Academic Guidelines (PDF) - Pritzker School of Medicine

Academic
Guidelines
2014 - 2015

This document provides a summary of the University of Chicago Pritzker School of Medicine’s
Academic Guidelines. As a condition of enrollment in the Pritzker School of Medicine, every
student must familiarize him/herself with the guidelines and must comply with them. The
University of Chicago Pritzker School of Medicine will not accept any assertion of ignorance of
these provisions as a basis for exception to them. No student or group of students should expect
to be warned individually to conform to any of the guidelines contained in this publication.
Students are advised to pay special attention to all deadlines given in the Academic Guidelines.
Students who have questions or concerns about these guidelines should bring them to the Dean
for Medical Education or the Associate Dean for Medical School Education.
These guidelines are subject to revision. The online Academic Guidelines booklet represents the
most current version and takes precedence over previously published versions:
pritzker.uchicago.edu/current/students/AcademicGuidelines.pdf
Print Publication Date: August 1, 2014.
Introduction
1

Table of Contents
CONTACT INFORMATION .................................................. 5
MISSION STATEMENT ....................................................... 6
EDUCATIONAL PROGRAM OBJECTIVES. ...................................... 7
PROGRAM OF STUDIES ..................................................... 9
Year 1 ................................................................... 9
Year 2 ................................................................... 9
Year 3 .................................................................. 10
Year 4 .................................................................. 10
Subinternship (Inpatient Selective) ........................................ 10
Scientific Basis of Medical Practice Selective(s) ............................... 10
REQUIREMENTS ............................................................X
Requirements for Admission ................................................ 11
Requirements for Advancement .............................................. 12
Specific Requirements for Year 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Specific Requirements for Year 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Specific Requirements for Year 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Specific Requirements for Year 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Requirements for Graduation ................................................ 14
GRADING SYSTEM ..........................................................X
The Pass/Fail Grading System ................................................ 15
Internal Designators ....................................................... 15
Honors (H) ......................................................... 15
High Pass (HP) ...................................................... 15
Pass (P)............................................................. 15
Failure (F) .......................................................... 15
Non-Grade Designators .................................................... 16
Incomplete (I) ....................................................... 16
Withdraw (W) ....................................................... 16
Consequences of a Failure Grade ............................................. 17
Notification of Below Passing Grades .......................................... 17
HONORS AND AWARDS ..................................................... x
Graduation with Honors ................................................... 18
Other Graduation Awards .................................................. 18
Alpha Omega Alpha ....................................................... 18
Gold Humanism Honor Society .............................................. 19
ACADEMIC COMMITTEES ...................................................X
Academic Progress Committees .............................................. 20
Committee on Academic Promotions (CAP) .................................... 20
REMEDIATION .............................................................X
Remediation of Coursework ................................................. 22
Timing and Scheduling of Remediation ........................................ 22
Years 1 and 2 ........................................................ 22
Years 3 and 4 ........................................................ 22
Year 4 .............................................................. 23
Appeal of Grades and/or Designators Used for Year 3 .............................. 23
ACADEMIC DEFICIENCIES ..................................................X
Monitored Academic Status ................................................. 23
Academic Probation ....................................................... 24
Removal of Probation .................................................. 24
Auditing Courses ......................................................... 24
2

ACADEMIC GRIEVANCE .....................................................X
Departmental Grievances ................................................... 25
Grades, Evaluations, Departmental Remediation Requirements .................. 25
Committee on Academic Promotions Grievance ................................. 25
Appeal of Decision of Committee on Academic Promotions ...............25
EXTENDED STUDY OPTIONS ................................................X
Initiation of Placement in the Directed Study Options ............................. 27
Types of Extended Directed Study ............................................ 27
Directed Study – Extended Curriculum Option .............................. 27
Directed Study – Research .............................................. 27
LEAVE OF ABSENCE ......................................................... x
Leave of Absence Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Involuntary Leave of Absence Policy ........................................... 28
Notification of Others ..................................................... 30
GUIDING PRINCIPLES OF PROFESSIONALISM ............................... 31
POLICIES .................................................................. x
Students as Patients Policy .................................................. 34
Financial Aid Policy ....................................................... 35
Duty Hours Policy ........................................................ 37
Holiday Policy ........................................................... 38
Digital Media Usage Policy .................................................. 39
Medical Center Policies .................................................... 42
MEDICAL STUDENT PERFORMANCE EVALUATION (MSPE) .................... x
Information Provided in the MSPE ........................................... 43
Medical Student Performance Evaluation (Sample) ............................... 44
MSPE Appendices ........................................................ 50
RIGHTS OF STUDENTS ...................................................... x
Policy on Treatment of Students .............................................. 56
Statement of Policy .................................................... 56
Policy on Unlawful Discrimination & Sexual Misconduct .......................... 56
Introduction ......................................................... 56
Policy and Application ................................................. 57
Unlawful Discrimination and Harassment .................................. 57
Sexual Harassment and Misconduct ....................................... 57
Sexual Misconduct and Definitions ....................................... 58
Consensual Relations Between Faculty and Student Supervisors and Employees. . . . . . 60
Important Principles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Confidentiality ................................................... 61
Institutional Obligation to Respond ................................... 61
Non-Retaliation .................................................. 61
Prevention and Education Programs ....................................... 61
Informal Resolution of Complaints that do not Involve Sexual Misconduct ......... 62
Advising ........................................................ 62
Mediation ...................................................... 63
Formal Investigation and Resolution of Complaints ........................... 63
Formal Investigation for Complaints That Do Not Involve Sexual Misconduct .. 63
Formal Investigation for Complaints of Sexual Misconduct ................. 63
Procedures for Faculty and Other Academic Appointees .................... 64
Support Service and Resources for those who have Experienced Sexual Misconduct ... 64
Resources ....................................................... 65
Table of Contents
3

Table of Contents
Yearly Report on Unlawful Harassment and Sexual Misconduct ...................
to the Council of the University Senate ................................... 68
Compliance and Locating this Policy ...................................... 68
Regulations Prohibiting Unlawful Discrimination ........................ 68
Access to Information on Discrimination and Sexual Misconduct ............ 69
Related Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
UNIVERSITY-WIDE DISCIPLINARY SYSTEM. .................................. 70
Allegation of Unlawful Discrimination or Sexual Misconduct by an Individual or a Group . 72
Sanctions for Misconduct of Individual Students ............................. 73
Warning ............................................................ 73
Disciplinary Probation ................................................. 74
Loss of Privileges ..................................................... 74
Discretionary Sanctions ................................................ 74
Disciplinary Suspension ................................................ 74
Disciplinary Suspension ................................................ 74
Disciplinary Expulsion ................................................. 74
Revocation of the Degree ............................................... 74
Sanctions for Misconduct of a Student Group ................................... 74
Warning ............................................................ 75
Disciplinary Probation ................................................. 75
Loss of Privileges ..................................................... 75
Discretionary Sanctions ................................................ 75
Disciplinary Suspension ................................................ 75
Disciplinary Withdrawal ............................................... 75
Further Disciplinary Policy Information .................................... 76
INDEX .................................................................... 78
4

Pritzker Administration
Dean for Medical Education .............................Holly Humphrey, MD
773.834.2138 ........................ holly@medicine.bsd.uchicago.edu
Associate Dean for Medical School Education .................Halina Brukner, MD
773.702.4054 ................................hbrukner@uchicago.edu
Assistant Dean for Scholarship & Discovery ..................... Vineet Arora, MD
773.702.3615 ....................... varora@medicine.bsd.uchicago.edu
Director of Medical Student Performance Evaluation .........H. Barrett Fromme, MD
773.834.9042 .........................hfromme@peds.bsd.uchicago.edu
Executive Director of Medical School Education .........................Lori Orr
773.702.5306 .................................lorr@bsd.uchicago.edu
Director of Medical School Education ............................Korry Schwanz
773.834.6755 ........................... kschwanz1@bsd.uchicago.edu
Registrar .................................................Maureen Okonski
773.702.3994 ............................mokonski@bsd.uchicago.edu
Associate Dean of Students .............................. .James Woodruff, MD
773.795.1051 ..................... jwoodruf@medicine.bsd.uchicago.edu
Assistant Dean of Students .................................. Wei Wei Lee, MD
773.702.6840 ............................... wlee3@bsd.uchicago.edu
Director of Student Affairs & Programs ..............................Kate Blythe
773.702.5944 ..............................kblythe@bsd.uchicago.edu
Assistant Dean for Multicultural Affairs .........................Monica Vela, MD
773.702.4587 ...............................mvela@bsd.uchicago.edu
Director of Multicultural Affairs .................................Darrell Nabers
773.834.7563 ..............................dnabers@bsd.uchicago.edu
Associate Dean for Admissions ............................Anthony Montag, MD
773.702.1937 ..................... pritzkeradmissions@bsd.uchicago.edu
Assistant Dean for Admissions & Financial Aid ....................Sylvia Robertson
773.702.0682 ................................sylvia@bsd.uchicago.edu
Associate Director of Financial Aid ..................................Tad Verdun
773.702.7338 ..............................tverdun@bsd.uchicago.edu
Associate Dean for Medical Education Administration ................ Gerard Mikols
773.834.1068 ..............................gmikols@bsd.uchicago.edu
Assistant Dean for Medical Education ............................Dana Levinson
773.834.1954 ............................. dlevinso@bsd.uchicago.edu
Pritzker Ombudsmen
Anne Hong, MD ................................ahong@medicine.uchicago.edu
773.702.4585 ...................................... pager 188.9568
Steven Zangen, MD ............................ szangan@radiology.uchicago.edu
773.702.3844 ...................................... pager 188.2816
Contact Information
NorthShore University HealthSystem Contacts
Associate Dean and Chief Academic Officer .................... Richard Silver, MD
847.570.1478 .................................rsilver@northshore.org
Assistant Vice President Academic Affairs .......................... Heather Winn
847.570.1086 .................................hwinn@northshore.org
5

MISSION STATEMENT:
Mission Statement
At the University of Chicago, in an atmosphere of interdisciplinary
scholarship and discovery, the Pritzker School of Medicine is dedicated to
inspiring diverse students of exceptional promise to become leaders and
innovators in science and medicine for the betterment of humanity.
6

EDUCATIONAL PROGRAM OBJECTIVES
1
Patient Care
Provide patient-centered care that is compassionate, appropriate, and effective for the treatment of
health problems and the promotion of health:
Students Will:
1. Apply medical knowledge to achieve appropriate patient care.
2. Acquire a high level of clinical proficiency in history taking, physical examination,
differential diagnosis, and the effective use of medicine’s evolving diagnostic and procedural
capabilities including therapeutic and palliative modalities.
3. Demonstrate in clinical care an understanding of the impact of psychological, social, and
economic factors on human health and disease.
4. Apply the knowledge and skills necessary to address the needs of a diverse patient
population.
5. Counsel and educate patients and their families to empower them to participate in their
care and enable shared decision-making.
6. Perform medical, diagnostic, and surgical procedures considered essential for entering
residency.
7. Organize and prioritize responsibilities to provide care that is safe, effective, and efficient.
8. Provide continuity of patient care throughout transitions between providers or settings.
9. Provide appropriate documentation for clinical encounters in the medical record.
Medical Knowledge (Knowledge for Practice)
Demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and
social-behavioral sciences, as well as the application of this knowledge to patient care:
Students Will:
10. Demonstrate a thorough understanding of the basic and clinical sciences and their
application to the practice of medicine and to discovery.
11. Contribute to the creation, dissemination, application, and translation of new health care
knowledge and practices.
Practice-based Learning and Improvement
Demonstrate the ability to investigate and evaluate one’s care of patients, to appraise and assimilate
scientific evidence, and to improve patient care based on self-evaluation and life-long learning:
Students Will:
12. Identify strengths, deficiencies, and limits in one’s knowledge and expertise.
13. Incorporate feedback into practice.
14. Use information technology to optimize learning.
15. Develop and utilize the skills necessary to critically evaluate the medical literature and
integrate new developments into medical practice in an appropriate manner.
16. Display effective teaching skills in the education of colleagues, other health professionals
and patients.
17. Possess the skills to analyze practice using quality improvement methods, and to suggest
changes with the goal of practice improvement.
18. Identify the factors that may affect the quality and safety of health care delivery.
Objectives
Interpersonal and Communication Skills
Demonstrate interpersonal and communication skills that result in the effective exchange of
information and collaboration with patients, their families, and health professionals:
Students Will:
19. Communicate effectively with patients, families, and the public, as appropriate, across a
7

oad range of socioeconomic and cultural backgrounds.
20. Demonstrate respect and empathy with patients, patient families, colleagues and staff.
21. Communicate effectively with others as a member of the health care team or other
professional groups.
Professionalism
Demonstrate a commitment to carrying out professional responsibilities and an adherence to
ethical principles:
Students Will:
22. Demonstrate sensitivity and responsiveness to a diverse patient population, including but
not limited to diversity in gender, age, culture, race, religion, disabilities, and sexual
orientation.
23. Exhibit the highest moral and ethical standards in the care of patients and in their
interactions with others.
Objectives
Systems-based Practice
Demonstrate an awareness of and responsiveness to the larger context and system of health care, as
well as the ability to call effectively on other resources in the system to provide optimal health care:
Students Will:
24. Demonstrate an understanding of various types of health care systems, their role and their
impact on health care delivery:
25. Work effectively in various health care delivery settings and systems.
26. Incorporate considerations of cost awareness and risk-benefit analysis in patient and/or
population-based care.
27. Participate in identifying system errors and suggesting potential systems solutions.
Interprofessional Collaboration
Demonstrate the ability to engage in an interprofessional team in a manner that optimizes safe,
effective patient- and population-centered care:
Students will:
28. Work with other health professionals to establish and maintain a climate of mutual
respect, dignity, diversity, ethical integrity, and trust.
29. Use the knowledge of one’s own role and the roles of other health professionals to
appropriately assess and address the health care needs of the patients and populations
served.
Personal and Professional Development
Demonstrate the qualities required to sustain lifelong personal and professional growth
Students will:
30. Demonstrate the ability to use self-awareness of knowledge, skills, physical and emotional
limitations to engage in appropriate help-seeking behaviors.
31. Demonstrate healthy coping mechanisms to respond to stress.
32. Manage conflict between personal and professional responsibilities.
1 The educational objectives of the University of Chicago Pritzker School Of Medicine’s curriculum are grouped by
competencies as defined by the Accreditation Council for Graduate Medical Education (ACGME) and the Physician
Competency Reference Set as defined by the Association of American Medical Colleges (AAMC).
8

OUTLINE OF THE MD
PROGRAM OF STUDIES FOR 2014-15
Year 1 (Class of 2018)
August/September
The Human Body
Health Disparities: Equity and Advocacy
Scholarship & Discovery 1A
Autumn Quarter
Winter Quarter
Spring Quarter
Cells, Molecules, & Genes
Physician-Patient-Society-Systems (P2S2)
Clinical Skills 1A
Social Context of Medicine &
the American Health Care System
Cell and Organ Physiology
Physician-Patient-Society-Systems (P2S2)
Clinical Skills 1B
Doctor-Patient Relationship
Scholarship & Discovery 1B: Introduction to Medical
Evidence
Cellular Pathology & Immunology
Microbiology
Physician-Patient-Society-Systems (P2S2)
Clinical Skills 1C
Scholarship & Discovery 1C
Electives
Additional Resource: pritzker.uchicago.edu/md/curriculum/courses/firstyear
Year 2 (Class of 2017)
Summer Quarter
Autumn Quarter
(First Half)
Vacation/Summer Research
Neurobiology
Pharmacology
Human Behavior in Health and Illness
Program of Studies
(Second Half)
Winter Quarter
Spring Quarter
Clinical Pathophysiology & Therapeutics (CPP & T) I
Clinical Skills 2A: Physical Diagnosis
Clinical Pathophysiology & Therapeutics (CPP & T) II
Clinical Skills 2B: Physical Diagnosis
Independent Study
Scholarship & Discovery Block
Electives
Additional Resource: pritzker.uchicago.edu/md/curriculum/courses/secondyear
9

Year 3 (Class of 2016)
Medicine 12 weeks Psychiatry 4 weeks
Surgery 12 weeks Pediatrics 6 weeks
Ob/Gyn 6 weeks Family Medicine* 4 weeks
Neurology* 4 weeks
* Some students choose to defer
Family Medicine or Neurology
to senior year, and instead take a
subspecialty elective (2-4 weeks)
during that 4 week block.
Additional Resource: pritzker.uchicago.edu/md/curriculum/courses/clerkships/thirdfourth
Program of Studies
Year 4 (Class of 2015)
All fourth-year students are required to complete a total of 1200 units of credit during the senior
year.
1. Required experiences during Senior Year:
a. Subinternship (inpatient selective)* 150 units
b. Scientific Basis of Medical Practice Selective(s) # 150 units
c. Emergency Medicine Clerkship (4 weeks) 125 units
d. Neurology Clerkship (if not completed during third year) 125 units
e. Family Medicine Clerkship (if not completed during third year) 125 units
f. Additional electives to total 1200 credits for the year
g. Scholarship & Discovery 100 units
2. Other potential sources of credits:
a. Presentation at Senior Scientific Session (SSS) 100 units
i. Presentation at SSS does not count towards requirement for basic science
selective
b. Teaching Assistant in medical school courses
i. Credits remuneration vary by course 25-150 units
c. Credit for Research
i. MD/PhD students who have completed the second degree may petition the
Committee on Academic Promotions for up to 300 units of credit for research
performed while pursuing degree.
ii. Students who take time off during medical school in order to pursue research
in a non-degree program may petition the Committee on Academic Promotions
to receive up to 100 units of credit for the research performed during this time.
iii. Research performed while registered as a fourth year student may receive up to
100 100 units units of credit of credit for each for month each month (maximum (maximum of three of months) three months) if course if director course
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.
*Subinternship
Students are expected to assume the role of a PGY1 houseofficer, including; assuming primary
responsibility and ownership for patient care at the level of an intern in that specialty; organizing
setting priorities for the work inherent to managing an inpatient service; participating in cross
cover duties and transitions of care (handoff/cross coverage). Sub-Internships are a full month in
length with a full time, rigorous schedule.
#
Scientific Basis of Medical Practice Selective(s)
These courses are designed to challenge students to refresh their understanding of basic science
principles in the context of their developing clinical experiences, providing a “return to basic
science” after completing the third year. Students may choose from the many offerings in the
on-line catalog. Under some circumstances, the basic science selective requirement might be
met by an independent study program supervised and taught by a University of Chicago faculty
member. Appropriate documentation and prior approval of the Associate Dean for Medical School
Education would be required. Research performed during the course of the fourth year does not fulfill
this selective requirement.
Additional Resource: pritzker.uchicago.edu/md/curriculum/courses/electives.shtml
10

REQUIREMENTS FOR ADMISSION
AND PROMOTION
Requirements for Admission
The curricular goals of the University of Chicago Pritzker School of Medicine are intended to
develop physicians from diverse segments of society whose personal attributes are manifest in their
high moral, ethical, and compassionate care of patients; who are responsible to social and societal
needs; and who have been thoroughly educated in the art and science of medicine so that they
demonstrate sustained competence in medicine.
In order to meet these goals, the faculty of the University of Chicago Pritzker School of Medicine
have developed, in accordance with the Americans with Disabilities Act of 1990, the following
essential function requirements for medical students. All students, for matriculation and promotion
should, with or without reasonable accommodation:
• Possess the neuromuscular control and eye-hand coordination needed to efficiently, safely,
and independently carry out all necessary procedures involved in the learning of the basic
and clinical sciences, as well as those required in the hospital and clinical environment. These
include, but are not limited to, anatomic dissection, basic science laboratory exercises, basic
and advanced cardiac life support activities, physical examinations, surgical, clinical laboratory,
and other technical procedures as required for diagnosis and treatment.
• Possess the sensory ability, as well as the mental capacity, to rapidly assimilate large volumes
of technically detailed and complex information presented in formal lectures, small group
discussions, and individual clinical settings. Students should possess the intellectual abilities
to acquire, assimilate, integrate and apply information obtained from written, oral, and visual
sources.
• Possess the use of senses to allow for effective observation and communication in the classroom,
scientific laboratory, and clinical setting.
∗ In the clinical setting, the use of a trained intermediary cannot be used to fulfill
essential requirements.
• Possess the emotional and physical health required for full utilization of their intellectual
abilities, the exercise of good judgment, the prompt completion of all responsibilities attendant
to the diagnosis and care of patients, and the development of mature, sensitive and effective
relationships with patients.
Requirements for Admission
11

