DATA COLLECTION INSTRUMENT FOR PRELIMINARY ACCREDITATION.

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1 DATA COLLECTION INSTRUMENT FOR PRELIMINARY ACCREDITATION 1

2 STANDARD 6: COMPETENCIES, CURRICULAR OBJECTIVES, AND CURRICULAR DESIGN The faculty of a medical school define the competencies to be achieved by its medical students through medical education program objectives and is responsible for the detailed design and implementation of the components of a medical curriculum that enable its medical students to achieve those competencies and objectives. Medical education program objectives are statements of the knowledge, skills, behaviors, and attitudes that medical students are expected to exhibit as evidence of their achievement by completion of the program. 2

3 OVERVIEW: SUPPORTING DOCUMENTATION FOR STANDARD 6 Table Planned Year/Phase 1 Instructional Formats Source: School-reported Using the academic year when the charter class will be in the first year of the curriculum, list each first-year course and provide the total number of instructional hours for each listed instructional format. Note that small group includes casebased or problem-solving sessions. Provide the total number of hours per course and instructional format. Provide a definition of other if selected. Add rows as needed. Course Introduction to Ethics and Professionalism Lecture* (see column labeled Other) Number of Formal Instructional Hours Per Course Lab Small Group Patient Contact Other (Describe) Faculty-led guided discussions, case-based, interactive, large group Total Introduction to Public Health Epidemiology and Biostatistics Anatomy Histology Cellular and Molecular Science Introduction to Pharmacology Pathobiology Hematology/Oncology Microbiology and Infectious Diseases Neuro-endocrine control of systems Cardiovascular system Pulmonary system Urinary system Art and Practice of Medicine Total

4 Table Planned Year/Phase 2 Instructional Formats Source: School-reported Using the academic year when the charter class will be in the second year of the curriculum, list each second-year and provide the total number of instructional hours for each listed instructional format. Note that small group includes casebased or problem-solving sessions. Provide the total number of hours per course and instructional format. Provide a definition of other if selected. Add rows as needed. Course Lecture* (see column labeled Other) Number of Formal Instructional Hours Per Course Lab Small Group Patient Contact Other (Describe) Faculty-led guided discussions, case-based, interactive, large group Gastrointestinal system Endocrine system and metabolism Nutrition Reproductive system Nervous system Psych Musculo-skeletal system Clinical Immunology and Rheumatology Skin Genetics Art and Practice of Medicine Total Total Table Planned Year/Phase 3-4 Weeks/Formal Instructional Hours per Clerkship Source: School-reported Using the academic years when the charter class will be in years three and four of the curriculum, provide the total number of weeks and formal instructional hours (lectures, conferences, and teaching rounds) for each clerkship in years three-four of the curriculum. Provide a range of hours if there will be significant variation across sites. Note that hours devoted to patient care activities should NOT be included. Add rows as needed. Clerkship Total Weeks Typical Hours per Week of Formal Instruction Family Medicine 8 Minimum of 8 Internal Medicine 8 Minimum of 8 Pediatrics 6 Minimum of 8 Ob/Gyn 6 Minimum of 8 Psychiatry 6 Minimum of 8 General Surgery 6 Minimum of 8 4

5 STANDARD 6 NARRATIVE RESPONSE a. If the school plans to offer a parallel curriculum ( track ) to a subset of students, include the following information in each description, and highlight the difference(s) from the curriculum of the standard medical education program: 1. The location of the parallel curriculum (main campus or geographically distributed campus) 2. The year the parallel curriculum will be first offered 3. The focus of the parallel curriculum, including the additional objectives that students must master 4. The general curriculum structure (including the sequence of courses/clerkships in each curriculum year/phase) 5. The number of students who will participate in each year of the curriculum Not applicable. The WSU COM does not plan to offer a parallel curriculum. 5

