Academic Guidelines (PDF) - Pritzker School of Medicine
Academic Guidelines (PDF) - Pritzker School of Medicine
Academic Guidelines (PDF) - Pritzker School of Medicine
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<strong>Academic</strong><br />
<strong>Guidelines</strong><br />
2014 - 2015
This document provides a summary <strong>of</strong> the University <strong>of</strong> Chicago <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong>’s<br />
<strong>Academic</strong> <strong>Guidelines</strong>. As a condition <strong>of</strong> enrollment in the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong>, every<br />
student must familiarize him/herself with the guidelines and must comply with them. The<br />
University <strong>of</strong> Chicago <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> will not accept any assertion <strong>of</strong> ignorance <strong>of</strong><br />
these provisions as a basis for exception to them. No student or group <strong>of</strong> students should expect<br />
to be warned individually to conform to any <strong>of</strong> the guidelines contained in this publication.<br />
Students are advised to pay special attention to all deadlines given in the <strong>Academic</strong> <strong>Guidelines</strong>.<br />
Students who have questions or concerns about these guidelines should bring them to the Dean<br />
for Medical Education or the Associate Dean for Medical <strong>School</strong> Education.<br />
These guidelines are subject to revision. The online <strong>Academic</strong> <strong>Guidelines</strong> booklet represents the<br />
most current version and takes precedence over previously published versions:<br />
pritzker.uchicago.edu/current/students/<strong>Academic</strong><strong>Guidelines</strong>.pdf<br />
Print Publication Date: August 1, 2014.<br />
Introduction<br />
1
Table <strong>of</strong> Contents<br />
CONTACT INFORMATION .................................................. 5<br />
MISSION STATEMENT ....................................................... 6<br />
EDUCATIONAL PROGRAM OBJECTIVES. ...................................... 7<br />
PROGRAM OF STUDIES ..................................................... 9<br />
Year 1 ................................................................... 9<br />
Year 2 ................................................................... 9<br />
Year 3 .................................................................. 10<br />
Year 4 .................................................................. 10<br />
Subinternship (Inpatient Selective) ........................................ 10<br />
Scientific Basis <strong>of</strong> Medical Practice Selective(s) ............................... 10<br />
REQUIREMENTS ............................................................X<br />
Requirements for Admission ................................................ 11<br />
Requirements for Advancement .............................................. 12<br />
Specific Requirements for Year 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12<br />
Specific Requirements for Year 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12<br />
Specific Requirements for Year 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12<br />
Specific Requirements for Year 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13<br />
Requirements for Graduation ................................................ 14<br />
GRADING SYSTEM ..........................................................X<br />
The Pass/Fail Grading System ................................................ 15<br />
Internal Designators ....................................................... 15<br />
Honors (H) ......................................................... 15<br />
High Pass (HP) ...................................................... 15<br />
Pass (P)............................................................. 15<br />
Failure (F) .......................................................... 15<br />
Non-Grade Designators .................................................... 16<br />
Incomplete (I) ....................................................... 16<br />
Withdraw (W) ....................................................... 16<br />
Consequences <strong>of</strong> a Failure Grade ............................................. 17<br />
Notification <strong>of</strong> Below Passing Grades .......................................... 17<br />
HONORS AND AWARDS ..................................................... x<br />
Graduation with Honors ................................................... 18<br />
Other Graduation Awards .................................................. 18<br />
Alpha Omega Alpha ....................................................... 18<br />
Gold Humanism Honor Society .............................................. 19<br />
ACADEMIC COMMITTEES ...................................................X<br />
<strong>Academic</strong> Progress Committees .............................................. 20<br />
Committee on <strong>Academic</strong> Promotions (CAP) .................................... 20<br />
REMEDIATION .............................................................X<br />
Remediation <strong>of</strong> Coursework ................................................. 22<br />
Timing and Scheduling <strong>of</strong> Remediation ........................................ 22<br />
Years 1 and 2 ........................................................ 22<br />
Years 3 and 4 ........................................................ 22<br />
Year 4 .............................................................. 23<br />
Appeal <strong>of</strong> Grades and/or Designators Used for Year 3 .............................. 23<br />
ACADEMIC DEFICIENCIES ..................................................X<br />
Monitored <strong>Academic</strong> Status ................................................. 23<br />
<strong>Academic</strong> Probation ....................................................... 24<br />
Removal <strong>of</strong> Probation .................................................. 24<br />
Auditing Courses ......................................................... 24<br />
2
ACADEMIC GRIEVANCE .....................................................X<br />
Departmental Grievances ................................................... 25<br />
Grades, Evaluations, Departmental Remediation Requirements .................. 25<br />
Committee on <strong>Academic</strong> Promotions Grievance ................................. 25<br />
Appeal <strong>of</strong> Decision <strong>of</strong> Committee on <strong>Academic</strong> Promotions ...............25<br />
EXTENDED STUDY OPTIONS ................................................X<br />
Initiation <strong>of</strong> Placement in the Directed Study Options ............................. 27<br />
Types <strong>of</strong> Extended Directed Study ............................................ 27<br />
Directed Study – Extended Curriculum Option .............................. 27<br />
Directed Study – Research .............................................. 27<br />
LEAVE OF ABSENCE ......................................................... x<br />
Leave <strong>of</strong> Absence <strong>Guidelines</strong>. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28<br />
Involuntary Leave <strong>of</strong> Absence Policy ........................................... 28<br />
Notification <strong>of</strong> Others ..................................................... 30<br />
GUIDING PRINCIPLES OF PROFESSIONALISM ............................... 31<br />
POLICIES .................................................................. x<br />
Students as Patients Policy .................................................. 34<br />
Financial Aid Policy ....................................................... 35<br />
Duty Hours Policy ........................................................ 37<br />
Holiday Policy ........................................................... 38<br />
Digital Media Usage Policy .................................................. 39<br />
Medical Center Policies .................................................... 42<br />
MEDICAL STUDENT PERFORMANCE EVALUATION (MSPE) .................... x<br />
Information Provided in the MSPE ........................................... 43<br />
Medical Student Performance Evaluation (Sample) ............................... 44<br />
MSPE Appendices ........................................................ 50<br />
RIGHTS OF STUDENTS ...................................................... x<br />
Policy on Treatment <strong>of</strong> Students .............................................. 56<br />
Statement <strong>of</strong> Policy .................................................... 56<br />
Policy on Unlawful Discrimination & Sexual Misconduct .......................... 56<br />
Introduction ......................................................... 56<br />
Policy and Application ................................................. 57<br />
Unlawful Discrimination and Harassment .................................. 57<br />
Sexual Harassment and Misconduct ....................................... 57<br />
Sexual Misconduct and Definitions ....................................... 58<br />
Consensual Relations Between Faculty and Student Supervisors and Employees. . . . . . 60<br />
Important Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61<br />
Confidentiality ................................................... 61<br />
Institutional Obligation to Respond ................................... 61<br />
Non-Retaliation .................................................. 61<br />
Prevention and Education Programs ....................................... 61<br />
Informal Resolution <strong>of</strong> Complaints that do not Involve Sexual Misconduct ......... 62<br />
Advising ........................................................ 62<br />
Mediation ...................................................... 63<br />
Formal Investigation and Resolution <strong>of</strong> Complaints ........................... 63<br />
Formal Investigation for Complaints That Do Not Involve Sexual Misconduct .. 63<br />
Formal Investigation for Complaints <strong>of</strong> Sexual Misconduct ................. 63<br />
Procedures for Faculty and Other <strong>Academic</strong> Appointees .................... 64<br />
Support Service and Resources for those who have Experienced Sexual Misconduct ... 64<br />
Resources ....................................................... 65<br />
Table <strong>of</strong> Contents<br />
3
Table <strong>of</strong> Contents<br />
Yearly Report on Unlawful Harassment and Sexual Misconduct ...................<br />
to the Council <strong>of</strong> the University Senate ................................... 68<br />
Compliance and Locating this Policy ...................................... 68<br />
Regulations Prohibiting Unlawful Discrimination ........................ 68<br />
Access to Information on Discrimination and Sexual Misconduct ............ 69<br />
Related Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69<br />
UNIVERSITY-WIDE DISCIPLINARY SYSTEM. .................................. 70<br />
Allegation <strong>of</strong> Unlawful Discrimination or Sexual Misconduct by an Individual or a Group . 72<br />
Sanctions for Misconduct <strong>of</strong> Individual Students ............................. 73<br />
Warning ............................................................ 73<br />
Disciplinary Probation ................................................. 74<br />
Loss <strong>of</strong> Privileges ..................................................... 74<br />
Discretionary Sanctions ................................................ 74<br />
Disciplinary Suspension ................................................ 74<br />
Disciplinary Suspension ................................................ 74<br />
Disciplinary Expulsion ................................................. 74<br />
Revocation <strong>of</strong> the Degree ............................................... 74<br />
Sanctions for Misconduct <strong>of</strong> a Student Group ................................... 74<br />
Warning ............................................................ 75<br />
Disciplinary Probation ................................................. 75<br />
Loss <strong>of</strong> Privileges ..................................................... 75<br />
Discretionary Sanctions ................................................ 75<br />
Disciplinary Suspension ................................................ 75<br />
Disciplinary Withdrawal ............................................... 75<br />
Further Disciplinary Policy Information .................................... 76<br />
INDEX .................................................................... 78<br />
4
<strong>Pritzker</strong> Administration<br />
Dean for Medical Education .............................Holly Humphrey, MD<br />
773.834.2138 ........................ holly@medicine.bsd.uchicago.edu<br />
Associate Dean for Medical <strong>School</strong> Education .................Halina Brukner, MD<br />
773.702.4054 ................................hbrukner@uchicago.edu<br />
Assistant Dean for Scholarship & Discovery ..................... Vineet Arora, MD<br />
773.702.3615 ....................... varora@medicine.bsd.uchicago.edu<br />
Director <strong>of</strong> Medical Student Performance Evaluation .........H. Barrett Fromme, MD<br />
773.834.9042 .........................hfromme@peds.bsd.uchicago.edu<br />
Executive Director <strong>of</strong> Medical <strong>School</strong> Education .........................Lori Orr<br />
773.702.5306 .................................lorr@bsd.uchicago.edu<br />
Director <strong>of</strong> Medical <strong>School</strong> Education ............................Korry Schwanz<br />
773.834.6755 ........................... kschwanz1@bsd.uchicago.edu<br />
Registrar .................................................Maureen Okonski<br />
773.702.3994 ............................mokonski@bsd.uchicago.edu<br />
Associate Dean <strong>of</strong> Students .............................. .James Woodruff, MD<br />
773.795.1051 ..................... jwoodruf@medicine.bsd.uchicago.edu<br />
Assistant Dean <strong>of</strong> Students .................................. Wei Wei Lee, MD<br />
773.702.6840 ............................... wlee3@bsd.uchicago.edu<br />
Director <strong>of</strong> Student Affairs & Programs ..............................Kate Blythe<br />
773.702.5944 ..............................kblythe@bsd.uchicago.edu<br />
Assistant Dean for Multicultural Affairs .........................Monica Vela, MD<br />
773.702.4587 ...............................mvela@bsd.uchicago.edu<br />
Director <strong>of</strong> Multicultural Affairs .................................Darrell Nabers<br />
773.834.7563 ..............................dnabers@bsd.uchicago.edu<br />
Associate Dean for Admissions ............................Anthony Montag, MD<br />
773.702.1937 ..................... pritzkeradmissions@bsd.uchicago.edu<br />
Assistant Dean for Admissions & Financial Aid ....................Sylvia Robertson<br />
773.702.0682 ................................sylvia@bsd.uchicago.edu<br />
Associate Director <strong>of</strong> Financial Aid ..................................Tad Verdun<br />
773.702.7338 ..............................tverdun@bsd.uchicago.edu<br />
Associate Dean for Medical Education Administration ................ Gerard Mikols<br />
773.834.1068 ..............................gmikols@bsd.uchicago.edu<br />
Assistant Dean for Medical Education ............................Dana Levinson<br />
773.834.1954 ............................. dlevinso@bsd.uchicago.edu<br />
<strong>Pritzker</strong> Ombudsmen<br />
Anne Hong, MD ................................ahong@medicine.uchicago.edu<br />
773.702.4585 ...................................... pager 188.9568<br />
Steven Zangen, MD ............................ szangan@radiology.uchicago.edu<br />
773.702.3844 ...................................... pager 188.2816<br />
Contact Information<br />
NorthShore University HealthSystem Contacts<br />
Associate Dean and Chief <strong>Academic</strong> Officer .................... Richard Silver, MD<br />
847.570.1478 .................................rsilver@northshore.org<br />
Assistant Vice President <strong>Academic</strong> Affairs .......................... Heather Winn<br />
847.570.1086 .................................hwinn@northshore.org<br />
5
MISSION STATEMENT:<br />
Mission Statement<br />
At the University <strong>of</strong> Chicago, in an atmosphere <strong>of</strong> interdisciplinary<br />
scholarship and discovery, the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> is dedicated to<br />
inspiring diverse students <strong>of</strong> exceptional promise to become leaders and<br />
innovators in science and medicine for the betterment <strong>of</strong> humanity.<br />
6
EDUCATIONAL PROGRAM OBJECTIVES<br />
1<br />
Patient Care<br />
Provide patient-centered care that is compassionate, appropriate, and effective for the treatment <strong>of</strong><br />
health problems and the promotion <strong>of</strong> health:<br />
Students Will:<br />
1. Apply medical knowledge to achieve appropriate patient care.<br />
2. Acquire a high level <strong>of</strong> clinical pr<strong>of</strong>iciency in history taking, physical examination,<br />
differential diagnosis, and the effective use <strong>of</strong> medicine’s evolving diagnostic and procedural<br />
capabilities including therapeutic and palliative modalities.<br />
3. Demonstrate in clinical care an understanding <strong>of</strong> the impact <strong>of</strong> psychological, social, and<br />
economic factors on human health and disease.<br />
4. Apply the knowledge and skills necessary to address the needs <strong>of</strong> a diverse patient<br />
population.<br />
5. Counsel and educate patients and their families to empower them to participate in their<br />
care and enable shared decision-making.<br />
6. Perform medical, diagnostic, and surgical procedures considered essential for entering<br />
residency.<br />
7. Organize and prioritize responsibilities to provide care that is safe, effective, and efficient.<br />
8. Provide continuity <strong>of</strong> patient care throughout transitions between providers or settings.<br />
9. Provide appropriate documentation for clinical encounters in the medical record.<br />
Medical Knowledge (Knowledge for Practice)<br />
Demonstrate knowledge <strong>of</strong> established and evolving biomedical, clinical, epidemiological and<br />
social-behavioral sciences, as well as the application <strong>of</strong> this knowledge to patient care:<br />
Students Will:<br />
10. Demonstrate a thorough understanding <strong>of</strong> the basic and clinical sciences and their<br />
application to the practice <strong>of</strong> medicine and to discovery.<br />
11. Contribute to the creation, dissemination, application, and translation <strong>of</strong> new health care<br />
knowledge and practices.<br />
Practice-based Learning and Improvement<br />
Demonstrate the ability to investigate and evaluate one’s care <strong>of</strong> patients, to appraise and assimilate<br />
scientific evidence, and to improve patient care based on self-evaluation and life-long learning:<br />
Students Will:<br />
12. Identify strengths, deficiencies, and limits in one’s knowledge and expertise.<br />
13. Incorporate feedback into practice.<br />
14. Use information technology to optimize learning.<br />
15. Develop and utilize the skills necessary to critically evaluate the medical literature and<br />
integrate new developments into medical practice in an appropriate manner.<br />
16. Display effective teaching skills in the education <strong>of</strong> colleagues, other health pr<strong>of</strong>essionals<br />
and patients.<br />
17. Possess the skills to analyze practice using quality improvement methods, and to suggest<br />
changes with the goal <strong>of</strong> practice improvement.<br />
18. Identify the factors that may affect the quality and safety <strong>of</strong> health care delivery.<br />
Objectives<br />
Interpersonal and Communication Skills<br />
Demonstrate interpersonal and communication skills that result in the effective exchange <strong>of</strong><br />
information and collaboration with patients, their families, and health pr<strong>of</strong>essionals:<br />
Students Will:<br />
19. Communicate effectively with patients, families, and the public, as appropriate, across a<br />
7
oad range <strong>of</strong> socioeconomic and cultural backgrounds.<br />
20. Demonstrate respect and empathy with patients, patient families, colleagues and staff.<br />
21. Communicate effectively with others as a member <strong>of</strong> the health care team or other<br />
pr<strong>of</strong>essional groups.<br />
Pr<strong>of</strong>essionalism<br />
Demonstrate a commitment to carrying out pr<strong>of</strong>essional responsibilities and an adherence to<br />
ethical principles:<br />
Students Will:<br />
22. Demonstrate sensitivity and responsiveness to a diverse patient population, including but<br />
not limited to diversity in gender, age, culture, race, religion, disabilities, and sexual<br />
orientation.<br />
23. Exhibit the highest moral and ethical standards in the care <strong>of</strong> patients and in their<br />
interactions with others.<br />
Objectives<br />
Systems-based Practice<br />
Demonstrate an awareness <strong>of</strong> and responsiveness to the larger context and system <strong>of</strong> health care, as<br />
well as the ability to call effectively on other resources in the system to provide optimal health care:<br />
Students Will:<br />
24. Demonstrate an understanding <strong>of</strong> various types <strong>of</strong> health care systems, their role and their<br />
impact on health care delivery:<br />
25. Work effectively in various health care delivery settings and systems.<br />
26. Incorporate considerations <strong>of</strong> cost awareness and risk-benefit analysis in patient and/or<br />
population-based care.<br />
27. Participate in identifying system errors and suggesting potential systems solutions.<br />
Interpr<strong>of</strong>essional Collaboration<br />
Demonstrate the ability to engage in an interpr<strong>of</strong>essional team in a manner that optimizes safe,<br />
effective patient- and population-centered care:<br />
Students will:<br />
28. Work with other health pr<strong>of</strong>essionals to establish and maintain a climate <strong>of</strong> mutual<br />
respect, dignity, diversity, ethical integrity, and trust.<br />
29. Use the knowledge <strong>of</strong> one’s own role and the roles <strong>of</strong> other health pr<strong>of</strong>essionals to<br />
appropriately assess and address the health care needs <strong>of</strong> the patients and populations<br />
served.<br />
Personal and Pr<strong>of</strong>essional Development<br />
Demonstrate the qualities required to sustain lifelong personal and pr<strong>of</strong>essional growth<br />
Students will:<br />
30. Demonstrate the ability to use self-awareness <strong>of</strong> knowledge, skills, physical and emotional<br />
limitations to engage in appropriate help-seeking behaviors.<br />
31. Demonstrate healthy coping mechanisms to respond to stress.<br />
32. Manage conflict between personal and pr<strong>of</strong>essional responsibilities.<br />
1 The educational objectives <strong>of</strong> the University <strong>of</strong> Chicago <strong>Pritzker</strong> <strong>School</strong> Of <strong>Medicine</strong>’s curriculum are grouped by<br />
competencies as defined by the Accreditation Council for Graduate Medical Education (ACGME) and the Physician<br />
Competency Reference Set as defined by the Association <strong>of</strong> American Medical Colleges (AAMC).<br />
8
OUTLINE OF THE MD<br />
PROGRAM OF STUDIES FOR 2014-15<br />
Year 1 (Class <strong>of</strong> 2018)<br />
August/September<br />
The Human Body<br />
Health Disparities: Equity and Advocacy<br />
Scholarship & Discovery 1A<br />
Autumn Quarter<br />
Winter Quarter<br />
Spring Quarter<br />
Cells, Molecules, & Genes<br />
Physician-Patient-Society-Systems (P2S2)<br />
Clinical Skills 1A<br />
Social Context <strong>of</strong> <strong>Medicine</strong> &<br />
the American Health Care System<br />
Cell and Organ Physiology<br />
Physician-Patient-Society-Systems (P2S2)<br />
Clinical Skills 1B<br />
Doctor-Patient Relationship<br />
Scholarship & Discovery 1B: Introduction to Medical<br />
Evidence<br />
Cellular Pathology & Immunology<br />
Microbiology<br />
Physician-Patient-Society-Systems (P2S2)<br />
Clinical Skills 1C<br />
Scholarship & Discovery 1C<br />
Electives<br />
Additional Resource: pritzker.uchicago.edu/md/curriculum/courses/firstyear<br />
Year 2 (Class <strong>of</strong> 2017)<br />
Summer Quarter<br />
Autumn Quarter<br />
(First Half)<br />
Vacation/Summer Research<br />
Neurobiology<br />
Pharmacology<br />
Human Behavior in Health and Illness<br />
Program <strong>of</strong> Studies<br />
(Second Half)<br />
Winter Quarter<br />
Spring Quarter<br />
Clinical Pathophysiology & Therapeutics (CPP & T) I<br />
Clinical Skills 2A: Physical Diagnosis<br />
Clinical Pathophysiology & Therapeutics (CPP & T) II<br />
Clinical Skills 2B: Physical Diagnosis<br />
Independent Study<br />
Scholarship & Discovery Block<br />
Electives<br />
Additional Resource: pritzker.uchicago.edu/md/curriculum/courses/secondyear<br />
9
Year 3 (Class <strong>of</strong> 2016)<br />
<strong>Medicine</strong> 12 weeks Psychiatry 4 weeks<br />
Surgery 12 weeks Pediatrics 6 weeks<br />
Ob/Gyn 6 weeks Family <strong>Medicine</strong>* 4 weeks<br />
Neurology* 4 weeks<br />
* Some students choose to defer<br />
Family <strong>Medicine</strong> or Neurology<br />
to senior year, and instead take a<br />
subspecialty elective (2-4 weeks)<br />
during that 4 week block.<br />
Additional Resource: pritzker.uchicago.edu/md/curriculum/courses/clerkships/thirdfourth<br />
Program <strong>of</strong> Studies<br />
Year 4 (Class <strong>of</strong> 2015)<br />
All fourth-year students are required to complete a total <strong>of</strong> 1200 units <strong>of</strong> credit during the senior<br />
year.<br />
1. Required experiences during Senior Year:<br />
a. Subinternship (inpatient selective)* 150 units<br />
b. Scientific Basis <strong>of</strong> Medical Practice Selective(s) # 150 units<br />
c. Emergency <strong>Medicine</strong> Clerkship (4 weeks) 125 units<br />
d. Neurology Clerkship (if not completed during third year) 125 units<br />
e. Family <strong>Medicine</strong> Clerkship (if not completed during third year) 125 units<br />
f. Additional electives to total 1200 credits for the year<br />
g. Scholarship & Discovery 100 units<br />
2. Other potential sources <strong>of</strong> credits:<br />
a. Presentation at Senior Scientific Session (SSS) 100 units<br />
i. Presentation at SSS does not count towards requirement for basic science<br />
selective<br />
b. Teaching Assistant in medical school courses<br />
i. Credits remuneration vary by course 25-150 units<br />
c. Credit for Research<br />
i. MD/PhD students who have completed the second degree may petition the<br />
Committee on <strong>Academic</strong> Promotions for up to 300 units <strong>of</strong> credit for research<br />
performed while pursuing degree.<br />
ii. Students who take time <strong>of</strong>f during medical school in order to pursue research<br />
in a non-degree program may petition the Committee on <strong>Academic</strong> Promotions<br />
to receive up to 100 units <strong>of</strong> credit for the research performed during this time.<br />
iii. Research performed while registered as a fourth year student may receive up to<br />
100 100 units units <strong>of</strong> credit <strong>of</strong> credit for each for month each month (maximum (maximum <strong>of</strong> three <strong>of</strong> months) three months) if course if director course<br />
verifies director that student verifies that spent student at least spent 25 hours at least per 25 week hours pursuing per week research. pursuing research.<br />
*Subinternship<br />
Students are expected to assume the role <strong>of</strong> a PGY1 house<strong>of</strong>ficer, including; assuming primary<br />
responsibility and ownership for patient care at the level <strong>of</strong> an intern in that specialty; organizing<br />
setting priorities for the work inherent to managing an inpatient service; participating in cross<br />
cover duties and transitions <strong>of</strong> care (hand<strong>of</strong>f/cross coverage). Sub-Internships are a full month in<br />
length with a full time, rigorous schedule.<br />
#<br />
Scientific Basis <strong>of</strong> Medical Practice Selective(s)<br />
These courses are designed to challenge students to refresh their understanding <strong>of</strong> basic science<br />
principles in the context <strong>of</strong> their developing clinical experiences, providing a “return to basic<br />
science” after completing the third year. Students may choose from the many <strong>of</strong>ferings in the<br />
on-line catalog. Under some circumstances, the basic science selective requirement might be<br />
met by an independent study program supervised and taught by a University <strong>of</strong> Chicago faculty<br />
member. Appropriate documentation and prior approval <strong>of</strong> the Associate Dean for Medical <strong>School</strong><br />
Education would be required. Research performed during the course <strong>of</strong> the fourth year does not fulfill<br />
this selective requirement.<br />
Additional Resource: pritzker.uchicago.edu/md/curriculum/courses/electives.shtml<br />
10
REQUIREMENTS FOR ADMISSION<br />
AND PROMOTION<br />
Requirements for Admission<br />
The curricular goals <strong>of</strong> the University <strong>of</strong> Chicago <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> are intended to<br />
develop physicians from diverse segments <strong>of</strong> society whose personal attributes are manifest in their<br />
high moral, ethical, and compassionate care <strong>of</strong> patients; who are responsible to social and societal<br />
needs; and who have been thoroughly educated in the art and science <strong>of</strong> medicine so that they<br />
demonstrate sustained competence in medicine.<br />
In order to meet these goals, the faculty <strong>of</strong> the University <strong>of</strong> Chicago <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong><br />
have developed, in accordance with the Americans with Disabilities Act <strong>of</strong> 1990, the following<br />
essential function requirements for medical students. All students, for matriculation and promotion<br />
should, with or without reasonable accommodation:<br />
• Possess the neuromuscular control and eye-hand coordination needed to efficiently, safely,<br />
and independently carry out all necessary procedures involved in the learning <strong>of</strong> the basic<br />
and clinical sciences, as well as those required in the hospital and clinical environment. These<br />
include, but are not limited to, anatomic dissection, basic science laboratory exercises, basic<br />
and advanced cardiac life support activities, physical examinations, surgical, clinical laboratory,<br />
and other technical procedures as required for diagnosis and treatment.<br />
• Possess the sensory ability, as well as the mental capacity, to rapidly assimilate large volumes<br />
<strong>of</strong> technically detailed and complex information presented in formal lectures, small group<br />
discussions, and individual clinical settings. Students should possess the intellectual abilities<br />
to acquire, assimilate, integrate and apply information obtained from written, oral, and visual<br />
sources.<br />
• Possess the use <strong>of</strong> senses to allow for effective observation and communication in the classroom,<br />
scientific laboratory, and clinical setting.<br />
∗ In the clinical setting, the use <strong>of</strong> a trained intermediary cannot be used to fulfill<br />
essential requirements.<br />
• Possess the emotional and physical health required for full utilization <strong>of</strong> their intellectual<br />
abilities, the exercise <strong>of</strong> good judgment, the prompt completion <strong>of</strong> all responsibilities attendant<br />
to the diagnosis and care <strong>of</strong> patients, and the development <strong>of</strong> mature, sensitive and effective<br />
relationships with patients.<br />
Requirements for Admission<br />
11
Requirements for Advancement<br />
Requirements for Advancement<br />
Passing grades in individual courses are necessary but not sufficient for attainment <strong>of</strong> the MD degree<br />
