EAA084 Commitment to Student Success Policy

Appendix A – Roles and Responsibilities

Roles and Responsibilities

The Assistant Deans for Medical Education Pre-Clerkship or Clerkship’s specific oversight responsibilities include:

1. Determining students’ eligibility to remediate a module or clerkship and notifying students of their need to remediate.
2. Collaborating with the Office of Student Affairs (OSA) and Academic Advising and Support Services, as deemed appropriate, to determine as accurately as possible why the module or clerkship was failed (e.g., test-taking skills, volume or nature of the material, personal issues, etc.) and to discuss any personal or study skills related issues that may impede the student's potential for a successful remediation.
3. Collaborating with the Module Leads or Clerkship Directors and appropriate faculty to identify students’ academic deficiencies.
4. Providing consultation to Module Leads and Clerkship Directors who are responsible for developing the individualized remediation plan and assuring its appropriateness and adequacy.
5. Meeting with the Assistant Dean for Assessment, Evaluation, and Quality Improvement and Module Leads or Clerkship Directors to develop a plan for formative and summative assessments of students receiving remediation.
6. Scheduling of and attended the preliminary meeting with Module Leads or Clerkship Directors and the remediating student to review the remediation plan, obtain student input, respond to questions, and confirm that both faculty and students have clear expectations and understanding of each other's role in the process.
7. Periodic monitoring of the implementation of the remediation plan.
8. Reporting of the individual student remediation plan results to the Associate Dean for Educational Affairs, the Associate Dean for Student Affairs, and the Chair of the MSEPC; and
9. Participating in the evaluation of the remediation process to determine areas for improvement.

The Assistant Dean for Assessment, Evaluation, and Quality Improvement has the following responsibilities:

1. Meeting with the Assistant Deans for Medical Education Pre-Clerkship and Clerkships to assist, as needed, with the development of formative assessments to help both faculty and students gauge progress throughout the remediation plan.
2. Providing a secure, proctored testing environment and special accommodations if needed.
3. Analyzing assessment results and reporting same to the Assistant Deans for Pre-Clerkship or Clerkships; and
4. Guiding an assessment of the remediation process for the purpose of quality improvement.

The Module Co-Directors and Clerkship Directors have the following responsibilities in the remediation process:

1. Meeting with the above-named individuals as outlined above.
2. Developing and reviewing with the student an individualized remediation plan which:
   1. Outlines specific learning objectives.
   2. Provides resource recommendations (reference books, articles, videos, websites, etc.)
   3. Identifies and secures faculty to assist with the remediation process as needed.
   4. Prescribes the frequency of contacts to be made with the students and expectations for those meetings.
   5. Delineates the number and types of formative assessments that will occur.
   6. Sets an approximate date for the summative assessment to determine the outcome of the remediation process.
3. Scheduling regular meetings to monitor, track and assess student progress toward remediation plan goals and objectives and report same to Assistant Deans for Pre-Clerkship or Clerkships.
4. Referring students, as needed, to the Office of Advising and Support Services, Counseling, and/or Student Accessibility Services as indicated.
5. Determining student's readiness for summative assessment and scheduling of exam; and
6. Participating in the evaluation of the remediation process for the purpose of quality improvement.

Remediating Student’s responsibilities include:

1. Attending all meetings described above.
2. Actively engaging in the remediation process as evidenced by adhering to the remediation plan, placing focused attention on studying and meeting deadlines to assure success; utilizing a self-monitoring system designed for tracking study habits and learning objects; and
3. Identifying to the appropriate party any factors, academic, personal, or otherwise, that may impede successful remediation.

Appendix B: Remediation Thresholds

Based on Guerrasio, Remediation of the Struggling Medical Learner, pp. 194-195

Appendix C: Remediation Plan for Student

Remediation Plan for [student]

• Faculty lead:
• Other faculty and staff:
• Deficiencies to be remediated (attach student's and faculty's statements of need):
  • Medical knowledge
  • Clinical skills
  • Clinical reasoning and judgment
  • Time management and organization
  • Communication and social interaction
  • Presentation (oral or written) skills
  • Professionalism
  • Practice-based learning and improvement
  • Systems-based practice
  • Mental well-being
  • Other
• Learning and performance objectives:
  • obj
  • obj
  • obj
• Progress will be measured by: (utilizing a self-monitoring system designed by the student and monitored on a weekly basis by all faculty and staff assigned to the students’ remediation plan)
  • item
  • item
  • item
• Timeline, tasks, and expected completion date:
  • item
  • item
  • item

Appendix D: Standard 11.1 Academic Advising

Standard 11.1 Academic Advising

A medical school has an effective system of academic advising in place for medical students that integrates the efforts of faculty members, course and clerkship directors, and student affairs staff with its counseling and tutorial services and ensures that medical students can obtain academic counseling from individuals who have no role in making assessment or promotion decisions about them.