6 6.1 FORMAT / DISSEMINATION OF MEDICAL EDUCATION PROGRAM OBJECTIVES AND LEARNING OBJECTIVES The faculty of a medical school define its medical education program objectives in outcome-based terms that allow the assessment of medical students progress in developing the competencies that the profession and the public expect of a physician. The medical school makes these medical education program objectives known to all medical students, faculty, residents, and others with responsibility for medical student education and assessment. In addition, the medical school ensures that the learning objectives for each required learning experience (e.g., course, clerkship) are made known to all medical students and those faculty, residents, and others with teaching and assessment responsibilities in those required experiences. 6

7 6.1 SUPPORTING DATA Table Competencies, Program Objectives, and Outcome Measures Source: School-reported As available, for each general competency expected of graduates, provide the related medical education program objectives and the outcome measure(s) that specifically will be used to assess students attainment of each related objective and competency. Add rows as needed. Cross-reference to AAMC's Physician Competency Reference Set (PCRS) WSU COM Program Objectives Patient Care Knowledge for Practice Practice-Based Learning and Improvement Interpersonal and Communication Skills Professionalism Systems-Based Practice Interprofessional Collaboration Personal and Professional Development Outcome Measures 1 2 Ensure Fulfillment Ensure a highly rewarding experience for all students and faculty throughout all four years of the program Ignite and enshrine a lifelong passion for the medical profession x x Ongoing surveys; Pre-graduation Interview Ongoing Surveys; Pre-graduation Interview Instill the Following Enduring Attitudes and Habits 1 Uphold the highest standards of integrity x x x x x Attentive observation 2 Uphold professional ethics x x x x x Attentive observation 3 Demonstrate self-awareness and humility x x x x x Attentive observation 4 Treat everyone with respect, including oneself x x x x Attentive observation 5 Strive for a balanced lifestyle to maintain personal physical and mental health x x Attentive observation 7

8 6 Demonstrate empathy x x x x Attentive observation 7 Demonstrate cultural sensitivity x x x x x Attentive observation 8 Promote healthcare equity x x x Attentive observation 9 Be dependable and diligent x x x x Attentive observation 10 Promote professional teamwork x x x x x x x Attentive observation 11 Demonstrate and expect accountability x x x x x x x Attentive observation 12 Seek new knowledge and understanding x x x x Attentive observation 13 Share knowledge and understanding x x x x x x x Attentive observation 14 Strive to identify, prioritize, and solve problems x x x x x Attentive observation 15 Tolerate uncertainty x x x x x Attentive observation 16 Improve quality x x x x x x Attentive observation 17 Increase effectiveness and costefficiency x x x x x x Attentive observation 18 Reduce risk x x x x x x x Attentive observation Impart the Following Knowledge Scientific knowledge: principles 1 of human biology, physiology, x x x Written exams and psychology 2 Medical knowledge: etiology and presentation of common diseases; related diagnostics, x x x Written exams treatments, and outcomes 3 Ethics knowledge: ethical foundations of healthcare x x x x x x x Written exams professions 4 Public health knowledge: population-level perspective on x x x x Written exams health and disease 5 Legal knowledge: legal foundations of healthcare x x x x x Written exams professions 6 Healthcare economics knowledge: healthcare policy, x x x x x Written exams financing, and business 7 Operational systems knowledge: how the whole x x x x x Written exams healthcare ecosystem operates 8 Informational systems knowledge: how medical information is managed, accessed, and used x x x x Written exams Develop the Following Skills 8

9 Emergency Response: recognize emergencies, take appropriate actions and seek appropriate help if needed Communication: communicate effectively with patients, families, and healthcare professionals Listening: listen intently to patients, families, and healthcare professionals Interpretation: interpret communications accurately and in context Information gathering: acquire pertinent information, from history, physical exam, diagnostic tests, etc. Analysis: critically appraise all pertinent information Reasoning: Practice clinical reasoning adapted to each case Diagnosis: formulate wellreasoned differential diagnoses Treatment: formulate and proficiently implement the most effective treatment plan validated by evidence Documentation: Maintain and safeguard meticulous records Teamwork: function effectively as interprofessional team member or team leader Reflection: reflect on patient care, self-care and self-directed learning Learning: effectively practice lifelong, self-directed learning Teaching: effectively teach patients, families, students, and coworkers x x x x x x x x x x x x x x x x x x x x x Performance on Simulations Attentive observation; OSCE Attentive observation; OSCE Attentive observation; OSCE; Written exams Attentive Observation; OSCE OSCE; Written exams Attentive observation; OSCE; Written exams Attentive observation; OSCE; Written exams Attentive observation; OSCE; Written exams x x x x x Attentive observation x x x x x Attentive observation x x x x Written narrative x x x x x Written exams x x x x x x x Attentive observation 9

