POLICIES RELATED TO EVALUATION
United States Medical Licensing Exam (USMLE)
Washington University School of Medicine students who anticipate practicing clinical medicine are required to take the USMLE Step 1 and 2 examinations.
The USMLE is designed to “assess a physician’s ability to apply knowledge, concepts, and principles, and to demonstrate fundamental patient-centered skills, that are important in health and disease and that constitute the basis of safe and effective patient care.” The USMLE represents a single uniform examination for medical licensure in the United States, and as such, is a minimum requirement for obtaining a medical license.
The USMLE consists of four separate examinations. “Step 1 assesses whether you understand and can apply important concepts of the sciences basic to the practice of medicine, with special emphasis on principles and mechanisms underlying health, disease, and modes of therapy. Step 1 ensures mastery of not only the sciences that provide a foundation for the safe and competent practice of medicine in the present, but also the scientific principles required for maintenance of competence through lifelong learning.” Step 1 is taken after completing the second year at WUSM.
Step 2 consists of two separate examinations, Step 2 CK (Clinical Knowledge) and Step 2 CS (Clinical Skills) which are taken at different times. “Step 2 assesses whether you can apply medical knowledge, skills, and understanding of clinical science essential for the provision of patient care under supervision and includes emphasis on health promotion and disease prevention. Step 2 ensures that due attention is devoted to principles of clinical sciences and basic patient-centered skills that provide the foundation for the safe and competent practice of medicine.” Step 2 exams are taken after completing the third year but prior to graduation from WUSM.
“Step 3 assesses whether you can apply medical knowledge and understanding of biomedical and clinical science essential for the unsupervised practice of medicine, with emphasis on patient management in ambulatory settings. Step 3 provides a final assessment of physicians assuming independent responsibility for delivering general medical care.” Step 3 is taken following graduation and during internship/residency training.
Further information can be obtained from the USMLE Bulletin of Information published by the National Board of Medical Examiners, and is available, along with application forms and information, at www.usmle.org.
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Washington University School of Medicine Guidelines for Exam Administration*
Following are general guidelines for exams administered in the undergraduate medical curriculum. Additional requirements may be posed by the individual course master.
A. Expectations for Students:
1. Take the exam during the originally scheduled time, excepting extenuating circumstances. Note the Committee on the Academic and Professional Evaluation of Students’ policy:
“Students are required to take all examinations at the specified time. A student may be excused from this rule for extenuating circumstances at the discretion of the course master. Extenuating circumstances are normally defined as sudden personal illness. Doctor appointments of a routine nature or vacation time are not considered to be extenuating circumstances for which students can be exempted from the regularly scheduled exam date. Such occasions will be promptly reported to the Registrar. In the event of inability to attend a scheduled examination due to sudden illness the student is required to inform the course master prior to the examination and to be evaluated by the Student Health Service. In the event that the student cannot reach the relevant course master, the student should contact the associate dean for student affairs.”
2. Tardiness will not be excused except in extenuating circumstances.
3. Not share study materials, exchange information, collaborate or communicate with others during the exam
4. Turn off and leave cell phones and other electronic devices in their bags.
5. Hand their exam to the proctor prior to leaving the room.
*Not applicable to take-home exams
B. Expectations for Faculty:
1. Exams should be proctored by a faculty member or a staff member comfortable with proctoring and exam administration guidelines.
2. Administration should be fair to all students:
3. IF the faculty member answers a substantive question or clarifies an issue, the same should be communicated to ALL students, including those in separate rooms or at different times.
4. Reasonable adjustments should be offered to students who require special accommodations, including a separate room or additional time. Course masters are notified of these students through the Associate Dean for Student Affairs.
5. If a student behaves inappropriately, the course master should notify the Associate Dean for Student Affairs immediately.
6. All requirements of students should be communicated to all students PRIOR to the start of the exam.
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POLICIES RELATED TO ABSENCES AND LEAVES
Absence Policy for MD Students on Clinical Clerkships
The profession of medicine requires the utmost commitment of time and energy to patient care and research activities. While the development of this commitment begins in the preclinical years, it is further practiced and developed during the clinical clerkship.
The clinical clerkship year at Washington University School of Medicine comprises 48 weeks of required core clinical experiences. All students on the clinical clerkships have a scheduled 2-week winter recess break, a 3-day spring break and a 2-week break between the end of the third-year clinical clerkships and the start of fourth-year elective rotations (or free time prior to graduation for MSTP students). During every clinical clerkship, each student is expected to participate fully in all activities of the clerkship up until the designated end time of the clerkship or the start time of a holiday break. This regularly requires participation beyond formal weekday hours to include evening and nighttime call and clinical responsibilities on weekends.
If a student is ill or has a personal emergency, (s)he should notify the clerkship course master’s office and the resident supervising his/her clinical team the morning of the absence. If the absence extends beyond two consecutive days, the student should also notify the Office of Student Affairs.
It is recognized that a student may, on a very occasional basis, desire to be excused from clinical activities for professional or significant personal events. For the third year, the Curriculum Evaluation Committee agreed upon the following guidelines regarding the maximum number of days of excused absences (including illness) from clerkships: Students may miss up to 5 days on a 12-week clerkship, 3 days on a 4-week clerkship, and 1 day for a 2-week clerkship without making up the missed time. Students must recognize that clerkship teaching, learning and evaluation are dependent on the student’s presence and participation in every aspect of the clerkship. While students will not be graded down only because of an excused absence, time spent away from the clerkship may decrease learning and impede effective evaluation; students are encouraged to make up missed work on rotations in which this can result in meaningful learning and should discuss this option with the clerkship director. It is the responsibility of the student to directly contact the clinical clerkship course master in writing (by letter or e-mail) to obtain permission for any planned absences well in advance of the planned absence.
At the discretion of the course master, any student who misses portions of the clinical clerkship experiences due to planned and/or unplanned absences that exceed the maximum time may be required to utilize winter recess, spring break or free time at the end of the third year clinical clerkships to complete the 48 weeks of mandatory clinical clerkships.
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Absence Policy for MSTP Students on Clinical Clerkships
It was agreed at the April 17, 2003, CEC-III meeting that MSTP students would be allowed to miss up to three days of any four-week clerkship, and up to nine days of any 12-week clerkship for any reason including interviews. This is a substantially more flexible policy than we have towards the M.D. students, in which we limit the number of days off to two in a four-week period, and five in a twelve-week period. We recognize that for some MSTP students entering competitive specialties with limited interview dates it may be necessary for them to plan far enough ahead in their training to schedule a month for either a very light elective or a free month to allow appropriate flexibility for interviews. The committee also agreed that the MSTP students should be encouraged to: (1) talk with Dr. Kathryn Diemer early for assistance in residency planning; (2) seriously consider coming out of lab a month earlier to allow flexibility for interviewing; and (3) delaying graduation by one year to increase flexibility. When absences are necessary on a clerkship, advanced discussion with the clerkship director will better allow placement on a team to allow maximum educational value. We believe this policy strikes an appropriate balance between increased flexibility for the MSTP students and assuring a meaningful educational experience on the core clerkships.