from the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong>. Failure to demonstrate appropriate ethical or pr<strong>of</strong>essional<br />
behavior may in itself be a cause for dismissal from the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> despite passing<br />
academic performance. In addition, students are expected to demonstrate commitment to their<br />
pr<strong>of</strong>essional responsibility by participating in the full educational experience, including attending<br />
classes, required orientations and symposia; completing assignments and requirements in a timely<br />
manner; participating in the course evaluation process; and demonstrating respectful behavior<br />
towards patients, staff, students, faculty, and others.<br />
The Committee on <strong>Academic</strong> Promotions (see page 20) has specified the minimum academic<br />
requirements for advancement for each academic year, as well as the minimum requirements<br />
to maintain enrollment. Failure to meet any one <strong>of</strong> these requirements may result in dismissal<br />
for poor scholarship. In all curriculum years, any repeated course must be passed. A grade <strong>of</strong><br />
Failure (F) followed by a second grade <strong>of</strong> Failure (F to F) may result in dismissal. A designator <strong>of</strong><br />
Incomplete (I) in a repeated course equals a grade <strong>of</strong> Failure.<br />
An enrolled student in the regular MD program must complete all coursework within a maximum<br />
total <strong>of</strong> six academic years. A leave <strong>of</strong> absence time period is not included in this count.<br />
Enrollment in the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> is considered to be a full time endeavor requiring<br />
sustained focus and concentration. Enrollment in courses outside <strong>of</strong> <strong>Pritzker</strong> or application to<br />
other University <strong>of</strong> Chicago programs while a full-time student at <strong>Pritzker</strong> requires prior review<br />
by the Associate Dean for Medical <strong>School</strong> Education or the Committee on <strong>Academic</strong> Promotions.<br />
Specific Requirements for Year 1<br />
• To advance to the second year, all first year courses must be passed by the end <strong>of</strong> the Summer<br />
Quarter.<br />
• Students are required to complete 100 units <strong>of</strong> elective credit in the Spring Quarter.<br />
Specific Requirements for Year 2<br />
• To advance to the third year, all second year courses must be passed by the end <strong>of</strong> the Spring<br />
Quarter.<br />
Specific Requirements for Year 3<br />
• Students are required to complete seven core clerkships during their third year (<strong>Medicine</strong>, Surgery,<br />
Pediatrics, Obstetrics/Gynecology, Psychiatry, Neurology, Family <strong>Medicine</strong>). For a small group<br />
<strong>of</strong> students there is an option to defer either the Family <strong>Medicine</strong> Clerkship or the Neurology<br />
Clerkship to the fourth year in order to complete elective rotations in other fields during the<br />
third year. A student who defers Neurology must complete the rotation within the first 6<br />
months <strong>of</strong> the student’s senior year. The Family <strong>Medicine</strong> clerkship has designated months<br />
in which a senior student may enroll. In addition, students must take and pass the Clinical<br />
Performance Experience (CPX).<br />
• All core clerkships must be passed before starting the fourth year, with the exception <strong>of</strong> a<br />
deferred clerkship in Family <strong>Medicine</strong> or Neurology.<br />
12
Specific Requirements for Year 4<br />
Assignment <strong>of</strong> Credit Units in the Fourth Year<br />
• The fourth year experience at the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> is intended to consolidate the<br />
knowledge, skills, and habits that students will need to be successful residents and practicing<br />
physicians and consists <strong>of</strong> both required and elective experiences. In total, students must<br />
complete a minimum <strong>of</strong> 1200 units <strong>of</strong> work over the course <strong>of</strong> the year.<br />
Required and elective courses are assigned units based on:<br />
• Intensity <strong>of</strong> workload<br />
• Comparability to other <strong>Pritzker</strong> courses<br />
• Time commitment<br />
• Curricular priority<br />
Units for standing courses and clinical experiences are assigned by a committee (Associate<br />
Dean for Medical <strong>School</strong> Education, <strong>Pritzker</strong> Registrar, Executive Director <strong>of</strong> Medical<br />
<strong>School</strong> Education and Director <strong>of</strong> Medical Education) and are reviewed and approved by the<br />
<strong>Pritzker</strong> Initiative Steering Committee. All new elective proposals are reviewed in detail by<br />
the <strong>Pritzker</strong> Initiative Steering Committee and are assigned credit units by that committee.<br />
Required experiences include a minimum <strong>of</strong> 525 units:<br />
• Subinternship (150 units)<br />
• Emergency <strong>Medicine</strong> Clerkship (125 units)<br />
• Scholarship & Discovery (100-300 units)<br />
• Scientific Basis <strong>of</strong> Medical Practice Selectives (150 units total)<br />
If a student has deferred either Family <strong>Medicine</strong> or Neurology to the senior year in order to<br />
do subspecialty electives the third year, the student will receive 125 units for that clerkship<br />
in the senior year.<br />
The remainder <strong>of</strong> the senior schedule is comprised <strong>of</strong> elective courses and clerkships, teaching<br />
assistantships, mentored independent study, and <strong>of</strong>fsite rotations.<br />
Determination <strong>of</strong> Units for Away Rotations<br />
• Students may do up to three months <strong>of</strong> electives at outside institutions. Students work with<br />
their career advisors to choose <strong>of</strong>f-site rotations that will enhance their career and learning<br />
goals. They fill out a form that includes a detailed description <strong>of</strong> the <strong>of</strong>f-site rotation, including<br />
learning goals, assessment methods, time commitment, and responsibilities. The form is<br />
signed by the student’s career advisor. A committee consisting <strong>of</strong> the Associate Dean for<br />
Medical <strong>School</strong> Education, the <strong>Pritzker</strong> Registrar, the Executive Director <strong>of</strong> Medical <strong>School</strong><br />
Education and Director <strong>of</strong> Medical Education assign credit units based on comparable courses<br />
or clerkships at <strong>Pritzker</strong>. Sometimes additional information is required from the student or<br />
the school in order to assign appropriate units. If a student believes that the unit assignment<br />
is not appropriate, the student has the opportunity to ask for additional review and to provide<br />
additional information and details about the proposed experience.<br />
Determination <strong>of</strong> Units for Independent Study Electives<br />
• Students may work with faculty members to create independent study electives for research,<br />
basic science, or clinical experiences. Students fill out an online Independent Study Form that<br />
is signed by the faculty member with whom they will be working. This form requires a detailed<br />
description <strong>of</strong> the proposed experience, including learning goals, time commitment, and<br />
evaluation methods. Credit units are assigned in a manner parallel to that for away rotations.<br />
Requirements for Advancement<br />
13
Requirements for Graduation<br />
• Successfully complete all coursework, as determined by the departments and the Committee<br />
on <strong>Academic</strong> Promotions.<br />
Requirements for Graduation<br />
• Demonstrate pr<strong>of</strong>essionalism and ethical conduct in all personal and pr<strong>of</strong>essional actions and<br />
interactions, as determined by departments, medical school administration, and the Committee<br />
on <strong>Academic</strong> Promotions.<br />
• Complete fourteen (14) quarters <strong>of</strong> full-time enrollment and full tuition payment.<br />
• Register for and record a score for the United States Medical Licensing Examination (USMLE)<br />
Steps 1 and 2 (CK and CS). Students are responsible for meeting NBME deadlines.<br />
∗ Step 1 is usually taken during the spring quarter following the completion <strong>of</strong> all second<br />
year courses.<br />
∗ Step 2 (CK) and Step 2 (CS) must be taken by December 1 <strong>of</strong> the senior year.<br />
∗ All core course requirements must be completed by April 30 <strong>of</strong> senior year.<br />
∗ Students may not receive the MD degree from the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> if these<br />
exams are not completed as required.<br />
∗ If a student fails the Step 1 exam, he or she should retake the exam prior to beginning the<br />
residency application process.<br />
• Complete course evaluations following each course, clerkship or elective.<br />
• Discharge all financial obligations to the University at least four weeks prior to the June<br />
Convocation date.<br />
• Apply to graduate no later than the first week <strong>of</strong> the quarter in which the degree is expected<br />
(Spring Quarter <strong>of</strong> fourth year).<br />
Upon successful completion <strong>of</strong> the curriculum <strong>of</strong> the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong>, the student is<br />
recommended to the Board <strong>of</strong> Trustees <strong>of</strong> the University <strong>of</strong> Chicago for the degree <strong>of</strong> Doctor <strong>of</strong><br />
<strong>Medicine</strong>.<br />
14
GRADING SYSTEM<br />
The Pass/Fail Grading System<br />
The <strong>Pritzker</strong> curriculum has been designed for a competency-based evaluation process. Student<br />
performance is measured by the degree <strong>of</strong> achievement <strong>of</strong> the appropriate competencies, rather<br />
than by a predetermined grade distribution.<br />
Passing grades in individual courses are necessary but not sufficient for attainment <strong>of</strong> the MD<br />
degree from the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong>. Failure to demonstrate appropriate ethical or<br />
pr<strong>of</strong>essional behavior may in itself be a cause for dismissal from the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong><br />
despite passing academic performance.<br />
The <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> utilizes a Pass (P)/Fail (F) grading system. Grades <strong>of</strong> P or F are the<br />
only ones to appear on the student’s <strong>of</strong>ficial transcript from the University <strong>of</strong> Chicago.<br />
Internal Designators<br />
In the preclinical biennium (Years 1 and 2), and in year 4, no specific performance data is recorded<br />
in the Dean’s Office about student performance, except for students who are noted by course<br />
directors to be performing at a borderline or failing level. Students having difficulty will be<br />
counseled by course directors about ways to improve and may be advised by the <strong>Academic</strong> Progress<br />
Committee or the Committee on <strong>Academic</strong> Promotions (see below) to seek assistance from a<br />
learning specialist or other counselor.<br />
In the required clinical clerkships, course directors assign internal designators <strong>of</strong> Honors (H), High<br />
Pass (HP), Pass (P), Incomplete (I), or Fail (F). In addition, a narrative summary is submitted to<br />
the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> that supports the rationale for the designator grade assigned to the<br />
students. Clinical departments have the latitude not to use the full range <strong>of</strong> internal designators,<br />
based on the competency level achieved by the student. The material supplied by each department<br />
serves as the basis for the Medical Student Performance Evaluation Letter, which is sent to<br />
postgraduate programs for residency selection purposes. These internal designators do not appear<br />
on the student’s <strong>of</strong>ficial transcript.<br />
Honors (H) (Third year only)<br />
The honors (H) designation is awarded to students whose outstanding performance and<br />
demonstrated qualities <strong>of</strong> intellectual curiosity, integrity and self-discipline significantly exceed<br />
the competency level expected for third year students.<br />
Grading System<br />
High Pass (HP) (Third year only)<br />
The designator <strong>of</strong> High Pass (HP) is awarded to students whose performance clearly exceeds the<br />
Pass requirements, but does not reach Honors caliber.<br />
Pass (P)<br />
A grade <strong>of</strong> Pass (P) is awarded to students, with the exception <strong>of</strong> those defined above, whose<br />
performance in a subject meets the competency requirements established by the department.<br />
Failure (F)<br />
Those students whose performance in a subject is clearly below departmental passing standards shall<br />
15
e given a grade <strong>of</strong> Failure (F). The failure grade (F) will be recorded on the student’s transcript,<br />
followed by a grade <strong>of</strong> Pass (P) when the required course has been retaken and passed. A designator<br />
<strong>of</strong> Incomplete (I) or Withdraw (W) in a previously failed course equals a grade <strong>of</strong> Failure. A grade<br />
<strong>of</strong> Failure (F) followed by a second grade <strong>of</strong> Failure (F to F) may result in dismissal.<br />
All elective courses (including senior electives and selectives) utilize the Pass/Fail grading system.<br />
Non-Grade Designators<br />
Incomplete (I)<br />
Grading System<br />
The designator <strong>of</strong> Incomplete (I) will be assigned when a student has not successfully completed<br />
all the required work in a course or clerkship, either for academic or non-academic reasons. For<br />
instance, if a course <strong>of</strong>fers multiple exams during the quarter, and a student fails to pass one or<br />
two <strong>of</strong> multiple exams, he or she can be given a designation <strong>of</strong> Incomplete (I) and be provided<br />
with an opportunity for remediation if approved by the course director and the Committee on<br />
<strong>Academic</strong> Promotions.<br />
All Incomplete designations should be remediated within four quarters from the time <strong>of</strong> course<br />
registration, irrespective <strong>of</strong> student registration status. All Incomplete designations must be<br />
remediated before the student can advance to the next academic level.<br />
• If the course work is completed within four quarters from the time <strong>of</strong> course registration, the<br />
student will be awarded a grade <strong>of</strong> Pass (P) and the Incomplete (I) will be removed from the<br />
<strong>of</strong>ficial transcript.<br />
• If the course work is completed more than four quarters from the time <strong>of</strong> registration for the<br />
course, the Incomplete (I) designation will remain on the <strong>of</strong>ficial transcript with the grade<br />
listed alongside it (e.g., I/P).<br />
• If the student does not fulfill the course requirements in a satisfactory manner, a final grade <strong>of</strong><br />
Failure (F) will be reported. This Failure (F) will be noted on the permanent transcript. In such<br />
cases, students need to retake and pass the course or clerkship.<br />
• Failure to pass a previously failed course will result in dismissal from the medical school.<br />
• A student in the fourth year who receives an Incomplete (I) must have completed coursework<br />
in the designated area in which the Incomplete (I) has been received prior to April 30 <strong>of</strong> the<br />
final year <strong>of</strong> enrollment in order to graduate in that academic year.<br />
Withdraw (W)<br />
The mark (W) signifies withdrawal from a course or clerkship. Once a course begins a student who<br />
withdraws from a course must retake the entire course in order to receive credit. Withdrawal from<br />
a course or clerkship requires approval from the Associate Dean for Medical <strong>School</strong> Education<br />
and the Committee on <strong>Academic</strong> Promotions. Designations <strong>of</strong> Withdrawal (W) remain on the<br />
student’s <strong>of</strong>ficial transcript. A student may not withdraw from a course more than once, unless<br />
under exceptional circumstances (such as serious illness) approved by the Associate Dean for<br />
Medical <strong>School</strong> Education and the Committee on <strong>Academic</strong> Promotions.<br />
16
Consequences <strong>of</strong> a Failure Grade<br />
A Failure (F) designates a grade below departmental passing standards and appears on the <strong>of</strong>ficial<br />
transcript.<br />
• In the preclinical years, a student who receives a grade <strong>of</strong> “F” may be allowed, at the discretion<br />
<strong>of</strong> the Committee on <strong>Academic</strong> Promotions, to repeat the preclinical coursework or its<br />
equivalent. In preclinical courses, the only acceptable grade upon repetition <strong>of</strong> a failed course<br />
is a Pass.<br />
• If remediation <strong>of</strong> clinical courses is required, the remediation must be done at the University <strong>of</strong><br />
Chicago Medical Center or its affiliate institutions. In clinical clerkships and courses, internal<br />
designators <strong>of</strong> performance are used (see below), but the minimum acceptable designator upon<br />
repetition <strong>of</strong> a failed course is a Pass.<br />
• An Incomplete (I) designation after a prior failure in any course or clerkship is not acceptable<br />
and will be recorded as a Failure (F).<br />
• A student who fails to pass a course or clerkship for a second time is subject to dismissal from<br />
the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong>.<br />
Notification <strong>of</strong> Below Passing Grades<br />
It is the department’s responsibility to notify the student <strong>of</strong> his/her poor performance (Incomplete,<br />
Fail) in a timely manner. Final grades are expected to be submitted no more than two weeks<br />
after the end <strong>of</strong> a course or four weeks after the end <strong>of</strong> a clerkship. If appropriate, suggestions<br />
for improvement may be outlined with the student. Students with serious academic difficulties<br />
during the course should be referred to the Associate Dean for Medical <strong>School</strong> Education and the<br />
<strong>Academic</strong> Progress Committee or the Committee on <strong>Academic</strong> Promotions.<br />
Additional Resource: pritzker.uchicago.edu/md<br />
Grading System<br />
17
HONORS AND AWARDS<br />
Graduation with Honors<br />
The Honors and Awards Committee, consisting <strong>of</strong> selected faculty, course directors and clerkship<br />
directors, is appointed by the Dean for Medical Education. The committee, chaired by a faculty<br />
member designated by the Dean for Medical Education, is charged with determining selection <strong>of</strong><br />
students for graduation with Honors and designation <strong>of</strong> specific awards at graduation. Separate<br />
committees choose students for the Alpha Omega Alpha and Gold Humanism Honor Society.<br />
Honors and Awards<br />
Determination <strong>of</strong> Graduation with Honors is at the discretion <strong>of</strong> the Honors and Awards<br />
Committee. However, generally, only 10% <strong>of</strong> the graduating class receive the “Graduation with<br />
Honors” designation.<br />
A student may receive a designation <strong>of</strong> Graduation with Honors on their diploma if so designated<br />
by the <strong>Academic</strong> Honors Committee. In order to qualify for Graduation with Honors, students<br />
must have:<br />
1. Demonstrated academic excellence during their years at the University <strong>of</strong> Chicago <strong>Pritzker</strong><br />
<strong>School</strong> <strong>of</strong> <strong>Medicine</strong>.<br />
2. Demonstrated outstanding pr<strong>of</strong>essionalism during their years at the University <strong>of</strong> Chicago<br />
<strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong>.<br />
3. Performed significant research while enrolled as a student in the medical school. Ordinarily,<br />
such research will have led to either publication <strong>of</strong> results in scientific journals, presentation <strong>of</strong><br />
the research project at pr<strong>of</strong>essional meetings, or presentation at the Senior Scientific Session<br />
in May <strong>of</strong> senior year.<br />
Other Graduation Awards<br />
The <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> awards several specific named awards to graduating students,<br />
as well as several departmental awards. Each award has specific criteria. Such designations are<br />
decided by the <strong>Academic</strong> Awards Committee, with consultation from the departmental chair or<br />
representative when appropriate.<br />
Departmental representatives may also designate awards to members <strong>of</strong> the graduating class who<br />
demonstrated outstanding pr<strong>of</strong>iciency in their respective departments or sections.<br />
For a listing <strong>of</strong> the available awards, please visit: pritzker.uchicago.edu/md/curriculum/honors<br />
Alpha Omega Alpha<br />
Election to Alpha Omega Alpha (AΩA), the national medical honor society, occurs in the early<br />
fall <strong>of</strong> students’ fourth year. Members can be elected as students, house <strong>of</strong>ficers, alumni or faculty<br />
<strong>of</strong> an affiliated institution. Chapters may elect undergraduate members from students in their<br />
last two years <strong>of</strong> medical school. Because <strong>Pritzker</strong> has a Pass/Fail grading system in the first two<br />
years, there is no Junior AΩA. Scholastic excellence is a key criterion but not the only one for<br />
election; capacity for leadership, compassion, and fairness in dealing with one’s colleagues are also<br />
considered. Students who are in the top academic quartile (based on third year designators only)<br />
<strong>of</strong> their class are eligible for election, but the total number <strong>of</strong> AΩA members ultimately selected<br />
18
each year may not exceed 16% <strong>of</strong> the graduating class. “The students elected to AΩA are men and<br />
women who have compiled the requisite high academic standing and who, in the judgment <strong>of</strong> the<br />
members <strong>of</strong> the local chapter, have shown promise <strong>of</strong> becoming leaders in their local chapter and<br />
have promise <strong>of</strong> becoming leaders <strong>of</strong> their pr<strong>of</strong>ession.”<br />
Curriculum vitae are provided to the committee for the top quartile students, based largely on<br />
the designators earned during the third year. In selecting the AΩA students, the committee takes<br />
into account individual comments on clerkship evaluations, board scores, research, publications,<br />
leadership activities, significant honors, such as selection to serve as a teaching assistant for<br />
CPP&T, and service to the school’s community.<br />
<strong>Pritzker</strong> has the second-oldest AΩA chapter in the nation, and has graduated over 100 years’ worth<br />
<strong>of</strong> AΩA students.<br />
Visit: pritzker.uchicago.edu/current/students/aoa.shtml for more information.<br />
Gold Humanism Honor Society<br />
In 2005, the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> established a Gold Humanism Honor Society (GHHS)<br />
chapter to recognize our students for their humanistic attributes. The GHHS seeks to recognize<br />
medical students who have demonstrated exemplary attitudes and behaviors characteristic <strong>of</strong><br />
the most humanistic physicians who practice patient centered care by modeling the qualities <strong>of</strong><br />
integrity, excellence, compassion, altruism, respect and empathy. The election process is based<br />
on the recommendations <strong>of</strong> third-year peers <strong>of</strong> the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> and from the<br />
GHHS Selection Committee deliberations. The selection committee is composed <strong>of</strong> a broad array<br />
<strong>of</strong> individuals who interact with students in a variety <strong>of</strong> settings: clerkship administrators, nurses,<br />
residents, faculty, and medical school staff.<br />
Visit: pritzker.uchicago.edu/current/students/gold.shtml for more information.<br />
Honors and Awards<br />
19
ACADEMIC COMMITTEES<br />
<strong>Academic</strong> Progress Committees<br />
<strong>Academic</strong> Committees<br />
Three <strong>Academic</strong> Progress Committees for Year 1, Year 2, and Years 3 and 4 are responsible for<br />
monitoring student progress throughout the academic year. The committees are composed <strong>of</strong><br />
course or clerkship directors for that year. The committees are chaired by Associate Dean for<br />
Medical <strong>School</strong> Education. The committees provide formative feedback and advice for students<br />
about their academic performance and progress as students proceed through the curriculum. Each<br />
<strong>Academic</strong> Progress Committee reports to Committee on <strong>Academic</strong> Promotions and may make<br />
recommendations to that committee for monitoring, remediation, referral to learning specialists,<br />
Extended Curriculum Option, or other interventions to facilitate student success at <strong>Pritzker</strong>. The<br />
<strong>Academic</strong> Progress Committees meet quarterly.<br />
Committee on <strong>Academic</strong> Promotions (CAP)<br />
The Committee on <strong>Academic</strong> Promotions is responsible for overall evaluation <strong>of</strong> student<br />
performance, determination <strong>of</strong> appropriate remediation for academic difficulty, and oversight <strong>of</strong><br />
academic issues related to student retention and progress. Ultimately, it is the Committee on<br />
<strong>Academic</strong> Promotions’ responsibility to assure that students graduating from the <strong>Pritzker</strong> <strong>School</strong><br />
<strong>of</strong> <strong>Medicine</strong> meet the academic, ethical, and pr<strong>of</strong>essional standards to enter the medical pr<strong>of</strong>ession.<br />
The Committee is appointed by the Dean for Medical Education and consists <strong>of</strong> senior faculty<br />
members who are experienced with medical student education. The Associate Dean for Medical<br />
<strong>School</strong> Education serves as chair. The Executive Director <strong>of</strong> Medical <strong>School</strong> Education staffs the<br />
Committee. The committee reports to the Dean for Medical Education.<br />
The Committee on <strong>Academic</strong> Promotions reviews all medical students for promotion to the next<br />
year or for graduation. The Committee reviews concerns brought to its attention by the <strong>Academic</strong><br />
Progress Committees for each year; in some cases the committee may request that a member <strong>of</strong> an<br />
<strong>Academic</strong> Progress Committee report directly to the committee regarding a particular issue. The<br />
Committee evaluates the success <strong>of</strong> the academic remediation; reviews the progress <strong>of</strong> students on<br />
Extended Curriculum Option; and reviews petitions from students for changes in the academic<br />
timeline; for academic credit outside the standard curriculum; or for re-entry into medical school<br />
from a leave <strong>of</strong> absence.<br />
The deliberations <strong>of</strong> the Committee on <strong>Academic</strong> Promotions are constructive in approach and<br />
directed toward helping students succeed. Ultimately, however, the student must be able to meet<br />
the minimum academic performance standards <strong>of</strong> the competency-based curriculum outlined in<br />
this document. When evaluating student performance, the Committee takes into account such<br />
matters as fund <strong>of</strong> knowledge, ability to organize and logically present information, test-taking<br />
skills, understanding, judgment, and pr<strong>of</strong>essional behavior. When a student is not performing<br />
adequately, the Committee will consider all relevant information. Students may be brought to the<br />
attention <strong>of</strong> the Committee on <strong>Academic</strong> Promotions through the <strong>Academic</strong> Progress Committees<br />
or through the Dean for Medical Education and his/her designees.<br />
Ultimately, it is within the Committee’s discretion to determine whether the student is permitted<br />
to continue at the school and whether any remediation <strong>of</strong> course work should be permitted or<br />
required. The Committee on <strong>Academic</strong> Promotions may consider the status <strong>of</strong> any student at any<br />
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time, even if the academic record is satisfactory. The Committee may, for reasons including but<br />
not limited to improper conduct, recommend to the Dean for Medical Education that a student<br />
be dismissed from the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong>.<br />
Voting, when necessary is limited to full, appointed members <strong>of</strong> the committee. The Chair <strong>of</strong> the<br />
Committee votes only to break a tie. Decisions <strong>of</strong> the Committee on <strong>Academic</strong> Promotions are<br />
based on information submitted by <strong>Academic</strong> Progress Committees or by the Dean for Medical<br />
Education and/or designees. In some circumstances, the committee may request and consider<br />
outside evaluations (for example, by learning specialists), or from the student under consideration.<br />
A student may appeal the decision <strong>of</strong> the Committee on <strong>Academic</strong> Promotions in a manner<br />
described on page 25 <strong>of</strong> these <strong>Guidelines</strong>.<br />
The Committee on <strong>Academic</strong> Promotions meets three to four to five times per year, or at other<br />
times as necessary.<br />
<strong>Academic</strong> Committees<br />
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REMEDIATION<br />
Remediation <strong>of</strong> Coursework<br />
The course or clerkship director’s recommendation about whether remediation for academic<br />
work is permitted or expected is subject to review by the <strong>Academic</strong> Progress Committee or the<br />
Committee on <strong>Academic</strong> Promotions, having available to it a number <strong>of</strong> options, including<br />
dismissal.<br />
Remediation<br />
Students who are required to remediate one or more courses must meet with the Associate Dean<br />
for Medical <strong>School</strong> Education to discuss various options, and to develop a remediation plan.<br />
While a department may have available various forms <strong>of</strong> remediation, the Committee on <strong>Academic</strong><br />
Promotions has the sole authority and discretion to identify the methods <strong>of</strong> remediation required<br />
for each student on an individual basis. The course director(s) is to be consulted in the selection<br />
<strong>of</strong> the plan. The course director and the Associate Dean for Medical <strong>School</strong> Education must<br />
approve each remediation plan. Remediation is to be fair, reasonable and commensurate with the<br />
type <strong>of</strong> activity in which the deficiency occurred. No student will receive credit for any form <strong>of</strong><br />
remediation that has not been first approved in writing by the appropriate department, the<br />
Associate Dean for Medical <strong>School</strong> Education, and the Committee on <strong>Academic</strong> Promotions.<br />
For remediation <strong>of</strong> failed examinations, students will be informed by the course coordinator <strong>of</strong><br />
the content areas and exam format and date <strong>of</strong> a re-examination. The standards used to evaluate<br />
a student’s performance when remediating a course shall not differ from the standards applied<br />
to evaluate the student’s academic year immediately preceding the remediation. Standards for<br />
performance are not to be raised or lowered.<br />
Timing and Scheduling <strong>of</strong> Remediation<br />
Years 1 and 2<br />
Remediation <strong>of</strong> academic difficulty in Year 1 courses should be completed by the end <strong>of</strong> June <strong>of</strong><br />