Requirements for Advancement
Requirements for Advancement
Passing grades in individual courses are necessary but not sufficient for attainment of the MD degree
from the Pritzker School of Medicine. Failure to demonstrate appropriate ethical or professional
behavior may in itself be a cause for dismissal from the Pritzker School of Medicine despite passing
academic performance. In addition, students are expected to demonstrate commitment to their
professional responsibility by participating in the full educational experience, including attending
classes, required orientations and symposia; completing assignments and requirements in a timely
manner; participating in the course evaluation process; and demonstrating respectful behavior
towards patients, staff, students, faculty, and others.
The Committee on Academic Promotions (see page 20) has specified the minimum academic
requirements for advancement for each academic year, as well as the minimum requirements
to maintain enrollment. Failure to meet any one of these requirements may result in dismissal
for poor scholarship. In all curriculum years, any repeated course must be passed. A grade of
Failure (F) followed by a second grade of Failure (F to F) may result in dismissal. A designator of
Incomplete (I) in a repeated course equals a grade of Failure.
An enrolled student in the regular MD program must complete all coursework within a maximum
total of six academic years. A leave of absence time period is not included in this count.
Enrollment in the Pritzker School of Medicine is considered to be a full time endeavor requiring
sustained focus and concentration. Enrollment in courses outside of Pritzker or application to
other University of Chicago programs while a full-time student at Pritzker requires prior review
by the Associate Dean for Medical School Education or the Committee on Academic Promotions.
Specific Requirements for Year 1
• To advance to the second year, all first year courses must be passed by the end of the Summer
Quarter.
• Students are required to complete 100 units of elective credit in the Spring Quarter.
Specific Requirements for Year 2
• To advance to the third year, all second year courses must be passed by the end of the Spring
Quarter.
Specific Requirements for Year 3
• Students are required to complete seven core clerkships during their third year (Medicine, Surgery,
Pediatrics, Obstetrics/Gynecology, Psychiatry, Neurology, Family Medicine). For a small group
of students there is an option to defer either the Family Medicine Clerkship or the Neurology
Clerkship to the fourth year in order to complete elective rotations in other fields during the
third year. A student who defers Neurology must complete the rotation within the first 6
months of the student’s senior year. The Family Medicine clerkship has designated months
in which a senior student may enroll. In addition, students must take and pass the Clinical
Performance Experience (CPX).
• All core clerkships must be passed before starting the fourth year, with the exception of a
deferred clerkship in Family Medicine or Neurology.
12

Specific Requirements for Year 4
Assignment of Credit Units in the Fourth Year
• The fourth year experience at the Pritzker School of Medicine is intended to consolidate the
knowledge, skills, and habits that students will need to be successful residents and practicing
physicians and consists of both required and elective experiences. In total, students must
complete a minimum of 1200 units of work over the course of the year.
Required and elective courses are assigned units based on:
• Intensity of workload
• Comparability to other Pritzker courses
• Time commitment
• Curricular priority
Units for standing courses and clinical experiences are assigned by a committee (Associate
Dean for Medical School Education, Pritzker Registrar, Executive Director of Medical
School Education and Director of Medical Education) and are reviewed and approved by the
Pritzker Initiative Steering Committee. All new elective proposals are reviewed in detail by
the Pritzker Initiative Steering Committee and are assigned credit units by that committee.
Required experiences include a minimum of 525 units:
• Subinternship (150 units)
• Emergency Medicine Clerkship (125 units)
• Scholarship & Discovery (100-300 units)
• Scientific Basis of Medical Practice Selectives (150 units total)
If a student has deferred either Family Medicine or Neurology to the senior year in order to
do subspecialty electives the third year, the student will receive 125 units for that clerkship
in the senior year.
The remainder of the senior schedule is comprised of elective courses and clerkships, teaching
assistantships, mentored independent study, and offsite rotations.
Determination of Units for Away Rotations
• Students may do up to three months of electives at outside institutions. Students work with
their career advisors to choose off-site rotations that will enhance their career and learning
goals. They fill out a form that includes a detailed description of the off-site rotation, including
learning goals, assessment methods, time commitment, and responsibilities. The form is
signed by the student’s career advisor. A committee consisting of the Associate Dean for
Medical School Education, the Pritzker Registrar, the Executive Director of Medical School
Education and Director of Medical Education assign credit units based on comparable courses
or clerkships at Pritzker. Sometimes additional information is required from the student or
the school in order to assign appropriate units. If a student believes that the unit assignment
is not appropriate, the student has the opportunity to ask for additional review and to provide
additional information and details about the proposed experience.
Determination of Units for Independent Study Electives
• Students may work with faculty members to create independent study electives for research,
basic science, or clinical experiences. Students fill out an online Independent Study Form that
is signed by the faculty member with whom they will be working. This form requires a detailed
description of the proposed experience, including learning goals, time commitment, and
evaluation methods. Credit units are assigned in a manner parallel to that for away rotations.
Requirements for Advancement
13

Requirements for Graduation
• Successfully complete all coursework, as determined by the departments and the Committee
on Academic Promotions.
Requirements for Graduation
• Demonstrate professionalism and ethical conduct in all personal and professional actions and
interactions, as determined by departments, medical school administration, and the Committee
on Academic Promotions.
• Complete fourteen (14) quarters of full-time enrollment and full tuition payment.
• Register for and record a score for the United States Medical Licensing Examination (USMLE)
Steps 1 and 2 (CK and CS). Students are responsible for meeting NBME deadlines.
∗ Step 1 is usually taken during the spring quarter following the completion of all second
year courses.
∗ Step 2 (CK) and Step 2 (CS) must be taken by December 1 of the senior year.
∗ All core course requirements must be completed by April 30 of senior year.
∗ Students may not receive the MD degree from the Pritzker School of Medicine if these
exams are not completed as required.
∗ If a student fails the Step 1 exam, he or she should retake the exam prior to beginning the
residency application process.
• Complete course evaluations following each course, clerkship or elective.
• Discharge all financial obligations to the University at least four weeks prior to the June
Convocation date.
• Apply to graduate no later than the first week of the quarter in which the degree is expected
(Spring Quarter of fourth year).
Upon successful completion of the curriculum of the Pritzker School of Medicine, the student is
recommended to the Board of Trustees of the University of Chicago for the degree of Doctor of
Medicine.
14

GRADING SYSTEM
The Pass/Fail Grading System
The Pritzker curriculum has been designed for a competency-based evaluation process. Student
performance is measured by the degree of achievement of the appropriate competencies, rather
than by a predetermined grade distribution.
Passing grades in individual courses are necessary but not sufficient for attainment of the MD
degree from the Pritzker School of Medicine. Failure to demonstrate appropriate ethical or
professional behavior may in itself be a cause for dismissal from the Pritzker School of Medicine
despite passing academic performance.
The Pritzker School of Medicine utilizes a Pass (P)/Fail (F) grading system. Grades of P or F are the
only ones to appear on the student’s official transcript from the University of Chicago.
Internal Designators
In the preclinical biennium (Years 1 and 2), and in year 4, no specific performance data is recorded
in the Dean’s Office about student performance, except for students who are noted by course
directors to be performing at a borderline or failing level. Students having difficulty will be
counseled by course directors about ways to improve and may be advised by the Academic Progress
Committee or the Committee on Academic Promotions (see below) to seek assistance from a
learning specialist or other counselor.
In the required clinical clerkships, course directors assign internal designators of Honors (H), High
Pass (HP), Pass (P), Incomplete (I), or Fail (F). In addition, a narrative summary is submitted to
the Pritzker School of Medicine that supports the rationale for the designator grade assigned to the
students. Clinical departments have the latitude not to use the full range of internal designators,
based on the competency level achieved by the student. The material supplied by each department
serves as the basis for the Medical Student Performance Evaluation Letter, which is sent to
postgraduate programs for residency selection purposes. These internal designators do not appear
on the student’s official transcript.
Honors (H) (Third year only)
The honors (H) designation is awarded to students whose outstanding performance and
demonstrated qualities of intellectual curiosity, integrity and self-discipline significantly exceed
the competency level expected for third year students.
Grading System
High Pass (HP) (Third year only)
The designator of High Pass (HP) is awarded to students whose performance clearly exceeds the
Pass requirements, but does not reach Honors caliber.
Pass (P)
A grade of Pass (P) is awarded to students, with the exception of those defined above, whose
performance in a subject meets the competency requirements established by the department.
Failure (F)
Those students whose performance in a subject is clearly below departmental passing standards shall
15

e given a grade of Failure (F). The failure grade (F) will be recorded on the student’s transcript,
followed by a grade of Pass (P) when the required course has been retaken and passed. A designator
of Incomplete (I) or Withdraw (W) in a previously failed course equals a grade of Failure. A grade
of Failure (F) followed by a second grade of Failure (F to F) may result in dismissal.
All elective courses (including senior electives and selectives) utilize the Pass/Fail grading system.
Non-Grade Designators
Incomplete (I)
Grading System
The designator of Incomplete (I) will be assigned when a student has not successfully completed
all the required work in a course or clerkship, either for academic or non-academic reasons. For
instance, if a course offers multiple exams during the quarter, and a student fails to pass one or
two of multiple exams, he or she can be given a designation of Incomplete (I) and be provided
with an opportunity for remediation if approved by the course director and the Committee on
Academic Promotions.
All Incomplete designations should be remediated within four quarters from the time of course
registration, irrespective of student registration status. All Incomplete designations must be
remediated before the student can advance to the next academic level.
• If the course work is completed within four quarters from the time of course registration, the
student will be awarded a grade of Pass (P) and the Incomplete (I) will be removed from the
official transcript.
• If the course work is completed more than four quarters from the time of registration for the
course, the Incomplete (I) designation will remain on the official transcript with the grade
listed alongside it (e.g., I/P).
• If the student does not fulfill the course requirements in a satisfactory manner, a final grade of
Failure (F) will be reported. This Failure (F) will be noted on the permanent transcript. In such
cases, students need to retake and pass the course or clerkship.
• Failure to pass a previously failed course will result in dismissal from the medical school.
• A student in the fourth year who receives an Incomplete (I) must have completed coursework
in the designated area in which the Incomplete (I) has been received prior to April 30 of the
final year of enrollment in order to graduate in that academic year.
Withdraw (W)
The mark (W) signifies withdrawal from a course or clerkship. Once a course begins a student who
withdraws from a course must retake the entire course in order to receive credit. Withdrawal from
a course or clerkship requires approval from the Associate Dean for Medical School Education
and the Committee on Academic Promotions. Designations of Withdrawal (W) remain on the
student’s official transcript. A student may not withdraw from a course more than once, unless
under exceptional circumstances (such as serious illness) approved by the Associate Dean for
Medical School Education and the Committee on Academic Promotions.
16

Consequences of a Failure Grade
A Failure (F) designates a grade below departmental passing standards and appears on the official
transcript.
• In the preclinical years, a student who receives a grade of “F” may be allowed, at the discretion
of the Committee on Academic Promotions, to repeat the preclinical coursework or its
equivalent. In preclinical courses, the only acceptable grade upon repetition of a failed course
is a Pass.
• If remediation of clinical courses is required, the remediation must be done at the University of
Chicago Medical Center or its affiliate institutions. In clinical clerkships and courses, internal
designators of performance are used (see below), but the minimum acceptable designator upon
repetition of a failed course is a Pass.
• An Incomplete (I) designation after a prior failure in any course or clerkship is not acceptable
and will be recorded as a Failure (F).
• A student who fails to pass a course or clerkship for a second time is subject to dismissal from
the Pritzker School of Medicine.
Notification of Below Passing Grades
It is the department’s responsibility to notify the student of his/her poor performance (Incomplete,
Fail) in a timely manner. Final grades are expected to be submitted no more than two weeks
after the end of a course or four weeks after the end of a clerkship. If appropriate, suggestions
for improvement may be outlined with the student. Students with serious academic difficulties
during the course should be referred to the Associate Dean for Medical School Education and the
Academic Progress Committee or the Committee on Academic Promotions.
Additional Resource: pritzker.uchicago.edu/md
Grading System
17

HONORS AND AWARDS
Graduation with Honors
The Honors and Awards Committee, consisting of selected faculty, course directors and clerkship
directors, is appointed by the Dean for Medical Education. The committee, chaired by a faculty
member designated by the Dean for Medical Education, is charged with determining selection of
students for graduation with Honors and designation of specific awards at graduation. Separate
committees choose students for the Alpha Omega Alpha and Gold Humanism Honor Society.
Honors and Awards
Determination of Graduation with Honors is at the discretion of the Honors and Awards
Committee. However, generally, only 10% of the graduating class receive the “Graduation with
Honors” designation.
A student may receive a designation of Graduation with Honors on their diploma if so designated
by the Academic Honors Committee. In order to qualify for Graduation with Honors, students
must have:
1. Demonstrated academic excellence during their years at the University of Chicago Pritzker
School of Medicine.
2. Demonstrated outstanding professionalism during their years at the University of Chicago
Pritzker School of Medicine.
3. Performed significant research while enrolled as a student in the medical school. Ordinarily,
such research will have led to either publication of results in scientific journals, presentation of
the research project at professional meetings, or presentation at the Senior Scientific Session
in May of senior year.
Other Graduation Awards
The Pritzker School of Medicine awards several specific named awards to graduating students,
as well as several departmental awards. Each award has specific criteria. Such designations are
decided by the Academic Awards Committee, with consultation from the departmental chair or
representative when appropriate.
Departmental representatives may also designate awards to members of the graduating class who
demonstrated outstanding proficiency in their respective departments or sections.
For a listing of the available awards, please visit: pritzker.uchicago.edu/md/curriculum/honors
Alpha Omega Alpha
Election to Alpha Omega Alpha (AΩA), the national medical honor society, occurs in the early
fall of students’ fourth year. Members can be elected as students, house officers, alumni or faculty
of an affiliated institution. Chapters may elect undergraduate members from students in their
last two years of medical school. Because Pritzker has a Pass/Fail grading system in the first two
years, there is no Junior AΩA. Scholastic excellence is a key criterion but not the only one for
election; capacity for leadership, compassion, and fairness in dealing with one’s colleagues are also
considered. Students who are in the top academic quartile (based on third year designators only)
of their class are eligible for election, but the total number of AΩA members ultimately selected
18

each year may not exceed 16% of the graduating class. “The students elected to AΩA are men and
women who have compiled the requisite high academic standing and who, in the judgment of the
members of the local chapter, have shown promise of becoming leaders in their local chapter and
have promise of becoming leaders of their profession.”
Curriculum vitae are provided to the committee for the top quartile students, based largely on
the designators earned during the third year. In selecting the AΩA students, the committee takes
into account individual comments on clerkship evaluations, board scores, research, publications,
leadership activities, significant honors, such as selection to serve as a teaching assistant for
CPP&T, and service to the school’s community.
Pritzker has the second-oldest AΩA chapter in the nation, and has graduated over 100 years’ worth
of AΩA students.
Visit: pritzker.uchicago.edu/current/students/aoa.shtml for more information.
Gold Humanism Honor Society
In 2005, the Pritzker School of Medicine established a Gold Humanism Honor Society (GHHS)
chapter to recognize our students for their humanistic attributes. The GHHS seeks to recognize
medical students who have demonstrated exemplary attitudes and behaviors characteristic of
the most humanistic physicians who practice patient centered care by modeling the qualities of
integrity, excellence, compassion, altruism, respect and empathy. The election process is based
on the recommendations of third-year peers of the Pritzker School of Medicine and from the
GHHS Selection Committee deliberations. The selection committee is composed of a broad array
of individuals who interact with students in a variety of settings: clerkship administrators, nurses,
residents, faculty, and medical school staff.
Visit: pritzker.uchicago.edu/current/students/gold.shtml for more information.
Honors and Awards
19

ACADEMIC COMMITTEES
Academic Progress Committees
Academic Committees
Three Academic Progress Committees for Year 1, Year 2, and Years 3 and 4 are responsible for
monitoring student progress throughout the academic year. The committees are composed of
course or clerkship directors for that year. The committees are chaired by Associate Dean for
Medical School Education. The committees provide formative feedback and advice for students
about their academic performance and progress as students proceed through the curriculum. Each
Academic Progress Committee reports to Committee on Academic Promotions and may make
recommendations to that committee for monitoring, remediation, referral to learning specialists,
Extended Curriculum Option, or other interventions to facilitate student success at Pritzker. The
Academic Progress Committees meet quarterly.
Committee on Academic Promotions (CAP)
The Committee on Academic Promotions is responsible for overall evaluation of student
performance, determination of appropriate remediation for academic difficulty, and oversight of
academic issues related to student retention and progress. Ultimately, it is the Committee on
Academic Promotions’ responsibility to assure that students graduating from the Pritzker School
of Medicine meet the academic, ethical, and professional standards to enter the medical profession.
The Committee is appointed by the Dean for Medical Education and consists of senior faculty
members who are experienced with medical student education. The Associate Dean for Medical
School Education serves as chair. The Executive Director of Medical School Education staffs the
Committee. The committee reports to the Dean for Medical Education.
The Committee on Academic Promotions reviews all medical students for promotion to the next
year or for graduation. The Committee reviews concerns brought to its attention by the Academic
Progress Committees for each year; in some cases the committee may request that a member of an
Academic Progress Committee report directly to the committee regarding a particular issue. The
Committee evaluates the success of the academic remediation; reviews the progress of students on
Extended Curriculum Option; and reviews petitions from students for changes in the academic
timeline; for academic credit outside the standard curriculum; or for re-entry into medical school
from a leave of absence.
The deliberations of the Committee on Academic Promotions are constructive in approach and
directed toward helping students succeed. Ultimately, however, the student must be able to meet
the minimum academic performance standards of the competency-based curriculum outlined in
this document. When evaluating student performance, the Committee takes into account such
matters as fund of knowledge, ability to organize and logically present information, test-taking
skills, understanding, judgment, and professional behavior. When a student is not performing
adequately, the Committee will consider all relevant information. Students may be brought to the
attention of the Committee on Academic Promotions through the Academic Progress Committees
or through the Dean for Medical Education and his/her designees.
Ultimately, it is within the Committee’s discretion to determine whether the student is permitted
to continue at the school and whether any remediation of course work should be permitted or
required. The Committee on Academic Promotions may consider the status of any student at any
20

time, even if the academic record is satisfactory. The Committee may, for reasons including but
not limited to improper conduct, recommend to the Dean for Medical Education that a student
be dismissed from the Pritzker School of Medicine.
Voting, when necessary is limited to full, appointed members of the committee. The Chair of the
Committee votes only to break a tie. Decisions of the Committee on Academic Promotions are
based on information submitted by Academic Progress Committees or by the Dean for Medical
Education and/or designees. In some circumstances, the committee may request and consider
outside evaluations (for example, by learning specialists), or from the student under consideration.
A student may appeal the decision of the Committee on Academic Promotions in a manner
described on page 25 of these Guidelines.
The Committee on Academic Promotions meets three to four to five times per year, or at other
times as necessary.
Academic Committees
21

REMEDIATION
Remediation of Coursework
The course or clerkship director’s recommendation about whether remediation for academic
work is permitted or expected is subject to review by the Academic Progress Committee or the
Committee on Academic Promotions, having available to it a number of options, including
dismissal.
Remediation
Students who are required to remediate one or more courses must meet with the Associate Dean
for Medical School Education to discuss various options, and to develop a remediation plan.
While a department may have available various forms of remediation, the Committee on Academic
Promotions has the sole authority and discretion to identify the methods of remediation required
for each student on an individual basis. The course director(s) is to be consulted in the selection
of the plan. The course director and the Associate Dean for Medical School Education must
approve each remediation plan. Remediation is to be fair, reasonable and commensurate with the
type of activity in which the deficiency occurred. No student will receive credit for any form of
remediation that has not been first approved in writing by the appropriate department, the
Associate Dean for Medical School Education, and the Committee on Academic Promotions.
For remediation of failed examinations, students will be informed by the course coordinator of
the content areas and exam format and date of a re-examination. The standards used to evaluate
a student’s performance when remediating a course shall not differ from the standards applied
to evaluate the student’s academic year immediately preceding the remediation. Standards for
performance are not to be raised or lowered.
Timing and Scheduling of Remediation
Years 1 and 2
Remediation of academic difficulty in Year 1 courses should be completed by the end of June of
the first year. In all cases such remediation must be fully completed and documented before the
beginning of second year classes in September.
Remediation of academic difficulty in Year 2 courses must be completed prior to the start of the
summer quarter in order for the student to be able to enter the third year on schedule. In some cases,
at the discretion of the Committee on Academic Promotions, students may be permitted to defer
a Year 3 summer clinical rotation in order to complete remediation and allow for graduation on
schedule.
A department course director(s) has priority in scheduling the date when the makeup of a course
should occur.
Years 3 and 4
Remediation of academic difficulty in course work in Year 3 should occur prior to commencing
Year 4 electives and required selectives.
On rare occasions, a student may be allowed to proceed with fourth year electives before
completing remediation of a third year clerkship. In such cases, failure to successfully complete the
22

emediation will result in failure of the clerkship and requirement to retake and pass the clerkship
prior to continuing any other fourth year courses.
A request to reorder the sequence of third year rotations for the purpose of remediation must be
approved by the Committee on Academic Promotions or the Associate Dean for Medical School
Education. Designated free time, vacation time or, if necessary, an additional academic year may
be used in which to schedule remedial clinical coursework. When repeating one or more third
year courses, all remediation should be completed at the earliest possible time, and prior to taking
any offsite electives so that evaluative comments regarding clerkship performance can be included
in the MSPE. Should a student’s MSPE letter need to be sent before remediation is completed,
clarification of the nature of the problem and current grade information for all incomplete courses
must be included in the letter.
In instances when only a segment of a clerkship requires remediation (usually retaking an
examination), the course director has the option to specify when the remediation is to be done.
When possible, make-up dates should coincide with breaks in the curriculum, and not at times
when the student’s performance in an ongoing clerkship could be compromised.
Year 4
Remediation of academic difficulty in Year 4 electives must be completed by April 30 in order for
the student to graduate at the end of that academic year.
Appeal of Grades and/or Designators Used for
Year 3
The appeal of a grade or designator is considered a grievance. Grievances should first be brought
for resolution to the department that issued the grade or designator. Should a student have reason
to appeal further, the procedure is described in the Academic Rights of Students (page 56).
ACADEMIC DEFICIENCIES
Monitored Academic Status
A student may be placed on Monitored Academic Status by the Committee on Academic Promotions
if the student, in its sole judgment and discretion:
• Is at risk for failing to achieve satisfactory academic progress
• Is performing at a borderline level in one or more courses or clerkships
• Has failed to pass three or more exams in a given academic year
• Has received multiple Incomplete designations in courses or clerkships
Academic Deficiencies
The nature of Monitored Academic Status is one of indicating to the student that his/her studies
must come first and that every effort should be expended in assuring success. Extracurricular
activities should be minimized, with a primary focus on academic achievement. The Committee
has the discretion to impose additional requirements as part of the Monitored Academic Status,
e.g. counseling or evaluation by a learning specialist.
23