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Leave of Absence Policy
A. A student may request a leave of absence for academic or personal reasons by submitting a statement in writing to the Office of Student Affairs. Such a statement should include indication of the beginning and anticipated ending dates and a brief statement of the reason (academic or personal). Requests for leave of absence must be approved by the Associate Dean for Student Affairs. Leaves of absence shall be granted for no more than one year, but in unusual cases may be renewed by the CAPES for additional years after discussion with the Associate Dean for Student Affairs. Students requiring a personal leave of absence for medical reasons must submit a supporting letter from the Director of the Student Health Service. A written statement of medical clearance will be required before the student may return from such a leave.
B. If there is a reasonable basis for believing that the continued presence of the student on campus or in clinical rotations poses a substantial threat to the student, to patients or to the rights of others to engage in their normal University functions and activities. The following procedure applies:
1. The Chancellor or his designate may impose an involuntary leave of absence when there is evidence that a student has committed an offense under these rules or the University’s Judicial Code and there is evidence that the continued presence of the student on the University campus or as a participant in a clinical rotation poses a substantial threat to himself or herself, to patients or to the rights of others to continue their normal University function and activities.
2. Imposition of the involuntary leave of absence may result in denial of access to the campus, prohibition of class attendance and/or prohibition of participation in clinical rotations.
3. If an involuntary leave of absence is imposed, the suspending authority shall prepare a written notice of the imposition and shall have the notice mailed certified or personally presented to the student. The written notice shall include a brief statement of the reasons therefore, and a brief statement of the procedures provided for resolving cases of involuntary leave of absence under these rules.
4. The student shall be given an opportunity to appear personally before the suspending authority within five (5) business days from the date of service of the notice of imposition of the involuntary leave of absence. If the student asks to appear personally before the suspending authority, only the following issues shall be considered:
a. Whether the suspending authority’s information concerning the student’s conduct is reliable; and
b. Whether under all the circumstances, there is a reasonable basis for believing that the continued presence of the student on campus or in clinical rotations poses a substantial threat to the student, to patients or to the rights of others to engage in their normal University functions and activities.
5. Within one week of the date of imposition of the involuntary leave of absence, the suspending authority shall either file a statement of charges against the student with the University Judicial Board, and shall have the statement or charges served, by mail or personal service, upon the student and the dean of the school or college or director of the program in which the student is enrolled or initiate proceedings under these rules to convene a Disciplinary Committee.
6. A temporary suspension shall end when
a. rescinded by the suspending authority, or
b. upon the failure of the suspending authority to promptly file a statement of charges with the University Judicial Board or a Disciplinary Committee, or
c. when the case is heard and decided by the University Judicial Board, or the Disciplinary Committee.
Return of students from involuntary leave of absence requires clearance of both the Director of the Student Health Service and the Associate Dean for Student Affairs.
C. Students receiving financial aid should be advised that at the end of sixty (60) days or more leave of absence, the grace period for loan repayment during a leave of absence may be exhausted. In such cases there will be an obligation for the student to start payments. According to the Federal rules under which loans are made, the use of a grace period during a leave of absence will generally mean that the schedule for loan repayment may be changed. Students who are receiving financial assistance should consult with the Financial Aid Office to determine the implications of a Leave of Absence for their financial aid.
D. A student returning from a leave of absence of one year duration or less will maintain the same tuition rate. Students returning after more than one year leave of absence will assume the tuition rate of the class they are rejoining. Appeals of this policy should be submitted in writing to the registrar. Please refer to the section on Registration, Payment of Financial Obligations, Withdrawal and Refund Policy regarding policies on the effect of a leave of absence on tuition and other financially related matters.
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Policy on Student Status and Benefits During Research Years or Leave of Absence
MD/PhD
Student status is maintained while in the research phase of the MD/PhD program. Students are registered in the graduate school during the research years. Both student health and disability coverage are provided by the Division of Biology and Biomedical Sciences.
MA/MD
Student status is maintained while in the research phase of the MA/MD program. Students are registered in the graduate school during the research year. Both student health and disability coverage are provided.
Five-Year MD Program
Research Year Here: Student status is maintained throughout the approved research year. In exceptional circumstances, a second research year may be permitted. The student may receive a stipend, but may not be considered an employee of the university. Students are registered in the School of Medicine. Both disability and student health coverage are required and are payable by the student. Outside funding often covers such fees.
Research Year Away: Student status is maintained throughout the approved research year. Students are registered in the School of Medicine. Both disability and student health coverage are optional with proof of like coverage. The cost of either elected coverage is payable by the student. Outside funding often allows these costs.
Leave of Absence
Leave of Absence Year Here: Student status is not maintained during the leave of absence though benefits of student health coverage and disability insurance are optional throughout an approved leave. Costs are payable by the MD program students. MD/MA and MD/PhD students may request support for these costs from the Division of Biology and Biomedical Sciences if funds are available. The Office of Financial Aid should be consulted for information regarding loan repayment and grace periods when on a leave of absence.
Leave of Absence Year Away: Same as Leave of Absence Year Here
A student returning from a leave of absence of one year duration or less will maintain the same tuition rate. Students returning after more than one year leave of absence will assume the tuition rate of the class they are rejoining. Appeals of this policy should be submitted in writing to the registrar.
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POLICIES RELATED TO PROFESSIONALISM AND CONDUCT
Guiding Principles of Professionalism
A. Preamble:
Medicine is one of the oldest of the learned professions. A professional is one who is in command of a specialized body of knowledge and skills, and is given specific rights not typically allowed to the public. Along with those rights, the professional has specific responsibilities or duties not generally expected of the public.
The singularity of medicine is that it deals with human health. Patients are potentially at their most vulnerable when establishing a relationship with a physician. That the patient’s relationship with his/her physician involves a dependency that encompasses life and death adds further to the uniqueness of this relationship.
The label of professional is not a right but must be earned. The special contract physicians have with society has professionalism as its foundation. Professionalism consists of fundamentally important qualities including altruism, compassion and empathy, respect for patients and health care workers, commitment to ongoing excellence, honesty, trustworthiness, integrity, accountability, recognition of limits, collaboration, and duty to society.
Professional development is an on-going process at all levels of training and practice. The purpose of this document is to outline those elements of professionalism expected of our medical students. It is not meant to be all encompassing, providing exact guidelines for all possible situations. Rather, four broad categories of professional behaviors are described below, with specific principles cited for each in bold print, and examples provided for some of the principles in regular text. While this document was developed with medical students in mind, it is generally applicable to all medical professionals.
B. Professional Responsibility:
1. Students have a responsibility to actively participate in their education and to work to improve the educational environment for future students.
2. Students should have a willingness to pursue life-long, self-directed learning, which is an essential attribute of any professional.
3. Students should act responsibly in their personal and academic lives with regard to meeting deadlines, financial obligations and other comparable responsibilities.
4. Preparation for class and during clinical rotations sets a good example for peers, maximizes every student’s learning opportunity, and demonstrates respect for the teachers and peers.
a. Respecting one’s peers in a classroom or in the hospital setting includes behaviors such as arriving on time, exhibiting respectful body language, listening attentively, turning off cell phones and allowing all present to engage in discussion.
5. Students should report to the appropriate supervisor potentially serious errors that others have committed.
6. Students should contribute to their community.
a. Students are encouraged to participate in the first- and second-year teaching groups.
b.These provide a service to the larger St. Louis community, while teaching students how to communicate with people of diverse backgrounds.
c. Students are encouraged to serve at the Saturday Neighborhood Health Clinic and other community service and teaching activities.