the first year. In all cases such remediation must be fully completed and documented before the<br />
beginning <strong>of</strong> second year classes in September.<br />
Remediation <strong>of</strong> academic difficulty in Year 2 courses must be completed prior to the start <strong>of</strong> the<br />
summer quarter in order for the student to be able to enter the third year on schedule. In some cases,<br />
at the discretion <strong>of</strong> the Committee on <strong>Academic</strong> Promotions, students may be permitted to defer<br />
a Year 3 summer clinical rotation in order to complete remediation and allow for graduation on<br />
schedule.<br />
A department course director(s) has priority in scheduling the date when the makeup <strong>of</strong> a course<br />
should occur.<br />
Years 3 and 4<br />
Remediation <strong>of</strong> academic difficulty in course work in Year 3 should occur prior to commencing<br />
Year 4 electives and required selectives.<br />
On rare occasions, a student may be allowed to proceed with fourth year electives before<br />
completing remediation <strong>of</strong> a third year clerkship. In such cases, failure to successfully complete the<br />
22
emediation will result in failure <strong>of</strong> the clerkship and requirement to retake and pass the clerkship<br />
prior to continuing any other fourth year courses.<br />
A request to reorder the sequence <strong>of</strong> third year rotations for the purpose <strong>of</strong> remediation must be<br />
approved by the Committee on <strong>Academic</strong> Promotions or the Associate Dean for Medical <strong>School</strong><br />
Education. Designated free time, vacation time or, if necessary, an additional academic year may<br />
be used in which to schedule remedial clinical coursework. When repeating one or more third<br />
year courses, all remediation should be completed at the earliest possible time, and prior to taking<br />
any <strong>of</strong>fsite electives so that evaluative comments regarding clerkship performance can be included<br />
in the MSPE. Should a student’s MSPE letter need to be sent before remediation is completed,<br />
clarification <strong>of</strong> the nature <strong>of</strong> the problem and current grade information for all incomplete courses<br />
must be included in the letter.<br />
In instances when only a segment <strong>of</strong> a clerkship requires remediation (usually retaking an<br />
examination), the course director has the option to specify when the remediation is to be done.<br />
When possible, make-up dates should coincide with breaks in the curriculum, and not at times<br />
when the student’s performance in an ongoing clerkship could be compromised.<br />
Year 4<br />
Remediation <strong>of</strong> academic difficulty in Year 4 electives must be completed by April 30 in order for<br />
the student to graduate at the end <strong>of</strong> that academic year.<br />
Appeal <strong>of</strong> Grades and/or Designators Used for<br />
Year 3<br />
The appeal <strong>of</strong> a grade or designator is considered a grievance. Grievances should first be brought<br />
for resolution to the department that issued the grade or designator. Should a student have reason<br />
to appeal further, the procedure is described in the <strong>Academic</strong> Rights <strong>of</strong> Students (page 56).<br />
ACADEMIC DEFICIENCIES<br />
Monitored <strong>Academic</strong> Status<br />
A student may be placed on Monitored <strong>Academic</strong> Status by the Committee on <strong>Academic</strong> Promotions<br />
if the student, in its sole judgment and discretion:<br />
• Is at risk for failing to achieve satisfactory academic progress<br />
• Is performing at a borderline level in one or more courses or clerkships<br />
• Has failed to pass three or more exams in a given academic year<br />
• Has received multiple Incomplete designations in courses or clerkships<br />
<strong>Academic</strong> Deficiencies<br />
The nature <strong>of</strong> Monitored <strong>Academic</strong> Status is one <strong>of</strong> indicating to the student that his/her studies<br />
must come first and that every effort should be expended in assuring success. Extracurricular<br />
activities should be minimized, with a primary focus on academic achievement. The Committee<br />
has the discretion to impose additional requirements as part <strong>of</strong> the Monitored <strong>Academic</strong> Status,<br />
e.g. counseling or evaluation by a learning specialist.<br />
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<strong>Academic</strong> Probation<br />
A student may be placed on <strong>Academic</strong> Probation by the Committee on <strong>Academic</strong> Promotions if the<br />
student, in its sole judgment and discretion:<br />
• Is at risk for failing to achieve successful completion <strong>of</strong> the academic program<br />
• Has failed one or more courses or clerkships<br />
• Has received multiple Pr<strong>of</strong>essionalism Concern Reports<br />
• Has engaged in unpr<strong>of</strong>essional behavior that, in the Committee’s judgment, calls into question<br />
the student’s suitability to become a physician<br />
Auditing Courses<br />
The nature <strong>of</strong> the <strong>Academic</strong> Probation status is one <strong>of</strong> indicating significant risk <strong>of</strong> failure to<br />
complete the academic program <strong>of</strong> the medical school. In addition to the need to focus fully on<br />
academic issues, as in the case <strong>of</strong> Monitored <strong>Academic</strong> Status, the student must meet regularly<br />
with the Associate Dean for Medical <strong>School</strong> Education to ensure that appropriate progress is being<br />
made toward remediation <strong>of</strong> outstanding academic issues and requirements. A student who fails<br />
to pass a course or clerkship while on <strong>Academic</strong> Probation (including a designation <strong>of</strong> Incomplete)<br />
is subject to dismissal from medical school. The fact that a student is on <strong>Academic</strong> Probation may<br />
be noted in the Medical Student Performance Evaluation (MSPE), at the discretion and judgment<br />
<strong>of</strong> the Dean for Medical Education.<br />
The designation <strong>of</strong> <strong>Academic</strong> Probation does not require a prior designation <strong>of</strong> Monitored<br />
<strong>Academic</strong> Status. In addition, the Committee on <strong>Academic</strong> Promotions may recommend dismissal<br />
from medical school without a period <strong>of</strong> Monitored <strong>Academic</strong> Status or <strong>Academic</strong> Probation.<br />
Removal <strong>of</strong> Monitored <strong>Academic</strong> Status or <strong>Academic</strong> Probation<br />
Generally, to be removed from Monitored <strong>Academic</strong> Status or <strong>Academic</strong> Probation a student<br />
must maintain at least two successive quarters with passing grades in courses and clerkships and<br />
have any concerns about unpr<strong>of</strong>essional behavior resolved to the satisfaction <strong>of</strong> the Committee.<br />
The Committee has the sole discretion and authority to require longer periods <strong>of</strong> monitoring or<br />
probation.<br />
Auditing Courses<br />
All courses in the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> are closed to students who are not enrolled in the<br />
school. Under exceptional circumstances, course directors may allow auditing <strong>of</strong> a medical school<br />
course. Such circumstances require the written approval <strong>of</strong> the Associate Dean for Medical <strong>School</strong><br />
Education.<br />
At times, especially prior to returning from a Leave <strong>of</strong> Absence, a <strong>Pritzker</strong> student may be required<br />
to audit designated courses or portions <strong>of</strong> courses by the Committee on <strong>Academic</strong> Promotions.<br />
Students who audit may take all exams if given departmental permission, but without a grade or<br />
credit granted.<br />
24
ACADEMIC GRIEVANCES<br />
Should a student have cause to request a review <strong>of</strong> any treatment that he/she receives during any<br />
portion <strong>of</strong> the academic program while enrolled in the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong>, and should no<br />
satisfactory course <strong>of</strong> action be concluded, the student has a right to file a grievance. Grievances,<br />
by their nature are intended to be individual. The two categories <strong>of</strong> grievances (departmental<br />
grievances and Committee on <strong>Academic</strong> Promotions Grievances) and their procedures are outlined<br />
below.<br />
Departmental Grievances<br />
Grades, Evaluations, Departmental Remediation Requirements<br />
Grievances <strong>of</strong> an academic nature should first be brought to the attention <strong>of</strong> the appropriate<br />
course director. The course director and student may work to resolve the grievance at this point.<br />
If the grievance involves the course director personally or if the student remains dissatisfied, the<br />
complaint should be brought, in writing, to the department chairman. If the course director and<br />
the department chairman are the same person, or if the student remains dissatisfied, the grievance<br />
should be brought, in writing, to the Dean for Medical Education. The student must present<br />
the written grievance to the department or Dean for Medical Education, within four weeks (20<br />
working days) <strong>of</strong> the incident or receipt <strong>of</strong> the course grade or evaluation.<br />
In the departmental grievance, the department chairman conducts the review, consulting as<br />
appropriate with other faculty and staff, and informs the student and the Dean’s Office, in writing, <strong>of</strong><br />
the department’s decision regarding the grievance. The department should strive to reach a decision<br />
within three weeks (15 working days) <strong>of</strong> receipt <strong>of</strong> the written grievance. If the issue cannot be resolved<br />
at the departmental level, the Dean for Medical Education will review the department’s decision,<br />
and if considered to be appropriate, may institute a review mechanism through the appointment <strong>of</strong><br />
an Ad Hoc Committee. This committee will function in the same manner as an <strong>Academic</strong> Appeal<br />
Committee, below.<br />
Committee on <strong>Academic</strong> Promotions<br />
Grievance<br />
Appeal <strong>of</strong> Decision <strong>of</strong> Committee on <strong>Academic</strong> Promotions<br />
For those grievances that relate to decisions <strong>of</strong> an academic nature or relate to decisions <strong>of</strong> the<br />
Committee on <strong>Academic</strong> Promotions, the following procedural guidelines pertain:<br />
<strong>Academic</strong> Grievances<br />
1. A student appealing any academic decision beyond the departmental level, including decisions<br />
<strong>of</strong> the Committee on <strong>Academic</strong> Promotions must make the request, in writing, to the Dean<br />
for Medical Education within three (3) weeks <strong>of</strong> the receipt <strong>of</strong> the written notification <strong>of</strong><br />
the decision. The request should include the basis for the appeal, as well as any relevant new<br />
information. Upon receipt <strong>of</strong> the written request, the Dean will be required to constitute an<br />
<strong>Academic</strong> Appeal Committee which consists <strong>of</strong> the following:<br />
a. A minimum <strong>of</strong> five senior faculty members including department chairs, committee<br />
chairs or section chiefs, and/or other senior faculty, preferably none <strong>of</strong> whom have been<br />
directly involved in the student’s educational program.<br />
25
. The medical student initiating the appeal may request that another medical student be<br />
added to the Committee; however, that student member must be an upperclassman.<br />
This individual will be chosen to serve by the Dean for Medical Education.<br />
c. The Dean for Medical Education (non-voting) and/or his/her designee.<br />
<strong>Academic</strong> Grievances<br />
2. The <strong>Academic</strong> Appeal Committee shall consider all pertinent materials, including any new<br />
information, and determine whether the Committee on <strong>Academic</strong> Promotions has rendered<br />
the appropriate decision. The appeal committee is not a legal proceeding and does not follow<br />
the procedures <strong>of</strong> a court <strong>of</strong> law.<br />
3. The <strong>Academic</strong> Appeal Committee may request that the student appear before the committee<br />
to answer questions or to present any new relevant information. The student may also request<br />
to appear before the committee to present new information, although it is the prerogative<br />
<strong>of</strong> the committee to grant or deny such a request by the student. When and if the student<br />
appears before the <strong>Academic</strong> Appeal Committee, the student shall be allowed to select an<br />
advisor for assistance. If an advisor is to be present, the student must notify the Dean for<br />
Medical Education at the time a request for appeal is made. The advisor may not participate<br />
in the presentation or discussion.<br />
4. The Dean for Medical Education shall convene the <strong>Academic</strong> Appeal Committee and<br />
commence the procedure. The Committee will provide a report with its recommendations to<br />
the Dean <strong>of</strong> the Division.<br />
5. The <strong>Academic</strong> Appeal Committee will review all pertinent material in the academic file <strong>of</strong><br />
the student, including the letter <strong>of</strong> review and any additional supporting documentation that<br />
has been procured for the purpose <strong>of</strong> the hearing. The student shall have the right to inspect<br />
these documents. The procedure to be followed for the hearing will be:<br />
a. The Dean for Medical Education or his/her designee will review the guidelines around<br />
which the Committee is to function and to clarify any aspects that are unclear to<br />
members <strong>of</strong> the Committee, including the directive that the Committee on <strong>Academic</strong><br />
Promotions’ decision is entitled to deference.<br />
b. The Dean for Medical Education or his/her designee will present information from the<br />
Committee on <strong>Academic</strong> Promotions that led to the decision being contested by the<br />
student.<br />
c. New information from the student may be considered, at the discretion <strong>of</strong> the <strong>Academic</strong><br />
Appeal Committee, but not if it could have been presented to the Committee on<br />
<strong>Academic</strong> Promotions at the time <strong>of</strong> its decision.<br />
d. If so decided by the <strong>Academic</strong> Appeal Committee, the student may be requested or<br />
permitted to appear before the committee. The student will leave the meeting at the<br />
conclusion <strong>of</strong> his or her presentation and after the committee’s questions, if any, have<br />
been answered.<br />
e. The <strong>Academic</strong> Appeal Committee will be free to discuss the case in closed session.<br />
f. The Committee shall communicate a summary report <strong>of</strong> the proceedings, including<br />
the recommendation(s) <strong>of</strong> the <strong>Academic</strong> Appeal Committee to the Dean for Medical<br />
Education, who in turn will forward a final recommendation to the Dean <strong>of</strong> the<br />
Biological Sciences Division for approval.<br />
g. The Dean <strong>of</strong> the Division <strong>of</strong> Biological Sciences will review the recommendations, make<br />
a final decision, and communicate with the student in question following the hearing.<br />
In the case <strong>of</strong> a dismissal, the Dean decides whether to uphold the recommendation or<br />
to select another alternative; either a notation <strong>of</strong> the dismissal is entered on the student’s<br />
<strong>of</strong>ficial University transcript, or a letter detailing the conditions <strong>of</strong> retention is sent to the<br />
student. The decision <strong>of</strong> the Dean is final.<br />
See page 70 for University-wide Disciplinary System.<br />
26
The curriculum at the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> is designed for completion in four years. The<br />
Directed Study Option <strong>of</strong>fers a student additional time to complete the educational program under<br />
certain circumstances. It is intended for a variety <strong>of</strong> purposes, including personal, financial, to do<br />
research (but not pursue an advanced degree) and for academic reasons. Examples <strong>of</strong> situations in<br />
which this option might be considered include: taking a year <strong>of</strong>f to engage in a research project with<br />
a faculty member or need for repetition or remediation <strong>of</strong> one or more courses. University <strong>of</strong><br />
Chicago <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> students must be registered for a minimum <strong>of</strong> 100 units in<br />
order to be to be considered Full-Time for that quarter.<br />
Students may, with the approval <strong>of</strong> the Committee on <strong>Academic</strong> Promotions, take no more than<br />
six years <strong>of</strong> academic enrollment to complete the program, i.e., no more than one additional year<br />
for the preclinical biennium, and/or one additional year for the clinical biennium. In addition to<br />
discussions with the Dean for Medical Education or Associate Dean for Medical <strong>School</strong> Education,<br />
students who are considering taking advantage <strong>of</strong> the Extended Curriculum Option should also<br />
meet with the Associate Dean for Medical Education Administration or the Associate Director <strong>of</strong><br />
Financial Aid to clarify the potential implications <strong>of</strong> this decision on financial aid status. Approval<br />
to extend the curriculum must be obtained from the Committee on <strong>Academic</strong> Promotions.<br />
EXTENDED STUDY OPTIONS<br />
Initiation <strong>of</strong> Placement in the Directed Study Options<br />
A request for participation in Directed Study may be initiated by any <strong>of</strong> the following:<br />
• The Committee on <strong>Academic</strong> Promotions.<br />
• The Dean for Medical Education or the Associate Dean for Medical <strong>School</strong> Education.<br />
• The student. The student’s desire for Directed Study should be reviewed with the Dean for<br />
Medical Education or Associate Dean for Medical <strong>School</strong> Education prior to submitting the<br />
petition to the Committee on <strong>Academic</strong> Promotions.<br />
Types <strong>of</strong> Extended Directed Study<br />
There are two types available:<br />
• Directed Study – Extended Curriculum Option: A student may opt for additional<br />
time to allow for a decompressed course load and/or remediation after experiencing<br />
academic difficulty, or for personal or financial reasons, at any time during the basic<br />
science or clinical years. A student may choose to extend the curriculum <strong>of</strong> either, or<br />
both, the basic sciences or clinical sciences segment in order to pursue research. Students<br />
on an Extended Curriculum option status must demonstrate, on a quarterly basis, that<br />
they are making academic progress during this period.<br />
Extended Study Options<br />
• Directed Study – Research: The Directed Study – Research program is intended for<br />
students who wish to pursue an additional year <strong>of</strong> research or other scholarly activity.<br />
This status is not intended for students in combined degree programs, who are considered<br />
to be on a leave <strong>of</strong> absence. Students in the Directed Study – Research status are not<br />
covered by malpractice and are not eligible to register for courses.<br />
27
LEAVE OF ABSENCE<br />
Leave <strong>of</strong> Absence <strong>Guidelines</strong><br />
Leave <strong>of</strong> Absence <strong>Guidelines</strong><br />
All requests for an <strong>of</strong>ficial Leave <strong>of</strong> Absence from the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> must be<br />
submitted in writing on a petition to the Chair <strong>of</strong> the Committee on <strong>Academic</strong> Promotions.<br />
An accompanying letter to the Committee on <strong>Academic</strong> Promotions may also be in order. The<br />
Dean for Medical Education or the Associate Dean for Medical <strong>School</strong> Education may approve<br />
an emergency Leave <strong>of</strong> Absence for academic reasons, for extenuating personal circumstances, or<br />
when required by law.<br />
Withdrawal from any portion <strong>of</strong> the curriculum without approval through an <strong>of</strong>ficial Leave<br />
<strong>of</strong> Absence will result in automatic grade(s) <strong>of</strong> Failure (F) for those courses. All programmatic<br />
alterations for academic reasons must be reviewed with the Dean for Medical Education.<br />
The maximum length <strong>of</strong> a Leave <strong>of</strong> Absence is one year. A second Leave <strong>of</strong> Absence will be<br />
considered only in the most exceptional circumstances. Students in established combined-degree<br />
programs, such as the MSTP or MBA programs, may be on a leave <strong>of</strong> absence for the period they<br />
are enrolled in their non-MD graduate studies. All students matriculating to a degree granting<br />
program in another unit must petition the Committee on <strong>Academic</strong> Promotions and must provide<br />
a copy <strong>of</strong> their acceptance letter.<br />
If a Leave <strong>of</strong> Absence is taken for more than one year, a student may be required to audit course<br />
work upon return. Prior to re-entry following a Leave <strong>of</strong> Absence, regardless <strong>of</strong> length, a student<br />
must submit a letter in writing to the Associate Dean for Medical <strong>School</strong> Education stating all<br />
reasons why re-entry at this time is desired and complete the re-entry section on the Petition to<br />
the Committee on Promotions. Students returning from a leave <strong>of</strong> absence to fulfill a military<br />
service requirement must promptly be readmitted with the same academic status to up to three<br />
years after completing their service requirement.<br />
Students petitioning to return from a medical leave <strong>of</strong> absence will generally require medical<br />
clearance from their treating physicians. The Committee on <strong>Academic</strong> Promotions may request<br />
additional documentation <strong>of</strong> readiness to return as appropriate.<br />
If a petition to re-enter after a Leave <strong>of</strong> Absence is denied, the student is considered to be dismissed<br />
from the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong>. If a student on a Leave <strong>of</strong> Absence fails to petition to re-enter<br />
at the conclusion <strong>of</strong> that leave, the student is considered to have withdrawn from the <strong>Pritzker</strong> <strong>School</strong><br />
<strong>of</strong> <strong>Medicine</strong>.<br />
Involuntary Leave <strong>of</strong> Absence Policy<br />
As a community, our first concern is always the health and well-being <strong>of</strong> each student. To help<br />
students achieve their fullest potential and participate robustly and successfully in University<br />
life, the University provides students with a host <strong>of</strong> services, including the Student Counseling<br />
Service (SCS). SCS provides a wide range <strong>of</strong> mental health care to University <strong>of</strong> Chicago students,<br />
including assessments; emergency services; crisis intervention; medication management; academic<br />
skills counseling; short term individual, couples, and/or group psychotherapies; and referral<br />
services. SCS also provides consultation to University <strong>of</strong>ficials who have concerns about a student.<br />
Sometimes, a student’s behavior raises concerns about the safety and well-being <strong>of</strong> the student or<br />
28
others or causes significant disruption to the functioning <strong>of</strong> the University. Anyone aware <strong>of</strong> such<br />
circumstances should immediately contact the Dean for Medical Education or his/her designee.<br />
In response, the Dean will meet with the student to discuss his or her behavior and appropriate<br />
next steps. The Dean may require that the student be assessed by the Student Counseling Service.<br />
The Dean may determine that, in the best interest <strong>of</strong> the student and/or others, the student (1)<br />
may remain enrolled without conditions, (2) may remain enrolled with conditions that are to be<br />
described in writing, or (3) should or, in some circumstances, must take a leave <strong>of</strong> absence.<br />
If a leave <strong>of</strong> absence is indicated, the student normally will be given the opportunity to take the<br />
leave <strong>of</strong> absence voluntarily. Often, the student may be in a better position to engage in treatment<br />
and return to stable, good health at home or in a less stressful environment. If the student declines<br />
to take a voluntary leave <strong>of</strong> absence, the Dean for Medical Education has the authority to place<br />
the student on an involuntary leave <strong>of</strong> absence by restricting or canceling the student’s existing<br />
and further registration, irrespective <strong>of</strong> the student’s academic standing. In particular, the Dean for<br />
Medical Education may require an involuntary leave <strong>of</strong> absence when he or she determines: (1) that<br />
the student has engaged, or threatened to engage, in behavior which has or could cause significant<br />
property damage, or that has or could directly and substantially impede the rightful activities <strong>of</strong><br />
others; and/or (2) in consultation with the SCS Director (or his or her designee) and based on an<br />
individualized assessment <strong>of</strong> the student’s ability to safely participate in the University’s programs,<br />
that the student is unable to function as a student and/or the student’s continued presence on<br />
campus poses a substantial risk to the safety and well-being <strong>of</strong> the student and/or others.<br />
When in the judgment <strong>of</strong> the Dean for Medical Education a student’s continued presence is<br />
likely to pose an imminent and substantial risk to the safety and well-being <strong>of</strong> the student or to<br />
others, the student may be placed on an emergency interim leave before a final determination,<br />
as described above, is made. Every reasonable attempt will be made for the Dean for Medical<br />
Education to meet with the student before deciding on an interim leave and the student will be<br />
informed in writing. The emergency leave will remain in effect until a final decision has been made<br />
or a determination has been made that the reasons for imposing the interim leave no longer exists.<br />
When the Dean for Medical Education decides that a leave <strong>of</strong> absence is appropriate, the decision<br />
and the conditions for resumption <strong>of</strong> studies will be communicated in writing. A student on a leave<br />
<strong>of</strong> absence no longer attends classes or uses University facilities, must vacate University housing,<br />
and may be entitled to refunds <strong>of</strong> tuition, fees, and room and board charges as appropriate given<br />
the timing <strong>of</strong> the start <strong>of</strong> the leave <strong>of</strong> absence. When the Dean for Medical Education mandates a<br />
leave <strong>of</strong> absence, generally such leave will be retroactive to the beginning <strong>of</strong> the quarter.<br />
Leave <strong>of</strong> Absence<br />
A student placed on an involuntary leave <strong>of</strong> absence may request, within 15 days <strong>of</strong> the date <strong>of</strong><br />
the decision, in person or writing from the Office <strong>of</strong> Campus and Student Life the a review <strong>of</strong> the<br />
decision. The Vice President and Dean <strong>of</strong> Students in the University (or his or her designee) will<br />
review appropriate records and documentation and when feasible the Vice President and Dean<br />
<strong>of</strong> Students in the University will meet with the student. A signed release from the student for<br />
medical records may be necessary to conduct the review. The Vice President and Dean <strong>of</strong> Students<br />
in the University may discuss the request with the Dean for Medical Education and if appropriate<br />
the SCS Director. He or she will communicate a final decision in writing as soon as practicable.<br />
The leave <strong>of</strong> absence will remain in effect during the period that the Vice President and Dean <strong>of</strong><br />
Students in the University considers the student’s request.<br />
29
Leave <strong>of</strong> Absence<br />
A student on a leave <strong>of</strong> absence will not be permitted to resume his or her studies until the Dean for<br />
Medical Education and the Committee on <strong>Academic</strong> Promotions makes a fact-specific assessment<br />
<strong>of</strong> the circumstances and concludes that the student no longer poses a significant disruption to<br />
the functioning <strong>of</strong> the University and/or no longer poses a significant risk to the health and safety<br />
<strong>of</strong> the student or others. In making this determination, usually the Dean for Medical Education<br />
and/or the Committee on <strong>Academic</strong> Promotions will require the student to authorize his or her<br />
treating pr<strong>of</strong>essionals to contact the Director <strong>of</strong> SCS to discuss the student’s clinical condition,<br />
whether the student continues to pose a direct threat to the safety and well-being <strong>of</strong> him/herself<br />
and/or others, as well as the student’s preparedness for (1) a return to the academic rigor <strong>of</strong> the<br />
University, (2) the ability to navigate self-sufficiently as a functioning, non-disruptive member <strong>of</strong><br />
the University community, and (3) the capability for continuing appropriate treatment via SCS or<br />
other resources, if necessary. The student may also be required to undergo an independent Fitness<br />
for Duty evaluation. If the student is to continue treatment while resuming studies, the Dean for<br />
Medical Education and/or the Committee on <strong>Academic</strong> Promotions will ask the student to sign<br />
a release that authorizes the treating pr<strong>of</strong>essional to notify the Dean for Medical Education and/<br />
or the Committee on <strong>Academic</strong> Promotions if the student does not adhere to the treatment plan.<br />
Notification <strong>of</strong> Others<br />
The Dean for Medical Education (or his or her designee) may notify a student’s parents, emergency<br />
contact, or others when in the Dean’s judgment the student is unable to make the notification<br />
himself or herself or the student’s behavior poses an imminent danger to students or others, or<br />
requires an immediate disclosure <strong>of</strong> information to avert or diffuse serious threats to the safety or<br />
health <strong>of</strong> the student or others.<br />
A leave <strong>of</strong> absence does not preclude the application <strong>of</strong> the University disciplinary systems.<br />
30
GUIDING PRINCIPLES OF PROFESSIONALISM<br />
A mark <strong>of</strong> a great medical school is the ability to create an environment which nurtures future<br />
physicians who possess knowledge <strong>of</strong> the most advanced scientific fundamentals and who<br />
demonstrate clinical competencies while behaving in ways that honor the pr<strong>of</strong>ession <strong>of</strong> medicine.<br />
Helping students to achieve this level <strong>of</strong> pr<strong>of</strong>essionalism is as important to a medical school as is<br />
its success in educating students in the biological and clinical sciences.<br />
Below are the fundamental attributes to which we ascribe as members <strong>of</strong> the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong><br />
<strong>Medicine</strong> community in our pr<strong>of</strong>essional responsibilities, relationships and ethic.<br />
Pr<strong>of</strong>essional Responsibilities<br />
As a medical student and future physician, I have chosen to pursue a pr<strong>of</strong>ession which requires<br />
