vital signs, examination of the head and neck, the heart and lungs, the abdomen, the extremities, and a neurological examination. Measurement/Eval: Facilitator observations & feedback; OSCEs
C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. D. Counsel and educate patients and their families.
PCM: Students will demonstrate humanism: respect, tolerance and civility for others regardless of socio-cultural backgrounds, economic circumstances, English proficiency, lifestyles, sexual orientation, age, gender, race, ethnicity, religion or disability. Measurement/Eval: Facilitator observations & feedback; OSCEs; Professionalism Form
PCM: Students will demonstrate ethical sensitivity and awareness of the influence of cultural and personal beliefs on the practice of medicine. Measurement/Eval: Facilitator observations & feedback; OSCEs; Professionalism Form
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USAT General Report 2011 PCM: Students will communicate respect and caring toward patients, peers, faculty, and others. Measurement/Eval Professionalism Form
E. Use information technology to support patient care decisions and patient education. F. Perform required clinical procedures. G. Work with patients in preventing health problems or maintaining health. H. Work as members of multi-disciplinary health care teams to provide patient-focused care. I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families.
PCM: Students will demonstrate proficiency in basic physician/patient communication. Measurement/Eval: Facilitator observations & feedback; OSCEs
PCM: Students will demonstrate the use of verbal and non-verbal techniques in establishing rapport and a therapeutic alliance. Measurement/Eval: Facilitator observations & feedback; OSCEs
PCM: Students will demonstrate humanism: respect, tolerance and civility for others regardless of socio-cultural backgrounds, economic circumstances, English proficiency, lifestyles, sexual orientation, age, gender, race, ethnicity, religion or disability. Measurement/Eval: Facilitator observations & feedback; OSCEs
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USAT General Report 2011 PCM: Students will demonstrate ethical sensitivity and awareness of the influence of cultural and personal beliefs on the practice of medicine. Measurement/Eval: Facilitator observations & feedback; OSCEs
PCM: Students will demonstrate an understanding of the role of family systems, community resources, and of an interdisciplinary approach to patient care. Measurement/Eval: Facilitator observations & feedback; OSCEs; Portfolio
PCM: Students will demonstrate commitment to lifelong learning and continuous improvement of knowledge and skills. Measurement/Eval: Facilitator observations & feedback; Portfolio
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PCM: Students will demonstrate awareness of the important need to balance professional and personal issues in ones life to maintain wellness. Measurement/Eval: Facilitator observations and feedback; Portfolio; Peer Evaluation
B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients health problems.
C. Obtain and use information about patients they are for and the larger
population from which these patients are drawn.
E. Use information technology to manage information and access on-line medical information; and support their own education.
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PCM: Students will discuss the value of assessing the patient in his/her own environment. Measurement/Eval: Facilitator observations & feedback; Portfolio
B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory; questioning and writing skills, to both elicit and provide health care information to patients and their families.
V. PROFESSIONALISM
PCM: Demonstrate professionalism, including personal honesty and integrity in all interactions. Measurement/Eval: Facilitator observations & feedback; Peer Evaluations; Professionalism Forms
B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development.
PCM: Students will understand the role of the law, the courts, and governmental agencies in defining parameters and limits to ethical and legal decision-making in patient care and the standards of behavior of practicing physicians.
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USAT General Report 2011 Measurement/Eval: Facilitator observations & feedback; Portfolio
PCM: Students will relate the origin, history, and contemporary applications of medical ethical challenges facing physicians in clinical practice. Measurement/Eval: Facilitator observations & feedback; Portfolio
PCM: Students will demonstrate humanism: respect, tolerance and civility for others regardless of socio-cultural backgrounds, economic circumstances, English proficiency, lifestyles, sexual orientation, age, gender, race, ethnicity, religion or disability. Measurement/Eval: Facilitator observations & feedback; OSCEs; Peer Evaluation
PCM: Students will demonstrate commitment to lifelong learning and continuous improvement of knowledge and skills. Measurement/Eval: Facilitator observations & feedback; Portfolio; Peer Evaluation
PCM: Students will demonstrate awareness of the important need to balance professional and personal issues in ones life to maintain wellness. Measurement/Eval: Facilitator observations & feedback; OSCEs; Portfolio; Peer Evaluation
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B. Know how types of medial practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource.
PCM: Students will provide examples of various payment systems for medical care, and how the different systems promote or restrict the patients access to care. Measurement/Eval: Facilitator observations & feedback; OSCEs; Portfolio
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Patient Centered Medicine II

I. PATIENT CARE
J. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families.
PCM: Students will demonstrate elements of culturally competent patient centered care. Measurement/Eval: Faculty observations & feedback; OSCEs
PCM: Students will demonstrate proficiency in basic physician/patient communication. Measurement/Eval: Faculty observations & feedback; OSCEs
PCM: Students will demonstrate humanism: respect, tolerance and civility for others regardless of socio-cultural backgrounds, economic circumstances, English proficiency, lifestyles, sexual orientation, age, gender, race, ethnicity, religion or disability. Measurement/Eval: Faculty observations & feedback; OSCEs, Peer evaluations
PCM: Students will demonstrate ethical sensitivity and awareness of the influence of cultural and personal beliefs on the practice of medicine. Measurement/Eval: Faculty observations & feedback; OSCEs
PCM: Students will communicate respect and caring toward patients, peers, faculty, and others. Measurement/Eval.: Faculty observations & feedback; OSCEs, Peer evaluations; Professionalism forms
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K. Gather essential and accurate information about their patients.

PCM: Students will elicit and record a complete medical history which includes biopsychosocial factors and environmental context. Measurement/Eval: Faculty observations & feedback; Patient write-ups; OSCEs
PCM: Students will perform and record a mental status examination. Measurement/Eval: Faculty observations & feedback; OSCEs
PCM: Students will perform and record a comprehensive physical examination. Measurement/Eval: Faculty observations & feedback; Patient write-ups; OSCEs
PCM: Students will perform and record a patient centered physical examination focusing on specific organ systems. Measurement/Eval: Faculty observations & feedback; Patient write-ups; OSCEs
PCM: Students will write a succinct and appropriate patient note. Measurement/Eval: Faculty evaluation and feedback; OSCEs
L. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment.
PCM: Students will demonstrate effective reasoning in solving clinical problems; Suggest diagnostic studies and give reasons for these suggestions. Measurement/Eval.: Faculty evaluation and feedback; OSCEs
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M. Counsel and educate patients and their families.

PCM: Students will demonstrate humanism: respect, tolerance and civility for others regardless of socio-cultural backgrounds, economic circumstances, English proficiency, lifestyles, sexual orientation, age, gender, race, ethnicity, religion or disability. Measurement/Eval: Faculty observations & feedback; OSCEs; Professionalism Form
PCM: Students will demonstrate ethical sensitivity and awareness of the influence of cultural and personal beliefs on the practice of medicine. Measurement/Eval: Faculty observations & feedback; OSCEs; Professionalism Form
PCM: Students will communicate respect and caring toward patients, peers, faculty, and others. Measurement/Eval: Faculty observations & feedback; Professionalism Form
N. Use information technology to support patient care decisions and patient education.
PCM: Students will utilize library resources/ data bases to identify evidence to support patient care decisions and patient education. Measurement/Eval: Faculty observations & feedback
O. Perform required clinical procedures. P. Work with patients in preventing health problems or maintaining health. Q. Work as members of multi-disciplinary health care teams to provide patient-focused care. R. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families.
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PCM: Students will demonstrate proficiency in physician/patient communication. Measurement/Eval: Faculty observations & feedback; OSCEs
PCM: Students will demonstrate the use of verbal and non-verbal techniques in establishing rapport and a therapeutic alliance. Measurement/Eval: Faculty observations & feedback; OSCEs
PCM: Students will demonstrate humanism: respect, tolerance and civility for others regardless of socio-cultural backgrounds, economic circumstances, English proficiency, lifestyles, sexual orientation, age, gender, race, ethnicity, religion or disability. Measurement/Eval: Faculty observations & feedback; OSCEs
PCM: Students will apply an understanding of the role of family systems, community resources, and of an interdisciplinary approach to patient care. Measurement/Eval: Faculty observations & feedback; OSCEs; Portfolio
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USAT General Report 2011 PCM: Students will apply a biopsychosocial, environmental, and pathophysiological understanding of wellness and illness to patient care. Measurement/Eval: Faculty observations & feedback
PCM: Students will demonstrate effective reasoning in solving clinical problems; Suggest diagnostic studies and give reasons for these suggestions. Measurement/Eval.: Faculty evaluation and feedback; OSCEs
PCM: Students will demonstrate commitment to lifelong learning and continuous improvement of knowledge and skills. Measurement/Eval: Faculty observations & feedback; Portfolio
PCM: Students will demonstrate awareness of the important need to balance professional and personal issues in ones life to maintain wellness. Measurement/Eval: Faculty observations and feedback; Portfolio; Peer Evaluation
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C. Obtain and use information about patients they are caring for and the
larger population from which these patients are drawn.
PCM: Describe the major health and illness problems seen at various stages of the human life cycle and how these problems vary within and across defined population groups and different geographic areas, both in the U.S. and abroad. Measurement/Eval: Faculty observations and feedback; Portfolio
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PCM: Students will discuss the value of assessing the patient in his/her own environment. Measurement/Eval: Facilitator observations & feedback; Portfolio
PCM: Students will demonstrate proficiency in physician/patient communication. Measurement/Eval: Faculty observations & feedback; OSCEs
PCM: Students will demonstrate the use of verbal and non-verbal techniques in establishing rapport and a therapeutic alliance. Measurement/Eval: Faculty observations & feedback; OSCEs
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USAT General Report 2011 PCM: Students will demonstrate humanism: respect, tolerance and civility for others regardless of socio-cultural backgrounds, economic circumstances, English proficiency, lifestyles, sexual orientation, age, gender, race, ethnicity, religion or disability. Measurement/Eval: Faculty observations & feedback; OSCEs
PCM: Students will elicit record a complete medical history which includes biopsychosocial factors and environmental context. Measurement/Eval: Faculty observations & feedback; Patient write-ups; OSCEs
PCM: Students will perform and record a mental status examination. Measurement/Eval: Facalty observations & feedback; OSCEs
PCM: Students will perform and record a comprehensive physical examination. Measurement/Eval: Faculty observations & feedback; Patient write-ups; OSCEs
PCM: Students will perform and record a patient centered physical examination focusing on specific organ systems. Measurement/Eval: Faculty observations & feedback; Patient write-ups; OSCEs
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V. PROFESSIONALISM
PCM: Demonstrate professionalism, including personal honesty and integrity in all interactions. Measurement/Eval: Facilitator observations & feedback; Peer Evaluations; Professionalism Forms
PCM: Students will understand the role of the law, the courts, and governmental agencies in defining parameters and limits to ethical and legal decision-making in patient care and the standards of behavior of practicing physicians. Measurement/Eval: Facilitator observations & feedback; Portfolio
PCM: Students will relate the origin, history, and contemporary applications of medical ethical challenges facing physicians in clinical practice. Measurement/Eval: Facilitator observations & feedback; Portfolio
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PCM: Students will demonstrate humanism: respect, tolerance and civility for others regardless of socio-cultural backgrounds, economic circumstances, English proficiency, lifestyles, sexual orientation, age, gender, race, ethnicity, religion or disability. Measurement/Eval: Facilitator observations & feedback; OSCEs; Peer Evaluation
PCM: Students will demonstrate commitment to lifelong learning and continuous improvement of knowledge and skills. Measurement/Eval: Facilitator observations & feedback; Portfolio; Peer Evaluation
PCM: Students will demonstrate awareness of the important need to balance professional and personal issues in ones life to maintain wellness. Measurement/Eval: Faculty observations & feedback; OSCEs; Portfolio; Peer Evaluation
PCM: Demonstrate an understanding of the role of family systems, community resources, and of an interdisciplinary approach to patient care. Measurement/Eval: Faculty observations & feedback; Portfolios
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B. Know how types of medical practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource.
PCM: Students will provide examples of various payment systems for medical care, and how the different systems promote or restrict the patients access to care. Measurement/Eval: Faculty observations & feedback; OSCEs; Portfolio
PCM: Students will provide examples of various payment systems for medical care, and how the different systems promote or restrict the patients access to care. Measurement/Eval: Faculty observations & feedback; OSCEs; Portfolio
PCM: Studernts will demonstrate an understanding of the role of family systems, community resources, and of an interdisciplinary approach to patient care. Measurement/Eval: Faculty observations & feedback; Portfolios
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Pharmacology
appropriate, and effective. By graduation, students will be able to A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families. B. Gather essential and accurate information about their patients. C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. D. Counsel and educate patients and their families. E. Use information technology to support patient care decisions and patient education. F. Perform required clinical procedures. G. Work with patients in preventing health problems or maintaining health. H. Work as members of multi-disciplinary health care teams to provide patient-focused care. I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families. II. MEDICAL KNOWLEDGE Students must demonstrate knowledge about established and evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care. By graduation, students will be able to A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. Pharmacology: Students will describe at the molecular, cellular and human organism level the mechanisms of agents that stimulate, inhibit or modulate the signal transduction cascades underpinning diverse physiological and pathophysiological processes. Pharmacology: Students will describe the relationship between drug structure and the processes governing the entry of drug into the body from various routes of administration, their subsequent distribution to tissues and their elimination from the body by renal and metabolic mechanisms. Pharmacology: Students will describe the principles that govern the rates at which these processes occur and the skill to use them to predict and design safe and effective drug regimens in patients with normal or impaired renal function.
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Pharmacology: Students will describe the molecular and cellular mechanisms underpinning the growth and replication of normal and transformed cells that serve as the rationale for the targeting of anticancer agents. Pharmacology: Students will describe the molecular and cellular mechanisms underpinning the operation of the autonomic nervous system in the integrated homeostatic control of bodily functions and the neurotransmitter systems that serve as the targets for drugs that modulate the behavior of this system. Pharmacology: Students will describe the molecular and cellular elements of blood that underpin coagulation and thrombus formation and how they serve as targets for anticoagulants and and antiplatelet agents. Pharmacology: Students will describe the cellular and molecular components that control blood flow, tissue perfusion and oxygen delivery that serve as the targets for agents used to treat hypertension, angina, and congestive heart failure. Pharmacology: Students will describe the role of cortisol and aldosterone as well as their synthetic agonists and antagonists in modulating inflammation as well as the bodys response to stress, the maintenece of blood pressure and the control of glucose and mineral homeostasis. Pharmacology: Students will describe the role of endogenous prostaglandins and leukotreines as well as their synthetic agonists and antagonists as regulators of organ function and as mediators of inflammation. Pharmacology: Students will describe the role of the endogenous neurotransmitters histamine and serotonin and the use of their synthetic agonists and antagonists in the treatment of allergy, gastrointenstinal disorders, nausea and migraine headache. Pharmacology: Students will describe the nosology of epileptic disorders and identify the relationship of drug properties to their efficacy in treatment of specific epileptic disorders. Pharmacology: Students will identify and describe the mechanisms of anti-hyperlipoproteinemic drugs and their relation to the treatment of hypercholesterolemia and hyperetriglyceridemia. Pharmacology: Students will describe the actions of psychopharmacological agents useful for the treatment of depression, bipolar disorder, anxiety, insomnia and major psychosis. Pharmacology: Students will describe the actions and mechanisms of agents useful in the treatment of Parkinsons disease. Pharmacology: Students will describe the mechanisms and properties of agents useful in the treatment of diabetes. Pharmacology: Students will describe the mechanisms and properties of agents that affect gonadal function that are useful for fertility control, for modulation of normal and oncogenic breast and prostate growth, and for endometriosis.
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Pharmacology: Students will describe the properties of opioid agents, their use for the treatment of severe pain, the problems of tolerance and physical dependence that complicate their use and recreational misuse, and the legal restrictions on their dispensation. Pharmacology: Students will identify and describe the actions of commonly used herbal medications, the regulations that govern their production, objective sources of evidence for their effectiveness and their potential to interact with prescription medications. Pharmacology: Students will describe the actions and properties of agents useful for the treatment of bone disorders including osteoporosis and Pagets disease. Pharmacology: Students will describe the actions and properties of agents used in the treatment of hypo- and hyperthyroidism. Pharmacology: Students will describe the mechanisms, actions and properties of aspirin-like drugs and their use in the treatment of inflammation, pain and fever. Pharmacology: Students will describe and identify the mechanisms and properties of agents used in the treatment of tophaceous gout and rheumatoid arthritis. Pharmacology: Students will describe the principles of toxicology that underpin the management of the patient acutely intoxicated with substances that include toxic metals, prescription and nonprescription medications. Pharmacology: Students will identify and describe the properties of agents that inhibit bacterial growth by suppressing cell wall synthesis. Pharmacology: Students will identify and describe the properties of broad spectrum antibiotics and aminoglycosides that selectively inhibit bacterial protein synthesis. Pharmacology: Students will describe the properties of anti-mycobacterial agents and their rational for use in combination for the prevention and management of tuberculosis and related disorders. Pharmacology: Students will describe and identify the mechanisms and properties of anti-fungal agents and the issues that guide their selection in immunocompetent and immunocompromised patients. Pharmacology: Students will describe and identify the mechanism and properties of agents useful for the treatment of urinary tract infections including fluoroquinolones and sulfonamides. Pharmacology: Students will describe the mechanisms and properties of agents effective in the treatment of retroviral and non-retroviral infections. Pharmacology: Students will describe the properties of agents useful for the prophylaxis and treatment of malaria. Measurement/evaluation Multiple Choice Question exam and faculty observation in small group B. Demonstrate an investigatory and analytic thinking approach to clinical situations.
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III. PRACTICE BASED LEARNING AND IMPROVEMENT Students must be able to engage in self-evaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care. By graduation, students will be able to A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion. B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients health problems. C. Obtain and use information about patients they are for and the larger population from which these patients are drawn. D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness. E. Use information technology to manage information and access on-line medical information; and support their own education. F. Facilitate the learning of other students and health care professionals.
IV. INTERPERSONAL AND COMMUNICATION SKILLS Students must be able to demonstrate interpersonal & communication skills, both verbal and written, that results in effective information exchange with patients, patients families, peers, and other health professions colleagues. By graduation, students will be able to A. Create and sustain a therapeutic and ethically sound relationship with patients in order to effectively communicate their health care needs, including situations involving sensitive, technically complex, or distressing information. B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory; questioning and writing skills, to both elicit and provide health care information to patients and their families. C. Work effectively with others as members of a health care team, including peers, residents, faculty and other health care professionals. V. PROFESSIONALISM Students must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population. By graduation, students will be able to A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals.
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Pharmacology: Students will demonstrate standards of professionalism, including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients Evaluation/Measurement Professionalism form B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions. E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician. VI. SYSTEMS-BASED PRACTICE Students will be able to function effectively in teams and within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care. By graduation, students will be able to A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement in patient care may affect other members of the health care profession. B. Know how types of medial practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource. C. Describe the principles of cost-effective health care and resource allocation that does not compromise quality of care. D. Advocate for quality patient care and assist patients in dealing with system complexities. E. Be aware of how to partner with health care managers and health care providers to assess, coordinate, and improve health care and know how these activities can affect system performance.
Systems Histology
appropriate, and effective. By graduation, students will be able to: A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families. B. Gather essential and accurate information about their patients.
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C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. D. Counsel and educate patients and their families. E. Use information technology to support patient care decisions and patient education. F. Perform required clinical procedures. G. Work with patients in preventing health problems or maintaining health. H. Work as members of multi-disciplinary health care teams to provide patient-focused care. I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families.
evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care. By graduation, students will be able to: A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. Systems Histology: Students will identify by name important features of the following tissues and organ systems, as revealed by light and electron microscopy: Muscle and Neuronal Tissues; the Lymphoid System; Circulatory and Urinary Systems; Visual, Vestibular and Hearing Sensory Systems; the Digestive System (including the oral cavity, the alimentary canal, and the glandular components); the Endocrine and Male and Female Reproductive Systems; the Integumentary System. Systems Histology: Students will compare and contrast aspects of cellular, tissue and organ structure and function from among those tissues listed above. Systems Histology: Students will discuss and integrate the normal histological structure with the histopathologies (changes in architecture produced by disease), from among those tissues listed above. Evaluation/measurement: Multiple Choice Question exam and faculty review of short answer lab quiz exercises B. Demonstrate an investigatory and analytic thinking approach to clinical situations.

to engage in self-evaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care.
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By graduation, students will be able to: A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion. B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients health problems. C. Obtain and use information about patients they are for and the larger population from which these patients are drawn. D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness. E. Use information technology to manage information and access on-line medical information; and support their own education. F. Facilitate the learning of other students and health care professionals.


professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population. By graduation, students will be able to: A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals.
Systems Histology: Students will demonstrate standards of professionalism, including respect,

honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients Evaluation/Measurement: Professionalism form B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development.
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C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions. E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician.

Universal Precautions/Venipuncture
I. PATIENT CARE Students must be prepared to provide patient care that is compassionate, appropriate, and effective. By graduation, students will be able to: A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families. B. Gather essential and accurate information about their patients. C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. D. Counsel and educate patients and their families. E. Use information technology to support patient care decisions and patient education.
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F. Perform required clinical procedures. Universal Precautions/Venipuncture: Students will list and discuss all the OSHA required information for Universal Precautions and Standard Precautions to prevent contacting bloodborne pathogens or spreading them from patient to patient Universal Precautions/Venipuncture: Students will demonstrate and perform the drawing of blood using: 1. Needle and syringe. 2. Vacutainer with multidraw needle. 3. Butterfly set-up to a syringe. Measurement/Evaluation: Faculty observation G. Work with patients in preventing health problems or maintaining health. H. Work as members of multi-disciplinary health care teams to provide patient-focused care. I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families. II. MEDICAL KNOWLEDGE Students must demonstrate knowledge about established and evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care. By graduation, students will be able to: A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. B. Demonstrate an investigatory and analytic thinking approach to clinical situations. III. PRACTICE BASED LEARNING AND IMPROVEMENT Students must be able to engage in self-evaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care. By graduation, students will be able to: A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion. B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients health problems. C. Obtain and use information about patients they are for and the larger population from which these patients are drawn. D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness.
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E. Use information technology to manage information and access on-line medical information; and support their own education. F. Facilitate the learning of other students and health care professionals. IV. INTERPERSONAL AND COMMUNICATION SKILLS Students must be able to demonstrate interpersonal & communication skills, both verbal and written, that results in effective information exchange with patients, patients families, peers, and other health professions colleagues. By graduation, students will be able to: A. Create and sustain a therapeutic and ethically sound relationship with patients in order to effectively communicate their health care needs, including situations involving sensitive, technically complex, or distressing information. B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory; questioning and writing skills, to both elicit and provide health care information to patients and their families. C. Work effectively with others as members of a health care team, including peers, residents, faculty and other health care professionals. V. PROFESSIONALISM Students must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population. By graduation, students will be able to: A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. Universal Precautions/Venipuncture: Students will demonstrate standards of professionalism, including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients Evaluation/Measurement: Professionalism form B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions. E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician. VI. SYSTEMS-BASED PRACTICE Students will be able to function effectively in teams and within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to
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individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care. By graduation, students will be able to: A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement in patient care may affect other members of the health care profession. B. Know how types of medial practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource. C. Describe the principles of cost-effective health care and resource allocation that does not compromise quality of care. D. Advocate for quality patient care and assist patients in dealing with system complexities. E. Be aware of how to partner with health care managers and health care providers to assess, coordinate, and improve health care and know how these activities can affect system performance.
CRITICAL CARE CLERKSHIP