7. Students should be aware of the larger social and economic context in which disease occurs, and take advantage of opportunities to deepen their knowledge about this topic.
C. Competence and Self-improvement:
1. In order to function at the expected level, students should attend to their own physical and emotional health.
a. The experience of being a medical student can be physically and emotionally challenging. Students need to be able to identify when they are overwhelmed to the point where they may not be able to function appropriately. Students are encouraged to seek educational assistance and/or the emotional support of others in these instances.
2. Recognizing and admitting errors in patient care are key to being a good physician.
a. Students should view mistakes as part of learning. Assuming responsibility for mistakes is critical for
professional development.
b. Developing productive strategies for dealing with mistakes and non-confrontational ways of correcting them is essential.
3. Feedback, advice and criticism from residents, fellows and faculty fosters personal and professional development, and should be taken in the context of mentoring.
a. Students should assume that opinions of their faculty/residents/fellows that may seem unclear are usually solidly founded, and accept feedback regarding their performance openly. and maturely from individuals more experienced than they.
b. Students should provide suggestions and examples for improving the mentoring environment by forthrightly evaluating their instructors.
4. Students should identify and correct errors in patient care as soon as possible or notify those who can correct it.
5. Students should balance personal and professional interests.
a. Students should not over-commit.
b. Students should communicate schedule conflicts to course directors, lecturers, and/or house staff.
D. Respect for others and professional relationships:
1. Students should conduct themselves with manners and consideration of all others, and be respectful of others’ time.
2. While individual effort is important in developing a medical knowledge base, much of what students learn in medical school will depend on a collaborative effort with their peers.
a. From the first day of medical school, students should encourage each other and collaborate with their peers when appropriate in the learning environments of lectures, small group discussions, and lab sessions. In doing so, they are laying the foundation for the truly collaborative nature of medicine.
b. During the clinical years, students should understand that their peers are a valuable resource. Likewise, a student should assist peers in patient care responsibilities.
c. In all cases, students should respect the work and learning opportunities of their classmates and they should share educational opportunities with their peers. Professional behaviors include listening to other’s presentations, and encouraging others’ opportunities to present, ask/answer questions, admit patients, participate in surgical cases/procedures, or perform duties.
3. Respect for the ethnic and cultural diversity of classmates provides for a more nurturing environment for all.
a. Students should be aware that their classmates come from a wide variety of religious and ethnic backgrounds and that they will have differing lifestyles and viewpoints. This diversity is an important resource in our community, contributing to personal and professional growth of all.
b. Students should be sensitive to the importance of these issues and should seek opportunities to enhance appreciation of multiple cultures through dialog, educational opportunities, etc.
4. Students should be supportive of peers during difficult times in their personal and professional lives.
a. Students must appreciate that their peers may have issues in their personal or professional lives (e.g. family, medical, academic, or administrative problems) that may affect their interactions with others. In these circumstances, students should make every attempt to be sympathetic and to offer their support to those students.
5. Participation and teamwork enhances the educational experience.
a. The learning process is a partnership between students and faculty. Students should actively participate in this partnership by providing feedback to professors by way of evaluations and surveys.
b. Contributing to the overall functioning of the team maximizes both learning and patient care in the clinical setting.
6. Understanding the appropriate venues for feedback to house staff/fellows/faculty is critical to successfully resolving conflicts .
7. Maintaining a professional relationship with teachers (including faculty/residents/fellows and TAs) is important, especially during times when these teachers are in a position to grade or evaluate the student.
a. Students should avoid behaviors that could potentially be construed as attempting to influence the faculty, for example running personal errands.
b. The University has specific codes and regulations regarding romantic relationships between a student and a teacher, including faculty/resident/fellows (www.wustl.edu/policies/consent.html)
Students engaged in such relationships should review these codes and avoid any situation that can cause potential conflict of interest in the academic setting.
8. Patients should be treated as individuals in the context of their family, culture and community. Personal bias should be subordinated when possible to further the therapeutic relationship.
a. Use of offensive language or gestures is unacceptable.
b. At times, some religious beliefs will require the use of alternative care approaches.
c. Students, like practicing physicians, should not refuse to participate in the care of a patient with a communicable disease unless this represents a meaningful threat to the student’s own health. In contrast, a student who is verbally or physically threatened by a patient may ask to be excused from care of that patient.
9. Students should treat hospital staff with appreciation and respect as they are vital members of the health care team.
E. Honesty and integrity:
1. Student work should be original.
a. Only authorized resources should be used during examinations, quizzes or graded course work. WUSM has a zero tolerance policy for plagiarism. [link to University’s definition]
b. When students are aware that a classmate has submitted work that is not their own (cheated), they should discuss this situation with the Course Master and/or the Associate Dean for Student Affairs.
2. Students must respect patients’ rights and maintain confidentiality, in accordance with HIPAA guidelines.
a. Students should be ever aware that patients are ill and have the right to refuse care, particularly when poorly provided.
b. Patient information should only be discussed with appropriate people at appropriate times.
c. Patient records should not be photocopied carelessly or removed from appropriate areas.
d. Patient information should be disposed of appropriately to prevent careless transmission of patient information.
3. Students should clearly communicate their abilities and level of training to patients.
a. If a student does not know the answer to a patient’s question, it is his/her responsibility to admit this lack of knowledge.
b. Even if other members of the health care team introduce students to patients as “doctor,” the student should never do so as it leads to a false perception of expertise on the patient’s part.
c. Students should always be truthful with the house staff and other medical staff in terms of patient care and never compromise patient care as a consequence of personal gain.
4. Students should not participate in any aspect of patient care if under the influence of a substance that may compromise his/her judgment or otherwise cause the patient harm. Likewise, students should report any member of the health care team who may be participating in patient care while under the influence of a judgment-impairing substance.
5. Any student who is impaired by physical or psychological illness should excuse him/herself from patient care responsibilities, and should also respect recommendations to do so from colleagues or supervisors.
6. Although students are often tired or under stress, they should attempt to maintain an appropriate level of composure at all times.
7. Students should be appropriately attired for all patient care duties.
8. Students should carefully consider their participation in benefits provided by pharmaceutical companies or other medically-related businesses.
9. Students should respect the laws of federal, state and local governments in both professional and private life.
Washington University School of Medicine Professionalism Concern Form
Please see Appendix B in the "Rules Governing Review of Student Performance" booklet.
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Research Integrity Policy
Allegations of breach of research integrity policy are the primary responsibility of the Research Integrity Committee of the School of Medicine. Complaints regarding students enrolled for the M.D. degree will be directed promptly to that committee. The Research Integrity Committee will promptly investigate the charges and report its conclusions and recommendations to the Dean, who will refer the issue to CAPES as a breach of professional integrity if further action is warranted.
