COCA Self-Study Report 2011 - Kansas City University of Medicine ...

TABLE OF CONTENTSMessage from the President 1i Self-Study Process & Committees 2ii KCUMB Quick Facts 6iii KCUMB Organizational Overview 8Introduction - History of KCUMB-COM 9Standard OneMISSION, GOALS & OBJECTIVES1.1 111.1.1 111.2 111.3 121.3.1 121.4 121.5 121.6 131.7 14Standard TwoGOVERNANCE, ADMINSITRATION & FINANCE2.1 152.1.1 162.1.2 172.1.3 182.2 192.3 192.4 212.5 212.5.1 222.5.2 222.5.3 222.6 222.7 222.8 22Standard ThreeFACILITIES, EQUIPMENT & RESOURCES3.1 233.1.1 243.2 253.3 27

Standard FourFACULTY4.1 284.1.1 294.1.2 294.2 304.2.1 314.2.2 324.2.3 324.3 324.4 324.4.1 334.5 334.6 334.7 344.7.1 34Standard FiveSTUDENTS5.1 355.1.1 355.2 355.3 365.3.1 365.3.2 365.4 375.4.1 375.4.2 375.4.3 375.4.4 375.4.5 375.4.6 385.4.7 385.5 385.5.1 395.5.2 395.6 405.7 405.8 41Standard SixCURRICULUM6.1 426.1.1 426.2 426.3 436.4 456.4.1 456.5 46

6.5.1 476.6 486.7 496.7.1 506.7.2 516.7.3 516.8 516.8.1 516.8.2 526.9. 526.9.1 526.10 536.11 536.12 536.13 54Standard SevenRESEARCH AND SCHOLARLY ACTIVITIES7.1 55CONCLUSION 60REQUEST FOR ACCREDITATION 60GLOSSARY 61ADDENDUMSORGANIZATIONAL CHARTS 68AUDITED FINANCIAL STATEMENT 89ACHIEVEMENT OF KCUMB-COM GRADUATES IN RELATION TO THE MISSION 113title iV COMPLIANCE 115

MESSAGE FROM THE PRESIDENTIt is my pleasure to introduce the self-study prepared for the Commission on Osteopathic College Accreditation team visitto our campus November 9-11, 2011. I invite you to read through this document, the culmination of 18 months of commitmentand hard work of our accreditation committees. The self-study communicates to the COCA and to our campuscommunity that KCUMB has an accurate sense of our accomplishments, our opportunities for improvement and our challenges.We are prepared to demonstrate that our University delivers the “quality of higher education” the COCA endeavorsto ensure through accreditation. We continue always to reach higher to provide excellence to our long list of constituencies– a list that begins and ends with our students.This evaluative self-study report has been researched, organized, written and edited by more than 55 of our colleagues.It communicates clear evidence that our university meets the COCA standards criteria for accreditation. Our work over thepast 18 months has been a rewarding experience. We came together to identify our strengths and discover where we need tofocus our efforts. We have achieved a realistic look at every aspect of our University and are ready to candidly communicaterealistic expectations to our accreditation team. I appreciate your continuing participation and support in an effort thatwill live on long after the November site visit.H. Danny Weaver, D.O.President and Chief Executive Officer1