10 6.1 NARRATIVE RESPONSE a. Describe the status of development of the medical education program objectives and their linkage to the relevant competencies. The medical education program objectives and their linkages to competencies have been completed by the Curriculum Design Committee and have been reviewed and approved by the ad hoc Curriculum Committee. b. Describe how the medical school has identified outcome measures and linked them to the medical education program objectives. How is the medical school ensuring that the outcome measures selected are sufficiently specific to allow a judgment that, in summary, each of the medical education program objectives have been met? The objectives of the medical education program are statements of the items of knowledge, skills, behaviors, and attitudes that medical students are expected to exhibit as evidence of their achievement. The educational objectives, along with their associated outcome measures, reflect whether and how well graduates are developing these competencies as a basis for the next stage of their training. There are several widely recognized definitions of the knowledge, skills, behaviors, 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 Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Medical Specialties (ABMS), and the physician roles summarized in the CanMEDS 2005 report of the Royal College of Physicians and Surgeons of Canada. To ensure that the outcome measures selected are sufficiently specific to allow a judgment that, in summary, each of the medical education program objectives have been met, the WSU COM selected from a wide variety of available assessment methods to provide the most accurate evaluation of the achievement of learners relative to each of the program, course, and session objectives, using the methods described in the MedBiquitous standards set forth by the AAMC. (MedBiquitous Curriculum Inventory Working Group Standardized Vocabulary Subcommittee. (2012). Curriculum Inventory standardized instructional and assessment methods and resource types (September 2012 version). Washington, DC: Association of American Medical Colleges.) c. Describe how medical education program objectives will be disseminated to each of the following groups: 1. Medical students in the charter class 2. Faculty with responsibility for teaching, supervising, and/or assessing medical students I the first and second years of the curriculum Education program objectives will be provided to the medical students in the charter class as part of the student handbook forwarded to them prior to the decision date confirming their intent to matriculate (under the AAMC Traffic Rules). They will also be available on the college website, and will be provided to the students annually at orientations. Program objectives are available in one45, and will be included in all course syllabi. Faculty will be provided the medical education program objectives through faculty development workshops, in meetings with course/clerkship directors, by the chairs at departmental meetings, through 10

11 the website, and in . Program objectives are available in one45, and will be included in all course syllabi. d. Describe how learning objectives for each required first and second-year course will be disseminated to each of the following groups: 1. Medical students 2. Faculty with responsibility for teaching, supervising, and/or assessing medical students in the required course 3. Residents and other non-faculty teachers with responsibility for teaching, supervising, and/or assessing medical students in the first or second year course Learning objectives for medical students, faculty, and residents and other non-faculty teachers will be disseminated through the course syllabi, one45, and on the WSU COM web site. Faculty, residents and non-faculty teachers will be made aware of the course objectives through faculty development training, distribution of the syllabi in one45, and posting on the website. 11