I. PATIENT CARE Students must be prepared to provide patient care that is compassionate, appropriate, and effective.
A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families. Critical Care Clerkship: Students will understand the principles of effective communication between patients, multiple health professionals, and families. considering both psychosocial and cultural context when necessary when managing patients in a complex, multi-disciplinary environment
Measurement/Eval: OSCE, ClinE, LogE, ProfE
B. Gather essential and accurate information about their patients. Critical Care Clerkship: Students will master the required skills necessary to evaluate and critically ill patients Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE, ProfE Critical Care Clerkship: Students will develop skills needed to care for the "acute" patient
Measurement/Eval: OSCE, ClinE, H&PE,
WritE, OCPE, GroupE, LogE, ProfE Critical Care Clerkship: Students perform emergency and daily physical examination on critically ill patients and prepare progress notes in the ICU under supervision.
Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE,
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USAT General Report 2011 C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. Critical Care Clerkship: Learn the philosophy, priorities, and techniques of initial resuscitation and evaluation of patients with injury, operative stress, respiratory failure and shock.
Measurement/Eval: OSCE, ClinE, OCPE, GroupE, H&PE,
Critical Care Clerkship: Implement plans of treatment of patients in shock, acute trauma patients and post-operative patients in the ICU.
Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE, ProfE
D. Counsel and educate patients and their families. Critical Care Clerkship: Demonstrate the attitudes and attributes that promote good patient relations and management. These include but are not limited to patient education, emotional support, rehabilitation, and ethical, legal and financial issues.
Measurement/Eval: ClinE, H&PE, WritE, OCPE, GroupE, LogE, ProfE
E. Use information technology to support patient care decisions and patient education. Critical Care Clerkship: Students will utilize clinically relevant research, from the basic sciences of medicine or from patient centered clinical research, to assess the accuracy and precision of diagnostic tests (including the clinical examination), the power of prognostic markers, and the efficacy and safety of therapeutic, rehabilitative, and preventive regimens as they pertain to critical care and decision-making
Measurement/Eval: ClinE, H&PE, WritE, OCPE, GroupE, LogE
F. Perform required clinical procedures. Critical Care Clerkship: Gain experience in a critical care environment performing invasive diagnostic and therapeutic procedures under appropriate supervision
Measurement/Eval: ClinE. ProfE
Critical Care Clerkship: Practice all infection control and universal precaution procedures
Measurement/Eval: ClinE, ProfE.
G. Work with patients in preventing health problems or maintaining health. Critical Care Clerkship: Students will describe regimens for health maintenance aimed at risk factor reduction
Measurement/Eval: ClinE,
H. Work as members of multi-disciplinary health care teams to provide patient-focused care. Critical Care Clerkship: Students will perform effectively as members of the critical care service and work with ancillary personnel (nurses, lab techs, x-ray techs, etc.) in a collaborative fashion
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II. MEDICAL KNOWLEDGE Students must demonstrate knowledge about established and evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care.
A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. Critical Care Clerkship: Students will understand the pathophysiology, clinical manifestations, and differential diagnosis of shock.
Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE,
Critical Care Clerkship: Students will understand the principles of preventative ICU monitoring of unstable or potentially unstable patients (i.e. monitoring for neurologic deterioration, signs of hemorrhage, cardiac dysrhythmias, impending respiratory failure, etc.).
Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE,
Critical Care Clerkship: Students will demonstrate your knowledge in patient care by recognizing, treating, and preventing complications of injury, respiratory failure, and shock.
Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE
Critical Care Clerkship: Students will understand the pathophysiology and clinical manifestations of pulmonary, cardiac, renal, nutritional, and multi-system organ failure.
Critical Care Clerkship: Students will understand the basic principles and commonly used modes of mechanical ventilation and be able to prescribe ventilator settings.
Critical Care Clerkship: Students will understand the principles, indications, limitations, and physiology of invasive monitoring techniques (e.g. arterial & central venous catheters, pulmonary artery catheters, intracranial pressure monitors) and be able to interpret the information obtained.
Critical Care Clerkship: Students will understand the principles of surgical nutrition, monitoring, assessment of needs, and be able to write a prescription for total parenteral nutrition and supplemental enteral feedings.
Critical Care Clerkship: Students will understand the pathophysiology and management of elevated intracranial pressure.
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Measurement/Eval: ClinE, H&PE, WritE, OCPE, GroupE, LogE,
Critical Care Clerkship: Students will demonstrate knowledge of basic sterile technique
B. Demonstrate an investigatory and analytic thinking approach to clinical situations. Critical Care Clerkship: Students will demonstrate knowledge about established and evolving clinical biomedical sciences and the application of this knowledge to critical care and decisionmaking
III. PRACTICE BASED LEARNING AND IMPROVEMENT Students must be able to engage in self-evaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care.
A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion. Critical Care Clerkship: Students will demonstrate commitment to life-long learning and will identify strategies to continuously up-date personal clinical knowledge and skills
Measurement/Eval: ClinE, H&PE, WritE, OCPE, GroupE, LogE
Critical Care Clerkship: Students will recognize their limitations and ask for help when needed
Measurement/Eval: ClinE, OCPE, GroupE, ProfE
B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients health problems. Critical Care Clerkship: Students will assess and utilize clinically relevant research, from the basic sciences of medicine or from patient-centered clinical research, to evaluate critical care and decision-making relevant to their patients
Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE,
Measurement/Eval: OCPE, ClinE, H&PE, WritE,
Measurement/Eval: ClinE, OCPE, H&PE, WritE
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USAT General Report 2011 E. Use information technology to manage information and access on-line medical information; and support their own education. Critical Care Clerkship: Students will demonstrate facility with the use of information technology to meeting learning demands
Measurement/Eval: OCPE, ClinE, LogE, H&PE, WritE
F. Facilitate the learning of other students and health care professionals. Critical Care Clerkship: Students will perform effectively as members of the critical care service and will share relevant clinical information regarding their patient to facilitate care.
Measurement/Eval: ClinE, ProfE
IV. INTERPERSONAL AND COMMUNICATION SKILLS Students must be able to demonstrate interpersonal & communication skills, both verbal and written, that results in effective information exchange with patients, patients families, peers, and other health professions colleagues.
A. Create and sustain a therapeutic and ethically sound relationship with patients in order to effectively communicate their health care needs, including situations involving sensitive, technically complex, or distressing information. Critical Care Clerkship: Students will establish an effective therapeutic relationship with patients on the critical care service, adapting their style to the needs of the patient and the urgency of the situation
Critical Care Clerkship: Students will recognize and adapt their communication styles with patients in situations involving sensitive, technically complex or distressing information
B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory; questioning and writing skills, to both elicit and provide health care information to patients and their families. Critical Care Clerkship: Students will demonstrate the basic skills required to communicate effectively, both orally and in writing, with patients, patients families, and colleagues
Measurement/Eval: ClinE, OCPE, H&PE, ProfE
Critical Care Clerkship: Students will create and maintain written records of their patient encounters, including history and physical exams, in-patient encounter notes and case log information
Measurement/Eval: ClinE, OCPE, H&PE, ProfE
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USAT General Report 2011 C. Work effectively with others as members of a health care team, including peers, residents, faculty and other health care professionals. Critical Care Clerkship: Students will perform effectively as members of the critical care service
Measurement/Eval: H&PE, WritE, ClinE, ProfE.
V. PROFESSIONALISM Students must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population.
A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. Critical Care Clerkship: Students will demonstrate preparedness for class, meetings and patient care activities.
Measurement/Eval: OSCE, ClinE, ProfE.
Critical Care Clerkship: Students will convey information honestly and tactfully; will engage in truthful interactions with patients, peers, and in professional work.
Measurement/Eval: OSCE, ClinE, H&PE, LogE, ProfE.
Critical Care Clerkship: Students will act and dress in a professional manner.
Critical Care Clerkship: Students will maintain appropriate boundaries in work/learning/patient care situations.
Critical Care Clerkship: Students will demonstrate respect for the wishes of patients; will attend to patient needs for comfort and privacy.
Critical Care Clerkship: Students will demonstrate respect in relationships toward other health care team members and patients.
B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. Critical Care Clerkship: Students will maintain good attendance and punctuality for scheduled activities and appointments
Measurement/Eval: GroupE, ClinE, ProfE.
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USAT General Report 2011 Critical Care Clerkship: Students will demonstrate initiative in fulfilling responsibilities to patients, and responsibility to others on the critical care service
Measurement/Eval: H&PE, WritE, ClinE, LogE, ProfE, GroupE,
Critical Care Clerkship: Students will perform tasks independently as appropriate to current level of training
Measurement/Eval: ClinE, H&PE, LogE, ProfE.
C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. Critical Care Clerkship: Students will discuss the importance of patient confidentiality
Measurement/Eval: ClinE, OCPE, ProfE, Group E
Critical Care Clerkship: Students will recognize the important elements of informed consent
Measurement/Eval: ClinE, LogE, ProfE.
Critical Care Clerkship: Students will demonstrate knowledge of and discuss the importance of ethical decision making, including declaration of brain death, withdrawal-of-care, establishment of DNR status, medical power of attorney and recognition of patient autonomy with regards to diagnostic and treatment recommendations
Measurement/Eval: ClinE, OCPE,GroupE
Critical Care Clerkship: Students will not discriminate regardless of race, gender, religion, sexual orientation, age, disability, intelligence and socio-economic status; will react appropriately to others lapses in conduct and performance.
Measurement/Eval: ClinE, ProfE
D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions. Critical Care Clerkship: Students will demonstrate sensitivity and respect in patient interactions regardless of race, gender, religion, sexual orientation, age, disability, intelligence, and socioeconomic status.
Critical Care Clerkship: Students will recognize the need for patient involvement in decisionmaking and the incorporation of patients values and beliefs into management plans.
E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician. Critical Care Clerkship: Students will seek help at appropriate times.
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USAT General Report 2011 Critical Care Clerkship: Students will admit to errors of omission and commission and assume responsibility; inform a supervisor when mistakes occur.
Critical Care Clerkship: Students will maintain responsibility for the physical and mental health of themselves and their peers.
Critical Care Clerkship: Students will accept constructive criticism in an appropriate manner.
Measurement/Eval: ClinE, OCPE, ProfE.
Critical Care Clerkship: Students will recognize areas that need improvement, seek advice, and demonstrate that they are able to incorporate feedback in order to make changes in behavior.
Measurement/Eval: ClinE, OCPE, ProfE.
Critical Care Clerkship: Students will recognize the need for and strive to maintain composure during difficult interactions.
VI. SYSTEMS-BASED PRACTICE Students will be able to function effectively in teams and within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care.
A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement in patient care may affect other members of the health care profession. Critical Care Clerkship: Students will perform effectively as members of the critical care service Measurement/Eval: ClinE, ProfE. B. Know how types of medial practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource. Critical Care Clerkship: Students will describe the strengths and shortcomings of the U.S. system for delivering critical care and recognize the existence of barriers to preventive health care that may raise risks for critical illnesses for under-represented minorities and patients with poor socioeconomic status. Measurement/Eval: ClinE, OCPE, GroupE
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USAT General Report 2011 C. Describe the principles of cost-effective health care and resource allocation that does not compromise quality of care. Critical Care Clerkship: Students will recognize appropriate cost effective decision-making and resource allocation. Measurement/Eval: ClinE, OCPE, GroupE D. Advocate for quality patient care and assist patients in dealing with system complexities. Critical Care Clerkship: Students will recognize appropriate consultation resources that can optimize patient care and management of health behaviors, including different physician specialties, other health care professionals, and community health agencies, and describe strategies to enhance collaboration of these resources. Measurement/Eval: ClinE, H&PE, GroupE E. Be aware of how to partner with health care managers and health care providers to assess, coordinate, and improve health care and know how these activities can affect system performance. Critical Care Clerkship: Students will outline strategies for effective quality assurance, including partnership with other health care managers/providers and the utilization of information in order to prevent critical care complications Measurement/Eval: ClinE, GroupE Critical Care Clerkship: Students will recognize the source of common medical errors and discuss strategies to address them. Measurement/Eval: ClinE, OCPE, GroupE. Measurement/Evaluation Technique: Final OSCE exam (OSCE); Tutor/Preceptor clinical evaluation (ClinE); Oral case presentation (OCPE); Participation in Didactic Session (GroupE); Written Focused History and Physical (H&PE); Daily Notes (WritE); Case Log Evaluation (LogE); Professionalism Form (ProfE). Measurement/Eval: OSCE, ClinE, OCPE, GroupE, H&PE, WritE, LogE, ProfE.
Family Medicine Clerkship
Competency: I. PATIENT CARE - Students must be prepared to provide patient care that is compassionate, appropriate, and effective. By graduation, students will be able to: A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families.
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USAT General Report 2011 Students will establish an effective therapeutic relationship with patients in their family medicine offices, considering both psychosocial and cultural context when necessary. Measurement/Eval: OSCE, ClinE, LogE, ProfE B. Gather essential and accurate information about their patients. Students will perform the appropriate history, physical exam and procedures needed to evaluate the 20-30 most common problems seen by the family doctor. Measurement/Eval: OSCE, ClinE, H&PE, LogE
Students will relate differential diagnosis to exam findings. Measurement/Eval: OSCE, ClinE, H&PE, OCPE C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. Students will develop an appropriate diagnostic plan and treatment rationale for a patient with these presenting symptoms. Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE, H&PE, WritE Students will demonstrate the ability to access and integrate the available evidence in making diagnostic and treatment decisions and be able to consider the limitations of the scientific database. Measurement/Eval: ClinE, OCPE, GroupE, WritE. D. Counsel and educate patients and their families. Counsel patients and families about signs and effects of harmful patient behavior and habits Measurement/Eval: OSCE, E. Use information technology to support patient care decisions and patient education. Students will utilize sites for best evidence to develop management plans and provide patient education. Measurement/Eval:, ClinE, OCPE, GroupE. F. Perform required clinical procedures. Students will describe and perform the technique of venipuncture. Measurement/Eval: ClinE.
G. Work with patients in preventing health problems or maintaining health. Students will describe regimens for health maintenance Measurement/Eval: OSCE, MCQE, ClinE, GroupE.
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USAT General Report 2011 H. Work as members of multi-disciplinary health care teams to provide patient-focused care. Students will perform effectively as members of a patient centered healthcare team. Measurement/Eval: ClinE, GroupE, ProfE. Competency: II. MEDICAL KNOWLEDGE - Students must demonstrate knowledge about established and evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care. By graduation, students will be able to: A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. Students will demonstrate an understanding of the pathophysiology behind the 20-30 most common complaints seen by the family doctor. Measurement/Eval: OSCE, MCQE, ClinE, GroupE. Students will demonstrate the use of appropriate screening tools and protocols for health maintenance in specific populations. Measurement/Eval: MCQE, ClinE, GroupE, WritE,.
B. Demonstrate an investigatory and analytic thinking approach to clinical situations. Students will demonstrate knowledge about established and evolving clinical biomedical sciences and the application of this knowledge to medical care and decision-making Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE. Competency: III. PRACTICE BASED LEARNING AND IMPROVEMENT - Students must be able to engage in selfevaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care. By graduation, students will be able to: A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion. Students will demonstrate commitment to life-long learning and will identify strategies to continuously update personal clinical knowledge and skills Measurement/Eval: ClinE, OCPE, GroupE, LogE. Students will recognize their limitations and ask for help when needed Measurement/Eval: ClinE, GroupE, ProfE.
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USAT General Report 2011 B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients' health problems. Students will assess and utilize clinically relevant research, from the basic sciences of medicine or from patient-centered clinical research, to evaluate medical care and decision-making relevant to their patients Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE. C. Obtain and use information about patients they care for and the larger population from which these patients are drawn. Students demonstrate basic knowledge of protocols and strategies for reducing identified health risks in patients, families and communities including knowledge of immunization schedules for various age groups. Measurement/Eval: MCQE, ClinE, GroupE, H&PE. Students will understand the social, community, cultural and economic factors that affect patient care and recognize the existence of health and healthcare disparities among various populations. Measurement/Eval: OSCE, ClinE, GroupE, H&PE, LogE. D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness. E. Use information technology to manage information and access on-line medical information; and support their own education. Students will demonstrate facility with the use of information technology to meeting learning demands Measurement/Eval: OCPE, GroupE, LogE. F. Facilitate the learning of other students and health care professionals. Students will perform effectively as members of the family medicine service and will share relevant clinical information regarding their patient to facilitate care Measurement/Eval: ClinE, GroupE, ProfE. Competency: IV. INTERPERSONAL AND COMMUNICATION SKILLS - Students must be able to demonstrate interpersonal & communication skills, both verbal and written, that results in effective information exchange with patients, patients' families, peers, and other health professions colleagues. By graduation, students will be able to: A. Create and sustain a therapeutic and ethically sound relationship with patients in order to effectively communicate their health care needs, including situations involving sensitive, technically complex, or distressing information. Students will use the initial encounter with the patientto begin to establish an effective relationship with the patient and family and encourage patients seen for episodic/acute illness to seek continuing medical care. Measurement/Eval: OSCE, ClinE,
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USAT General Report 2011 Students will recognize and adapt their communication styles with patients in situations involving sensitive, technically complex or distressing information Measurement/Eval: OSCE, ClinE, ProfE. B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory; questioning and writing skills, to both elicit and provide health care information to patients and their families. Students will demonstrate the basic skills required to communicate effectively, both orally and in writing, with patients, patient's families, and colleagues Measurement/Eval: OSCE, ClinE, OCPE, H&PE, WritE, ProfE. Students will create and maintain written records of their patient encounters, including history and physical exams, in-patient encounter notes and case log information
C. Work effectively with others as members of a health care team, including peers, residents, faculty and other health care professionals. Students will be able to describe the role of the family physician as a coordinator of care including understanding the value of serving as a member of a health care team and understanding the role of other healthcare team members. Measurement/Eval: ClinE, GroupE
Competency: V. PROFESSIONALISM - Students must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population. By graduation, students will be able to: A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. Students will demonstrate preparedness for class, meetings and patient care activities. Measurement/Eval: OSCE, ClinE, GroupE, WritE, ProfE. Students will convey information honestly and tactfully; will engage in truthful interactions with patients, peers, and in professional work. Measurement/Eval: OSCE, ClinE, GroupE, H&PE, WritE, LogE, ProfE. Students will act and dress in a professional manner. Measurement/Eval: ClinE, ProfE. Students will maintain appropriate boundaries in work/learning/patient care situations. Measurement/Eval: OSCE, ClinE, ProfE.
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USAT General Report 2011 Students will demonstrate respect for the wishes of patients; will attend to patient needs for comfort and privacy. Measurement/Eval: OSCE, ClinE, ProfE. Students will demonstrate respect in relationships toward other health care team members and patients. Measurement/Eval: OSCE, ClinE, ProfE. B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. Students will maintain good attendance and punctuality for scheduled activities and appointments Measurement/Eval: ClinE, ProfE. Students will demonstrate initiative in fulfilling responsibilities to patients, and responsibility to others in the healthcare team. Measurement/Eval: ClinE, GroupE, WritE, LogE, ProfE. Students will perform tasks independently as appropriate to current level of training Measurement/Eval: ClinE, H&PE, WritE, LogE, ProfE. C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. Students will discuss the importance of patient confidentiality Measurement/Eval: ClinE, OCPE, GroupE, WritEProfE. Students will recognize the important elements of informed consent Measurement/Eval: OSCE, MCQE, ClinE, GroupE, LogE, ProfE. Students will not discriminate regardless of race, gender, religion, sexual orientation, age, disability, intelligence and socio-economic status; will react appropriately to other's lapses in conduct and performance. Measurement/Eval: OSCE, ClinE, GroupE, ProfE. D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions. Students will demonstrate sensitivity and respect in patient interactions regardless of race, gender, religion, sexual orientation, age, disability, intelligence, and socio-economic status. Measurement/Eval: OSCE, ClinE, GroupE, ProfE. Students will recognize the need for patient involvement in decision making and the incorporation of patients' values and beliefs into management plans. Measurement/Eval: OSCE, ClinE, LogE, ProfE.
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E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician. Students will seek help at appropriate times. Measurement/Eval: ClinE, LogE, ProfE. Students will admit to errors of omission and commission and assume responsibility; inform a supervisor when mistakes occur. Measurement/Eval: ClinE, ProfE. Students will maintain responsibility for the physical and mental health of themselves and their peers. Measurement/Eval: ClinE, ProfE. Students will accept constructive criticism in an appropriate manner. Measurement/Eval: OSCE, ClinE, OCPE, GroupE, ProfE. Students will recognize areas that need improvement, seek advice, and demonstrate that they are able to incorporate feedback in order to make changes in behavior. Measurement/Eval: OSCE, ClinE, OCPE, GroupE, ProfE. Students will recognize the need for and strive to maintain composure during difficult interactions. Measurement/Eval: ClinE, LogE, ProfE. Competency: VI. SYSTEMS-BASED PRACTICE - Students will be able to function effectively in teams and within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care. By graduation, students will be able to: A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement in patient care may affect other members of the health care profession. Students will perform effectively as members of a healthcare team. Measurement/Eval: ClinE, GroupE, ProfE. B. Know how types of medial practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource. Students will describe the strengths and shortcomings of the U.S. system for delivering health care and recognize the existence of barriers to minorities and patients with poor socio-economic status. Measurement/Eval: ClinE, OCPE, GroupE, LogE.
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USAT General Report 2011 C. Describe the principles of cost-effective health care and resource allocation that does not compromise quality of care. Students will recognize the importance of cost effective healthcare, quality assurance and practice guidelines in today's healthcare market. Measurement/Eval: ClinE, OCPE, GroupE, LogE. D. Advocate for quality patient care and assist patients in dealing with system complexities. Students will recognize appropriate consultation resources that can optimize patient care and management of health behaviors, including different physician specialties, other health care professionals, and community health agencies, and describe strategies to enhance collaboration of these resources. Measurement/Eval: OSCE, ClinE, GroupE, H&PE, WritE, LogE. E. Be aware of how to partner with health care managers and health care providers to assess, coordinate, and improve health care and know how these activities can affect system performance. Students will outline strategies for effective quality assurance, including partnership with other health care managers/providers and the utilization of information. Measurement/Eval: ClinE, GroupE, LogE. Students will recognize the source of common medical errors and discuss strategies to address them. Measurement/Eval: ClinE, OCPE, GroupE, WritE, LogE Measurement/Evaluation Technique: Final OSCE exam (OSCE); NBME subject exam (MCQE), Tutor/Preceptor clinical evaluation (ClinE); Oral case presentation (OCPE); Participation in Didactic Session (GroupE); Written Focused History and Physical (H&PE); Daily Notes (WritE); Case Log Evaluation (LogE); Professionalism Form (ProfE).
Introduction to the Clerkship Experience I. PATIENT CARE

S. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families.
ICE: Students will demonstrate elements of culturally competent patient centered care.
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USAT General Report 2011 Measurement/Eval: Formative Clinical Skills Assessment
ICE: Students will demonstrate proficiency in basic physician/patient communication. Measurement/Eval: Formative Clinical Skills Assessment
ICE: Students will demonstrate humanism: respect, tolerance and civility for others regardless of socio-cultural backgrounds, economic circumstances, English proficiency, lifestyles, sexual orientation, age, gender, race, ethnicity, religion or disability. Measurement/Eval: Formative Clinical Skills Assessment
ICE: Students will demonstrate ethical sensitivity and awareness of the influence of cultural and personal beliefs on the practice of medicine. Measurement/Eval: Formative Clinical Skills Assessment
ICE: Students will communicate respect and caring toward standardized patients. Measurement/Eval.: Formative Clinical Skills Assessment
T. Gather essential and accurate information about their patients.