For further information, refer to the policy’s web site: www.wustl.edu/policies/research.html
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Policy Against Abusive Conduct
A. Policy Statement
Washington University School of Medicine (WUSM) is committed to having a positive learning and working environment for its students, faculty, and staff. All individuals have the right to enjoy an environment free from all forms of conduct that can be considered harassing, threatening or intimidating. In addition, academic freedom can exist only when every person is free to pursue ideas in a non-threatening atmosphere of mutual respect. WUSM is committed to protecting the academic freedom and freedom of expression of all members of the school community and this policy against abusive conduct will be applied in a manner that protects those freedoms. Abusive conduct is reprehensible and threatening to the careers, educational experience, and well being of all members of our community and will not be tolerated. This policy applies to all students, faculty and staff and is in addition to the Washington University Policy on Sexual Harassment.
B. What is Abusive Conduct?
Abusive conduct is behavior that creates an intimidating environment and is likely to interfere with an individual’s work or education. This conduct can be verbal, visual, physical, or communicated in writing or electronically. Such conduct is typically directed against a particular individual or individuals. It includes, but is not limited to, situations where one person has authority over another. In such situations, abusive conduct is particularly serious because it may unfairly exploit the power inherent in a faculty member’s or supervisor’s position.
1. Examples of conduct that may be considered abusive include but are not limited to:
a. Threatening or intimidating behavior or words (written or oral)
b. Obscenities/profanities (verbal or gestures) directed at a person
c. Threatening or obscene gestures, jokes or cartoons
d. Degrading a person or a group on the basis of a personal or cultural characteristic
e. Taunting, jeering, mocking or humiliating another person through acts or words
f. Screaming and/or yelling at or around others
g. Insulting someone, especially in the presence of others
h. Endangering the safety of an individual or individuals
2. In considering a complaint under this policy, the following understandings shall apply:
a. Abusive conduct must be distinguished from behavior which, even though unpleasant or disconcerting, is appropriate to the carrying out of certain instructional, advisory, or supervisory responsibilities. In the context of patient care clear and direct communication may be necessary in order to deliver safe, effective, appropriate and timely clinical treatment.
b. Instructional responsibilities require appropriate latitude for pedagogical decisions concerning the topics discussed and methods used to draw students into discussion and full participation.
The fact that someone did not intend to be abusive is generally not considered a sufficient defense to a complaint, although the reasonableness of the accuser’s perceptions may be considered. In most cases, it is the characteristics and the effect of the behavior on the complainant and whether a reasonable person would find the conduct abusive that determines whether the behavior was abusive.
C. Reporting Abusive Conduct
The Medical School can respond to specific instances and allegations of abusive conduct only if it is aware of them and therefore encourages anyone who believes that he or she has experienced abusive conduct to come forward promptly with inquiries, reports, or complaints and to seek assistance. In addition, any faculty member, manager, or employee who becomes aware of instances or allegations of abusive conduct, by or against a person under his or her supervisory authority, is required to report it to the appropriate dean, director, department head or other similar administrator or to the Human Resources Department. Once a complaint is received, it is the responsibility of the dean, director, department head or similar administrator to respond to the allegations and reports of abusive conduct and take corrective action, if appropriate, or to work with Human Resources to develop such a response and corrective action, if appropriate. All complaints and their resolution must be reported to Human Resources.
D. Protection of Rights
1. Retaliation
a. Definition: Retaliation means conduct that adversely affects another’s terms or conditions of employment or education and has the effect of harming a person for filing a complaint or for participating in the investigation. Retaliation can take many forms. Examples include but are not limited to:
• Reassignment of work duties without good reason
• Loss of job benefits (i.e., travel)
• Loss of salary
• Termination
• Threats
b. Against the Complainant: It is a violation of this policy to retaliate against persons who report or make a charge of abusive conduct or against those who testify, assist, or participate in any investigation involving a complaint. Any such retaliation – or any encouragement of another to retaliate – is a violation of this policy, independent of whether the particular claim is substantiated.
c. Against the Respondent: Lodging a complaint is not proof of prohibited conduct. A complaint shall not be taken into account during reappointment, tenure, promotion, merit, or other evaluation or review until a final determination has been made that the policy has been violated.
2. Knowingly False or Malicious Complaints:
Accusations of abusive conduct typically have injurious and far-reaching effects on the careers and lives of accused individuals. Therefore allegations must be made in good faith and not out of malice. Knowingly making a false or frivolous allegation will not be tolerated and will subject the person making such a report to disciplinary action.
E. Possible Sanctions
Possible sanctions for a person found to exhibit abusive conduct include but are not limited to the following:
In many situations, the following examples of sanctions may be sufficient.
• oral or written reprimand
• required attendance at a sensitivity program
• apology to the victim
• oral or written warning
In certain situations, the following sanctions may also need to be considered.
• loss of salary or benefit, such as sabbatical or research or travel funding
• loss of non-salary benefits (i.e., travel funding)
• demotion
• suspension, probation, termination
While counseling is not considered a sanction, it may be offered or required in combination with sanctions.
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Washington University Policy on Sexual Harassment
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Drug and Alcohol Policy
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Washington University Policy on Discriminating Harassment
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Washington University School of Medicine Guidelines for Professional Conduct in Teacher/Learner Relationships
I. Goals of Policy
1. To define standards of conduct among all members of the Washington University Medical Center community generally, and specifically within the teacher/learner relationship.
2. To specify a procedure for reporting potential student mistreatment or abuse.
3. To create an administrative mechanism for handling alleged incidents of mistreatment or abuse.
4. To develop a monitoring system to identify individuals or departments whose abusive behavior persists despite intervention.
II. Preamble
The goal of the Washington University Medical Center is to provide patient care, medical education, and biomedical research of the highest quality. Accomplishing this goal depends in part on an atmosphere of mutual respect and collegiality among all those who work here. Disrespectful or abusive conduct of any kind at the Medical Center will not be tolerated. To this end, the School’s Committee on the Professional Treatment of Medical Students endorses the Professional Service Commitments outlined by Washington University School of Medicine, as well the standards put forth by the Barnes-Jewish Hospital BJH Cares campaign. These documents address the broad issues of respectful behavior among all members of our Medical Center community. The current document focuses instead on the special issues presented by the teacher/learner relationship, and applies to all years of the medical school curriculum.
Our students are exceptionally talented individuals, dedicated to becoming outstanding physicians, who have selected this medical school for their training. Effective learning is possible only in an environment where students can trust their teachers to treat them fairly and with respect. The teacher may be a faculty member, resident, student, or other member of the health care team. One manner in which the teacher/learner relationship is unique is that students are vulnerable, depending on many of their teachers for evaluations and recommendations. In addition, medical education includes mastering not just pathophysiology but also the essentials of professional behavior. Students learn professional behavior primarily by observing the actions of their teacher role models. Unprofessional, disrespectful or abusive behavior by teachers is antithetical to standards of professional conduct that medical students are expected to master. These behaviors by teachers may also be self-perpetuating, as students come to believe that such behavior is appropriate when they assume the role of teacher.
III. Responsibilities of Teachers and Learners
The teacher-learner relationship confers rights and responsibilities on both parties. Behaving in ways that embody the ideal student-teacher relationship fosters respectful behavior, minimizes the likelihood of student mistreatment or abuse, and optimizes the educational experience for students.
A. Responsibilities of Teachers
• Be prepared and on time.
• Provide learners with most current materials.
• Treat students fairly, respectfully, and without bias related to their age, race, gender, sexual orientation, disability, religion or national origin.
• Give students timely, constructive and accurate feedback.