Academic Probation
A student may be placed on Academic Probation by the Committee on Academic Promotions if the
student, in its sole judgment and discretion:
• Is at risk for failing to achieve successful completion of the academic program
• Has failed one or more courses or clerkships
• Has received multiple Professionalism Concern Reports
• Has engaged in unprofessional behavior that, in the Committee’s judgment, calls into question
the student’s suitability to become a physician
Auditing Courses
The nature of the Academic Probation status is one of indicating significant risk of failure to
complete the academic program of the medical school. In addition to the need to focus fully on
academic issues, as in the case of Monitored Academic Status, the student must meet regularly
with the Associate Dean for Medical School Education to ensure that appropriate progress is being
made toward remediation of outstanding academic issues and requirements. A student who fails
to pass a course or clerkship while on Academic Probation (including a designation of Incomplete)
is subject to dismissal from medical school. The fact that a student is on Academic Probation may
be noted in the Medical Student Performance Evaluation (MSPE), at the discretion and judgment
of the Dean for Medical Education.
The designation of Academic Probation does not require a prior designation of Monitored
Academic Status. In addition, the Committee on Academic Promotions may recommend dismissal
from medical school without a period of Monitored Academic Status or Academic Probation.
Removal of Monitored Academic Status or Academic Probation
Generally, to be removed from Monitored Academic Status or Academic Probation a student
must maintain at least two successive quarters with passing grades in courses and clerkships and
have any concerns about unprofessional behavior resolved to the satisfaction of the Committee.
The Committee has the sole discretion and authority to require longer periods of monitoring or
probation.
Auditing Courses
All courses in the Pritzker School of Medicine are closed to students who are not enrolled in the
school. Under exceptional circumstances, course directors may allow auditing of a medical school
course. Such circumstances require the written approval of the Associate Dean for Medical School
Education.
At times, especially prior to returning from a Leave of Absence, a Pritzker student may be required
to audit designated courses or portions of courses by the Committee on Academic Promotions.
Students who audit may take all exams if given departmental permission, but without a grade or
credit granted.
24

ACADEMIC GRIEVANCES
Should a student have cause to request a review of any treatment that he/she receives during any
portion of the academic program while enrolled in the Pritzker School of Medicine, and should no
satisfactory course of action be concluded, the student has a right to file a grievance. Grievances,
by their nature are intended to be individual. The two categories of grievances (departmental
grievances and Committee on Academic Promotions Grievances) and their procedures are outlined
below.
Departmental Grievances
Grades, Evaluations, Departmental Remediation Requirements
Grievances of an academic nature should first be brought to the attention of the appropriate
course director. The course director and student may work to resolve the grievance at this point.
If the grievance involves the course director personally or if the student remains dissatisfied, the
complaint should be brought, in writing, to the department chairman. If the course director and
the department chairman are the same person, or if the student remains dissatisfied, the grievance
should be brought, in writing, to the Dean for Medical Education. The student must present
the written grievance to the department or Dean for Medical Education, within four weeks (20
working days) of the incident or receipt of the course grade or evaluation.
In the departmental grievance, the department chairman conducts the review, consulting as
appropriate with other faculty and staff, and informs the student and the Dean’s Office, in writing, of
the department’s decision regarding the grievance. The department should strive to reach a decision
within three weeks (15 working days) of receipt of the written grievance. If the issue cannot be resolved
at the departmental level, the Dean for Medical Education will review the department’s decision,
and if considered to be appropriate, may institute a review mechanism through the appointment of
an Ad Hoc Committee. This committee will function in the same manner as an Academic Appeal
Committee, below.
Committee on Academic Promotions
Grievance
Appeal of Decision of Committee on Academic Promotions
For those grievances that relate to decisions of an academic nature or relate to decisions of the
Committee on Academic Promotions, the following procedural guidelines pertain:
Academic Grievances
1. A student appealing any academic decision beyond the departmental level, including decisions
of the Committee on Academic Promotions must make the request, in writing, to the Dean
for Medical Education within three (3) weeks of the receipt of the written notification of
the decision. The request should include the basis for the appeal, as well as any relevant new
information. Upon receipt of the written request, the Dean will be required to constitute an
Academic Appeal Committee which consists of the following:
a. A minimum of five senior faculty members including department chairs, committee
chairs or section chiefs, and/or other senior faculty, preferably none of whom have been
directly involved in the student’s educational program.
25

. The medical student initiating the appeal may request that another medical student be
added to the Committee; however, that student member must be an upperclassman.
This individual will be chosen to serve by the Dean for Medical Education.
c. The Dean for Medical Education (non-voting) and/or his/her designee.
Academic Grievances
2. The Academic Appeal Committee shall consider all pertinent materials, including any new
information, and determine whether the Committee on Academic Promotions has rendered
the appropriate decision. The appeal committee is not a legal proceeding and does not follow
the procedures of a court of law.
3. The Academic Appeal Committee may request that the student appear before the committee
to answer questions or to present any new relevant information. The student may also request
to appear before the committee to present new information, although it is the prerogative
of the committee to grant or deny such a request by the student. When and if the student
appears before the Academic Appeal Committee, the student shall be allowed to select an
advisor for assistance. If an advisor is to be present, the student must notify the Dean for
Medical Education at the time a request for appeal is made. The advisor may not participate
in the presentation or discussion.
4. The Dean for Medical Education shall convene the Academic Appeal Committee and
commence the procedure. The Committee will provide a report with its recommendations to
the Dean of the Division.
5. The Academic Appeal Committee will review all pertinent material in the academic file of
the student, including the letter of review and any additional supporting documentation that
has been procured for the purpose of the hearing. The student shall have the right to inspect
these documents. The procedure to be followed for the hearing will be:
a. The Dean for Medical Education or his/her designee will review the guidelines around
which the Committee is to function and to clarify any aspects that are unclear to
members of the Committee, including the directive that the Committee on Academic
Promotions’ decision is entitled to deference.
b. The Dean for Medical Education or his/her designee will present information from the
Committee on Academic Promotions that led to the decision being contested by the
student.
c. New information from the student may be considered, at the discretion of the Academic
Appeal Committee, but not if it could have been presented to the Committee on
Academic Promotions at the time of its decision.
d. If so decided by the Academic Appeal Committee, the student may be requested or
permitted to appear before the committee. The student will leave the meeting at the
conclusion of his or her presentation and after the committee’s questions, if any, have
been answered.
e. The Academic Appeal Committee will be free to discuss the case in closed session.
f. The Committee shall communicate a summary report of the proceedings, including
the recommendation(s) of the Academic Appeal Committee to the Dean for Medical
Education, who in turn will forward a final recommendation to the Dean of the
Biological Sciences Division for approval.
g. The Dean of the Division of Biological Sciences will review the recommendations, make
a final decision, and communicate with the student in question following the hearing.
In the case of a dismissal, the Dean decides whether to uphold the recommendation or
to select another alternative; either a notation of the dismissal is entered on the student’s
official University transcript, or a letter detailing the conditions of retention is sent to the
student. The decision of the Dean is final.
See page 70 for University-wide Disciplinary System.
26

The curriculum at the Pritzker School of Medicine is designed for completion in four years. The
Directed Study Option offers a student additional time to complete the educational program under
certain circumstances. It is intended for a variety of purposes, including personal, financial, to do
research (but not pursue an advanced degree) and for academic reasons. Examples of situations in
which this option might be considered include: taking a year off to engage in a research project with
a faculty member or need for repetition or remediation of one or more courses. University of
Chicago Pritzker School of Medicine students must be registered for a minimum of 100 units in
order to be to be considered Full-Time for that quarter.
Students may, with the approval of the Committee on Academic Promotions, take no more than
six years of academic enrollment to complete the program, i.e., no more than one additional year
for the preclinical biennium, and/or one additional year for the clinical biennium. In addition to
discussions with the Dean for Medical Education or Associate Dean for Medical School Education,
students who are considering taking advantage of the Extended Curriculum Option should also
meet with the Associate Dean for Medical Education Administration or the Associate Director of
Financial Aid to clarify the potential implications of this decision on financial aid status. Approval
to extend the curriculum must be obtained from the Committee on Academic Promotions.
EXTENDED STUDY OPTIONS
Initiation of Placement in the Directed Study Options
A request for participation in Directed Study may be initiated by any of the following:
• The Committee on Academic Promotions.
• The Dean for Medical Education or the Associate Dean for Medical School Education.
• The student. The student’s desire for Directed Study should be reviewed with the Dean for
Medical Education or Associate Dean for Medical School Education prior to submitting the
petition to the Committee on Academic Promotions.
Types of Extended Directed Study
There are two types available:
• Directed Study – Extended Curriculum Option: A student may opt for additional
time to allow for a decompressed course load and/or remediation after experiencing
academic difficulty, or for personal or financial reasons, at any time during the basic
science or clinical years. A student may choose to extend the curriculum of either, or
both, the basic sciences or clinical sciences segment in order to pursue research. Students
on an Extended Curriculum option status must demonstrate, on a quarterly basis, that
they are making academic progress during this period.
Extended Study Options
• Directed Study – Research: The Directed Study – Research program is intended for
students who wish to pursue an additional year of research or other scholarly activity.
This status is not intended for students in combined degree programs, who are considered
to be on a leave of absence. Students in the Directed Study – Research status are not
covered by malpractice and are not eligible to register for courses.
27

LEAVE OF ABSENCE
Leave of Absence Guidelines
Leave of Absence Guidelines
All requests for an official Leave of Absence from the Pritzker School of Medicine must be
submitted in writing on a petition to the Chair of the Committee on Academic Promotions.
An accompanying letter to the Committee on Academic Promotions may also be in order. The
Dean for Medical Education or the Associate Dean for Medical School Education may approve
an emergency Leave of Absence for academic reasons, for extenuating personal circumstances, or
when required by law.
Withdrawal from any portion of the curriculum without approval through an official Leave
of Absence will result in automatic grade(s) of Failure (F) for those courses. All programmatic
alterations for academic reasons must be reviewed with the Dean for Medical Education.
The maximum length of a Leave of Absence is one year. A second Leave of Absence will be
considered only in the most exceptional circumstances. Students in established combined-degree
programs, such as the MSTP or MBA programs, may be on a leave of absence for the period they
are enrolled in their non-MD graduate studies. All students matriculating to a degree granting
program in another unit must petition the Committee on Academic Promotions and must provide
a copy of their acceptance letter.
If a Leave of Absence is taken for more than one year, a student may be required to audit course
work upon return. Prior to re-entry following a Leave of Absence, regardless of length, a student
must submit a letter in writing to the Associate Dean for Medical School Education stating all
reasons why re-entry at this time is desired and complete the re-entry section on the Petition to
the Committee on Promotions. Students returning from a leave of absence to fulfill a military
service requirement must promptly be readmitted with the same academic status to up to three
years after completing their service requirement.
Students petitioning to return from a medical leave of absence will generally require medical
clearance from their treating physicians. The Committee on Academic Promotions may request
additional documentation of readiness to return as appropriate.
If a petition to re-enter after a Leave of Absence is denied, the student is considered to be dismissed
from the Pritzker School of Medicine. If a student on a Leave of Absence fails to petition to re-enter
at the conclusion of that leave, the student is considered to have withdrawn from the Pritzker School
of Medicine.
Involuntary Leave of Absence Policy
As a community, our first concern is always the health and well-being of each student. To help
students achieve their fullest potential and participate robustly and successfully in University
life, the University provides students with a host of services, including the Student Counseling
Service (SCS). SCS provides a wide range of mental health care to University of Chicago students,
including assessments; emergency services; crisis intervention; medication management; academic
skills counseling; short term individual, couples, and/or group psychotherapies; and referral
services. SCS also provides consultation to University officials who have concerns about a student.
Sometimes, a student’s behavior raises concerns about the safety and well-being of the student or
28

others or causes significant disruption to the functioning of the University. Anyone aware of such
circumstances should immediately contact the Dean for Medical Education or his/her designee.
In response, the Dean will meet with the student to discuss his or her behavior and appropriate
next steps. The Dean may require that the student be assessed by the Student Counseling Service.
The Dean may determine that, in the best interest of the student and/or others, the student (1)
may remain enrolled without conditions, (2) may remain enrolled with conditions that are to be
described in writing, or (3) should or, in some circumstances, must take a leave of absence.
If a leave of absence is indicated, the student normally will be given the opportunity to take the
leave of absence voluntarily. Often, the student may be in a better position to engage in treatment
and return to stable, good health at home or in a less stressful environment. If the student declines
to take a voluntary leave of absence, the Dean for Medical Education has the authority to place
the student on an involuntary leave of absence by restricting or canceling the student’s existing
and further registration, irrespective of the student’s academic standing. In particular, the Dean for
Medical Education may require an involuntary leave of absence when he or she determines: (1) that
the student has engaged, or threatened to engage, in behavior which has or could cause significant
property damage, or that has or could directly and substantially impede the rightful activities of
others; and/or (2) in consultation with the SCS Director (or his or her designee) and based on an
individualized assessment of the student’s ability to safely participate in the University’s programs,
that the student is unable to function as a student and/or the student’s continued presence on
campus poses a substantial risk to the safety and well-being of the student and/or others.
When in the judgment of the Dean for Medical Education a student’s continued presence is
likely to pose an imminent and substantial risk to the safety and well-being of the student or to
others, the student may be placed on an emergency interim leave before a final determination,
as described above, is made. Every reasonable attempt will be made for the Dean for Medical
Education to meet with the student before deciding on an interim leave and the student will be
informed in writing. The emergency leave will remain in effect until a final decision has been made
or a determination has been made that the reasons for imposing the interim leave no longer exists.
When the Dean for Medical Education decides that a leave of absence is appropriate, the decision
and the conditions for resumption of studies will be communicated in writing. A student on a leave
of absence no longer attends classes or uses University facilities, must vacate University housing,
and may be entitled to refunds of tuition, fees, and room and board charges as appropriate given
the timing of the start of the leave of absence. When the Dean for Medical Education mandates a
leave of absence, generally such leave will be retroactive to the beginning of the quarter.
Leave of Absence
A student placed on an involuntary leave of absence may request, within 15 days of the date of
the decision, in person or writing from the Office of Campus and Student Life the a review of the
decision. The Vice President and Dean of Students in the University (or his or her designee) will
review appropriate records and documentation and when feasible the Vice President and Dean
of Students in the University will meet with the student. A signed release from the student for
medical records may be necessary to conduct the review. The Vice President and Dean of Students
in the University may discuss the request with the Dean for Medical Education and if appropriate
the SCS Director. He or she will communicate a final decision in writing as soon as practicable.
The leave of absence will remain in effect during the period that the Vice President and Dean of
Students in the University considers the student’s request.
29

Leave of Absence
A student on a leave of absence will not be permitted to resume his or her studies until the Dean for
Medical Education and the Committee on Academic Promotions makes a fact-specific assessment
of the circumstances and concludes that the student no longer poses a significant disruption to
the functioning of the University and/or no longer poses a significant risk to the health and safety
of the student or others. In making this determination, usually the Dean for Medical Education
and/or the Committee on Academic Promotions will require the student to authorize his or her
treating professionals to contact the Director of SCS to discuss the student’s clinical condition,
whether the student continues to pose a direct threat to the safety and well-being of him/herself
and/or others, as well as the student’s preparedness for (1) a return to the academic rigor of the
University, (2) the ability to navigate self-sufficiently as a functioning, non-disruptive member of
the University community, and (3) the capability for continuing appropriate treatment via SCS or
other resources, if necessary. The student may also be required to undergo an independent Fitness
for Duty evaluation. If the student is to continue treatment while resuming studies, the Dean for
Medical Education and/or the Committee on Academic Promotions will ask the student to sign
a release that authorizes the treating professional to notify the Dean for Medical Education and/
or the Committee on Academic Promotions if the student does not adhere to the treatment plan.
Notification of Others
The Dean for Medical Education (or his or her designee) may notify a student’s parents, emergency
contact, or others when in the Dean’s judgment the student is unable to make the notification
himself or herself or the student’s behavior poses an imminent danger to students or others, or
requires an immediate disclosure of information to avert or diffuse serious threats to the safety or
health of the student or others.
A leave of absence does not preclude the application of the University disciplinary systems.
30

GUIDING PRINCIPLES OF PROFESSIONALISM
A mark of a great medical school is the ability to create an environment which nurtures future
physicians who possess knowledge of the most advanced scientific fundamentals and who
demonstrate clinical competencies while behaving in ways that honor the profession of medicine.
Helping students to achieve this level of professionalism is as important to a medical school as is
its success in educating students in the biological and clinical sciences.
Below are the fundamental attributes to which we ascribe as members of the Pritzker School of
Medicine community in our professional responsibilities, relationships and ethic.
Professional Responsibilities
As a medical student and future physician, I have chosen to pursue a profession which requires
personal integrity, compassion, and a constant awareness of the commitment I have made to
myself, to my patients, and to the other members of the teams with whom I work. Exhibiting
personal behaviors consistent with a respect for my chosen profession and having pride in my
work are central tenets of professionalism which I will strive to incorporate into my daily life. To
demonstrate my commitment to these responsibilities while enrolled at the Pritzker School of
Medicine, I will:
1. Seek and accept feedback and constructive instruction from teachers, peers, residents and
faculty in order to continually improve my educational experience, knowledge, and clinical
skills.
2. Commit to the highest standards of competence both for myself and for those with whom I
work.
3. Recognize the importance of life-long learning and commit to maintaining competence
throughout my medical career.
4. Be mindful of my demeanor, language, and appearance in the classroom, in the presence of
patients, and in all health care settings.
5. Be accountable to all members of the Pritzker community, including students, residents,
faculty, and support staff.
6. Admit to and assume responsibility for mistakes in a mature and honest manner and develop
productive strategies for correcting them.
7. Refrain from using illicit substances. Refrain from using alcohol, non-prescription or
prescription drugs in a manner that may compromise my judgment or my ability to contribute
to safe and effective patient care.
8. Be considerate and respectful of others’ (teachers, peers, residents and faculty) time, rights,
values, religious, ethnic and socioeconomic backgrounds, lifestyles, opinions, and choices,
even when they differ from my own.
9. Meet the expectations for participation and timeliness that are communicated to me by those
who teach me.
10. Take an active role in caring for the diverse patient population served by the University of
Chicago Medical Center.
11. Recognize my limitations and seek help when my expertise, knowledge, or level of experience
is inadequate to handle a situation in the classroom, hospital, or research setting.
Guiding Principles of Professionalism
31

Professional Relationships
Guiding Principles of Professionalism
Establishing productive and respectful relationships with patients, faculty, residents, staff, and
colleagues is an essential component of providing the best possible health care. To strive for
professionalism and kindness in all of my daily encounters, I will:
1. Maintain appropriate relationships with patients, teachers, peers, residents and faculty.
2. Treat all members of the UCMC and Pritzker community, patients, and their families with
respect, compassion, and dignity.
3. Be mindful to avoid intentionally embarrassing or deriding others.
4. Provide feedback to others (both colleagues and superiors) in a constructive manner, with the
goal of helping them to improve.
5. Treat those who participate in my education (e.g. standardized patients) with dignity and
respect.
6. Actively work to create an atmosphere in classrooms, clinical settings and in laboratories that
is conducive to optimal, interactive learning.
7. Help and support my peers during difficult times in their academic, professional, and personal
lives.
8. Attend to my own physical and emotional well-being.
Professional Ethic
Certain personal values and behaviors will be expected of me as a care-giver and as an ambassador
of the Pritzker School of Medicine. Through my behaviors, I will demonstrate a commitment
to honoring and upholding the expectations of the medical profession, and, in so doing, I will
contribute to maintaining society’s trust in it. In particular, I will:
1. Maintain the highest standards of academic and scholarly honesty throughout my medical
education, by behaving in a trustworthy manner.
2. Recognize and function in a manner consistent with my role as a student on a team.
3. Maintain a commitment to patient confidentiality, recognizing that patients will trust me
with sensitive information.
4. Place my patients’ interests and well-being at the center of my educational and professional
behavior and goals.
5. Treat cadaveric and other scientific specimens with respect.
6. Adhere to the standards of the profession as put forth by the American Board of Internal
Medicine Physician Charter (abimfoundation.org - Medical Professionalism in the New
Millennium: A Physician Charter.) whose fundamental principles are social justice, patient
autonomy, and the primacy of patient welfare.
7. Learn about and avoid conflicts of interest as I carry out my responsibilities.
8. Contribute to medical knowledge through active scholarship and discovery.
Medical Student Professionalism Concern Report
Faculty or Staff who observe a significant lapse in a student’s professional behavior may notify a
Faculty Dean, Course or Clerkship Director. The Faculty Dean, Course or Clerkship Director
may choose to provide the student with feedback on his or her behavior directly. However, if the
breach is significant enough he/she may report the situation to the Associate Dean for Medical
School Education and fill out a Professionalism Concern Reporting (PCR) form.
If the Professionalism Concern Reporting Form (PCR) is filed, the student will meet individually
with the Course, Clerkship Director to discuss the situation. The form is referred to the Associate
32