personal integrity, compassion, and a constant awareness <strong>of</strong> the commitment I have made to<br />
myself, to my patients, and to the other members <strong>of</strong> the teams with whom I work. Exhibiting<br />
personal behaviors consistent with a respect for my chosen pr<strong>of</strong>ession and having pride in my<br />
work are central tenets <strong>of</strong> pr<strong>of</strong>essionalism which I will strive to incorporate into my daily life. To<br />
demonstrate my commitment to these responsibilities while enrolled at the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong><br />
<strong>Medicine</strong>, I will:<br />
1. Seek and accept feedback and constructive instruction from teachers, peers, residents and<br />
faculty in order to continually improve my educational experience, knowledge, and clinical<br />
skills.<br />
2. Commit to the highest standards <strong>of</strong> competence both for myself and for those with whom I<br />
work.<br />
3. Recognize the importance <strong>of</strong> life-long learning and commit to maintaining competence<br />
throughout my medical career.<br />
4. Be mindful <strong>of</strong> my demeanor, language, and appearance in the classroom, in the presence <strong>of</strong><br />
patients, and in all health care settings.<br />
5. Be accountable to all members <strong>of</strong> the <strong>Pritzker</strong> community, including students, residents,<br />
faculty, and support staff.<br />
6. Admit to and assume responsibility for mistakes in a mature and honest manner and develop<br />
productive strategies for correcting them.<br />
7. Refrain from using illicit substances. Refrain from using alcohol, non-prescription or<br />
prescription drugs in a manner that may compromise my judgment or my ability to contribute<br />
to safe and effective patient care.<br />
8. Be considerate and respectful <strong>of</strong> others’ (teachers, peers, residents and faculty) time, rights,<br />
values, religious, ethnic and socioeconomic backgrounds, lifestyles, opinions, and choices,<br />
even when they differ from my own.<br />
9. Meet the expectations for participation and timeliness that are communicated to me by those<br />
who teach me.<br />
10. Take an active role in caring for the diverse patient population served by the University <strong>of</strong><br />
Chicago Medical Center.<br />
11. Recognize my limitations and seek help when my expertise, knowledge, or level <strong>of</strong> experience<br />
is inadequate to handle a situation in the classroom, hospital, or research setting.<br />
Guiding Principles <strong>of</strong> Pr<strong>of</strong>essionalism<br />
31
Pr<strong>of</strong>essional Relationships<br />
Guiding Principles <strong>of</strong> Pr<strong>of</strong>essionalism<br />
Establishing productive and respectful relationships with patients, faculty, residents, staff, and<br />
colleagues is an essential component <strong>of</strong> providing the best possible health care. To strive for<br />
pr<strong>of</strong>essionalism and kindness in all <strong>of</strong> my daily encounters, I will:<br />
1. Maintain appropriate relationships with patients, teachers, peers, residents and faculty.<br />
2. Treat all members <strong>of</strong> the UCMC and <strong>Pritzker</strong> community, patients, and their families with<br />
respect, compassion, and dignity.<br />
3. Be mindful to avoid intentionally embarrassing or deriding others.<br />
4. Provide feedback to others (both colleagues and superiors) in a constructive manner, with the<br />
goal <strong>of</strong> helping them to improve.<br />
5. Treat those who participate in my education (e.g. standardized patients) with dignity and<br />
respect.<br />
6. Actively work to create an atmosphere in classrooms, clinical settings and in laboratories that<br />
is conducive to optimal, interactive learning.<br />
7. Help and support my peers during difficult times in their academic, pr<strong>of</strong>essional, and personal<br />
lives.<br />
8. Attend to my own physical and emotional well-being.<br />
Pr<strong>of</strong>essional Ethic<br />
Certain personal values and behaviors will be expected <strong>of</strong> me as a care-giver and as an ambassador<br />
<strong>of</strong> the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong>. Through my behaviors, I will demonstrate a commitment<br />
to honoring and upholding the expectations <strong>of</strong> the medical pr<strong>of</strong>ession, and, in so doing, I will<br />
contribute to maintaining society’s trust in it. In particular, I will:<br />
1. Maintain the highest standards <strong>of</strong> academic and scholarly honesty throughout my medical<br />
education, by behaving in a trustworthy manner.<br />
2. Recognize and function in a manner consistent with my role as a student on a team.<br />
3. Maintain a commitment to patient confidentiality, recognizing that patients will trust me<br />
with sensitive information.<br />
4. Place my patients’ interests and well-being at the center <strong>of</strong> my educational and pr<strong>of</strong>essional<br />
behavior and goals.<br />
5. Treat cadaveric and other scientific specimens with respect.<br />
6. Adhere to the standards <strong>of</strong> the pr<strong>of</strong>ession as put forth by the American Board <strong>of</strong> Internal<br />
<strong>Medicine</strong> Physician Charter (abimfoundation.org - Medical Pr<strong>of</strong>essionalism in the New<br />
Millennium: A Physician Charter.) whose fundamental principles are social justice, patient<br />
autonomy, and the primacy <strong>of</strong> patient welfare.<br />
7. Learn about and avoid conflicts <strong>of</strong> interest as I carry out my responsibilities.<br />
8. Contribute to medical knowledge through active scholarship and discovery.<br />
Medical Student Pr<strong>of</strong>essionalism Concern Report<br />
Faculty or Staff who observe a significant lapse in a student’s pr<strong>of</strong>essional behavior may notify a<br />
Faculty Dean, Course or Clerkship Director. The Faculty Dean, Course or Clerkship Director<br />
may choose to provide the student with feedback on his or her behavior directly. However, if the<br />
breach is significant enough he/she may report the situation to the Associate Dean for Medical<br />
<strong>School</strong> Education and fill out a Pr<strong>of</strong>essionalism Concern Reporting (PCR) form.<br />
If the Pr<strong>of</strong>essionalism Concern Reporting Form (PCR) is filed, the student will meet individually<br />
with the Course, Clerkship Director to discuss the situation. The form is referred to the Associate<br />
32
Dean for Medical <strong>School</strong> Education and kept in the student’s file. If no other pr<strong>of</strong>essionalism issues<br />
occur throughout the student’s medical school career, the form is destroyed upon graduation. No<br />
record <strong>of</strong> the incident would be recorded in the student’s academic record.<br />
If a student accumulates more than two PCR forms and/or the Associate Dean for Medical <strong>School</strong><br />
Education observes a pattern <strong>of</strong> unpr<strong>of</strong>essional behavior, or believes that a single incident represents<br />
an egregious lapse <strong>of</strong> pr<strong>of</strong>essionalism he/she will meet directly with the student. After meeting<br />
with the student, he/she and may refer the student to the Committee on <strong>Academic</strong> Promotions<br />
(see page 20). The Committee may recommend remediation, placement on Monitored <strong>Academic</strong><br />
Status or <strong>Academic</strong> Probation, or inclusion <strong>of</strong> the pr<strong>of</strong>essionalism concerns in the student’s<br />
MSPE. Recommendation for inclusion in the MSPE is made to the Dean for Medical Education,<br />
who would make the final decision about inclusion <strong>of</strong> the concerns in the MSPE. Ultimately,<br />
the Committee on <strong>Academic</strong> Promotions has the authority to dismiss a student from medical<br />
school for academic reasons, including failure to demonstrate appropriate ethical or pr<strong>of</strong>essional<br />
behavior.<br />
If the lapse in pr<strong>of</strong>essionalism falls within the parameters <strong>of</strong> the University disciplinary system<br />
(e.g. plagiarism; falsification <strong>of</strong> documents; verbal or physical assault; sexual harassment), the<br />
Associate Dean for Medical <strong>School</strong> Education may refer the student to a University Disciplinary<br />
Committee (see page 70).<br />
To view a copy <strong>of</strong> the Pr<strong>of</strong>essionalism Concern Reporting form, please visit:<br />
pritzker.uchicago.edu/current/students/studpr<strong>of</strong>essional.shtml<br />
Guiding Principles <strong>of</strong> Pr<strong>of</strong>essionalism<br />
33
POLICIES<br />
Student As Patients Policy<br />
Student As Patients Policy<br />
The <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> is committed to avoiding any actual or potential conflicts which<br />
may arise when a faculty member who has provided sensitive health services to a medical student<br />
and is involved in that student’s assessment or promotion. To this end, all medical school faculty<br />
are asked to disclose this information and potentially recuse themselves from providing a written<br />
assessment <strong>of</strong> student’s academic performance if they have treated a student as a patient. If faculty<br />
are assigned to serve as a preceptor for a student who they have previously treated, they should<br />
notify the course or clerkship director to discuss whether or not a reassignment is recommended.<br />
In those cases where the faculty member is the only course director or preceptor for a specialized<br />
course <strong>of</strong> study, the faculty member should tell the student that it is the school’s policy not to assess<br />
students who have been patients, and if the student would still like to pursue the course/rotation,<br />
the student should notify the Executive Director <strong>of</strong> Medical <strong>School</strong> Education and Associate Dean<br />
for Medical <strong>School</strong> Education.<br />
All course and clerkship directors participating in the Committee on <strong>Academic</strong> Promotions,<br />
<strong>Academic</strong> Progress Committees and career advisors involved in the residency advising system<br />
must sign a confidentiality agreement to certify that they will recuse themselves from discussions<br />
<strong>of</strong> and assessments <strong>of</strong> students’ academic performance if they served as that students’ physician.<br />
34
Financial Aid Policy for<br />
Satisfactory <strong>Academic</strong> Progress<br />
Federal law and regulations require that all students receiving financial assistance from Federal<br />
Title IV funds maintain satisfactory academic progress. The following policy presents the<br />
standards adopted by the University <strong>of</strong> Chicago <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong>. The policy applies to<br />
all students receiving financial aid.<br />
The academic requirements for the MD degree include the satisfactory completion <strong>of</strong> the curriculum<br />
designated by the faculty. The progress <strong>of</strong> each student working toward a MD degree is monitored<br />
carefully and the determination for satisfactory academic progress (SAP) for financial aid eligibility<br />
is made annually after the Summer Quarter <strong>of</strong> the Committee on <strong>Academic</strong> Promotions (CAP).<br />
The Financial Aid Committee reviews and monitors the qualitative and quantitative assessment <strong>of</strong><br />
performance for each student given by the faculty in all courses for which the student has enrolled.<br />
A student who does not satisfactorily complete all course requirements may be permitted to<br />
remediate. In this case, a student is assigned a plan and schedule by the Committee on <strong>Academic</strong><br />
Promotions. This plan deviates from the norm and will require the student to achieve a satisfactory<br />
qualitative assessment in all enrolled courses for one academic year. Throughout this period they<br />
will be on financial aid remediation. A student in this status must achieve remediation on the<br />
schedule outlined by the Committee on <strong>Academic</strong> Promotions.<br />
The normal timeframe for completion <strong>of</strong> required course work for the MD degree is four academic<br />
years. Due to academic or personal difficulties, a student may require additional time. In such<br />
situations a schedule may be established for the student that departs from the norm and that may<br />
require repeating a year <strong>of</strong> study. To be considered to be making Satisfactory <strong>Academic</strong> Progress for<br />
financial aid eligibility, the student must complete the first two years <strong>of</strong> the curriculum by the end<br />
<strong>of</strong> the third year after initial enrollment. The maximum time permitted for financial aid eligibility<br />
for the MD completion is six years.<br />
A student may be granted a personal or medical leave <strong>of</strong> absence for a variety <strong>of</strong> reasons. The period<br />
<strong>of</strong> leave for which the student has been approved may be excluded from the maximum time frame<br />
in which an individual student will be expected to complete the program. This determination will<br />
be made by consideration <strong>of</strong> an appeal, submitted by the student, to the Financial Aid Committee.<br />
The period <strong>of</strong> time for which a student is registered to pursue full-time research or other academic<br />
interest shall be excluded from the maximum time frame in which an individual student will be<br />
expected to complete the degree.<br />
Medical students who are accepted for transfer from other medical schools will be evaluated with<br />
respect to levels <strong>of</strong> academic progress attained, and a determination will be made as to remaining<br />
years <strong>of</strong> financial aid eligibility. This determination will be made by the Financial Aid Committee.<br />
Financial Aid Policy<br />
Since the <strong>Academic</strong> Promotions Committee may give approval for an individual student to repeat<br />
a portion or all <strong>of</strong> a school year (subsequent to incomplete or unsatisfactory course work or an<br />
approved leave <strong>of</strong> absence), the maximum time for financial aid eligibility is six years, excluding<br />
time spent on an approved academic leave <strong>of</strong> absence. The required number <strong>of</strong> units to be<br />
completed at the end <strong>of</strong> each enrollment period will vary in these cases, according to what portion<br />
<strong>of</strong> the curriculum must be repeated. Students approved to repeat course work are meeting the<br />
school’s standards for Satisfactory <strong>Academic</strong> Progress.<br />
A student on financial aid remediation may appeal that status by indicating in writing to the Dean<br />
35
for Medical Education existence <strong>of</strong> mitigating circumstances which should result in reinstatement<br />
<strong>of</strong> financial aid eligibility. The Financial Aid Committee will consider each appeal on its merits.<br />
Financial Aid Policy<br />
The Associate Director <strong>of</strong> Financial Aid shall have primary responsibility for conducting the annual<br />
review <strong>of</strong> Satisfactory <strong>Academic</strong> Progress and reporting the results <strong>of</strong> the review to the Financial<br />
Aid Committee. This committee will be appointed annually by the Dean for Medical Education<br />
and is composed <strong>of</strong> the Associate Dean for Multicultural Affairs, the Associate Dean for Medical<br />
Education, the Associate Dean for Admissions, the Assistant Dean for Admissions and Financial<br />
Aid, the Director <strong>of</strong> Admissions and Financial Aid, the Associate Director <strong>of</strong> Financial Aid, and<br />
the Associate Director <strong>of</strong> Admissions and Financial Aid. The Office <strong>of</strong> Financial Aid shall provide<br />
a copy <strong>of</strong> this policy to each student at the time <strong>of</strong> initial enrollment. Faculty are made aware <strong>of</strong><br />
this policy each year through distribution <strong>of</strong> the <strong>Academic</strong> Standard <strong>Guidelines</strong>.<br />
Additional Resource: pritzker.uchicago.edu/admissions/financialaid<br />
36
Duty Hours Policy<br />
Medical student learning during the 3rd year comes from many sources, which include, but<br />
are not limited to, clinical interactions with patients and the health care team, didactic sessions<br />
from lecturers and preceptors, and individual reading. Moreover, in addition to clinical activities<br />
and duties that medical students may perform, students have the responsibility <strong>of</strong> taking exams,<br />
creating presentations, and engaging in self-directed learning. Thus, students must have adequate<br />
time to integrate clinical knowledge through self-directed learning.<br />
Time spent by medical students engaged in clinical activities on a weekly basis must not exceed<br />
ACGME specified weekly duty hour caps.<br />
Third Year Students:<br />
1. When 3rd year students are engaged in clinical work that involves call, students should be<br />
dismissed by midnight. In order for students to meet this 12 a.m. deadline, residents should<br />
not assign new patients to students after 10 p.m. These deadlines are intended to give students<br />
enough time to finish write ups, discuss patients with their resident, read about their patients,<br />
and leave remaining time for an adequate amount <strong>of</strong> sleep for the next day’s learning activities.<br />
These recommendations do not apply to:<br />
• Students on shift assignments<br />
• Surgical rotations (including gynecologic surgery) in which overnight call and participation<br />
in urgent or emergent situations are <strong>of</strong> educational value. In these settings, students should<br />
be dismissed after morning duties are completed.<br />
2. It is recommended that students have one day free <strong>of</strong> clinical responsibility per week, averaged<br />
over one month in order to study. Clerkship directors should stipulate the rules for their<br />
individual clerkship in their orientation material.<br />
• These days <strong>of</strong>f may include any weekend days that are free <strong>of</strong> clinical activity (e.g. students<br />
on ambulatory rotations with weekends <strong>of</strong>f will not receive additional week days free <strong>of</strong><br />
clinical duties.<br />
• Students are expected to attend all required rotation specific non clinical activities<br />
(including but not limited to didactics, small group sessions and preceptor groups) even if<br />
that formal educational experience falls on a student’s day free <strong>of</strong> clinical duties.<br />
3. Specific daily work schedules will vary by clerkship, and are most appropriately determined<br />
by the clerkship director.<br />
Duty Hours Policy<br />
Fourth Year Students:<br />
The guidelines above do not apply to fourth year medical students. For 4th year students on subinternships,<br />
ACGME duty hour guidelines are appropriate.<br />
37
Holiday Policy for Medical Students<br />
Holiday Policy<br />
Considerable variation has occurred regarding the granting <strong>of</strong> major holidays <strong>of</strong>f to students.<br />
Due to this variability, the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> adopted a policy for holidays recognizing<br />
<strong>of</strong>ficial university holidays in July <strong>of</strong> 2004. Over a year <strong>of</strong> experience with this policy confirms<br />
that certain issues remain problematic. Specifically, given the limited clinical exposure <strong>of</strong> students<br />
to certain clerkships, and that the bulk <strong>of</strong> that exposure occurs during intensive patient care<br />
periods when students are “on-call” or “post-call” with their respective resident and/or attending<br />
teams, a holiday can <strong>of</strong>ten compromise the learning experience for certain students. In addition,<br />
the original policy only referred to <strong>of</strong>ficial university holidays, with no mention <strong>of</strong> time <strong>of</strong>f for<br />
religious holidays, or other national holidays that may be observed by students. Likewise, the<br />
original policy did not account for student requests for time <strong>of</strong>f on non-holidays for personal/<br />
family reasons. Because <strong>of</strong> these reasons, the Curriculum Review Committee (CRC) Working<br />
Group on Student Duty Hours recommends the adoption <strong>of</strong> a “Flexible Holiday and Leave”<br />
policy to allow students greater flexibility with the requests that they make for time <strong>of</strong>f, while<br />
preserving student clinical exposure during a rotation.<br />
The Flexible Holiday Policy includes the following:<br />
While students are participating in third year core clerkships, they are expected to participate in<br />
routine education or patient care activities whenever their assigned resident and/or attending team<br />
is on duty (i.e. on-call, post-call, etc.). The only standard exception to this is Thanksgiving Day<br />
when all students will have the day <strong>of</strong>f. The day after Thanksgiving is not an <strong>of</strong>ficial holiday and<br />
students should assume they will participate in all clinical activities on that day unless explicitly<br />
told otherwise by the team leadership.<br />
Before the clerkship begins, students may make a request to their clerkship director that they are<br />
<strong>of</strong>f on a specific day for legitimate purpose (i.e. observing a national or religious holiday, personal/<br />
family conflict, etc.). These requests will be evaluated and processed by the clerkship director on<br />
a case by case basis.<br />
Please note that this holiday policy does not refer to 4th year students on sub-internships who will<br />
be expected to work the schedule <strong>of</strong> an intern on their respective team. In addition, Christmas<br />
Day and New Year’s Day fall during winter break and therefore automatically <strong>of</strong>f.<br />
Resources & <strong>School</strong> Policies:<br />
pritzker.uchicago.edu/current/students/policies.shtml<br />
38
DIGITAL MEDIA USAGE POLICY<br />
The University <strong>of</strong> Chicago Policy on Audio and Video Recording on Campus can be found in<br />
the Student Manual at: studentmanual.uchicago.edu & studentmanual.uchicago.edu/petitions<br />
Audio and Video Recording on Campus<br />
Public Lectures and Less Formal or Pedagogical Presentations<br />
“Public” lectures or talks are to be distinguished from lectures that are either part <strong>of</strong> or closely<br />
associated with courses, workshops, or other organized instructional activities. Typically, “public”<br />
lectures will be those where the speaker presents in her pr<strong>of</strong>essional role as a scholar or expert,<br />
rather than as a teacher. Public lectures also should be distinguished from settings in which it is<br />
customary to present work-in-progress: the kind <strong>of</strong> thing that might be marked, “Please do not<br />
quote.” Thus, just because a lecture is advertised within a department does not make it public.<br />
Lectures and Presentations by Guests<br />
Units <strong>of</strong> the University that sponsor public lectures by invited outside speakers <strong>of</strong>ten record the<br />
lectures. Unless written permission has been obtained from the speakers, however, the sponsoring<br />
unit, and the University, will not have the right to distribute or disseminate these recordings.<br />
Without this right, these recordings have limited usefulness.<br />
Therefore, permission to record and to make use <strong>of</strong> the recording should be obtained using<br />
a permission form prepared by the Office <strong>of</strong> Legal Counsel which is available online at:<br />
lib.uchicago.edu/copyrightinfo & lib.uchicago.edu/copyrightinfo/pubdomain.html<br />
Lectures and Presentations by University Faculty Members and <strong>Academic</strong> Staff<br />
The circulation or publication <strong>of</strong> the text <strong>of</strong> “public” lectures by University faculty or academic staff<br />
has long been considered normal and unproblematic; at the same time any reservation or refusal<br />
expressed by the presenter has always been respected. Consistent with this practice, public lectures<br />
by University faculty and staff may be recorded and used by the University, subject to University<br />
policy. The University may use for non-commercial purposes recordings <strong>of</strong> public lectures or<br />
presentations delivered by its employees within the scope <strong>of</strong> employment, even if copyright<br />
ownership is ceded to the author(s). Concomitantly, ONLY the University, acting through the<br />
appropriate University <strong>of</strong>ficials, has the right to make and use recordings <strong>of</strong> the faculty’s public<br />
lectures on campus unless special arrangements are made with the University. In keeping with past<br />
practice, any reservation or refusal expressed by the faculty member should be respected.<br />
Classroom Activity and Non-“Public” Lectures<br />
Recording classroom activities or informal talks may be useful for some purposes. Units should<br />
be thoughtful about setting their own policies within the broad framework <strong>of</strong> University<br />
guidelines and expectations, to ensure that the act <strong>of</strong> recording does not impede expression or class<br />
participation and that the recording is not misused.<br />
Digital Media Usage Policy<br />
Members <strong>of</strong> the faculty may record, or have recorded, their own classes for their personal use or<br />
for the purpose <strong>of</strong> exchange with colleagues, e.g., for the purpose <strong>of</strong> developing or demonstrating<br />
pedagogical skills.<br />
39
Digital Media Usage Policy<br />
Instructors may permit a student to record a class session for the convenience <strong>of</strong> the student, for<br />
the benefit <strong>of</strong> another student who is unavoidably absent, or as part <strong>of</strong> an accommodation for<br />
a student with a disability. Students must understand that under University policy, permission<br />
given by a member <strong>of</strong> the faculty to record a class is limited to permission to record for personal<br />
use only. It is, for example, never permissible to copy, file-share, sell, distribute, or Web-serve<br />
such recordings. Members <strong>of</strong> the faculty who believe that their classes are being inappropriately<br />
recorded, or that recordings are being misused, should contact their Dean <strong>of</strong> Students.<br />
The University may from time to time wish to record, preserve, or disseminate the exemplary work<br />
<strong>of</strong> distinguished colleagues in the classroom or lecture room. When the University undertakes to<br />
make recordings <strong>of</strong> this sort, it will secure appropriate permissions.<br />
University policies do not permit members <strong>of</strong> the faculty to “publish” recordings <strong>of</strong> their classroom<br />
or lecture room efforts, or to grant to others the right to distribute recordings, in any medium, <strong>of</strong><br />
teaching or lecturing undertaken in fulfillment <strong>of</strong> teaching assignments, without prior approval<br />
by the Provost. The University has a sufficient interest in the intellectual property (Statute 18 and<br />
New Technology policy) and in the University’s reputation to justify its setting this limitation on<br />
what a member <strong>of</strong> the faculty may do. Moreover, there is a potential conflict <strong>of</strong> commitment: a<br />
teacher may feel some pressure to modify what or how he teaches to make it more marketable.<br />
Recordings by Student Groups (RSO or Other Recognized Groups)<br />
Recordings by student groups <strong>of</strong> University events, academic or non- academic, may be made only<br />
with the consent <strong>of</strong> a cognizant <strong>of</strong>ficial <strong>of</strong> the University. RSO’s should seek consent to record<br />
from the Office <strong>of</strong> the Reynolds Club and Student Activities and other student groups (whether<br />
recognized or not) should seek permission from their dean <strong>of</strong> students. After permission has been<br />
given, the students are then responsible for securing appropriate permissions from performers,<br />
speakers, and participants. Such recordings and any derivatives made from them are the property<br />
<strong>of</strong> the University. Students may not copy, make derivatives from, distribute, or disseminate such<br />
recordings in any medium without the permission <strong>of</strong> the University. By longstanding policy, the<br />
University asserts no copyright in creative work such as film or video that is authored by students<br />
or student groups using resources normally available to them. Video or audio content posted on<br />
the internet may only utilize the <strong>Pritzker</strong> or University <strong>of</strong> Chicago name with the written approval<br />
<strong>of</strong> the Dean’s <strong>of</strong>fice.<br />
Copyright <strong>of</strong> Recordings<br />
Recordings made at the University should be marked, “Copyright [date], The University <strong>of</strong><br />
Chicago.” While the copyright <strong>of</strong> the recording is in the name <strong>of</strong> the University, the author <strong>of</strong> the<br />
underlying recorded work retains all applicable rights to that work. As is the case with University<br />
publications, Websites, and other similar properties, recordings should carry the copyright <strong>of</strong> the<br />
University and not the individual unit.<br />
YouTube or Other Types <strong>of</strong> Posting <strong>of</strong> Recordings<br />
Students should not use the full University <strong>of</strong> Chicago <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> name or logo<br />
in videos <strong>of</strong> student productions (senor skit, talent shows) unless they receive permission from<br />
James Woodruff, MD (Associate Dean <strong>of</strong> Students) and Rebecca Silverman (rsilverman@bsd.<br />
uchicago.edu). Students should get permission to post the video from all classmates who appear<br />
in the production before posting online.<br />
40
Student Use <strong>of</strong> the <strong>Pritzker</strong> Graphic Identity<br />
Student Organizations<br />
When creating an item for a student organization (apparel, tote bag, travel mug, etc.) with the<br />
<strong>Pritzker</strong> name included, students should also include the <strong>of</strong>ficial <strong>Pritzker</strong> logo on some visible<br />
portion <strong>of</strong> the item. The logo should not be warped, nor should it be manipulated so as to<br />
include only a portion <strong>of</strong> the complete logo. T-shirts, specifically, should include the <strong>Pritzker</strong><br />
logo on the back <strong>of</strong> the shirt. Contact Rebecca Silverman (rsilverman@bsd.uchicago.edu) with<br />
logo requests and for <strong>Pritzker</strong> approval <strong>of</strong> the item.<br />
Scholarship Use<br />
When presenting a scholarly poster highlighting research work, students may use the <strong>of</strong>ficial<br />
<strong>Pritzker</strong> logo on the poster to indicate an affiliation with the institution. If a student is presenting<br />
a poster on <strong>Pritzker</strong>-sanctioned student-related activities or volunteer work (e.g. JOURNEES),<br />
he/she may also use the <strong>Pritzker</strong> logo. Contact Rebecca Silverman (rsilverman@bsd.uchicago.edu)<br />
with logo requests.<br />
Additional Media Usage Information:<br />
pritzker.uchicago.edu/current/students/GraphicIdentityPolicy.shtml<br />
For further information about Graphic Identity and media usage, please contact: Rebecca<br />
Silverman (rsilverman@bsd.uchicago.edu)<br />
Specific Issues for Students in the <strong>Pritzker</strong><br />
<strong>School</strong> <strong>of</strong> <strong>Medicine</strong> in addition to the<br />
University Policy:<br />
1. Patient experiences (both real and simulated) cannot be recorded by any student’s personal<br />
recording device.<br />
2. While in the presence <strong>of</strong> patients [either real or simulated], students cannot have devices<br />