ICE: Students will elicit a medical history which includes biopsychosocial factors and environmental context. Measurement/Eval: Formative Clinical Skills Assessment
ICE: Students will perform a focussed physical examination . Measurement/Eval: Formative Clinical Skills Assessment
U. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment.
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V. Counsel and educate patients and their families.
W. Use information technology to support patient care decisions and patient education.
ICE: Students will complete an online module about library resources and evidence based medicine. Measurement/Eval: Completion of online module
X. Perform required clinical procedures. ICE: Students will learn and practice basic clinical procedures.
Measurement/Eval: Participation in Clinical Procedures workshop
Y. Work with patients in preventing health problems or maintaining health. Z. Work as members of multi-disciplinary health care teams to provide patient-focused care. AA. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families.
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ICE: Students will apply a biopsychosocial, environmental, and pathophysiological understanding of wellness and illness to patient care. Measurement/Eval: Formative Clinical Skills Assessment
ICE: Students will learn to utilize library resources/ data bases to identify evidence to support patient care decisions and patient education. Measurement/Eval: Completion of online EBM module
ICE: Students will demonstrate clinical reasoning in interpreting radiology images. Measurement/Eval: Completion of online Radiology Module.
ICE: Students will demonstrate commitment to lifelong learning and continuous improvement of knowledge and skills. Measurement/Eval: Completion of required online modules.
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USAT General Report 2011 ICE: Students will utilize library resources/ data bases to identify evidence to support patient care decisions and patient education. Measurement/Eval: Completion of online module
C. Obtain and use information about patients they are caring for and the
larger population from which these patients are drawn.
ICE: Students will learn about information systems at Robert Wood Johnson University Hospital. Measurement/Eval: Attendance at small group session.
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ICE: Students will demonstrate proficiency in physician/patient communication. Measurement/Eval: Formative Clinical Skills Assessment
ICE: Students will demonstrate the use of verbal and non-verbal techniques in establishing rapport and a therapeutic alliance. Measurement/Eval: Formative Clinical Skills Assessment
ICE: Students will demonstrate ethical sensitivity and awareness of the influence of cultural and personal beliefs on the practice of medicine. Measurement/Eval: Formative Clinical Skills Assessment
ICE: Students will elicit & record a complete medical history which includes biopsychosocial factors and environmental context. Measurement/Eval: Formative Clinical Skills Assessment
ICE: Students will perform a focused physical examination. Measurement/Eval: Formative Clinical Skills Assessment
ICE: Students will practice an oral presentation of a patient. Measurement/Eval: Formative Clinical Skills Assessment
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ICE: Students will complete a patient write up, including a summary statement. Measurement/Eval: Formative Clinical Skills Assessment
V. PROFESSIONALISM
ICE: Demonstrate professionalism, including personal honesty and integrity in all interactions. Measurement/Eval: Faculty observations during Clinical Procedures workshop and Formative Clinical Skills Assessment; Professionalism Forms
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ICE: Students will demonstrate the appropriate attitude toward receiving formative feedback on clinical skills and patient interactions. Measurement/Eval: Formative Clinical Skills Assessment; Professionalism form
B. Know how types of medical practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource.
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Competency: I. PATIENT CARE - Students must be prepared to provide patient care that is compassionate, appropriate, and effective. By graduation, students will be able to: A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families. Students will establish an effective therapeutic relationship with patients on the obstetric and gynecology services, while respecting the privacy, autonomy, and comfort of the female patient. Measurement/Eval: OSCE, ClinE, LogE, ProfE B. Gather essential and accurate information about their patients. Students will perform an appropriate obstetrical and gynecological history Measurement/Eval: OSCE, ClinE, H&PE, OCPE Students will demonstrate and perform a physical exam during pregnancy Measurement/Eval: OSCE, ClinE, H&PE, OCPE, LogE Students will demonstrate and perform a routine gynecological exam, collect and interpret a cervical cytology Measurement/Eval: OSCE, ClinE, H&PE, OCPE, LogE
C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment.
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USAT General Report 2011 Students will describe relevant differential diagnoses for patients with common obstetric(*) and gynecologic (**) conditions Measurement/Eval: OSCE, ClinE, OCPE, GroupE, H&PE, LogE Students will develop an appropriate diagnostic plan and treatment for patients with common obstetric(*) and gynecologic (**) conditions Measurement/Eval: OSCE, ClinE, OCPE, GroupE, H&PE, Log E Students will demonstrate an understanding of and basic skills required to order and interpret labs and radiologic studies pertaining to common obstetric(*) and gynecologic (**) conditions Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE, H&PE, WritE, Log E D. Counsel and educate patients and their families. E. Use information technology to support patient care decisions and patient education. Students will utilize clinically relevant research, from the basic sciences of medicine or from patient centered clinical research, to assess the accuracy and precision of diagnostic tests (including the clinical examination), the power of prognostic markers, and the efficacy and safety of therapeutic, rehabilitative, and preventive regimens as they pertain to obstetric and gynecologic care and decision-making Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE. F. Perform required clinical procedures. Students will demonstrate basic skills in performing routine technical procedures commonly required on a obstetrics and gynecology service Measurement/Eval: OSCE, ClinE, LogE Students will demonstrate consistent performance of sterile technique, including successful gowning, gloving and maintenance of sterile operative field Measurement/Eval: ClinE G. Work with patients in preventing health problems or maintaining health. Students will describe regimens for health maintenance designed to prevent gynecologic problems Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE Students will describe regimens for health maintenance designed to sustain healthy pregnancies Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE H. Work as members of multi-disciplinary health care teams to provide patient-focused care. Students will perform effectively as members of the obstetrics and gynecology service Measurement/Eval: ClinE, GroupE, ProfE
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USAT General Report 2011 Competency: II. MEDICAL KNOWLEDGE - Students must demonstrate knowledge about established and evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care. By graduation, students will be able to: A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. Students will demonstrate basic knowledge of altered structure and function (pathology and pathophysiology) of the body and its major organ systems that are see in various obstetric and gynecologic conditions Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE Students will be able to define and discuss the etiologies of common obstetric(*) and gynecologic (**) conditions Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE Students will demonstrate knowledge of basic sterile technique Measurement/Eval: ClinE B. Demonstrate an investigatory and analytic thinking approach to clinical situations. Students will demonstrate knowledge about established and evolving clinical biomedical sciences and the application of this knowledge to obstetrical and gynecological care and decision-making Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE Competency: III. PRACTICE BASED LEARNING AND IMPROVEMENT - Students must be able to engage in selfevaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care. By graduation, students will be able to: A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion. Students will demonstrate commitment to life-long learning and will identify strategies to continuously update personal clinical knowledge and skills Measurement/Eval: ClinE, OCPE, GroupE Students will recognize their limitations and ask for help when needed Measurement/Eval: ClinE, GroupE, ProfE B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients' health problems.
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USAT General Report 2011 Students will assess and utilize clinically relevant research, from the basic sciences of medicine or from patient-centered clinical research, to evaluate medical/surgical care and decision-making relevant to their patients Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE. C. Obtain and use information about patients they care for and the larger population from which these patients are drawn.
Students will apply concepts of epidemiology and biostatistics for the diagnostic screening of cancers commonly treated by obstetrician/gynecologists Measurement/Eval: MCQE, ClinE, GroupE, H&PE. D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness. E. Use information technology to manage information and access on-line medical information; and support their own education. Students will demonstrate facility with the use of information technology to meeting learning demands Measurement/Eval: ClinE, OCPE, GroupE F. Facilitate the learning of other students and health care professionals. Students will perform effectively as members of the obstetrics and gynecology service and will share relevant clinical information regarding their patient to facilitate care Measurement/Eval: ClinE, GroupE, ProfE Competency: IV. INTERPERSONAL AND COMMUNICATION SKILLS - Students must be able to demonstrate interpersonal & communication skills, both verbal and written, that results in effective information exchange with patients, patients' families, peers, and other health professions colleagues. By graduation, students will be able to: A. Create and sustain a therapeutic and ethically sound relationship with patients in order to effectively communicate their health care needs, including situations involving sensitive, technically complex, or distressing information. Students will establish an effective therapeutic relationship with patients on the obstetrics and gynecology service, adapting their style to the needs of the patient and the urgency of the situation Measurement/Eval: OSCE, ClinE, ProfE. Students will recognize and adapt their communication styles with patients in situations involving sensitive, technically complex or distressing information Measurement/Eval: OSCE, ClinE, ProfE.
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USAT General Report 2011 B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory; questioning and writing skills, to both elicit and provide health care information to patients and their families. Students will demonstrate the basic skills required to communicate effectively, both orally and in writing, with patients, patient's families, and colleagues Measurement/Eval: OSCE, ClinE, OCPE, H&PE, WritE, ProfE. Students will create and maintain written records of their patient encounters, including history and physical exams, in-patient encounter notes and case log information Measurement/Eval: OSCE, ClinE, OCPE, H&PE, WritE, ProfE
C. Work effectively with others as members of a health care team, including peers, residents, faculty and other health care professionals. Students will perform effectively as members of the obstetrics and gynecology service Measurement/Eval: ClinE, GroupE, ProfE
Competency: V. PROFESSIONALISM - Students must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population. By graduation, students will be able to: A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. Students will demonstrate preparedness for class, meetings and patient care activities. Measurement/Eval: OSCE, ClinE, GroupE, WritE, ProfE Students will convey information honestly and tactfully; will engage in truthful interactions with patients, peers, and in professional work. Measurement/Eval: OSCE, ClinE, GroupE, H&PE, WritE, LogE, ProfE Students will act and dress in a professional manner. Measurement/Eval: OSCE, ClinE, ProfE Students will maintain appropriate boundaries in work/learning/patient care situations. Measurement/Eval: OSCE, ClinE, ProfE Students will demonstrate respect for the wishes of patients; will attend to patient needs for comfort and privacy. Measurement/Eval: OSCE, ClinE, ProfE
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USAT General Report 2011 Students will demonstrate respect in relationships toward other health care team members and patients. Measurement/Eval: OSCE, ClinE, ProfE B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. Students will maintain good attendance and punctuality for scheduled activities and appointments Measurement/Eval: ClinE, GroupE, ProfE Students will demonstrate initiative in fulfilling responsibilities to patients, and responsibility to others on the obstetrics and gynecology service Measurement/Eval: ClinE, GroupE, WritE, LogE, ProfE Students will perform tasks independently as appropriate to current level of training Measurement/Eval: ClinE, H&PE, WritE, LogE, ProfE C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. Students will discuss the importance of patient confidentiality Measurement/Eval: OSCE, ClinE, OCPE, GroupE, WritE, ProfE Students will recognize the important elements of informed consent Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE, WritE, ProfE Students will demonstrate knowledge of and discuss the importance of ethical decision making regarding sterilization, abortion, and domestic violence Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE Students will not discriminate regardless of race, culture, gender, religion, sexual orientation, age, disability, intelligence, personality or socio-economic status; will react appropriately to other's lapses in conduct and performance. Measurement/Eval: OSCE, ClinE, GroupE, ProfE D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions. Students will demonstrate sensitivity and respect in patient interactions regardless of race, culture, gender, religion, sexual orientation, age, disability, intelligence, personality or socio-economic status. Measurement/Eval: OSCE, ClinE, GroupE, ProfE Students will recognize the need for patient involvement in decision making and the incorporation of patients' values and beliefs into management plans. Measurement/Eval: OSCE, ClinE, ProfE
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USAT General Report 2011 E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician. Students will seek help at appropriate times. Measurement/Eval: ClinE, ProfE Students will admit to errors of omission and commission and assume responsibility; inform a supervisor when mistakes occur. Measurement/Eval: ClinE, ProfE Students will maintain responsibility for the physical and mental health of themselves and their peers. Measurement/Eval: ClinE, ProfE Students will accept constructive criticism in an appropriate manner. Measurement/Eval: OSCE, ClinE, OCPE, GroupE, ProfE Students will recognize areas that need improvement, seek advice, and demonstrate that they are able to incorporate feedback in order to make changes in behavior. Measurement/Eval: OSCE, ClinE, OCPE, GroupE, ProfE Students will recognize the need for and strive to maintain composure during difficult interactions. Measurement/Eval: ClinE, ProfE Competency: VI. SYSTEMS-BASED PRACTICE - Students will be able to function effectively in teams and within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care. By graduation, students will be able to: A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement in patient care may affect other members of the health care profession. Students will perform effectively as members of the obstetrics and gynecology service Measurement/Eval: ClinE, GroupE, ProfE B. Know how types of medial practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource. Students will recognize how social and health policy aspects of women's health issues such as sterilization, abortion, domestic violence, adolescent pregnancy affects access and delivery of health care. Measurement/Eval: ClinE, OCPE, GroupE C. Describe the principles of cost-effective health care and resource allocation that does not compromise quality of care.
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USAT General Report 2011 Students will recognize appropriate cost effective decision-making and resource allocation. Measurement/Eval: ClinE, OCPE, GroupE D. Advocate for quality patient care and assist patients in dealing with system complexities. Students will recognize appropriate consultation resources that can optimize patient care and management of health behaviors, including different physician specialties, other health care professionals, and community health agencies, and describe strategies to enhance collaboration of these resources. Measurement/Eval: OSCE, ClinE, GroupE, H&PE, WritE E. Be aware of how to partner with health care managers and health care providers to assess, coordinate, and improve health care and know how these activities can affect system performance. Students will outline strategies for effective quality assurance, including partnership with other health care managers/providers and the utilization of information in order to prevent complications Measurement/Eval: ClinE, GroupE Students will recognize the source of common medical errors and discuss strategies to address them. Measurement/Eval: ClinE, OCPE, GroupE, WritE
*Common Obstetric Conditions: Routine Prenatal Care, Maternal Physiological Changes in Pregnancy, Normal Labor and Delivery, Postpartum Recovery, Breastfeeding, Complications of Pregnancy such as Early Pregnancy Loss, Abnormal Embryonic and Fetal Development, Ectopic Pregnancy, Multifetal Pregnancy, and Early or Complicated Labor **Common Gynecologic Conditions: Routine Gynecologic Screenings, Contraception, Sexually Transmitted Diseases, Sexual Dysfunction, Breast Health, Pelvic Relaxation, Abnormalities of the Menstrual Cycle, Endometriosis, Infertility, Vulvar/Vaginal Disorders, Menopause, Gynecologic Malignancies such as Uterine, Ovarian, or Cervical Cancer, Evaluation of Acute Pelvic Pain, Evaluation of Acute Lower Abdominal Pain Measurement/Evaluation Technique: Final OSCE exam (OSCE); NBME subject exam (MCQE), Tutor/Preceptor clinical evaluation (ClinE); Oral case presentation (OCPE); Participation in Didactic Session (GroupE); Written Focused History and Physical (H&PE); Daily Notes (WritE); Case Log Evaluation (LogE); Professionalism Form (ProfE). Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE, H&PE, WritE, LogE, ProfE.
Pediatric Clerkship Goals and Objectives
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I. PATIENT CARE - Students must be prepared to provide patient care that is compassionate, appropriate,
and effective. By graduation, students will be able to: A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families. Pediatrics - Students will establish an effective therapeutic relationship with patients on the pediatric service, considering both psychosocial and cultural context when necessary. Measurement/Eval: faculty/resident clinical evaluations, faculty mentor/preceptor clinical evaluation, OSCE, patient encounter log, Gather essential and accurate information about their patients. Pediatrics - Students will gather a complete or problem-focused history for patients with symptoms that are common pediatric diseases* Measurement/Eval: faculty/resident clinical evaluation, OSCE, Written Histories and physical examinations and progress notes, Pediatrics - Students will demonstrate and perform a complete pediatric physical exam relevant to the age and developmental stage of the pediatric patient. Measurement/Eval: faculty/resident clinical evaluation, faculty mentor/preceptor clinical evaluation, OSCE, Oral and written patient histories and physical examinations.
B. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment. Pediatrics - Students will describe relevant differential diagnoses for patients with commonly presenting pediatric symptoms* Measurement/Eval: faculty/resident clinical evaluations, faculty mentor clinical evaluation, OSCE, written and oral patient presentations Pediatrics - Students will develop an appropriate diagnostic plan and treatment rationale for pediatric patients who are inpatients or outpatients that will include an assessment of growth and development Measurement/Eval: faculty/resident clinical evaluations, faculty mentor clinical evaluations, oral and written patient evaluations Pediatrics - Students will develop an appropriate health maintenance care plan for the four major pediatric age groups: newborns, infants and toddlers, school-age child and adolescent
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USAT General Report 2011 Measurement/Eval: faculty/resident clinical evaluations, faculty mentor evaluation, oral and written patient presentations.
C. Counsel and educate patients and their families. D. Use information technology to support patient care decisions and patient education. Pediatrics - Students will utilize clinically relevant research, from the basic sciences of medicine or from patient centered clinical research, to assess the accuracy and precision of diagnostic tests (including the clinical examination), the power of prognostic markers, and the efficacy and safety of therapeutic, rehabilitative, and preventive regimens as they pertain to pediatric care and decision-making. Measurement/Eval: faculty and resident clinical evaluations, OSCE
E. Work with patients in preventing health problems or maintaining health. Pediatrics - Students will describe regimens for health maintenance for the different age groups in pediatrics Measurement/Eval: OSCE, faculty and resident clinical evaluations. F. Work as members of multi-disciplinary health care teams to provide patient-focused care. Pediatrics - Students will perform effectively as members of the pediatric service Measurement/Eval: Clinical evaluations
II. MEDICAL KNOWLEDGE - Students must demonstrate knowledge about established and evolving
basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care. By graduation, students will be able to: A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the clinical practice of medicine. Pediatrics - Students will demonstrate an understanding of altered structure and function (pathology and pathophsyiology) of the body and its major organ systems involved in the 15 most common problems* seen by the pediatrician Measurement/Eval: OSCE, NBME performance, Discussions with preceptors. Pediatrics - Students will acquire basic knowledge of growth and development (physical, physiologic, and psychosocial) and of its clinical applications from birth through adolescence. Measurement/Eval: NBME performance, Discussions with preceptors. Pediatrics - Students will demonstrate the basic knowledge of protocols and strategies for reducing identified health risks in patients, families and communities including knowledge of immunization schedules
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USAT General Report 2011 for various age groups. Measurement/Eval: Performance on final written examination; discussions with preceptor and documentation of management plans. Pediatrics - Students will demonstrate basic knowledge of strategies for health promotion as well as disease and injury prevention Measurement/Eval: Discussions with preceptor and documentation of management plans.
B. Demonstrate an investigatory and analytic thinking approach to clinical situations. Pediatrics - Students will demonstrate knowledge about established and evolving clinical biomedical sciences and the application of this knowledge to pediatric care and decision-making Measurement/Eval: OSCE, NBME performance, Discussions with preceptors.
III. PRACTICE BASED LEARNING AND IMPROVEMENT - Students must be able to engage in selfevaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care. By graduation, students will be able to: A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional careers, and develop improvement plans, in a methodical fashion. Pediatrics - Students will demonstrate commitment to life-long learning and will identify strategies to continuously up-date personal clinical knowledge and skills Measurement/Eval: Preceptor Clinical Evaluations, Didactic Sessions Pediatrics - Students will recognize their limitations and ask for help when needed Measurement/Eval: Preceptor Clinical Evaluations, Didactic Sessions, Professionalism Forms. B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients' health problems. Pediatrics - Students will assess and utilize clinically relevant research, from the basic sciences of medicine or from patient-centered clinical research, to evaluate pediatric care and decision-making relevant to their patients Measurement/Eval: OSCE, clinical evaluations from faculty and residents, written and oral patient assessments, C. Obtain and use information about patients they care for and the larger population from which these patients are drawn. Pediatrics - Students will apply concepts of epidemiology and biostatistics for the diagnostic screening of cancers commonly treated by pediatricians Measurement/Eval: Clinical evaluations, written and oral patient assessments
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USAT General Report 2011 D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness. Measurement/Eval: Clinical evaluations, written and oral patient assessments E. Use information technology to manage information and access on-line medical information; and support their own education. Pediatrics - Students will demonstrate facility with the use of information technology to meeting learning demands Measurement/Eval: oral patient assessments, patient logs F. Facilitate the learning of other students and health care professionals. Pediatrics - Students will perform effectively as members of the pediatric service and will share relevant clinical information regarding their patient to facilitate care Measurement/Eval: Clinical evaluations
IV. INTERPERSONAL AND COMMUNICATION SKILLS - Students must be able to demonstrate

interpersonal & communication skills, both verbal and written, that results in effective information exchange with patients, patients' families, peers, and other health professions colleagues. By graduation, students will be able to: A. Create and sustain a therapeutic and ethically sound relationship with patients in order to effectively communicate their health care needs, including situations involving sensitive, technically complex, or distressing information. Pediatrics - Students will establish an effective therapeutic relationship appropriate to the age of the patient, adapting their style to the needs of the patient, their families, and the urgency of the situation Measurement/Eval: OSCE, Clinical Evaluations, Professionalism Forms Pediatrics - Students will recognize and adapt their communication styles with patients and patients' families in situations involving sensitive, technically complex or distressing information Measurement/Eval: OSCE, Clinical Evaluations, Professionalism Forms B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory; questioning and writing skills, to both elicit and provide health care information to patients and their families. Pediatrics - Students will demonstrate the basic communication skills (both orally and in writing) required to facilitate the clinical interaction with children, adolescents, and their families to ensure that complete and accurate data are obtained Measurement/Eval: Comprehensiveness of progress notes as reviewed by preceptor; discussions with preceptor; direct observation by resident-faculty of student-patient interactions.
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USAT General Report 2011 Pediatrics - Students will demonstrate the basic skills required to communicate effectively, both orally and in writing, with colleagues Measurement/Eval: Comprehensiveness of progress notes as reviewed by preceptor; discussions with preceptor; oral presentations. Pediatrics -Students will create and maintain written records of their patient encounters, including history and physical exams, in-patient encounter notes and case log information Measurement/Eval: Comprehensiveness of history and physical exam write-ups and daily progress notes as reviewed by preceptor.
C. Work effectively with others as members of a health care team, including peers, residents, faculty and other health care professionals. Pediatrics - Students will perform effectively as members of the pediatric service Measurement/Eval: Preceptor Evaluations; Professionalism Forms; Participation in Didactic Sessions.
V. PROFESSIONALISM - Students must demonstrate a commitment to carrying out professional

responsibilities, adherence to ethical principals & sensitivity to a diverse patient population. By graduation, students will be able to: A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professionals. Pediatrics - Students will demonstrate preparedness for class, meetings and patient care activities. Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms, Written Focused History and Physical; Daily Notes.. Pediatrics - Students will convey information honestly and tactfully; will engage in truthful interactions with patients, peers, and in professional work. Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms, Written Focused History and Physical; Daily Notes. Pediatrics - Students will act and dress in a professional manner. Measurement/Eval: Preceptor Evaluations, Professionalism Forms.
Pediatrics - Students will maintain appropriate boundaries in work/learning/patient care situations. Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms Pediatrics - Students will demonstrate respect for the wishes of patients; will attend to patient needs for comfort and privacy. Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms.
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USAT General Report 2011 Pediatrics - Students will demonstrate respect in relationships toward other health care team members and patients. Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms. B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and on-going professional development. Pediatrics - Students will maintain good attendance and punctuality for scheduled activities and appointments Measurement/Eval: Preceptor Evaluations, Professionalism Forms. Pediatrics - Students will demonstrate initiative and good work habits in fulfilling responsibilities to patients, and responsibility to the resident team involved with the care of their patients Measurement/Eval: Preceptor observation and clinical evaluation Pediatrics - Students will perform tasks independently as appropriate to current level of training Measurement/Eval: Preceptor Evaluations, Professionalism Forms, Written Focused History and Physical; Daily Notes. C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent. Pediatrics - Students will discuss the importance of patient confidentiality Measurement/Eval: Preceptor Evaluations, Professionalism Forms, Written Focused History and Physical; Daily Notes. Pediatrics - Students will recognize the important elements of informed consent Measurement/Eval: OSCE, NBME exam performance, Preceptor Evaluations, Professionalism Forms, Case logs. Pediatrics - Students will demonstrate knowledge of and discuss the importance of ethical decision making, including declaration of brain death, withdrawal-of-care, and recognition of the interdependent role of physician experience, patient preference and best available evidence in clinical decision-making. Measurement/Eval: Case-based lecture presentations; attending rounds; observation of clinical activity Pediatrics - Students will not discriminate regardless of race, gender, religion, sexual orientation, age, disability, intelligence and socio-economic status; will react appropriately to other's lapses in conduct and performance. Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms; Daily Notes.
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USAT General Report 2011 Pediatrics - Students will demonstrate sensitivity and respect in patient interactions regardless of race, gender, religion, sexual orientation, age, disability, intelligence, and socio-economic status. Measurement/Eval: OSCE, ClinE, GroupE, ProfE. Pediatrics - Students will recognize the need for the involvement of patient and the patient's family in decision-making and the incorporation of patients' and families' values and beliefs into management plans. Measurement/Eval: Observation of student-patient interaction; discussions with preceptor, seminar discussions with faculty. Pediatrics - Students will accept the individuality, values, goals, concerns, and rights of the patient and the patient's family Measurement/Eval: Observation of student-patient interaction; discussions with preceptor, seminar discussions with faculty.
E. Recognize and address personal limitations, attributes or behaviors that might influence their effectiveness as a physician. Pediatrics - Students will seek help at appropriate times. Measurement/Eval: Preceptor Evaluations, Professionalism Forms. Pediatrics - Students will admit to errors of omission and commission and assume responsibility; inform a supervisor when mistakes occur. Measurement/Eval: Preceptor Evaluations, Professionalism Forms. Pediatrics - Students will maintain responsibility for the physical and mental health of themselves and their peers. Measurement/Eval: Preceptor Evaluations, Professionalism Forms. Pediatrics - Students will accept constructive criticism in an appropriate manner. Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms, Case presentations. Pediatrics - Students will recognize areas that need improvement, seek advice, and demonstrate that they are able to incorporate feedback in order to make changes in behavior. Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms, Case presentations. Pediatrics - Students will recognize the need for and strive to maintain composure during difficult interactions. Measurement/Eval: Preceptor Evaluations, Professionalism Forms, Case logs.
VI. SYSTEMS-BASED PRACTICE - Students will be able to function effectively in teams and within a
larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care.
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USAT General Report 2011 By graduation, students will be able to: A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement in patient care may affect other members of the health care profession. Pediatrics - Students will describe the role of the pediatrician as a coordinator of care including understanding the value of serving as a member of a health care team and understanding the role of other health care team members. Measurement/Eval: Preceptor observations of student interactions with nurses, pediatric residents, clerks. B. Know how types of medial practice and delivery systems differ from one another, including their methods of controlling health care costs and allocating resource. Pediatrics - Students will describe the strengths and shortcomings of the U.S. system, specifically with regards to the delivery of care to children, and recognize the existence of barriers to basic and preventative care (including immunization) for under-represented minorities and patients with poor socio-economic status. Measurement/Eval: Preceptor clinical evaluation; Daily Notes and management plan review; Case Log Evaluation.. C. Describe the principles of cost-effective health care and resource allocation that does not compromise quality of care. Pediatrics - Students will recognize the importance of appropriate cost effective decision-making and resource allocation. Measurement/Eval: Preceptor clinical evaluation; Daily Notes and management plan review; Case Log Evaluation. D. Advocate for quality patient care and assist patients in dealing with system complexities. Pediatrics - Students will recognize appropriate consultation resources that can optimize patient care and management of health behaviors, including different physician specialties, other health care professionals, and community health agencies, and describe strategies to enhance collaboration of these resources. Measurement/Eval: Preceptor clinical evaluation; Daily Notes and management plan review; Case Log Evaluation. E. Be aware of how to partner with health care managers and health care providers to assess, coordinate, and improve health care and know how these activities can affect system performance. Pediatrics - Students will recognize the importance of quality assurance, including partnership with other health care managers/providers and the utilization of best practice guidelines, in today's health care market. Measurement/Eval: Preceptor clinical evaluation; Participation in Didactic Session; Written Case Log Evaluation. .
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USAT General Report 2011 Pediatrics - Students will recognize the source of common medical errors and discuss strategies to address them. Measurement/Eval: Preceptor clinical evaluations, review of management plans, participation in didactic sessions
* Fifteen Most Frequent Patient Encounters seen by pediatrician 1 Abdominal Pain 2 UTI 3 GER 4 RSV Bronchiolitis 5 Apnea 6 Status Asthmaticus 7 NAS 8 Pneumonia 9 Cellulitis 10 Croup 11 Diarrhea 12 Fever 13 Sickle Cell Anemia 14 Constipation 15 Seizures
PSYCHIATRY CLERKSHIP
Psychiatry Clerkship: Students will establish an effective therapeutic relationship with patients on the psychiatry service, considering both psychosocial and cultural context when necessary. Measurement/Eval: OSCE, preceptor evaluation, professionalism form
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Psychiatry Clerkship: Students will gather a complete or problem-focused history for patients with symptoms that commonly require psychiatric referral. Measurement/Eval: OSCE, preceptor evaluation, professionalism form
Psychiatry Clerkship: Students will demonstrate and perform a complete mental status exam relevant to the referring psychiatric symptom. Measurement/Eval: OSCE, preceptor evaluation
Psychiatry Clerkship: Students will describe relevant differential diagnoses for patients with commonly presenting psychiatric symptoms. Measurement/Eval: OSCE, preceptor evaluation, NBME subject exam
Psychiatry Clerkship: Students will develop an appropriate diagnostic plan and treatment rationale for a patient with symptoms that require a psychiatric referral. Measurement/Eval: OSCE, preceptor evaluation, NBME Subject exam
Psychiatry Clerkship: Students will utilize clinically relevant research, from the basic sciences of medicine or from patient centered clinical research, to assess the accuracy and precision of diagnostic tests (including the clinical examination), the power of prognostic markers, and the efficacy and safety of therapeutic, rehabilitative, and preventive regimens as they pertain to psychiatry and decision-making. Measurement/Eval: Preceptor evaluation
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USAT General Report 2011 F. Work with patients in preventing health problems or maintaining mental hygiene.
Psychiatry Clerkship: Students will describe regimens for health maintenance designed to reduce mental illness. Measurement/Eval: NBME Subject exam
G. Work as members of multi-disciplinary health care teams to provide patient-focused care.
Psychiatry Clerkship: Students will perform effectively as members of the psychiatry service Measurement/Eval: preceptor evaluation
evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, and their application of this knowledge to patient care.
Psychiatry Clerkship: Students will demonstrate basic knowledge of altered structure and function (pathology and pathophysiology) of the brain that are see in various mental illnesses and how they relate to common presenting psychiatric symptoms. Measurement/Eval: NBME Subject exam
Psychiatry Clerkship: Students will demonstrate the basic knowledge of strategies to identify, assess and manage psychiatric emergencies. Measurement/Eval: OSCE, preceptor evaluation, NBME Subject Exam
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Psychiatry Clerkship: Students will demonstrate knowledge about established and evolving clinical biomedical sciences and the application of this knowledge to psychiatric care and decision-making. Measurement/Eval: NBME Subject exam
III. PRACTICE BASED LEARNING AND IMPROVEMENT Students must be able to engage in
self-evaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care.
Psychiatry Clerkship: Students will demonstrate commitment to life-long learning and will identify strategies to continuously up-date personal clinical knowledge and skills. Measurement/Eval: preceptor evaluation, professionalism form
Psychiatry Clerkship: Students will recognize their limitations and ask for help when needed. Measurement/Eval: OSCE, preceptor evaluation, professionalism form
Psychiatry Clerkship: Students will assess and utilize clinically relevant research, from the basic sciences of medicine or from patient-centered clinical research, to evaluate psychiatric care and decision-making relevant to their patients. Measurement/Eval: OSCE
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USAT General Report 2011 C. Obtain and use information about patients they care for and the larger population from which these patients are drawn. Psychiatry Clerkship: Students will apply concepts of epidemiology and biostatistics for risk assessment of violence and suicide. Measurement/Eval: OSCE, NBME Subject exam
Measurement/Eval: NBME Subject exam
Psychiatry Clerkship: Students will demonstrate facility with the use of information technology to meeting learning demands. Measurement/Eval: NBME Subject exam, preceptor evaluation
Psychiatry Clerkship: Students will perform effectively as members of the psychiatric service and will share relevant clinical information regarding their patients to facilitate care.
Measurement/Eval: preceptor evaluation, professionalism form
IV. INTERPERSONAL AND COMMUNICATION SKILLS Students must be able to demonstrate