Dean for Medical School Education and kept in the student’s file. If no other professionalism issues
occur throughout the student’s medical school career, the form is destroyed upon graduation. No
record of the incident would be recorded in the student’s academic record.
If a student accumulates more than two PCR forms and/or the Associate Dean for Medical School
Education observes a pattern of unprofessional behavior, or believes that a single incident represents
an egregious lapse of professionalism he/she will meet directly with the student. After meeting
with the student, he/she and may refer the student to the Committee on Academic Promotions
(see page 20). The Committee may recommend remediation, placement on Monitored Academic
Status or Academic Probation, or inclusion of the professionalism concerns in the student’s
MSPE. Recommendation for inclusion in the MSPE is made to the Dean for Medical Education,
who would make the final decision about inclusion of the concerns in the MSPE. Ultimately,
the Committee on Academic Promotions has the authority to dismiss a student from medical
school for academic reasons, including failure to demonstrate appropriate ethical or professional
behavior.
If the lapse in professionalism falls within the parameters of the University disciplinary system
(e.g. plagiarism; falsification of documents; verbal or physical assault; sexual harassment), the
Associate Dean for Medical School Education may refer the student to a University Disciplinary
Committee (see page 70).
To view a copy of the Professionalism Concern Reporting form, please visit:
pritzker.uchicago.edu/current/students/studprofessional.shtml
Guiding Principles of Professionalism
33

POLICIES
Student As Patients Policy
Student As Patients Policy
The Pritzker School of Medicine is committed to avoiding any actual or potential conflicts which
may arise when a faculty member who has provided sensitive health services to a medical student
and is involved in that student’s assessment or promotion. To this end, all medical school faculty
are asked to disclose this information and potentially recuse themselves from providing a written
assessment of student’s academic performance if they have treated a student as a patient. If faculty
are assigned to serve as a preceptor for a student who they have previously treated, they should
notify the course or clerkship director to discuss whether or not a reassignment is recommended.
In those cases where the faculty member is the only course director or preceptor for a specialized
course of study, the faculty member should tell the student that it is the school’s policy not to assess
students who have been patients, and if the student would still like to pursue the course/rotation,
the student should notify the Executive Director of Medical School Education and Associate Dean
for Medical School Education.
All course and clerkship directors participating in the Committee on Academic Promotions,
Academic Progress Committees and career advisors involved in the residency advising system
must sign a confidentiality agreement to certify that they will recuse themselves from discussions
of and assessments of students’ academic performance if they served as that students’ physician.
34

Financial Aid Policy for
Satisfactory Academic Progress
Federal law and regulations require that all students receiving financial assistance from Federal
Title IV funds maintain satisfactory academic progress. The following policy presents the
standards adopted by the University of Chicago Pritzker School of Medicine. The policy applies to
all students receiving financial aid.
The academic requirements for the MD degree include the satisfactory completion of the curriculum
designated by the faculty. The progress of each student working toward a MD degree is monitored
carefully and the determination for satisfactory academic progress (SAP) for financial aid eligibility
is made annually after the Summer Quarter of the Committee on Academic Promotions (CAP).
The Financial Aid Committee reviews and monitors the qualitative and quantitative assessment of
performance for each student given by the faculty in all courses for which the student has enrolled.
A student who does not satisfactorily complete all course requirements may be permitted to
remediate. In this case, a student is assigned a plan and schedule by the Committee on Academic
Promotions. This plan deviates from the norm and will require the student to achieve a satisfactory
qualitative assessment in all enrolled courses for one academic year. Throughout this period they
will be on financial aid remediation. A student in this status must achieve remediation on the
schedule outlined by the Committee on Academic Promotions.
The normal timeframe for completion of required course work for the MD degree is four academic
years. Due to academic or personal difficulties, a student may require additional time. In such
situations a schedule may be established for the student that departs from the norm and that may
require repeating a year of study. To be considered to be making Satisfactory Academic Progress for
financial aid eligibility, the student must complete the first two years of the curriculum by the end
of the third year after initial enrollment. The maximum time permitted for financial aid eligibility
for the MD completion is six years.
A student may be granted a personal or medical leave of absence for a variety of reasons. The period
of leave for which the student has been approved may be excluded from the maximum time frame
in which an individual student will be expected to complete the program. This determination will
be made by consideration of an appeal, submitted by the student, to the Financial Aid Committee.
The period of time for which a student is registered to pursue full-time research or other academic
interest shall be excluded from the maximum time frame in which an individual student will be
expected to complete the degree.
Medical students who are accepted for transfer from other medical schools will be evaluated with
respect to levels of academic progress attained, and a determination will be made as to remaining
years of financial aid eligibility. This determination will be made by the Financial Aid Committee.
Financial Aid Policy
Since the Academic Promotions Committee may give approval for an individual student to repeat
a portion or all of a school year (subsequent to incomplete or unsatisfactory course work or an
approved leave of absence), the maximum time for financial aid eligibility is six years, excluding
time spent on an approved academic leave of absence. The required number of units to be
completed at the end of each enrollment period will vary in these cases, according to what portion
of the curriculum must be repeated. Students approved to repeat course work are meeting the
school’s standards for Satisfactory Academic Progress.
A student on financial aid remediation may appeal that status by indicating in writing to the Dean
35

for Medical Education existence of mitigating circumstances which should result in reinstatement
of financial aid eligibility. The Financial Aid Committee will consider each appeal on its merits.
Financial Aid Policy
The Associate Director of Financial Aid shall have primary responsibility for conducting the annual
review of Satisfactory Academic Progress and reporting the results of the review to the Financial
Aid Committee. This committee will be appointed annually by the Dean for Medical Education
and is composed of the Associate Dean for Multicultural Affairs, the Associate Dean for Medical
Education, the Associate Dean for Admissions, the Assistant Dean for Admissions and Financial
Aid, the Director of Admissions and Financial Aid, the Associate Director of Financial Aid, and
the Associate Director of Admissions and Financial Aid. The Office of Financial Aid shall provide
a copy of this policy to each student at the time of initial enrollment. Faculty are made aware of
this policy each year through distribution of the Academic Standard Guidelines.
Additional Resource: pritzker.uchicago.edu/admissions/financialaid
36

Duty Hours Policy
Medical student learning during the 3rd year comes from many sources, which include, but
are not limited to, clinical interactions with patients and the health care team, didactic sessions
from lecturers and preceptors, and individual reading. Moreover, in addition to clinical activities
and duties that medical students may perform, students have the responsibility of taking exams,
creating presentations, and engaging in self-directed learning. Thus, students must have adequate
time to integrate clinical knowledge through self-directed learning.
Time spent by medical students engaged in clinical activities on a weekly basis must not exceed
ACGME specified weekly duty hour caps.
Third Year Students:
1. When 3rd year students are engaged in clinical work that involves call, students should be
dismissed by midnight. In order for students to meet this 12 a.m. deadline, residents should
not assign new patients to students after 10 p.m. These deadlines are intended to give students
enough time to finish write ups, discuss patients with their resident, read about their patients,
and leave remaining time for an adequate amount of sleep for the next day’s learning activities.
These recommendations do not apply to:
• Students on shift assignments
• Surgical rotations (including gynecologic surgery) in which overnight call and participation
in urgent or emergent situations are of educational value. In these settings, students should
be dismissed after morning duties are completed.
2. It is recommended that students have one day free of clinical responsibility per week, averaged
over one month in order to study. Clerkship directors should stipulate the rules for their
individual clerkship in their orientation material.
• These days off may include any weekend days that are free of clinical activity (e.g. students
on ambulatory rotations with weekends off will not receive additional week days free of
clinical duties.
• Students are expected to attend all required rotation specific non clinical activities
(including but not limited to didactics, small group sessions and preceptor groups) even if
that formal educational experience falls on a student’s day free of clinical duties.
3. Specific daily work schedules will vary by clerkship, and are most appropriately determined
by the clerkship director.
Duty Hours Policy
Fourth Year Students:
The guidelines above do not apply to fourth year medical students. For 4th year students on subinternships,
ACGME duty hour guidelines are appropriate.
37

Holiday Policy for Medical Students
Holiday Policy
Considerable variation has occurred regarding the granting of major holidays off to students.
Due to this variability, the Pritzker School of Medicine adopted a policy for holidays recognizing
official university holidays in July of 2004. Over a year of experience with this policy confirms
that certain issues remain problematic. Specifically, given the limited clinical exposure of students
to certain clerkships, and that the bulk of that exposure occurs during intensive patient care
periods when students are “on-call” or “post-call” with their respective resident and/or attending
teams, a holiday can often compromise the learning experience for certain students. In addition,
the original policy only referred to official university holidays, with no mention of time off for
religious holidays, or other national holidays that may be observed by students. Likewise, the
original policy did not account for student requests for time off on non-holidays for personal/
family reasons. Because of these reasons, the Curriculum Review Committee (CRC) Working
Group on Student Duty Hours recommends the adoption of a “Flexible Holiday and Leave”
policy to allow students greater flexibility with the requests that they make for time off, while
preserving student clinical exposure during a rotation.
The Flexible Holiday Policy includes the following:
While students are participating in third year core clerkships, they are expected to participate in
routine education or patient care activities whenever their assigned resident and/or attending team
is on duty (i.e. on-call, post-call, etc.). The only standard exception to this is Thanksgiving Day
when all students will have the day off. The day after Thanksgiving is not an official holiday and
students should assume they will participate in all clinical activities on that day unless explicitly
told otherwise by the team leadership.
Before the clerkship begins, students may make a request to their clerkship director that they are
off on a specific day for legitimate purpose (i.e. observing a national or religious holiday, personal/
family conflict, etc.). These requests will be evaluated and processed by the clerkship director on
a case by case basis.
Please note that this holiday policy does not refer to 4th year students on sub-internships who will
be expected to work the schedule of an intern on their respective team. In addition, Christmas
Day and New Year’s Day fall during winter break and therefore automatically off.
Resources & School Policies:
pritzker.uchicago.edu/current/students/policies.shtml
38

DIGITAL MEDIA USAGE POLICY
The University of Chicago Policy on Audio and Video Recording on Campus can be found in
the Student Manual at: studentmanual.uchicago.edu & studentmanual.uchicago.edu/petitions
Audio and Video Recording on Campus
Public Lectures and Less Formal or Pedagogical Presentations
“Public” lectures or talks are to be distinguished from lectures that are either part of or closely
associated with courses, workshops, or other organized instructional activities. Typically, “public”
lectures will be those where the speaker presents in her professional role as a scholar or expert,
rather than as a teacher. Public lectures also should be distinguished from settings in which it is
customary to present work-in-progress: the kind of thing that might be marked, “Please do not
quote.” Thus, just because a lecture is advertised within a department does not make it public.
Lectures and Presentations by Guests
Units of the University that sponsor public lectures by invited outside speakers often record the
lectures. Unless written permission has been obtained from the speakers, however, the sponsoring
unit, and the University, will not have the right to distribute or disseminate these recordings.
Without this right, these recordings have limited usefulness.
Therefore, permission to record and to make use of the recording should be obtained using
a permission form prepared by the Office of Legal Counsel which is available online at:
lib.uchicago.edu/copyrightinfo & lib.uchicago.edu/copyrightinfo/pubdomain.html
Lectures and Presentations by University Faculty Members and Academic Staff
The circulation or publication of the text of “public” lectures by University faculty or academic staff
has long been considered normal and unproblematic; at the same time any reservation or refusal
expressed by the presenter has always been respected. Consistent with this practice, public lectures
by University faculty and staff may be recorded and used by the University, subject to University
policy. The University may use for non-commercial purposes recordings of public lectures or
presentations delivered by its employees within the scope of employment, even if copyright
ownership is ceded to the author(s). Concomitantly, ONLY the University, acting through the
appropriate University officials, has the right to make and use recordings of the faculty’s public
lectures on campus unless special arrangements are made with the University. In keeping with past
practice, any reservation or refusal expressed by the faculty member should be respected.
Classroom Activity and Non-“Public” Lectures
Recording classroom activities or informal talks may be useful for some purposes. Units should
be thoughtful about setting their own policies within the broad framework of University
guidelines and expectations, to ensure that the act of recording does not impede expression or class
participation and that the recording is not misused.
Digital Media Usage Policy
Members of the faculty may record, or have recorded, their own classes for their personal use or
for the purpose of exchange with colleagues, e.g., for the purpose of developing or demonstrating
pedagogical skills.
39

Digital Media Usage Policy
Instructors may permit a student to record a class session for the convenience of the student, for
the benefit of another student who is unavoidably absent, or as part of an accommodation for
a student with a disability. Students must understand that under University policy, permission
given by a member of the faculty to record a class is limited to permission to record for personal
use only. It is, for example, never permissible to copy, file-share, sell, distribute, or Web-serve
such recordings. Members of the faculty who believe that their classes are being inappropriately
recorded, or that recordings are being misused, should contact their Dean of Students.
The University may from time to time wish to record, preserve, or disseminate the exemplary work
of distinguished colleagues in the classroom or lecture room. When the University undertakes to
make recordings of this sort, it will secure appropriate permissions.
University policies do not permit members of the faculty to “publish” recordings of their classroom
or lecture room efforts, or to grant to others the right to distribute recordings, in any medium, of
teaching or lecturing undertaken in fulfillment of teaching assignments, without prior approval
by the Provost. The University has a sufficient interest in the intellectual property (Statute 18 and
New Technology policy) and in the University’s reputation to justify its setting this limitation on
what a member of the faculty may do. Moreover, there is a potential conflict of commitment: a
teacher may feel some pressure to modify what or how he teaches to make it more marketable.
Recordings by Student Groups (RSO or Other Recognized Groups)
Recordings by student groups of University events, academic or non- academic, may be made only
with the consent of a cognizant official of the University. RSO’s should seek consent to record
from the Office of the Reynolds Club and Student Activities and other student groups (whether
recognized or not) should seek permission from their dean of students. After permission has been
given, the students are then responsible for securing appropriate permissions from performers,
speakers, and participants. Such recordings and any derivatives made from them are the property
of the University. Students may not copy, make derivatives from, distribute, or disseminate such
recordings in any medium without the permission of the University. By longstanding policy, the
University asserts no copyright in creative work such as film or video that is authored by students
or student groups using resources normally available to them. Video or audio content posted on
the internet may only utilize the Pritzker or University of Chicago name with the written approval
of the Dean’s office.
Copyright of Recordings
Recordings made at the University should be marked, “Copyright [date], The University of
Chicago.” While the copyright of the recording is in the name of the University, the author of the
underlying recorded work retains all applicable rights to that work. As is the case with University
publications, Websites, and other similar properties, recordings should carry the copyright of the
University and not the individual unit.
YouTube or Other Types of Posting of Recordings
Students should not use the full University of Chicago Pritzker School of Medicine name or logo
in videos of student productions (senor skit, talent shows) unless they receive permission from
James Woodruff, MD (Associate Dean of Students) and Rebecca Silverman (rsilverman@bsd.
uchicago.edu). Students should get permission to post the video from all classmates who appear
in the production before posting online.
40

Student Use of the Pritzker Graphic Identity
Student Organizations
When creating an item for a student organization (apparel, tote bag, travel mug, etc.) with the
Pritzker name included, students should also include the official Pritzker logo on some visible
portion of the item. The logo should not be warped, nor should it be manipulated so as to
include only a portion of the complete logo. T-shirts, specifically, should include the Pritzker
logo on the back of the shirt. Contact Rebecca Silverman (rsilverman@bsd.uchicago.edu) with
logo requests and for Pritzker approval of the item.
Scholarship Use
When presenting a scholarly poster highlighting research work, students may use the official
Pritzker logo on the poster to indicate an affiliation with the institution. If a student is presenting
a poster on Pritzker-sanctioned student-related activities or volunteer work (e.g. JOURNEES),
he/she may also use the Pritzker logo. Contact Rebecca Silverman (rsilverman@bsd.uchicago.edu)
with logo requests.
Additional Media Usage Information:
pritzker.uchicago.edu/current/students/GraphicIdentityPolicy.shtml
For further information about Graphic Identity and media usage, please contact: Rebecca
Silverman (rsilverman@bsd.uchicago.edu)
Specific Issues for Students in the Pritzker
School of Medicine in addition to the
University Policy:
1. Patient experiences (both real and simulated) cannot be recorded by any student’s personal
recording device.
2. While in the presence of patients [either real or simulated], students cannot have devices
with audio or video-recording ability in view of the patient.
3. Video-taped encounters with students and standardized patients in any clinical skills or
clerkship experience cannot be publicized on any personal website, media-share site social
networking site or used in the context of a student-run skit or performance.
4. Students may not post content of lectures (video or audiotaped) on the internet.
5. Any recorded material posted on the internet must have the written consent of all
participants in the material.
6. Recording in violation of this policy may subject you to personal criminal and civil liability
under the Illinois Criminal Code and common law.
7. Students should not use the full University of Chicago Pritzker School of Medicine name or
logo in videos of student productions unless they receive permission (see YouTube or Other
Types of Posting of Recording on page 40).
8. Permission is needed from the Pritzker School of Medicine for any use of the University of
Chicago Graphic Identity (including the Pritzker School of Medicine Identity).
Digital Media Usage Policy
41

MEDICAL CENTER POLICIES
The Medical Center has many important polices with which student should become familiar.
UCMC Intranet Home Page:
home.uchospitals.edu
Medical Center Policies
Policies and Procedures Portal:
home.uchospitals.edu/portal/dt?TabEmpTools.
setSelected=PagePolicyProc&last=false&JSPTabContainer.setSelected=TabEmpTools
All Policies:
services.uchospitals.edu/sites/PoliciesAndProcedures/SitePages/Home.aspx
frontline.mcis.uchicago.edu/admin/hsp_
pp.nsf/110c44d662f7a775862565ad005de7b7?OpenView
HIPPA:
hipaa.bsd.uchicago.edu
frontline.mcis.uchicago.edu/admin/hsp_pp.nsf/
a02d2ea9a573214b86256d43006fe32f?OpenView
services.uchospitals.edu/sites/PoliciesAndProcedures/HIPAA%20Privacy/Forms/AllItems.aspx
Safety Policy:
safety.uchicago.edu
home.uchospitals.edu/portal/dt?JSPTabContainer.
setSelected=TabQualitySafety&last=false&TabQualitySafety.
setSelected=hiddenPageQualitySafety
Document hyperlinks are active at time of printing.
42

MEDICAL STUDENT
PERFORMANCE EVALUATION (MSPE)
Information provided in the MSPE
The Pritzker School of Medicine provides each student with a MSPE letter when applying for
post-graduate training to supplement the transcript.
The letter is intended to provide a fair summary of student performance. It includes a review of
student’s academic history, including a summary of the clinical skills sequence, third-year clerkship
summaries and the listing of the clerkship internal designators. The Pritzker School of Medicine
retains some latitude in editing departmental comments in order to provide accurate information
about student performance. Any disciplinary sanctions imposed during medical school will
be included in the MSPE. The MSPE will include information about required remediation of
academic performance, as appropriate. Pritzker-sponsored honors and awards, participation in
research projects, community service work, summer activities and other relevant activities may
be mentioned. Reference to academic performance during the basic science years will occur when
warranted.
The Pritzker School of Medicine does not use a numeric ranking system. Generalized descriptors
given to each student including “exceptional performer,” “outstanding,” “excellent,” “very good,”
and “good” are based on the student’s performance in the third year. The MSPE appendix includes
two graphs showing 1) the distribution of clerkship internal designators within the class and 2) the
distribution of summary designators within the class.
MSPE
43