with audio or video-recording ability in view <strong>of</strong> the patient.<br />
3. Video-taped encounters with students and standardized patients in any clinical skills or<br />
clerkship experience cannot be publicized on any personal website, media-share site social<br />
networking site or used in the context <strong>of</strong> a student-run skit or performance.<br />
4. Students may not post content <strong>of</strong> lectures (video or audiotaped) on the internet.<br />
5. Any recorded material posted on the internet must have the written consent <strong>of</strong> all<br />
participants in the material.<br />
6. Recording in violation <strong>of</strong> this policy may subject you to personal criminal and civil liability<br />
under the Illinois Criminal Code and common law.<br />
7. Students should not use the full University <strong>of</strong> Chicago <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> name or<br />
logo in videos <strong>of</strong> student productions unless they receive permission (see YouTube or Other<br />
Types <strong>of</strong> Posting <strong>of</strong> Recording on page 40).<br />
8. Permission is needed from the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> for any use <strong>of</strong> the University <strong>of</strong><br />
Chicago Graphic Identity (including the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> Identity).<br />
Digital Media Usage Policy<br />
41
MEDICAL CENTER POLICIES<br />
The Medical Center has many important polices with which student should become familiar.<br />
UCMC Intranet Home Page:<br />
home.uchospitals.edu<br />
Medical Center Policies<br />
Policies and Procedures Portal:<br />
home.uchospitals.edu/portal/dt?TabEmpTools.<br />
setSelected=PagePolicyProc&last=false&JSPTabContainer.setSelected=TabEmpTools<br />
All Policies:<br />
services.uchospitals.edu/sites/PoliciesAndProcedures/SitePages/Home.aspx<br />
frontline.mcis.uchicago.edu/admin/hsp_<br />
pp.nsf/110c44d662f7a775862565ad005de7b7?OpenView<br />
HIPPA:<br />
hipaa.bsd.uchicago.edu<br />
frontline.mcis.uchicago.edu/admin/hsp_pp.nsf/<br />
a02d2ea9a573214b86256d43006fe32f?OpenView<br />
services.uchospitals.edu/sites/PoliciesAndProcedures/HIPAA%20Privacy/Forms/AllItems.aspx<br />
Safety Policy:<br />
safety.uchicago.edu<br />
home.uchospitals.edu/portal/dt?JSPTabContainer.<br />
setSelected=TabQualitySafety&last=false&TabQualitySafety.<br />
setSelected=hiddenPageQualitySafety<br />
Document hyperlinks are active at time <strong>of</strong> printing.<br />
42
MEDICAL STUDENT<br />
PERFORMANCE EVALUATION (MSPE)<br />
Information provided in the MSPE<br />
The <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> provides each student with a MSPE letter when applying for<br />
post-graduate training to supplement the transcript.<br />
The letter is intended to provide a fair summary <strong>of</strong> student performance. It includes a review <strong>of</strong><br />
student’s academic history, including a summary <strong>of</strong> the clinical skills sequence, third-year clerkship<br />
summaries and the listing <strong>of</strong> the clerkship internal designators. The <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong><br />
retains some latitude in editing departmental comments in order to provide accurate information<br />
about student performance. Any disciplinary sanctions imposed during medical school will<br />
be included in the MSPE. The MSPE will include information about required remediation <strong>of</strong><br />
academic performance, as appropriate. <strong>Pritzker</strong>-sponsored honors and awards, participation in<br />
research projects, community service work, summer activities and other relevant activities may<br />
be mentioned. Reference to academic performance during the basic science years will occur when<br />
warranted.<br />
The <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> does not use a numeric ranking system. Generalized descriptors<br />
given to each student including “exceptional performer,” “outstanding,” “excellent,” “very good,”<br />
and “good” are based on the student’s performance in the third year. The MSPE appendix includes<br />
two graphs showing 1) the distribution <strong>of</strong> clerkship internal designators within the class and 2) the<br />
distribution <strong>of</strong> summary designators within the class.<br />
MSPE<br />
43
Medical Student Performance Evaluation Sample<br />
MEDICAL STUDENT PERFORMANCE EVALUATION<br />
JACK DOE<br />
October 1, 2014<br />
Identifying Information<br />
Jack Doe is currently a fourth year medical student at the University <strong>of</strong> Chicago <strong>Pritzker</strong> <strong>School</strong><br />
<strong>of</strong> <strong>Medicine</strong> in Chicago, Illinois.<br />
Unique Characteristics<br />
Undergraduate Experience:<br />
Jack Doe entered the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> having completed a highly successful program<br />
at the University <strong>of</strong> Michigan where he double-majored in Psychology and Genetics, graduating<br />
with honors and Phi Beta Kappa distinction (2005-2009).<br />
MSPE<br />
Graduate <strong>School</strong> Experience:<br />
Following his undergraduate years <strong>of</strong> undergraduate studies, Jack Doe went on to complete a<br />
Masters <strong>of</strong> Science Program in Psychology at the University <strong>of</strong> Michigan (2009-2011).<br />
Medical <strong>School</strong> Experience:<br />
Jack Doe matriculated at the University <strong>of</strong> Chicago <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> in 2011 and has<br />
distinguished himself in the following activities as a medical student:<br />
Scholarship and Discovery: As a part <strong>of</strong> the <strong>Pritzker</strong> curriculum, all students are required to<br />
participate in Scholarship and Discovery, a longitudinal scholarly program that incorporates core<br />
coursework, research, electives, service activities, and dissemination <strong>of</strong> scholarship with the goal<br />
<strong>of</strong> providing each student with an advanced level <strong>of</strong> knowledge and expertise in a given track.<br />
Jack Doe selected the Quality and Safety Scholarship track through which he investigated the<br />
topic <strong>of</strong> “Quality <strong>of</strong> Care for Hospitalized Vulnerable Elders and Post-Discharge Mortality.” To<br />
complete the Quality and Safety Scholarship track, students may also enroll in quality and safety<br />
elective courses and complete online learning modules from the Institute for Healthcare<br />
Improvement to further enrich their understanding <strong>of</strong> quality and safety scholarship.<br />
Most Significant Research Experience: Following his first year <strong>of</strong> medical school, Jack was<br />
selected to participate in the NIH-funded <strong>Pritzker</strong> Summer Research Program. Throughout this<br />
eleven-week program, Jack worked closely with a faculty mentor from the Department <strong>of</strong><br />
<strong>Medicine</strong> on research post-discharge mortality amongst elderly patients. His interest in the topic<br />
led Jack to continue on with the research team to complete the requirements <strong>of</strong> the Scholarship<br />
and Discovery curriculum. His findings were disseminated broadly, first to the regional Society<br />
<strong>of</strong> General Internal <strong>Medicine</strong> Conference where he delivered an oral presentation and to the<br />
regional Society <strong>of</strong> Hospital <strong>Medicine</strong> Conference where won the award for best Clinical<br />
Science Poster. He also presented his work at the national Society <strong>of</strong> Hospital <strong>Medicine</strong><br />
Conference in Dallas where he was awarded Best Research Poster, becoming the first student to<br />
44
win the award. He was first author on the publication in the Archives <strong>of</strong> Internal <strong>Medicine</strong>, and<br />
the research has been featured in the Chicago Tribune, LA Times, Wall Street Journal This<br />
Morning, Fox News, and The Doctors Channel.<br />
Most Significant Leadership Experience: Jack is currently a Fourth Year Student Leader <strong>of</strong> the<br />
Huggins Advising Society. In this leadership role, Jack works closely with faculty advisors to<br />
develop and implement social and peer mentoring events on a quarterly basis.<br />
Most Significant Service Experience: For the past three years, Jack has served as an active<br />
volunteer and member <strong>of</strong> the executive board <strong>of</strong> the New Life Volunteering Society Free Health<br />
Clinic (NLVS). This clinic is a collaborative effort run by medical students from all six different<br />
medical schools in the Chicago area. Jack most recently served as treasurer <strong>of</strong> the student board.<br />
In this role, he coordinated grant submissions and fundraising events. Jack’s work with NLVS<br />
has spurred correlating research on the subject <strong>of</strong> health care clinics, and he is currently<br />
conducting projects on the “Impact <strong>of</strong> Shared Medical Appointments on Health Care Access and<br />
Patient Satisfaction in a Group <strong>of</strong> Urban Uninsured Minority Patients,” with the support <strong>of</strong> both a<br />
Fentress Fellowship and the Arnold P. Gold Foundation Student Summer Fellowship.<br />
<strong>Academic</strong> History<br />
Transfer student: Not applicable<br />
Initial Matriculation in Medical <strong>School</strong>: August 2011<br />
Expected Graduation from Medical <strong>School</strong>: June 2015<br />
Extensions, Leave(s) <strong>of</strong> Absence, Gaps or Breaks: Not applicable<br />
Dual/Joint/Combined Degree: Not applicable<br />
Selected Honors/Awards<br />
The Calvin Fentress Research Fellowship Award, 2014-2015: The Calvin Fentress Awards are<br />
named for a grateful patient whose family and friends provided the funds in his memory. The<br />
purpose <strong>of</strong> the award is to recognize and encourage research activities by senior medical<br />
students. The research may be either a continuation <strong>of</strong> prior research work or a new research<br />
project. Students spend at least three months in full-time research and present their research at<br />
the Annual Senior Scientific Session. Ten students, including Jack Doe, were selected to receive<br />
the competitive Fentress Research Fellowships in 2014-2015.<br />
MSPE<br />
Membership in the Gold Humanism Honor Society (GHHS), 2014. The GHHS honors senior<br />
medical students for “excellence in clinical care, leadership, compassion, and dedication to<br />
service.” Election to the GHHS is a significant achievement and demonstrates Jack Doe’s<br />
superior commitment to the fundamental values that underlie the medical pr<strong>of</strong>ession.<br />
Teaching Assistant for Clinical Pathophysiology and Therapeutics, 2014. Jack Doe’s selection<br />
to serve as a Teaching Assistant for the winter/spring 2015 Clinical Pathophysiology and<br />
Therapeutics course is an honor only <strong>of</strong>fered to the top 25 students <strong>of</strong> the class and demonstrates<br />
his mastery <strong>of</strong> a curriculum which integrates both the basic and the clinical sciences.<br />
45
<strong>Academic</strong> Progress<br />
Preclinical/Basic Science Curriculum:<br />
The <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> uses a Pass/Fail grading system. Jack Doe received passing<br />
grades in all courses in Years 1 and 2.<br />
The following summary evaluation was submitted regarding Jack Doe’s performance in the two<br />
year Clinical Skills course sequence:<br />
“Jack was advanced in his presentation skills beyond the level <strong>of</strong> a second-year medical student.<br />
He presented his patients in an extremely clear and crisp manner, demonstrating his ability to<br />
organize his thoughts and arrange the patient's information in a logical way.”<br />
Core Clinical Clerkships and Elective Rotations:<br />
The following clerkship summaries are presented in chronological order.<br />
MSPE<br />
Clerkship # 1 – SURGERY (HIGH PASS):<br />
Jack Doe’s overall performance in the Surgery Clerkship was excellent. Jack had a strong<br />
understanding <strong>of</strong> the scientific basis <strong>of</strong> medicine and easily applied it to the daily practice <strong>of</strong><br />
medicine. Jack had excellent clinical skills that he applied on a daily basis. His H and Ps were<br />
thorough. Jack communicated well with patients and their families. He had strong clinical<br />
reasoning and problem solving skills. He conducted himself in a pr<strong>of</strong>essional manner at all times.<br />
Jack worked well with the residents while he was on service. He also worked well with the<br />
members <strong>of</strong> the team. He studied a lot on the rotation and was self motivated. He had an<br />
excellent basic science foundation and was obviously reading appropriately for the rotation. Jack<br />
was an excellent student while on the surgery rotation. He took the initiative to read and research<br />
on his own. He will make a good resident and physician.<br />
Clerkship # 2 – OBSTETRICS & GYNECOLOGY (HIGH PASS):<br />
Jack Doe’s overall performance in the Obstetrics & Gynecology Clerkship was excellent. Jack<br />
was clearly reading and was interested in expanding his knowledge base. He had a good<br />
understanding <strong>of</strong> the fundamentals <strong>of</strong> OB/GYN, particularly anatomy and embryology. His<br />
application <strong>of</strong> this knowledge to clinical medicine will improve with more clinical experience.<br />
Jack performed good physical exams in labor and delivery, and his H and Ps in the outpatient<br />
setting were excellent. His procedural skills were still tentative but will improve with practice.<br />
Jack had an excellent bedside manner and communicated well with patients. His presentations<br />
were excellent. His ability to relate clinically accurate information to patients improved<br />
significantly during the rotation. He was very receptive to feedback. Jack asked good questions<br />
and showed initiative in increasing his clinical knowledge. His clinical reasoning skills<br />
developed during the rotation. With practice, he will be able to draw on his considerable medical<br />
knowledge in clinical applications. Jack was very sensitive to patient needs and pr<strong>of</strong>essional in<br />
his interactions. He was mature and calm, and had an excellent demeanor. Jack did everything<br />
asked <strong>of</strong> him on the wards and was a good team player. As his comfort and familiarity with<br />
clinical settings increases, he will become more effective and efficient. He was a hard worker<br />
who was uncomplaining. Jack performed at a level expected <strong>of</strong> a new student learning the<br />
rhythms <strong>of</strong> a clinical service. He was well-read and clearly understood the concepts behind<br />
clinical management. As he practices mobilizing this knowledge in the clinical setting, he will<br />
46
ecome an excellent clinician. Jack connected well with his patients, had an excellent bedside<br />
manner, and a clear desire to learn. He will develop into a compassionate, effective physician.<br />
Clerkship # 3 – PSYCHIATRY (PASS):<br />
Jack Doe’s overall performance in the Psychiatry Clerkship was very good. Jack was able to<br />
contextualize patients in their social setting as a way to further enhance their care. He gave an<br />
excellent overall presentation on his oral exam. He was very well organized and thorough. He<br />
expressed interest in psychiatry. He has the potential to make a good psychiatrist. He performed<br />
very well clinically. Jack is a naturally sensitive student whose quiet and perceptive nature<br />
combined with his love <strong>of</strong> public policy would make him a wonderful asset to our field.<br />
Clerkship # 4 – FAMILY MEDICINE (HIGH PASS):<br />
Jack Doe’s overall performance in the Family <strong>Medicine</strong> Clerkship was excellent. Jack had an<br />
intense curiosity about the science <strong>of</strong> medicine. His ability to elicit pertinent physical findings<br />
was appropriate and his patient presentations were satisfactory. His other communications were<br />
consistently pr<strong>of</strong>essional. Jack was able to demonstrate appropriate clinical reasoning. With<br />
added emphasis on organization Jack will continue to improve in this regard. His demeanor was<br />
consistently pr<strong>of</strong>essional. Jack was responsive to requests for patient-focused reading. He<br />
explored many topics that we discussed. His self-directed learning was satisfactory. Based on an<br />
adequate clinical performance, a very good performance on his written assignments, Jack earned<br />
a grade <strong>of</strong> High Pass for the Family <strong>Medicine</strong> Clerkship.<br />
Clerkship # 5 – PEDIATRICS (HONORS):<br />
Jack Doe’s overall performance in the Pediatrics Clerkship was outstanding. Jack was able to<br />
discuss a surprisingly wide variety <strong>of</strong> medical diagnoses intelligently. He was very well read and<br />
knowledgeable. He performed outstanding histories and physicals that were thorough, pertinent,<br />
and never missed a beat. Jack was very well liked by both patients and clinic staff, and was<br />
always eager to pitch in and help anywhere help was needed. Jack covered one patient with a<br />
failure to thrive and a cow's milk protein allergy. This was a complex case with multiple services<br />
involved, but Jack eagerly accepted the diagnostic challenges presented by the case. From day<br />
one, his presentations were thorough and organized. He practiced medicine with integrity and set<br />
a high standard for himself (and met it). He poured his heart into patient care, making certain that<br />
he was up to date on their needs and concerned about how they were progressing. Jack went out<br />
<strong>of</strong> his way to pick up additional patients after his own patients were discharged. This really<br />
showed self-direction and dedication. Jack’s outpatient attending wrote, "I am confident he will<br />
be a fine clinical physician and would encourage him to consider pediatrics." Jack did an<br />
outstanding job on this rotation. He was very bright and driven, and really produced results. Jack<br />
will be an outstanding physician.<br />
MSPE<br />
Clerkship # 6 – INTERNAL MEDICINE (HIGH PASS):<br />
Jack Doe’s overall performance in the Internal <strong>Medicine</strong> Clerkship was excellent. Jack showed<br />
an excellent understanding <strong>of</strong> the application <strong>of</strong> basic science to the clinical practice. He was<br />
hard working, motivated, and thorough. Overall, he operated at an above average level. Jack was<br />
pr<strong>of</strong>essional, empathetic, diligent, and very easy going. Jack was a very articulate young man<br />
who communicated very well with everyone. He had good clinical reasoning skills and<br />
47
demonstrated these skills on rounds several times. He always had an extensive differential<br />
diagnosis and an appropriate diagnostic decision making plan. He had excellent pr<strong>of</strong>essionalism<br />
and performed well as a team member. Jack read voraciously, and he <strong>of</strong>ten consulted resources,<br />
even on rounds. Jack was inquisitive and did very well on the rotation.<br />
Clerkship #7 – Neurology (HIGH PASS)<br />
Jack Doe’s overall performance in Neurology was excellent. Jack was a strong performer in his<br />
Neurology clerkship, exhibiting mastery <strong>of</strong> basic clinical skills in the neurological history and<br />
examination, and demonstrating the ability to adequately analyze a neurological case. His adult<br />
ward attending stated that he clearly gained experience during the week on the ward and that his<br />
reasoning and knowledge improved each day. He presented a history and physical write-up that<br />
included a well-reasoned analysis <strong>of</strong> the differential diagnosis <strong>of</strong> the cause <strong>of</strong> a recurrent<br />
subcortical stroke. He was poised and always conducted himself pr<strong>of</strong>essionally. He was a strong<br />
student in the neurology clerkship, garnering high ratings from clinical attendings and<br />
performing quite well in the evaluation <strong>of</strong> standardized patients. He is developing into an<br />
excellent physician.<br />
Summary<br />
MSPE<br />
Clerkship Grades:<br />
(H=Honors; HP=High Pass; P=Pass)<br />
Clerkship #1 – Surgery: HP<br />
Clerkship #2 – Obstetrics & Gynecology: HP<br />
Clerkship #3 – Psychiatry: P<br />
Clerkship # 4 – Family <strong>Medicine</strong>: HP<br />
Clerkship #5 – Pediatrics: H<br />
Clerkship #6 – Internal <strong>Medicine</strong>: HP<br />
Clerkship #7 – Neurology: HP<br />
Jack Doe is an excellent candidate for your residency program. He possesses a sound fund <strong>of</strong><br />
knowledge, which adeptly translated into his clinical reasoning skills. Jack’s curiosity led him to<br />
do extensive outside reading, which proved to be a great asset while on rounds. Jack assimilated<br />
easily into the patient care team, went above and beyond what was expected <strong>of</strong> him and treated<br />
his patients with great care, patience, and empathy.<br />
The following comments were made about Jack Doe’s pr<strong>of</strong>essionalism:<br />
• “He conducted himself in a pr<strong>of</strong>essional manner at all times.”<br />
• “Jack was very sensitive to patient needs and pr<strong>of</strong>essional in his interactions. He was<br />
mature and calm, and had an excellent demeanor.”<br />
The following comments were made about Jack Doe’s initiative and enthusiasm:<br />
• “He studied a lot on the rotation and was self motivated.”<br />
• “He read a great deal about his patients. Jack was absolutely wonderful to work with and<br />
went the extra mile to become familiar with patient and family issues.”<br />
The following comments were made about Jack Doe’s compatibility with the team:<br />
• “Jack was a good team player and was always willing to pitch in and help.”<br />
48
• “Jack worked well with the residents while he was on service. He also worked well with<br />
the members <strong>of</strong> the team.”<br />
Jack has been able to accomplish a nice balance throughout his medical school career. Jack’s<br />
membership in the Gold Humanism Honor Society, a selection made by his peers, indicates the<br />
compassion and kindness he employs when dealing with patients. His contributions to the school<br />
through his substantial and continued service activities and clinical research also reflect this<br />
commitment. Jack’s clinical performance makes clear his effective communication style—he is a<br />
good listener, a motivated learner, willing to accept and utilize feedback, and an articulate<br />
participant in the medical setting. Our overall evaluation <strong>of</strong> Jack Doe’s performance in mastering<br />
the competencies <strong>of</strong> our curriculum demonstrates that he is an excellent candidate for your<br />
residency training program.<br />
The University <strong>of</strong> Chicago’s evaluation system was not designed to provide information<br />
comparing one student to another and for that reason no ranking or categorization regarding<br />
Jack Doe can be provided. The grading system is pass/fail and there are no class rankings. The<br />
curriculum has been designed for a competency-based evaluation system. The students are<br />
measured by their achievement <strong>of</strong> the competency, not in terms <strong>of</strong> comparative performance.<br />
Descriptors provided for the 3 rd year clerkships reflect the degree to which Jack Doe has<br />
attained the competencies taught in that clinical experience. For that reason, we encourage<br />
review <strong>of</strong> this evaluation letter in its entirety.<br />
Sincerely,<br />
H. Barrett Fromme, MD, MHPE Holly J. Humphrey, MD, MACP<br />
Associate Pr<strong>of</strong>essor <strong>of</strong> Pediatrics<br />
Ralph W. Gerard Pr<strong>of</strong>essor in <strong>Medicine</strong><br />
MSPE Director, <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> Dean for Medical Education<br />
MSPE<br />
Attachments: MSPE Appendices<br />
49
Medical Student Performance Evaluation<br />
Appendices<br />
Appendix A – Pre-Clerkship/Basic Science Performance<br />
The University <strong>of</strong> Chicago <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> has a Pass/Fail System. Therefore,<br />
no graphic representation <strong>of</strong> the student’s performance relative to his or her peers in preclerkship/basic<br />
science courses can be provided.<br />
MSPE Appendices<br />
Appendix B – Clinical Clerkship Performance<br />
The University <strong>of</strong> Chicago <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> has an <strong>of</strong>ficial Pass/Fail System for<br />
all seven required clerkships in the third year:<br />
• Internal <strong>Medicine</strong> (12 weeks, including a Radiology component)<br />
• Surgery (12 weeks, including 2 weeks Perioperative Care)<br />
• Pediatrics (6 weeks)<br />
• Obstetrics and Gynecology (6 weeks)<br />
• Psychiatry (4 weeks)<br />
• Family <strong>Medicine</strong> (4 weeks)<br />
• Neurology (4 weeks)<br />
During the third year, students are given internal grades for the seven required core clerkships<br />
(Honors, High Pass, Pass, or Fail) based on the extent to which they meet or exceed a given<br />
competency. In each <strong>of</strong> these clerkships, clinical performance is evaluated by the clerkship<br />
directors as to the extent to which the student achieves the performance objectives <strong>of</strong> the<br />
clerkship. Accordingly, this evaluation system does not assume a normal distribution <strong>of</strong> grades.<br />
The distribution <strong>of</strong> the internal designators by clerkship for the Class <strong>of</strong> 20XX is outlined below.<br />
Family<br />
<strong>Medicine</strong> <strong>Medicine</strong> Neurology OB GYN Pediatrics Psychiatry Surgery<br />
Honors 74% 62% 44% 42% 73% 37% 68%<br />
High Pass 26% 36% 50% 54% 27% 50% 25%<br />
Pass 0% 2% 6% 4% 0% 13% 7 %<br />
Total 100% 100% 100% 100% 100% 100% 100%<br />
Because the third-year core clerkships do not conclude until June 30, the University <strong>of</strong> Chicago<br />
<strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> is not able to capture performance evaluation data from fourth-year<br />
clinical electives and sub-internships in time to report prior to the MSPE release date.<br />
50
80%<br />
70%<br />
74%<br />
University <strong>of</strong> Chicago <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> Medicne<br />
Class <strong>of</strong> 20XX Clerkship Distribution<br />
73%<br />
68%<br />
60%<br />
50%<br />
62%<br />
44%<br />
50%<br />
54%<br />
50%<br />
40%<br />
36%<br />
37%<br />
30%<br />
26%<br />
42%<br />
27%<br />
25%<br />
20%<br />
10%<br />
0%<br />
0%<br />
Family<br />
<strong>Medicine</strong><br />
2%<br />
<strong>Medicine</strong><br />
6%<br />
Neurology<br />
OBY GYN<br />
0%<br />
Pediatrics<br />
Honors High Pass Pass<br />
4%<br />
13%<br />
Psychiatry<br />
Surgery<br />
Appendix C – Pr<strong>of</strong>essional Attributes<br />
The University <strong>of</strong> Chicago <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> has a Pass/Fail System. Pr<strong>of</strong>essional<br />
attributes are considered in the Pass/Fail designation and addressed in the clinical<br />
performance evaluation summaries prepared by the Clerkship Directors. Therefore, no<br />
graphic representation <strong>of</strong> the students’ pr<strong>of</strong>essional attributes relative to his or her peers can<br />
be provided. Pr<strong>of</strong>essional attributes assessed in the clerkships include the extent to which<br />
students:<br />
• Demonstrate enthusiasm, interest, and self-motivation<br />
• Pursue self-directed learning<br />
• Exhibit responsibility, integrity, and caring in establishing trusting relationships<br />
with patients and family members<br />
• Interact appropriately and respectfully with other health pr<strong>of</strong>essionals<br />
• Are punctual and prepared<br />
7%<br />
MSPE Appendices<br />
51
Appendix D – Overall Comparative Performance<br />
The <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> has a Pass/Fail System. However, in evaluating our students<br />
for residency, students receive a summary designator based on their performance during their<br />
clerkship rotations. Below is the distribution <strong>of</strong> these designators for the Class <strong>of</strong> 20XX.<br />
MSPE Appendices<br />
Exceptional .........................32.5%<br />
Outstanding ........................25.3%<br />
Excellent ...........................37.4%<br />
Very Good ..........................4.8%<br />
Good ................................0%<br />
Acceptable .............................0%<br />
40%<br />
35%<br />
30%<br />
25%<br />
20%<br />
15%<br />
10%<br />
5%<br />
0%<br />
Class <strong>of</strong> 20XX Summary Designator Distribution<br />
32.5%<br />
Appendix E – Medical <strong>School</strong> Information Page<br />
Specific Programmatic Emphases <strong>of</strong> the Medical <strong>School</strong> and its Educational Programs<br />
25.3%<br />
Exceptional Outstanding Excellent Very Good<br />
Mission Statement: “At the University <strong>of</strong> Chicago, in an atmosphere <strong>of</strong> interdisciplinary<br />
scholarship and discovery, the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> is dedicated to inspiring diverse<br />
students <strong>of</strong> exceptional promise to become leaders and innovators in science and medicine for the<br />
betterment <strong>of</strong> humanity.”<br />
37.4%<br />
4.8%<br />
<strong>Pritzker</strong> traditionally attracts and recruits culturally diverse student leaders with strong academic<br />
backgrounds and personal accomplishments. The curriculum emphasizes the importance <strong>of</strong><br />
humanistic care and skills <strong>of</strong> critical analysis. <strong>Pritzker</strong> operates on a Pass/Fail grading system to<br />
encourage students to develop teamwork skills, to discover and develop their unique talents, and<br />
to promote cooperative learning through focused curricular and co-curricular activities.<br />
These medical education programs include the following:<br />
• Integration <strong>of</strong> basic science and clinical medicine across the four years <strong>of</strong> the curriculum.<br />
• All students except those who matriculated prior to 2009 and those who graduate with a joint/<br />
dual degree participate in a four-year longitudinal curriculum designed to provide enhanced<br />
training in fundamental concepts and scholarly skills. The cornerstone <strong>of</strong> Scholarship<br />
52
& Discovery is the completion <strong>of</strong> a mentored scholarly project by the time <strong>of</strong> graduation,<br />
focusing on one <strong>of</strong> the following scholarly tracks: Scientific Investigation: Basic Science,<br />
Scientific Investigation: Clinical Research, Scientific Investigation: Social Science Research, Medical<br />
Education Scholarship, Quality & Safety Scholarship, Community Health Scholarship, and Global<br />
Health Scholarship. Guidance is provided by core faculty during the first-year Scholarship<br />
& Discovery Course 1A, B, C. Throughout subsequent years, students also participate in<br />
activities related to their scholarly track. Examples <strong>of</strong> such activities include advanced elective<br />
coursework, conference participation, or track specific activities (i.e. a service-learning project<br />
for Community Health, out-<strong>of</strong>-country rotations for Global Health, serving as a Teaching<br />
Assistant for Medical Education, etc.). During the fourth year, students either complete their<br />
scholarly project or continue their advanced training in their scholarly area with guidance from<br />
faculty Track Leaders. All students are encouraged to disseminate their work at the <strong>Pritzker</strong><br />
Senior Scientific Session and share their findings to a broader regional and national audience<br />
whenever possible.<br />
• Summer research training supporting approximately 76 percent <strong>of</strong> the students to extend their<br />
research aptitudes before entering second year medicine, and to continue research throughout<br />
their medical education to help inculcate and disseminate the scientific basis <strong>of</strong> medicine.<br />
• Clinical experiences with patients and standardized patients beginning the first week <strong>of</strong> medical<br />
school aided by the formative feedback provided by review <strong>of</strong> videotaped patient encounters<br />