i Self Study Process & Committees

SELF-STUDY PROCESS AND COMMITTEESA primary goal in preparing for our comprehensive self study was to build an infrastructure that would enhance participation by the campus community, create apositive attitude toward accreditation, and conduct the self study with the highest integrity. A commitment was made to involve as many faculty, staff, students,and administrators in the process as possible, to ensure that the self study represented a campus initiative, rather than a small group of individuals charged withwriting an institutional report. Moving the campus community from a “compliance” mentality regarding accreditation to a belief that the self-study process is anopportunity for institutional reflection and growth was indeed challenging.Committees began their work in Spring 2010 and met regularly through December 2010 to accumulate evidence pertaining to the various standards for accreditation.During the Fall of 2010 the committee chairs and many of the committee members participated in three retreats to build a strong strategic plan to guidethe University and the self-study process.To increase participation of the campus community during 2010-2011, the President’s office hosted two town hall meeting luncheons for the campus communityto discuss key issues of the self study, and the Office of Institutional Effectiveness hosted 12 self-study preparation “did you know” meetings. These meetingsserved as a positive way to bring staff and the campus departments together to discuss the University’s performance and the self study. In the Summer of 2011the KCUMB website was updated to host the COCA Accreditation Process that included committee information, COCA standards, timeline and KCUMB’s previousself-study report. Additionally, the KCUMB intranet was utilized to allow the campus community to make comments, ask questions and keep up to date on theCOCA accreditation and self-study process.In August 2011 KCUMB hosted a mock site visit with three site reviewers that read the self-study and held an on-campus site visit to provide feedback and theopportunity for self reflection and rehearsal for the November 2011 COCA-AOA accreditation site visit.Below you will find the eight committees with a listing of each committee’s members that participated in the preparation of the COCA self-study report.OVERSIGHT COMMITTEEFirst Name Last Name Degree or ClassH. Danny Weaver D.O. (Chair)Linda Adkison Ph.D.LeAnn Carlton M.B.A.Beth Dollase M.B.A., M.H.A.John Dougherty D.O.Charles Frommelt 2012 - StudentDarin Haug D.O.G. Michael Johnston D.O.NancyJonesNatalieLutzDoug Rushing Ph.D.Larry Segars Pharm.D.2

MISSION, GOALS, & OBJECTIVES COMMITTEEFirst Name Last Name Degree or ClassH. Danny Weaver D.O.Linda Adkison Ph.D.LeAnn Carlton M.B.A.Maria Cole Ph.D.John Dougherty D.O.Alan Glaros Ph.D.Darin Haug D.O.G. Michael Johnston D.O. (Chair)Larry Segars Pharm.D.Heidi Terry M.A. (Vice Chair)GOVERNANCE COMMITTEEFirst Name Last Name Degree or ClassH. Danny Weaver D.O.Maria Cole Ph.D. (Chair)Beth Dollase M.B.A., M.H.A.DawnRohrsDarin Haug D.O.G. Michael Johnston D.O.Jamie Jones-Jarred (Vice Chair)Doug Rushing Ph.D.Robert Stephens Ph.D.FACULTY COMMITTEEFirst Name Last Name Degree or ClassAlan Glaros Ph.D.Darin Haug D.O.G. Michael Johnston D.O. (Vice Chair)Diane Karius Ph.D.Richard Magie D.O.Mary Peace McRae Ph.D.Doug Rushing Ph.D.Larry Segars Pharm.D. (Chair)Tracey Taylor Ph.D.3

FACILITIES, EQUIPMENT & RESOURCES COMMITTEEFirst Name Last Name Degree or ClassLinda Adkison Ph.D.CherylBengeMaria Cole Ph.D. (Vice Chair)Marilyn DeGeus M.L.S.Kay Elam M.A.Darin Haug D.O.Diane Karius Ph.D. (Chair)Valorie Millican M.A.JamesParkFreddyPoindexterMaurice Oelklaus D.O.WalterSnyderRobert Stephens Ph.D.Becky Talken M.B.A.STUDENT COMMITTEEFirst Name Last Name Degree or ClassPaul Campbell 2013 - StudentLeAnn Carlton M.B.A. (Vice Chair)Charles Frommelt 2012 - StudentDarin Haug D.O.Rachel High 2013 - StudentPhil Homier 2012 - StudentKelstan Lynch 2013 - StudentRandy Michelson 2012 - StudentRichard Millstein 2012 - StudentMaurice Oelklaus D.O. (Chair)Renata Palasiewcz 2013 - StudentSara Selkirk M.P.A.Ashley Telisky 2011(Vice Chair)Heidi Terry M.A.4