interpersonal & communication skills, both verbal and written, that results in effective information exchange with patients, patients families, peers, and other health professions colleagues.
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A. Create and sustain a therapeutic and ethically sound relationship with patients in order to effectively communicate their health care needs, including situations involving sensitive, technically complex, or distressing information. Psychiatry Clerkship:Students will establish an effective therapeutic relationship with patients on the psychiatric service, adapting their style to the needs of the patient and the urgency of the situation. Measurement/Eval: OSCE, preceptor evaluation
Psychiatry Clerkship: Students will recognize and adapt their communication styles with patients in situations involving sensitive, technically complex or distressing information. Measurement/Eval: OSCE, preceptor evaluation
B. Utilize appropriate and effective communication strategies to both elicit and provide health care information to patients and their families.
Psychiatry Clerkship: Students will demonstrate the basic skills required to communicate effectively with patients, patients families, and colleagues. Measurement/Eval: OSCE, preceptor evaluation
Psychiatry Clerkship: Students will create and maintain written records of their patient encounters, including history and physical exams, in-patient encounter notes and case log information. Measurement/Eval: preceptor evaluation, case logs
C. Work effectively with others as members of a health care team, including peers,residents, faculty and other health care professionals.
Psychiatry Clerkship: Students will perform effectively as members of the psychiatry service. Measurement/Eval: preceptor evaluation
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V. PROFESSIONALISM
Students must demonstrate a commitment to carrying out professional
responsibilities, adherence to ethical principals & sensitivity to a diverse patient population.
Psychiatry Clerkship:Students will demonstrate preparedness for class, meetings and patient care activities. Measurement/Eval: professionalism form
Psychiatry Clerkship: Students will convey information honestly and tactfully; will engage in truthful interactions with patients, peers, and in professional work. Measurement/Eval: OSCE, professionalism form
Psychiatry Clerkship: Students will act and dress in a professional manner. Measurement/Eval: professionalism form
Psychiatry Clerkship: Students will maintain appropriate boundaries in work/learning/patient care situations. Measurement/Eval: OSCE, professionalism form
Psychiatry Clerkship: Students will demonstrate respect for the wishes of patients; will attend to patient needs for comfort and privacy. Measurement/Eval: OSCE, professionalism form
403
USAT General Report 2011 Psychiatry Clerkship:Students will demonstrate respect in relationships toward other health care team members and patients. Measurement/Eval: OSCE, professionalism form
Psychiatry Clerkship: Students will maintain good attendance and punctuality for scheduled activities and appointments. Measurement/Eval: preceptor evaluation, professionalism form
Psychiatry Clerkship: Students will demonstrate initiative in fulfilling responsibilities to patients, and responsibility to others on the psychiatry service. Measurement/Eval: preceptor evaluation, professionalism form
Psychiatry Clerkship: Students will perform tasks independently as appropriate to current level of training. Measurement/Eval: preceptor evaluation, professionalism form
Psychiatry Clerkship: Students will discuss the importance of patient confidentiality. Measurement/Eval: preceptor evaluation, professionalism form
Psychiatry Clerkship: Students will recognize the important elements of informed consent. Measurement/Eval: preceptor evaluation, professionalism form, NBME Subject Exam
Psychiatry Clerkship: Students will demonstrate knowledge and discuss the importance of ethical decision making, including competency, medical power of attorney and
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USAT General Report 2011 recognition of patient autonomy with regards to diagnostic and treatment recommendations. Measurement/Eval: OSCE, preceptor evaluation, professionalism form, NBME Subject Exam
Psychiatry Clerkship: Students will not discriminate regardless of race, gender, religion, sexual orientation, age, disability, intelligence and socio-economic status; will react appropriately to others lapses in conduct and performance. Measurement/Eval: OSCE, preceptor evaluation, professionalism form, NBME Subject Exam
Psychiatry Clerkship: Students will demonstrate sensitivity and respect in patient interactions regardless of race, gender, religion, sexual orientation, age, disability, intelligence, and socio-economic status. Measurement/Eval: OSCE, preceptor evaluation, professionalism form, NBME Subject Exam
Psychiatry Clerkship: Students will recognize the need for patient involvement in decision making and the incorporation of patients values and beliefs into management plans. Measurement/Eval: OSCE, preceptor evaluation, professionalism form, NBME Subject Exam
Psychiatry Clerkship: Students will seek help at appropriate times. Measurement/Eval: preceptor evaluation, professionalism form, NBME Subject Exam
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USAT General Report 2011 Psychiatry Clerkship: Students will admit to errors of omission and commission and assume responsibility; inform a supervisor when mistakes occur. Measurement/Eval: preceptor evaluation, professionalism form
Psychiatry Clerkship: Students will maintain responsibility for the physical and mental health of themselves and their peers. Measurement/Eval: preceptor evaluation, professionalism form
Psychiatry Clerkship: Students will accept constructive criticism in an appropriate manner. Measurement/Eval: preceptor evaluation, professionalism form
Psychiatry Clerkship: Students will recognize areas that need improvement, seek advice, and demonstrate that they are able to incorporate feedback in order to make changes in behavior. Measurement/Eval: preceptor evaluation, professionalism form
Psychiatry Clerkship: Students will recognize the need for and strive to maintain composure during difficult interactions. Measurement/Eval: OSCE, preceptor evaluation, professionalism form
VI. SYSTEMS-BASED PRACTICE Students will be able to function effectively in teams and within
a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care.
406
USAT General Report 2011 Psychiatry Clerkship: Students will perform effectively as members of the psychiatry service. Measurement/Eval: preceptor evaluation, professionalism form
Psychiatry Clerkship: Students will understand the strengths and shortcomings of the U.S. system for delivering psychiatric care and recognize the existence of barriers for under-represented minorities and patients with poor socio-economic status. Measurement/Eval: OSCE, preceptor evaluation, NBME Subject Exam
Psychiatry Clerkship: Students will recognize appropriate cost effective decision-making and resource allocation. Measurement/Eval: OSCE, preceptor evaluation, NBME Subject Exam
Psychiatry Clerkship: Students will recognize appropriate consultation resources that can optimize patient care and management of health behaviors, including different physician specialties, other health care professionals, and community health agencies, and describe strategies to enhance collaboration of these resources. Measurement/Eval: OSCE, NBME Subject Exam
407
USAT General Report 2011 Psychiatry Clerkship: Students will outline strategies for effective quality assurance, including partnership with other health care managers/providers and the utilization of information in order to prevent adverse events Measurement/Eval: OSCE, NBME Subject Exam
Psychiatry Clerkship: Students will recognize the source of common medical errors and display knowledge of strategies to address them. Measurement/Eval: preceptor evaluation, NBME Subject Exam
SURGERY
SURGERY: Students will establish an effective therapeutic relationship with patients on the surgical service, considering both psychosocial and cultural context when necessary.
Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Case Log Evaluation, Professionalism Form
SURGERY: Students will gather a complete or problem-focused history for patients with symptoms that commonly require surgical referral
Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Written focused history and physical, Oral Case Presentation, Case Log Evaluation
SURGERY: Students will demonstrate and perform a complete physical exam relevant to the referring surgical symptom
Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Written focused history and physical, Oral Case Presentation, Case Log Evaluation.
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SURGERY: Students will demonstrate and perform routine pre- and post-operative patient evaluations
Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Written focused history and physical, Daily Notes, Oral Case Presentation, Participation in didactic evaluation, Case Log Evaluation, Professionalism Form
SURGERY: Students will describe relevant differential diagnoses for patients with commonly presenting surgical symptoms*
Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation, Written focused history and physical,
SURGERY: Students will develop an appropriate diagnostic plan and treatment rationale for a patient with symptoms that require a surgical referral
Measurement/Eval: Final OSCE exam, NBME subject exam, Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation, Written focused history and physical, Daily Notes.
SURGERY: Students will develop an appropriate care plan and treatment rationale for patients who are scheduled for or are recovering from surgery
Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Written focused history and physical, Daily Notes .
SURGERY: Students will demonstrate an understanding of and basic skills required to order and interpret labs and radiologic studies commonly used to evaluate surgical patients
Measurement/Eval: Final OSCE exam, NBME subject exam, Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation, Daily Notes .
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USAT General Report 2011 SURGERY: Students will utilize clinically relevant research, from the basic sciences of medicine or from patient centered clinical research, to assess the accuracy and precision of diagnostic tests (including the clinical examination), the power of prognostic markers, and the efficacy and safety of therapeutic, rehabilitative, and preventive regimens as they pertain to surgical care and decision-making
Measurement/Eval: NBME subject exam, Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation.
F. Perform required clinical procedures.
SURGERY: Students will demonstrate basic skills in performing routine technical procedures commonly required on a surgical service
Measurement/Eval: Tutor/Preceptor clinical evaluation.
SURGERY: Students will demonstrate consistent performance of sterile technique, including successful gowning, gloving and maintenance of sterile operative field
Measurement/Eval: Tutor/Preceptor clinical evaluation, Professionalism Form.
G. Work with patients in preventing health problems or maintaining health.
SURGERY: Students will describe regimens for health maintenance designed to reduce perioperative risk
Measurement/Eval: Final OSCE exam, NBME subject exam, Tutor/Preceptor clinical evaluation, Participation in didactic evaluation.
H. Work as members of multi-disciplinary health care teams to provide patient-focused care.
SURGERY: Students will perform effectively as members of the surgical service

Measurement/Eval: Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Professionalism Form.
II. MEDICAL KNOWLEDGE Students must demonstrate knowledge about established and evolving basic and clinical biomedical sciences, including
410
epidemiology and social/behavioral sciences, & their application of this knowledge to patient care.
SURGERY: Students will demonstrate basic knowledge of altered structure and function (pathology and pathophsyiology) of the body and its major organ systems that are see in various surgical diseases and how they relate to common presenting surgical symptoms*
Measurement/Eval: Final OSCE exam, NBME subject exam, Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation.
SURGERY: Students will demonstrate the basic knowledge of strategies to identify, assess and manage life-threatening surgical emergencies
Measurement/Eval: NBME subject exam, Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation.
SURGERY: Students will demonstrate the basic knowledge required to assess and treat pain, and ameliorate suffering
Measurement/Eval: NBME subject exam, Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Daily Notes.
SURGERY: Students will demonstrate knowledge of basic sterile technique

Measurement/Eval: Tutor/Preceptor clinical evaluation, Professionalism Form .
SURGERY: Students will demonstrate knowledge about established and evolving clinical biomedical sciences and the application of this knowledge to surgical care and decisionmaking
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III. PRACTICE BASED LEARNING AND IMPROVEMENT Students must be able to engage in self-evaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care.
SURGERY: Students will demonstrate commitment to life-long learning and will identify strategies to continuously up-date personal clinical knowledge and skills
Measurement/Eval: Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation, Case Log Evaluation.
SURGERY: Students will recognize their limitations and ask for help when needed
SURGERY: Students will assess and utilize clinically relevant research, from the basic sciences of medicine or from patient-centered clinical research, to evaluate surgical care and decision-making relevant to their patients
SURGERY: Students will apply concepts of epidemiology and biostatistics for the diagnostic screening of cancers commonly treated by surgeons
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Measurement/Eval: NBME subject exam, Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Written focused history and physical.
SURGERY: Students will apply concepts of epidemiology and biostatistics for peri-operative risk assessment and to prevent post-operative complications
Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Written focused history and physical, Case Log Evaluation .
Measurement/Eval: Tutor/Preceptor clinical evaluation, Oral Case Presentation, Written focused history and physical.
SURGERY: Students will demonstrate facility with the use of information technology to meeting learning demands
Measurement/Eval: Oral Case Presentation, Participation in didactic evaluation, Case Log Evaluation.
SURGERY: Students will perform effectively as members of the surgical service and will share relevant clinical information regarding their patient to facilitate care
IV. INTERPERSONAL AND COMMUNICATION SKILLS Students must be able to demonstrate interpersonal & communication skills, both verbal and written, that results in effective information exchange with patients, patients families, peers, and other health professions colleagues.
413
SURGERY: Students will establish an effective therapeutic relationship with patients on the surgical service, adapting their style to the needs of the patient and the urgency of the situation
Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Professionalism Form.
SURGERY: Students will recognize and adapt their communication styles with patients in situations involving sensitive, technically complex or distressing information
SURGERY: Students will demonstrate the basic skills required to communicate effectively, both orally and in writing, with patients, patients families, and colleagues
Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Oral Case Presentation, Written focused history and physical, Daily Notes, Professionalism Form .
SURGERY: Students will create and maintain written records of their patient encounters, including history and physical exams, in-patient encounter notes and case log information
SURGERY: Students will perform effectively as members of the surgical service

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V. PROFESSIONALISM FORMSSIONALISM Students must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population.
A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health professions.
SURGERY: Students will demonstrate preparedness for class, meetings and patient care activities.
Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Daily Notes, Professionalism Form .
SURGERY: Students will convey information honestly and tactfully; will engage in truthful interactions with patients, peers, and in professional work.
Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Written focused history and physical, Daily Notes, Case Log Evaluation, Professionalism Form.
SURGERY: Students will act and dress in a professional manner.

SURGERY: Students will maintain appropriate boundaries in work/learning/patient care situations.

SURGERY: Students will demonstrate respect for the wishes of patients; will attend to patient needs for comfort and privacy.
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SURGERY: Students will demonstrate respect in relationships toward other health care team members and patients.
SURGERY: Students will maintain good attendance and punctuality for scheduled activities and appointments
SURGERY: Students will demonstrate initiative in fulfilling responsibilities to patients, and responsibility to others on the surgical service
Measurement/Eval: Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Daily Notes, Case Log Evaluation, Professionalism Form .
SURGERY: Students will perform tasks independently as appropriate to current level of training
Measurement/Eval: Tutor/Preceptor clinical evaluation, Written focused history and physical, Daily Notes, Case Log Evaluation, Professionalism Form .
SURGERY: Students will discuss the importance of patient confidentiality

Measurement/Eval: Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation, Daily Notes, Professionalism Form .
SURGERY: Students will recognize the important elements of informed consent
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Measurement/Eval: Final OSCE exam, NBME subject exam, Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Case Log Evaluation, Professionalism Form .
SURGERY: Students will demonstrate knowledge of and discuss the importance of ethical decision making, including declaration of brain death, withdrawal-of-care, establishment of DNR status, medical power of attorney and recognition of patient autonomy with regards to diagnostic and treatment recommendations
Measurement/Eval: Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation.
SURGERY: Students will not discriminate regardless of race, gender, religion, sexual orientation, age, disability, intelligence and socio-economic status; will react appropriately to others lapses in conduct and performance.
Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Professionalism Form .
SURGERY: Students will demonstrate sensitivity and respect in patient interactions regardless of race, gender, religion, sexual orientation, age, disability, intelligence, and socio-economic status.
Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Professionalism Form .
SURGERY: Students will recognize the need for patient involvement in decision making and the incorporation of patients values and beliefs into management plans.
Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Case Log Evaluation, Professionalism Form.
SURGERY: Students will seek help at appropriate times.
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Measurement/Eval: Tutor/Preceptor clinical evaluation, Case Log Evaluation, Professionalism Form.
SURGERY: Students will admit to errors of omission and commission and assume responsibility; inform a supervisor when mistakes occur.
SURGERY: Students will maintain responsibility for the physical and mental health of themselves and their peers.
SURGERY: Students will accept constructive criticism in an appropriate manner.