• Distinguish between the Socratic method, where insightful questions are a stimulus to learning and discovery, and over-aggressive questioning, where detailed questions are repeatedly presented with the endpoint of embarrassment or humiliation of the student.
B. Responsibilities of Learners
In all settings:
• Be courteous and respectful of teachers and fellow students regardless of their age, race, gender, sexual orientation, disability, religion or national origin.
• Treat fellow students as colleagues, not competitors.
• Take responsibility for maximizing your educational experience by addressing conflicts and discomforts which may impede your learning.
• Be an enthusiastic learner.
• Be trustworthy and honest.
• Know your limitations and ask for help when needed.
In the clinical setting:
• Put the patients’ welfare first.
• Know what’s going on with your patients.
• Take the initiative to educate yourself about their illness.
• Put patient welfare ahead of your educational needs.
• Treat all patients and members of the health care team respectfully, regardless of their age, race, gender, sexual orientation, disability, religion or national origin.
• Be compassionate.
• Respect patients’ privacy.
IV. Unprofessional and Abusive Behaviors
The responsibilities of teachers and students listed above constitute examples of respectful and professional behaviors. These should be our standards. Some behaviors which fall outside of these guidelines are clearly abusive. More commonly, however, they represent poor judgment, unprofessional behavior or mistreatment. Determining whether a given behavior constitutes abuse or unprofessional behavior is often a matter of perception. It involves a subjective assessment of the intentions of the doer and how the behavior in question was perceived by the recipient. The behaviors listed below in Section A are clearly abusive. Students who feel they may have been abused should discuss the incident or behavior in question with the individuals listed in Section V of this policy. Other disrespectful or unprofessional behaviors, such as (but not limited to) those noted in Section B, may also disrupt the student’s educational experience. Students who feel they have been treated in this manner may also discuss the incident or behavior with other students, faculty members or residents, coursemasters, or the individuals listed in Section V of this policy. Students are encouraged to take responsibility for addressing issues which may be detrimental to their educational experience.
A. What is Clearly Student Abuse
1. Unwanted physical contact (such as hitting, slapping, kicking, pushing) or threats of same.
2. Sexual harassment (see the institution’s policy on sexual harassment above).
3. Discrimination based on age, race, gender, sexual orientation, disability, religion or national origin.
4. Requiring students to perform personal chores (i.e., running errands, babysitting, etc).
B. Disrespectful or Unprofessional Behavior
(This list is not intended to be all-inclusive,
but to provide examples of inappropriate behaviors.)
1. Repeated questioning of a student with the primary intent to humiliate or embarrass.
2. Grading based on factors other than performance or merit.
3. Coercing students to do something they find morally objectionable.
4. Public humiliation.
5. Requiring excessive menial, noneducational chores. Work related to the care of patients contributes to the efficient functioning of the team, but must be balanced with educational opportunities.
V. What to Do If You Believe That You Have Been Abused or Mistreated
First, carefully examine the circumstances of the incident or incidents which occurred. Discuss the event with someone else who witnessed it, or with another student or individual whose judgment you trust. Do they come under the behaviors listed in Section A above? If so, meet with your coursemaster and describe what happened. If the coursemaster takes action to settle the complaint, he/she will submit a written report of these actions to the Associate Dean for Medical Student Education. If you are not satisfied with your interaction with the coursemaster, or do not feel comfortable approaching him/her, meet with the Associate Dean for Medical Student Education. The Associate Dean will follow the procedure listed below.
If you determine that you have been treated disrespectfully or in an unprofessional manner, but have not been abused as described in Section A above, it may still be appropriate to pursue your complaint. You may do this by directly approaching the person whom you feel mistreated you, or by seeking assistance from another student, faculty member, resident, the coursemaster, or the Associate Dean for Medical Student Education. The goal of this process is to foster your educational experience by minimizing behaviors which detract from it.
The University will keep confidential all records of complaints, responses and investigations, to the extent permitted by law. Please refer to the University’s policy on sexual harassment above for details regarding confidentiality.
VI. Procedure for Handling Complaints of Student Abuse
The Associate Dean for Medical Student Education will be responsible for hearing complaints of student abuse (as described under Section A above) which are not settled at the coursemaster level. (Complaints settled by the coursemaster will also be relayed to the Associate Dean in writing.) He/she will be responsible for reviewing the complaint and obtaining additional information. If the initial review discloses that the complaint warrants further review, he/she will convene an ad hoc committee to hold a hearing. The accused will be notified in writing of the complaint and the policy for handling such complaints, and will be invited to attend the hearing. A confidential copy of the notification will be sent to the accused’s department chair (for faculty and residents), training program director (for residents), or the Associate Dean for Student Affairs (for students).
If, however, the initial review discloses that the complaint has no merit, the Associate Dean for Medical Student Education will dismiss it. The student will be notified and may appeal to the Associate Dean for Student Affairs, who will convene an ad hoc committee to address the complaint.
The ad hoc committee will meet to review the facts of the complaint, and may receive written or oral testimony. All materials will be held confidential by the committee. The accused may attend the hearing, and will be provided the opportunity to rebut the complaint. The chair of the ad hoc committee will submit a written report of the committee’s findings to the Associate Dean for Medical Student Education. The Associate Dean will notify the accused and the student in writing of the findings. The department chair, program director or Associate Dean for Student Affairs will also be notified (see above), and will be responsible for determining disciplinary actions, which will not be disclosed to the accusing student. The Associate Dean for Medical Student Education will be notified in writing of any disciplinary action taken. Record of the proceedings will be kept by the Associate Dean for Medical Student Education. All complaints of student abuse brought to the Associate Dean will be cross-checked to determine if the accused has been cited previously.
VII. Appeals Process
If the accused is a faculty member and wants to appeal the decision of the ad hoc committee or the disciplinary action of the supervisor, a written appeal may be submitted to the University’s Committee on Faculty Rights, which will follow its policy for review. If the accused is a resident physician, a written appeal may be submitted to the Associate Dean for Graduate Medical Education.
If the accused is a student, a written appeal may be submitted to the Dean of the School of Medicine. The Dean or his designate will conduct an appeal review by examining the proceedings of the ad hoc committee as well as any new facts the accused student offers for consideration. The Dean or designate will notify the accused student in writing of his decision. There will be no further appeal.
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Washington University School of Medicine Tobacco-Free Policy
Effective June 11, 2008
It is the policy of the University to provide a healthy, comfortable and productive work and learning environment for all faculty, staff and students. All smoking and other use of tobacco products are strictly prohibited within the School of Medicine buildings and on our property, including during breaks and meal times. This policy applies to the entire School of Medicine community, including, but not limited to all faculty, staff, students, patients, contractors and visitors.
Individuals within the WUSM community are not permitted to smoke or use tobacco products within WUSM owned, leased or occupied facilities or on WUSM owned, leased or occupied property. This includes:the physical campuses; parking facilities and lots (including in personal vehicles at these locations); WUSM owned, leased or rented vehicles; within 25 feet of entryways or exits; near air intakes; or near fire/explosion hazards; any worksites in which individuals within the WUSM Community work.
If individuals within the WUSM community smoke or use tobacco products off WUSM properties, they are expected to be respectful of residents, hospitals and businesses neighboring WUSM facilities. They should not loiter in front of homes, hospitals or businesses near WUSM facilities and must discard tobacco products in appropriate receptacles.