CURRICULUM & GENERAL REQUIREMENTS COMMITTEEFirst Name Last Name Degree or ClassLinda Adkison Ph.D. (Chair)Gary Ballam Ph.D.Annette Campbell R.N.Maria Cole Ph.D.John Dougherty D.O. (Vice Chair)Kay Elam M.A.Alan Glaros Ph.D.Darin Haug D.O.Valorie Millican M.A.David Moller Ph.D.Maurice Oelklaus D.O.Robert Stephens Ph.D.Heidi Terry M.A.Kevin Treffer D.O.RESEARCH COMMITTEEFirst Name Last Name Degree or ClassPatrick Clay Pharm.D.Maria Cole Ph.D.Frank Fitzpatrick Ph.D. (Chair)Gautam Desai D.O. (Vice Chair)Darin Haug D.O.Seft Hunter Ph.D. (Vice Chair)Mary Peace McRae Ph.D.Doug Rushing Ph.D.5

ii KCUMB Quick Facts

KCUMB QUICK FACTSUniversity MissionKansas City University of Medicine and Biosciences is a community of professionals committed to excellence in the education of highly qualified students in osteopathic medicine, the biosciences, bioethics andthe health professions. Through life-long learning, research and service, KCUMB challenges faculty, staff, students and alumni to improve the well-being of the diverse community it serves.VisionKCUMB will be recognized as a national leader in education, research, clinical practice and service.ValuesIntegrity - demonstrating respect, honesty and professionalismCompassion - caring for students, patients, colleagues and all humanityExcellence - achieving quality in all that we doCollaboration - working with others to achieve mutual goalsIntellectual Curiosity - pursuing personal and professional growthInnovation - embracing new practices to improve outcomesHeritage - honoring the legacy of our pastCollege of Osteopathic Medicine MissionThe College of Osteopathic Medicine prepares students to become highly competent, caring and compassionate osteopathic physicians who demonstrate the highest level of professionalism, ethics and sensitivityto the diverse personal and cultural contexts in which care is delivered. We are committed to the service of humanity and the advancement of knowledge through a collaborative environment that providesdistinctive osteopathic clinical training and fosters excellence in education, research and scholarly activity, and life long learning.VisionThe College of Osteopathic Medicine is recognized as a leader in osteopathic medical education and health care by exceeding standards of academic and clinical achievement.College of Osteopathic MedicineClass Year 2008 (2004) 2009 (2005) 2010 (2006) 2011 (2007) 2012 (2008) 2013 (2009) 2014 (2010) 2015 (2011)Total # Applicants 2106 2270 2524 2807 2983 3134 3108 3210Interviewed 434 430 492 460 477 423 459 621Class Size 237 237 269 252 266 251 245 255Science GPA 3.38 3.39 3.48 3.48 3.56 3.5 3.5 3.51MCAT 24 25 26 26 26 26 26 26MCAT Avg. 7.96 8.41 8.52 8.76 8.83 8.57 8.68 8.45Degrees ConferredYear D.O. D.O./M.B.A. Bioscience Bioethics2007-2008 226 22 29 N/A2008-2009 230 17 39 N/A2009-2010 233 22 26 242010-2011 233 32 21 24Ethnicity 2007-2008 2008-2009 2009-2010 2010-2011Hispanic/Latino 7 7 8 8White, Non-Hispanic 720 719 777 824American Indian/Alaska Native, Non-Hispanic 3 3 3 4Black/African American, Non-Hispanic 8 10 7 9Asian, Non-Hispanic 73 66 89 105Pacific Islander, Non-Hispanic 73 66 2 2Unknown 203 199 121 29Nonresident Alien 0 20 6 4TOTAL 1014 1024 1013 985COMLEXLevel 12008-20092008-20092009-20102009-20102010-20112010-2011KCUMB National KCUMB National KCUMB NationalAnatomy 495.37 490.07 523.45 495.80 509.9 485.5Physiology 499.22 499.15 512.54 500.72 510.2 496.6Biochemistry 515.50 518.58 542.89 523.96 537.2 515.9Pharmacology 491.95 495.37 530.59 505.77 516.6 501.9Pathology 510.26 502.62 539.07 510.64 528.1 502.1Microbiology 510.99 508.86 520.84 509.33 502.9 503.4Behavioral Sciences 497.17 508.10 522.07 529.08 505.2 511.2OPP 487.72 501.89 519.69 502.52 497.9 491.3Total 495.74 496.97 519.91 501.94 507.0 493.3Gender Fall 2008 / % Fall 2009 / % Fall 2010 / % Fall 2011 / %Female 527 / 49% 531 / 49% 544 / 49% 42.3%Male 542 / 50% 549 / 50% 564 / 50% 57.7%COMLEX PercentagesCOMLEXYearLevel 1 PassCOMLEXLevel 2COMLEXLevel 2 CE2008-20092008-2009COMLEXLevel 2 PE2009-2010COMLEXLevel 32008 95.4% 94% 96.5% 89.8%2009 90.7% 83.6% 97.7% 93.2%2010 92.7% 94.04% 96.5% 95.4%2011 90.7% 90.3% 98.7% 92.9%2012 98.3% N/A N/A N/A2009-20102010-20112010-2011KCUMB National KCUMB National KCUMB NationalSurgery 570.82 537.38 500.28 509.80 N/A N/AOb/Gyn 547.63 529.91 481.91 489.05 N/A N/APsychiatry 569.48 545.36 480.77 505.74 N/A N/AFamily Medicine 532.02 522.12 489.75 491.28 N/A N/APediatrics 523.75 518.98 493.33 495.40 N/A N/AInternal Medicine 532.79 529.54 504.82 491.86 N/A N/AEmergency Medicine 542.69 518.69 481.22 490.18 N/A N/AOPP 512.62 529.81 494.36 505.49 N/A N/ATotal 527.03 519.04 482.89 487.64 N/A N/A6