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation, Professionalism Form.
SURGERY: Students will recognize areas that need improvement, seek advice, and demonstrate that they are able to incorporate feedback in order to make changes in behavior.
Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation, Professionalism Form .
SURGERY: Students will recognize the need for and strive to maintain composure during difficult interactions.
Measurement/Eval: Tutor/Preceptor clinical evaluation, Case Log Evaluation, Professionalism Form.
VI. SYSTEMS-BASED PRACTICE Students will be able to function effectively in teams and within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care.
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SURGERY: Students will perform effectively as members of the surgical service Measurement/Eval: Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Professionalism form.
SURGERY: Students will describe the strengths and shortcomings of the U.S. system for delivering surgical care and recognize the existence of barriers to index surgical procedures for under-represented minorities and patients with poor socio-economic status. Measurement/Eval: Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation, Case Log Evaluation.
SURGERY: Students will recognize appropriate cost effective decision-making and resource allocation. Measurement/Eval: Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation, Case Log Evaluation.
SURGERY: Students will recognize appropriate consultation resources that can optimize patient care and management of health behaviors, including different physician specialties, other health care professionals, and community health agencies, and describe strategies to enhance collaboration of these resources. Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Written focused history and physical, Daily Notes, Case Log Evaluation.
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SURGERY: Students will outline strategies for effective quality assurance, including partnership with other health care managers/providers and the utilization of information in order to prevent surgical complications** Measurement/Eval: Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Case Log Evaluation.
SURGERY: Students will recognize the source of common medical errors and discuss strategies to address them. Measurement/Eval: Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in didactic evaluation, Daily Notes, Case Log Evaluation.
* Common Presenting Surgical Symptoms: Abdominal Masses, Abdominal Pain, Abdominal Wall and Groin Masses, Altered Neurological Status, Back Pain, Breast Problems, Ear and Nose Problems, GI Hemorrhage, Jaundice, Leg Pain, Lung Nodule, Neck Mass, Non-healing Wounds, Peri-Anal Problems, Scrotal Pain and Swelling, Shock, Skin and Soft Tissue Lesions, Swallowing Difficulty and Pain, Trauma, Urinary Complaints, Vomiting, Diarrhea and Constipation
**Surgical Complications: Venous Thromboembolism, Surgical Site Infection, Post-operative bleeding, Peri-operative Cardiac Event, Nosocomial Pneumonia, Urinary tract infection
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USAT MONTSERRAT RECOGNITION AND VALIDITY OF DEGREES
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Status of Recognition and Validity of Official Degrees and Awards granted by authority vested by The Government of Montserrat on the Board of directors of the University The UNESCO agreement and other relevant Laws.
GOVERNMENT OF MONTSERRAT LICENSE AGREEMENT TO THE UNIVERSITY OF SCIENCE, ARTS AND TECHNOLOGY, U.S.A.T. MONTSERRAT Under applicable Law, the Government of Montserrat and the University signed a LICENSE AGREEMENT dated in Montserrat on 26th, September , 2003. The school permit was issued by the government of Montserrat authorizing the formation and operations of the University of Science, Arts and Technology Montserrat Ltd. Between other, The Medical School is authorized to award Degrees including but not limited to THE BACHELOR OF MEDICINE AND SURGERY (MBBS), DOCTOR OF MEDICINE (MD), MASTER OF PUBLIC HEALTH (MPH), and DOCTOR OF PHILOSOPHY (PhD) in different areas and specialties. Therefore, and based on such agreement and license and specifically on the article 8, section 14, where it states the authority of the University to grant DEGREES, all the degrees and titles awarded legally by the USAT under such article and specifically those contained in should be considered OFFICIAL, LEGAL AND VALID UNIVERSITY DEGREES conferred by and under the authority vested on the University and in execution of its autonomy as competent authority to award degrees, as stated by our Laws and in accordance with this applicable and other relevant Montserratian, UK and EU Law, full force an faith should be given to them whenever and wherever it will appear and correspond as it is ordered by the appropriate legislation cited.
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USAT General Report 2011 USAT degrees and awards are therefore entitled to be recognized in all EU Member States, and the countries and territories conforming the EU, EEA or included in any form in the EC Treaty as well as in other subscribers of international agreements and/or conventions on the matter. As a UK OTC, (Overseas Territories and Countries), Montserrat is included in those agreements signed and ratified on the matter by the UK unless specific declaration or exclusion and based on such, the Qualifications, Diplomas, Awards, Degrees, and other authorized educational and professional certifications and credentials should be recognized and those agreements enforced. Montserrat is also listed in the Annex II of the EC Treaty within the group of Overseas Territories and Countries where dispositions of the title 4 of the Chapter 3 of the Treaty is applicable. The Residents of Montserrat have full British citizenship rights and freedom of movement within the UK and the EU.
USAT MONTSERRAT VALIDITY AND RECOGNITION OF USAT DEGREES IN THE EU M.K. Kavannaugh, LLB, MBA, LLD HEAD LEGAL COUNSEL (USAT INTERNATIONAL OFFICE) THE EU AND MEMBER STATE ISLAND TERRITORIES
Introduction Many of the 15 EU Member States have autonomous or semi-autonomous territories, most of which are islands. When the Member States concerned decided to join the EU, their territories, because of their constitutional links with the Member States, negotiated their own special relationships with the EU. These relationships, which are determined by primary Community law (generally the EC Treaty), vary significantly. Thus, some territories are formally part of the EU, others are not. All have particular arrangements or derogations under EU law. Moreover, in some cases, these initial arrangements have changed or are in the process of changing. This article will attempt to show the dynamic and evolving nature of the EU/Member State island territory relationship. It will also briefly examine EU policy on island regions. Which territories? Those territories which are constitutionally linked to a Member State and whose relationships with the EU are governed by primary Community law are: the so-called "ultra peripheral regions"1, the Overseas Countries and Territories (OCTs)2, the land Islands, the Faroe Islands, the Channel Islands, the Isle of Man, Gibraltar, Ceuta and Melilla. Of these, only the ultra peripheral regions, the land Islands, Gibraltar, Ceuta and Melilla are formally part of the EU. The remainder are not part of the EU territory. All of these Member State territories are islands with the exception of Gibraltar, French Guiana, Ceuta and Melilla. The nature of the EU/Member State island territory relationship
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USAT General Report 2011 There are two particular points worthy of note as regards the nature of the EU/island territory relationship - first, the relationship between the EU, on the one hand, and each island territory, on the other, is unique; second, the initial arrangement is not carved in stone and in respect of certain island territories has changed. The unique nature of the relationship between the EU and each island territory can be illustrated by comparing territories which share broad similarities but which have chosen sometimes very different arrangements with the EU.
(i) The land Islands and the Faroe Islands The land Islands and the Faroe Islands are both constitutionally linked to Nordic countries -- the lands with Finland and the Faroes with Denmark. Both enjoy a large degree of autonomy as regards internal matters. Whilst the land Islands are, however, part of the EU, the Faroe Islands chose to remain outside the EU. The relationship between the land Islands and the EU is governed by Protocol No.2 to the Finnish Accession Act. Article 1 of Protocol No.2 permits restrictions on the right of individuals to hold regional citizenship and on the right to hold or acquire real property. Article 2 of Protocol No.2 provides for a derogation from EU indirect taxes. This derogation was permitted in view of the fact that the Islands' economy depended in large measure from income from the ferry crossings between the Islands and Sweden and Finland. The EU, however, inserted a safeguard provision in Article 2 which provides that the objective of the derogation is to maintain a "viable local economy in the islands" and should not have any adverse effects on the EU. Should such adverse effects occur, the Commission may submit proposals to the Council which shall act in accordance with relevant Treaty articles. The latter presumably refers to the adoption of tax harmonization measures under Article 93 of the EC Treaty. Finally, Article 3 of Protocol No.2 requires the land Islands to accord the same treatment to both Finnish and other EU nationals. In contrast to the lands, Article 299(6)(a) of the EC Treaty states briefly that "the Treaty shall not apply to the Faroe Islands". Originally, Denmark hoped that the Faroes would become part of the EU upon Danish accession. The Faroes, wary of the EU's long term aim of having unlimited access to the Islands' fishing waters, rejected membership of the EU. Instead, the Faroe Islands negotiated two agreements with the EU, one on fisheries - which provides for access by the EU and the Faroes to each others' coastal waters to fish3 - and the other on trade - which broadly provides for the abolition of customs duties and quantitative restrictions in trade between the EU and the Faroe Islands4. (ii) The French Overseas Departments and the French Overseas Territories The French Overseas Departments (the so-called "DOMS"5) and the French Overseas Territories (known as the "TOMs"6) are, of course, both constitutionally linked to France and both suffer the physical and economic disadvantages of being underdeveloped and remote. Both the DOMs and the TOMs have a special status under EU law. The DOMs are recognized as "ultraperipheral regions" under Article 299(2) of the EC Treaty along with the Azores, Madeira and the Canary Islands. The TOMs are part of the group of Overseas Countries and Territories ("OCTs") whose relationship with the EU is determined under Part Four of the EC Treaty (Articles 182188).
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USAT General Report 2011 When France became part of the EU, the DOMs also automatically became part of the EU by virtue of their being part of France. The TOMs, on the other hand, unlike the DOMs, enjoy a large measure of legislative autonomy and may adapt their own legislation to implement Community acts relating to them. As the DOMs are part of the EU, all EC Treaty provisions apply. In 1989, the Community adopted "programmes of options specific to their remote and insular nature" in relation to the DOMs. The so-called POSEIDOM programme provided both funding for the DOMs under the EU Structural Funds and the adaptation of the EU's common policies to deal with the specific problems of these regions7. As an OCT, the TOMs' relationship with the EU is governed by Articles 182-188 of the EC Treaty. Article 182 establishes the basic aim of this relationship which is "to promote the economic and social development of the overseas countries and territories and to establish close economic relations between them and the Community as a whole". Article 184 provides for duty-free access for OCT products to the EU. Article 187 provides that the Council shall adopt detailed rules and procedures for the EU-OCT association. These detailed rules have been set out in a succession of Council Decisions. The current applicable Decision is Decision 91/482/EEC8, as amended by Decision 97/803/EC9. These Decisions govern the EU-OCT, and specifically the EU-TOMs relationship providing for both technical and financial assistance, the latter under the European Development Fund. The EU/Member State island relationship is an evolving one, as is evidenced by the following examples of island territories which have altered their initial status with the EU. (i) Greenland Greenland was originally a Danish colony but became part of the Kingdom of Denmark in 1953. When Denmark joined the EU in 1973, Greenland, too, became part of the EU. In 1979, Greenland acquired home rule status. As a result of its new status, the EC Treaty was amended in 1984 and Greenland became part of the EU-OCT arrangement. Unlike the other OCTs, however, Greenland was granted OCT status only on condition that it entered into a fisheries agreement with the EU. Instead of receiving financial and technical assistance like the other OCTs, Greenland receives financial compensation from the EU in return for fish. (ii) Canary Islands The Canary Islands - one of Spain's autonomous communities - are also one of the Community's "ultraperipheral regions" to which all of the EC Treaty provisions apply by virtue of Article 299 (2) of the Treaty. Until July 1, 1991, the Canary Islands shared the same status vis a vis the EU as Ceuta and Melilla which are also Spanish autonomous communities. The relationship of these regions with the EU was governed by Protocol 2 of the Spanish Accession Act. This broadly provided that the Canary Islands were part of the EU but were excluded from the Community's Common Customs Tariff (CCT) and from the Common Agricultural Policy (CAP). In 1991, the Canary Islands took the view that it would be more economically viable to be part of the CCT. This was particularly because Spain was approaching the end of its transitional period following its accession to the EU in 1986 and would also become fully part of the CCT. The EC Council therefore, in 1991, adopted a Regulation providing for the gradual incorporation of the Canary Islands into the CCT10.
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USAT General Report 2011 EU/Member State island territories the future The Amsterdam Treaty, which has been in force since May 1999, introduced a number of important provisions to the EC Treaty relating to islands. Although these provisions apply specifically only to islands which are formally part of the EU, indirectly at least they have implications for the EU's relations with islands generally. Specifically: - Article 158 of the EC Treaty, which now forms the legal basis for the Community's economic and social cohesion policy, makes specific mention of reducing the backwardness of least-favoured island regions. Article 158 provides: "In order to promote its overall harmonious development, the Community shall develop and pursue its actions leading to the strengthening of its economic and social cohesion. In particular, the Community shall aim at reducing disparities between the levels of development of the various regions and the backwardness of the least favoured regions or islands, including rural areas" (emphasis added). - Declaration No. 30 on island regions defines the Community's obligations in respect of island regions as set out in Article 158 of the EC Treaty. Declaration No. 30 provides: "The Conference recognizes that island regions suffer from structural handicaps linked to their island status, the permanence of which impairs their economic and social development. The Conference accordingly acknowledges that Community legislation must take account of these handicaps and that specific measures may be taken, where justified, in favour of these regions in order to integrate them better into the internal market on fair conditions". - Article 299(2) of the EC Treaty, as we have seen, concerns the Community's ultra-peripheral regions. Article 299(2) requires the EC Council to adopt specific measures for these regions taking account of their "special characteristics and constraints" including their "insularity". - Article 154 of the EC Treaty deals with trans-European networks. It provides that in developing transEuropean networks the Community "shall take account in particular of the need to link island, landlocked and peripheral regions with the central regions of the Community" (emphasis added). In response to Article 158 of the EC Treaty and to Declaration No. 30 in particular, the European Commission is to oversee a study entitled "The Analysis of Island Regions". The study, which will commence in September 2001 and will take approximately one year to complete, will be in two parts. Part one will consist of the creation of a statistical database of all the islands forming part of the EU. The database will include criteria for each of the islands relating to geography, demography, infrastructure, environment and socio-economic structure. Part two of the study will, on the basis of the statistical material collected, compare the situation of the islands to the Community and Member State references. The objectives of the study will be, inter alia, to ascertain any particular problems connected with being an island region and the specific needs of islands. Any obstacles which could prevent island-based companies from benefiting fully from the EU's Single Market will be considered. Finally, the study will include an analysis of measures and policies taken by Member States and the Community to remedy the backwardness in development caused by being an island and to propose future steps to be taken, if any.
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Conclusion The EU has always implicitly recognized the special nature and needs of islands. This is shown by the diversity of its relationships with Member State island territories and from the special derogations and arrangements negotiated with these territories. A more explicit recognition by the EU of the particular situation of islands has only emerged in recent years. The references to islands introduced by the Amsterdam Treaty, in particular by Article 158, now provide a sound legal basis for the Community to take particular account of islands in the adoption of EU policy. Notes 1. The ultra peripheral regions consist of the Portuguese Azores and Madeira, the Spanish Canary Islands and the French Overseas Departments (Guadeloupe, Martinique, French Guiana and Reunion). 2. The OCTs are made up of 12 British territories (Anguilla, Cayman Islands, South Georgia and South Sandwich Islands, Montserrat, Pitcairn, St. Helena, British Antarctic Territory, British Indian Ocean Territory, Turks and Caicos Islands, British Virgin Islands and Bermuda); 6 French territories (New Caledonia, French Polynesia, French Southern and Antarctic Territories, Wallis and Futuna Islands, Mayotte, St. Pierre and Miquelon); 2 Dutch territories (Aruba and the Netherlands Antilles) and 1 Danish territory (Greenland). 3. The fisheries agreement is contained in Council Regulation 2211/80 (EEC), OJ L226/11, 29.8.1980. 4. The trade agreement is contained in Council Decision 97/126/EC, OJ L53/1, 22.2.1997. 5. From the French "Departments d'outre-mer". 6. From the French "Territoires d'outre-mer". 7. The POSEIDOM programme is set out in Council Decision 89/687/EEC , OJ L 399/39, 30.12.1989. The POSEI programme was extended in 1991 to the Canary Islands (POSEICAN -- Council Decision 91/314/EEC, OJ L 171/5, 29.6.1991) and to the Azores and Madeira (POSEIMA -- Council Decision 91/315/EEC, OJ L 171/10, 29.6.1991). 8. Council Decision 91/482/EEC of 25 July 1991 on the association of the overseas countries and territories with the European Economic Community, OJ L 263/1, 19.9.1991. 9. Council Decision 97/803/EC of 24 November 1997 amending mid-term, Decision 91/482/EEC on the association of the overseas countries and territories with the European Economic Community, OJ L 329/50, 29.11.1997. 10. Council Regulation 1911/91 on the application of the provisions of Community law to the Canary Islands, OJ L171/1, 29.6.1991.
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USAT General Report 2011 USAT has also been favorably reviewed by UNESCO and by the ISO 9001/2002 committee in Europe.
UNESCO
Convention on the Recognition of Studies, Diplomas and Degrees concerning Higher Education in the States belonging to the Europe Region 1979
Paris, 21 December 1979
Depositary - Opened for Signature - Entry into force - Authoritative texts - Registration at the UN - States Parties - Declarations and Reservations - Territorial Application -
Preamble The States of the Europe Region, Parties to this Convention, Recalling that, as the General Conference of UNESCO has noted on several occasions in its resolutions concerning European co-operation, `the de-velopment of co-operation between nations in the fields of education, science, culture and communication, in accordance with the principles set out in UNESCO Constitution, plays an essential role in the promotion of peace and international understanding', Conscious of the close relationship that exists between their cultures, despite their diversity of languages and the differences in economic and social systems, and desiring to strengthen their co-operation in the field of education and training in the interests of the well-being and lasting prosperity of their peoples, Recalling that the States meeting in Helsinki expressed, in the Final Act of the Conference on Security and Cooperation in Europe (1 August 1975), their intention `to improve access, under mutually acceptable conditions, for students, teachers and scholars of the participating States to each other's educational, cultural and scientific institutions ... in particular by ... arriving at the mutual recognition of academic degrees and diplomas either through governmental agreements, where necessary, or direct arrangements between universities and other institutions of higher learning and research', and also by `promoting a more exact assessment of the problems of comparison and equivalence of academic degrees and diplomas', Recalling that, with a view to promoting the attainment of these objectives, most of the Contracting States have already concluded bilateral or subregional agreements among themselves concerning the equivalence or recognition of diplomas ; but desiring, while pursuing and intensifying their efforts at the bilateral and subregional levels, to extend their co-operation in this field to the whole Europe Region, Convinced that the great diversity of higher education systems in the Europe Region constitutes an exceptionally rich cultural asset which should be preserved, and desiring to enable all their peoples to benefit fully from this rich cultural asset by facilitating access by the inhabitants of each Contracting State to the educational resources of the other Contracting States, more especially by authorizing them to continue their education in higher educational institutions in those other States, Considering that, to authorize admission to further stages of study, the concept of the recognition of studies should be employed, a concept which in a context of social and international mobility, makes it possible to evaluate the level of education reached bearing in mind knowledge acquired, as attested by diplomas and degrees obtained and also the individual's other relevant qualifications, so far as these may be deemed acceptable by competent authorities,
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Considering that the recognition by all the Contracting States of studies, certificates, diplomas and degrees obtained in any one of them is intended to' develop the international mobility of persons and the exchange of ideas, knowledge and scientific and technological experience, and that it would be desirable to accept foreign students into establishments of higher education on the understanding that recognition of their studies or diplomas shall at no time confer on them greater rights than those enjoyed by national students, Noting that this recognition constitutes one of the conditions necessary for: 1. Enabling means of education existing in their territories to be used as effectively as possible, 2. Ensuring that teachers, students, research workers and professional workers have greater mobility, 3. Alleviating the difficulties encountered on their return by persons who have been trained or educated abroad, Desiring to ensure that studies, certificates, diplomas and degrees are recognized as widely as possible, taking into account the principles of the promotion of lifelong education, the democratization of education, and the adoption and application of an education policy allowing for structural, economic, technological and social changes and suited to the cultural context of each country, Determined to sanction and organize their future collaboration in these matters by means of a convention which will be the starting point for concerted dynamic action taken in particular by means of national, bilateral, subregional and multilateral machinery already existing or that may be deemed necessary. Mindful that the ultimate objective set by the General Conference of the United Nations Educational, Scientific and Cultural Organization consists in `preparing an International Convention on the Recognition and the Validity of Degrees, Diplomas and Certificates issued by establishments of Higher Learning and Research in all Countries', Have agreed, as follows:
I. Definitions Article 1 1. For the purpose of this Convention, the `recognition' of a foreign certificate, diploma or degree of higher education means its acceptance as a valid credential by the competent authorities in a Contracting State and the granting to its holder of rights enjoyed by persons who possess a national certificate, diploma or degree with which the foreign one is assessed as comparable. Recognition is further defined as follows: (a) Recognition of a certificate, diploma or degree with a view to undertaking or pursuing studies at the higher level shall enable the holder to be considered for entry to the higher educational and research institutions of any Contracting State as if he were the holder of a comparable certificate, diploma or degree issued in the Contracting State concerned. Such recognition does not exempt the holder of the foreign certificate, diploma or degree from complying with the conditions (other than those relating to the holding of a diploma) which may be required for admission to the higher educational or research institution concerned of the receiving State. (b) Recognition of a foreign certificate, diploma or degree with a view to the practice of a profession is recognition of the professional preparation of the holder for the practice of the profession concerned, without prejudice, however, to the legal and professional rules or procedures in force in the Contracting States concerned. Such recognition does not exempt the holder of the foreign certificate, diploma or degree from complying with any other conditions for the practice of the profession concerned which may be laid down by the competent governmental or professional authorities. (c)Recognition of a certificate, diploma or degree should not, however, entitle the holder to more rights in another Contracting State' than he would enjoy in the country in which the certificate, diploma or degree was
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awarded. 2. For the purposes of this Convention, `partial studies' means periods of study or training which while not constituting a complete course are such that they add significantly to the acquisition of knowledge or skills.
II. Aims Article 2 1. The Contracting States intend to contribute through their joint action both to the promotion of the active cooperation of all the countries of the Europe Region in the cause of peace and international understanding, and to the development of more effective collaboration with other Member States of UNESCO with regard to a better use of their educational, technological and scientific potential. 2. The Contracting States solemnly declare their firm resolve to co-operate closely within the framework of their legislation and constitutional structures, as well as within the framework of existing intergovernmental agreements, with a view to: (a) Enabling, in the interest of the Contracting States, and consistent with their general policy for educational provision and administrative procedures, the best use of their available education and research resources, and for this purpose (i) to make their higher educational institutions as widely accessible as possible to students or researchers from any of the Contracting States; (ii) to recognize the studies, certificates, diplomas and degrees of such persons; (iii) to examine the possibility of elaborating and adopting similar terminology and evaluation criteria which would facilitate the application of a system which will ensure the comparability of credits, subjects of study and certificates, diplomas and degrees; (iv) to adopt a dynamic approach in matters of admission to further stages of study, bearing in mind knowledge acquired, as attested by certificates, diplomas and degrees, and also the individual's other relevant qualifications, so far as these may be deemed acceptable by competent authorities ; (v) to adopt flexible criteria for the evaluation of partial studies, based on the educational level reached and on the content of the courses taken, bearing in mind the interdisciplinary character of knowledge at the higher educational level; (vi) to improve the system for the exchange of information regarding the recognition of studies, certificates, diplomas and degrees; (b) Constantly improving curricula in the Contracting States and methods of planning and promoting higher education, on the basis of not only the requirements for economic, social and cultural development, the policies of each country and also the objectives that are set out in the recommendations made by the competent organs of the United Nations Educational, Scientific and Cultural Organization concerning the continuous improvement of the quality of education, the promotion of lifelong education and the democratization of education, but also the aims of the full development of the human personality and of understanding, tolerance and friendship among nations and in general all aims concerning human rights assigned to education by the Universal Declaration of Human Rights and the United Nations International Covenants on Human Rights and the UNESCO Convention Against Discrimination in Education. (c) Promoting regional and world-wide co-operation for the solution of the `problems of comparison and equivalence between academic degrees and diplomas'. .. as well as for recognition of studies and academic diplomas. 3. The Contracting States agree to take all feasible steps at the national, bilateral and multilateral levels, in
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particular by means of bilateral, subregional, regional or other agreements, arrangements between universities or other higher educational institutions and arrangements with the competent national or international organizations and other bodies, with a view to the progressive attainment by the competent authorities concerned of the goals defined in the present article.
III. Undertakings for immediate application Article 3 1. The Contracting States in addition to any obligations of governments, agree to take all feasible steps with a view to encouraging the competent authorities concerned to give recognition, as defined in Article 1, paragraph 1 to secondary school leaving certificates and other diplomas issued in the other Contracting States that grant access to higher education with a view to enabling the holders to undertake studies in institutions of higher education situated in the respective territories of the Contracting States. 2. Without prejudice to the provisions of Article 1, paragraph 1(a), however, admission to a given higher educational institution may also be dependent upon the availability of places and the qualifications concerning linguistic knowledge required in order profitably to undertake the studies in question. Article 4 1. The Contracting States, in addition to any obligations of governments, agree to take all feasible steps with a view to encouraging the competent authorities concerned to: (a) give recognition as defined in Article 1, paragraph I to certificates, diplomas and degrees with a view to enabling the holders to pursue advanced studies and training and undertake research in their institutions of higher education ; (b) define, so far as possible, the procedure applicable to the recognition, for the purpose of the pursuit of studies, of the partial studies pursued in higher educational institutions situated in the other Contracting States. 2. The provisions of Article 3, paragraph 2 above shall apply to the cases covered by this article. Article 5 The Contracting States, in addition to any obligations of governments, agree to take all feasible steps with a view to encouraging the competent authorities concerned to give recognition to the certificates, diplomas or degrees issued by the competent authorities of the other Contracting States for the purpose of practicing a profession within the meaning of Article 1, paragraph 1(b). Article 6 Where admission to educational institutions in the territory of a Contracting State is outside the control of that State, it shall transmit the text of the Convention to the institutions concerned and use its best endeavours to obtain the acceptance by the latter of the principles stated in Sections II and III of the Convention. Article 7 1. Considering that recognition refers to the studies followed and the certificates, diplomas or degrees obtained from institutions approved by the competent authorities concerned in the Contracting State in which the certificates, diplomas, or degrees were obtained, any person, of whatever nationality or political or legal status, who has followed such studies and obtained such certificates, diplomas or degrees shall be eligible for consideration to benefit from the provisions of Articles 3, 4 and 5. 2. Any national of a Contracting State who has obtained in the territory of a non-Contracting State one or more certificates, diplomas or degrees comparable to those defined in Articles 3, 4 and 5 may avail himself of those provisions which are applicable, on condition -that his certificates, diplomas or degrees have been recognized in
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his home country and in the country in which he wishes to continue his studies.
IV. Machinery for implementation Article 8 The Contracting States shall undertake to work for the attainment of the objectives defined in Article 2 and shall make their best efforts to ensure that the undertakings set forth in Articles 3, 4, 5 and 6 above are put into effect by means of: (a) national bodies; (b) the Regional Committee defined in Article 10; (c) bilateral or subregional bodies. Article 9 1. The Contracting States recognize that the attainment of the goals and the execution of the undertakings defined in this Convention will require, at the national level, close co-operation and co-ordination of the efforts of a great variety of national authorities, whether governmental or non-governmental, particularly universities, validating bodies and other educational institutions. They therefore agree to entrust the study of the problems involved in the application of this Convention to appropriate national bodies, with which all the sectors concerned will be associated and which will be empowered to propose appropriate solutions. The Contracting States will furthermore take all feasible measures required to speed up the effective functioning of these national bodies. 2. The Contracting States shall co-operate with the competent authorities of another Contracting State especially by enabling them to collect all information of use to them in their activities relating to studies, diplomas and degrees in higher education. 3. Every national body shall have at its disposal the necessary means to enable it either to collect, process and file all information of use to it in its activities relating to studies, diplomas and degrees in higher education, or to obtain the information it requires in this connection at short notice from a separate national documentation center. Article 10 1. A regional committee composed of representatives of the governments of the Contracting States is hereby set up. Its Secretariat is entrusted to the Director-General of the United Nations Educational, Scientific and Cultural Organization. 2. Non-Contracting States of the Europe Region which have been invited to take part in the diplomatic conference entrusted with the adoption of this Convention shall be able to participate in the meetings of the Regional Com-mittee. 3. The function of the Regional Committee shall be to promote the application of this Convention. It shall receive and examine the periodic reports which the Contracting States shall communicate to it on the progress made .and the obstacles encountered by them in the application of the Convention and also the studies carried out by its Secretariat on the said Convention. The Contracting States undertake to submit a report to the Committee at least once every two years. 4. The Regional Committee shall, where appropriate, address to the Contracting States recommendations of a general or individual character concerning the application of this Convention. Article 11 1. The Regional Committee shall elect its Chairman for each session and adopt its Rules of Procedure. It shall
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meet in ordinary session at least every two years. The Committee shall meet for the first time three months after the sixth instrument of ratification or accession has been deposited. 2. The Secretariat of the Regional Committee shall prepare the agenda for the meetings of the Committee, in accordance with the instructions it receives from the Committee and the provisions of the Rules of Procedure. It shall help national bodies to obtain the information needed by them in their activities.
V. Documentation Article 12 1. The Contracting States shall engage in exchanges of information and docu-mentation pertaining to studies, certificates, diplomas and degrees in higher education. 2. They shall endeavour to promote the development of methods and machinery for collecting, processing, classifying and disseminating all the necessary information pertaining to the recognition of studies, certificates, diplomas and degrees in higher education, taking into account existing methods and machinery as well as information collected by national, regional, subregional and international bodies, in particular the United Nations Educational, Scientific and Cultural Organization.
VI. Co-operation with international organizations Article 13 The Regional Committee shall make all the appropriate arrangements for associating with its efforts, for the purpose of ensuring that this Convention is applied as fully as possible, the competent international governmental and non-governmental organizations. This applies particularly to the intergovernmental institutions and agencies vested with responsibility for the application of sub regional conventions or agreements concerning the recognition of diplomas and degrees in the States belonging to the Europe Region.
VII. Institutions of higher education under the authority of a Contracting State but situated outside its territory Article 14 The provisions of this Convention shall apply to studies pursued at, and to certificates, diplomas and degrees obtained from, any institution of higher education under the authority of a Contracting State, even when this insti-tution is situated outside its territory, provided that the competent authorities in the Contracting State in which the institution is situated have no objections.
VIII. Ratification, accession and entry into force Article 15 This Convention shall be open for signature and ratification by the States of the Europe Region which have been invited to take part in the diplomatic conference entrusted with the adoption of this Convention as well as by the Holy See. Article 16 1. Other States which are members of the United Nations, of one of the Specialized Agencies or of the International Atomic Energy Agency or which are Parties to the Statute of the International Court of Justice may be authorized to accede to this Convention.
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2. Any request to this effect shall be communicated to the Director-General of the United Nations Educational, Scientific and Cultural Organization who shall transmit it to the Contracting States at least three months before the meeting of the ad hoc committee referred to in paragraph 3 of this article. 3. The Contracting States shall meet as an ad hoc committee comprising one representative for each Contracting State, with an express mandate from his government to consider such a request. In such cases, the decision of the committee shall require a two-thirds majority of the Contracting States. 4. This procedure shall apply only when the Convention has been ratified by at least 20 of the States referred to in Article 15. Article 17 Ratification of this Convention or accession to it shall be effected by depositing an instrument of ratification or accession with the Director-General of the United Nations Educational, Scientific and Cultural Organization. Article 18 This Convention shall enter into force one month after the fifth instrument of ratification has been deposited, but solely with respect to the States which have deposited their instruments of ratification. It shall enter into force for each other State one month after that State has deposited its instrument of ratification or accession. Article 19 1. The Contracting States shall have the right to denounce this Convention. 2. The denunciation shall be signified by an instrument in writing deposited with the Director-General of the United Nations Educational, Scientific and Cultural Organization. 3. The denunciation shall take effect twelve months after the instrument of denunciation has been received. However, persons having benefited from the provisions of this Convention who may be pursuing studies in the territory of the State denouncing the Convention will be able to complete the course of studies they have begun. Article 20 The Director-General of the United Nations Educational, Scientific and Cultural Organization shall inform the Contracting States and the other States mentioned in Articles 15 and 16 and also the United Nations of the deposit of all the instruments of ratification or accession referred to in Article 17 and the denunciations provided for in Article 19 of this Convention. Article 21 In conformity with Article 102 of the United Nations Charter, this Convention shall be registered with the Secretariat of the United Nations at the request of the Director-General of the United Nations Educational, Scientific and Cultural Organization.
IN WITNESS WHEREOF the undersigned representatives, being duly authorized, have signed this Convention.
Done at Paris, this 21st day of December 1979, in the English, French, Russian and Spanish languages, the four texts being equally authoritative, in a single copy which shall be deposited in the archives of the United Nations Educational, Scientific and Cultural Organization. A certified copy shall be sent to all the States referred to in Articles 15 and 16 and to the United Nations.
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Depositary : UNESCO Opened for Signature : 21 December 1979, without time-limitation. The Convention was signed by the following States:
Austria Belgium Bulgaria Byelorussian Soviet Socialist Republic Cyprus Czechoslovakia Denmark Finland France German Democratic Republic Germany Federal Republic Greece Holy See Hungary Israel Italy Luxemburg Malta Netherlands Norway Poland Portugal Romania San Marino Spain 21 August 1985 21 December 1979 21 December 1979 21 December 1979 19 March 1985 6 May 1988 21 December 1979 21 December 1979 21 December 1979 21 December 1979 21 December 1979 21 December 1979 21 December 1979 21 December 1979 21 December 1979 10 June 1980 21 December 1979 24 March 1983 24 November 1981 21 December 1979 21 December 1979 21 December 1979 21 December 1979 21 December 1979 21 December 1979
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Sweden Switzerland Turkey Ukrainian Soviet Socialist Republic Union of Soviet Socialist Republics United Kingdom United States of America Yugoslavia 21 December 1979 16 May 1991 21 December 1979 21 December 1979 21 December 1979 21 December 1979 21 December 1979 21 December 1979
DECLARATIONS AND RESERVATIONS:

United Kingdom [at the time of signature] The United Kingdom makes a reservation in respect of Article 7, paragraph 1, to the effect that the academic awards concerned will be taken to cover those of recognized institutions in the United Kingdom. (For many of these, including the universities, there are no competent approving authorities. Such institutions exercise their academic autonomy with regard to the award of degrees, diplomas and certificates with the assistance of external examiners).
United Kingdom [at the time of ratification] The United Kingdom Government declares that it ratifies the Convention on behalf of: The United
Kingdom of Great Britain and Northern Ireland, Bermuda, British Virgin Islands, Gibraltar, Hong Kong, Montserrat and undertake faithfully to perform and carry out all the stipulations
therein contained subject to the reservation that Article 7.1 will be taken to apply to all certificates, diplomas and degrees which are related to a course of study provided by a recognized institution. (For many institutions, including the Universities, there are no competent approving authorities, the institutions exercising academic autonomy with the assistance of external examiners. In the case of other institutions, the award is made by a separate validating body.) (See letter LA/Depositary/1985/34 of 27 January 1986).
Territorial Application :
Notification by Netherlands United Kingdom Date of receipt of notification Extension to 16 January 1986 Aruba (see note 1) 22 October 1985 Bermuda, British Virgin Islands, Gibraltar, Hong-Kong,
Montserrat (see letter LA/Depositary/1985/34 of 27