Violations of the policy may result in disciplinary action.
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HIPAA Policies
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Washington University Computer Use Policies
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POLICIES RELATED TO STUDENT RIGHTS, PROCEDURES, AND SERVICES
Policies for Students with Disabilities
It is the goal of Washington University to assist students with disabilities in removing the barriers their disabilities may pose and provide support in facing the challenge of pursuing an education at Washington University.
Washington University recognizes and accepts its professional, legal and moral responsibility to avoid discrimination in the acceptance and education of qualified students with disabilities and to provide reasonable accommodations to such students consistent with the principles embodied in the law. These guidelines apply to students seeking admittance as well as to those who become disabled while they are enrolled.
Washington University makes every effort to insure that all qualified applicants and students can participate in and take full advantage of all programs and opportunities offered within the University. Washington University encourages and gives full consideration to all applicants for admission. Washington University does not discriminate in access to its programs and activities on the basis of age, sex, sexual orientation, race, disability, religion, color, or national origin.
All students in educational programs at the School of Medicine, those seeking admittance, as well as those who become disabled while they are enrolled, must possess those intellectual, ethical, physical, and emotional capabilities required to undertake the full curriculum and to achieve the levels of competence required by the faculty and the profession.
In this regard, we will be guided by the principles outlined below.
A. Responsibilities of the Student
1. Disclosure of Disability
It is the responsibility of a student who has a disability to disclose it and request accommodation from the Dean for Student Affairs or Program Director. The School encourages students with disabilities to identify themselves as early as possible in order to optimize the mobilization of resources and available accommodations.
2. Diagnosis of Disability
Students who are in academic difficulty that might be a consequence of a disability are encouraged to avail themselves of diagnostic services that may lead to accommodations. Furthermore, such students are encouraged to explore with the administration of their academic unit the possibility of a disability if the inquiry is relevant to educational performance and there is evidence of educational performance problems.
3. Documentation of Disability and Request for Accommodation
The disability, its functional impact and requested accommodation(s) must be documented. If the student discloses a disability and requests accommodation, the School requires documentation of the disability from a qualified professional. The student is financially responsible, unless there are extraordinary and compelling circumstances, for the costs related to the documentation by an appropriately educated and trained professional. The information provided by the professional must be factual, objective and technically valid, and must establish clearly that the disability substantially limits one or more of the student’s major life activities. The professional(s) who evaluate the student should identify options for management of the disability. Based on this information, the affected student then should request in writing the accommodations which he or she requests be made. The Dean for Student Affairs or Program Director and the student should work together to arrive at reasonable accommodations. The School may also require a second expert opinion for which the School may be financially responsible under extraordinary and compelling circumstances. The School reserves the right to request as much detailed information from the student and/or the professional(s) as is necessary to assess the scope of the disability and/or the reasonable accommodations.
B. Responsibilities of the School
1. Review of Requests for Accommodation
Requests for accommodations will usually be reviewed by the Dean for Student Affairs or Program Director. An ad hoc assessment team may be convened which may include the Dean for Student Affairs, the educational Program Director (or curriculum supervisor), selected members of the Disabilities Oversight Committee (See Section B.5 below) and other consultants as appropriate to the individual circumstances. The assessment team usually should include: (1) individuals who understand the curriculum in question; (2) a person who is knowledgeable about the Americans with Disabilities Act; (3) a person with authority to authorize accommodations and cause them to be implemented.
2. Responsibilities for Accommodation
The School of Medicine is responsible for the costs incurred in making accommodations which are not unduly burdensome or unreasonable. Accommodations may include but may not be limited to academic modifications which do not fundamentally alter the nature of the program, auxiliary services, modifications of the circumstances and methods of qualification examinations, classroom modifications and others. The School’s responsibility to accommodate ends when a student with a disability: (1) refuses reasonable accommodations; (2) is unable, with reasonable accommodations, to fulfill the essential requirements of the program; (3) fulfills the essential requirements and graduates; or (4) transfers to another institution. The School is not required to provide an accommodation which fundamentally alters the nature of the program, is unduly burdensome or is unreasonable.
3. Confidentiality
Information pertaining to a student’s disability and accommodations will be maintained in a file that is kept confidential and separate from the student’s academic record. Appropriate faculty, staff and administrators may be informed regarding the disability, limitations, restrictions, and accommodations when they have a need to know such information.
4. Application of the CAPES Policies
The policies and procedures of the School regarding promotion and retention are contained in the CAPES Policies for each academic unit. These policies and procedures govern the relationship between the School and all students, including those with disabilities. The School is not obligated to retain a student with a disability who poses a significant threat to the health or safety of others when there is no reasonable accommodation that either eliminates or sufficiently reduces that risk.
5. Disabilities Oversight Committee
There shall exist a standing Disabilities Oversight Committee composed of members designated by the Dean of the School of Medicine. The committee shall have the following responsibilities: periodic review of requests for accommodations and accommodations granted, provide recommendations regarding accommodations for disabilities, to serve as requested on disability appeals committee. This group serves as a resource regarding issues of significance to the institution and to students with disabilities.
C. Appeals
A student with a disability who believes that a request for accommodation has been improperly denied or who perceives that he or she has been discriminated against on the basis of a disability should direct his or her appeal to the Dean of the School of Medicine. As needed, the Dean of the School of Medicine may assemble an advisory group to review appeals and make recommendations. This group may include, but may not be limited to, the following: the chair of the committee that oversees academic evaluation and advancement of students for the particular academic unit, students, and/or representatives of the Disabilities Oversight Committee.
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University & Medical School Policy on Student Rights Under Family Educational Rights and Privacy Act (FERPA)
The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their education records. They are:
A. The right to inspect and review the student’s education records within 45 days of the day the University receives a request for access.
Students should submit to the registrar, dean, head of the academic department or other appropriate official, written requests that identify the record(s) they wish to inspect. The University official will make arrangements for access and notify the student of the time and place where the records may be inspected. If the records are not maintained by the University official to whom the request was submitted, that official shall advise the student of the correct official to whom the request should be addressed.
B. The right to request the amendment of the student’s education records that the student believes are inaccurate or misleading.
Students may ask the University to amend a record that they believe is inaccurate or misleading. They should write the University official responsible for the record, clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading. If the University decides not to amend the record as requested by the student, the University will notify the student of the decision and advise the student of his or her right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the student when notified of the right to a hearing.
C. The right to consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent that FERPA authorizes disclosure without consent.
One exception which permits disclosure without consent is disclosure to school officials with legitimate educational interests. A school official is a person employed by the University in an administrative, supervisory, academic, research, or support staff position (including law enforcement unit personnel and health staff); a person or company with whom the University has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees; or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if that official needs to review an education record in order to fulfill his or her professional responsibility. Upon request, the University discloses education records without consent to officials of another school in which a student seeks or intends to enroll.
D. The right to file a complaint with the U.S. Department of Education concerning alleged failures by the University to comply with the requirements of FERPA.