iii KCUMB Organizational Overview

KCUMB ORGANIZATIONAL OVERVIEWKansas City University of Medicine and BiosciencesOrganizational OverviewPRESIDENT & CEOExec. Vice. Pres. ForAcad. and MedicalAffairs/Dean COMAssoc. Dean forCurricularAffairsAssoc. Dean ofStudent AffairsAssoc. Dean forClinical Educ. &Med.Affairs/ChairFam. Med.Assoc. Dean forBasic SciencesDir. Of Univ.EngagementExec. Vice Presidentfor Research andInstitutionalEffectivenessVACANTDir. OfSponsoredProgramsExec. Dir. OfAcad. and Instit.ResearchDir. Of ClinicalResearchDean of theCollege ofBiosciencesAssoc. Dean forBiosciencesChair ofBioethicsResearchInstructorCOB CurriculumDirectorsChief FinancialOfficerControllerVice Pres. OfFinanceDir. Of PhysicalFacilitiesDir. OfPurchasingVice President forAdvancementExec. Dir. OfAlumniDevelopmentExec. Dir. OfAlumni/DonorRelationsVice Presidentfor Hum.ResourcesAsst. Dir. OfHum. ResourcesBenefitsAdministratorRecruiterEmploymentServices Coord.Vice Presidentof Univ.RelationsExec. Dir. OfSpecial EventsDir. Of PublicRelationsCreativeServicesOnlineCommunicationChiefInformationOfficerSystemsManagerHelp Desk / ITAsset Coord.MultimediaManagerDatabaseDeveloper/AdministratorsVice Pres. ForEnrollmentMgt./RegistrarDir. Of FoodServicesTraining andDevelopmentSpecialistCMSAdministrator/InstructionalTrainerPlacementCoordinatorClinic PracticeManagerTelecom Coord.Dir. Of Security8