January 1986)
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1.-European Union (EU) 2.-European Economic Area (EEA)
Overview: Liberalized Movement of Persons Agreements
EU -European Union-
BACKGROUND INFORMATION
Current signatory countries: Austria, Belgium, Bulgaria, Czech Republic, Cyprus, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Netherlands, Malta, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, United Kingdom (UK).
Date of entry into force: The Treaty of Rome establishing the European (Economic) Community entered into force on 01 January 1958. The Treaty on European Union was signed in Maastricht and entered into force on 01 November 1993. In 1999, the Amsterdam Treaty amended and renumbered the Treaty on European Union and the Treaty Establishing the European Community. With the Treaty of Nice, which entered into force on 01 February 2003, consolidated versions of the EU and EC Treaties have been produced.
Year when mobility of persons was first introduced: The Treaty of Rome (1958) foresaw the free movement of workers as a fundamental right and included specific provisions; however, the free movement of workers was not implemented until the adoption of secondary legislation in 1968 and in the early 1970s. In 1985, the Schengen Agreement provided for the elimination of systematic border controls between participating countries (Benelux States, France and Germany). This was implemented through a subsequent agreement adopted in 1990. In 2006, the Directive on Services in the Internal Market also facilitated the freedom of establishment for service providers and the free movement of services.
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USAT General Report 2011 Relevant chapters/articles for mobility of persons: Art.18 of the Treaty of Nice grants the right of EU citizens to move and reside freely in any EU country. Art. 39 grants the freedom of movement for workers. Art. 43 grants the freedom of establishment of EU nationals and Art. 49 grants freedom for EU nationals to provide services within the Community.
MOBILITY PROVISIONS FOR CITIZENS OF PARTICIPATING STATES
Entry: Every EU national shall have the right to move to the territory of another Member State. No visa is required.
Residency: Every EU national shall have the right to reside freely within the territory of another Member State for three months without any formalities. Right of residence for more than three months is accorded in the case of workers, students, self-employed persons or those with sufficient resources and comprehensive health insurance for themselves and their family members.
Employment: Categories of persons: The EC Treaty allows for movement of workers, establishment of self-employed persons and presence of service suppliers. Limitations over a transitional period exist for nationals, particularly with respect to workers, of the newly-admitted EU Member States from Central and Eastern Europe, excluding Cyprus and Malta.
MOBILITY PROVISIONS FOR NON-CITIZENS
Entry: Citizens of third countries may enter and travel within the EU for a period of up to three months provided they fulfill entry conditions. Special favorable rules apply to non-EU national family members of EU citizens. Non-EU family members of EU citizens who are assuming employment in another Member State have the right to enter the respective host state and to take up employment. Where visas are required of third country national family members, their issuance is to be facilitated. A valid residence permit issued by an EU Member State applying the Schengen provisions can permit a non-EU national to travel to other Member States without a visa.
ADDITIONAL INFORMATION
Ancillary policies: Member States have coordinated social security policies, and a system that mutually recognizes diplomas.
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USAT General Report 2011 Other relevant issues: EU Member States, with the exception of the United Kingdom and Ireland, which maintain autonomous border and visa policies, cannot unilaterally determine visa rules related to short-term stays for nationals of any third country.
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USAT General Report 2011 EEA -European Economic Area-
BACKGROUND INFORMATION
Current signatory countries: European Union Member States, Liechtenstein, Norway, and Iceland.
Date of entry into force: 1994; European Economic Area (EEA) Agreement.
Year when mobility of persons was first introduced: 1994; the EEA Agreement includes provisions for the free movement of workers.
Relevant chapters/articles for mobility of persons: Part 3 of the EEA Agreement is dedicated to the free movement of persons, services and capital. The Annex to the EEA Agreement contains additional provisions on the free movement of workers.
MOBILITY PROVISIONS FOR CITIZENS OF PARTICIPATING STATES Entry: EEA citizens have the right to move freely between Member States. No visa is required for entry. Residency: The EEA residence permit entitles EEA nationals and their dependants to the right of residence within other EEA Member States. The right of residence accords EEA nationals and their dependants the right to reside and work and entitles them to accept offers of work, manage a company, set up a business or set up a local branch of a company. Persons with an EEA residence permit visa are not required to work; however, they must be in a position to support themselves without recourse to public funds. Employment: Categories of persons: The EEA agreement allows a citizen of an EEA Member State and the members of his/her family to enter another Member State for the purposes of work as an employed person; establishment, including self-employment; and the provision of services. Limitations over a transitional period exist for nationals of the newlyadmitted EU Member States from Central and Eastern Europe, excluding Cyprus and Malta. The same employment and working conditions are granted to EEA nationals as to nationals of specific Member States.
MOBILITY PROVISIONS FOR NON-CITIZENS
Entry: Citizens of third countries may enter and travel within the EEA provided they fulfill the entry conditions, among others to be in possession of a valid travel document or a visa if required for a period of up to three months. Special favorable rules apply to non-EEA national family members of EU citizens: non-EEA family members of EEA citizens who
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USAT General Report 2011 are assuming employment in another Member State have the right to enter with them and to take up employment. Where visas are required of third-country national family members, their issuance is to be facilitated. In addition, a valid residence permit issued by an EEA Member State applying the Schengen provisions can permit a non-EU national to travel to other Member States in the Schengen area without a visa.
ADDITIONAL INFORMATION Ancillary policies: The European portability scheme coordinates the different national social security systems of Member States and applies to all nationals of the EEA. In particular, the portability scheme applies to employed and self-employed persons who are or have been insured under the legislation of an EEA Member State. Such persons include civil servants, students, pensioners and members of the family of the said persons, irrespective of their nationality. The EEA Agreement also envisions the mutual recognition of diplomas.
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USAT REPRESENTATIVES PRESIDENT OF THE BOARD __________ DEAN OF THE COLLEGE of MEDICINE
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ORIEN L. TULP, Ph.D., M.D., F.A.C.N., C.N.S.
President, University of Science Arts and Technology, Montserrat.
Professor Orien L Tulp is a graduate of Carnegie College and the University of Vermont and University of Vermont College Technology (honors), the Graduate College, and of the College of Medicine, classes of 1968, 1970, and 1974 respectively, followed by 4 years of Post graduate study in the Clinical Research Center, Department of Medicine, where he specialized in Nutrition, Endocrinology, and Metabolism. He was awarded an individual NIH National Research Service Award for continued study in Vermont, where he conducted original research in Nutrient Endocrine interactions. He elucidated the mechanism of nutrient induced modulation of thyroid function and its contributions to adaptive thermogenesis and energy balance, and has published extensively on the nutritional and environmental regulation of thermogenesis and brown adipose tissue. Professor Tulp has also served as Research Associate Professor (Medicine), University of Vermont; Associate Professor of Biochemistry at Colby College, Maine; Professor of Biological Sciences, University of Maryland in Europe; Lecturer, Cambridge and Kings College, UK; Professor of Industrial Hygiene, Environmental Studies Institute, Drexel University, and, Professor of Nutrition, Drexel University, from where he retired in 2004. Professor Tulp has been guest lecturer at numerous Universities and colleges worldwide.
Professor Tulp has also had extensive military experience, retiring in the grade of Colonel, AMEDD, US Army. He served in the US and South America, where he conducted numerous medical civic action missions, in addition to command and Staff Positions at all levels of command. Among his citations and awards are Presidential Citation (William Jefferson Clinton); the USA Legion of Merit, the Meritorious Service Medal, the Medal of Military Medical Merit, the Garde Nationale Trophy, the Citizenship Medal, US Army Commendation Medal with 7 Oak Leaf Clusters, the National Defence Service Medal w/oak leag cluster, and numerous numerous others. He has been cited for his pioneering work on the diet and pathophysiology of
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disease among native populations of the altiplano while conducting humanitarian medical support missions. He is a graduate of the Vermont Military Academy, The US Army Medical Field Service School, the USA Academy of Health Sciences, the USA Command and Staff College, the National Defence University, and others.
Professor Tulp serves as a member of the Oxford Educational Network, International Higher Education Council; Fellow and Certified Nutrition Specialist, American College of Nutrition, USA; Fellow, Royal College of Complementary and Alternative Medicine, Dublin; and Diplomat, National Naturopathic Board of Examiners, 2008 Dr Tulp was invested and appointed as a Knight of Grace, Ancient Sovereign Order of Hospitaliers of St John of Jerusalem, by the Romanoffs. Professor Tulp is a Fellow of the American College of Nutrition, and a Fellow of the Royal College of Complementary and Alternative Medicine [Dublin]. He assumed his present position as Professor of Pharmacology and Nutritional Sciences and President and Chief Executive Officer of USAT and Director of the Mayfield Clinic for Regenerative Research in 2003. He received between innumerable distinctions and awards the US Presidential Volunteer Service Award in 2010, for its numerous contributions to the volunteer service and health care of The Americas.
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DEAN OF THE MONTSERRAT COLLEGE of MEDICINE
DR.PERRY,B. HUDSON, MD, PhD (Hon), FACS
Dr Perry Hudson has joined our esteemed faculty as the Dean of the College of Medicine. Dr Hudson earned his MD degree from Johns Hopkins University, followed by residencies in General Surgery and Urology. He has served as Professor of Surgery, Professor of Urology, and Professor of Biological Sciences at Columbia University College of Physicians and Surgeons, New York, and more recently as Professor of Surgery at the University of South Florida. He has also served as Chief of Urology at the Veterans Administration Medical Center, Bay Pines, and at VAMC Biloxi, MS priot to assuming his present position. A veteran of the US Navy, Dr Hudson saw extensive distinguished active service in the Pacific theater, where he earned 3 purple hearts and a silver star for bravery in combat. Professor Hudson has published extensively in his areas of specialization, including a widely used text in Urologic Surgery based largely on his own experience and contributions to the specialization. Dr Hudson is an active member in numerous professional societies in his field, including the American Medical Association, the NY Cancer Society, the BY Academy of Sciences, the American Urological Association, the American College of Surgeons (Fellow), the American Association for the Advancement of Science, the NY Association of Surgeons, the NY Academy of Medicine, the Johns Hopkins Medical and Surgical Association, the Tampa Bay Urological Institute, Inc., and others, and is an active and often plenary speaker at the annual conferences of the American College of Surgeons and other professional organizations. USAT is deeply pleased to recognize the appointment of Dr. Perry Hudson as Dean of the College of Medicine, University of Science Arts and Technology, Montserrat.
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USAT MONTSERRAT COLLEGE OF MEDICINE FACULTY LIST
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FACULTY LIST, UNIVERSITY OF SCIENCE ARTS AND TECHNOLOGY, MONTSERRAT (PARTIAL LIST)
ORIEN L. TULP, Ph.D., M.D,, F.A.C.N., C.N.S. Professor of Pharmacology and Nutritional Sciences, and President, USAT Education: B.S. Bachelor of Science (Honors). College of Technology, University of
Vermont, Burlington, VT, , 1963-1968 Major: Medical Technology University Honors for academic excellence, 1968; College of Technology Honors for academic excellence, 1968 (GPA 4.0 in major). Awarded May 31, 1968.
M.S.
Master of Science, University of Vermont, Burlington, VT, 1968-1970. awarded
May 30, 1970. Major : Physiology & Biophysics Thesis: The metabolism of 15a-hydroxyprogesterone in the human placenta This thesis discovered the mechanism and process of Ring-D hydroxylation in human placenta, using both in
vitro and in vivo techniques. Academic Advisors: Samuel Solomon, PhD (McGill Univ), C. Irving
Meeker, MD (Vermont), and Albert Chambers, Ph.D. (Vermont)
Ph.D.., University of Vermont, Burlington, VT, 1968-1974. and Medicine, Feb 17, 1973
Ph.D. Major: Pharmacology
Ph.D. Thesis: Characteristics of Estrogen Formation in Placental Cell Suspensions This thesis research was conducted jointly with McGill University, Department of Biochemistry and Experimental Medicine, and the Department of Obstetrics and Gynaecology, University of Vermont College of Medicine. The research discovered the mechanism of estrogen biosynthesis and hormonal regulation of steroidal metabolism in the human placenta via both in vitro and in vivo
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techniques. Academic Advisors: Samuel Solomon, PhD (McGill Univ), C. Irving Meeker, MD (Vermont), and Joseph Gans, Ph.D., V.M.D. (Vermont)
Ph.D. Alternative Medicines Research Institute, Armstrong-Clark University, (Kuwait), Post Graduate Doctor of Philosophy in Nutritional Medicines, with distinction, 2005. Specializing in Nutritional Needs of Developing nations, based on original research on dietary habits and nutritional needs of indigenous peoples of the Altiplano and Amazon River Basin, Republic of Bolivia, South America. Major: Nutritional Medicine.
Post Doctoral Study: University of Vermont College of Medicine/Clinical Research Center, Medical Center Hospital of Vermont, Burlington, VT, Internal Medicine, with emphasis on Nutrition, Endocrinology, and Metabolism. Trained under Dr. Edward S. Horton, M.D. , Dr. Elliot Danforth, Jr., M.D.,M.S., and Dr. Ethan A. H. Sims, M.D. Major: Internal Medicine July 1, 1973- June 30, 1977. Major area of study:
PGY 2-4: NIH/NIDDK
NRSA Fellow. NIH Post Doctoral Study, University of Vermont
College of Medicine: Awarded Individual National Research Service Award, National Institutes of Health, Bethesda, MD, USA. Post-doctoral Fellowship in Nutrition, Endocrinology, and Metabolism, Department of Medicine, Medical Center Hospital of Vermont and Clinical Research Center, July 1, 1974- June 30, 1977. Trained under Dr. Edward S. Horton, M.D. , E. Danforth, Jr., M.D., and Ethan A.H. Sims, M.D. Major: Internal Medicine, with emphasis on Nutrition, Endocrinology, and Metabolism
M.D. Doctor of Medicine, Faculty of Postgraduate Medical Studies, International University of Fundamental Studies, st Petersburg, Ukraine, January 2007. . Major: Medicine, Dermatology
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M.D. Doctor of Medicine. California University, Los Angeles, US Foreign Degree Evaluation Agency and Award of US Equivalency Degree, 2004. Major: Medicine.
MD[AM]Doctor of Medicine in Alternative Medicine (MD[AM], Hons): Open International University, Columbo, Sri Lanka, India, 2004. Major: Alternative Medicine.
MD[AM] Doctor of Medicine in Alternative/Integrated Medicine: Medicina Alternativa, Indian Board of Alternative Medicine, Calcutta, India, Doctor of Medicine in Alternative Medicine, (MD [AM]), 2004. Alternative Medicine. Major:
N.D.
Doctor of Naturopathy: Brighton International University, Faculte de LEducation,
Minitere de LEducation, Senegal, Doctor of Naturopathy, cum laude, 2005 Major: Naturopathy.
N.M.D. Doctor of Naturopathy, California University, US Foreign Degree Evaluation Agency and award of US Equivalence Degree, 2005; Major: Naturopathic Medicine.
O.M.D.Doctor of Acupuncture and Traditional Oriental Medicine, Major: TCM; California University, US Foreign Degree Evaluation Agency and award of US Equivalence Degree, 2005.
DIPLOMAS (Military Education[Partial List]):
Vermont Military Academy, 1960, Basic
AMEDD Officers Course, US Army Medical Field Service School, Fort Sam Houston, Texas, 1964;
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Advanced AMEDD officer course, 1968; USA Command and General Staff Course, 1976; USA; AMEDD Theater Operations, 1985; AMEDD Current Trends, 1975; AMEDD Executive Management, Pentagon, 1885; (Faculty), 1990. AMEDD joint service Advanced course in clinical nutrition
Diplomat: Diplomat in Naturopathic Medicine, American Naturopathic Association, 2004. USA. Certified: Naturopathic Medicine
C.N.S. Certified Nutrition Specialist: American College of Nutrition, USA, by examination, 1987. Certified: Human/Clinical Nutrition
Certificate: Oxford Educational Network, International Higher Education Council (IHEC), International University of Fundamental Studies, St Petersburg. Appointed as faculty of Pharmacology, International studies, for Graduate & post graduate level (post PhD) studies, Certificate number MVAK 06-40, effective Sept 2, 2006 to indefinite.
Fellow Royal College of Alternative Medicine (Dublin), Certificate 000 000 000 010 and Wellness Consultant, Royal College of Alternative Medicine, Evidence Based Alternative Medicine [Dublin], certified to 10152031.
Fellow, American Society for Clinical Nutrition, 1975 to present.
Fellow: Fellow and Emeritus, American Naturopathic Medical Association, 2005 USA
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Fellow: Fellow in Nutrition, American College of Nutrition, 1985; Certified Nutrition Specialist, ACN, 1985.
Fellow American Association of HIV Medicine (AAHIVM), 2006
Life Member, Association of Military Surgeons of the US.
Professional Memberships: AMSUS, American Society for Clinical Nutrition, American College of Nutrition, Federation for Experimental Biology, and many others.
Professor of Medicine, NY College of Podiatric Medicine, 2006 to present. Professor, Drexel University, Sept 1, 1983- Aug 30, 2004 Professor, University of Maryland in Europe, 2002-2004; Visiting Professor, University of Delaware (USA), 1983-1995. Associate Professor, Colby College, Waterville Maine, Sept 1, 1981-Aug 30, 1983
Lecturer: Clare College, Univ of Cambridge (UK); University of London; Kings College London; and University of Greenwich (Chatham Campus),UK. (1985 to 2004)
Research Assistant Professor to Research Associate Professor, University of Vermont, July 1, 1973- August 30, 1983.
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Colonel, US Army AMEDD, Commander, 108th Combat Support Hospital, Pennsylvania (PAARNG); Commander, D 50th Medical Battalion, (Vermont), VTARNG; 7 January 1954 to 26 May 1997. Recommended and nominated to Grade of Brigadier General prior to Retirement.
Medical Registrations: India (Certificate number IBM/C/011204300; USA (Idaho, Cert 2004000313), West Virginia Cert 96185); and California, Allied Health Professional (Clinical Pathology), 1995[temp while on sabbatical]. Certified Nutrition Specialist, American College of Nutrition, 1985 to present. District of Columbia, USA, Naturopathic Medicine; Certificate Number NAT-1000779 (expiry 10/29/2008).St Petersburg, Ukraine Certificate SPb 039585, Registration Number 71894, dated 16 June 2006. Republic of Liberia, West Africa (Medicine and Surgery, SLSOM/P1/MD/DA/110/120/RL, indefinite; Controlled Substances Certificate, US DEA, Certificate RT 01202206;
National Board Examinations (USA), completed in 1970.
Publications literature.
Over 400 abstracts, book chapters, and manuscripts in peer reviewed
Invited Lectures: Over 500 invited lectures and scientific research presentations in the areas of Nutrition, Diabetes, Obesity and metabolism, from 1973 to present. Lectures in nearly all Continents, virtually worldwide.
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POELLMANN, ADOLF MD, PROFESSOR OF OPHTHALMOLOGY, AND DEAN, COLLEGE OF MEDICINE
EDUCATION BSc Attended Internship I PHYSICS, University of Ehrlangen, Germany, 1973 Veterinary Medicine, University of Munich, 1973-1974 Internship, University of Munich, Opthalmology, 1976-7
Internship II Internship, Medicine and Ophthalmology, Silliman University Medical Center, Philippines, 1977-1979 MD PGY I PGY II, III 1980-1982 PGY IIV, V Germany Residency and Registrar, Eye Department, City Hospital, Nuremburg, University of Munich, Nov 2, 1979; Medical Certification, Nov 4, 1979. House Officer, Department of Surgery, County Hospital, Tegernsee, 1980 House Officer, Ducal Bavarian Eye Clinic, Herzog-Karl-Theodor, Munich,
Private Practice 1985 Private Practice,
Opthalmologic Practice, Partnership with Dr. Koebl, Landshut 1984-
Weiden, Germany
Locum Consultant, Eye Department, Royal Hospital Haslar, England , 1985 to present,
Training for Master Optician, parallel to Medical Training 1973-1975 1976 Technical School, Munich Germany Passed exam for Journeyman Status 16 Jan 1976
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1977 1978
Chamber of Trade, Nuremburg, Gedrmany Training in refraction and fitting of contact lenses, 22 May 9 June 1978, Academy of Optics, Munich
1979
Master Piece for title of Master Optician, 16 Nov 1979.
REGISTRATIONS General medical Council UK; General medical Council of EU
PUBLICATIONS Numerous publications in the field of optometry, opthalmalogy, and physics. Extensive teaching experience in the UK, Germany, and elsewhere.
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BEN S. JOHNSON, DO., M.D., Professor of Family Medicine and Associate Dean, College of Medicine.
DO M.D
Kansas City College of Osteopathic Medicine, University of Kansas, May 17, 1981 United States School of Naturopathy, Washington DC, May 13, 2001.
NMD United States School of Naturopathy, Washington DC, Nov 11, 2001. MS Psychology, University of Science Arts and Technology, Montserrat. Dec 15, 2006
Post Graduate Training: Medical Internship, Phoenix general hospital, Phoenix, AZ, July 1 1981-Uune 30 1982. Family Practice, Doctors Hospital, Phoenix, AZ, July 1 1984-June 30, 1985. US Public Health Corps, Diplomat, National board of Medical Examiners, July 1, 1982. cert 8126 American osteopathic Board of General Practice, cert 4487, march 28, 1991. US Army Flight Surgeon, Fort Rucker, AL ,designation of Flight Surgeon, Aviation Medical officer, 23 March 1985. Federal Aviation Flight Examiner, Dec 6, 1985.
Medical Licensure: Arizona Board of osteopathic Examiners, July 14, 1982 Colorado Board of Medical Eximiners, (Medicine), January 10, 1986. Georgia Medical Practitioner Controlled Substances, BJXXXX7702, current to 12/31/2008. Georgia Board of Medical Examiners, license in Medicine and Surgery, Cert 023999, Aug 11, 1982 (current)
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Over 15 years of military US duty, retiring in the rank of Major, Medical Corps, AUS
Publications: Numerous medical publications, including one full length movie entitled Secrets, Dr Johnson discovered a form of stress reduction therapy that has proven a highly
successful to the traditional treatment of serious, degenerative diseases.
Professor Johnson has extensive experience in clinical medicine, teaching of medical students, and in creative media production.
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HOLT, STEPHEN, M.D., M.B.B.S., DNM, FRCP(C ), FACN, FAGG, MRCP (UK). FACAM, Distinguished Professor of Medicine and Dean College of Medicines Complimentary and Alternative
Education BSc (Honors) MBChB University of Liverpool, 1970, biomedical sciences University of Liverpool, UK, Medicine, 1972 (with honors)
Post Graduate(MD) Internal Medicine and Gastroenterology, Therapeutics, and Clinical Pharmacology, University of Edinburgh, Scotland, UK MD by thesis.Measurement of Gastric emptying in Humans NMD Post Graduate Doctor of Natural Medicine, Pan American Institute, Nevis, WI, 2006. Board Certified in Internal Medicine, USA and UK, 1985. New York College of Podiatric Medicine, NY, NY
Doctor of Humane Letters
Congressional Medal Distinction, National Republican Committee, 2006
Medical Licensure: General Medical Council of UK, No 1552670; New York State, USA, Dec 29, 1993; no 194529.
Professional Certification by Examination: Diplomate, ABIM, USA, subspecialty Gastroenterology, No 84644, Nov 10, 1987 Diplomate, Internal Medicine, AMIM, 15 Sept 1983 Member, Royal College of Physicians, UK, MRCP-UK, 1975 Joint Committee of Higher Medical Training Certification, 1979, 1984
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Licentiate, Medical Council of Canada, 1981 Fellow, Royal College of Physicians of Canada, Internal Medicine, 1981 Fellow, Royal college of Physicians of Canada, Gastroenterology, 1981 FLEX, ECFMG, USA, 1981 VQE, National Board of Medical Examiners, 1981
Editorial Boards: Current Opinions in Gastroenterology, Current Science (UK), Current Issues in Gastrointestinal Motility, Practical Gastroenterology, Modern Medicine, J of Alternative and complimentary Medicine, natural Pharmacy, and others.
Professional Memberships American Gastroenterological Society, British Society of Gastroenterology, American College of Gastroenterology, American Society of Nuclear Medicine, Royal Society of Physicians (UK), Royal College of Physicians and Surgeons of Canada, British Medical Association, NY Academy of sciences, American College of nutrition, Pan American medical Association, American Society fo parenteral and enteral Nutrition, American Sopciety of Internal medicine, American Federation for Clinical; Research, American Medical Association.
Publications: Over 20 books and 500 scientific publications in medicine, CAM, and related areas, over 1,000 citations
459
CARLA M. KONYK, AB, MBBS, MD[AM]. Director of Administration.
EDUCATION: AB the Arts, Philadephia, PA USA 1991 California College of the Health Sciences, Hospital Administration Management 19982000 Temple University, Philadephia, PA, 1996-1998. Medical courses in Anatomy, Medical Physiology and related subjects. University of Delaware, Newark, DE, 1998-2000, Sciences. Shenandoah University, Shenandoah, Virginia, USA, 1989-1990. Major: Performing Arts Courses in Premedical and Medical Associate in Specialized Business / Business Administration, Philadelphia Institute of
BSc.
Bachelor of Science (Hons), Biomedical Sciences, 1992; MSc, Medical Sciences,
1993., London College of Medicine, Technology, and Research, Cambridge, UK,
Diploma: US Army AMEDD, Fort Sam Houston, Texas and subsequent assignements, 19922000. Surgical Specialist, medical administrative specialist
Diploma: US Army Academy of the Health Sciences, Fort Sam Houston, TX 1993, 1998: Surgical Specialist (1993), Medical Administration specialist, 1998.
460
MBBS Medical College of London, London, UK, 2004.
MD
Doctor of Medicine, California University, Los Angeles, CA, 2004
MD[AM] Doctor of Medicine in Alternative Medicine, Open International University, Sri Lanka, 2005. Major: Complimentary & Alternative Medicine
Certified Surgical Assistant , National Association for Surgical Assistants, 1993-present.
EXPERIENCE
University of Science, Arts and Technology, Montserrat, Director of Administration, 1003present. Walter Reed Institute of Medicine, US Army AMEDD, Washington, DC, Surgical Assistant, 1993-1994 108th Combat Support Hospital, PAARNG AMEDD, Surgical Assistant,. 1993- 1997 STARC Medical Detachment, HQ, PAARNG, AMEDD, Medical Administrative Specialist, 1997-2001 Grand View Hospital, Sellersville PA USA, Surgical Assistant, 1993-1995 Temple University Hospital, Philadelphia, PA USA, Surgical Assistant, 1995-1997 Christiana Hospital Medical Center, Christiana, Delaware, USA, 1997-2000
Military Awards and Decorations:
461
US Army Commendation Medal, 1996; US Army Achievement Medal (2 awards) 1996, 1999; US Army Certificate of Achievement (3 awards), 1994, 1995, 1997, Army Reserve Components Achievement Medal, (ARCAM), 1996; National Defense Service Medal, 1993.Army PA BG TW Stewart Medal, 1995; PA TR White Medal, 1995; Basic Training Ribbon, PAARNG, 1996; US Army Professional Development Ribbon, 1996; Certificate of Affiliation, US Army Medical Department Regiment, Fort Sam Houston, Texas, 1993.
462
MILANICK, JOHN MD, MPH; Adjunct Professor of Emergency Medicine
Education BA, Chemical Engoneering, Yale University, USA, 1983 MD, University of Pennsylvania College of Medicine, 1987 MPH, Yale University School of Medicine, 1997.
Certifications: Board certified, Emergency Medicine Certified Medical Review Officer Advanced Cardiac Life Support, Instructor American Association of Physician Specialists Florida Association of EMS medical Directors Florida Association of Rural EMS Directors Oral Examiner, AAPS Board Cewrtification in Emergency Medicine Selection Committeee for Florida State EMS Medical Directors
463
GRAMAZIO, MICHAEL, PhD, Associate Professor of Physiology
Education AA National Health care, Summit University, Louisana, 11975, 1975, NATL
HEALTHCARE); BA MS, PhD USAF INSTITUTE Germany, Health Care, 1978, CONFIRMED); UNIV OF BERKLEY (MS, PhD, [Physiology/Electrobiology], CONFIRMED);
NMD Doctor of Naturopathy, NMD, HAHNEMANN INST [HEALTH SCIENCES], NYC, 1984. NMD First National University of Naturopathy & Allied Health Sciences, Washington DC, 2003 CONFIRMED); MBBS Manual and Integrative Medicine 2005, CONFIRMED). ScD University of Science Arts and Technology, Montserrat, Major: Medical Physiology
(neurophysiology), 2005
Certifications: Electrobiology, 1996 to present Naturopathic Medicine, Idaho and District of Columbia, current. Certified instructor, BCLS
Publications Dr Gramazio has over 20 publications and over 50 invited presentations in the areas of electrobiology and disease, and basic life saving skills (BCLS), where he has been a certified instructor for many years.
464
ASHA PAL, MBBS, ASSOCIATE PROFESSOR OF PAEDIATRICS
Education MBBS ALL INDIA INSTITUTE, INDIA 1992 PGY 1-IV OXFORD University, Oxford UK 1996
Licensure: India UK
465
RALPH DEAN (JACK) LAUSA, PROFESSOR OF MEDICAL ETHICS AND FAMILY MEDICINE, MONTSERRAT
EDUCATION BA MD PGY-I June 30 1954 PGY II, III Chicago Lying In Hospital, University of Chicago Clinics, Obstetrics and Zoology, Ohio State University, Columbus Ohio, 1949 Medicine, Ohio State University College of Medicine, 1953 Tripler UA Army Hospital, Honolulu, HI, rotating internship, July 1, 1953-
Gynaecology, 1956-1967 PGY IV Cleveland Clinic Hospitals, Frank E Burns Institure, Obstetrics and
Gynaecology, 1959-1961
CERTIFICATIONS AND LICENSURE Ohio State Medical Board, # 35-01-8809, current West Virginia, # 7987 Montserrat Medical Board, current since 2006 Physicians Recognition Award, American Medical Association Diplomat, American Board of family Practice, 1971
Professional Organizations American Medical Association Columbus Academy of Medicine Ohio State Medical Association
466
Central Ohio Academy of Family Physicians Charter Fellow, American Academy of family Physicians Charter Diplomat of the American Board of Family Practice
Military Service Major MC AUS, 1949-1961.(active and reserve component)
467
ROBERTO GUIBERT, ASSOCIATE PROFESSOR OF PSYCHIATRY
Education BS MD 1980 PGY I-III University of Louisville and VAMC hospital, , Louisville KY July 1 1981-Dec Biology, University of Miami, Miami Florida, Premedical Sciences 1975 Escuella de Medicina, Universidad CETRC, Dominican Republic, May 15,
31, 1983, specializing in Adult Psychiatry Certifications Board certified, Adult Psychiatry
Publications and Grants Numerous local, regional psychiatry 23 publications in the field of adult psychiatry and National research grants to support clinical studies in
468
JOHN GLOSSOP, Ph.D., Adjunct Professor of Maths and Biostatistics
Education: BSc, Certificate in Education, Research Scholar MA OFSTED PhD Sheffield University, UK, 1958-1959
Manchester University, 1961-1962 London School of Economics, MA in Sociology, by thesis 1963-1966 Training and registration as Schools Inspector, 1995-1996 London School of economics, PhD, Economics, by thesis, 1966-1969.
Academic Appointments: Numerous, including thesis inspector for MS, MA and PhD thesis ar numerous Universities.
Professor Glossop is a retired professor from the University of Surrey who currently resides in Montserrat.
Research and Publications: PI of major funded Research grants in Social Sciences, Carnegie trust, West Riding Local Education Authority, Social Science Research Council, and Department of Education and Science, UK.
Over 20 publications and invited presentation in Education, Social Sciences, and Biostatistics.
469
HANDRE HURWITT, MD, CLINICAL ASSOCIATE PROFESSOR OF CARDIOLOGY
EDUCATION Attended BS Attended MD PGY-I Dec 31, 1982 PGY-II PGY IIB 1983-June 30 1983 PGY III 1983-June 30 1985 Fellowship June 30, 1987 Cardiology, Mount Sinai Medical Center, Miami Beach, Florida, July 1, 1985Residency, Internal Medicine, Huron Road Hospital, Cleveland, OH, Jan 1 Internship, Internal Medicine, Huron Road Hospital, Cleveland, OH, 1983 Chief Medical Resident, Huron Road Hospital, Cleveland, OH, Jan 1 Biological Sciences, Miami Dade Community College, 1973-1974 Premedical Sciences, University of Miami, FL 1975-1978 University of Central Este, Dominican Republic (UCE), 1979-1980 Ross University, West Indies, January, 1982 Internship, Family Medicine, St. Josephs Hospital, Syracuse NY, Jan 1, 1982-
Certifications American Board of Internal Medicine, 1991 ECFMG certification, 33-76225, 1980 Board Eligible, ABIM Cardiovascular disease, 1995
Medical Licensure MD, State of Florida, # ME 44357
470
DEA # AH 2997940
Over 30 invited presentations in the field of cardiology and internal medicine, nationwide (US)
471
RAWLINGS, LAWRENCE C, ADJUNCT PROFESSOR OF SURGERY
Education: MD PG 1-4 General Surgery PG 5,6 Kings College Hospital, London, General Surgery Howard University, Washington DC 1980 Howard University School of Medicine and Affiliated hospitals,
Registrations UK, General Medical Council, 1990 USA, USMLE, steps I-III, 1978-1980
472
DAVID EHERTS, PhD, Asjunct Associate Professor of Toxicology and Industrial Hygiene
Education BS MS PhD 2002 Chemistry, Rutgers University New Jersey, Industrial Hygiene, Drexel University, Philadelphia PA, 1994 Toxicology and Environmental Sciences, Drexel University, Philadelphia PA
Special Qualifications: Discovered and validated in vitro Technology to reduce the needs for live animals in pharmacology and other scientific research.
Certifications American Public Health Association, American Society for Industrial Hygeine, Fellow Publications Over 100 publications including books, chapters, manuscripts, and special reports in toxicology
473
DISTEPHANO, JOSEPH , CLINICAL PROFESSOR OF COMPLIMENTARY AND ALTERNATIVE MEDICINE,
Education: DOM Ottawa School of Acupuncture and Traditional Chinese Medicine, distinguished graduate, 2004; Master of Oriental Medicine, 2003; diploma in Oriental Medicine, 2001. NMD 2002 BS MD Diploma Licensure: Virginia, 2006. University of Ohio, 1964: Major: Nutrition. Doctor of Medicine, USAT, Montserrat, 2005 USAF Aerospace Academy, pilot Training, C-130 aircraft, 1965 Nutrition Consultant, , Florida, Cert # 00006. Oriental Medicine, West Southern Graduate Institute, Major Nutrition and Naturopathic Medicine,
474
OFFICER, GARTH, Adjunct Clinical assistant Professor of Complimentary Medicine / Adjunct Clinical assistant Professor of Dental Technology
Education MSc MD DC Canada, 1979 BSc Diploma Diploma Diploma Dental Technology, Borough Polytechnic, England, 1969. Dental prosthetics, Univesity College Hospital. London, 1973 NY School of Dental Technology, NY, NY 1982 All Dent Health center, Long Island, NY 1984. University of Bridgeport, CT Major : Nutrition. 1992 Virgin Milagrossa Educational Institure of Medicine, Philippines, May 1992 Doctor of Chiropractic, Canadian Memorial Chiropractic College, Toronto,
Appointments Dept of Dental Sciences, Norwood technical College, London UK 1972-1974 Dental technology, University College Hospital, London, 1970-1972 Dental prosthetics, Chiswick Polytechnic, London UK 1974-1976 Dental technology, Brown College, Toronto Canada 1980-1982 Debtal Prosthetics, Techno-Dent School of Dental Technology, NYNY, 1984-1987. 1996-present. Private Practitioner, Chiropractic and Integrated Medicine, Kingston and st Mary, Jamaica Casualty Officer, Kingston Public Hospital, Jamaica, 1994-1996 Intern in Surgery and Medicine, Kingston Public Hospital, Jamaica, and St Josephs Hospital, Jamaica, 1993-1994
475
Intern, Virgin Milagrosa Hospital, St Carlos, Philappines, Medical and Surgical Intern, 1989-1990.
Medical Licensure: Chiropractic medicine, Jamaica.
476
DOROTHEA HAZEL, MS, INSTRUCTOR IN EPIDEMIOLOGY AND PUBLIC HEALTH
Education:
BS MS
Microbiology, University of Ottawa, Ottawa Canada Epidemiology & Public Health, University of Ottawa, Ottawa Canada
Certifications: Ms Hazel is the State Epidemiologist for the Government of Montserrat.
477
KATHY L. ANDERSON, DO, FAAAM, FAOCD, CLINICAL ASSOCIATE PROFESSOR OF DERMATOLOGY [ON LEAVE 2010-2011] Education BS (Honors) MA DO 1991 Northeastern University, Boston MA, Major: Health Sciences1985 Northeastern University, Boston MA Major: Medical Sciences, 1987 University of New England, Osteopathic Medicine, Biddeford, Maine,
Internship Residency 1995 Subspecialty
Deaconess North-Deaconess West Hospitals, St Louis, MO 1991-1992 Malden Hospital, Medford, MA, specializing in Dermatology, 1992-
Carbon Dioxide lasers for skin resurfacing, 1998 Cutaneous lasers for vesicular, pigmented, and tattoo lesions, 1993
Schlerotherapy, via North American Society of Plebodogy, 1992 Cutaneous surgery including flaps, dermabrasion, and liposuction, Scrips clinic, CA, June 1994 Research with pulsed light device for primary technology, Tampa FL, 1997-2000.
Medical Licensure: Florida (0S007994; New York (199789), Nevada (979), Massachusetts (76470), Rhode Island (425), Oregon (DO24674.
Professional Memberships
478
American Medical Association, American Osteopathic Association, American Society of Dermatologic Surgeons, American Academy of Dermatology, American Academy of Anti Aging Medicine, Massachusetts Medical Society.
Publications/presentations Numerous scientific publications and scientific presentations in the field of Dermatology.
479
HUMPHREYS, JOSE PhD, NMD, MD, Adjunct Clinical Associate Professor of Naturopathy.
Education: NMD PhD plants of the Caribbean (600 pp). MD University of Science Arts and Technology, Montserrat, West Indies, 2005. Pan American University, Naturopathic Medicine, Nevis, West Indies, 1992 Yamuni Institute, Louisana USA, 1993 Thesis: a description of 600 medicinal
Certifications
Professor Humphreys is an expert in medicinal properties of Caribbean herbs as applied to natural medicine, and is director of Optimum Health Center in St Johns, Antigua. He is a regular lecturer in herbology and clinical naturopathic medicine, and the leading Naturopathic Physician in the Eastern Caribbean. .
480
IAN TOLAN, PhD, Assistant Professor of Biochemistry and Cell Biology
Education BSc PhD Chemistry, University of the West Indies, Jamaica Biochemistry, University of the West Indies, Jamaica
Post Graduate Training: Biochemistry of Natural products, 2 years, University of the West Indies, Mona Campus.
Publications:
Dr Tolan has numerous publications in the area of nutraceuticals and
antidiabetic natural products.
481
JAMES F. DEBOUNO, PhD, ADJUNCT PROFESSOR OF MEDICAL BASIC SCIENCES
EDUCATION BS MS Biological Sciences, Rutgers University, 1977 Food Sciences and Nutrition, Drexel University, 1980 (with thesis)
Basic Sciences NJ College of Medicine and Dentistry, Rutgers University, completed basic medical sciences for medicine, 1980-1981 PhD Nutritional and Environmental Sciences, Drexel University, 1983 Thesis:
Metabolic Effects of Miglitol administration in Obese-Diabetic rats PGY-! University of Texas College of Medicine at Galveston, Medicine / Molecular Biology, 1983-1984.
Certifications Environmental Sciences, New Jersey
Special Qualifications Over 25 years of teaching experience in several Philadelphia area universities including Pennsylvania state University, Drexel University, University of Pennsylvania, Temple University, Thomas Jefferson University, and others.
Over 20 years experience as Environmental Impact expert for the State of New Jersey Publications Over 25 publications in medical literature, determined the mechanism of action of Miglitol, an anlalog of Precose
482
PERRY.B HUDSON,. MD, Professor of Surgery. MD, Johns Hopkins School of Medicine, May 30, 1943. USArmy Medical Corps. 1943-1947 Assistant/Instructor in urology, Johns Hopkins School of Medicine, Baltimore Maryland 1947-1950
Associate Professor of Urology, Columbia University College of Physicians & Surgeons, NYC, 1950-1960 Professor of Biological Sciences, Columbia University, NY, NY, 1960-1962 Diplomat American Board of Urology, February, 1955 Fellow. American College of Surgeons, 1967 Chief of Urology, Montefiore Hospital NYC, 1960-1978 Chief of Urology, Veterans Administration Medical Center, Biloxi/Gulfport, Mississippi, 1982-1984 Chief of Urology, Bay Pines Veterans Administration Medical Center, Bay Pines, FL 19822006.
Medical Licensure: # G877, North Carolina (Current) Medical Licensure, # 12505, Arizona (Current)
Over 100 Publications in the field of urology.
CRAIG ETHERIDGE, MD, Professor of Urology
483
MD: University of California, 1984. Residency: Medical College of Virginia, 1984-1989. General Surgery, 1984-1986; Urology, 19886-1989.
Licensure: DEA certificate, XXXX3723, current Licensure, Florida, ME 0054879 (Current)
Publications: numerous manuscripts and one text book (Prostate Brachytherapy Made Complicated: a guide to Iodine -125 and Palladium 103 Implants,Smart Medicine Press, 1977); Academic Positions University of California Los Angeles, University of Pittsburg, Drew University, John Carroll University, and others.
American Naturopathic Medical Certification and accreditation board, Board Certified in Naturopathic Medicine, Feb 4, 19,98.
484
GOPAL, KRISHMAMURTHY, MBBS, MD, Professor of Tropical and Internal Medicine and Senior Physician, Glendon (Government) Hospital Montserrat.
EDUCATION MBBS All India Institute, India 3 years Internal Medicine, followed by 3 years of Tropical
Post Graduate Training: Medicine in India. MD
University of Science Arts and Technology, Montserrat, 2004
Diplomat in International Medicine, University of Science Arts and technology, Montserrat, 2004
Licensure:
Indian Board of Medicine General medical Council UK Montserrat Medical Board
Publications Professor Gopal has authored numerous publications in the Indian medical literature while a faculty member in India.
485
BHATTI, MOBASHIR AHMED, MBBS, Adjunct Associate Professor of Family Medicine.
EDUCATION BSc MBBS Dec 16, 1989. Medical Licensure 31, 2009 (Confirmed) MPH University of Science, Arts, and Technology, Montserrat, 2006. Pakistan Medical and Dental Council, Jan 30, 1990, current to Dec Premedical Sciences,University of Punjab, Lahore, Pakistan, 1982 Allama Igbal Medical College, Lahore 20, Pakistan, 1\Ju 21, 1984
Post Graduate training in Public Health: 2006: Hospital surgeon, established mobile hospital in earthquake zone, monitored public health and medical issues, maintained liason with Government of Pakistan regarding medical aspects of a major earthquake.
486
BONAFFINI, VITORIO G, Ph.D., Adjunct Professor of Immunology and Naturopathy
EDUCATION BS Biology PhD University of Hersiau, Appenzell, Switzerland, Major field of study: Phytopharmacology, 1976-1979 Ph.D. Immunology Post Doctoral study Aldermaston College, Reading, Sussex UK, 1979 Major Field: Human Biology MD Post Graduate Fundacao University Cesar Vernancio, (FUNCEVE), Brazil, 1985 Lehrgang fur Heilpractikar, Munchner Heilpractikar, Kolleg Fribourg Institute, Freiberg, Switzerland, 1984. Major field of study: University of Hersiau, Appenzell, Switzerland, Major Field o Study:
Professional Organizations American naturopathic Medical Association, American Association for the Advancement of science, American Scientist Association, American medical Writer Association, Sigma Xi, the Smithsonian association, Italian Board of Professional Writers, Brazilian Society of Immunology, Federation of American Scientists, NY Academy of Science, Florida Writers Association, Brazil Board of Phytotherapeutics.
Publications: over 100 publications, book chapters, and invited presentations in the field of immunology and naturopathic Medicine..
Medical Licensure: Senegal, West Africa, Internal Medicine
487
RAY, SCOTT LAURY, D.O., ADJUNCT CLINICAL ASSOCIATE PROFESSOR OF FAMILY MEDICINE.
EDUCATION: B.S. D.O. Heights ILL, . Internship PGY-1, Rotating Internship, Oakland general hospital, Madison Heights MI, Biology, University of Illinois, Urbana, Illinois, 1974. Doctor of Osteopathic Medicine, Chicago College of Ostopathic Medicine, Madison