Medical Student Performance Evaluation Sample
MEDICAL STUDENT PERFORMANCE EVALUATION
JACK DOE
October 1, 2014
Identifying Information
Jack Doe is currently a fourth year medical student at the University of Chicago Pritzker School
of Medicine in Chicago, Illinois.
Unique Characteristics
Undergraduate Experience:
Jack Doe entered the Pritzker School of Medicine having completed a highly successful program
at the University of Michigan where he double-majored in Psychology and Genetics, graduating
with honors and Phi Beta Kappa distinction (2005-2009).
MSPE
Graduate School Experience:
Following his undergraduate years of undergraduate studies, Jack Doe went on to complete a
Masters of Science Program in Psychology at the University of Michigan (2009-2011).
Medical School Experience:
Jack Doe matriculated at the University of Chicago Pritzker School of Medicine in 2011 and has
distinguished himself in the following activities as a medical student:
Scholarship and Discovery: As a part of the Pritzker curriculum, all students are required to
participate in Scholarship and Discovery, a longitudinal scholarly program that incorporates core
coursework, research, electives, service activities, and dissemination of scholarship with the goal
of providing each student with an advanced level of knowledge and expertise in a given track.
Jack Doe selected the Quality and Safety Scholarship track through which he investigated the
topic of “Quality of Care for Hospitalized Vulnerable Elders and Post-Discharge Mortality.” To
complete the Quality and Safety Scholarship track, students may also enroll in quality and safety
elective courses and complete online learning modules from the Institute for Healthcare
Improvement to further enrich their understanding of quality and safety scholarship.
Most Significant Research Experience: Following his first year of medical school, Jack was
selected to participate in the NIH-funded Pritzker Summer Research Program. Throughout this
eleven-week program, Jack worked closely with a faculty mentor from the Department of
Medicine on research post-discharge mortality amongst elderly patients. His interest in the topic
led Jack to continue on with the research team to complete the requirements of the Scholarship
and Discovery curriculum. His findings were disseminated broadly, first to the regional Society
of General Internal Medicine Conference where he delivered an oral presentation and to the
regional Society of Hospital Medicine Conference where won the award for best Clinical
Science Poster. He also presented his work at the national Society of Hospital Medicine
Conference in Dallas where he was awarded Best Research Poster, becoming the first student to
44

win the award. He was first author on the publication in the Archives of Internal Medicine, and
the research has been featured in the Chicago Tribune, LA Times, Wall Street Journal This
Morning, Fox News, and The Doctors Channel.
Most Significant Leadership Experience: Jack is currently a Fourth Year Student Leader of the
Huggins Advising Society. In this leadership role, Jack works closely with faculty advisors to
develop and implement social and peer mentoring events on a quarterly basis.
Most Significant Service Experience: For the past three years, Jack has served as an active
volunteer and member of the executive board of the New Life Volunteering Society Free Health
Clinic (NLVS). This clinic is a collaborative effort run by medical students from all six different
medical schools in the Chicago area. Jack most recently served as treasurer of the student board.
In this role, he coordinated grant submissions and fundraising events. Jack’s work with NLVS
has spurred correlating research on the subject of health care clinics, and he is currently
conducting projects on the “Impact of Shared Medical Appointments on Health Care Access and
Patient Satisfaction in a Group of Urban Uninsured Minority Patients,” with the support of both a
Fentress Fellowship and the Arnold P. Gold Foundation Student Summer Fellowship.
Academic History
Transfer student: Not applicable
Initial Matriculation in Medical School: August 2011
Expected Graduation from Medical School: June 2015
Extensions, Leave(s) of Absence, Gaps or Breaks: Not applicable
Dual/Joint/Combined Degree: Not applicable
Selected Honors/Awards
The Calvin Fentress Research Fellowship Award, 2014-2015: The Calvin Fentress Awards are
named for a grateful patient whose family and friends provided the funds in his memory. The
purpose of the award is to recognize and encourage research activities by senior medical
students. The research may be either a continuation of prior research work or a new research
project. Students spend at least three months in full-time research and present their research at
the Annual Senior Scientific Session. Ten students, including Jack Doe, were selected to receive
the competitive Fentress Research Fellowships in 2014-2015.
MSPE
Membership in the Gold Humanism Honor Society (GHHS), 2014. The GHHS honors senior
medical students for “excellence in clinical care, leadership, compassion, and dedication to
service.” Election to the GHHS is a significant achievement and demonstrates Jack Doe’s
superior commitment to the fundamental values that underlie the medical profession.
Teaching Assistant for Clinical Pathophysiology and Therapeutics, 2014. Jack Doe’s selection
to serve as a Teaching Assistant for the winter/spring 2015 Clinical Pathophysiology and
Therapeutics course is an honor only offered to the top 25 students of the class and demonstrates
his mastery of a curriculum which integrates both the basic and the clinical sciences.
45

Academic Progress
Preclinical/Basic Science Curriculum:
The Pritzker School of Medicine uses a Pass/Fail grading system. Jack Doe received passing
grades in all courses in Years 1 and 2.
The following summary evaluation was submitted regarding Jack Doe’s performance in the two
year Clinical Skills course sequence:
“Jack was advanced in his presentation skills beyond the level of a second-year medical student.
He presented his patients in an extremely clear and crisp manner, demonstrating his ability to
organize his thoughts and arrange the patient's information in a logical way.”
Core Clinical Clerkships and Elective Rotations:
The following clerkship summaries are presented in chronological order.
MSPE
Clerkship # 1 – SURGERY (HIGH PASS):
Jack Doe’s overall performance in the Surgery Clerkship was excellent. Jack had a strong
understanding of the scientific basis of medicine and easily applied it to the daily practice of
medicine. Jack had excellent clinical skills that he applied on a daily basis. His H and Ps were
thorough. Jack communicated well with patients and their families. He had strong clinical
reasoning and problem solving skills. He conducted himself in a professional manner at all times.
Jack worked well with the residents while he was on service. He also worked well with the
members of the team. He studied a lot on the rotation and was self motivated. He had an
excellent basic science foundation and was obviously reading appropriately for the rotation. Jack
was an excellent student while on the surgery rotation. He took the initiative to read and research
on his own. He will make a good resident and physician.
Clerkship # 2 – OBSTETRICS & GYNECOLOGY (HIGH PASS):
Jack Doe’s overall performance in the Obstetrics & Gynecology Clerkship was excellent. Jack
was clearly reading and was interested in expanding his knowledge base. He had a good
understanding of the fundamentals of OB/GYN, particularly anatomy and embryology. His
application of this knowledge to clinical medicine will improve with more clinical experience.
Jack performed good physical exams in labor and delivery, and his H and Ps in the outpatient
setting were excellent. His procedural skills were still tentative but will improve with practice.
Jack had an excellent bedside manner and communicated well with patients. His presentations
were excellent. His ability to relate clinically accurate information to patients improved
significantly during the rotation. He was very receptive to feedback. Jack asked good questions
and showed initiative in increasing his clinical knowledge. His clinical reasoning skills
developed during the rotation. With practice, he will be able to draw on his considerable medical
knowledge in clinical applications. Jack was very sensitive to patient needs and professional in
his interactions. He was mature and calm, and had an excellent demeanor. Jack did everything
asked of him on the wards and was a good team player. As his comfort and familiarity with
clinical settings increases, he will become more effective and efficient. He was a hard worker
who was uncomplaining. Jack performed at a level expected of a new student learning the
rhythms of a clinical service. He was well-read and clearly understood the concepts behind
clinical management. As he practices mobilizing this knowledge in the clinical setting, he will
46

ecome an excellent clinician. Jack connected well with his patients, had an excellent bedside
manner, and a clear desire to learn. He will develop into a compassionate, effective physician.
Clerkship # 3 – PSYCHIATRY (PASS):
Jack Doe’s overall performance in the Psychiatry Clerkship was very good. Jack was able to
contextualize patients in their social setting as a way to further enhance their care. He gave an
excellent overall presentation on his oral exam. He was very well organized and thorough. He
expressed interest in psychiatry. He has the potential to make a good psychiatrist. He performed
very well clinically. Jack is a naturally sensitive student whose quiet and perceptive nature
combined with his love of public policy would make him a wonderful asset to our field.
Clerkship # 4 – FAMILY MEDICINE (HIGH PASS):
Jack Doe’s overall performance in the Family Medicine Clerkship was excellent. Jack had an
intense curiosity about the science of medicine. His ability to elicit pertinent physical findings
was appropriate and his patient presentations were satisfactory. His other communications were
consistently professional. Jack was able to demonstrate appropriate clinical reasoning. With
added emphasis on organization Jack will continue to improve in this regard. His demeanor was
consistently professional. Jack was responsive to requests for patient-focused reading. He
explored many topics that we discussed. His self-directed learning was satisfactory. Based on an
adequate clinical performance, a very good performance on his written assignments, Jack earned
a grade of High Pass for the Family Medicine Clerkship.
Clerkship # 5 – PEDIATRICS (HONORS):
Jack Doe’s overall performance in the Pediatrics Clerkship was outstanding. Jack was able to
discuss a surprisingly wide variety of medical diagnoses intelligently. He was very well read and
knowledgeable. He performed outstanding histories and physicals that were thorough, pertinent,
and never missed a beat. Jack was very well liked by both patients and clinic staff, and was
always eager to pitch in and help anywhere help was needed. Jack covered one patient with a
failure to thrive and a cow's milk protein allergy. This was a complex case with multiple services
involved, but Jack eagerly accepted the diagnostic challenges presented by the case. From day
one, his presentations were thorough and organized. He practiced medicine with integrity and set
a high standard for himself (and met it). He poured his heart into patient care, making certain that
he was up to date on their needs and concerned about how they were progressing. Jack went out
of his way to pick up additional patients after his own patients were discharged. This really
showed self-direction and dedication. Jack’s outpatient attending wrote, "I am confident he will
be a fine clinical physician and would encourage him to consider pediatrics." Jack did an
outstanding job on this rotation. He was very bright and driven, and really produced results. Jack
will be an outstanding physician.
MSPE
Clerkship # 6 – INTERNAL MEDICINE (HIGH PASS):
Jack Doe’s overall performance in the Internal Medicine Clerkship was excellent. Jack showed
an excellent understanding of the application of basic science to the clinical practice. He was
hard working, motivated, and thorough. Overall, he operated at an above average level. Jack was
professional, empathetic, diligent, and very easy going. Jack was a very articulate young man
who communicated very well with everyone. He had good clinical reasoning skills and
47

demonstrated these skills on rounds several times. He always had an extensive differential
diagnosis and an appropriate diagnostic decision making plan. He had excellent professionalism
and performed well as a team member. Jack read voraciously, and he often consulted resources,
even on rounds. Jack was inquisitive and did very well on the rotation.
Clerkship #7 – Neurology (HIGH PASS)
Jack Doe’s overall performance in Neurology was excellent. Jack was a strong performer in his
Neurology clerkship, exhibiting mastery of basic clinical skills in the neurological history and
examination, and demonstrating the ability to adequately analyze a neurological case. His adult
ward attending stated that he clearly gained experience during the week on the ward and that his
reasoning and knowledge improved each day. He presented a history and physical write-up that
included a well-reasoned analysis of the differential diagnosis of the cause of a recurrent
subcortical stroke. He was poised and always conducted himself professionally. He was a strong
student in the neurology clerkship, garnering high ratings from clinical attendings and
performing quite well in the evaluation of standardized patients. He is developing into an
excellent physician.
Summary
MSPE
Clerkship Grades:
(H=Honors; HP=High Pass; P=Pass)
Clerkship #1 – Surgery: HP
Clerkship #2 – Obstetrics & Gynecology: HP
Clerkship #3 – Psychiatry: P
Clerkship # 4 – Family Medicine: HP
Clerkship #5 – Pediatrics: H
Clerkship #6 – Internal Medicine: HP
Clerkship #7 – Neurology: HP
Jack Doe is an excellent candidate for your residency program. He possesses a sound fund of
knowledge, which adeptly translated into his clinical reasoning skills. Jack’s curiosity led him to
do extensive outside reading, which proved to be a great asset while on rounds. Jack assimilated
easily into the patient care team, went above and beyond what was expected of him and treated
his patients with great care, patience, and empathy.
The following comments were made about Jack Doe’s professionalism:
• “He conducted himself in a professional manner at all times.”
• “Jack was very sensitive to patient needs and professional in his interactions. He was
mature and calm, and had an excellent demeanor.”
The following comments were made about Jack Doe’s initiative and enthusiasm:
• “He studied a lot on the rotation and was self motivated.”
• “He read a great deal about his patients. Jack was absolutely wonderful to work with and
went the extra mile to become familiar with patient and family issues.”
The following comments were made about Jack Doe’s compatibility with the team:
• “Jack was a good team player and was always willing to pitch in and help.”
48

• “Jack worked well with the residents while he was on service. He also worked well with
the members of the team.”
Jack has been able to accomplish a nice balance throughout his medical school career. Jack’s
membership in the Gold Humanism Honor Society, a selection made by his peers, indicates the
compassion and kindness he employs when dealing with patients. His contributions to the school
through his substantial and continued service activities and clinical research also reflect this
commitment. Jack’s clinical performance makes clear his effective communication style—he is a
good listener, a motivated learner, willing to accept and utilize feedback, and an articulate
participant in the medical setting. Our overall evaluation of Jack Doe’s performance in mastering
the competencies of our curriculum demonstrates that he is an excellent candidate for your
residency training program.
The University of Chicago’s evaluation system was not designed to provide information
comparing one student to another and for that reason no ranking or categorization regarding
Jack Doe can be provided. The grading system is pass/fail and there are no class rankings. The
curriculum has been designed for a competency-based evaluation system. The students are
measured by their achievement of the competency, not in terms of comparative performance.
Descriptors provided for the 3 rd year clerkships reflect the degree to which Jack Doe has
attained the competencies taught in that clinical experience. For that reason, we encourage
review of this evaluation letter in its entirety.
Sincerely,
H. Barrett Fromme, MD, MHPE Holly J. Humphrey, MD, MACP
Associate Professor of Pediatrics
Ralph W. Gerard Professor in Medicine
MSPE Director, Pritzker School of Medicine Dean for Medical Education
MSPE
Attachments: MSPE Appendices
49

Medical Student Performance Evaluation
Appendices
Appendix A – Pre-Clerkship/Basic Science Performance
The University of Chicago Pritzker School of Medicine has a Pass/Fail System. Therefore,
no graphic representation of the student’s performance relative to his or her peers in preclerkship/basic
science courses can be provided.
MSPE Appendices
Appendix B – Clinical Clerkship Performance
The University of Chicago Pritzker School of Medicine has an official Pass/Fail System for
all seven required clerkships in the third year:
• Internal Medicine (12 weeks, including a Radiology component)
• Surgery (12 weeks, including 2 weeks Perioperative Care)
• Pediatrics (6 weeks)
• Obstetrics and Gynecology (6 weeks)
• Psychiatry (4 weeks)
• Family Medicine (4 weeks)
• Neurology (4 weeks)
During the third year, students are given internal grades for the seven required core clerkships
(Honors, High Pass, Pass, or Fail) based on the extent to which they meet or exceed a given
competency. In each of these clerkships, clinical performance is evaluated by the clerkship
directors as to the extent to which the student achieves the performance objectives of the
clerkship. Accordingly, this evaluation system does not assume a normal distribution of grades.
The distribution of the internal designators by clerkship for the Class of 20XX is outlined below.
Family
Medicine Medicine Neurology OB GYN Pediatrics Psychiatry Surgery
Honors 74% 62% 44% 42% 73% 37% 68%
High Pass 26% 36% 50% 54% 27% 50% 25%
Pass 0% 2% 6% 4% 0% 13% 7 %
Total 100% 100% 100% 100% 100% 100% 100%
Because the third-year core clerkships do not conclude until June 30, the University of Chicago
Pritzker School of Medicine is not able to capture performance evaluation data from fourth-year
clinical electives and sub-internships in time to report prior to the MSPE release date.
50

80%
70%
74%
University of Chicago Pritzker School of Medicne
Class of 20XX Clerkship Distribution
73%
68%
60%
50%
62%
44%
50%
54%
50%
40%
36%
37%
30%
26%
42%
27%
25%
20%
10%
0%
0%
Family
Medicine
2%
Medicine
6%
Neurology
OBY GYN
0%
Pediatrics
Honors High Pass Pass
4%
13%
Psychiatry
Surgery
Appendix C – Professional Attributes
The University of Chicago Pritzker School of Medicine has a Pass/Fail System. Professional
attributes are considered in the Pass/Fail designation and addressed in the clinical
performance evaluation summaries prepared by the Clerkship Directors. Therefore, no
graphic representation of the students’ professional attributes relative to his or her peers can
be provided. Professional attributes assessed in the clerkships include the extent to which
students:
• Demonstrate enthusiasm, interest, and self-motivation
• Pursue self-directed learning
• Exhibit responsibility, integrity, and caring in establishing trusting relationships
with patients and family members
• Interact appropriately and respectfully with other health professionals
• Are punctual and prepared
7%
MSPE Appendices
51

Appendix D – Overall Comparative Performance
The Pritzker School of Medicine has a Pass/Fail System. However, in evaluating our students
for residency, students receive a summary designator based on their performance during their
clerkship rotations. Below is the distribution of these designators for the Class of 20XX.
MSPE Appendices
Exceptional .........................32.5%
Outstanding ........................25.3%
Excellent ...........................37.4%
Very Good ..........................4.8%
Good ................................0%
Acceptable .............................0%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Class of 20XX Summary Designator Distribution
32.5%
Appendix E – Medical School Information Page
Specific Programmatic Emphases of the Medical School and its Educational Programs
25.3%
Exceptional Outstanding Excellent Very Good
Mission Statement: “At the University of Chicago, in an atmosphere of interdisciplinary
scholarship and discovery, the Pritzker School of Medicine is dedicated to inspiring diverse
students of exceptional promise to become leaders and innovators in science and medicine for the
betterment of humanity.”
37.4%
4.8%
Pritzker traditionally attracts and recruits culturally diverse student leaders with strong academic
backgrounds and personal accomplishments. The curriculum emphasizes the importance of
humanistic care and skills of critical analysis. Pritzker operates on a Pass/Fail grading system to
encourage students to develop teamwork skills, to discover and develop their unique talents, and
to promote cooperative learning through focused curricular and co-curricular activities.
These medical education programs include the following:
• Integration of basic science and clinical medicine across the four years of the curriculum.
• All students except those who matriculated prior to 2009 and those who graduate with a joint/
dual degree participate in a four-year longitudinal curriculum designed to provide enhanced
training in fundamental concepts and scholarly skills. The cornerstone of Scholarship
52

& Discovery is the completion of a mentored scholarly project by the time of graduation,
focusing on one of the following scholarly tracks: Scientific Investigation: Basic Science,
Scientific Investigation: Clinical Research, Scientific Investigation: Social Science Research, Medical
Education Scholarship, Quality & Safety Scholarship, Community Health Scholarship, and Global
Health Scholarship. Guidance is provided by core faculty during the first-year Scholarship
& Discovery Course 1A, B, C. Throughout subsequent years, students also participate in
activities related to their scholarly track. Examples of such activities include advanced elective
coursework, conference participation, or track specific activities (i.e. a service-learning project
for Community Health, out-of-country rotations for Global Health, serving as a Teaching
Assistant for Medical Education, etc.). During the fourth year, students either complete their
scholarly project or continue their advanced training in their scholarly area with guidance from
faculty Track Leaders. All students are encouraged to disseminate their work at the Pritzker
Senior Scientific Session and share their findings to a broader regional and national audience
whenever possible.
• Summer research training supporting approximately 76 percent of the students to extend their
research aptitudes before entering second year medicine, and to continue research throughout
their medical education to help inculcate and disseminate the scientific basis of medicine.
• Clinical experiences with patients and standardized patients beginning the first week of medical
school aided by the formative feedback provided by review of videotaped patient encounters
with full-time faculty preceptors.
• A comprehensive group of required core clerkships beginning in the third year and combining
ambulatory and inpatient experiences taught by full-time faculty together with highly selected
residents to promote and model clinical proficiency.
• Web based programs and instruction in academic computing and medical informatics to
integrate curricular and co-curricular educational programs.
• Opportunities to participate in MD/PhD and MD/JD programs, master degree programs
(MBA, AM, MS) and research “year out” experiences
• An extensive array of co-curricular activities that provide the arena for students to develop
further their altruism, collegiality, leadership, and professionalism.
• Integration of humanism in medicine through programs such as the First Year Orientation and
White Coat Ceremony, Gold Humanism Honor Society Induction Ceremony, and Student
Clinician Ceremony. In these and other student programs, upperclassmen and residents model
a mentoring demeanor promoting collegial approaches to medical education.
MSPE Appendices
53