Introduction

AccreditationThe American Osteopathic Association’s Commission on Osteopathic College Accreditation (AOA-COCA) has continuously accredited the University’s College ofOsteopathic Medicine since its founding in 1916. The most recent COCA accreditation visit occurred in 2004, resulting in continuing accreditation for the maximumperiod of seven years. KCUMB-COM received four special commendations during the COCA’s 2004 accreditation visit for: 1) exemplary performance and dedicationof the faculty, 2) innovations in curriculum, 3) provision of support and resources for students, and 4) state-of-the art facilities. The accreditation report alsorecommended that KCUMB-COM work to better review and utilize the outcomes of its faculty governance processes to maximize communication on all issues.In the Fall of 2003, the University was reaccredited by the Higher Learning Commission of the North Central Association of Colleges and Schools (HLC-NCA),receiving a full, ten-year accreditation (Appendix 2 Accreditation Approval, Recommendations from Accreditation). HLC-NCA formal 2003 recommendations areaddressed throughout the self-study in the affiliated standards. Following the termination of the President and CEO and other top administrators in 2009-10, theHLC-NCA requested additional institutional progress reports detailing the administrative transition and the status of any legal action(s) against the former president(Exhibit 3 HLC-NCA Institutional Progress Reports). Accreditation status remains unchanged (fully accredited) and the next full reaccreditation visit is planned for2013. The University’s Continuing Medical Education (CME) programs are accredited by both the American Osteopathic Association (AOA) and the AccreditationCouncil for Continuing Medical Education (ACCME). This dual accreditation distinguishes the University as the only American Medical Association’s category oneContinuing Medical Education provider for both osteopathic and allopathic physicians in a six-state region. At the time of the initial ACCME accreditation, KCUMBwas one of only six institutions nationally to hold this distinction. In 2008 the ACCME awarded continued full accreditation.Self StudyThe COCA self-study committees were organized by H. Danny Weaver, D.O., President and Chief Executive Officer, in consultation with Darin Haug, D.O., ExecutiveVice President for Academic and Medical Affairs and Dean of the College of Osteopathic Medicine, to prepare for the COCA accreditation of the College ofOsteopathic Medicine. The College of Biosciences is not included in this review. The self-study committees consisted broadly of representatives of all areas of theUniversity (e.g., Curriculum, Basic Sciences, Clinical Sciences, Student Affairs, Research, Students, and Administration). They were charged with reviewing theaccreditation standards and assessing the extent to which the University’s practices and policies fulfilled these standards (Exhibit 4, COM Policies and Procedures).A Chair and Vice Chair were appointed for each of the COCA self-study standards committees who engaged the various University constituencies to gather the necessaryinformation to support the preparation of draft standard reports. Draft standard reports were sent to a team of senior administrative and academic leaderswho reviewed each report and provided targeted feedback on each standard and sub-standard. The comprehensive response to all standards was then compiledand sent for final review to the University’s Leadership Team, which includes:• President and CEO• Executive Vice President for Academic and Medical Affairs, and Dean of the College of Osteopathic Medicine• Executive Vice President for Finance and Chief Financial Officer• Vice President for Advancement• Vice President for University Relations• Vice President for Human Resources• Dean of the College of Biosciences• Chief Information Officer10

