Pertaining to student achievement: the measurement of student mastery or performance of competencies and objectives. Also, the collection and analysis of student achievement outcomes data.
A type of course to which certain multidisciplinary content is assigned (usually encompassing one or more human organ systems or processes).
Instructional features of the curriculum that require the assessment of student achievement and subsequent grade recorded in their transcript (e.g., blocks, clerkships, electives).
The Distinction Tracks integrate with the basic College of Medicine curriculum, and enrich it through special clinical, academic and research opportunities.
The post-delivery appraisal of program quality. Evaluation includes collecting data, analyzing, interpreting and judging that data against program standards and guidelines. Evaluation pertains to the appraisal of courses, programs, instructors, and instructional modules.
Pertaining to student achievement: The achievement rank (categorical) earned by a student at the completion of a course. Categories include Honors, High Pass, Pass, Incomplete and Fail.
Pertaining to program-wide (college-wide) policies.
Instructional elements (e.g., lectures, Case-Based Instructions (CBI), Team Learnings (TL)) that, when combined, constitute courses.
Liaison Committee on Medical Education. LCME provides accreditation to medical education programs leading to the MD degree in the United States and Canada.
Ensuring the quality and rigor of courses and instructional methods by the process of evaluation and, when necessary, taking immediate action to modify or correct current conditions and situations.
Fulfillment expectations related specifically to student graduation.
Pertaining to student achievement: Given certain conditions, students who fail a course may be given an opportunity to remediate that failure without having to repeat the course.
Pertaining to student achievement: Given certain conditions, students who fail examinations may be eligible to retake that examination.
Comprehensive appraisal of program quality against educational and institutional objectives and standards. Reviews are more comprehensive than Evaluations.
Pertaining to student achievement: The numerical rating a student earns for an examination or other assessment effort.
A four-year, integrated program initiated to teach clinical skills and provide longitudinal clinical mentoring for medical students.
Measurable objectives that define expectations for program quality, features and processes. Also, when capitalized (Standards) refer to those requirements established for Liaison Committee on Medical Education (LCME) accreditation purposes.
A subdivision of a committee composed largely of members appointed from a main committee. A subcommittee may establish its own policies as required to develop and implement the more general policies of the parent committee.
Tucson Clinical Curriculum Subcommittee. The subcommittee of the TEPC is charged with the management and oversight of institutional features and processes involving the Clerkship and Transition to Residency years.
Tucson Educational Policy Committee. The Committee established by the College of Medicine Bylaws to oversee the quality and rigor of the educational program leading to the M.D. degree.
Longitudinal curriculum content pertaining to a specific core area, encompassing multiple years, and woven throughout concurrent courses (e.g., public health, social and behavioral sciences, cross cultural medicine, evidence-based medicine).
Work (Task) Groups
Entities of subcommittees and committees, whose tasks are time and subject limited. Work groups are not charged with setting policy, but may recommend policy or policy changes.