with full-time faculty preceptors.<br />
• A comprehensive group <strong>of</strong> required core clerkships beginning in the third year and combining<br />
ambulatory and inpatient experiences taught by full-time faculty together with highly selected<br />
residents to promote and model clinical pr<strong>of</strong>iciency.<br />
• Web based programs and instruction in academic computing and medical informatics to<br />
integrate curricular and co-curricular educational programs.<br />
• Opportunities to participate in MD/PhD and MD/JD programs, master degree programs<br />
(MBA, AM, MS) and research “year out” experiences<br />
• An extensive array <strong>of</strong> co-curricular activities that provide the arena for students to develop<br />
further their altruism, collegiality, leadership, and pr<strong>of</strong>essionalism.<br />
• Integration <strong>of</strong> humanism in medicine through programs such as the First Year Orientation and<br />
White Coat Ceremony, Gold Humanism Honor Society Induction Ceremony, and Student<br />
Clinician Ceremony. In these and other student programs, upperclassmen and residents model<br />
a mentoring demeanor promoting collegial approaches to medical education.<br />
MSPE Appendices<br />
53
Average Length <strong>of</strong> Enrollment (Initial Matriculation to Graduation)<br />
The average duration <strong>of</strong> enrollment was approximately 4.5 years.<br />
MSPE Appendices<br />
Of the 83 students anticipated to be in the graduating Class <strong>of</strong> 20XX:<br />
• 5 students completed joint MD/PhD training, which added an average <strong>of</strong> 4 years to their<br />
medical education. One <strong>of</strong> the five students completed all <strong>of</strong> her graduate work prior<br />
to clinical training; this student’s years as a graduate student were not factored into our<br />
average.<br />
• 2 other students obtained joint degrees in other disciplines including one student who<br />
completed a Master’s <strong>of</strong> Arts at the University <strong>of</strong> Wisconsin, studying the History <strong>of</strong><br />
Science, <strong>Medicine</strong>, and Technology. The other student completed a Master’s <strong>of</strong> Science<br />
at the University <strong>of</strong> Chicago. Two additional students are anticipated to receive degrees<br />
later in the academic year: one will receive a Master’s <strong>of</strong> Business Administration from the<br />
University <strong>of</strong> Chicago Booth <strong>School</strong> <strong>of</strong> Business, another will receive a Master’s <strong>of</strong> Public<br />
Health from Harvard University.<br />
• 12 students participated in additional scholarly and clinical experiences for one to two<br />
years. Two students received fellowships from the Howard Hughes Medical Institute<br />
and one student received the Clinical Research Training Fellowship from the National<br />
Institutes <strong>of</strong> Health. One student chose to study international health through the<br />
Schweitzer Fellowship in Gabon, and another was selected to participate in the CDC<br />
Applied Epidemiology Fellowship. Another chose to work on the development <strong>of</strong> a<br />
proprietary medical device. The six remaining students completed research with faculty<br />
mentors.<br />
• 1 student chose to decompress her fourth year so as to spend more time with her family<br />
and have a second child.<br />
<strong>Guidelines</strong> for Medical <strong>School</strong>s Regarding <strong>Academic</strong> Transcripts<br />
The <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> is compliant with the AAMC “<strong>Guidelines</strong> for Medical <strong>School</strong>s<br />
Regarding <strong>Academic</strong> Transcripts.”<br />
Description <strong>of</strong> the Evaluation System Used at This Medical <strong>School</strong><br />
Please see Appendix A, B, C, and D.<br />
AΩA Membership<br />
Membership in AΩA is considered for senior students, and is strongly influenced by academic<br />
performance and scholarship, participation in research, leadership in co-curricular activities, and<br />
character as evidenced by their pr<strong>of</strong>essional behavior.<br />
Medical <strong>School</strong> Requirements For Successful Completion <strong>of</strong> the USMLE Step 1 and Step 2 for<br />
Promotion and/or Graduation<br />
To graduate from the University <strong>of</strong> Chicago <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong>, students must have<br />
registered and taken Step 1, Step 2 (CK) and Step 2 (CS) <strong>of</strong> the USMLE exam. Passing the exams<br />
is not required for graduation.<br />
54
Medical <strong>School</strong> Requirements for Successful Completion <strong>of</strong> Objective/Observed Structured Clinical<br />
Evaluation (OSCE) at Medical <strong>School</strong><br />
Observed Structured Clinical Evaluations (OSCEs) are used for formative feedback during the<br />
course and assessment in the final exams <strong>of</strong> the Clinical Skills courses in the first and second<br />
years. Following the third year, all students participate in a required Clinical Performance Exercise<br />
(CPX) which simulates USMLE Step 2-CS. The CPX experiences are for self-assessment and<br />
feedback but passing is not a requirement for promotion or graduation. Students participating<br />
in the Neurology, Obstetrics and Gynecology, and Family <strong>Medicine</strong> clerkships must also take<br />
Objective Structured Clinical Evaluations.<br />
Utilization <strong>of</strong> Narrative Comments from the Medical <strong>School</strong> Course, Clerkship, or Elective Director<br />
in the Composition <strong>of</strong> the MSPE<br />
The narrative comments from the seven required third-year clerkships have been edited for length<br />
but not for content.<br />
Process <strong>of</strong> MSPE Composition at the Medical <strong>School</strong><br />
The Medical Student Performance Evaluation is prepared by the Medical Student Performance<br />
Evaluation Director. Administrative support is provided by the Residency Advising/<br />
Communications Manager, the Operations Manager, and the Registrar.<br />
MSPE Review by Students<br />
Students at the <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> are permitted to review the MSPE letter in its entirety<br />
prior to its transmission and can request changes for factual information only.<br />
MSPE Appendices<br />
55
RIGHTS OF STUDENTS<br />
Policy on Treatment <strong>of</strong> Students<br />
Policy on Unlawful Discrimination<br />
& Sexual Misconduct<br />
Statement <strong>of</strong> Policy<br />
The <strong>Pritzker</strong> <strong>School</strong> <strong>of</strong> <strong>Medicine</strong> at the University <strong>of</strong> Chicago is committed to maintaining an<br />
academic and clinical environment in which faculty, fellows, residents and students work together<br />
freely to further education and research and provide the highest level <strong>of</strong> patient care, whether in<br />
the classroom, the laboratory or the hospital and clinics. The <strong>School</strong>’s goal is to train physicians to<br />
meet high standards <strong>of</strong> pr<strong>of</strong>essionalism and practice in an environment where effective, humane<br />
and compassionate patient care is demanded and expected. To this end, the <strong>School</strong> recognizes that<br />
each member <strong>of</strong> the medical school community should be accepted as an autonomous individual<br />
and treated civilly, without regard to his or her race, color, religion, sex, sexual orientation, sexual<br />
identity, national or ethnic origin, age, disability or any other class protected by law. Diversity<br />
in background, outlook and interest among faculty, fellows, residents, students and patients<br />
inherent in the practice <strong>of</strong> medicine, and appreciation and understanding <strong>of</strong> such diversity, is an<br />
important aspect <strong>of</strong> medical training. As part <strong>of</strong> that training, the <strong>School</strong> strives to inculcate values<br />
<strong>of</strong> pr<strong>of</strong>essional and collegial attitudes and behaviors in interactions among members <strong>of</strong> the <strong>School</strong><br />
community, and between these members and patients and their families.<br />
The <strong>School</strong> has appointed two faculty members to serve as Ombudsmen to facilitate confidential<br />
reporting <strong>of</strong> potential mistreatment and to raise awareness <strong>of</strong> appropriate standards <strong>of</strong> behavior<br />
among the members <strong>of</strong> the medical school community.<br />
Dr. Anne Hong (pager 9568)<br />
Dr. Steven Zangan (pager 2816)<br />
Additional Resource: pritzker.uchicago.edu/current/students/ombudsmen.shtml<br />
Policy on Unlawful Discrimination &<br />
Sexual Misconduct<br />
Policy on Unlawful Discrimination & Sexual Misconduct*<br />
*sexual misconduct includes sexual harassment, sexual assault, domestic violence, dating<br />
I. Introduction<br />
The University <strong>of</strong> Chicago is a community <strong>of</strong> scholars dedicated to research, academic excellence,<br />
and the pursuit and cultivation <strong>of</strong> learning. Members <strong>of</strong> the University community cannot thrive<br />
unless each is accepted as an autonomous individual and is treated without regard to characteristics<br />
irrelevant to participation in the life <strong>of</strong> the University. Freedom <strong>of</strong> expression is vital to our shared<br />
goal <strong>of</strong> the pursuit <strong>of</strong> knowledge and should not be restricted by a multitude <strong>of</strong> rules. At the<br />
same time, unlawful discrimination, including harassment, compromises the integrity <strong>of</strong> the<br />
University. It is the intention <strong>of</strong> the University to take necessary action to prevent, correct, and,<br />
where indicated, discipline unlawful discrimination.<br />
Sexual misconduct violates the law and the standards <strong>of</strong> our community, is unacceptable at<br />
the University <strong>of</strong> Chicago, and may constitute a form <strong>of</strong> discrimination. Experiencing sexual<br />
56
misconduct can be devastating to the person who experiences it directly and can adversely impact<br />
family, friends, and the larger community. Regardless <strong>of</strong> the definitions provided below, people<br />
who believe they have experienced any sexual misconduct are encouraged to report the incident<br />
and to seek medical care and support as soon as possible.<br />
II. Policy and Application<br />
This policy is the basis for the University’s commitment to conform to the laws regarding<br />
nondiscrimination, sexual harassment and other unlawful forms <strong>of</strong> harassment, sexual misconduct,<br />
sexual assault, domestic violence, dating violence, and stalking. It applies to students and other<br />
program participants, staff, postdoctoral researchers, faculty, and other academic appointees,<br />
volunteers, as well as to anyone on whom the University has formally conferred a title, regardless <strong>of</strong><br />
employment status. The University provides education and prevention resources, <strong>of</strong>fers numerous<br />
support services and referrals for anyone who has experienced one <strong>of</strong> these crimes, encourages and<br />
facilitates reporting and prosecution, and is committed to disciplining anyone who violates this<br />
policy. The University may also investigate, and, if appropriate, adjudicate, alleged violations <strong>of</strong> this<br />
policy reported by individuals outside the institution regarding individuals within the University<br />
if, for example, the alleged violation occurred on University property. The University may also<br />
investigate, and, if appropriate, adjudicate, alleged violations <strong>of</strong> this policy that occur <strong>of</strong>f campus<br />
between or among University-affiliated individuals if those alleged violations may create a hostile<br />
educational or work environment for others.<br />
III. Unlawful Discrimination and Harassment<br />
Discrimination based on factors irrelevant to admission, employment, or program participation<br />
violates the University’s principles. In keeping with its long-standing traditions and policies, the<br />
University <strong>of</strong> Chicago considers students, employees, applicants for admission or employment,<br />
and those seeking access to programs on the basis <strong>of</strong> individual merit. The University does not<br />
discriminate on the basis <strong>of</strong> race, color, religion, sex, sexual orientation, gender identity, national<br />
or ethnic origin, age, status as an individual with a disability, veteran status, genetic information<br />
or other protected classes under the law. Such discrimination is unlawful.<br />
Unlawful harassment based on one <strong>of</strong> the factors listed above is verbal or physical conduct that is so<br />
severe or pervasive that it has the purpose or effect <strong>of</strong> unreasonably interfering with an individual’s<br />
work performance or educational program participation, or that creates an intimidating, hostile,<br />
or <strong>of</strong>fensive work or educational environment.<br />
A person’s subjective belief that behavior is <strong>of</strong>fensive, intimidating or hostile does not make<br />
that behavior unlawful harassment. The behavior must be objectively unreasonable. Expression<br />
occurring in an academic, educational or research context is considered as a special case and is<br />
broadly protected by academic freedom. Such expression will not constitute unlawful harassment<br />
unless (in addition to satisfying the above definition) it is targeted at a specific person or persons,<br />
is abusive, and serves no bona fide academic purpose.<br />
Unlawful harassment includes same sex harassment and peer harassment among students, staff,<br />
other academic appointees, postdoctoral researchers or faculty. Unlawful harassment by a faculty<br />
member, instructor, or teaching assistant <strong>of</strong> a student over whom he or she has authority, or by a<br />
supervisor <strong>of</strong> a subordinate, is particularly serious.<br />
Policy on Unlawful Discrimination<br />
& Sexual Misconduct<br />
IV. Sexual Harassment and Misconduct<br />
Sexual misconduct encompasses a range <strong>of</strong> conduct, from sexual assault (a criminal act that the US<br />
57
Policy on Unlawful Discrimination<br />
& Sexual Misconduct<br />
Department <strong>of</strong> Education defines as sexual harassment) to conduct such as unwanted touching or<br />
persistent unwelcome comments, e-mails, or pictures <strong>of</strong> an insulting or degrading sexual nature,<br />
which may constitute unlawful harassment, depending upon the specific circumstances and<br />
context in which the conduct occurs. For example, sexual advances, requests for sexual favors,<br />
or sexually-directed remarks or behavior constitute sexual harassment when (i) submission to or<br />
rejection <strong>of</strong> such conduct is made, explicitly or implicitly, a basis for an academic or employment<br />
decision, or a term or condition <strong>of</strong> either; or (ii) such conduct directed against an individual<br />
persists despite its rejection.<br />
V. Sexual Misconduct and Definitions<br />
The University’s definition <strong>of</strong> sexual assault encompasses the State <strong>of</strong> Illinois Criminal Code’s<br />
terminology and definitions <strong>of</strong> both sexual assault (frequently referred to as rape) and sexual abuse.<br />
The University incorporates the State’s definitions <strong>of</strong> several other important terms, including<br />
domestic violence, dating violence and stalking; complies with the Campus Sexual Violence<br />
Elimination Act (“SaVE Act”) provisions <strong>of</strong> the Violence Against Women Reauthorization Act<br />
<strong>of</strong> 2013 (“VAWA”); and recognizes that sexual assault, domestic violence, dating violence, and<br />
stalking are not gender-specific crimes. To aid searches, definitions are provided in alphabetical<br />
order:<br />
“Accused” means a person accused <strong>of</strong> conduct prohibited by this policy and does<br />
not imply pre-judgment.<br />
“Consent” is the freely given agreement to the act <strong>of</strong> sexual conduct or sexual<br />
penetration in question. The lack <strong>of</strong> explicit consent does not imply consent.<br />
The lack <strong>of</strong> verbal or physical resistance or the submission by the victim resulting<br />
from the use <strong>of</strong> force or threat <strong>of</strong> force by the accused does not constitute consent.<br />
The manner <strong>of</strong> dress <strong>of</strong> the victim at the time <strong>of</strong> the <strong>of</strong>fense does not constitute<br />
consent. A person who initially consents to sexual penetration or sexual conduct<br />
is deemed not to have consented to any sexual penetration or sexual conduct<br />
that occurs after he or she withdraws consent during the course <strong>of</strong> that sexual<br />
penetration or sexual conduct.<br />
Use <strong>of</strong> alcohol or drugs may impair an individual’s capacity to consent freely and<br />
may render an individual incapable <strong>of</strong> giving consent.<br />
The age <strong>of</strong> consent in Illinois is 17 but rises to 18 if the accused holds a position<br />
<strong>of</strong> trust, authority, or supervision in relation to the victim.<br />
“Dating violence” means the use or threat <strong>of</strong> use <strong>of</strong> physical, mental or emotional<br />
abuse, or sexual violence by a person who is in a social relationship <strong>of</strong> a romantic<br />
or intimate nature with the victim.<br />
“Domestic violence” means harassment, interference with personal liberty,<br />
intimidation <strong>of</strong> a dependent, physical abuse, or willful deprivation by a person<br />
who is or was a family or household member <strong>of</strong> the victim. A family or household<br />
member includes: a spouse, former spouse, parent, child, stepchild, or other<br />
person related by blood or by present or prior marriage; a person who shares<br />
or formerly shared a common dwelling; a person who has or allegedly has a<br />
child in common or shares a blood relationship through a child; a person who<br />
has a dating or engagement relationship; a personal assistant to a person with a<br />
disability; and a caregiver, as defined in the Illinois Criminal Code <strong>of</strong> 2012.<br />
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“Force or threat <strong>of</strong> force” means the use <strong>of</strong> force or violence, or the threat <strong>of</strong> force<br />
or violence, including but not limited to (1) when the accused threatens to use<br />
force or violence on the victim or on any other person, and the victim under<br />
the circumstances reasonably believes that the accused has the ability to execute<br />
that threat or (2) when the accused has overcome the victim by use <strong>of</strong> superior<br />
strength or size, physical restraint or physical confinement.<br />
“Harassment” as a form <strong>of</strong> unlawful discrimination means verbal or physical<br />
conduct that is so severe or pervasive that it has the purpose or effect <strong>of</strong><br />
unreasonably interfering with an individual’s work performance or educational<br />
program participation, or that creates an intimidating, hostile, or <strong>of</strong>fensive work<br />
or educational environment.<br />
“Harassment” for purposes <strong>of</strong> domestic violence is knowing conduct that is not<br />
necessary to accomplish a purpose, would cause emotional distress to a reasonable<br />
person and does cause emotional distress to the victim.<br />
“Interference with personal liberty” is committing or threatening physical abuse,<br />
harassment, intimidation, or willful deprivation to force a victim to engage in<br />
conduct from which that person has the right to abstain, or to abstain from<br />
conduct in which that person has a right to engage.<br />
“Intimidation <strong>of</strong> a dependent” is subjecting a person who is a dependent because<br />
<strong>of</strong> age, health or disability to participation in or the witnessing <strong>of</strong> physical force,<br />
physical confinement or restraint <strong>of</strong> another person.<br />
“Physical abuse” includes sexual abuse and means any <strong>of</strong> the following: (1) the<br />
knowing or reckless use <strong>of</strong> physical force, confinement, or restraint; (2) knowing,<br />
repeated, and unnecessary sleep deprivation; and/or (3) knowing or reckless<br />
behavior that creates an immediate risk <strong>of</strong> physical harm.<br />
“Responsible employee” means any faculty member, other academic appointee, or<br />
staff member who would reasonably be expected to have the authority or duty to<br />
report or take action to redress sexual misconduct.<br />
“Sexual assault” means:<br />
• An act <strong>of</strong> sexual penetration or sexual conduct by the use <strong>of</strong> force or threat<br />
<strong>of</strong> force, including threatening or endangering the life <strong>of</strong> the victim or any<br />
other person; or<br />
• An act <strong>of</strong> sexual penetration or sexual conduct where the accused knew that<br />
the victim was unable to understand the nature <strong>of</strong> the act or was unable to<br />
give knowing consent; or<br />
• An act <strong>of</strong> sexual penetration or sexual conduct with a victim who was under<br />
age 17 when the act was committed, or with a victim who was under age 18<br />
when the act was committed and the accused was age 17 or more and held a<br />
position <strong>of</strong> trust, authority, or supervision in relation to the victim; or<br />
Policy on Unlawful Discrimination<br />
& Sexual Misconduct<br />
• An act <strong>of</strong> sexual penetration or sexual conduct in which the accused delivered<br />
(by injection, inhalation, ingestion, transfer <strong>of</strong> possession, or any other<br />
means) to the victim without his or her consent, or by threat or deception,<br />
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and for other than medical purposes, any controlled substance.<br />
Policy on Unlawful Discrimination<br />
& Sexual Misconduct<br />
“Sexual conduct” means any intentional or knowing touching or fondling by the<br />
victim or the accused, either directly or through clothing, <strong>of</strong> the sex organs, anus,<br />
or breast <strong>of</strong> the victim or the accused, or any part <strong>of</strong> the body <strong>of</strong> a child under 13<br />
years <strong>of</strong> age, or any transfer or transmission <strong>of</strong> semen by the accused upon any<br />
part <strong>of</strong> the clothed or unclothed body <strong>of</strong> the victim, for the purpose <strong>of</strong> sexual<br />
gratification or arousal <strong>of</strong> the victim or the accused.<br />
“Sexual penetration” means any contact, however slight, between the sex organ<br />
or anus <strong>of</strong> one person and an object, the sex organ, mouth or anus <strong>of</strong> another<br />
person, or any intrusion, however slight, <strong>of</strong> any part <strong>of</strong> the body <strong>of</strong> one person or<br />
<strong>of</strong> any animal or object into the sex organ or anus <strong>of</strong> another person, including<br />
but not limited to cunnilingus, fellatio, or anal penetration.<br />
“Stalking” means a course <strong>of</strong> conduct (two or more acts) directed at a specific<br />
person that would cause a reasonable person to fear for her or his safety or<br />
the safety <strong>of</strong> a third person, or to suffer emotional distress. Stalking behavior<br />
includes, but is not limited to: following a person; appearing at a person’s home,<br />
work, or school; making unwanted phone calls; sending unwanted emails or text<br />
messages; leaving objects for a person; vandalizing a person’s property; injuring a<br />
person’s pet; and monitoring or placing a person under surveillance.<br />
“Victim” means a person alleging to have been subjected to conduct prohibited<br />
by this policy and does not imply pre-judgment.<br />
“Willful deprivation” is the purposeful denial <strong>of</strong> medication, medical care, shelter,<br />
food, or other assistance to a person who requires such things because <strong>of</strong> age,<br />
health or disability, thereby putting that person at risk <strong>of</strong> physical, mental, or<br />
emotional harm.<br />
VI. Consensual Relations Between Faculty and Student Supervisors and Employees<br />
Romantic relationships that might be appropriate in other contexts may, within a university,<br />
create the appearance or fact <strong>of</strong> an abuse <strong>of</strong> power or <strong>of</strong> undue advantage. Because those who<br />
teach are entrusted with guiding students, judging their work, giving grades for papers and<br />
courses, and recommending students to colleagues, instructors are in a delicate position <strong>of</strong> trust<br />
and authority. This teacher-student relationship must not be jeopardized by probable doubt<br />
<strong>of</strong> intent, fairness <strong>of</strong> pr<strong>of</strong>essional judgment, or the appearance to other students <strong>of</strong> favoritism.<br />
Supervisory employment relations involve similar obligations <strong>of</strong> fairness and seeming fairness in<br />
the management and evaluation <strong>of</strong> employees.<br />
One <strong>of</strong> the tenets <strong>of</strong> our policy and our commitment to a climate free from sexual harassment<br />
has been the view that it is unwise and inappropriate for faculty or other instructors who have<br />
romantic relations with students to teach such students in a class, supervise them in research or<br />
graduate work or recommend them for fellowships, awards, or employment, or for employees<br />
who have romantic relations with employees under their supervision to maintain their supervisory<br />
status.<br />
Such romantic relationships may sometimes develop. Prudence and the best interest <strong>of</strong> students<br />
and employees dictate that in such circumstances <strong>of</strong> romantic involvement, the faculty member,<br />
instructor or supervisor should promptly report the relationship to the appropriate chair, dean or<br />
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supervisor, who will then help find other instructional or supervisory arrangements in a way that<br />
safeguards the welfare <strong>of</strong> the student or subordinate. Such alternatives may include, for example,<br />
ceasing to have the student take courses with the instructor or moving the subordinate employee<br />
to a different reporting relationship. Faculty and supervisors should keep in mind that initial<br />
consent to a romantic relationship does not preclude a charge <strong>of</strong> sexual harassment in the future.<br />
VII. Important Principles<br />
Confidentiality<br />
The University <strong>of</strong> Chicago will make every reasonable effort to preserve an individual’s privacy<br />
and protect the confidentiality <strong>of</strong> information related to unlawful discrimination, harassment,<br />
sexual misconduct, sexual assault, domestic violence, dating violence, and stalking within the<br />
parameters imposed by law. In order to notify the community about the occurrence <strong>of</strong> a serious<br />
crime or pattern <strong>of</strong> crimes that might put the public at risk, the University may issue a safety<br />
awareness alert (a brief description including time and location). The University is also required<br />
by law to tabulate and annually report to the public statistics for sexual assault, domestic violence,<br />
dating violence, stalking, and other crimes, as defined under federal law and the uniform crime<br />
reporting system <strong>of</strong> the Federal Bureau <strong>of</strong> Investigation. 1<br />
These statistics and the list <strong>of</strong> people to whom a crime may be reported for it to be included in the<br />
statistics appear in the hard copy Common Sense publication and online at commonsense.uchicago.<br />
edu. Neither safety awareness alerts nor campus crime statistics contain specific victim-identifying<br />
information.<br />
The confidentiality <strong>of</strong> disciplinary proceedings deserves special mention. Honoring the<br />
confidentiality <strong>of</strong> disciplinary proceedings and their determinations is the responsibility <strong>of</strong> the<br />
accused, the victim, the institution, and all others participating in or privy to those proceedings.<br />
Institutional Obligation to Respond<br />
Because sexual assault is a serious crime that may threaten the community as a whole, in some<br />
instances the University may be obliged to pursue an alleged sexual assault through internal<br />
disciplinary procedures without the cooperation <strong>of</strong> the individual alleging the assault. Always in<br />
such instances, the University will inform the individual <strong>of</strong> its obligation to address a community<br />
safety issue.<br />
Non-Retaliation<br />
The University prohibits retaliation against any person who exercises any rights or responsibilities<br />
under this policy.<br />
VIII. Prevention and Education Programs<br />
The University provides numerous education programs and awareness campaigns to prevent<br />
and promote awareness <strong>of</strong> sexual assault, domestic violence, dating violence, stalking, rape, and<br />
acquaintance rape. In addition to covering the information addressed in this policy, these programs<br />
will, among other things, provide information regarding options for bystander intervention, and<br />
information on risk reduction strategies.<br />
Policy on Unlawful Discrimination<br />
& Sexual Misconduct<br />
1 The crimes <strong>of</strong> domestic violence, dating violence and stalking were added by the SaVE Act provisions <strong>of</strong> VAWA<br />
(effective March 7, 2014) as crimes reportable under the Jeanne Clery Disclosure <strong>of</strong> Campus Security Policy and<br />
Campus Crime Statistics Act (“Clery Act”). Pursuant to the Clery Act, these crimes will be reported beginning with<br />
the 2014-2015 Common Sense publication.<br />
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IX. Informal Resolution <strong>of</strong> Complaints that do not Involve Sexual Misconduct<br />
Policy on Unlawful Discrimination<br />
& Sexual Misconduct<br />
The University’s procedures for handling incidents depend on the nature <strong>of</strong> the incident, the<br />
relationship <strong>of</strong> the accused to the institution, and, to the extent possible, the wishes <strong>of</strong> the person<br />
bringing forward the complaint. Under Title IX, the University has an obligation to investigate all<br />
allegations <strong>of</strong> sexual misconduct, including sexual assault, sexual harassment, domestic violence,<br />
dating violence, stalking, rape, and acquaintance rape about which a “responsible employee”<br />
knows or should have known. Any University employee who would reasonably be expected to<br />
have the authority or duty to report or take action to redress sexual misconduct is a “responsible<br />
employee.”<br />
Unlawful harassment complaints without a sexual misconduct dimension may be resolved<br />
informally via advising and mediation. It is important to note that the procedures do not preempt<br />
other formal or informal channels available within the University.<br />
Persons who believe that their educational or work experience may be compromised by unlawful<br />
harassment or discrimination should feel free to discuss the problem with a department chair,<br />
dean, or supervisor and, if desired, to request that department chair, dean, or supervisor to speak<br />
informally to the person complained about. If this does not resolve the matter, or if the individual<br />
prefers, the concerned party may make use <strong>of</strong> any or all <strong>of</strong> the following two avenues for resolution.<br />
No one at the University may reprimand or discriminate against an individual for having initiated<br />
an inquiry or complaint in good faith.<br />
Advising<br />
An individual who feels he or she has been unlawfully harassed in an incident without a sexual<br />
misconduct dimension may bring the matter to a Complaint Advisor, whose role is to discuss<br />