Standard One:Mission, Goals & Objectives

STANDARD ONE: MISSION, GOALS, AND OBJECTIVES1.1 - The COM must have a clearly defined mission statement, including goals and objectives appropriate to osteopathic medical education that addressesteaching, research, service, including osteopathic clinical service, and student achievement.Throughout the past 18 months, KCUMB-COM has undergone changes in leadership, culture and organization. KCUMB-COM has embraced these changes and usedthe opportunity to realign our mission, vision, values and goals (Appendix 1.1a KCUMB Strategic Plan: Focused on the Future 2011-2016; Appendix 1.1b AAASReport). KCUMB-COM has clearly defined mission, vision and value statements that address all components required by COCA. The new statements for the COMare outlined below. All statements were vetted through the Quality Enhancement Council, the Strategic Planning Committee, the Leadership Team, and the entirecampus community before electronic approval and adoption by the Board of Trustees in May 2011.KCUMB-COM MissionThe College of Osteopathic Medicine prepares students to become highly competent, caring and compassionate osteopathic physicians who demonstratethe highest level of professionalism, ethics and sensitivity to the diverse personal and cultural contexts in which care is delivered. We are committedto the service of humanity and the advancement of knowledge through a collaborative environment that provides distinctive osteopathic clinicaltraining and fosters excellence in education, research and scholarly activity, and life-long learning.KCUMB-COM VisionThe College of Osteopathic Medicine is recognized as a leader in osteopathic medical education and health care by exceeding standards of academicand clinical achievement.KCUMB-COM ValuesThe College of Osteopathic Medicine’s values originate from the heritage of the osteopathic profession. The core of the philosophy and principles ofosteopathic medicine continues to be holistic care that is taught and practiced by leading educators and physicians who are compassionate, respectful,accountable, and lead with integrity in the service of humanity. KCUMB maintains an ethos that embodies its mission and values. Integral to thatmission is the belief that ability is gained through knowledge and lifelong learning, integrity is learned by example, and compassion and empathy arefirst received and then given. KCUMB’s culture is framed by seven core values: Integrity, Compassion, Excellence, Collaboration, Intellectual Curiosity,Innovation, and Heritage.KCUMB-COM Goals and ObjectivesThe College of Osteopathic Medicine’s primary educational objective is to provide our students with the best education to enable them to become highly competentand compassionate osteopathic physicians. The use of an integrated, clinical presentation-based curriculum with a patient-centered approach to medicine serves asthe principal method for accomplishing this objective. Section-level learning objectives are developed and approved through the collaborative efforts of the basicscience and clinical faculty as well as the Curriculum Committee. Integrated curricular sections are organized into progressive knowledge and skills-based courseswith approved learning objectives assigned to qualified faculty.• KCUMB Goal I: Enhance Student Success• KCUMB Goal 2: Enhance Research Activity• KCUMB Goal 3: Promote and Increase Internal and External Service• KCUMB Goal 4: Promote Sustainability Across the Institution• KCUMB Goal 5: Enhance Institutional Diversity1.1.1 - All COMs having accreditation status must submit a “mid-cycle” report to the COCA on their success in meeting their mission. This report will besubmitted with the Annual Supplemental Report in the fourth year after receipt of initial or continuing accreditation status.KCUMB-COM received full-continuing accreditation from the Commission on Osteopathic College Accreditation (COCA) following the last comprehensive site visitof December 7-10, 2004. The visiting team found that the College of Osteopathic Medicine met all seven standards. The visiting team’s report of findings andrecommendations is dated July 8, 2005, and responses to those findings are outlined in the Mid-Cycle Report, which was submitted to the AOA on February 2,2009. The requirement to provide a mid-cycle report became effective July 1, 2008, making KCUMB-COM one of the very first schools to meet this standard. Afull copy of the COCA Mid-Cycle Report and response is available for review in Exhibit 1.1.1a COCA Mid-Cycle Report.1.2 - Each COM must maintain in effect any charter, licenses or approvals required for it to function as a college of osteopathic medicine in the jurisdictionin which it operates.Kansas City University of Medicine and Biosciences is governed by a nonprofit corporation of the same name. The University was founded in 1916 as the Kansas11