Average Length of Enrollment (Initial Matriculation to Graduation)
The average duration of enrollment was approximately 4.5 years.
MSPE Appendices
Of the 83 students anticipated to be in the graduating Class of 20XX:
• 5 students completed joint MD/PhD training, which added an average of 4 years to their
medical education. One of the five students completed all of her graduate work prior
to clinical training; this student’s years as a graduate student were not factored into our
average.
• 2 other students obtained joint degrees in other disciplines including one student who
completed a Master’s of Arts at the University of Wisconsin, studying the History of
Science, Medicine, and Technology. The other student completed a Master’s of Science
at the University of Chicago. Two additional students are anticipated to receive degrees
later in the academic year: one will receive a Master’s of Business Administration from the
University of Chicago Booth School of Business, another will receive a Master’s of Public
Health from Harvard University.
• 12 students participated in additional scholarly and clinical experiences for one to two
years. Two students received fellowships from the Howard Hughes Medical Institute
and one student received the Clinical Research Training Fellowship from the National
Institutes of Health. One student chose to study international health through the
Schweitzer Fellowship in Gabon, and another was selected to participate in the CDC
Applied Epidemiology Fellowship. Another chose to work on the development of a
proprietary medical device. The six remaining students completed research with faculty
mentors.
• 1 student chose to decompress her fourth year so as to spend more time with her family
and have a second child.
Guidelines for Medical Schools Regarding Academic Transcripts
The Pritzker School of Medicine is compliant with the AAMC “Guidelines for Medical Schools
Regarding Academic Transcripts.”
Description of the Evaluation System Used at This Medical School
Please see Appendix A, B, C, and D.
AΩA Membership
Membership in AΩA is considered for senior students, and is strongly influenced by academic
performance and scholarship, participation in research, leadership in co-curricular activities, and
character as evidenced by their professional behavior.
Medical School Requirements For Successful Completion of the USMLE Step 1 and Step 2 for
Promotion and/or Graduation
To graduate from the University of Chicago Pritzker School of Medicine, students must have
registered and taken Step 1, Step 2 (CK) and Step 2 (CS) of the USMLE exam. Passing the exams
is not required for graduation.
54

Medical School Requirements for Successful Completion of Objective/Observed Structured Clinical
Evaluation (OSCE) at Medical School
Observed Structured Clinical Evaluations (OSCEs) are used for formative feedback during the
course and assessment in the final exams of the Clinical Skills courses in the first and second
years. Following the third year, all students participate in a required Clinical Performance Exercise
(CPX) which simulates USMLE Step 2-CS. The CPX experiences are for self-assessment and
feedback but passing is not a requirement for promotion or graduation. Students participating
in the Neurology, Obstetrics and Gynecology, and Family Medicine clerkships must also take
Objective Structured Clinical Evaluations.
Utilization of Narrative Comments from the Medical School Course, Clerkship, or Elective Director
in the Composition of the MSPE
The narrative comments from the seven required third-year clerkships have been edited for length
but not for content.
Process of MSPE Composition at the Medical School
The Medical Student Performance Evaluation is prepared by the Medical Student Performance
Evaluation Director. Administrative support is provided by the Residency Advising/
Communications Manager, the Operations Manager, and the Registrar.
MSPE Review by Students
Students at the Pritzker School of Medicine are permitted to review the MSPE letter in its entirety
prior to its transmission and can request changes for factual information only.
MSPE Appendices
55

RIGHTS OF STUDENTS
Policy on Treatment of Students
Policy on Unlawful Discrimination
& Sexual Misconduct
Statement of Policy
The Pritzker School of Medicine at the University of Chicago is committed to maintaining an
academic and clinical environment in which faculty, fellows, residents and students work together
freely to further education and research and provide the highest level of patient care, whether in
the classroom, the laboratory or the hospital and clinics. The School’s goal is to train physicians to
meet high standards of professionalism and practice in an environment where effective, humane
and compassionate patient care is demanded and expected. To this end, the School recognizes that
each member of the medical school community should be accepted as an autonomous individual
and treated civilly, without regard to his or her race, color, religion, sex, sexual orientation, sexual
identity, national or ethnic origin, age, disability or any other class protected by law. Diversity
in background, outlook and interest among faculty, fellows, residents, students and patients
inherent in the practice of medicine, and appreciation and understanding of such diversity, is an
important aspect of medical training. As part of that training, the School strives to inculcate values
of professional and collegial attitudes and behaviors in interactions among members of the School
community, and between these members and patients and their families.
The School has appointed two faculty members to serve as Ombudsmen to facilitate confidential
reporting of potential mistreatment and to raise awareness of appropriate standards of behavior
among the members of the medical school community.
Dr. Anne Hong (pager 9568)
Dr. Steven Zangan (pager 2816)
Additional Resource: pritzker.uchicago.edu/current/students/ombudsmen.shtml
Policy on Unlawful Discrimination &
Sexual Misconduct
Policy on Unlawful Discrimination & Sexual Misconduct*
*sexual misconduct includes sexual harassment, sexual assault, domestic violence, dating
I. Introduction
The University of Chicago is a community of scholars dedicated to research, academic excellence,
and the pursuit and cultivation of learning. Members of the University community cannot thrive
unless each is accepted as an autonomous individual and is treated without regard to characteristics
irrelevant to participation in the life of the University. Freedom of expression is vital to our shared
goal of the pursuit of knowledge and should not be restricted by a multitude of rules. At the
same time, unlawful discrimination, including harassment, compromises the integrity of the
University. It is the intention of the University to take necessary action to prevent, correct, and,
where indicated, discipline unlawful discrimination.
Sexual misconduct violates the law and the standards of our community, is unacceptable at
the University of Chicago, and may constitute a form of discrimination. Experiencing sexual
56

misconduct can be devastating to the person who experiences it directly and can adversely impact
family, friends, and the larger community. Regardless of the definitions provided below, people
who believe they have experienced any sexual misconduct are encouraged to report the incident
and to seek medical care and support as soon as possible.
II. Policy and Application
This policy is the basis for the University’s commitment to conform to the laws regarding
nondiscrimination, sexual harassment and other unlawful forms of harassment, sexual misconduct,
sexual assault, domestic violence, dating violence, and stalking. It applies to students and other
program participants, staff, postdoctoral researchers, faculty, and other academic appointees,
volunteers, as well as to anyone on whom the University has formally conferred a title, regardless of
employment status. The University provides education and prevention resources, offers numerous
support services and referrals for anyone who has experienced one of these crimes, encourages and
facilitates reporting and prosecution, and is committed to disciplining anyone who violates this
policy. The University may also investigate, and, if appropriate, adjudicate, alleged violations of this
policy reported by individuals outside the institution regarding individuals within the University
if, for example, the alleged violation occurred on University property. The University may also
investigate, and, if appropriate, adjudicate, alleged violations of this policy that occur off campus
between or among University-affiliated individuals if those alleged violations may create a hostile
educational or work environment for others.
III. Unlawful Discrimination and Harassment
Discrimination based on factors irrelevant to admission, employment, or program participation
violates the University’s principles. In keeping with its long-standing traditions and policies, the
University of Chicago considers students, employees, applicants for admission or employment,
and those seeking access to programs on the basis of individual merit. The University does not
discriminate on the basis of race, color, religion, sex, sexual orientation, gender identity, national
or ethnic origin, age, status as an individual with a disability, veteran status, genetic information
or other protected classes under the law. Such discrimination is unlawful.
Unlawful harassment based on one of the factors listed above is verbal or physical conduct that is so
severe or pervasive that it has the purpose or effect of unreasonably interfering with an individual’s
work performance or educational program participation, or that creates an intimidating, hostile,
or offensive work or educational environment.
A person’s subjective belief that behavior is offensive, intimidating or hostile does not make
that behavior unlawful harassment. The behavior must be objectively unreasonable. Expression
occurring in an academic, educational or research context is considered as a special case and is
broadly protected by academic freedom. Such expression will not constitute unlawful harassment
unless (in addition to satisfying the above definition) it is targeted at a specific person or persons,
is abusive, and serves no bona fide academic purpose.
Unlawful harassment includes same sex harassment and peer harassment among students, staff,
other academic appointees, postdoctoral researchers or faculty. Unlawful harassment by a faculty
member, instructor, or teaching assistant of a student over whom he or she has authority, or by a
supervisor of a subordinate, is particularly serious.
Policy on Unlawful Discrimination
& Sexual Misconduct
IV. Sexual Harassment and Misconduct
Sexual misconduct encompasses a range of conduct, from sexual assault (a criminal act that the US
57

Policy on Unlawful Discrimination
& Sexual Misconduct
Department of Education defines as sexual harassment) to conduct such as unwanted touching or
persistent unwelcome comments, e-mails, or pictures of an insulting or degrading sexual nature,
which may constitute unlawful harassment, depending upon the specific circumstances and
context in which the conduct occurs. For example, sexual advances, requests for sexual favors,
or sexually-directed remarks or behavior constitute sexual harassment when (i) submission to or
rejection of such conduct is made, explicitly or implicitly, a basis for an academic or employment
decision, or a term or condition of either; or (ii) such conduct directed against an individual
persists despite its rejection.
V. Sexual Misconduct and Definitions
The University’s definition of sexual assault encompasses the State of Illinois Criminal Code’s
terminology and definitions of both sexual assault (frequently referred to as rape) and sexual abuse.
The University incorporates the State’s definitions of several other important terms, including
domestic violence, dating violence and stalking; complies with the Campus Sexual Violence
Elimination Act (“SaVE Act”) provisions of the Violence Against Women Reauthorization Act
of 2013 (“VAWA”); and recognizes that sexual assault, domestic violence, dating violence, and
stalking are not gender-specific crimes. To aid searches, definitions are provided in alphabetical
order:
“Accused” means a person accused of conduct prohibited by this policy and does
not imply pre-judgment.
“Consent” is the freely given agreement to the act of sexual conduct or sexual
penetration in question. The lack of explicit consent does not imply consent.
The lack of verbal or physical resistance or the submission by the victim resulting
from the use of force or threat of force by the accused does not constitute consent.
The manner of dress of the victim at the time of the offense does not constitute
consent. A person who initially consents to sexual penetration or sexual conduct
is deemed not to have consented to any sexual penetration or sexual conduct
that occurs after he or she withdraws consent during the course of that sexual
penetration or sexual conduct.
Use of alcohol or drugs may impair an individual’s capacity to consent freely and
may render an individual incapable of giving consent.
The age of consent in Illinois is 17 but rises to 18 if the accused holds a position
of trust, authority, or supervision in relation to the victim.
“Dating violence” means the use or threat of use of physical, mental or emotional
abuse, or sexual violence by a person who is in a social relationship of a romantic
or intimate nature with the victim.
“Domestic violence” means harassment, interference with personal liberty,
intimidation of a dependent, physical abuse, or willful deprivation by a person
who is or was a family or household member of the victim. A family or household
member includes: a spouse, former spouse, parent, child, stepchild, or other
person related by blood or by present or prior marriage; a person who shares
or formerly shared a common dwelling; a person who has or allegedly has a
child in common or shares a blood relationship through a child; a person who
has a dating or engagement relationship; a personal assistant to a person with a
disability; and a caregiver, as defined in the Illinois Criminal Code of 2012.
58

“Force or threat of force” means the use of force or violence, or the threat of force
or violence, including but not limited to (1) when the accused threatens to use
force or violence on the victim or on any other person, and the victim under
the circumstances reasonably believes that the accused has the ability to execute
that threat or (2) when the accused has overcome the victim by use of superior
strength or size, physical restraint or physical confinement.
“Harassment” as a form of unlawful discrimination means verbal or physical
conduct that is so severe or pervasive that it has the purpose or effect of
unreasonably interfering with an individual’s work performance or educational
program participation, or that creates an intimidating, hostile, or offensive work
or educational environment.
“Harassment” for purposes of domestic violence is knowing conduct that is not
necessary to accomplish a purpose, would cause emotional distress to a reasonable
person and does cause emotional distress to the victim.
“Interference with personal liberty” is committing or threatening physical abuse,
harassment, intimidation, or willful deprivation to force a victim to engage in
conduct from which that person has the right to abstain, or to abstain from
conduct in which that person has a right to engage.
“Intimidation of a dependent” is subjecting a person who is a dependent because
of age, health or disability to participation in or the witnessing of physical force,
physical confinement or restraint of another person.
“Physical abuse” includes sexual abuse and means any of the following: (1) the
knowing or reckless use of physical force, confinement, or restraint; (2) knowing,
repeated, and unnecessary sleep deprivation; and/or (3) knowing or reckless
behavior that creates an immediate risk of physical harm.
“Responsible employee” means any faculty member, other academic appointee, or
staff member who would reasonably be expected to have the authority or duty to
report or take action to redress sexual misconduct.
“Sexual assault” means:
• An act of sexual penetration or sexual conduct by the use of force or threat
of force, including threatening or endangering the life of the victim or any
other person; or
• An act of sexual penetration or sexual conduct where the accused knew that
the victim was unable to understand the nature of the act or was unable to
give knowing consent; or
• An act of sexual penetration or sexual conduct with a victim who was under
age 17 when the act was committed, or with a victim who was under age 18
when the act was committed and the accused was age 17 or more and held a
position of trust, authority, or supervision in relation to the victim; or
Policy on Unlawful Discrimination
& Sexual Misconduct
• An act of sexual penetration or sexual conduct in which the accused delivered
(by injection, inhalation, ingestion, transfer of possession, or any other
means) to the victim without his or her consent, or by threat or deception,
59

and for other than medical purposes, any controlled substance.
Policy on Unlawful Discrimination
& Sexual Misconduct
“Sexual conduct” means any intentional or knowing touching or fondling by the
victim or the accused, either directly or through clothing, of the sex organs, anus,
or breast of the victim or the accused, or any part of the body of a child under 13
years of age, or any transfer or transmission of semen by the accused upon any
part of the clothed or unclothed body of the victim, for the purpose of sexual
gratification or arousal of the victim or the accused.
“Sexual penetration” means any contact, however slight, between the sex organ
or anus of one person and an object, the sex organ, mouth or anus of another
person, or any intrusion, however slight, of any part of the body of one person or
of any animal or object into the sex organ or anus of another person, including
but not limited to cunnilingus, fellatio, or anal penetration.
“Stalking” means a course of conduct (two or more acts) directed at a specific
person that would cause a reasonable person to fear for her or his safety or
the safety of a third person, or to suffer emotional distress. Stalking behavior
includes, but is not limited to: following a person; appearing at a person’s home,
work, or school; making unwanted phone calls; sending unwanted emails or text
messages; leaving objects for a person; vandalizing a person’s property; injuring a
person’s pet; and monitoring or placing a person under surveillance.
“Victim” means a person alleging to have been subjected to conduct prohibited
by this policy and does not imply pre-judgment.
“Willful deprivation” is the purposeful denial of medication, medical care, shelter,
food, or other assistance to a person who requires such things because of age,
health or disability, thereby putting that person at risk of physical, mental, or
emotional harm.
VI. Consensual Relations Between Faculty and Student Supervisors and Employees
Romantic relationships that might be appropriate in other contexts may, within a university,
create the appearance or fact of an abuse of power or of undue advantage. Because those who
teach are entrusted with guiding students, judging their work, giving grades for papers and
courses, and recommending students to colleagues, instructors are in a delicate position of trust
and authority. This teacher-student relationship must not be jeopardized by probable doubt
of intent, fairness of professional judgment, or the appearance to other students of favoritism.
Supervisory employment relations involve similar obligations of fairness and seeming fairness in
the management and evaluation of employees.
One of the tenets of our policy and our commitment to a climate free from sexual harassment
has been the view that it is unwise and inappropriate for faculty or other instructors who have
romantic relations with students to teach such students in a class, supervise them in research or
graduate work or recommend them for fellowships, awards, or employment, or for employees
who have romantic relations with employees under their supervision to maintain their supervisory
status.
Such romantic relationships may sometimes develop. Prudence and the best interest of students
and employees dictate that in such circumstances of romantic involvement, the faculty member,
instructor or supervisor should promptly report the relationship to the appropriate chair, dean or
60

supervisor, who will then help find other instructional or supervisory arrangements in a way that
safeguards the welfare of the student or subordinate. Such alternatives may include, for example,
ceasing to have the student take courses with the instructor or moving the subordinate employee
to a different reporting relationship. Faculty and supervisors should keep in mind that initial
consent to a romantic relationship does not preclude a charge of sexual harassment in the future.
VII. Important Principles
Confidentiality
The University of Chicago will make every reasonable effort to preserve an individual’s privacy
and protect the confidentiality of information related to unlawful discrimination, harassment,
sexual misconduct, sexual assault, domestic violence, dating violence, and stalking within the
parameters imposed by law. In order to notify the community about the occurrence of a serious
crime or pattern of crimes that might put the public at risk, the University may issue a safety
awareness alert (a brief description including time and location). The University is also required
by law to tabulate and annually report to the public statistics for sexual assault, domestic violence,
dating violence, stalking, and other crimes, as defined under federal law and the uniform crime
reporting system of the Federal Bureau of Investigation. 1
These statistics and the list of people to whom a crime may be reported for it to be included in the
statistics appear in the hard copy Common Sense publication and online at commonsense.uchicago.
edu. Neither safety awareness alerts nor campus crime statistics contain specific victim-identifying
information.
The confidentiality of disciplinary proceedings deserves special mention. Honoring the
confidentiality of disciplinary proceedings and their determinations is the responsibility of the
accused, the victim, the institution, and all others participating in or privy to those proceedings.
Institutional Obligation to Respond
Because sexual assault is a serious crime that may threaten the community as a whole, in some
instances the University may be obliged to pursue an alleged sexual assault through internal
disciplinary procedures without the cooperation of the individual alleging the assault. Always in
such instances, the University will inform the individual of its obligation to address a community
safety issue.
Non-Retaliation
The University prohibits retaliation against any person who exercises any rights or responsibilities
under this policy.
VIII. Prevention and Education Programs
The University provides numerous education programs and awareness campaigns to prevent
and promote awareness of sexual assault, domestic violence, dating violence, stalking, rape, and
acquaintance rape. In addition to covering the information addressed in this policy, these programs
will, among other things, provide information regarding options for bystander intervention, and
information on risk reduction strategies.
Policy on Unlawful Discrimination
& Sexual Misconduct
1 The crimes of domestic violence, dating violence and stalking were added by the SaVE Act provisions of VAWA
(effective March 7, 2014) as crimes reportable under the Jeanne Clery Disclosure of Campus Security Policy and
Campus Crime Statistics Act (“Clery Act”). Pursuant to the Clery Act, these crimes will be reported beginning with
the 2014-2015 Common Sense publication.
61

IX. Informal Resolution of Complaints that do not Involve Sexual Misconduct
Policy on Unlawful Discrimination
& Sexual Misconduct
The University’s procedures for handling incidents depend on the nature of the incident, the
relationship of the accused to the institution, and, to the extent possible, the wishes of the person
bringing forward the complaint. Under Title IX, the University has an obligation to investigate all
allegations of sexual misconduct, including sexual assault, sexual harassment, domestic violence,
dating violence, stalking, rape, and acquaintance rape about which a “responsible employee”
knows or should have known. Any University employee who would reasonably be expected to
have the authority or duty to report or take action to redress sexual misconduct is a “responsible
employee.”
Unlawful harassment complaints without a sexual misconduct dimension may be resolved
informally via advising and mediation. It is important to note that the procedures do not preempt
other formal or informal channels available within the University.
Persons who believe that their educational or work experience may be compromised by unlawful
harassment or discrimination should feel free to discuss the problem with a department chair,
dean, or supervisor and, if desired, to request that department chair, dean, or supervisor to speak
informally to the person complained about. If this does not resolve the matter, or if the individual
prefers, the concerned party may make use of any or all of the following two avenues for resolution.
No one at the University may reprimand or discriminate against an individual for having initiated
an inquiry or complaint in good faith.
Advising
An individual who feels he or she has been unlawfully harassed in an incident without a sexual
misconduct dimension may bring the matter to a Complaint Advisor, whose role is to discuss
with the complainant available options on how to proceed (a list of current Advisors also appears
in the University Directory). The advising is intended to provide a forum for free and open
discussion between the complainant and the Advisor. Consequently, no record will be kept of
the advising conversation other than an incident report that will not contain the names of either
the complainant or the accused and that will be used only to keep a yearly record of the number
of different types of reported incidents. Every attempt will be made to protect the privacy of the
individuals involved in an advising conversation about unlawful harassment or discrimination. If
the Advisor learns of allegations that are so serious they obligate the University to act, then, upon the
recommendation of the Coordinating Officer or Provost, there will be an administrative response,
which may include a formal investigation and will include notifying germane administrative or
managerial personnel (e.g., department chair and/or dean in matters involving faculty members
and other academic appointees, and supervisors, managers and/or directors in matters involving
staff employees).
Complaint Advisors are selected and supervised by the Coordinating Officer (a position filled by
a member of the Provost’s Office) for a two-year term and drawn from a variety of different areas
throughout the University. (For example, they may be Resident Heads, Deans of Students, the
Ombudsperson, or faculty members). The number of Advisors is sufficiently large that individuals
from all areas in the University are able to have access to the Advisors. Advisors are required to
participate in a program designed to make them familiar with the issues involved in dealing with
unlawful harassment or discrimination cases.
62