The name and address of the Office that administers FERPA is: Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, S.W. Washington, D.C. 20202-4605
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Student Academic Records and Transcripts
The Family Educational Rights and Privacy Act of 1974 (FERPA) provides current and former students of the University with specific rights of access to and control over their student record information. In compliance with the statute, appropriate federal regulations, and guidelines recommended by the American Association of Unviersity Registrars and Admission Officers, the University has adopted procedures that implement these rights.
A copy of the University policies regarding educational records and the release of student record information may be obtained online at medschool.wustl.edu/students/FERPArights.html
Transcript requests may be made in person or by writing to the Registrar’s Office. Faxes are accepted: (314) 362-4658. The written request must include your name, signature, date of birth and approximate dates of attendance.
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Washington University Medical Campus Policy on HIV and HBV Infection
In 1992, the Executive Faculty of the School of Medicine formally adopted a Medical Campus policy on Human Immunodeficiency Virus (HIV) and Hepatitis B virus (HBV) infections. This policy was updated in 2001 to include Hepatitus C virus (HCV) infections. The purpose of the policy is to provide guidelines to prevent or reduce the transmission of these infectious agents between patients and health care workers.
The policy deals with: 1) the University’s responsibilities to infected patients (including obligation to treat, confidentiality and appropriate serologic testing), 2) appropriate health and safety precautions and procedures for faculty, students and staff (including compliance with CDC guidelines, blood and body fluid precautions and handling of needles or sharp instruments), and 3) the University’s responsibilities to faculty, staff or students who are infected with HIV, HBV or HCV infection (including admission to medical school, participation in clinical rotations, serologic testing confidentiality and medical treatment).
The policy makes a distinction between class I activities (those involving no risk of transmission from infected health care workers to patients, such as routine physical examinations, dressing changes, intravenous line placement) and class II activities (those that involve the potential for transmission of HIV, HBV or HCV from infected health care workers to patients, such as invasive surgical procedures in which trauma to a health care worker is possible).
This policy is comprehensive, and a complete copy is available to any interested student through the Office for Student Affairs.
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Student Computing Services Policies
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Liability Insurance
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Technical Standards Statement
Graduates of Washington University with a Doctor of Medicine degree are expected to have broad competence in the basic skills that underlie the general practice of medicine and surgery. All graduates must be able to take a history, examine a person, synthesize the findings into a diagnosis and plan of evaluation and treatment independently. Thus, medical students must possess the requisite sensory, motor, communicative and cognitive capabilities to accomplish these requirements in a reliable manner in order to be competent and safe medical practitioners.
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Non-Discrimination Statement
Washington University encourages and gives full consideration to all applicants for admission, financial aid, and employment. The University does not discriminate in access to, or treatment or employment in, its programs and activities on the basis of race, color, age, religion, sex, sexual orientation, national origin, gender identity or expression, veteran status, or disability. Present Department of Defense policy governing all ROTC programs discriminates on the basis of sexual orientation; such discrimination is inconsistent with Washington University policy. Inquiries about compliance should be addressed to the University’s Vice Chancellor for Human Resources, Washington University, Campus Box 1184, One Brookings Drive, St. Louis, MO 63130. The School of Medicine is committed to recruiting, enrolling and educating a diverse student body.
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Student Constitution and Bylaws of the Washington University School of Medicine Medical Student Government
Article I:
Name, Purpose, and Membership
A. The name of this organization shall be the Medical Student Government of The Washington University School of Medicine.
B. The purpose of the Medical Student Government shall be the advancement of student interests and welfare to achieve excellence in academic pursuits and professional interactions.
C. The Medical Student Government shall represent all students pursuing a medical degree who are in good standing with the University.
Article II:
Class Officers
A. Offices: Each Class shall elect the following officers: President, Medical Education Representative (MER), Representative to the Organization of Student Representatives (OSR Rep) of the Association of American Medical Colleges (AAMC), Representative to the Graduate-Professional Council (GPC Rep), and a Social Chair/Committee.
B. Duties: Each class officer shall have specific responsibilities:
1. President: Each class shall elect one President.
This person shall serve as the official spokesperson for the class in dealings with the Student Government and with the University. The President shall disseminate information regarding medical student affairs and activities. The President shall have oversight and approve of all moneys spent by the Social Chair/Committee. The President shall perform any and all duties that are unique to the class represented.
2. MER: The MER shall represent the class at all meetings of the MERs and Curriculum Evaluation Committee and serve as a liaison between students and faculty on curricular matters. The MER shall poll the class as needed regarding course evaluations and selection of recipients for the various Faculty Awards presented each year.
3.OSR Rep: The OSR Rep shall keep class members up to date with news from the OSR and from the AAMC. The OSR Rep shall represent the University at regional and national meetings of the OSR under an agreement with the University.
4. GPC Rep: The GPC representatives shall represent the School of Medicine at GPC meetings and shall inform the GPC of issues affecting the School of Medicine, learn about issues affecting other schools, discuss and find solutions to problems affecting the whole graduate and professional student population, and plan and advertise social activities that foster communication between all graduate and professional students. The Reps shall be the liaison to the other programs within the School of Medicine, as well as to the rest of the University community. In addition, the four Reps will divide the responsibilities of serving on the Professional and Graduate Students Coordinating Committee (ProGrads), the Medical Campus Committee (temporarily named), and other inter-school/division committees as needed.
5. Social Chair/Committee: The Social Chair/Committee shall organize social functions for class members and interact with other Social Chairs/Committees to organize social functions with other classes and within the University community. The Social Chair/Committee shall consult and obtain approval from the class President for all moneys spent on such functions.
C. Elections: An Election Official designated by the Student Government shall be responsible for the organization and execution of all elections held for offices specified under the Constitution, including President, MER, OSR, GPC, and social chair. Elections shall be held for each of the class officer positions according to the following format:
1. Voting Eligibility: All students who will be a member of the class during the term for which the elected officers will serve will be eligible to vote in the election. For elections for first- and second-year offices, a member of the class will be considered to be an individual who is currently planning on taking the MD course of study for the upcoming year. For elections for third- and fourth-year offices, a member of the class will be considered to be an individual who is planning on taking the MD course of study anytime during the upcoming two years, including any individual planning to pursue an MA degree for one year during either the third or fourth year of medical school. Efforts should be made by the appointed election official to extend the opportunity to vote to students who will be entering their respective classes in the upcoming year, including but not limited to the large number of MD/PhD students returning for their clinical clerkships.
2. Nominations: All students who will be a member of the class during the term for which the elected officers will serve, as defined in Article II. C. 1., will be eligible to be nominated for the election. Nominations for each office shall be held starting at least one week prior to the election and ending no later than three days prior to the election. Nominations shall be submitted in writing to the Election Official. Any student eligible to run for office may nominate him/herself or another medical student in good standing. Candidates must have the firm intention of carrying out all the duties and obligations of the office for the entire term.
3. Elections and Terms: All terms shall begin upon election. Regular elections shall be held according to the following schedule:
a. First Year: Elections shall be held within three to six weeks of the beginning of the first-semester classes. Each position carries a term of one academic year.
b. Second Year: Elections shall be held within six weeks prior to the completion of the first academic year. Each position carries a term of one academic year.
c. Third and Fourth Year: Elections shall be held within six weeks prior to the completion of the second academic year. Each position carries a term of two academic years.