City College of Osteopathy and Surgery. The institution changed its name to the Kansas City College of Osteopathic Medicine in 1970, then to the University ofHealth Sciences in 1980, and finally to Kansas City University of Medicine and Biosciences in 2004. A copy of the original charter and all subsequent changes isavailable for review in Appendix 1.2a KCUMB Charter and Bylaws (Appendix 1.2b Missouri Department of Higher Education License or Charter).1.3 - The COM must connect its learning outcomes assessment to mission plans and objectives in order to continuously improve the educational qualityof its osteopathic medical education program.Mission-focused improvement drives decision-making within the COM. The mission is linked to goals, objectives, outcomes assessment criteria, analyses andtargeted improvements. Figure 1.3 depicts how the mission serves as the foundation for assessment activities, expectations and outcomes. Academic programassessment reports demonstrate program-level improvements.Figure 1.3: Relationship between Mission, Assessment, Outcomes, and Improvement.The diagram in Figure 1.3 is used at the COM, division and program levels. Academic assessmentis intended to help programs develop and/or improve the process of measuring studentlearning and development and to help KCUMB-COM fulfill its educational mission. Units ofassessment range from individual academic and service programs to the University as a whole.At the program level, each academic program develops and implements a plan to assessstudent-learning outcomes. KCUMB’s plan for assessment of student learning and developmentincludes a description of each of the University’s program goals and intended studentlearning outcomes, and establishes indicators or measures (e.g., student performance metrics,student and peer evaluation of teaching, continuous quality improvement (CQI) feedback forcurriculum sections, focus groups and surveys, etc.) by which a program or department canmeasure its success based on student-learning outcomes (Exhibit 1.3 KCUMB AssessmentPlan, 1.3b KCUMB Assessment Report). Results are used to target and develop improvement strategies at the course or program level.1.3.1 - The planning processes must incorporate formative and summative reviews of student achievement including, but not limited to: COMLEX-USALevel 1 and COMLEX-USA Level 2 passage rates; licensure, geographic area of practice, obtainment and completion of a postdoctoral program, and AOAor ABMS board certification.COM performance and student achievement is measured using various processes, metrics and reporting mechanisms, and the planning process incorporates bothformative and summative reviews of student achievement (Table 1.3.1).Student perceptions and performance data are benchmarked against peer institutions. Comprehensive reports are shared with the campus community throughintranet postings to the Vital Signs resource page (Appendix 1.3.1 Vital Signs Example and Login).AOA/ABMS CertificationThe University is committed to improving internal processes by benchmarking against past performance, and through the use of external data (Exhibit 1.3b KCUMBAssessment Report, Exhibit 1.3.1a Student Program Survey, Exhibit 1.3.1b AACOM Graduating Senior Survey Report). KCUMB-COM is able to routinely evaluatestudent performance against peers through the use of national board scores (Exhibit 1.3.1c COMLEX Board Score Report).Approaches to measuring satisfaction and performance are reviewed and assessed for currency. Changes are implemented when warranted. Some changes areinitiated internally, while others may originate externally. For example, during the self-study process it was discovered that enhancements to the collection ofpost-graduate education information were needed, with respect to licensure, completion of postdoctoral programs and board certification.Processes that revisit the University’s mission, vision and values, sharing information that is obtained through both formal and informal methods, and creatingresponsive plans for improvement are all part of the commitment to meeting and exceeding student and stakeholder requirements and expectations (Exhibit 1.1.aKCUMB Strategic Plan: Focused on the Future, 2011-2016).1.4 - The COM must have a process that will contribute to the advancement of knowledge through research and scholarly contributions in the fields of the basicbiomedical sciences, clinical medicine and osteopathic principles and practice.Faculty have a negotiated percentage of their load allocated to scholarly activity. The amount of time allocated to research and other scholarly activity varies dependingon teaching, clinical practice, service, and administrative expectations (Appendix 1.4 Faculty Adequacy Report; Exhibit 1.4 Research Policies and Procedures).1.5 - A COM must provide to the community distinctive osteopathic healthcare including osteopathic manipulative medicine.The KCUMB clinical faculty are actively engaged in providing osteopathic medical care and clinical services to the greater Kansas City community. KCUMB Physician12