Mediation
When a complaint is brought to the Complaint Advisor, the complainant may ask for a mediated
meeting with the accused. The goal of the mediation procedure is to provide a forum where the
complainant and the accused can, with the aid of a third party, come to a mutually agreed upon
resolution. Consequently, mediation will occur only if both the complainant and the accused are
willing to participate in the process. The Complaint Advisor may serve as mediator or suggest a
third party such as the Coordinating Officer or a faculty member of the Unlawful Harassment
Panel to act as mediator. Mediation will not be used to resolve complaints of sexual misconduct,
which require more formal investigation.
X. Formal Investigation and Resolution of Complaints
Formal Investigation for Complaints That Do Not Involve Sexual Misconduct
Any person who wishes to discuss a possible complaint of unlawful harassment that does not
involve sexual misconduct may use the informal advising and mediation avenues described above.
But either the complainant or the accused may at any time ask that the matter under discussion
be handled formally rather than informally. The appropriate procedure for a formal complaint
depends on who is being accused of harassment.
If the person accused of harassment without a sexual misconduct component is a student, a
formal complaint should be addressed within the procedures for student discipline described in
the Student Manual. The complaint should be addressed to the Associate Dean of Students in the
University for Disciplinary Affairs.
If the person accused of harassment without a sexual misconduct component is a staff employee
of the University, a staff member from Human Resources will guide the employee through the
appropriate formal review process. Both parties must be informed of the determination.
If the person accused of harassment without a sexual misconduct component is a faculty member
or other academic appointee (such as a Research Associate, Lecturer, or Librarian), the formal
complaint procedures described below apply.
Formal Investigation for Complaints of Sexual Misconduct
The appropriate University disciplinary avenue is determined by the status of the person accused
of sexual assault, domestic violence, dating violence, or stalking. Anyone may choose to bring
forward a complaint within the University instead of, or in addition to, seeking redress outside
the institution in the legal system. Someone with a complaint of sexual assault, domestic violence,
dating violence or stalking may also opt to pursue his or her case via the legal system without
engaging the University’s disciplinary process, although, in the interest of community safety,
the University may be obliged to pursue an alleged sexual assault through internal disciplinary
procedures. Unlike the State of Illinois, the University does not impose a time limit after which
it will not consider formal complaints of sexual assault, domestic violence, dating violence, or
stalking. However, timely disciplinary processes take advantage of the most recent recollections
and evidence and can facilitate more prompt resolution to what is often a traumatic and painful
situation for the victim.
Policy on Unlawful Discrimination
& Sexual Misconduct
If the person accused of sexual misconduct is a student, a formal complaint should be addressed
within the procedures for student discipline described in the Student Manual. The complaint
should be addressed to the Associate Dean of Students in the University for Disciplinary Affairs.
63

If the person accused of sexual misconduct is a staff employee of the University, a staff member
from Human Resources will guide the employee through the appropriate formal review process.
Both parties must be informed of the determination.
Policy on Unlawful Discrimination
& Sexual Misconduct
If the person accused of sexual misconduct is a faculty member or other academic appointee (such
as a Research Associate, Lecturer, or Librarian), the formal complaint procedures described below
apply.
In each of the three venues, the University is committed to providing a prompt, impartial, and
thorough investigation and resolution. Such an investigation may occur alongside, rather than
in lieu of, an independent law enforcement investigation. University officials participating in
disciplinary proceedings involving sexual assault, domestic violence, dating violence, and stalking
receive ongoing training on issues related to these offenses, as well as training on how to conduct
an investigation and hearing. In such proceedings, a preponderance of the evidence standard is
used. The accused and victim are entitled to bring a person of their choice to the proceedings,
whose role is limited to providing support, not acting as an advocate or participant. Further,
the accused and victim are simultaneously informed, in writing, of the determination of the
proceedings and the procedures for seeking review of the decision.
Sanctions for a member of the University community found to have sexually assaulted, committed
an act of domestic or dating violence against, or stalked another person may include termination
of employment or expulsion. If, after a University of Chicago degree is awarded, the Dean of
Students is informed of misconduct that occurred before the degree was awarded, disciplinary
proceedings may be initiated. If the University-wide Disciplinary Committee is convened, the
Committee may recommend revocation of the degree.
Procedures for Faculty and Other Academic Appointees
Once a formal investigation has been requested, the Unlawful Harassment Panel will move to
comply as quickly as possible. The Panel consists of three faculty members appointed by the Provost
for three-year terms (with the possibility of reappointment) and the Student Ombudsperson (as
a non-voting student member). The Coordinating Officer will sit with the Panel ex officio and
does not vote. A list of the current members of the Unlawful Harassment Panel can be found at
uchicago.edu/about/boards_committees_and_councils.
It is the task of the Panel to determine the facts. At any time in its proceedings, the Panel may
decide that the complaint should be rejected as clearly unfounded. The Panel will be provided with
written statements from the complainant and the accused, if necessary, will interview persons with
knowledge bearing on the matter, including the complainant and the accused. The proceedings
will be kept confidential.
If the complaint is found to have merit, the Panel will relay its findings to the Provost who will
take appropriate action (for example, a reprimand, leave of absence without pay, invocation of
statutory procedures for termination). If the complaint is found to have no merit (or if the facts
cannot be established), the complaint will be dismissed. Both parties must be informed of the
determination. A report of a justified complaint, including the Provost’s action, is placed in the
accused’s official file in the Provost’s Office.
XI. Support Service and Resources for those who have Experienced Sexual Misconduct
The needs of someone who has experienced sexual misconduct such as sexual assault, domestic
violence, dating violence, or stalking vary from person to person and may vary over time. The
64

University offers a diverse array of services and external resources, many of which may be accessed
24 hours a day, so that a person may choose whatever would be most helpful and healing.
The University urges anyone who has experienced sexual assault, domestic violence, dating
violence, or stalking to seek support as soon as possible to minimize and treat physical harm, assist
with processing the unique and complex emotional aftermath, and help preserve and understand
options for pressing charges. Individuals have many options with regard to reporting sexual
assault, domestic violence, dating violence, and stalking, including reporting to the University of
Chicago Police Department, the Chicago Police Department, and to various campus authorities.
Additionally, victims have recourse through the civil and criminal court systems, by being able to
seek orders of protection, no contact orders and other similar court orders. Victims also have the
option to decline to notify such authorities.
Even for someone who does not wish to report the event to the police or pursue disciplinary
action, seeking medical attention as soon as possible is important. Victims should be aware of the
importance of preserving evidence, which may be necessary to the proof of criminal sexual assault,
domestic violence, dating violence, or stalking, or to obtain an order of protection.
RESOURCES
Resources for Everyone
University of Chicago Medicine’s Mitchell Emergency Room
Medical and Counseling Services: 773.702.6250, 901 East 58th Street (24-hours)
The Mitchell Emergency Room follows specific policies and procedures, approved by the State,
in treating an individual who has been sexually assaulted. The State will pay for emergency room
care for victims who have been sexually assaulted and do not have health insurance; if a victim
provides health insurance information to the emergency room, the emergency room will bill the
insurance company and the policy holder will be notified as usual.
• The victim is placed in a private room
• Medical care is given as soon as possible
• A Sexual Assault Survivor Advocate or a Sexual Assault Dean-on-Call (for a student)
may be called based on a victim’s preferences
• By law, city police are notified, and the victim may choose to file a report
University of Chicago Police Department | safety-security.uchicago.edu/police
773.702.8181 or 1-2-3 from a campus phone (24-hours)
The University of Chicago Police Department (UCPD) urges anyone who has been sexually
assaulted to call immediately in order to strengthen the likelihood of successful prosecution. A
UCPD officer can be summoned by calling 773.702.8181, pressing the red button on any of the
emergency phones located throughout the community, or coming directly to the UCPD office at
6054 South Drexel Avenue.
Policy on Unlawful Discrimination
& Sexual Misconduct
Responsibilities of the UCPD include:
• Attending to the immediate needs of the victim, including personal safety and prompt
medical care
• When appropriate, broadcasting a description of the offender
65

• Notifying the Sexual Assault Dean-on-Call if the victim is a student
• Providing victims with information concerning the importance of preserving evidence,
and the rights of victims and the University’s responsibilities regarding orders of
protection, no contact orders, and other similar court orders
Policy on Unlawful Discrimination
& Sexual Misconduct
The UCPD recommends the prompt reporting of sexual assault, domestic violence, dating
violence, and stalking. Nevertheless, individuals should not be reluctant to file a report at a later
date. Reporting an incident does not obligate a person to press charges.
Chicago Police Department
911 (24-hours) or 9-911 from a campus phone
Anyone preferring not to report a matter to the University of Chicago Police Department may
contact the Chicago Police Department.
Religious Organizations | spirit.uchicago.edu
A variety of groups offer pastoral care and a community of faith to address individual needs.
The University of Chicago Coordinating Officer
773-702-5671, aali@uchicago.edu
The Coordinating Officer for the Policy on Unlawful Discrimination and Sexual Misconduct is
the Associate Provost and Affirmative Action Officer, Title IX Coordinator for the University,
Equal Opportunity Coordinator, and 504/ADA Coordinator. Questions about this policy or
concerns regarding unlawful discrimination and sexual misconduct may be directed to Aneesah
Ali, 5801 South Ellis Avenue, Levi Hall 510.
Resources for Students
Sexual Assault Dean-on-Call | deanoncall.uchicago.edu
773.702.8181, via University Police (24-hours)
or 773.834.HELP (4357), a direct paging system.
At any time, students may contact a Sexual Assault Dean-on-Call, who is trained to respond
to sexual assault, domestic violence, dating violence, and stalking emergencies. A student may
contact this Dean-on-Call even if he or she has not decided yet whether to report the sexual
assault, domestic violence, dating violence, or stalking to the police. The Sexual Assault Deanon-Call
is available to answer any general or personal questions related to sexual assault, domestic
violence, dating violence, and stalking, and can help with:
• Finding emotional support
• Getting medical care
• Reporting the crime to the police
• Reserving evidence, and, pressing charges
• Obtaining information regarding the rights of victims and the University’s responsibilities
regarding orders of protection, no contact orders, and other similar court orders.
• Adjusting living arrangements
• Managing academic obligations
• Getting counseling
• Referring complaints of harassment to an unlawful harassment Complaint Advisor
66

Student Health Service | healthcare.uchicago.edu
773.702.4156, 5839 South Maryland Avenue, R-100
Student Health Service nurse triage line: 773.702.1915
Physicians and certified nurse practitioners provide for students ongoing follow-up health care and
services, including pregnancy testing, counseling, and referral services; and sexually transmitted
disease testing, diagnosis, and treatment. There is a 24 hours a day advice line available to students
for consultation. While acute, immediate post-assault treatment is provided at the Mitchell
Emergency Room, the Student Health Service offers follow-up care, including health care services
for students who have chosen not seek care immediately after an assault.
Student Counseling Service | counseling.uchicago.edu
773.702.9800, 5737 South University Avenue
(SCS Staff Member-on-Call 24-hours)
SCS supports students who are working through an experience of sexual assault, domestic
violence, dating violence or stalking, or questions about relationships and sexuality. Consultation
with a staff member is available in person during regular business hours and by telephone for
after-hours emergencies.
Dean of Students | csl.uchicago.edu/get-help/dean-call-program/area-dean-students
773.702.7770, 5801 South Ellis Avenue (Campus and Student Life)
At any time, students may contact their area Dean of Students or Campus and Student Life.
Deans of Students are available to help and work with students throughout the process, addressing
short-term and long-term personal or academic issues that arise, including options for assistance
with changing academic, living, transportation, and working situations if requested and available.
Resources for Sexual Violence Prevention (RSVP) | csl.uchicago.edu/get-help/resources-sexualviolence-prevention
773.834.7738
RSVP organizes interactive peer workshops and educational programs on acquaintance rape
prevention, sexual violence, and gender issues.
Peer Health Educator | wellness.uchicago.edu
773.702.8935
Organized by Health Promotion and Wellness, this group of students develops programs and
presentation for students on a variety of sensitive subjects, including sexual health.
Title IX Coordinator for Students
773.834.9710, belinda@uchicago.edu
To raise concerns or to file a Title IX student complaint under our Unlawful Discrimination
and Sexual Misconduct Policy or Title IX, contact Belinda Cortez Vazquez, Associate Dean of
Students in the University for Student Affairs, Levi Hall 212.
College Programming Office | cpo.uchicago.edu
773.702.8616
Policy on Unlawful Discrimination
& Sexual Misconduct
CPO presents an annual program called Sex Signals for incoming undergraduate students on
issues of alcohol, dating, sex, and consent.
67

Resources especially for Staff, Other Academic Appointees (OAA),
and Faculty
• Human Resources Employee/Labor Relations (for staff): 773.702.4411
Policy on Unlawful Discrimination
& Sexual Misconduct
• Provost’s Office (for faculty and OAA for concerns relating to sexual misconduct): 773.702.5671
• Perspectives (Staff and Faculty Assistance Program) 24-hours: 800.456.6327
• Counseling services are provided to employees affected directly and indirectly by sexual assault,
domestic violence, dating violence, and stalking: perspectivesltd.com
Non-University Resources for Everyone
• Chicago Rape Crisis Hotline (24hours)
Immediate and long-term referrals, information, and counseling 888.293.2080
• LGBT Crisis Hotline (24hours)
Information, counseling, and referrals 773.871.2273
• Chicago Women’s Health Center
Gynecological care and counseling 773.935.6126
• YWCA Metropolitan Chicago
Counseling and legal advocacy 312.372.6600
• Parks Francis YWCA
Counseling and legal advocacy 773.955.3100
• Center on Halsted
Services for the LGBT community 773.472.6469
• Rape Victim Advocates
Counseling 312.443.9603
• Mayor’s Office for Domestic Violence (24 hours)
Information and referrals 877.863-.6338
• Chicago Bar Association
Lawyer 312.554.2000
XII. Yearly Report on Unlawful Harassment and Sexual Misconduct to the Council of the
University Senate
A yearly report will be made to the Council of the University Senate (1) detailing the number of
different types of incidents of unlawful harassment and sexual misconduct brought to the attention
of the University-wide Disciplinary Committee, Title IX Coordinators, Human Resources, the
Complaint Advisors, and the Unlawful Harassment Panel and (2) describing the goals of the
University-wide program to prevent unlawful harassment and sexual misconduct and how those
goals were implemented during the year. The report will be prepared by the Coordinating Officer
and reviewed and approved by the Unlawful Harassment Panel, the Chair of which will present
it to the Council.
XIII. Compliance and Locating this Policy
Regulations Prohibiting Unlawful Discrimination
The University’s policy is consistent with federal, state, and local regulations governing non-
68

discrimination and unlawful harassment including: the Age Discrimination in Employment
Act, the Americans with Disabilities Act (as amended), the Civil Rights Acts of 1964 and1991,
Executive Order 11246, the Equal Pay Act of 1963, the Rehabilitation Act of 1973 (as amended),
Title IX of the Education Amendments of 1972, Genetic Information Nondiscrimination Act of
2008, Lilly Ledbetter Fair Pay Act of 2009, the Illinois Human Rights Act, the City of Chicago
Human Rights Ordinance, and the Cook County Human Rights Ordinance.
Access to Information on Discrimination and Sexual Misconduct
The University’s policy on unlawful discrimination and sexual misconduct can be found in
the Student Manual of University Policies and Regulations (studentmanual.uchicago.edu) and
on University Human Resources’ Web site (humanresources.uchicago.edu/fpg/index.shtml). The
complete text of the University’s unlawful discrimination and sexual misconduct policy can also
be found at unlawfulharassment.uchicago.edu/policy.
XIV. Related Policies
• Personnel Policy U601 (Treatment of Confidential Information)
hrservices.uchicago.edu/fpg/policies/600/p601.shtml
• Human Resources Policy U 402-Counseling Service-Staff and Faculty Assistance Program
humanresources.uchicago.edu/fpg/policies/400/p402.shtml
• University Disciplinary Systems for Students
studentmanual.sites.uchicago.edu/page/university-disciplinary-systems
• Human Resources Policy U703-Progressive Corrective Action
humanresources.uchicago.edu/fpg/policies/700/p703.shtml
• Human Resources Policy U208-Termination of Employment Information
humanresources.uchicago.edu/fpg/policies/200/p208.shtml
• Discipline for Faculty and Other Academic Appointees
facultyhandbook.uchicago.edu/page/termination-removal-cause
The Policy on Unlawful Discrimination and Harassment adopted by the Council of the University
Senate, February 28, 2006 was integrated with the Policy on Sexual Assault, Domestic Violence,
Dating Violence, and Stalking effective July 1, 2014.
Policy on Unlawful Discrimination
& Sexual Misconduct
69

University-wide Disciplinary System
UNIVERSITY-WIDE DISCIPLINARY SYSTEM
Instances of unlawful discrimination, including harassment, and sexual misconduct fundamentally
violate the University’s principles of community and the shared values and trust that bind its
members. For purposes of the University’s disciplinary systems, unlawful discrimination and
sexual misconduct are those forms of conduct prohibited by the University’s Policy on Unlawful
Discrimination and Sexual Misconduct.
The University does not discriminate on the basis of race, color, religion, sex, sexual orientation,
gender identity, national or ethnic origin, age, status as an individual with a disability, veteran
status, genetic information or other protected classes under the law. Unlawful harassment based
on one of these factors is verbal or physical conduct so severe or pervasive that it has the purpose
or effect of unreasonably interfering with an individual’s educational program participation or
work performance, or that creates an intimidating, hostile, or offensive educational or working
environment.
Sexual misconduct encompasses a range of conduct, from sexual assault (a criminal act that
the US Department of Education defines as sexual harassment) to conduct such as unwanted
touching or persistent unwelcome comments, e-mails, or pictures of an insulting or degrading
sexual nature, which may constitute unlawful harassment. The University’s definition of sexual
assault encompasses the State of Illinois Criminal Code’s terminology and definitions of both
sexual assault (frequently referred to as rape) and sexual abuse. The University incorporates
the State’s definitions of several other terms, including domestic violence, dating violence and
stalking; complies with the Campus Sexual Violence Elimination Act (“SaVE Act”), provisions of
the Violence Against Women Reauthorization Act of 2013 (“VAWA”); and recognizes that sexual
assault, domestic violence, dating violence, and stalking are not gender-specific crimes.
The University is committed to providing a prompt and thorough investigation of all complaints
of unlawful discrimination and sexual misconduct notwithstanding any external investigative and
legal processes. The University’s investigation thus may occur alongside, rather than in lieu of, an
independent law enforcement investigation or civil action.
Conduct involving violation of the Policy on Unlawful Discrimination and Sexual Misconduct
should be brought promptly to the attention of the Associate Dean of Students in the University
for Disciplinary Affairs in Campus and Student Life.
Reports from University Police, area Deans of Students, College Housing and University faculty,
students and staff about student misconduct will routinely be brought to the Associate Dean
of Students in the University for Disciplinary Affairs for investigation and possible disciplinary
action. Furthermore, the Associate Dean of Students in the University may open an investigation
based on reports from third parties of arrests, citations, or other conduct from external parties.
Generally, the person bringing the allegation of misconduct first will discuss the allegation with
the Associate Dean of Students in the University for Disciplinary Affairs (or his or her designee).
The complainant must maintain the strict confidentiality of the allegation of misconduct. The
Associate Dean of Students in the University will conduct an expeditious inquiry into the facts,
which may include but is not limited to interviews with pertinent other people. If warranted by
the preliminary information brought forward, the Associate Dean of Students in the University
will arrange for a meeting with the accused student as soon as possible. In the meeting, the
Associate Dean of Students in the University will inform the accused student of the alleged
70

misconduct and will discuss the allegation. Based on the inquiry and in consultation with the
Faculty Chair of the University-wide Committee and the Dean of Students in the University
(or his/ her designee), the Associate Dean of Students in the University has the discretion and
authority to dismiss the complaint, to resolve the complaint informally with the parties, or to
refer the complaint to the Faculty Chair of the University-wide Disciplinary Committee who can
recommend convening a disciplinary committee to hear the incident. Mediation and/or informal
resolution are not appropriate, even on a voluntary basis, in matters involving allegations of
sexual misconduct. Throughout the investigation and any subsequent disciplinary and review
proceedings, the Associate Dean of Students in the University will provide the complainant and
the accused student with periodic and timely updates.
If the Associate Dean of Students in the University for Disciplinary Affairs resolves an allegation
of unlawful discrimination (not involving sexual misconduct) informally, the Associate Dean
of Students in the University may give the accused student an official warning and suspend
specific student rights and privileges for a designated period of time. A copy of the written notice
warning the accused student that he or she is violating or has violated University policies or
regulations will be placed in the student’s educational record. If the Associate Dean of Students in
the University later finds that the student has engaged in additional misconduct, the Universitywide
Disciplinary Committee may be informed of the earlier warning. If the University-wide
Disciplinary Committee is informed of the earlier warning, the Committee must consider it in
determining further sanctions.
If the Faculty Chair of the University-wide Disciplinary Committee decides that a disciplinary
committee is to be convened, the Associate Dean of Students in the University for Disciplinary
Affairs will ask the complainant to submit in writing the allegation as well as any available
documentation supporting the allegation. The Associate Dean of Students in the University will
inform the accused student of the allegation, give the accused student a copy of the Universitywide
disciplinary procedures and ask the accused student to prepare a written response to the
accusation. If there were witnesses to the alleged misconduct, the Associate Dean of Students in
the University may ask pertinent witnesses to come before the University disciplinary committee
to answer questions and/or may ask witnesses to submit a written statement. Witnesses asked to
submit a written statement will also be asked to sign a release to share their witness statement with
the accused student.
A complainant should make every effort to include in the complaint all germane facts known at
that time and provide all available supporting materials. Normally, once a University Disciplinary
Committee is convened, the complaint will not be revised to include new or different allegations
or supporting materials.
However, once a University Disciplinary Committee is convened, the Associate Dean of Students
in the University for Disciplinary Affairs, in consultation with Campus and Student Life, may
decline to investigate, or recommend that the University-wide Disciplinary Committee or another
disciplinary committee should decide, new or different allegations based on facts that were known
or should have been known to the complainant at the time of the initial complaint.
On the rare occasion that the accused student makes a complaint against the complainant, the
Associate Dean of Students in the University for Disciplinary Affairs may investigate the accused
student’s complaint at or about the same time he or she investigates the complainant’s complaint.
In consultation with the Faculty Chair of the University-wide Disciplinary Committee, the
Associate Dean of Students in the University may decline to recommend that a University
University-wide Disciplinary System
71

