This policy outlines the process for medical students to evaluate clerkships, sites, and faculty, including the timing of evaluations, submission guidelines, and the responsibilities of clerkship directors and the Office of Curricular Affairs in reviewing and addressing feedback. It ensures that evaluations are conducted consistently through a centralized system and follow a standardized timeline across all clerkships.
To ensure the integrity and fairness of the grading process, this policy restricts access to course-related evaluations until after all final grades have been officially submitted and recorded.
This policy applies to all directors and coordinators responsible for the administration of any course, block, clerkship, or elective within the medical education program leading to the MD degree.
This policy establishes the protocols and standards for students in the Preclerkship Phase who will use the ExamSoft examination system for graded and non-graded assessments, and for students in the Clerkship Phase who will use the online National Board of Medical Examiners (NBME) shelf examination system and the ExamSoft examination system (during Intersessions) for graded and non-graded assessments. This policy is in place to ensure that students have efficient, fair, and positive experiences on assessment days.
This policy outlines the requirement for compliance monitoring and obtaining approval from the Tucson Educational Policy Committee (TEPC) regarding curriculum changes within the undergraduate medical education program.
This approval process ensures that proposed curriculum modifications— documented in a Course Oversight & Yearly Operational Tracking Evaluation (COYOTE) Form—align with education goals and facilitates monitoring compliance with accreditation standards and medical education program policy and guidelines.
All faculty who teach in the Preclerkship Phase will be evaluated by medical students, and evaluations will be conducted through MedLearn. The Office of Accreditation, Quality & Analytics will send faculty evaluations to block/course directors, who are responsible for reviewing and distributing evaluations to the respective faculty.
This policy provides guidelines for a block/course director in consultation with the Exam Review Subcommittee of the Tucson Educational Policy Committee to conduct an item analysis of multiple-choice items (MCIs) on high-stakes exams. These guidelines ensure a consistent practice for managing MCI outcomes across blocks and courses.
Societies Program mentors at the College of Medicine – Tucson serve as both educators and mentors, often holding additional leadership roles within the curriculum and administration. To prevent real or perceived conflicts of interest in student assessment, this policy outlines specific restrictions on their involvement in grading and instructional roles. Mentors may not provide summative grades for their own mentees in the Doctor and Patient Course.
Outlines the overall system for assessing first- and second-year student performance at the College of Medicine - Tucson, and references specific policies governing assessment that exist within this plan.
Establishes policy requiring that health professionals who provide psychiatric/psychological counseling or other sensitive health services to a medical student must have no involvement in the academic assessment or promotion of the medical student receiving those services, excluding exceptional circumstances.
In the Preclerkship Phase of the undergraduate medical education program, medical students shall be provided with written narrative descriptions of their performance in the Doctor & Patient Course, Clinical Reasoning Course, and in any other course (including blocks) whenever teacher-student interaction permits this form of assessment.