12 6.2 REQUIRED CLINICAL EXPERIENCES The faculty of a medical school define the types of patients and clinical conditions that medical students are required to encounter, the skills to be performed by medical students, the appropriate clinical settings for these experiences, and the expected levels of medical student responsibility. 6.2 SUPPORTING DATA Table Required Clinical Experiences Source: School-reported Provide the criteria established to date for the patient types or clinical conditions that medical students are expected to encounter, the required procedures/skills, and clinical settings, along with the corresponding level(s) of student responsibility for each. Patient Type or Level of Student Responsibility Clinical Condition Procedure/Skill Clinical Setting(s) Please see Appendix 6-01 (total of 13 pages) for a full list of required clinical experiences organized by clerkship. 6.2 NARRATIVE RESPONSE a. Describe the status of planning, to date, for the list of required patient types/clinical encounters and procedural skills for each required clinical clerkship or for the clerkship year as a whole. As part of the curriculum design effort, faculty have identified required patient types/clinical encounters and procedural skills for each required clinical clerkship. b. Describe how and by which individuals and groups the list of required clinical encounters and skills was developed. Note if the Curriculum Committee or other central oversight body (e.g., a clerkship directors committee) played or will play a role in reviewing and approving the list of patient types/clinical conditions and skills across courses and clerkships. The curriculum design working groups tasked with identifying the core clinical encounters and skills generated that detail from guidelines promulgated by national organizations of medical educators within the clerkship fields. The curriculum design working group has reviewed and approved the lists. In the future, clerkship directors will review and propose revisions through the Curriculum Committee governance structure. c. Describe which individuals and/or groups is developing the list of alternative experiences designed to remedy gaps when students are unable to access a required encounter or perform a required skill. The faculty working group tasked with identifying the required patient types/core clinical encounters and procedural skills were tasked with identifying alternative experiences to remedy gaps when students are unable to access a required encounter or perform a required skill. These were reviewed by the Curriculum Advisory Team and approved by the ad hoc Curriculum Committee. Future clerkship directors will participate on a subcommittee of the Curriculum Committee, and will be responsible for subsequent revisions; these will be submitted to the Curriculum Committee for approval. 12

13 d. Describe how medical students, faculty, and residents will be informed of the required clinical encounters and skills and the corresponding levels of student responsibility. For faculty, the required clinical encounters and skills and the corresponding levels of student responsibility will be provided at dedicated workshops to orient the faculty to the curricular elements. For residents, they will be provided by the clerkship directors as part of the residents as teachers program, and then will be provided by the clerkship directors to the residents at the start of each rotation. All requirements will be contained in the curriculum mapping program and will be posted on the clerkship website. For students, the required clinical encounters and skills, along with information on the levels of student responsibility, will be part of the orientation to the clerkships. Their progress in achieving the required encounters of completing the approved alternative will be reviewed regularly by their mentors. The clerkship directors will review student progress at the mid-point of each clerkship, and will be responsible for monitoring completion and/or arranging for an alternative experience. Students will be able to monitor their own progress using a passport system. Students will also have access to the website, as well as to the curriculum mapping software. 13

14 6.3 SELF-DIRECTED AND LIFE-LONG LEARNING The faculty of a medical school ensure that the medical curriculum includes self-directed learning experiences and time for independent study to allow medical students to develop the skills of lifelong learning. Self-directed learning involves medical students self-assessment of learning needs; independent identification, analysis, and synthesis of relevant information; and appraisal of the credibility of information sources. 6.3 NARRATIVE RESPONSE a. Provide examples that illustrate the opportunities that will exist during the first two years (phases) of the curriculum for students to engage in all of the following components of self-directed learning as a unified sequence (use the names of relevant courses and clerkships from the Overview tables when answering): 1. Identify, analyze, and synthesize information relevant to their learning needs 2. Assess the credibility of information sources 3. Share the information with their peers and supervisors 4. Receive feedback on their information-seeking skills Example: Case-Based Sessions All system-based courses in the first phase of the curriculum include case discussions in a small group format integrated into the curricular design. Students will be required to prepare in advance of these sessions. In advance of each system-based course class, students are required to identify, analyze, and synthesize information relevant to their learning needs. Individually and in small groups, students will assess the credibility of information sources. Faculty and librarians are required to formally prepare students in how to use credible information sources. In this example, students may compare the results of their data searches in medical journals and subscription services with open source information. Through the case discussions in class, students will be expected to participate actively in each of the four elements, sharing the information with their peers and faculty. In illustration, as part of the Endocrinology sessions, students will be required to share information. Students will receive mid-course feedback from their course director and a written narrative evaluation at the end of each course which will address each of the elements. The entire curriculum is based on active learning principles with students working alone or together in advance of class to master content elements b. Referring to the sample weekly schedules requested below, describe the amount of unscheduled time available for medical students to engage in self-directed learning and independent study in the first two years (phases) of the curriculum. The Curriculum Committee has determined that on average, the medical students will not have more than 28 hours per week of scheduled class time. This will ensure that the students have unscheduled time available for self-directed learning and independent study. There will be optional sessions to help students with content and concepts, as needed and desired. 14