July 1, 1980-June 30, 1981 Residency Aug 2, 1981, PGY 2, Internal medicine, Oakland General hospital, Madison Heights MI, -Aug 1, 1982.
Board Certifications: American Osteopathic Board of general Practice, Cert # 4904, Dec 30, 1991 American Osteopathic Board of Family Physicians, Certification added to include Geriatrics, #4904, april 26, 1996 to Dec 31, 2006. Renewed to 12/31/2009.
Medical Licensure: Florida # OS4600, 22 Sept 1983 to present.
Professional Memberships: Pinellas County Osteopathic Medical Association American osteopathic Medical Association Florida Osteopathic Medical Association American Medical Association.
488
SCHRORER, CORRETTA ALICE, BSC, MSC. INSTRUCTOR IN CLINICAL RADIOLOGY.
EDUCATION: Diploma University School of Medicine, St Louis, MO, USA, 1970 Mallincrodt Graduate Institute of Radiology, Barnes Hospital, Washington
Diploma University
Mallincrodt Graduate Institute of Radiology, Barnes Hospital, Washington
School of Medicine, St Louis, MO, USA, 1971. Specializing in Gastroenterology, Gastrointestinal Teaching BSc University of Science Arts and Technology, Montserrat, specializing in Radiographic
Medicine, 2005 MSc University of Science Arts and Technology, Montserrat, specializing in Radiographic
Medicine, 2007 with thesis: Validation of Radiology Practice in an Island Hospital. REGISTRATIONS: American Registry of Radiologic Technology (ARRT), St Louis, MO 1971 to present; American Society of Radiologic Technologists (ASRT), 1971 to present; Missouri Society of Radiologic Technologists (MSRT), 1971 to present; Society of Gastroenterologic Nurses and associates (SGNA), 1973 to present; Gateway Society of Gastroenterologic Nurses and Associates (GSGNA), 1973 to present. Faculty: Department of Education, American Society of Radiologic Technology, 1971 to present Instructor, Radiologic Technology, Malinkrodt Institute of Medicine, Washington Univesity School of Medicine, 1975-2004; Infectious Disease Specialist, 1990-2004. Publications: over 100 publications and invited presentations in the field of gastrointestinal radiology.
489
SHIELDS, STEPHEN J. M.D., P.A. Assistant Clinical Adjunct Professor of Internal Medicine,
Education: MD 1980. PGY-1 PGY 2-3 PGY-3 1984 Internal Medicine, Memorial Hospital, Johnstown PA 1981-1982. Internal Medicine, St Francis Hospital, Pittsburg, PA, 1982-1984 Internal Medicine, Chief Resident, St Francis Hospital, Pittsburg, PA, 1982Universidad Central del Estes, San pedro de macouris, Dominican Republic,
Certifications and Medical Licensur4e American Board of Internal Medicine, Cert 100304 ECFMG Licensure: Cert 322-671-9 (indefinite) Florida Medical Board # ME 0053720. 1980 to present
490
RAYMOND H LOHIER, MD, CLINICAL PROFESSOR OF FAMILY MEDICINE
EDUCATION MD PGY 1-IV PGY V Faculte; de Medicine et de Phamacie, dEtat dHaiti, 1975 Montreal General Hospital , General and transplant surgery, 1980 Thomas Jefferson Hospitals, Philadelphia, PA, Liver Transplant Surgery, 1985
Medical Licensure Medical Council of Haiti, 1975 to present Pennsylvania, 1985 to present Bord certified in general Surgery, 1986 Board Certified in Family Practice, 1985
Steps I-III, USMLE, completed 1980
Military: Retired from US Military AMEDD in 20012 in the grade of COLONEL, MC, AMEDD with 25 years of service.
491
DUNHAM, DOUGLAS A, Clinical Professor of Family Medicine
Education: BA DO PGY-I PGY II PGY III PGY IV PGY V Ohio State University, Chemsitry, 1963 Ohio College of Osteopathic Medicine, 1967 Rotating Internship, Cleveland Osteopathic Hospital, Cleveland OH, 1968 Medical Internship, Doctors Hospital, Nelsonville, OH, 1969 Aneshtesology Residency, 1970-1972 Family Medicine, 1973-1975 US Army Aviation Medicine, Ft Rucker, AL, 1980
Medical Licensure Ohio. 1968 to present Pennsylvania 1975 to present West Virginia 1969 to present Arizona, 1980 to present
Certifications and special skills Aviation Medicine, Federal Aviation Examiner, 1986 to present Military Medicine, 1975 to present: attained rank of Brigadier General, MC, AMEDD, US Army Clinical Research, where he has directed over 20 clinical trials of new pharmaceuticals. Dr. Dunham is an expert in the implantation of Cardiovascular stents
492
Fellow, American Academy of family practice Member, American Medical Association Member, American osteopathic Medical Association Physicians Recognition Award, American Medical Association National Guard Association of Pennsylvania Member, National Guard Association of the US
493
CHRISTOPHER UMIOGOBE, MD, Clinical Associate Professor of Medicine
Education MD PGY I-III Medical College of Georgia, 1990 Atlanta Medical Center, Internal Medicine, 1991-1994
Licensure: Medical Board of Georgia Florida Medical Board
Current Professional Appointment Assistant Medical Director, Miami gardens Medical Center, Miami FL DENNIS A NUTTER, M.D., Adjunct Associate Professor of Psychiatry.
Education: BA, MD Psychology, Davidson College, Davidson North Carolina, 1987 Medicine, Wake Forest University, Bowman Grey School of Medicine, Winston-
Salem, North Carolina, 1996 PGY-1 Internship, Medicine / Psychiatry, Wilford hall Medical Center, Laskland AFB, Texas 1 Jul 1996-30 Jun 1997 PGY-2, 3 Residency, general Psychiatry, Wilford hall Medical Center, Laskland AFB,
Texas 1 Jul 1997-30 Jun 1999
494
PGY-4, 5 June 30, 2001.
Fellowship, Child & Adolescent Psychiatry, Wake Forest University, Bowman
Grey School of Medicine/Baptist Medical Center, Winston-Salem, North Carolina, July 1, 1999-
AWARDS: American Academy of Child and Adolescent Psychiatry & Pfizer Outstanding Child and Adolescent Psychiatry Resident, Oct 2000; officer of the year, USAF, Spring Quarter 2002.
Licensures and certifications Medical Licensure, North Carolina Board Certified, American Board of Psychiatry and Neurology, Certifies and Current, Advanced cardiac Life Support
Publications: Over 25 publications and invited presentations in the field of psychiatry.
495
LORN SCOTT MILLER, DC, MD, Clinical Associate Professor of Neurology
Education AA DC 30, 1983 MD University of South Alabama, Mobile, AL June 5, 1994 University of Florida, Biomedical Sciences, June 14, 1980 Doctor of Chiropractic Medicine, Life Chiropractic College, Marietta Georgia, Sept
PGY 1 Internal Medicine, Wilford Hall Medical Center, Lackland USAF Base, Texas, uly 1 1994 to June 30, 1995. PGY 2-5 Resident in Neurology, Wilford Hall Medical Center, Lackland AFB, Texas,
July 1,1995- March 31, 1999.
Certifications and Licensure Board Certified, Chiropractic Medicine, National College of Chiropractic, Lombard Illinois, Nov 20, 1988 Board Certified, Chiropractic Neurology, NY Chiropractic College, Old Brookville, NY Feb. 25, 1990 USMLE Steps I III, 1992-1994 Diplomat, American College of Chiropractic Medicine, 1990 Diplomat, National board of Medical Examiners, 1997 Diplomat, National board of Chiropractic Examiners, 1983 Diplomat, American Board of Psychiatry and Neurology, April 2000. Medical Physician, Commonwealth of Pennsylvania, 1996 Medical Physician, Alabama, 1997
496
Chiropractic Physician, Alabama, 1990 Chiropractic Physician, Florida. 1983 ACLS Certified Instructor, February 2002
Professional Affiliations American Academy of Neurology Southern medical association Southern Clinical Neurology Assciation American Medical Association International Chiropractic Association American Chiropractic association Florida Chiropractic Association, Councils on Diagnostic imaging and Neurology American college of Chiropractic Neurology
Publications and Invited Lectures Over 30 publications and invited lectures in areas of specialization.
497
DONNA H MUELLER, PH.D, R.D., F.A.D.A., Diplomat in Nutrition, Adjunct Professor of Clinical Nutrition,
Education BS, MS PhD Post Graduate Inborn Errors of Metabolism, specializing in Cystic Fibrosis Dietetics, Drexel University, Philadelphia, PA 1972, 1974 Health Sciences, Temple University, 1980 Childrens Hospital of Philadelphia, Philadelphia. Nutrition Support of
Certifications and Licensure American Dietetic Association, 1975 to present Pennsylvania Dietetic Association, 1975 to present Fellow, American Dietetic Association Diplomat, International Nutrition
Publications and Invited Lectures Over 100 published books, text books, chapters manuscripts and other publications in the field of clinical nutrition, specializing in clinical nutrition.
498
ARA DER MARDEROSIAN, PhD, Professor of Pharmacognosy and Natural Products
Education BS (Honors) MS PhD Pharmacy, Philadelphia College of Pharmacy, 1967 Medicinal Chemistry, Philadelphia College of Pharmacy, 1969 Pharmacognosy, University of the Sciences, 1971
Certifications Registered Pharmacist, Pennsylvania, 1967 to present Member, Sigma Xi NY Academy of Sciences American Society of Pharmacology and Therapeutics (ASPET) Federation for American Societies for Experimental Biology (FASEB) American Pharmaceutical Association American Chemical Society
Appointments Professor of Pharmacognosy, University of the Sciences, Philadelphia Research Professor of Medicinal Chemistry, University of the Sciences, Philadelphia
Publications and Invited Presentations Over 300 books, book chapters, abstracts and manuscripts in the fields of medicinal chemistry and pharmacognosy
499
UK FACULTY, ATTENDED MONTSERRAT FOR SPECIAL TOPICS AS SCHEDULED
FAROUK BERDAWOUD OREG, PhD., Professor of Physiology and Associate Dean of Basic Sciences, (UK).
Education: BS. Bachelor of Science, Microbiology, Mousel University, Iraq, 1968
M.Phil. Physiology, University of Leeds, UK, 1974 Ph.D. Physiology, University of Leeds, UK, July 18, 1977
Post Doctoral Department of Physiology, University of Leeds, UK, 1977-1978.
Faculty Positions 1978-1980 1991-1993 Assistant Professor, Physiology, Kerman Institute of Medical Sciences, Kerman, Iran Assist Professor, Medical Physiology, and Department Head (Physiology), Faculty of Medicine, Shaeed Sadoghi Medical Science University, Yzad, Iran, 1981-1993 1993-2002. Assistant Professor of Medical Physiology, faculty of Medicine, Shaheed Beheshti University of Medical Sciences, Tehran, Iran 2002 to pres Professor of Physiology, Medical College of London, University of Science Arts and Technology, Montserrat, West Indies. Societies
500
British Endocrinology Society, Iranian Physiology and Pharmacology Society; committee, to assess PhD thesis, and MSc thesis, various Universities in UK and Iran.
Jury
Publications Over 20 published works in Physiology in peer reviewed literature in the field of endocrinology
MOHAMMAD KERAMATIPOUR, PhD, MD, Associate Professor of Molecular Biology
Education MD PhD PGY-I PGY II-III Medicine, Bashad Medical University, Iran, 1995 Molecular Genetics, Cambridge University, Cambridge UK, 2002 Bashad Medical University Hospitals, 1996 Internal Medicine, University of Teheran Hospitals, Teheran, 1998
Appointments Associate Professor of Molecular Biology, Cambridge University, UK Associate Professor of Medicine, Bashad Medical University, Iran
Registrations PMCD, Iran, registered medical practitioner GMC, UK, registered medical practitioner
501
Publications and Invited Presentations Over 50 authored publications in the field of molecular genetics. Dr Keramatipour is an accomplished scientist and author and an experienced lecturer for medical students at all levels.
GEORGE VARUGHESE, MBBS, CLINICAL PROFESSOR OF MEDICINE (UK)
MBBS
India, 1975, specializing in internal medicine
Post graduate Medicine, All India Institute Post Graduate ENT, Kings College Hospital, London
Clinical Director, Parkside Medical Center, Parkside London UK
Certifications Medical Licensure, Indian Medical and Dental Council, 1976 Medical Licensure, General Medical Council of UK, 1980
Clinical Faculty of Kings College, London Marie-Luise Gross, MD, Clinical Associate Professor of Pathology
Education MD PGY I V University of Erhlengen, 1994 University if Heidleberg, Germany, Pathology, 1995-2000
502
Appointments: Associate Professor of Pathology, University of Heidleberg
Certifications and Licensure German Medical Board, 1995 to present.
Publications and Invited Lectures Dr Gross is an Internationally acclaimed research physician in the field of diabetic nephropathy, with over 100 published works and approximately 100 invited lectures worldwide to date.
USAT has had PhD research students assigned to her laboratory in a collaborative arrangement.
BAKHTAWAR SHAH KATTAK, FACP, FCCP, FRS, Adjunct Professor of Medicine (UK)
BSc.
Punjab University, Lahore, Pakistan, 1970
MBBS. Punjab University, Lahore, Pakistan, 1975 Fellow: College of Physicians and Surgeons, GMC of Pakistan, 1985 NB Certified Iran Medical Board, Tehran, 1984 DTM&H NB specialization (Int Med), Univ of Liverpool, UK, 1985
503
MRCP MCCEE MCFP LNCC ECFMG FACP
Pakistn Medical Board, Pakistan, 1985 Medical Council of Canada, Ottawa, 1980 College of Family Physicians, Ottawa, 1981 Medical Council of Canada, Ottawa, 1962 ECFMG, Philadelphia PA 1979 American College of Physicians, USA, 1988.
Medical Registrations:
United Kingdom, No. 4685302 Iran, Internal Medicine, since 1984, No 39444 Pakistan, Internal Medicine, since 1985, No 10447-P Canada, since 1981, No 103/81
EXPERIENCE Research Professor, Iran and Kuwait, 1984-1996, in area of pulmonary medicine Assistant to Associate Professor of Medicine, Univ of Medical Sciences, Tehran, 1984-2001
Publications Numerous publications and invited presentations in the field of Pulmonary Medicine from 1979 to present
FAHMI, AHMED ISMAT, Assistant Professor of Molecular Biology
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Education PhD Selwin College, Univ of Cambridge, UK, Molecular Biology, 2000
BSc
Imperial College, London UK, Biology, 1996
Experience
Post Doctoral Research Fellow, Rayne Institute, Univ of London, 1997-2000 Research Fellow, Kings College London, 2003 to present Post Doctoral Research Assistant, Biochemistry, University of Cambridge, Cambridge, 20002002
SIDDIQUE, FAISAL, MBBS, Assistant Professor of Medicine (UK)
Education: MBBS PGI 1-11 PG III. IV Dow University, Pakistan, 1998. Internal medicine, Dow University Hospitals, Karachi, Pakistan, 2002 Internal medicine, St Georges Hospital, Tooting, UK
Medical Registrations General Medical and Dental Council of Pakistan, 1998 General Medical Council of UK, 2003
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Completed USMLE Steps I-III, 2003.
Professional activities Dr Siddiqui has extensive teaching experience to medical students in both Pakistan and UK.
ZAFAR MUHAMMAD CHAWDHERY, MB, ChB, Adjunct Professor of Surgery (UK)
Education MB,ChB PGY 1 PGY II-IV PY V-VI 1996 Medicine, University of Dundee, 1984 University of Dundee, Ninewells Hospital, Dundee Internship, 1985 University of Dundee, Ninewells Hospital, Dundee, General Surgery, 1989 University of Dundee, Ninewells Hospital, Dundee Transplant Surgery, 1994-
Current Appointments: Royal London Hospital, UL, Chair of Renal Transplant Surgery.
Certifications and Licensure Provisional Registration, General Medical Council (UK), 1984; Full registration 1985. Specialty registration (Surgery, Transplant surgery), 1996.
Publications and Invited Lectures
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Over 25 invited lectures and research publications in the field of renal transplant surgery
SAYED MOHAMMADAHI SHAHAMIRI, MD, LECTURER IN MEDICINE
Education MD PGI PG II, IV University of Teheran University of Teheran hospitals, Teheran St Georges Hospital Tooting, UK
Licensure PMDC, Pakistan Medicine; GMC, UK, Medicine
Dr Shahamiri is an experienced medical lecturer both in the UK and Iran
SARAH ASRAF, MD, LECTURER IN BEHAVIOURAL SCIENCES, (UK).
EDUCATION BSc MBBS PGY I PGY II-IV St Josephs College, Karachi, paksitan, 1996 Medicine, Dow Medical College, Karachi, Pakistan, 1999- 2003 Lucile Salter Packard Childrens Hospital, California, USA, 1998 Civil Hospital, Karachi, Medicine, 1999-2002
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Registrations and certifications Pakistan Medical and Dental Council, General Medical Council (UK) ECFMG, passed all parts
NAJIA HASSAN, MBBS, ADJUNCT ASSISTANT PROFESSOR OF MEDICINE (UK)
EDUCATION MBBS Internship 2002. SSC, HSC Karachi Pakistan, 1995 Sindh Medical College, Karachi, Pakistan, 2001 Jinnah Postgraduate Medical Centre, Karachi, Nov 1, 2001-October 30,
Distinction in Ophthalmology, University of Pakistan, Karachi, 2001 Merit number 9 (of 500) for final examinations, PMDC, Pakistan Senior House Officer, Ziauddin Medical University, Karachi, 2003 Senior House Officer, Urology, the Kidney Centre, Karachi, Pakistan, 2002-2003
REGISTRATIONS, CERTIFICATIONS, AND SPECIAL INTERESTS General Medical and Dental council of Pakistan, 2001 General Medical Council, UK, 2002 USMLE Steps I, II, III, ECFMG, 2004
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NAUSHEEN IQBAL, Lecturer in Medicine (UK)
Education HSC MBBS PGY-I PGY II-III PGY IV Karachi, Pakistan, 1996 DOW Medical University, Karachi, 2001 Civil Hospital Karachi, 2001 Whipps Cross University Hospital, London, 2001-2003 Hematology, Whipps Cross University Hospital, London, 2004
Distinction in ENT, Surgery, and Ophthalmology, Dow Medical College Merit rank 9 out of 500, Dow Medical Council final examinations, 2001; academically ranked at 1st in medical class all 5 years.
Registrations PMDC, Pakistan, current General Medical Council, UK, current, 6058994 Completed ECFMG, 2003
Publications and Presentations Over 20 invited lectures and professional presentations since 2001.
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ADNAN HUSSAIN, LECTURER IN MEDICINE, (UK)
Education HSC MBBS PGY-I PGY II-III PGY III PGY IV Karachi, Pakistan 1995 Dow Medical College, Karachi, Pakistan, 2001, 1st division Medical Unit 2, Civil Hospital, Dow Medical College, Karachi, 2001 Civil Hospital, Karachi, 2001-2003 Remedial Hospital, Karachi, 2003 Elder care, Fairfield hospital, Bury (UK), 2003-2004
Registrations and Certifications PMDC, Pakistan, current since 2001 GMC, UK, current since 2004 Completed USMLE I-III, 2005
RAVINDRANATHAN GIRISH, MBBS, CLINICAL ASSOCIATE PROFESSOR OF MEDICINE (UK)
EDUCATION BSc University of Pune, Pune India, 1993
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MBBS PGY I PGY II PGY III PGY IV PGY V PGY VI 2002 PGY VII 2002 to present.
Armed Forces Medical School, University of Pune, India, 1997 KN Hospital & Cantonment, Pune, 1997 Primary health care Centre, Pune, 1998 Inlaks Budhrani Hospital and MNB Cancer institute, Pune, 1999 Inlaks Budhrani Hospital and MNB Cancer institute, Pune, 2000 Senior House Officer, NM Wadia Institure of Cardiology, Pune, 2001 ICU Registrar, Intensive care Unit and Cardiac Care Unit, DM Hospital, Pune,
Senior house officer, Franbortough Hospital, Bromley Acute NHS Trust, UK,
Licenses and registrations Medical Defence Union, 438795J ECFMG Certified 2002 General Medical Council UK, 6033205 MRCP, Part I (2002), Part II (2003)
Publications Numerous publications, including books, manuscripts, research reports, and invited
presentations, including authoring Part I of the new PLAB examination..
SALMAN AHMED ABBASIMD, MSc, , BSc,, Adjunct Assistant Professor of Family Medicine (UK)
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Education BSc MSc MD Zoology and Botany, Jinnah College, Karachi, Pakistan, 1992 Medical Biochemistry, University of Westminster, London 2003 Medicine, Grodno State Medical Institute, Belarus Republic, 1999
Certifications and registrations
Paksitan Medical and Dental Council General Medical Council, UK
Professional affiliations British Medical association Extensive teaching experience to medical students in Pakistan and UK
KRISHNAMURTHY K GUPTA, MBBS, FRCS, FFAEM, Adjunct Professor of Emergency Medicine and Clinical Radiology (UK)
EDUCATION MBBS FRCS DIPLOMA IN UROLOGY FFAEM INDIA, 1972 GLASGOW, 1981 LONDON, 1986 LONDON, 1997
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Registrations Medical Council of India (current) General medical Council (UK), current Registrations British medical Association, UK Medical Protection Society 6474530
100930
Indian medical Association 00765 General Medical Council, UK 1748448
Medical Specialty: Accident and Emergency Medicine, Clinical Radiology.
Lead Clinician, Consultant in Accident and Emergency Medicine, Good Hope Hospital NHS Trust, West Midlands, UK Author of numerous medical student texts on clinical radiology
TENDAI GILBERT MASHAPURE, MSc, Instructor in Maths and Biostatistics (UK)
Education
BSc BSc
Maths, University of Zimbabwe, Harare, Zimbabwe, 1996 Chemistry, University of Zimbabwe, Harare, Zimbabwe, 1996
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MSc
Science Education, Medical College of London, University of Science, Arts and
technology, in cooperation with Cambridge University, Cambridge, UK., with thesis: Assessment of Science Education
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USAT ENROLLMENT AGREEMENT
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USAT
MONTSERRAT
UNIVERSITY OF SCIENCE ARTS AND TECHNOLOGY MONTSERRAT OLVESTON CAMPUS, FLORIDA MD TRANSITION PROGRAM
Enrollment Agreement and Academic Regulations for the Students of University of Science, Arts and Technology, Montserrat
Regulations approved by the Governing Body on: 09 September 2009 Mission Statement The University of Science, Arts and Technology, Montserrat is dedicated to the advancement of the learning, knowledge and understanding of medicine, science and fine arts. To help establish the highest standards in private education and prepare our students for the challenges theyll face in this increasingly complicated world. Equal Opportunities Statement The Universitys Equal Opportunities statement makes clear the Universitys commitment to equality of opportunity in all its activities and is consistent with the aims, which its Race Equality policy makes clear. The Universitys Equal Opportunities statement is as follows: University of Science, Arts and Technology, Montserrat is committed in all its activities to promoting and developing equality of opportunity in all areas of its work. In order to achieve this aim, the University seeks to: - make every effort to ensure that prospective and current students, job applicants and members of staff are treated on the basis of their merits, abilities and potential without and unjustified discrimination on grounds of age, sex. disability, race, color, nationality, ethnic origin, social and economic status, religious belief, sexual orientation, marital status or other irrelevant distinction; - work toward good relationships between individuals from different groups; - observe and develop the diversity of skills and talents within its current and potential staff and student body; - build an environment based on trust and mutual respect; - undertake a plan of action to make enforce equality procedures - regularly monitor the effectiveness of equal opportunity policies - communicate to staff, students associates and others the support of equal opportunities and University policies in place to implement it. Academic Regulations General Academic Regulations Conduct of Students in all Programs Equal Opportunity in Education All students must submit application and supporting documents along with the required fees in order to be considered for acceptance. Upon issuance of the letter of acceptance, students are required to attend orientation for new students and agree to adhere to the Academic Regulations of the University. Registration and matriculation of students takes place at orientation. Students must read and understand Academic Regulations of the University. The University will document reception of the regulations by requiring the students signature of such reception and keeping the same on file. No student shall be permitted to attend classes until properly registered. All students are expected to adhere to the Universitys attendance policy as follows: University of Science, Arts and Technology, Montserrat requires an attendance in all programs of 80%. All students are expected to arrive on time to all classes and examinations. Lateness may also accrue to represent possible absence at the discretion of the instructor. Daily attendance lists will be used to track attendance. These lists shall be monitored on a monthly basis and held on file in the Administration Office and made available for inspection as necessary. Students in violation of the attendance policy shall be required to appear for the following disciplinary procedures: 1. Student shall be verbally counseled by the instructor to determine the reasons for non-attendance, lateness, etc. 2. Student shall be given a written counseling if the situation does not resolve after verbal counsel. 3. Student shall be given an academic suspension notice if the situation is still unresolved after a verbal and a written counseling. 4. Student shall be required to withdraw from the program and no longer permitted to sit examinations as a final resort after all of the former procedures have been implemented without resolution. International Students
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Students from other Nations will be given the appropriate documentation to prepare application for student visas. Once the necessary visa is obtained, the student will be instructed on travel and arrival arrangements into Montserrat. Any student who has been accepted to the University is required to register and matriculate into their program no later than two weeks after their arrival is confirmed. In the event of non-arrival, the students next of kin shall be contacted to verify the students whereabouts. If it is determined that the student is not planning to attend the University after being given documentation to join the program the student will be issued a letter of nonacceptance and the proper authority shall he alerted to the potential fraudulent activity. Under the authority of the Government of Montserrat, the Honorable Chief Minister has granted The University of Science, Arts and Technology, Montserrat the authority for its constituent Colleges to award first and higher degrees. The following regulations have been made in accordance with those provisions. (These Regulations apply to all students of the University irrespective of their program of study,) Have complete to the satisfaction of the relevant teaching staff the program of study prescribed in the regulations for the award for which the student is registered; Have successfully completed all pans of the examination prescribed for the award and shown a competent knowledge in the examination as a whole; Where a degree is classified, have shown evidence of sufficient work at or above the pass murk for all classes awarded. b. A student who has not made satisfactory arrangements to settle, in accordance with the relevant Regulations, all outstanding debts or other financial obligations to the College, or to any central body of the University of Science. Arts and Technology, Montserrat will not be: I.) II.) Informed of the results of any examination taken; Awarded any degree or other qualification.
D. Withdrawal from examinations 1.) A student who is registered for an award, has completed satisfactorily the prescribed period of study and any other conditions as given in Regulation D above, will be regarded as eligible for admission to the relevant examination of examinations unless he/she provides satisfactory evidence of illness or other good cause to the Dean of the relevant program not less than seven days before the date of the examination as published by the College, which the student is expected to sit at the discretion of the Dean of the relevant program. The student maybe permitted to be examined as if foe the first time normally at the next occasion when the examination is offered. 2.) A student who is eligible to sit an examination and who is absent from that examination without having been permitted to withdraw according to the provisions of Regulation above, will be regarded as having attempted the examination, and will be awarded a mark of zero for that examination. Such a student may be permitted to attempt the examination again if the regulations for the award permit such reassessment and at the discretion of the relevant Dean. 3.) At the discretion of the Chairman of the relevant Dean, a student who is eligible to sit an examination who is absent from that examination without having been granted permission to withdraw according to the provisions of Regulation above, or a student who is present at the examination but unable to complete the examination, nay submit, evidence of illness or other good cause which affected his/her ability to sit the examination at the required time and which he/she was unable, for reasons found acceptable to the Dean of Academic Affairs, to present in advance of the examination. 4.) Schools may define circumstances in which a student may continue to attend a course or other clement of a program of study after having been permitted to withdraw from the examination-for that course or program element. 5.) The Dean of Academic Affairs of the relevant College will advise the Head of School in cases where a student who is permitted to be examined as if for the first time after having been permitted to withdraw from the examination (or the second/third time if the examination in question is itself a second/third attempt) is not considered to be eligible to sit the examination without further attendance on the program of study. E. Reassessment/failure I.) A student who fails an examination at the first attempt may be permitted, at the discretion of the relevant Dean, to attempt the examination again on not more than two occasions. Any conditions attaching to reassessment will be specialized in examination must be made at the next occasion when the examination is offered. When such reassessment requires further attendance, the Dean of the relevant College will advise the appropriate Head of School. F. Illness 1.) Special provision for illness of other good cause is given in individual program regulations, including provisions for undergraduate programs based on course units. Where illness has affected a students ability to sit the examination, see Regulation D above. G. Methods & timing of assessment I.) The timing of examination shall be specified in individual program regulations; however, the timing on examination held for the purpose of reassessment may be determined by the relevant Dean of Academic Affairs. Assessment methods may included the following: Written examinations; Practical examinations; Essays and/or reports; Dissertations; Written accounts of laboratory experiments or of fieldwork; Multiple-choice questions; Oral examinations; Assessment of laboratory, fieldwork or clinical practice or of other aspects of a candidate s performance during a course.
1.) The venues for formal written examinations will be designated by the College and published in advance of the examination. 2.) Candidates arc required to present themselves at the designated venue for the examination(s) for which they are required. Candidates unable to present themselves for examination at the designated venue due to exceptional circumstances may be considered by the Dean of Academic Affairs for the relevant College for alternative arrangements. Requests for alternative venue arrangements should be submitted to the Dean of Students, with the details of the request written, signed and submitted within seven days of the date of the examination.
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3.) On application to the Dean of Students special arrangements may be made for student who are timetabled for two examinations which overlap or coincide. 4.) Where a candidate has been granted alternative examination arrangements, the The Dean of Students will determine timing of the alternate arrangements. All alternative arrangements will be scheduled for the earliest opportunity following the published examination date and in no case shall a candidate be permitted to sit an examination before the normal scheduled time. 5.) The use of examination answer books or other examination stationery by students for any purpose or any occasion other than participation in a recognized college examination may constitute misconduct under the College regulations and be liable to disciplinary procedures. H. Representations concerning decisions of the Board of Examiners Except as provided below, no decision of a properly convened and constituted Board of Examiners, acting in accordance with these and any other relevant College regulations may be modified. Representations concerning decisions of Boards of Examiners, which are based solely upon a challenge to the academic judgment embodied in any such decision will not be considered. A Board of Examiners may, at its discretion, reconsider a decision in the following circumstances: a) Where a candidate requests such reconsideration and provides adequate evidence which is acceptable to the Board of Examiners that the candidates examination was adversely affected by illness or other factors which the candidate was unable, or for valid reasons unwilling, to divulge before the Board of Examiners reached its decision; b) Where there is clear evidence produced by the candidate or any other person of administrative error or that the examination was not conducted in accordance with the Instructions/Regulations. 1 1.1 AWARDS Awards of the University of Science, Arts and Technology, Montserrat conferred by Medical College of London, University of Science and Medicine (hereinafter referred to as the College)
1.2 A) UNDERGRADUATE DEGREES Bachelor of Science (BSc) Bachelor of Arts (BA) Bachelor of Medicine and Bachelor of Surgery (MBBS) Bachelor of Dental Surgery (BDS) B) GRADUATE DEGREES Master of Science (MSc) Master of Arts (MA) Master of Public Health (MPH) Doctor of Public health (DPII) Medical Doctor (MD) Doctor of Dental Medicine and Surgery (DDS) Doctor of Philosophy (PhD) C) OTHER The Faculty and Board of Directors of the University may establish other-related degrees and diplomas. II. General Regulations for Examinations A. General A student taking an examination leading to an award conferred by the College either under its own authority or that delegated to it to confer awards of the University of Science, Arts and Technology, Montserrat, whether at a first or subsequent attempt, shall be examined in accordance with such regulations as are current when the student enrolls. B. Admission to Examinations a. Annual enrollment for a program of study and its constituent courses includes registration for the relevant examinations. b. In order to be eligible for admission to an examination, a student must complete to the satisfaction of teaching staff the prescribed period of study and satisfy any other conditions which may be prescribed by the College in the Regulations or otherwise, including making full payment of College fees or other charges and settling all outstanding financial obligations including confirming at the specified time to the School where the student is registered the details of the examination or exanimations which he/she expects to sit. B. Admission to a degree or other award To be admitted to a degree or other award a student must: 6.) The use of examination answer books or other examination stationery by students for any purpose or any occasion other than participation in a recognized college examination may constitute misconduct under the College regulations and be liable to disciplinary procedures. H. Representations concerning decisions of the Board of Examiners Except as provided below, no decision of a properly convened and constituted Board of Examiners, acting in accordance with these and any other relevant College regulations may be modified. Representations concerning decisions of Boards of Examiners, which are based solely upon a challenge to the academic judgment embodied in any such decision will not be considered.
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A Board of Examiners may, at its discretion, reconsider a decision in the following circumstances: a) Where a candidate requests such reconsideration and provides adequate evidence which is acceptable to the Board of Examiners that the candidates examination was adversely affected by illness or other factors which the candidate was unable, or for valid reasons unwilling, to divulge before the Board of Examiners reached its decision; b) Where there is clear evidence produced by the candidate or any other person of administrative error or that the examination was not conducted in accordance with the Instructions/Regulations.
II. General Regulations for Examinations A. General A student taking an examination leading to an award conferred by the College either under its own authority nr that delegated to it to confer awards of the University of Science, Arts and Technology, Montserrat. whether at a first or subsequent attempt, shall be examined in accordance with such regulations as are current when the student enrolls. B. Admission to Examinations a. Annual enrollment for a program of study and its constituent courses includes registration for the relevant examinations. b. In order to be eligible for admission to an examination, a student must complete to the satisfaction of teaching staff the prescribed period of study and satisfy any other conditions which may be prescribed by the College in the Regulations or otherwise, including making full payment of College fees or other charges and settling all outstanding financial obligations including confirming at the specified time to the School where the student is registered the details of the examination or examinations, which he/she expects to sit. All students must adhere to the following USAT University Policies while enrolled in all programs: Behavioral Policies Alcoholic Beverages, Narcotics, and Drugs USAT does not permit the use, possession, or serving of alcoholic beverages, narcotics, or drugs in or around any college building/property or at any college sponsored event held off campus. This policy applies to all social functions or events that are held in or around college buildings. Any student or group of students who are under the influence of intoxicants and fail to conduct themselves in a reasonable manner by violating recognized standards of conduct are subject to disciplinary action and/or dismissal from the school. Campus Disruptions and Violence Any act of violence or intimidation, any seizing of any portion of property, or any unauthorized activity which prevents the normal operation of the college in any way by any individual or group will be considered in direct opposition to the necessary operation of the college. Action will be taken immediately, including the probability of expulsion, regardless of the number involved. Similar action will be taken against those who advocate such described activities. Discipline Appeal: USAT will establish a committee composed of students, faculty, and staff to deliberate student discipline appeals. The entire appeal process is focused on fairness and "due process" for students. NOTE: All discipline appeals must be formally submitted to the College no later than 10 working days after the discipline has been imposed. Firearms and Fireworks: Possession of firearms on the college campus at any time will result in immediate dismissal from the college and/or expulsion from the campus. Law enforcement officers may have firearms in their possession while on campus. Students or visitors arriving on campus with firearms in their possession must check them in at Campus Security and may pick them up when leaving campus. Campus Security must approve any exception. Possession and use of fireworks on the college campus is prohibited. Occupants of off-campus housing are subject to city, county, and state ordinances governing the use of firearms and fireworks. Gambling: Gambling of all sorts is prohibited on campus. The privilege of playing card games is given on the assumption that no gambling takes place. However, if gambling does take place and is detected, this privilege will be unconditionally withdrawn. Harassment: USAT is committed to maintaining a working and educational environment, which fosters appropriate and respectful conduct and communication between all persons within the college community. Conduct that is deemed inappropriate, offensive, or disrespectful toward others will not be tolerated.
Honesty: Students are expected to be honest in all aspects of their college education. All work is evaluated on the assumption that the work presented is the student's own. Anything less is unacceptable. Students are subject to disciplinary action at the teachers discretion. For student appeal, refer to Discipline Appeal. Examples of dishonest practice include but are not limited to: Cheating - The improper use of books, notes, other students' tests, or other aids during an examination. It is the responsibility of the student to obtain approval for the use of such aids prior to the time of the examination; otherwise, they will be considered improper. An "examination" is defined as "any testing situation in which the score will be used for credit in a course." Plagiarism - Submission or presentation of a student assignment as ones own in which substantial portions are paraphrased without documentation or are identical to published or unpublished material from another source (including another students work). An assignment is defined as "any materials submitted or presented by a student for credit in a course." Initiations and/or Hazing: The College does not approve of any form of hazing. Hazing is defined as any action taken or situation created intentionally to provide mental or physical discomfort or in any way to degrade the dignity of the individual student. Mandatory Behavioral/Medical Withdrawal: It is the responsibility of the College to order a medical examination or behavioral evaluation if the director has reason to believe that a student has a serious medical or behavioral disability that substantially threatens or interferes with the welfare of the student, other members of the college community, or the educational process of the college. The director shall notify the student and appropriate agency (counselor, medical consultant, etc.) that such an evaluation is to be conducted. Any member of the Student Services division may initiate this process for students who are under his/her care or counseling. In this case, the student must be notified and the request submitted to the College. The student will have 24 hours before beginning the evaluation process. When appropriate, parents, guardians, or spouses will be notified of the process for the protection of the student. If the student refuses to consult with the evaluating agency, the College will, if practical, seek the help of the student's
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family in persuading the student to undergo the evaluation. If unsuccessful, the College will summarize the steps taken to secure the needed information and the reasons for withdrawal and then begin the withdrawal process. A copy of this order will be sent to the student. Evaluation Conference - The student will be provided written notice of a time and place at which the student, the evaluating agency, and the College will confer on the final determination for mandatory withdrawal. The student has the option to have representation at this meeting, such as his/her own doctor, counselor, parents, or spouse. The director will refer to recommendations, reports, and evaluations as they relate to the case being considered. Power of Contract - If it is determined that mandatory withdrawal is not appropriate, the College in consultation with other appropriate college personnel, doctor, or other resource person's) will provide a contract outlining the terms by which the student may remain enrolled at USAT. All parties involved will sign this document, including the student. If the terms of the contract are followed, the student may continue the educational process at USAT. If the terms are not followed, the College may then process the mandatory withdrawal. Appeal - As with other college policies, the student may appeal mandatory withdrawal through the Information Office and may have the evaluation process reopened. Finality - Decisions made by the College are final. Refund Policy: A pro-rated refund policy applies to all tuition payments and fees, with the exception of the application fee and the matriculation fee which are NON-Refundable. If credit card payments are refunded, a 3% processing fee may be charged to the student or applicant. Smoking/Use of Tobacco: Smoking is prohibited inside all college buildings. Soliciting: any student, solicitor, agent, or salesperson operating in his/her own interests and for purposes not directly connected with college interests is not permitted to advertise on campus or participate in any college function without approval. Student Health Insurance: The College does not provide health insurance for students. While it is not mandatory for students to have health insurance, it is strongly advised. I hereby understand and agree to the foregoing regulations and policies stated in this enrollment agreement and I acknowledge reading them and receiving a copy. Student Signature: ________________________________________________________________________________________________
Printed Name: _________________________________________________________________________________
Date: __________________________________________________________________________
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USAT UNIVERSITY RELEVANT NEWS 2010-2011
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USAT STUDENTS ELIGIBLE FOR V.A. BENEFITS IN THE U.S.A.
USAT received notification today that it has been deemed eligible for Veterans Administration benefits for students, effective retroactively to January 28, 2010. Veterans who are eligible for VA benefits must submit Form VA 22-1009 to the University. Forms may be submitted to the Colorado office, 8470 East 29th Ave., Denver Colorado, 80238. Dr Konyk has the required VA form. Once authenticated, USAT will then submit to the appropriate VA funding office.
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USAT WELCOMES PROF. GEORGE EINSTEIN