with the complainant available options on how to proceed (a list <strong>of</strong> current Advisors also appears<br />
in the University Directory). The advising is intended to provide a forum for free and open<br />
discussion between the complainant and the Advisor. Consequently, no record will be kept <strong>of</strong><br />
the advising conversation other than an incident report that will not contain the names <strong>of</strong> either<br />
the complainant or the accused and that will be used only to keep a yearly record <strong>of</strong> the number<br />
<strong>of</strong> different types <strong>of</strong> reported incidents. Every attempt will be made to protect the privacy <strong>of</strong> the<br />
individuals involved in an advising conversation about unlawful harassment or discrimination. If<br />
the Advisor learns <strong>of</strong> allegations that are so serious they obligate the University to act, then, upon the<br />
recommendation <strong>of</strong> the Coordinating Officer or Provost, there will be an administrative response,<br />
which may include a formal investigation and will include notifying germane administrative or<br />
managerial personnel (e.g., department chair and/or dean in matters involving faculty members<br />
and other academic appointees, and supervisors, managers and/or directors in matters involving<br />
staff employees).<br />
Complaint Advisors are selected and supervised by the Coordinating Officer (a position filled by<br />
a member <strong>of</strong> the Provost’s Office) for a two-year term and drawn from a variety <strong>of</strong> different areas<br />
throughout the University. (For example, they may be Resident Heads, Deans <strong>of</strong> Students, the<br />
Ombudsperson, or faculty members). The number <strong>of</strong> Advisors is sufficiently large that individuals<br />
from all areas in the University are able to have access to the Advisors. Advisors are required to<br />
participate in a program designed to make them familiar with the issues involved in dealing with<br />
unlawful harassment or discrimination cases.<br />
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Mediation<br />
When a complaint is brought to the Complaint Advisor, the complainant may ask for a mediated<br />
meeting with the accused. The goal <strong>of</strong> the mediation procedure is to provide a forum where the<br />
complainant and the accused can, with the aid <strong>of</strong> a third party, come to a mutually agreed upon<br />
resolution. Consequently, mediation will occur only if both the complainant and the accused are<br />
willing to participate in the process. The Complaint Advisor may serve as mediator or suggest a<br />
third party such as the Coordinating Officer or a faculty member <strong>of</strong> the Unlawful Harassment<br />
Panel to act as mediator. Mediation will not be used to resolve complaints <strong>of</strong> sexual misconduct,<br />
which require more formal investigation.<br />
X. Formal Investigation and Resolution <strong>of</strong> Complaints<br />
Formal Investigation for Complaints That Do Not Involve Sexual Misconduct<br />
Any person who wishes to discuss a possible complaint <strong>of</strong> unlawful harassment that does not<br />
involve sexual misconduct may use the informal advising and mediation avenues described above.<br />
But either the complainant or the accused may at any time ask that the matter under discussion<br />
be handled formally rather than informally. The appropriate procedure for a formal complaint<br />
depends on who is being accused <strong>of</strong> harassment.<br />
If the person accused <strong>of</strong> harassment without a sexual misconduct component is a student, a<br />
formal complaint should be addressed within the procedures for student discipline described in<br />
the Student Manual. The complaint should be addressed to the Associate Dean <strong>of</strong> Students in the<br />
University for Disciplinary Affairs.<br />
If the person accused <strong>of</strong> harassment without a sexual misconduct component is a staff employee<br />
<strong>of</strong> the University, a staff member from Human Resources will guide the employee through the<br />
appropriate formal review process. Both parties must be informed <strong>of</strong> the determination.<br />
If the person accused <strong>of</strong> harassment without a sexual misconduct component is a faculty member<br />
or other academic appointee (such as a Research Associate, Lecturer, or Librarian), the formal<br />
complaint procedures described below apply.<br />
Formal Investigation for Complaints <strong>of</strong> Sexual Misconduct<br />
The appropriate University disciplinary avenue is determined by the status <strong>of</strong> the person accused<br />
<strong>of</strong> sexual assault, domestic violence, dating violence, or stalking. Anyone may choose to bring<br />
forward a complaint within the University instead <strong>of</strong>, or in addition to, seeking redress outside<br />
the institution in the legal system. Someone with a complaint <strong>of</strong> sexual assault, domestic violence,<br />
dating violence or stalking may also opt to pursue his or her case via the legal system without<br />
engaging the University’s disciplinary process, although, in the interest <strong>of</strong> community safety,<br />
the University may be obliged to pursue an alleged sexual assault through internal disciplinary<br />
procedures. Unlike the State <strong>of</strong> Illinois, the University does not impose a time limit after which<br />
it will not consider formal complaints <strong>of</strong> sexual assault, domestic violence, dating violence, or<br />
stalking. However, timely disciplinary processes take advantage <strong>of</strong> the most recent recollections<br />
and evidence and can facilitate more prompt resolution to what is <strong>of</strong>ten a traumatic and painful<br />
situation for the victim.<br />
Policy on Unlawful Discrimination<br />
& Sexual Misconduct<br />
If the person accused <strong>of</strong> sexual misconduct is a student, a formal complaint should be addressed<br />
within the procedures for student discipline described in the Student Manual. The complaint<br />
should be addressed to the Associate Dean <strong>of</strong> Students in the University for Disciplinary Affairs.<br />
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If the person accused <strong>of</strong> sexual misconduct is a staff employee <strong>of</strong> the University, a staff member<br />
from Human Resources will guide the employee through the appropriate formal review process.<br />
Both parties must be informed <strong>of</strong> the determination.<br />
Policy on Unlawful Discrimination<br />
& Sexual Misconduct<br />
If the person accused <strong>of</strong> sexual misconduct is a faculty member or other academic appointee (such<br />
as a Research Associate, Lecturer, or Librarian), the formal complaint procedures described below<br />
apply.<br />
In each <strong>of</strong> the three venues, the University is committed to providing a prompt, impartial, and<br />
thorough investigation and resolution. Such an investigation may occur alongside, rather than<br />
in lieu <strong>of</strong>, an independent law enforcement investigation. University <strong>of</strong>ficials participating in<br />
disciplinary proceedings involving sexual assault, domestic violence, dating violence, and stalking<br />
receive ongoing training on issues related to these <strong>of</strong>fenses, as well as training on how to conduct<br />
an investigation and hearing. In such proceedings, a preponderance <strong>of</strong> the evidence standard is<br />
used. The accused and victim are entitled to bring a person <strong>of</strong> their choice to the proceedings,<br />
whose role is limited to providing support, not acting as an advocate or participant. Further,<br />
the accused and victim are simultaneously informed, in writing, <strong>of</strong> the determination <strong>of</strong> the<br />
proceedings and the procedures for seeking review <strong>of</strong> the decision.<br />
Sanctions for a member <strong>of</strong> the University community found to have sexually assaulted, committed<br />
an act <strong>of</strong> domestic or dating violence against, or stalked another person may include termination<br />
<strong>of</strong> employment or expulsion. If, after a University <strong>of</strong> Chicago degree is awarded, the Dean <strong>of</strong><br />
Students is informed <strong>of</strong> misconduct that occurred before the degree was awarded, disciplinary<br />
proceedings may be initiated. If the University-wide Disciplinary Committee is convened, the<br />
Committee may recommend revocation <strong>of</strong> the degree.<br />
Procedures for Faculty and Other <strong>Academic</strong> Appointees<br />
Once a formal investigation has been requested, the Unlawful Harassment Panel will move to<br />
comply as quickly as possible. The Panel consists <strong>of</strong> three faculty members appointed by the Provost<br />
for three-year terms (with the possibility <strong>of</strong> reappointment) and the Student Ombudsperson (as<br />
a non-voting student member). The Coordinating Officer will sit with the Panel ex <strong>of</strong>ficio and<br />
does not vote. A list <strong>of</strong> the current members <strong>of</strong> the Unlawful Harassment Panel can be found at<br />
uchicago.edu/about/boards_committees_and_councils.<br />
It is the task <strong>of</strong> the Panel to determine the facts. At any time in its proceedings, the Panel may<br />
decide that the complaint should be rejected as clearly unfounded. The Panel will be provided with<br />
written statements from the complainant and the accused, if necessary, will interview persons with<br />
knowledge bearing on the matter, including the complainant and the accused. The proceedings<br />
will be kept confidential.<br />
If the complaint is found to have merit, the Panel will relay its findings to the Provost who will<br />
take appropriate action (for example, a reprimand, leave <strong>of</strong> absence without pay, invocation <strong>of</strong><br />
statutory procedures for termination). If the complaint is found to have no merit (or if the facts<br />
cannot be established), the complaint will be dismissed. Both parties must be informed <strong>of</strong> the<br />
determination. A report <strong>of</strong> a justified complaint, including the Provost’s action, is placed in the<br />
accused’s <strong>of</strong>ficial file in the Provost’s Office.<br />
XI. Support Service and Resources for those who have Experienced Sexual Misconduct<br />
The needs <strong>of</strong> someone who has experienced sexual misconduct such as sexual assault, domestic<br />
violence, dating violence, or stalking vary from person to person and may vary over time. The<br />
64
University <strong>of</strong>fers a diverse array <strong>of</strong> services and external resources, many <strong>of</strong> which may be accessed<br />
24 hours a day, so that a person may choose whatever would be most helpful and healing.<br />
The University urges anyone who has experienced sexual assault, domestic violence, dating<br />
violence, or stalking to seek support as soon as possible to minimize and treat physical harm, assist<br />
with processing the unique and complex emotional aftermath, and help preserve and understand<br />
options for pressing charges. Individuals have many options with regard to reporting sexual<br />
assault, domestic violence, dating violence, and stalking, including reporting to the University <strong>of</strong><br />
Chicago Police Department, the Chicago Police Department, and to various campus authorities.<br />
Additionally, victims have recourse through the civil and criminal court systems, by being able to<br />
seek orders <strong>of</strong> protection, no contact orders and other similar court orders. Victims also have the<br />
option to decline to notify such authorities.<br />
Even for someone who does not wish to report the event to the police or pursue disciplinary<br />
action, seeking medical attention as soon as possible is important. Victims should be aware <strong>of</strong> the<br />
importance <strong>of</strong> preserving evidence, which may be necessary to the pro<strong>of</strong> <strong>of</strong> criminal sexual assault,<br />
domestic violence, dating violence, or stalking, or to obtain an order <strong>of</strong> protection.<br />
RESOURCES<br />
Resources for Everyone<br />
University <strong>of</strong> Chicago <strong>Medicine</strong>’s Mitchell Emergency Room<br />
Medical and Counseling Services: 773.702.6250, 901 East 58th Street (24-hours)<br />
The Mitchell Emergency Room follows specific policies and procedures, approved by the State,<br />
in treating an individual who has been sexually assaulted. The State will pay for emergency room<br />
care for victims who have been sexually assaulted and do not have health insurance; if a victim<br />
provides health insurance information to the emergency room, the emergency room will bill the<br />
insurance company and the policy holder will be notified as usual.<br />
• The victim is placed in a private room<br />
• Medical care is given as soon as possible<br />
• A Sexual Assault Survivor Advocate or a Sexual Assault Dean-on-Call (for a student)<br />
may be called based on a victim’s preferences<br />
• By law, city police are notified, and the victim may choose to file a report<br />
University <strong>of</strong> Chicago Police Department | safety-security.uchicago.edu/police<br />
773.702.8181 or 1-2-3 from a campus phone (24-hours)<br />
The University <strong>of</strong> Chicago Police Department (UCPD) urges anyone who has been sexually<br />
assaulted to call immediately in order to strengthen the likelihood <strong>of</strong> successful prosecution. A<br />
UCPD <strong>of</strong>ficer can be summoned by calling 773.702.8181, pressing the red button on any <strong>of</strong> the<br />
emergency phones located throughout the community, or coming directly to the UCPD <strong>of</strong>fice at<br />
6054 South Drexel Avenue.<br />
Policy on Unlawful Discrimination<br />
& Sexual Misconduct<br />
Responsibilities <strong>of</strong> the UCPD include:<br />
• Attending to the immediate needs <strong>of</strong> the victim, including personal safety and prompt<br />
medical care<br />
• When appropriate, broadcasting a description <strong>of</strong> the <strong>of</strong>fender<br />
65
• Notifying the Sexual Assault Dean-on-Call if the victim is a student<br />
• Providing victims with information concerning the importance <strong>of</strong> preserving evidence,<br />
and the rights <strong>of</strong> victims and the University’s responsibilities regarding orders <strong>of</strong><br />
protection, no contact orders, and other similar court orders<br />
Policy on Unlawful Discrimination<br />
& Sexual Misconduct<br />
The UCPD recommends the prompt reporting <strong>of</strong> sexual assault, domestic violence, dating<br />
violence, and stalking. Nevertheless, individuals should not be reluctant to file a report at a later<br />
date. Reporting an incident does not obligate a person to press charges.<br />
Chicago Police Department<br />
911 (24-hours) or 9-911 from a campus phone<br />
Anyone preferring not to report a matter to the University <strong>of</strong> Chicago Police Department may<br />
contact the Chicago Police Department.<br />
Religious Organizations | spirit.uchicago.edu<br />
A variety <strong>of</strong> groups <strong>of</strong>fer pastoral care and a community <strong>of</strong> faith to address individual needs.<br />
The University <strong>of</strong> Chicago Coordinating Officer<br />
773-702-5671, aali@uchicago.edu<br />
The Coordinating Officer for the Policy on Unlawful Discrimination and Sexual Misconduct is<br />
the Associate Provost and Affirmative Action Officer, Title IX Coordinator for the University,<br />
Equal Opportunity Coordinator, and 504/ADA Coordinator. Questions about this policy or<br />
concerns regarding unlawful discrimination and sexual misconduct may be directed to Aneesah<br />
Ali, 5801 South Ellis Avenue, Levi Hall 510.<br />
Resources for Students<br />
Sexual Assault Dean-on-Call | deanoncall.uchicago.edu<br />
773.702.8181, via University Police (24-hours)<br />
or 773.834.HELP (4357), a direct paging system.<br />
At any time, students may contact a Sexual Assault Dean-on-Call, who is trained to respond<br />
to sexual assault, domestic violence, dating violence, and stalking emergencies. A student may<br />
contact this Dean-on-Call even if he or she has not decided yet whether to report the sexual<br />
assault, domestic violence, dating violence, or stalking to the police. The Sexual Assault Deanon-Call<br />
is available to answer any general or personal questions related to sexual assault, domestic<br />
violence, dating violence, and stalking, and can help with:<br />
• Finding emotional support<br />
• Getting medical care<br />
• Reporting the crime to the police<br />
• Reserving evidence, and, pressing charges<br />
• Obtaining information regarding the rights <strong>of</strong> victims and the University’s responsibilities<br />
regarding orders <strong>of</strong> protection, no contact orders, and other similar court orders.<br />
• Adjusting living arrangements<br />
• Managing academic obligations<br />
• Getting counseling<br />
• Referring complaints <strong>of</strong> harassment to an unlawful harassment Complaint Advisor<br />
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Student Health Service | healthcare.uchicago.edu<br />
773.702.4156, 5839 South Maryland Avenue, R-100<br />
Student Health Service nurse triage line: 773.702.1915<br />
Physicians and certified nurse practitioners provide for students ongoing follow-up health care and<br />
services, including pregnancy testing, counseling, and referral services; and sexually transmitted<br />
disease testing, diagnosis, and treatment. There is a 24 hours a day advice line available to students<br />
for consultation. While acute, immediate post-assault treatment is provided at the Mitchell<br />
Emergency Room, the Student Health Service <strong>of</strong>fers follow-up care, including health care services<br />
for students who have chosen not seek care immediately after an assault.<br />
Student Counseling Service | counseling.uchicago.edu<br />
773.702.9800, 5737 South University Avenue<br />
(SCS Staff Member-on-Call 24-hours)<br />
SCS supports students who are working through an experience <strong>of</strong> sexual assault, domestic<br />
violence, dating violence or stalking, or questions about relationships and sexuality. Consultation<br />
with a staff member is available in person during regular business hours and by telephone for<br />
after-hours emergencies.<br />
Dean <strong>of</strong> Students | csl.uchicago.edu/get-help/dean-call-program/area-dean-students<br />
773.702.7770, 5801 South Ellis Avenue (Campus and Student Life)<br />
At any time, students may contact their area Dean <strong>of</strong> Students or Campus and Student Life.<br />
Deans <strong>of</strong> Students are available to help and work with students throughout the process, addressing<br />
short-term and long-term personal or academic issues that arise, including options for assistance<br />
with changing academic, living, transportation, and working situations if requested and available.<br />
Resources for Sexual Violence Prevention (RSVP) | csl.uchicago.edu/get-help/resources-sexualviolence-prevention<br />
773.834.7738<br />
RSVP organizes interactive peer workshops and educational programs on acquaintance rape<br />
prevention, sexual violence, and gender issues.<br />
Peer Health Educator | wellness.uchicago.edu<br />
773.702.8935<br />
Organized by Health Promotion and Wellness, this group <strong>of</strong> students develops programs and<br />
presentation for students on a variety <strong>of</strong> sensitive subjects, including sexual health.<br />
Title IX Coordinator for Students<br />
773.834.9710, belinda@uchicago.edu<br />
To raise concerns or to file a Title IX student complaint under our Unlawful Discrimination<br />
and Sexual Misconduct Policy or Title IX, contact Belinda Cortez Vazquez, Associate Dean <strong>of</strong><br />
Students in the University for Student Affairs, Levi Hall 212.<br />
College Programming Office | cpo.uchicago.edu<br />
773.702.8616<br />
Policy on Unlawful Discrimination<br />
& Sexual Misconduct<br />
CPO presents an annual program called Sex Signals for incoming undergraduate students on<br />
issues <strong>of</strong> alcohol, dating, sex, and consent.<br />
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Resources especially for Staff, Other <strong>Academic</strong> Appointees (OAA),<br />
and Faculty<br />
• Human Resources Employee/Labor Relations (for staff): 773.702.4411<br />
Policy on Unlawful Discrimination<br />
& Sexual Misconduct<br />
• Provost’s Office (for faculty and OAA for concerns relating to sexual misconduct): 773.702.5671<br />
• Perspectives (Staff and Faculty Assistance Program) 24-hours: 800.456.6327<br />
• Counseling services are provided to employees affected directly and indirectly by sexual assault,<br />
domestic violence, dating violence, and stalking: perspectivesltd.com<br />
Non-University Resources for Everyone<br />
• Chicago Rape Crisis Hotline (24hours)<br />
Immediate and long-term referrals, information, and counseling 888.293.2080<br />
• LGBT Crisis Hotline (24hours)<br />
Information, counseling, and referrals 773.871.2273<br />
• Chicago Women’s Health Center<br />
Gynecological care and counseling 773.935.6126<br />
• YWCA Metropolitan Chicago<br />
Counseling and legal advocacy 312.372.6600<br />
• Parks Francis YWCA<br />
Counseling and legal advocacy 773.955.3100<br />
• Center on Halsted<br />
Services for the LGBT community 773.472.6469<br />
• Rape Victim Advocates<br />
Counseling 312.443.9603<br />
• Mayor’s Office for Domestic Violence (24 hours)<br />
Information and referrals 877.863-.6338<br />
• Chicago Bar Association<br />
Lawyer 312.554.2000<br />
XII. Yearly Report on Unlawful Harassment and Sexual Misconduct to the Council <strong>of</strong> the<br />
University Senate<br />
A yearly report will be made to the Council <strong>of</strong> the University Senate (1) detailing the number <strong>of</strong><br />
different types <strong>of</strong> incidents <strong>of</strong> unlawful harassment and sexual misconduct brought to the attention<br />
<strong>of</strong> the University-wide Disciplinary Committee, Title IX Coordinators, Human Resources, the<br />
Complaint Advisors, and the Unlawful Harassment Panel and (2) describing the goals <strong>of</strong> the<br />
University-wide program to prevent unlawful harassment and sexual misconduct and how those<br />
goals were implemented during the year. The report will be prepared by the Coordinating Officer<br />
and reviewed and approved by the Unlawful Harassment Panel, the Chair <strong>of</strong> which will present<br />
it to the Council.<br />
XIII. Compliance and Locating this Policy<br />
Regulations Prohibiting Unlawful Discrimination<br />
The University’s policy is consistent with federal, state, and local regulations governing non-<br />
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discrimination and unlawful harassment including: the Age Discrimination in Employment<br />
Act, the Americans with Disabilities Act (as amended), the Civil Rights Acts <strong>of</strong> 1964 and1991,<br />
Executive Order 11246, the Equal Pay Act <strong>of</strong> 1963, the Rehabilitation Act <strong>of</strong> 1973 (as amended),<br />
Title IX <strong>of</strong> the Education Amendments <strong>of</strong> 1972, Genetic Information Nondiscrimination Act <strong>of</strong><br />
2008, Lilly Ledbetter Fair Pay Act <strong>of</strong> 2009, the Illinois Human Rights Act, the City <strong>of</strong> Chicago<br />
Human Rights Ordinance, and the Cook County Human Rights Ordinance.<br />
Access to Information on Discrimination and Sexual Misconduct<br />
The University’s policy on unlawful discrimination and sexual misconduct can be found in<br />
the Student Manual <strong>of</strong> University Policies and Regulations (studentmanual.uchicago.edu) and<br />
on University Human Resources’ Web site (humanresources.uchicago.edu/fpg/index.shtml). The<br />
complete text <strong>of</strong> the University’s unlawful discrimination and sexual misconduct policy can also<br />
be found at unlawfulharassment.uchicago.edu/policy.<br />
XIV. Related Policies<br />
• Personnel Policy U601 (Treatment <strong>of</strong> Confidential Information)<br />
hrservices.uchicago.edu/fpg/policies/600/p601.shtml<br />
• Human Resources Policy U 402-Counseling Service-Staff and Faculty Assistance Program<br />
humanresources.uchicago.edu/fpg/policies/400/p402.shtml<br />
• University Disciplinary Systems for Students<br />
studentmanual.sites.uchicago.edu/page/university-disciplinary-systems<br />
• Human Resources Policy U703-Progressive Corrective Action<br />
humanresources.uchicago.edu/fpg/policies/700/p703.shtml<br />
• Human Resources Policy U208-Termination <strong>of</strong> Employment Information<br />
humanresources.uchicago.edu/fpg/policies/200/p208.shtml<br />
• Discipline for Faculty and Other <strong>Academic</strong> Appointees<br />
facultyhandbook.uchicago.edu/page/termination-removal-cause<br />
The Policy on Unlawful Discrimination and Harassment adopted by the Council <strong>of</strong> the University<br />
Senate, February 28, 2006 was integrated with the Policy on Sexual Assault, Domestic Violence,<br />
Dating Violence, and Stalking effective July 1, 2014.<br />
Policy on Unlawful Discrimination<br />
& Sexual Misconduct<br />
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University-wide Disciplinary System<br />
UNIVERSITY-WIDE DISCIPLINARY SYSTEM<br />
Instances <strong>of</strong> unlawful discrimination, including harassment, and sexual misconduct fundamentally<br />
violate the University’s principles <strong>of</strong> community and the shared values and trust that bind its<br />
members. For purposes <strong>of</strong> the University’s disciplinary systems, unlawful discrimination and<br />
sexual misconduct are those forms <strong>of</strong> conduct prohibited by the University’s Policy on Unlawful<br />
Discrimination and Sexual Misconduct.<br />
The University does not discriminate on the basis <strong>of</strong> race, color, religion, sex, sexual orientation,<br />
gender identity, national or ethnic origin, age, status as an individual with a disability, veteran<br />
status, genetic information or other protected classes under the law. Unlawful harassment based<br />
on one <strong>of</strong> these factors is verbal or physical conduct so severe or pervasive that it has the purpose<br />
or effect <strong>of</strong> unreasonably interfering with an individual’s educational program participation or<br />
work performance, or that creates an intimidating, hostile, or <strong>of</strong>fensive educational or working<br />
environment.<br />
Sexual misconduct encompasses a range <strong>of</strong> conduct, from sexual assault (a criminal act that<br />
the US Department <strong>of</strong> Education defines as sexual harassment) to conduct such as unwanted<br />
touching or persistent unwelcome comments, e-mails, or pictures <strong>of</strong> an insulting or degrading<br />
sexual nature, which may constitute unlawful harassment. The University’s definition <strong>of</strong> sexual<br />
assault encompasses the State <strong>of</strong> Illinois Criminal Code’s terminology and definitions <strong>of</strong> both<br />
sexual assault (frequently referred to as rape) and sexual abuse. The University incorporates<br />
the State’s definitions <strong>of</strong> several other terms, including domestic violence, dating violence and<br />
stalking; complies with the Campus Sexual Violence Elimination Act (“SaVE Act”), provisions <strong>of</strong><br />
the Violence Against Women Reauthorization Act <strong>of</strong> 2013 (“VAWA”); and recognizes that sexual<br />
assault, domestic violence, dating violence, and stalking are not gender-specific crimes.<br />
The University is committed to providing a prompt and thorough investigation <strong>of</strong> all complaints<br />
<strong>of</strong> unlawful discrimination and sexual misconduct notwithstanding any external investigative and<br />
legal processes. The University’s investigation thus may occur alongside, rather than in lieu <strong>of</strong>, an<br />
independent law enforcement investigation or civil action.<br />
Conduct involving violation <strong>of</strong> the Policy on Unlawful Discrimination and Sexual Misconduct<br />
should be brought promptly to the attention <strong>of</strong> the Associate Dean <strong>of</strong> Students in the University<br />
for Disciplinary Affairs in Campus and Student Life.<br />
Reports from University Police, area Deans <strong>of</strong> Students, College Housing and University faculty,<br />
students and staff about student misconduct will routinely be brought to the Associate Dean<br />
<strong>of</strong> Students in the University for Disciplinary Affairs for investigation and possible disciplinary<br />
action. Furthermore, the Associate Dean <strong>of</strong> Students in the University may open an investigation<br />
based on reports from third parties <strong>of</strong> arrests, citations, or other conduct from external parties.<br />
Generally, the person bringing the allegation <strong>of</strong> misconduct first will discuss the allegation with<br />
the Associate Dean <strong>of</strong> Students in the University for Disciplinary Affairs (or his or her designee).<br />
The complainant must maintain the strict confidentiality <strong>of</strong> the allegation <strong>of</strong> misconduct. The<br />
Associate Dean <strong>of</strong> Students in the University will conduct an expeditious inquiry into the facts,<br />
which may include but is not limited to interviews with pertinent other people. If warranted by<br />
the preliminary information brought forward, the Associate Dean <strong>of</strong> Students in the University<br />
will arrange for a meeting with the accused student as soon as possible. In the meeting, the<br />
Associate Dean <strong>of</strong> Students in the University will inform the accused student <strong>of</strong> the alleged<br />
70
misconduct and will discuss the allegation. Based on the inquiry and in consultation with the<br />
Faculty Chair <strong>of</strong> the University-wide Committee and the Dean <strong>of</strong> Students in the University<br />
(or his/ her designee), the Associate Dean <strong>of</strong> Students in the University has the discretion and<br />
authority to dismiss the complaint, to resolve the complaint informally with the parties, or to<br />
refer the complaint to the Faculty Chair <strong>of</strong> the University-wide Disciplinary Committee who can<br />
recommend convening a disciplinary committee to hear the incident. Mediation and/or informal<br />
resolution are not appropriate, even on a voluntary basis, in matters involving allegations <strong>of</strong><br />
sexual misconduct. Throughout the investigation and any subsequent disciplinary and review<br />
proceedings, the Associate Dean <strong>of</strong> Students in the University will provide the complainant and<br />
the accused student with periodic and timely updates.<br />
If the Associate Dean <strong>of</strong> Students in the University for Disciplinary Affairs resolves an allegation<br />
<strong>of</strong> unlawful discrimination (not involving sexual misconduct) informally, the Associate Dean<br />
<strong>of</strong> Students in the University may give the accused student an <strong>of</strong>ficial warning and suspend<br />
specific student rights and privileges for a designated period <strong>of</strong> time. A copy <strong>of</strong> the written notice<br />
warning the accused student that he or she is violating or has violated University policies or<br />
regulations will be placed in the student’s educational record. If the Associate Dean <strong>of</strong> Students in<br />
the University later finds that the student has engaged in additional misconduct, the Universitywide<br />
Disciplinary Committee may be informed <strong>of</strong> the earlier warning. If the University-wide<br />
Disciplinary Committee is informed <strong>of</strong> the earlier warning, the Committee must consider it in<br />
determining further sanctions.<br />
If the Faculty Chair <strong>of</strong> the University-wide Disciplinary Committee decides that a disciplinary<br />
committee is to be convened, the Associate Dean <strong>of</strong> Students in the University for Disciplinary<br />
Affairs will ask the complainant to submit in writing the allegation as well as any available<br />