15 c. Note if medical students in the first two years/phases of the curriculum will have required activities outside of regularly-scheduled class time, such as assigned reading or online modules that include information to prepare them for in-class activities. Describe how this out-of-class time will be accounted for in calculating student academic workload. Faculty will prepare learning modules, delivered on-line, that will prepare students for case discussions and in-class activities. Individual course directors are expected to use the curriculum mapping software to understand the totality of assignments during any given week, and are expected to communicate regarding expectations. The modules consist of a combination of podcasts and guided readings, and may include problems and formative assessments. These leaning modules are mapped to the learning objectives of the courses and also to case-presentations. The number of modules required for each case will be carefully managed and will be the primary determinant of the time out of class required for each week. The Evaluation and Assessment Subcommittee of the Curriculum Committee will track the types and volume of the assignments expected during out-of-class time, and will compare this data to the comments provided by the students during the mandatory end of course evaluation. At set times during the year, the Subcommittee will present their findings and recommendations to the Curriculum Committee and the chief academic officer. Periodically, students and faculty will be surveyed regarding this component of the medical education program. SUPPORTING DOCUMENTATION REQUIRED FOR ELEMENT Sample weekly schedules that illustrate the amount of time in the first and second (phases) years of the curriculum that medical students will spend in scheduled activities. Art and Practice of Medicine Sample Weekly Schedule Time Mon Tue Wed Thu Fri 8:00 AM 9:00 AM Active learning in class Patient H&P Patient H&P Patient H&P Systems course Quiz Systems course Quiz Review 10:00 AM Active learning Active learning Active learning APM Quiz 11:00 AM in class in class in class APM Quiz Review 12:00 PM Lunch Lunch Lunch Lunch Lunch 1:00 PM 2:00 PM 3:00 PM 4:00 PM APM Large Group APM Skills Lab APM Sessions or Clinical Experience 15

16 2. Formal policies or guidelines limiting the amount of scheduled time during a given week during the pre-clerkship phase of the curriculum. The Academic Workload Policy for Pre-Clinical Courses is included in Appendix

17 6.4 INPATIENT / OUTPATIENT EXPERIENCES The faculty of a medical school ensure that the medical curriculum includes clinical experiences in both outpatient and inpatient settings. 6.4 SUPPORTING DATA Table Percent Total Clerkship Time Source: School-reported Provide the anticipated percent of time that medical students will spend in inpatient and ambulatory settings in each required clinical clerkship. If clerkship names differ from those in the table, substitute the name used by the medical school. If the amount of time spent in each setting varies across sites, provide a range. Anticipated Percent of Total Clerkship Time Required Clerkship % Ambulatory % Inpatient Family medicine Internal medicine Ob-Gyn Pediatrics Psychiatry Surgery Sub-Internship (student choice of ONE) Family Medicine Internal Medicine Pediatrics NARRATIVE RESPONSE a. Describe planning to date to ensure that medical students will spend sufficient time in both ambulatory and inpatient settings to meet the objectives for clinical education. The Curriculum Design Committee is planning the initial elements of the required clerkships in order to ensure the clinical encounters and skills, as well as the setting (ambulatory and inpatient), are identified in the goals and objectives of the individual clerkship rotations. Central planning is a critical component in order to ensure comparability of experiences across the regional campuses. These experiences will be submitted to the ad hoc Curriculum Committee for formal approval. As the clerkship directors are identified for each of the required campuses, they will also participate as a Subcommittee of the permanent Curriculum Committee. 17