University-wide Disciplinary System
Disciplinary Committee hear either complaint or one of the complaints. The Faculty Chair of the
University-wide Disciplinary Committee and Associate Dean of Students in the University also
may recommend that both complaints be simultaneously heard by a single University Disciplinary
Committee or heard separately by the same or different University Disciplinary Committees.
Allegation of Unlawful Discrimination or Sexual Misconduct by an Individual or a Group
At the recommendation of the Faculty Chair of the University-wide Disciplinary Committee,
a University Disciplinary Committee will convene to conduct the disciplinary proceedings for
allegation(s) against the accused student(s) of unlawful discrimination or sexual misconduct. The
University-wide Disciplinary Committee includes faculty and students drawn from all academic
divisions and schools at the University; and staff representing all the academic divisions and schools
and Campus and Student Life. A University Disciplinary Committee consists minimally of three
faculty members, one student, one staff member, and the Associate Dean of Students in the
University for Disciplinary Affairs (and/or his or her designee). The Associate Dean of Students
in the University (and/or his or her designee) attends the Disciplinary Committee meeting in
a non-voting, advisory capacity. Generally, faculty, students and staff serving on a University
Disciplinary Committee do not come from the academic unit(s) of either the complainant or the
accused student. Two faculty members and a Faculty Chair of the University-wide Disciplinary
Committee constitute a quorum.
The general format and order of proceedings of a University Disciplinary Committee follow those
described in the preceding section, Area Disciplinary Systems.
To accommodate concerns for the well-being of the complainant and/or the accused student,
the Associate Dean of Students in the University for Disciplinary Affairs may make appropriate
arrangements enabling participation of the complainant without a face-to-face interaction with
the accused student. If the person providing support for the accused and/or the complainant is a
lawyer, a representative of the University’s Office of Legal Counsel also will attend the proceedings.
During the hearing, if the University Disciplinary Committee hears other individuals, both the
accused student and the complainant may be present. The University Disciplinary Committee will
apply a preponderance of evidence standard in making a determination. Namely, the University
Disciplinary Committee will decide whether, in consideration of all of the information before it, it
is more likely than not that the alleged misconduct occurred, or that the accused student breached
standards of behavior expected of University students. Decisions are made by majority vote.
In connection with the hearing, the complainant and the accused student will receive the same
materials, subject to compliance with FERPA, which may require redaction of certain identifying
information. The complainant will have the same opportunity as the accused student to bring a
person to the disciplinary hearing whose role is limited to providing support, i.e., not to function
as an active participant in the hearing. If the person providing support is a lawyer, a representative
of the University’s Office of Legal Counsel also will attend the hearing. During the hearing, the
University Disciplinary Committee will allow the complainant to be present when the accused
student is heard. If an order of protection or other injunction has been issued by a court, is in
effect at the time of the hearing, and directs one or both of the parties to have no contact with
the other party, the complainant or the accused may be present in an accepted virtual means, i.e.,
telephone, video conferencing, etc.
If the accused student has been accused of misconduct before, the Associate Dean of Students in
the University for Disciplinary Affairs may inform the University Disciplinary Committee of the
72

previous accusation, other pertinent information related to the previous allegation, and of any
disciplinary action.
The complainant will be informed of the outcome of the proceedings concurrently with the
accused. “Outcome” means whether the alleged conduct was found to have occurred but does not
include information about disciplinary sanctions. Both complainant and accused will be informed
that the proceedings and the outcome must remain confidential and cannot be disclosed by
anyone unless disclosure is authorized by law. However, the University may disclose information
about the sanction when it directly relates to the alleged victim, e.g., a no-contact directive is put
in place, the duration of a suspension, etc.
Decisions of disciplinary suspension or expulsion will be recorded on the student’s transcript
and usually will read “Not permitted to register from [Date] to [Date]. [Name and Title of the
Vice President for Campus Life and Student Services], [Date]” In cases of expulsion the notation
includes a statement “Must Reapply.” Other offices (e.g., area Deans of Students, Housing,
University Registrar) are to be notified only if the action taken by the University Disciplinary
Committee affects those offices, and then only the action itself is transmitted. Where appropriate,
and as permitted by law, the Associate Dean of Students in the University for Disciplinary Affairs
may disclose allegations of misconduct and the outcomes of disciplinary proceedings to thirdparties,
including to external organizations.
A written record will be kept by the Office of the Associate Dean of Students in the University
for Disciplinary Affairs as part of the student’s educational record. This record should include
all materials furnished to the University Disciplinary Committee, a copy of the confirmation
letter sent to the accused student, a statement of the main findings which were relevant to
the final outcome of the disciplinary proceedings and to the sanctions imposed, as well as the
considerations of the possible implications of the sanctions.
The complainant and the accused both may request a review of the outcome within 15 days of
being informed, in writing, of the decision. As with all requests for review, the only recognized
grounds for review are: (a) the prescribed procedures were not followed; (b) new and material
information unavailable to the University Disciplinary Committee bears significantly in the
student’s favor.
Sanctions for Misconduct of Individual Students
Sanctions delineated here are imposed on individual students for misconduct whether the
misconduct involved only the student or the student as part of a group. The sanctions are arranged
in increasing order of severity. An Area or University Disciplinary Committee may combine
different sanctions in a given decision. A Review Board may make use of all the alternative forms
of sanctions.
Warning
The Area or University Disciplinary Committee may give the accused student an official warning.
A copy of the written notice warning the accused student that he or she is violating or has violated
University policies or regulations will be placed in the student’s educational record. If the accused
student’s Dean of Students or the Associate Dean of Students in the University for Disciplinary
Affairs later finds that the student has engaged in additional misconduct, the appropriate
Disciplinary Committee may be informed of the earlier warning and the circumstances related to
the warning. If the Area or University Disciplinary Committee is informed of the earlier warning,
it must consider it in determining further sanctions.
University-wide Disciplinary System
73

University-wide Disciplinary System
Disciplinary Probation
The Area or University Disciplinary Committee may place the accused student on disciplinary
probation during which period the student continues to enjoy all the rights and privileges of
a student except as the Area or University Disciplinary Committee may specifically stipulate.
If, during the period of disciplinary probation, an Area or University Disciplinary Committee
finds that the student has engaged in additional misconduct, the Area or University Disciplinary
Committee will be informed of the student’s probationary status and the circumstances related to
the student’s probationary status. The Area or University Disciplinary Committee must consider
the probation in determining further sanction.
Loss of Privileges
The Area or University Disciplinary Committee may suspend specific student rights and privileges
for a designated period of time.
Discretionary Sanctions
The Area or University Disciplinary Committee may assign the student specific academic work,
community service for a specific number of hours, or other appropriate discretionary assignments
to be completed by a specific date, or impose restitution or fines.
Disciplinary Suspension
The Area or University Disciplinary Committee may impose a disciplinary suspension, never
exceeding nine quarters, during which period the student is prohibited from exercising any rights
and privileges of a student in the University. Unless the Area or University Disciplinary Committee
specifically states otherwise in its decision, at the expiration of the period of suspension, the
student may resume active status as a student without any action on his or her part other than
what would be required of any student who has, for a comparable period, interrupted his or her
residence in the University for any other reason. However, a student under suspension who has
been charged with another offense may not resume active status as a student until final action has
been taken on such charge by an Area or University Disciplinary Committee.
Disciplinary Expulsion
The Area or University Disciplinary Committee may expel a student. A student who has been
expelled automatically forfeits all rights and privileges as a student in the University. Ordinarily,
the University will not consider a re-application for eleven quarters following the date of expulsion.
Revocation of the Degree
The Area or University Disciplinary Committee may recommend revocation of the degree for
misconduct that occurred before the degree was awarded.
Sanctions for Misconduct of a Student Group
Sanctions delineated here are imposed on a student group and are arranged in increasing order
of severity. An Area or University Disciplinary Committee may combine different sanctions in a
given decision. A Review Board may make use of all the alternative forms of sanction.
As previously noted, every student bears responsibility for his or her misconduct, regardless of
whether the misconduct occurred in a group setting or as a member of a group. Misconduct
by individual members of a group thus may also become a matter for disciplinary action and
sanctions against the individuals.
74

Warning
The Area or University Disciplinary Committee may give the group an official warning. A copy
of the written notice warning the group that it is violating or has violated University policies or
regulations will be placed in the group’s file. If the accused students’ Dean of Students or the
Associate Dean of Students in the University for Disciplinary Affairs later finds that the group
has engaged in additional misconduct, the Area or University Disciplinary Committee may be
informed of the earlier warning and the circumstances related to the warning. If the Area or
University Disciplinary Committee is informed of the earlier warning, it must consider it in
determining further sanctions.
Disciplinary Probation
The Area or University Disciplinary Committee may place the group on disciplinary probation,
during which period the group continues to enjoy all the rights and privileges of a group except
as the Area or University Disciplinary Committee may specifically stipulate. If, during the
period of disciplinary probation, an Area or University Disciplinary Committee finds that the
group has engaged in additional misconduct, the Area or University Disciplinary Committee
will be informed of the group’s probationary status and the circumstances related to the group’s
probationary status. The Area or University Disciplinary Committee must consider the probation
in determining further sanction.
Loss of Privileges
The Area or University Disciplinary Committee may suspend specific group rights and privileges
for a designated period of time. Such loss of privileges may include but is not limited to loss of
University funding, suspension or revocation of the privilege to apply for University funding,
suspension or revocation of the privilege to use University space or facilities, suspension or
revocation of the privilege to sponsor, co-sponsor and/or participate in any social event or other
activity, and the suspension of revocation of the privilege to raise funds for the group.
Discretionary Sanctions
The Area or University Disciplinary Committee may assign the group specific academic work,
community service for a specific number of hours, or other appropriate discretionary assignments
to be completed by a specific date, reporting to local and national organizations of the misconduct,
or impose restitution or fines.
Disciplinary Suspension
The Area or University Disciplinary Committee may impose a disciplinary suspension of Recognized
Student Organization status, not exceeding nine quarters, during which period the group is
prohibited from exercising any rights and privileges of a Recognized Student Organization in the
University. Unless the Area or University Disciplinary Committee specifically states otherwise in
its decision, at the expiration of the period of suspension, the group may resume active status as a
Recognized Student Organization without any action on the part of the group. However, a group
under suspension who has been charged with another misconduct violation may not resume active
status as a Recognized Student Organization until final action has been taken on such allegation
by an Area or University Disciplinary Committee.
Disciplinary Withdrawal
The Area or University Disciplinary Committee may withdraw Recognized Student Organization
status. A group whose Recognized Student Organization status has been withdrawn automatically
University-wide Disciplinary System
75

University-wide Disciplinary System
forfeits all rights and privileges as a Recognized Student Organization in the University. Ordinarily,
the University will not consider a re-application of Recognized Student Organization status for
eleven quarters following the date of withdrawal.
Further Disciplinary Policy Information
Disciplinary processes will proceed for anyone who has been matriculated at the University whether
or not he or she is in residence[***] and for anyone after graduation but only if the misconduct
occurred before the degree was awarded. A sanction given to a student not currently in residence
takes the form of a condition imposed upon resumption of active status as a student. If a complaint
against a student who has applied for graduation has been brought to the attention of the Dean of
Students or the Associate Dean of Students in the University for Disciplinary Affairs but an Area
or University Disciplinary Committee has not yet been convened by graduation time, the Dean of
Students or the Faculty Chair of the University-wide Disciplinary Committee has the discretion
and authority to decide whether the accused student may receive the degree and/or participate
in convocation. When an Area or University Disciplinary Committee has been convened by the
graduation date but the proceedings have not concluded, the accused student’s graduation shall
be postponed until the conclusion of the disciplinary proceedings including the completion of all
sanctions.
The University respects the privacy of student education records and the laws protecting that
privacy. The University also recognizes that participants in the Area and University-wide student
disciplinary systems, namely complainant, accused(s), and members of the Area and Universitywide
Disciplinary Committees, may benefit from broader access to information before, during,
and after a hearing. Such broader access often streamlines the disciplinary process, fosters a more
complete and fair understanding of the facts, and leads to more satisfying outcomes. To achieve
a better process and outcome, area Deans of Students and the Associate Dean of Students in
the University for Disciplinary Affairs normally will ask accused students to authorize the release
of their statement and, in some instances, the disciplinary outcome to the complainant. Area
Deans of Students and the Associate Dean of Students in the University for Disciplinary Affairs
may also, following consultation with Campus and Student Life, request that accused students
authorize release of additional documents, such as witness statements; it may, in such instances, be
necessary for the area Deans of Students and the Associate Dean of Students in the University for
Disciplinary Affairs to redact certain information. The area Deans of Students and the Associate
Dean of Students in the University for Disciplinary Affairs will also ask the complainant to sign
a non-disclosure statement, requiring the complainant not to share the accused’s statement,
additional documents, and/or, when permitted by law, the outcome of the disciplinary hearing
with others.
If a student is accused of academic fraud and the regulations of external sponsors are involved
as determined by the Office of the Provost, the allegations are subject to the University’s policy
on academic fraud. The inquiry will be conducted, in accordance with the external sponsor’s
regulations governing scientific misconduct, by the department chair or Academic Dean of the
academic unit in which the academic fraud allegedly occurred in collaboration with the Dean of
Students of the academic area of the accused student. During this fact-finding phase, the accused
student generally will continue to be registered as a student and enjoy all privileges pertaining to
his or her status as a student. If the inquiry determines that there is sufficient basis to continue
the investigation, the University’s Standing Committee on Academic Fraud will be informed and
the academic fraud investigation procedures will be initiated. Allegations of academic fraud that
76

involve dissertations of students who have received their degrees, or work published or submitted
for publications also are subject to the University’s academic fraud procedures. If the academic
fraud inquiry concludes in the dismissal of the allegation, the academic unit may decide that
this alleged student misconduct should be heard by an Area Disciplinary Committee. All other
allegations of academic fraud by a student will be subject to the area disciplinary system.
A student who has been suspended or expelled is also barred from all University property for the
period of the suspension or expulsion, absent written permission from the Dean of Students or
the Associate Dean of Students in the University for Disciplinary Affairs. While employment by
the University is not an exclusive right or privilege of students, in cases in which employment
is reserved for students or students are given preference in employment, the fact of suspension
or expulsion may adversely affect status as an employee. Further, the University is entitled to
take into account the grounds on which sanctions have been imposed, as these may bear on
qualifications for employment.
The outcome of disciplinary proceedings for an allegation of a crime of violence or a non-forcible
sex offense will be disclosed to the alleged victim upon a written request from the victim or the
next of kin if the alleged victim is deceased as a result of the crime or offense.
Under federal law, crimes of violence include arson; assault offenses (aggravated assault, simple
assault, intimidation); burglary; non-criminal homicide (manslaughter by negligence); criminal
homicide (murder and non-negligent manslaughter); destruction, damage or vandalism of
property; kidnapping/abduction; robbery; and forcible sex offenses. Forcible sex offenses are
defined as any sexual act directed against another person forcibly or against that person’s will, or
not forcibly or against the person’s will where the victim is incapable of giving consent. Forcible
sex offenses include rape, sodomy, sexual assault with an object, and forcible fondling. Nonforcible
sex offenses are incest and statutory rape.
Maintaining the confidentiality of the disciplinary proceedings and their outcome is the
responsibility of the accused student, complainant and all others participating in or privy to those
proceedings. Unless disclosure is authorized by law, failure to respect the confidentiality of the
proceedings and their outcome may result in disciplinary action. However, consistent with federal
law, the University does not require alleged victims of sex offenses (forcible or non-forcible) to
maintain the confidentiality of the outcome of the disciplinary proceeding regarding those alleged
offenses.
The disciplinary procedures do not preclude the application of other policies.
Additional Resource: studentmanual.uchicago.edu/university_dicip_system
University-wide Disciplinary System
77

Index
A
Academic
Awards Committee 18
Committees 20, 21
Deficiencies 23
Grievances 25, 26
Probation 24
Progress Committees 20, 34
Promotions Committee 35
ACGME 8, 37
Alpha Omega Alpha (AΩA) 18, 54
Americans with Disabilities Act (ADA) 11, 40, 69
Audio and Video Recording 39
Auditing Courses 24
C
Campus Sexual Violence Elimination Act (“SaVE Act”) 58,
70
Chicago Police Department 65, 66
Chicago Rape Crisis Hotline 68
Clerkship 10, 12, 13, 32, 37, 38, 50, 51, 55
College Programming Office 67
Committee on Academic Promotions 12, 14, 16, 17, 22, 24,
25, 27, 28, 34, 35
Committee on Academic Promotions (CAP) 20, 21
Common Sense 61
Confidentiality 32, 34, 61, 70, 77
Copyright 40
Curriculum Review Committee 38
D
Dean of Students 5, 29, 40, 63, 64, 67, 70-77
Departmental Grievances 25
Digital Media Usage Policy 39, 40, 41
Directed Study Options 27
Disciplinary Affairs in Campus and Student Life 70
Discrimination and Harassment 57, 69
Duty Hours Policy 37
E
Extended Study Options 27
F
FERPA 72
Financial Aid Committee 35, 36
Financial Aid Policy 35, 36
Flexible Holiday Policy 38
G
Gold Humanism Honor Society 19
Grading System 15-17
Appeal of Grades 23
Graphic Identity 41
Guiding Principles of Professionalism 31-33
H
Harassment 57, 59, 63, 64, 68, 69
Holiday Policy for Medical Students 38
Honors and Awards 18, 19
Human Resources Policy 69
I
Intellectual Property 40
Interpersonal and Communication Skills 7
Interprofessional Collaboration 8
L
Leave of Absence 28-30
Leave of Absence Policy (Involuntary) 28
Loss of Privileges 74, 75
M
Media Usage 39-41
Medical Center Policies 42
Medical Knowledge (Knowledge for Practice) 7
Medical Student Performance Evaluation (MSPE) 23, 24, 33,
43, 44-55
Medical Student Professionalism Concern Report 32
Misconduct by an Individual or a Group 72
Mission Statement 6, 52
Monitored Academic Status 23
N
NorthShore University HealthSystem 5
O
Ombudsmen (Pritzker) 5, 56
Ombudsperson (University-wide) 62, 64
P
Patient Care 7
Peer Health Educator 67
Personal and Professional Development 8
Policy on Treatment of Students 56
Prevention and Education Programs 61
Pritzker Administration 5
Professional Ethic 32
Professionalism 8, 24, 31-33
Professional Relationships 32
Professional Responsibilities 31
R
Registered Student Group (RSO) 40
Relations Between Faculty and Student Supervisors and
Employees 60
Religious Organizations 66
Remediation of Coursework 22
Requirements for Advancement 12-14
Requirements for Graduation 14
78

Resolution of Complaints 62, 63
Resources 38, 63-69
Resources for Sexual Violence Prevention (RSVP) 67
Resources & School Policies 38
Revocation of the Degree 74
Romantic Relationships 60
S
Sexual Assault 59
Sexual Assault Dean-on-Call 65, 66
Sexual Misconduct and Definitions 58
Step 1 14, 54
Step 2 (CK) 14, 54
Step 2 (CS) 14, 54
Student As Patients Policy 34
Student Counseling Service 28, 29, 67
Student Health Service 67
Student Manual (University-wide) 39, 63, 69
Support Service and Resources 64
T
Title IV 35
Title IX 62, 66, 67, 68, 69
U
United States Medical Licensing Examination (USMLE) 14
University
Disciplinary Committee 33, 71-76
University for Disciplinary Affairs 63, 70-77
Graphic Identity 41
Disciplinary System 70-77
University of Chicago Police Department (UCPD) 61, 65, 66
Unlawful Discrimination & Sexual Misconduct 56
USMLE 14, 54, 55
V
VAWA (Violence Against Women Reauthorization Act) 58,
61, 70
Y
Year 1 9, 12, 20, 22
Year 2 9, 12, 20, 22
Year 3 10, 12, 37
Year 4 10, 13, 20, 22, 23, 37, 38
YouTube 40, 41
Index
79

At the University of Chicago, in an atmosphere of
interdisciplinary scholarship and discovery, the Pritzker
School of Medicine is dedicated to inspiring diverse students
of exceptional promise to become leaders and innovators in
science and medicine for the betterment of humanity.