documentation supporting the allegation. The Associate Dean <strong>of</strong> Students in the University will<br />
inform the accused student <strong>of</strong> the allegation, give the accused student a copy <strong>of</strong> the Universitywide<br />
disciplinary procedures and ask the accused student to prepare a written response to the<br />
accusation. If there were witnesses to the alleged misconduct, the Associate Dean <strong>of</strong> Students in<br />
the University may ask pertinent witnesses to come before the University disciplinary committee<br />
to answer questions and/or may ask witnesses to submit a written statement. Witnesses asked to<br />
submit a written statement will also be asked to sign a release to share their witness statement with<br />
the accused student.<br />
A complainant should make every effort to include in the complaint all germane facts known at<br />
that time and provide all available supporting materials. Normally, once a University Disciplinary<br />
Committee is convened, the complaint will not be revised to include new or different allegations<br />
or supporting materials.<br />
However, once a University Disciplinary Committee is convened, the Associate Dean <strong>of</strong> Students<br />
in the University for Disciplinary Affairs, in consultation with Campus and Student Life, may<br />
decline to investigate, or recommend that the University-wide Disciplinary Committee or another<br />
disciplinary committee should decide, new or different allegations based on facts that were known<br />
or should have been known to the complainant at the time <strong>of</strong> the initial complaint.<br />
On the rare occasion that the accused student makes a complaint against the complainant, the<br />
Associate Dean <strong>of</strong> Students in the University for Disciplinary Affairs may investigate the accused<br />
student’s complaint at or about the same time he or she investigates the complainant’s complaint.<br />
In consultation with the Faculty Chair <strong>of</strong> the University-wide Disciplinary Committee, the<br />
Associate Dean <strong>of</strong> Students in the University may decline to recommend that a University<br />
University-wide Disciplinary System<br />
71
University-wide Disciplinary System<br />
Disciplinary Committee hear either complaint or one <strong>of</strong> the complaints. The Faculty Chair <strong>of</strong> the<br />
University-wide Disciplinary Committee and Associate Dean <strong>of</strong> Students in the University also<br />
may recommend that both complaints be simultaneously heard by a single University Disciplinary<br />
Committee or heard separately by the same or different University Disciplinary Committees.<br />
Allegation <strong>of</strong> Unlawful Discrimination or Sexual Misconduct by an Individual or a Group<br />
At the recommendation <strong>of</strong> the Faculty Chair <strong>of</strong> the University-wide Disciplinary Committee,<br />
a University Disciplinary Committee will convene to conduct the disciplinary proceedings for<br />
allegation(s) against the accused student(s) <strong>of</strong> unlawful discrimination or sexual misconduct. The<br />
University-wide Disciplinary Committee includes faculty and students drawn from all academic<br />
divisions and schools at the University; and staff representing all the academic divisions and schools<br />
and Campus and Student Life. A University Disciplinary Committee consists minimally <strong>of</strong> three<br />
faculty members, one student, one staff member, and the Associate Dean <strong>of</strong> Students in the<br />
University for Disciplinary Affairs (and/or his or her designee). The Associate Dean <strong>of</strong> Students<br />
in the University (and/or his or her designee) attends the Disciplinary Committee meeting in<br />
a non-voting, advisory capacity. Generally, faculty, students and staff serving on a University<br />
Disciplinary Committee do not come from the academic unit(s) <strong>of</strong> either the complainant or the<br />
accused student. Two faculty members and a Faculty Chair <strong>of</strong> the University-wide Disciplinary<br />
Committee constitute a quorum.<br />
The general format and order <strong>of</strong> proceedings <strong>of</strong> a University Disciplinary Committee follow those<br />
described in the preceding section, Area Disciplinary Systems.<br />
To accommodate concerns for the well-being <strong>of</strong> the complainant and/or the accused student,<br />
the Associate Dean <strong>of</strong> Students in the University for Disciplinary Affairs may make appropriate<br />
arrangements enabling participation <strong>of</strong> the complainant without a face-to-face interaction with<br />
the accused student. If the person providing support for the accused and/or the complainant is a<br />
lawyer, a representative <strong>of</strong> the University’s Office <strong>of</strong> Legal Counsel also will attend the proceedings.<br />
During the hearing, if the University Disciplinary Committee hears other individuals, both the<br />
accused student and the complainant may be present. The University Disciplinary Committee will<br />
apply a preponderance <strong>of</strong> evidence standard in making a determination. Namely, the University<br />
Disciplinary Committee will decide whether, in consideration <strong>of</strong> all <strong>of</strong> the information before it, it<br />
is more likely than not that the alleged misconduct occurred, or that the accused student breached<br />
standards <strong>of</strong> behavior expected <strong>of</strong> University students. Decisions are made by majority vote.<br />
In connection with the hearing, the complainant and the accused student will receive the same<br />
materials, subject to compliance with FERPA, which may require redaction <strong>of</strong> certain identifying<br />
information. The complainant will have the same opportunity as the accused student to bring a<br />
person to the disciplinary hearing whose role is limited to providing support, i.e., not to function<br />
as an active participant in the hearing. If the person providing support is a lawyer, a representative<br />
<strong>of</strong> the University’s Office <strong>of</strong> Legal Counsel also will attend the hearing. During the hearing, the<br />
University Disciplinary Committee will allow the complainant to be present when the accused<br />
student is heard. If an order <strong>of</strong> protection or other injunction has been issued by a court, is in<br />
effect at the time <strong>of</strong> the hearing, and directs one or both <strong>of</strong> the parties to have no contact with<br />
the other party, the complainant or the accused may be present in an accepted virtual means, i.e.,<br />
telephone, video conferencing, etc.<br />
If the accused student has been accused <strong>of</strong> misconduct before, the Associate Dean <strong>of</strong> Students in<br />
the University for Disciplinary Affairs may inform the University Disciplinary Committee <strong>of</strong> the<br />
72
previous accusation, other pertinent information related to the previous allegation, and <strong>of</strong> any<br />
disciplinary action.<br />
The complainant will be informed <strong>of</strong> the outcome <strong>of</strong> the proceedings concurrently with the<br />
accused. “Outcome” means whether the alleged conduct was found to have occurred but does not<br />
include information about disciplinary sanctions. Both complainant and accused will be informed<br />
that the proceedings and the outcome must remain confidential and cannot be disclosed by<br />
anyone unless disclosure is authorized by law. However, the University may disclose information<br />
about the sanction when it directly relates to the alleged victim, e.g., a no-contact directive is put<br />
in place, the duration <strong>of</strong> a suspension, etc.<br />
Decisions <strong>of</strong> disciplinary suspension or expulsion will be recorded on the student’s transcript<br />
and usually will read “Not permitted to register from [Date] to [Date]. [Name and Title <strong>of</strong> the<br />
Vice President for Campus Life and Student Services], [Date]” In cases <strong>of</strong> expulsion the notation<br />
includes a statement “Must Reapply.” Other <strong>of</strong>fices (e.g., area Deans <strong>of</strong> Students, Housing,<br />
University Registrar) are to be notified only if the action taken by the University Disciplinary<br />
Committee affects those <strong>of</strong>fices, and then only the action itself is transmitted. Where appropriate,<br />
and as permitted by law, the Associate Dean <strong>of</strong> Students in the University for Disciplinary Affairs<br />
may disclose allegations <strong>of</strong> misconduct and the outcomes <strong>of</strong> disciplinary proceedings to thirdparties,<br />
including to external organizations.<br />
A written record will be kept by the Office <strong>of</strong> the Associate Dean <strong>of</strong> Students in the University<br />
for Disciplinary Affairs as part <strong>of</strong> the student’s educational record. This record should include<br />
all materials furnished to the University Disciplinary Committee, a copy <strong>of</strong> the confirmation<br />
letter sent to the accused student, a statement <strong>of</strong> the main findings which were relevant to<br />
the final outcome <strong>of</strong> the disciplinary proceedings and to the sanctions imposed, as well as the<br />
considerations <strong>of</strong> the possible implications <strong>of</strong> the sanctions.<br />
The complainant and the accused both may request a review <strong>of</strong> the outcome within 15 days <strong>of</strong><br />
being informed, in writing, <strong>of</strong> the decision. As with all requests for review, the only recognized<br />
grounds for review are: (a) the prescribed procedures were not followed; (b) new and material<br />
information unavailable to the University Disciplinary Committee bears significantly in the<br />
student’s favor.<br />
Sanctions for Misconduct <strong>of</strong> Individual Students<br />
Sanctions delineated here are imposed on individual students for misconduct whether the<br />
misconduct involved only the student or the student as part <strong>of</strong> a group. The sanctions are arranged<br />
in increasing order <strong>of</strong> severity. An Area or University Disciplinary Committee may combine<br />
different sanctions in a given decision. A Review Board may make use <strong>of</strong> all the alternative forms<br />
<strong>of</strong> sanctions.<br />
Warning<br />
The Area or University Disciplinary Committee may give the accused student an <strong>of</strong>ficial warning.<br />
A copy <strong>of</strong> the written notice warning the accused student that he or she is violating or has violated<br />
University policies or regulations will be placed in the student’s educational record. If the accused<br />
student’s Dean <strong>of</strong> Students or the Associate Dean <strong>of</strong> Students in the University for Disciplinary<br />
Affairs later finds that the student has engaged in additional misconduct, the appropriate<br />
Disciplinary Committee may be informed <strong>of</strong> the earlier warning and the circumstances related to<br />
the warning. If the Area or University Disciplinary Committee is informed <strong>of</strong> the earlier warning,<br />
it must consider it in determining further sanctions.<br />
University-wide Disciplinary System<br />
73
University-wide Disciplinary System<br />
Disciplinary Probation<br />
The Area or University Disciplinary Committee may place the accused student on disciplinary<br />
probation during which period the student continues to enjoy all the rights and privileges <strong>of</strong><br />
a student except as the Area or University Disciplinary Committee may specifically stipulate.<br />
If, during the period <strong>of</strong> disciplinary probation, an Area or University Disciplinary Committee<br />
finds that the student has engaged in additional misconduct, the Area or University Disciplinary<br />
Committee will be informed <strong>of</strong> the student’s probationary status and the circumstances related to<br />
the student’s probationary status. The Area or University Disciplinary Committee must consider<br />
the probation in determining further sanction.<br />
Loss <strong>of</strong> Privileges<br />
The Area or University Disciplinary Committee may suspend specific student rights and privileges<br />
for a designated period <strong>of</strong> time.<br />
Discretionary Sanctions<br />
The Area or University Disciplinary Committee may assign the student specific academic work,<br />
community service for a specific number <strong>of</strong> hours, or other appropriate discretionary assignments<br />
to be completed by a specific date, or impose restitution or fines.<br />
Disciplinary Suspension<br />
The Area or University Disciplinary Committee may impose a disciplinary suspension, never<br />
exceeding nine quarters, during which period the student is prohibited from exercising any rights<br />
and privileges <strong>of</strong> a student in the University. Unless the Area or University Disciplinary Committee<br />
specifically states otherwise in its decision, at the expiration <strong>of</strong> the period <strong>of</strong> suspension, the<br />
student may resume active status as a student without any action on his or her part other than<br />
what would be required <strong>of</strong> any student who has, for a comparable period, interrupted his or her<br />
residence in the University for any other reason. However, a student under suspension who has<br />
been charged with another <strong>of</strong>fense may not resume active status as a student until final action has<br />
been taken on such charge by an Area or University Disciplinary Committee.<br />
Disciplinary Expulsion<br />
The Area or University Disciplinary Committee may expel a student. A student who has been<br />
expelled automatically forfeits all rights and privileges as a student in the University. Ordinarily,<br />
the University will not consider a re-application for eleven quarters following the date <strong>of</strong> expulsion.<br />
Revocation <strong>of</strong> the Degree<br />
The Area or University Disciplinary Committee may recommend revocation <strong>of</strong> the degree for<br />
misconduct that occurred before the degree was awarded.<br />
Sanctions for Misconduct <strong>of</strong> a Student Group<br />
Sanctions delineated here are imposed on a student group and are arranged in increasing order<br />
<strong>of</strong> severity. An Area or University Disciplinary Committee may combine different sanctions in a<br />
given decision. A Review Board may make use <strong>of</strong> all the alternative forms <strong>of</strong> sanction.<br />
As previously noted, every student bears responsibility for his or her misconduct, regardless <strong>of</strong><br />
whether the misconduct occurred in a group setting or as a member <strong>of</strong> a group. Misconduct<br />
by individual members <strong>of</strong> a group thus may also become a matter for disciplinary action and<br />
sanctions against the individuals.<br />
74
Warning<br />
The Area or University Disciplinary Committee may give the group an <strong>of</strong>ficial warning. A copy<br />
<strong>of</strong> the written notice warning the group that it is violating or has violated University policies or<br />
regulations will be placed in the group’s file. If the accused students’ Dean <strong>of</strong> Students or the<br />
Associate Dean <strong>of</strong> Students in the University for Disciplinary Affairs later finds that the group<br />
has engaged in additional misconduct, the Area or University Disciplinary Committee may be<br />
informed <strong>of</strong> the earlier warning and the circumstances related to the warning. If the Area or<br />
University Disciplinary Committee is informed <strong>of</strong> the earlier warning, it must consider it in<br />
determining further sanctions.<br />
Disciplinary Probation<br />
The Area or University Disciplinary Committee may place the group on disciplinary probation,<br />
during which period the group continues to enjoy all the rights and privileges <strong>of</strong> a group except<br />
as the Area or University Disciplinary Committee may specifically stipulate. If, during the<br />
period <strong>of</strong> disciplinary probation, an Area or University Disciplinary Committee finds that the<br />
group has engaged in additional misconduct, the Area or University Disciplinary Committee<br />
will be informed <strong>of</strong> the group’s probationary status and the circumstances related to the group’s<br />
probationary status. The Area or University Disciplinary Committee must consider the probation<br />
in determining further sanction.<br />
Loss <strong>of</strong> Privileges<br />
The Area or University Disciplinary Committee may suspend specific group rights and privileges<br />
for a designated period <strong>of</strong> time. Such loss <strong>of</strong> privileges may include but is not limited to loss <strong>of</strong><br />
University funding, suspension or revocation <strong>of</strong> the privilege to apply for University funding,<br />
suspension or revocation <strong>of</strong> the privilege to use University space or facilities, suspension or<br />
revocation <strong>of</strong> the privilege to sponsor, co-sponsor and/or participate in any social event or other<br />
activity, and the suspension <strong>of</strong> revocation <strong>of</strong> the privilege to raise funds for the group.<br />
Discretionary Sanctions<br />
The Area or University Disciplinary Committee may assign the group specific academic work,<br />
community service for a specific number <strong>of</strong> hours, or other appropriate discretionary assignments<br />
to be completed by a specific date, reporting to local and national organizations <strong>of</strong> the misconduct,<br />
or impose restitution or fines.<br />
Disciplinary Suspension<br />
The Area or University Disciplinary Committee may impose a disciplinary suspension <strong>of</strong> Recognized<br />
Student Organization status, not exceeding nine quarters, during which period the group is<br />
prohibited from exercising any rights and privileges <strong>of</strong> a Recognized Student Organization in the<br />
University. Unless the Area or University Disciplinary Committee specifically states otherwise in<br />
its decision, at the expiration <strong>of</strong> the period <strong>of</strong> suspension, the group may resume active status as a<br />
Recognized Student Organization without any action on the part <strong>of</strong> the group. However, a group<br />
under suspension who has been charged with another misconduct violation may not resume active<br />
status as a Recognized Student Organization until final action has been taken on such allegation<br />
by an Area or University Disciplinary Committee.<br />
Disciplinary Withdrawal<br />
The Area or University Disciplinary Committee may withdraw Recognized Student Organization<br />
status. A group whose Recognized Student Organization status has been withdrawn automatically<br />
University-wide Disciplinary System<br />
75
University-wide Disciplinary System<br />
forfeits all rights and privileges as a Recognized Student Organization in the University. Ordinarily,<br />
the University will not consider a re-application <strong>of</strong> Recognized Student Organization status for<br />
eleven quarters following the date <strong>of</strong> withdrawal.<br />
Further Disciplinary Policy Information<br />
Disciplinary processes will proceed for anyone who has been matriculated at the University whether<br />
or not he or she is in residence[***] and for anyone after graduation but only if the misconduct<br />
occurred before the degree was awarded. A sanction given to a student not currently in residence<br />
takes the form <strong>of</strong> a condition imposed upon resumption <strong>of</strong> active status as a student. If a complaint<br />
against a student who has applied for graduation has been brought to the attention <strong>of</strong> the Dean <strong>of</strong><br />
Students or the Associate Dean <strong>of</strong> Students in the University for Disciplinary Affairs but an Area<br />
or University Disciplinary Committee has not yet been convened by graduation time, the Dean <strong>of</strong><br />
Students or the Faculty Chair <strong>of</strong> the University-wide Disciplinary Committee has the discretion<br />
and authority to decide whether the accused student may receive the degree and/or participate<br />
in convocation. When an Area or University Disciplinary Committee has been convened by the<br />
graduation date but the proceedings have not concluded, the accused student’s graduation shall<br />
be postponed until the conclusion <strong>of</strong> the disciplinary proceedings including the completion <strong>of</strong> all<br />
sanctions.<br />
The University respects the privacy <strong>of</strong> student education records and the laws protecting that<br />
privacy. The University also recognizes that participants in the Area and University-wide student<br />
disciplinary systems, namely complainant, accused(s), and members <strong>of</strong> the Area and Universitywide<br />
Disciplinary Committees, may benefit from broader access to information before, during,<br />
and after a hearing. Such broader access <strong>of</strong>ten streamlines the disciplinary process, fosters a more<br />
complete and fair understanding <strong>of</strong> the facts, and leads to more satisfying outcomes. To achieve<br />
a better process and outcome, area Deans <strong>of</strong> Students and the Associate Dean <strong>of</strong> Students in<br />
the University for Disciplinary Affairs normally will ask accused students to authorize the release<br />
<strong>of</strong> their statement and, in some instances, the disciplinary outcome to the complainant. Area<br />
Deans <strong>of</strong> Students and the Associate Dean <strong>of</strong> Students in the University for Disciplinary Affairs<br />
may also, following consultation with Campus and Student Life, request that accused students<br />
authorize release <strong>of</strong> additional documents, such as witness statements; it may, in such instances, be<br />
necessary for the area Deans <strong>of</strong> Students and the Associate Dean <strong>of</strong> Students in the University for<br />
Disciplinary Affairs to redact certain information. The area Deans <strong>of</strong> Students and the Associate<br />
Dean <strong>of</strong> Students in the University for Disciplinary Affairs will also ask the complainant to sign<br />
a non-disclosure statement, requiring the complainant not to share the accused’s statement,<br />
additional documents, and/or, when permitted by law, the outcome <strong>of</strong> the disciplinary hearing<br />
with others.<br />
If a student is accused <strong>of</strong> academic fraud and the regulations <strong>of</strong> external sponsors are involved<br />
as determined by the Office <strong>of</strong> the Provost, the allegations are subject to the University’s policy<br />
on academic fraud. The inquiry will be conducted, in accordance with the external sponsor’s<br />
regulations governing scientific misconduct, by the department chair or <strong>Academic</strong> Dean <strong>of</strong> the<br />
academic unit in which the academic fraud allegedly occurred in collaboration with the Dean <strong>of</strong><br />
Students <strong>of</strong> the academic area <strong>of</strong> the accused student. During this fact-finding phase, the accused<br />
student generally will continue to be registered as a student and enjoy all privileges pertaining to<br />
his or her status as a student. If the inquiry determines that there is sufficient basis to continue<br />
the investigation, the University’s Standing Committee on <strong>Academic</strong> Fraud will be informed and<br />
the academic fraud investigation procedures will be initiated. Allegations <strong>of</strong> academic fraud that<br />
76
involve dissertations <strong>of</strong> students who have received their degrees, or work published or submitted<br />
for publications also are subject to the University’s academic fraud procedures. If the academic<br />
fraud inquiry concludes in the dismissal <strong>of</strong> the allegation, the academic unit may decide that<br />
this alleged student misconduct should be heard by an Area Disciplinary Committee. All other<br />
allegations <strong>of</strong> academic fraud by a student will be subject to the area disciplinary system.<br />
A student who has been suspended or expelled is also barred from all University property for the<br />
period <strong>of</strong> the suspension or expulsion, absent written permission from the Dean <strong>of</strong> Students or<br />
the Associate Dean <strong>of</strong> Students in the University for Disciplinary Affairs. While employment by<br />
the University is not an exclusive right or privilege <strong>of</strong> students, in cases in which employment<br />
is reserved for students or students are given preference in employment, the fact <strong>of</strong> suspension<br />
or expulsion may adversely affect status as an employee. Further, the University is entitled to<br />
take into account the grounds on which sanctions have been imposed, as these may bear on<br />
qualifications for employment.<br />
The outcome <strong>of</strong> disciplinary proceedings for an allegation <strong>of</strong> a crime <strong>of</strong> violence or a non-forcible<br />
sex <strong>of</strong>fense will be disclosed to the alleged victim upon a written request from the victim or the<br />
next <strong>of</strong> kin if the alleged victim is deceased as a result <strong>of</strong> the crime or <strong>of</strong>fense.<br />
Under federal law, crimes <strong>of</strong> violence include arson; assault <strong>of</strong>fenses (aggravated assault, simple<br />
assault, intimidation); burglary; non-criminal homicide (manslaughter by negligence); criminal<br />
homicide (murder and non-negligent manslaughter); destruction, damage or vandalism <strong>of</strong><br />
property; kidnapping/abduction; robbery; and forcible sex <strong>of</strong>fenses. Forcible sex <strong>of</strong>fenses are<br />
defined as any sexual act directed against another person forcibly or against that person’s will, or<br />
not forcibly or against the person’s will where the victim is incapable <strong>of</strong> giving consent. Forcible<br />
sex <strong>of</strong>fenses include rape, sodomy, sexual assault with an object, and forcible fondling. Nonforcible<br />
sex <strong>of</strong>fenses are incest and statutory rape.<br />
Maintaining the confidentiality <strong>of</strong> the disciplinary proceedings and their outcome is the<br />
responsibility <strong>of</strong> the accused student, complainant and all others participating in or privy to those<br />
proceedings. Unless disclosure is authorized by law, failure to respect the confidentiality <strong>of</strong> the<br />
proceedings and their outcome may result in disciplinary action. However, consistent with federal<br />
law, the University does not require alleged victims <strong>of</strong> sex <strong>of</strong>fenses (forcible or non-forcible) to<br />
maintain the confidentiality <strong>of</strong> the outcome <strong>of</strong> the disciplinary proceeding regarding those alleged<br />
<strong>of</strong>fenses.<br />
The disciplinary procedures do not preclude the application <strong>of</strong> other policies.<br />
Additional Resource: studentmanual.uchicago.edu/university_dicip_system<br />
University-wide Disciplinary System<br />
77
Index<br />
A<br />
<strong>Academic</strong><br />
Awards Committee 18<br />
Committees 20, 21<br />
Deficiencies 23<br />
Grievances 25, 26<br />
Probation 24<br />
Progress Committees 20, 34<br />
Promotions Committee 35<br />
ACGME 8, 37<br />
Alpha Omega Alpha (AΩA) 18, 54<br />
Americans with Disabilities Act (ADA) 11, 40, 69<br />
Audio and Video Recording 39<br />
Auditing Courses 24<br />
C<br />
Campus Sexual Violence Elimination Act (“SaVE Act”) 58,<br />
70<br />
Chicago Police Department 65, 66<br />
Chicago Rape Crisis Hotline 68<br />
Clerkship 10, 12, 13, 32, 37, 38, 50, 51, 55<br />
College Programming Office 67<br />
Committee on <strong>Academic</strong> Promotions 12, 14, 16, 17, 22, 24,<br />
25, 27, 28, 34, 35<br />
Committee on <strong>Academic</strong> Promotions (CAP) 20, 21<br />
Common Sense 61<br />
Confidentiality 32, 34, 61, 70, 77<br />
Copyright 40<br />
Curriculum Review Committee 38<br />
D<br />
Dean <strong>of</strong> Students 5, 29, 40, 63, 64, 67, 70-77<br />
Departmental Grievances 25<br />
Digital Media Usage Policy 39, 40, 41<br />
Directed Study Options 27<br />
Disciplinary Affairs in Campus and Student Life 70<br />
Discrimination and Harassment 57, 69<br />
Duty Hours Policy 37<br />
E<br />
Extended Study Options 27<br />
F<br />
FERPA 72<br />
Financial Aid Committee 35, 36<br />
Financial Aid Policy 35, 36<br />
Flexible Holiday Policy 38<br />
G<br />
Gold Humanism Honor Society 19<br />
Grading System 15-17<br />
Appeal <strong>of</strong> Grades 23<br />
Graphic Identity 41<br />
Guiding Principles <strong>of</strong> Pr<strong>of</strong>essionalism 31-33<br />
H<br />
Harassment 57, 59, 63, 64, 68, 69<br />
Holiday Policy for Medical Students 38<br />
Honors and Awards 18, 19<br />
Human Resources Policy 69<br />
I<br />
Intellectual Property 40<br />
Interpersonal and Communication Skills 7<br />
Interpr<strong>of</strong>essional Collaboration 8<br />
L<br />
Leave <strong>of</strong> Absence 28-30<br />
Leave <strong>of</strong> Absence Policy (Involuntary) 28<br />
Loss <strong>of</strong> Privileges 74, 75<br />
M<br />
Media Usage 39-41<br />
Medical Center Policies 42<br />
Medical Knowledge (Knowledge for Practice) 7<br />
Medical Student Performance Evaluation (MSPE) 23, 24, 33,<br />
43, 44-55<br />
Medical Student Pr<strong>of</strong>essionalism Concern Report 32<br />
Misconduct by an Individual or a Group 72<br />
Mission Statement 6, 52<br />
Monitored <strong>Academic</strong> Status 23<br />
N<br />
NorthShore University HealthSystem 5<br />
O<br />
Ombudsmen (<strong>Pritzker</strong>) 5, 56<br />
Ombudsperson (University-wide) 62, 64<br />
P<br />
Patient Care 7<br />
Peer Health Educator 67<br />
Personal and Pr<strong>of</strong>essional Development 8<br />
Policy on Treatment <strong>of</strong> Students 56<br />
Prevention and Education Programs 61<br />
<strong>Pritzker</strong> Administration 5<br />
Pr<strong>of</strong>essional Ethic 32<br />
Pr<strong>of</strong>essionalism 8, 24, 31-33<br />
Pr<strong>of</strong>essional Relationships 32<br />
Pr<strong>of</strong>essional Responsibilities 31<br />
R<br />
Registered Student Group (RSO) 40<br />
Relations Between Faculty and Student Supervisors and<br />
Employees 60<br />
Religious Organizations 66<br />
Remediation <strong>of</strong> Coursework 22<br />
Requirements for Advancement 12-14<br />
Requirements for Graduation 14<br />
78
Resolution <strong>of</strong> Complaints 62, 63<br />
Resources 38, 63-69<br />
Resources for Sexual Violence Prevention (RSVP) 67<br />
Resources & <strong>School</strong> Policies 38<br />
Revocation <strong>of</strong> the Degree 74<br />
Romantic Relationships 60<br />
S<br />
Sexual Assault 59<br />
Sexual Assault Dean-on-Call 65, 66<br />
Sexual Misconduct and Definitions 58<br />
Step 1 14, 54<br />
Step 2 (CK) 14, 54<br />
Step 2 (CS) 14, 54<br />
Student As Patients Policy 34<br />
Student Counseling Service 28, 29, 67<br />
Student Health Service 67<br />
Student Manual (University-wide) 39, 63, 69<br />
Support Service and Resources 64<br />
T<br />
Title IV 35<br />
Title IX 62, 66, 67, 68, 69<br />
U<br />
United States Medical Licensing Examination (USMLE) 14<br />
University<br />
Disciplinary Committee 33, 71-76<br />
University for Disciplinary Affairs 63, 70-77<br />
Graphic Identity 41<br />
Disciplinary System 70-77<br />
University <strong>of</strong> Chicago Police Department (UCPD) 61, 65, 66<br />
Unlawful Discrimination & Sexual Misconduct 56<br />
USMLE 14, 54, 55<br />
V<br />
VAWA (Violence Against Women Reauthorization Act) 58,<br />
61, 70<br />
Y<br />
Year 1 9, 12, 20, 22<br />
Year 2 9, 12, 20, 22<br />
Year 3 10, 12, 37<br />
Year 4 10, 13, 20, 22, 23, 37, 38<br />
YouTube 40, 41<br />
Index<br />
79
At the University <strong>of</strong> Chicago, in an atmosphere <strong>of</strong><br />
interdisciplinary scholarship and discovery, the <strong>Pritzker</strong><br />
<strong>School</strong> <strong>of</strong> <strong>Medicine</strong> is dedicated to inspiring diverse students<br />
<strong>of</strong> exceptional promise to become leaders and innovators in<br />
science and medicine for the betterment <strong>of</strong> humanity.