18 6.5 ELECTIVE OPPORTUNITIES The faculty of a medical school ensure that the medical curriculum includes elective opportunities that supplement required learning experiences and that permit medical students to gain exposure to and deepen their understanding of medical specialties reflecting their career interests and to pursue their individual academic interests. 6.5 SUPPORTING DATA Table Required Elective Weeks Source: School reported Indicate the anticipated number of weeks of electives that will be required of all medical students in each year of the planned curriculum. Year Total Required Elective Weeks NARRATIVE RESPONSE a. Describe the policies or practices that will require or encourage medical students to use electives to pursue a broad range of interests in addition to their chosen specialty. The Curriculum Committee is considering the development of a policy on the number of electives that may be taken in any one specialty. The career counseling program has included the discussion of electives throughout the four year medical education program, and will be particularly emphasized as a topic in the third year as student prepare to participate in the Visiting Students Application System (VSAS). A strong component of career counseling will include group and one-on-one discussions with the students on the importance of gaining exposure to a broad range of specialties. The associate dean for student affairs is responsible for ensuring this type of counseling is included from the first year of the program. 18

19 6.6 SERVICE-LEARNING The faculty of a medical school ensure that the medical education program provides sufficient opportunities for, encourages, and supports medical student participation in service-learning and community service activities. 6.6 NARRATIVE RESPONSE a. Will there be a school requirement that medical students participate in a service-learning experience, either as part of a regular course or clerkship or as a selective? If so, describe the status of developing these experience(s), including their location in the curriculum. The medical education program requires an interprofessional service learning experience during the second year of studies. The goals and objectives of the course were developed by the Interprofessional Education Planning Committee, which includes representation from interprofessional faculty from the Colleges of Medicine, Nursing, and Pharmacy. b. Describe how medical students will be informed about opportunities to participate in voluntary service-learning and community service activities. How will student participation be encouraged? The associate dean for student affairs provides regular communications with students, beginning at orientation sessions at the start of each academic year. At periodic intervals throughout the school year, the associate dean for student affairs will inform students of upcoming voluntary options at regular meetings with the students, through , and by posting them on the college s website. Additionally, WSU provides the whole student body with a list of opportunities in the community (Support CougSync.pdf). To date, voluntary service-learning and community service activities have been identified as: Charity clinics Health fairs (interprofessional) Refugee work Community organizing Presentations to students ranging from elementary school, high school and colleges Cougar Care Coach (a mobile interprofessional clinic) As part of their professional development and their contribution back to the community, all students will be encouraged to participate in the volunteer activities. c. Describe how the medical school will support service-learning activities through the provision of funding or staff support. The COM is committed to supporting service-learning activities through direct and indirect contributions to the program. Faculty will participate as advisors and mentors, while staff will support the program by handling administrative functions. General supplies for the projects will be supported from the operating and foundation dollars at the college level. Additionally, students may apply for funding from the Associated Students of Washington State University Spokane (ASWSUS) for service learning projects. 19