4. Class Officer Balloting: To be elected a candidate must receive a simple majority (greater than 50 percent) of the votes cast for that particular office by at least a quorum of one-half of the eligible voters. Write-in candidates shall be allowed on this ballot. Absentee ballots shall be allowed if they are given in writing to the Election Official prior to the day of election. Ballot counting shall be the responsibility of the Election Official under the observation of a witness agreeable to all candidates.
5. Class Officer Runoff Procedures: If no candidate receives a simple majority for a particular position, a runoff between the top two candidates shall be held within three days of the initial election. Write-in candidates will not be allowed on this ballot. To be elected a candidate must receive the most votes cast for that particular office by at least a quorum of one-half of the eligible voters.
6. Social Chair Election Procedure: Social chair elections will be conducted in conjunction with MSG class officer elections. A maximum of four social chairs can be elected into office. Candidates do not have to receive a majority of votes to be elected into office. All other MSG election procedures apply.
7. Appeals: All decisions are made by the Election Official during the election period. Appeals may be made by a candidate in writing to the Chair of the Medical Student Government and will be reviewed and ruled on by a group consisting of the current President, MER, OSR, and GPC from each of the four classes; the decisions of this group will be considered final.
8. Vacant Offices: If any office is vacated before its set term, an election will be held for that office using the procedures outlined above within three weeks of the vacancy. If a current class officer runs for the vacated office, that officer must vacate the post he/she occupies.
9. Removal from Office: In the unfortunate event that a class officer is not fulfilling his/her obligations and duties, MSG by a two-thirds majority of a quorum of one-half may vote to recommend that an officer be removed from office to the class that elected the officer. A vote of recall shall then be held within one week. If a three-fourths majority of a quorum of two-thirds of a class votes to recall the officer, the officer shall be removed from office. An election for vacant office shall then be held.
D. MD/PhD Research Students: There shall be two Representatives of the MD/PhD students who are outside the core medical curriculum. These Representatives shall be selected by a method chosen by the Medical Scientist Training Program (MSTP.) In addition, these individuals shall be full voting members of the MSG. Each Representative shall serve a two-year term, with elections for one Representative each summer, so the terms of the two Representatives overlap by one year.
E. Technology Liaison: The responsibilities of the class appointed Technology Liaison include serving as the representative to the administration regarding the availability and utilization of technology and addressing related class concerns. In addition, the Technology Liaison will work with Instructional Technologies and Library Systems (ITLS) to provide new services and assist the MER with technology-related education initiatives. One Technology Liaison will be appointed for each medical school class after the class-wide elections have taken place. After a call for applications from the class, the four (4) elected MSG members of that class review each application and select the Technology Liaison by consensus. The term of the Technology Liaison will be the same as the elected officials of that class.
Article III:
The Medical Student Government
A. Membership: The Student Government shall consist of the President, the MER, the OSR Rep, and the GPC Rep from each of the four classes, as well as a Representative of MD/PhD Students. In addition, the Student Government may offer a non-voting position to a duly elected representative of any student group which is recognized nationally, regionally or within the Medical School so long as such a group is open to all medical students without discrimination and that such a group is not in conflict with the goals of the Student Government.
B. Purpose and Responsibilities: The Student Government shall carry out the business of the Student Government pursuant to the goals stated in Article I. The purpose of the Student Government shall be to represent and promote the interests and concerns of the medical student body through activities including but not limited to:
1. Forming and representing official student body opinions for interaction with the University, its Administration and other groups associated with medical education.
2. Serving as a forum for interaction between student groups.
3. Serving as a forum for student-initiated curricular review and reform in the pursuit of academic excellence.
4. Promoting interaction among the School of Medicine students, faculty and administration, and with the wider University community.
5. Establishing a funding mechanism and budget with the associated collection and disbursements of funds for activities pursuant to goals stated in Article I.
6. Organizing elections for class officers and any other official representative of the student body at large.
7. Exercising any such additional authority as may be granted to it by the School of Medicine or by other organizations, so long as such authority is consistent with the purposes stated in Article I.
8. Posting agenda of all meetings for public reference.
9. Formulating all rules and bylaws necessary for the Student Government to carry out the responsibilities and powers granted through this constitution. Such rules and bylaws shall require a simple majority of a quorum of two-thirds of the voting Student Government members.
10. The Student Government shall meet regularly and at intervals of no more than six weeks.
11. Representatives from the various student groups sitting on the Student Government shall keep the Student Government informed of all activities associated with their posts in the form of a written brief to be presented at the Student Government meeting as appropriate for their group’s activities.
C. Student Government Offices: There shall be a Student Government Chair and Vice-Chair elected from the voting members of the Student Government. Election shall require a simple majority of the voting Student Government. The election shall be held within six weeks prior to the completion of the academic year. The terms of these offices shall be one academic year.
1. Student Government Chair: The Student Government Chair shall preside at all meetings of the Student Government and have specific responsibilities:
a. The Chair shall serve as official representative and spokesperson for the Student Government to the University, its Administration, and to other groups associated with medical education.
b. The Chair shall be responsible to ensure the duties of the Student Government are carried out efficiently and in a timely manner.
c. The Chair shall report the names of the Class Officers to the Dean, and post such a list for public reference.
d. The Chair shall be responsible for overseeing and maintaining records and to set the agenda for such meetings in written form for distribution to Student Government members prior to each meeting.
e. The MSG shall be responsible for overseeing and maintaining records of all financial transactions of the Student Government. The second-year class president shall regularly update the Student Government on its financial standing, and must make all financial records available to any medical student, member of the Administration, or to any official of the University. All transactions shall require the signatures of the Chair and the Vice-Chair.
f. The Chair shall be empowered to call for standing and ad hoc committees to evaluate and make recommendations about specific areas of concern to the Student Government, the School of Medicine and its students. MSG shall appoint these committees.
g. The Chair shall be empowered to designate another Student Government member to take on one or more of his/her duties.
Article IV:
Ratification and Amendments
A. In 1993 this Constitution was ratified by a 2/3 majority of a quorum of one-half of the student body pursuing a medical degree.
B. This Constitution can be amended by either a 2/3 majority of a quorum of one-half of the students in their first, second, and third years, or by a unanimous vote of the elected members of the Medical Student Government.
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Class Officers
Fourth-Year Class Officers
President
Amit Patel
Medical Education Representative (MER)
Huay-Zong Law
Representative to the Organization of Student Representatives (OSR Rep)
Lina Nayak
Representative to the Graduate Professional Council (GPC Rep)
Aggie Bielksa
Third-Year Class Officers
President
Jonathan Byrd
Medical Education Representative (MER)
Alex Edwards
Representative to the Organization of Student Representatives (OSR Rep)
Kal Clark
Representative to the Graduate Professional Council (GPC Rep)
Ameet Thaker
Second-Year Class Officers
President
Ryan Anderson
Medical Education Representative (MER)
David Levine
Representative to the Organization of Student Representatives (OSR Rep)
Elizabeth Davlantes
Representative to the Graduate Professional Council (GPC Rep)
Leisha Elmore
First-Year Class Officers
President
Elaine Khoong
Medical Education Representative (MER)
Jennifer Hranilovich
Representative to the Organization of Student Representatives (OSR Rep)
Michael Verre
Representative to the Graduate Professional Council (GPC Rep)
Jared Wilkinson
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