Prof. George Einstein, a world recognised figure in the research and development areas and a leading authority in Biophotonics and other cutting -edge technology has been incorporated to our roster of distinguished Faculty. Prof. Einstein is commited with the medical and technology field and his extensive research has been valued by many US and International Agencies from NASA to ESA, and the Pentagon. From the Alumni Association we want to give him our warmest welcome. A historic moment : Prof. George Einstein, PhD Prof. Orien L.Tulp, President of The University USAT 2011
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USAT . MONTSERRAT COLLEGE OF MEDICINE CLASS OF 2010

Awards for Excellence in Academic Achievement
Jose A Barrios, top 1% Nationwide for USMLE Step I. top USAT score to date 99%; top 1% in USA Remberto Lopez, MD Completion of USMLE Steps I, II and ECFMG Certificate; top 5% in USA Michael Tomor, Completion of USMLE Steps I, II and ECFMG Certificate, Top Quintile. Matilda Real, Completion of USMLE Steps I, II and ECFMG Certificate, Top quintile. Maria de la Puente, achievement of a cumulative 4.0 GPA
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AAHEA LETTER OF ACCREDITATION TO USAT
Prof. Dr. Orien Lee Tulp, President of USAT is accepting the AAHEA letter of Accreditation from the hands of Dr. Stephen R. Barnhart, during the USAT Commencement 2011 in a ceremony held at Miami, Florida, on June, 11, 2011. Dr. Barnhart is the Chairperson of the American Association for Higher Education Accreditation (AAHEA) the oldest organization for Higher education accreditation in The United States of America. This is another milestone in the consolidation of an Educational Project, a Family, and an example of good job done! Thanks to all that made this possible, on behalf of the USAT family!
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UNITED STATES OF AMERICA THE PRESIDENTS CALL TO SERVICE AWARD 2010 DR. ORIEN L. TULP
Tuesday, 26th April, 2011. Dr. Orien Tulp, President of the University of Science Arts and Technology, was the honored guest at a special dinner presentation ceremony held at the historic Olveston House, on Tuesday, April 26 th, 2011. Dr. Tulp was presented with the Presidents Volunteer Service Award, in recognition of his longstanding humanitarian contributions of medical services totaling over 4,000 hours to numerous communities in the United States and abroad throughout his professional career. Established in the USA in 2003, this prestigious National award is given by the Presidents Council on Service and Civic Participation by The President of the United States, and honors individuals, families, and groups who have demonstrated a sustained commitment to lifetime volunteer service. During his career, Professor Tulp has conducted over 250 humanitarian medical civic action missions in the USA and in remote areas of South America, predominantly Bolivia and Ecuador, where he established over 40 rural medical clinics. In 1992, as Chief of Preventive Medicine, he played a significant role in assisting the Ministry of Health of Bolivia in the creation and distribution of educational materials during the cholera epidemic in neighboring Peru. On numerous occasions, he has provided medical assistance to Special Olympians at both the regional and International level, including the International Winter Special Olympics and the Summer Special Olympics. In addition, he has provided medical assistance to countless high school athletic teams, thereby enabling their students to participate in competitive sports, and thereby enhancing their academic experiences. The award and accompanying congratulatory letter from the White House was presented by Dr. Stephen R. Barnhart, President of the International Business & Educational Consultants, of Grandview, MO, USA, who represented President Barack Obama and the Council at the ceremony. Professors (Drs) Perry Hudson, Dean of the USAT College of Medicine, Professor (Dr) Bruce Robinson, Associate Dean and Mrs Robinson, Dr. George Einstein, USAT Professor of Biomedical Sciences, and Dr Tulps son David Tulp and daughter Anj Tulp were present for the award ceremony. Dr Tulp has previously been awarded a Presidential Citation in 1996 by then President William Jefferson Clinton, the USA Legion of Merit, authorized by the US Congress and numerous other awards in recognition of his longstanding Community and US military service.
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Blue lapel pin (+4.000 hours Service)
Congratulatory letter from The White House bearing presidential signature.
Dr Stephen Barnhart, Left presents the Presidents Volunteer Service award to Dr. Orien Tulp, right.
Stephen R. Barnhart, President of IBEC and member of The Presidents Council on Service and Civic Participation, and Dr. Orien L. Tulp.
(USAT Publishing Co. Will provide electronic copies or translations of this press release to virtually every language in the world, under request) USAT Publishing Co. Images, under license from the owners.
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HIPPOCRATHIC OATH
The Hippocratic Oath

(Modern Version)
I SWEAR in the presence of the Almighty and before my family, my teachers and my peers that according to my ability and judgment I will keep this Oath and Stipulation. TO RECKON all who have taught me this art equally dear to me as my parents and in the same spirit and dedication to impart knowledge of the art of medicine to others. I will continue with diligence to keep abreast of advances in medicine. I will treat without exception all who seek my ministrations, so long as the treatment of others is not compromised thereby, and I will seek the counsel of particularly skilled physicians where indicated for the benefit of my patient. I WILL FOLLOW that method of treatment which according to my ability and judgment, I consider for the benefit of my patient and abstain from whatever is harmful or mischievous. I will neither prescribe nor administer a lethal dose of medicine to any patient even if asked nor counsel any such thing nor perform the utmost respect for every human life from fertilization to natural death and reject abortion that deliberately takes a unique human life. WITH PURITY, HOLINESS AND BENEFICENCE I will pass my life and practice my art. Except for the prudent correction of an imminent danger, I will neither treat any patient nor carry out any research on any human being without the valid informed consent of the subject or the appropriate legal protector thereof, understanding that research must have as its purpose the furtherance of the health of that individual. Into whatever patient setting I enter, I will go for the benefit of the sick and will abstain from every voluntary act of mischief or corruption and further from the seduction of any patient. WHATEVER IN CONNECTION with my professional practice or not in connection with it I may see or hear in the lives of my patients which ought not to be spoken abroad, I will not divulge, reckoning that all such should be kept secret. WHILE I CONTINUE to keep this Oath inviolate may it be granted to me to enjoy life and the practice of the art and science of medicine with the blessing of the Almighty and respected by my peers and society, but should I trespass and violate this Oath, may the reverse by my lot.
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USAT Publishing Co. 2011

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USAT General Report 2011

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University of Science, Arts & Technology U.S.A.T.

General Report 2011