20 6.7 ACADEMIC ENVIRONMENTS The faculty of a medical school ensure that medical students have opportunities to learn in academic environments that permit interaction with students enrolled in other health professions, graduate, and professional degree programs and in clinical environments that provide opportunities for interaction with physicians in graduate medical education programs and in continuing medical education programs. 6.7 SUPPORTING DATA Table Master s and Doctoral Degree Students Taught by Medical School Faculty Source: School-reported List the number of students currently enrolled in Master s and doctoral degree programs taught by medical school faculty. Include degree programs in the biomedical or biological sciences where students are taught by medical school faculty. Add rows as needed. Department or Program No. of Master s Students No. of Doctoral Students Speech & Hearing Sciences 52 0 Biomedical Sciences 1 6 Clinical Sciences N/A N/A Table Residents and Fellows Source: School-reported Provide the total number of residents and clinical fellows on duty in ACGME-accredited programs at clinical sites that will be used for required clinical clerkships where: 1) the medical school is or intends to be the program sponsor and 2) the medical school does not intend to be the program sponsor. Also see the response to element ) No. of fellows/residents in sites where the medical school is or intends to be the program sponsor 2) No. of fellows/residents in sites where the medical school does not intend to be the program sponsor Fellows: 0 TBD Residents: Table Continuing Medical Education Source: School-reported If the medical school and/or its clinical affiliates are accredited by the ACCME to sponsor continuing medical education for physicians, use the table below, adding rows as needed, to indicate each sponsoring organization s current accreditation status, the length of accreditation granted, and the year of the next accreditation review. Program Sponsor Accreditation Status Length of Accreditation Term Providence Health System Fully Accredited* 4 years Rockwood Health System Provisionally Accredited* 2 years * Accredited through Washington State Medical Association (WSMA); WSMA is recognized by the ACCME to sponsor continuing medical education. 20

21 6.7 NARRATIVE RESPONSE a. Describe any plans to increase the number of or expand enrollment in graduate programs (Master s or Ph.D.) over the next several years. Note if any decreases in graduate programs are anticipated. The college is planning a PhD program in biomedical sciences, with goals to provide opportunities for clinical and translational medical research integrated with faculty at partner clinical sites. The WSU COM is also in the early planning stages to expand the enrollment in its masters level program in Speech and Hearing Sciences. No decreases in current graduate programs are planned. b. Describe plans to expand or reduce graduate medical education programs in sites where medical students will be completing required clinical clerkships. WSU COM is working with its clinical affiliates in establishing or expanding GME programs at sites where the medical students will be completing required clinical clerkships. These activities are part of the strategic vision for WSU; increasing the number of residency positions throughout the state in the areas of most need is part of the approach to attracting and retaining physicians in those areas. c. List the health professions/professional degree programs located at the same campus as the medical school. WSU Speech and Hearing Sciences o BS o MS Nutrition and Exercise Physiology o BS o MS Health Policy and Administration o MHPA Nursing o BSN o RN o MN o DNP o Ph.D. Pharmacy o Pharm. D. Ph.D. Eastern Washington University Dental Hygiene o BS o MS Occupational Therapy o BS o BA o MOT Physical Therapy o DPT Public Health o MPH University of Washington WWAMI: M.D. program MedEx: PA program RIDE: DDS program 21

22 d. Provide examples of opportunities that will be available for medical students to interact with students in other health professions education programs during both required courses/clerkships and voluntary (e.g., service-learning) activities. Also see the response to element 7.9 and to element 6.6. During their second year, medical, nursing, and pharmacy students (in cohorts) will participate in a teambased community engagement project to include planning, implementing, and evaluating a collaborative health related community-based project. In addition to providing an opportunity to develop interprofessional skills, this experience will also include a requirement for the medical students to develop a reflection paper based on their experiences. Faculty members will review the paper, and provide written feedback to the students. Medical students will have the opportunity to voluntarily interact with all students on service-learning projects as they design their own experiences. e. Describe how medical students will be exposed to continuing medical education activities for physicians and note if student participation in any continuing medical education programs will be expected or required. The clinical affiliates will notify medical students of continuing medical education (CME) events and will offer opportunities for the medical students to participate at each of the distributed campuses. 22

23 6.8 EDUCATION PROGRAM DURATION A medical education program includes at least 130 weeks of instruction. 6.8 SUPPORTING DATA Table Number of Scheduled Weeks per Year Source: School-reported Use the table below to report the planned number of scheduled weeks of instruction in each academic year/phase of the medical curriculum (do not include vacation time). Refer to the overview section if the medical school offers one or more parallel curricula (tracks). Curriculum Year/Phase Number of Scheduled Weeks Year/Phase One 43 Year/Phase Two 40 Year/Phase Three 44 Year/Phase Four 43 Total Weeks of Scheduled Instruction

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