Table 1.3.1 KCUMB-COM Formative and Summative ReviewsAssessment SegmentStudentsAcademic ProgramTeaching and LearningResearchScholarshipSupport ServicesFinancial StabilityAlumni SupportSocial Responsibility &Public PresencePost-Graduate EducationWorkforce QualityMetricsUndergraduate GPA, Science GPA, MCAT Score, academic performance at KCUMB, board scores, club activities, communityservice activities.Board scores, comparative performance of our students while on clinical clerkships, residency placement, professional presenceof the faculty, student satisfaction related to academic programs, program prominence.Faculty evaluations, course evaluations (CQI’s), student evaluations, student satisfaction with course delivery and teaching,board scores, clinical preceptor feedback, student and faculty satisfaction with instructional support, prominence of curriculum,curricular innovation.Student and faculty research activities, intramural and extramural funding, number and types of grant proposals.Faculty publications, curricular innovation, professional presence, professional meeting presentations.Student, faculty and employee satisfaction with a variety of support services, both business and instructional.Campus facility growth, financial strength, Moody’s A-1 rating.Alumni donor participation/donor retention, Alumni Association membership, Phone-A-Thon participation, Gold Society membership,alumni presence and engagementUniversity visibility in the community (local, regional, and national), community leadership presence, Civic awards, Communitypartnerships.Residency and Internship Match data, COMLEX III and practicing alumni by geographic region.Employee evaluation, engagement, satisfaction and development.Associates (PA), the University’s primary clinical practice, has been operational since 1988 with the close of University Hospital. The PA is staffed by an osteopathicmedical director, a practice manager, patient service representatives, a part-time file clerk, medical assistants, and licensed practical nurses. Osteopathic physiciansat the PA, in the departments of Family Medicine, Internal Medicine and Pediatrics, practice distinctive osteopathic healthcare including osteopathic manipulatvemedicine (OMM). Psychological evaluations and counseling, occupational and preventive medicine, sports medicine, and acupuncture are additional services offeredat the PA. The KCUMB-COM undergraduate OMM fellows rotate in the PA and are supervised by a Family Medicine attending clinician. Medical students rotatethrough the PA for required and elective clerkships and are provided with OMM experience as part of training. The PA relocated to St. Joseph’s Medical Center, locatedin an urban neighborhood with diverse patients in January 2008, as part of a long-term strategy to optimize clinical practice growth in a setting that is moreclosely aligned with the University’s mission. (Exhibit 1.5a Introduction to Osteopathic Medicine for the non-D.O. faculty; Exhibit 1.5b Score1 for Health Report).Non-clinical faculty and staff receive orientation on the principles of osteopathic medicine through regularly scheduled faculty development programming. Sessionsinclude a primer about osteopathic manipulation and demonstrations (Exhibit 1.5c Faculty and Staff Development Session Example on OMM).1.6 - The COM must have a process that addresses the development and planning for the appropriate affiliations necessary to provide pre-doctoralclinical experiences sufficient in scope for the training of osteopathic physicians.The Office of Community Clinical Education (OCCE) is responsible for the development and direction of appropriate affiliations necessary to provide pre-doctoralclinical experiences. OCCE provides a continuous assessment of adequate volume and quality of affiliated core site pre-doctoral clinical experiences. This continuousquality initiative includes onsite reviews of the site with both students and administrative personal by the Associate Dean of Clinical Education and Medical Affairsand or the Administrative Director of Community Clinical Education. Student evaluations of the site are reviewed with the administrative member at the site. Allstudents regardless of site placement have the opportunity to meet with University administration answer questions or address concerns the student has. Concernsand commendations are discussed and when necessary action plans developed to assist in overcoming any identified deficiencies.Query is made into anticipated changes in the site capacity as it relates to KCUMB-COM student participation in the upcoming academic year. A confirmatorycontact takes place in early fall with each site prior to the initiation of the student core clerkship match process beginning. In late fall, the first year class is surveyedregarding their desired clerkship preferences. The survey data is compiled and the data is utilized in acquiring affiliations in preferred regions while meeting andexceeded minimum clerkship needs.A team from the OCCE conducts annual visits of core clerkship sites to evaluate quality and capacity (Exhibit 1.6a Core Sites and Associated Physicians, Exhibit1.6b Affiliation Agreements). Early Clinical Experience (ECE) is a mandatory, four-hour shadowing experience for Year I and is conducted in a clinic setting (Exhibit1.6c ECE syllabus). Preceptors provide an evaluation of individual students. Students are encouraged, but not required, to provide evaluations of their individualECE (Exhibit 1.6d ECE Preceptor Evaluation).13

Between Years I and II of the didactic curriculum, students may select to experience a Clinical Care Practicum (CCP) (Appendix 1.6e CCP Syllabus). CCP is notrequired, but students who chose to register for a CCP earn academic credit of one hour for every two weeks of clinical experience. The minimum CCP participationfor credit is two weeks.Third - (core clerkships) and fourth-year (core and elective clerkships) students complete a MED-IQ evaluation for each preceptor and service. Preceptors provideevaluations of individual students (Exhibit 1.6f MED-IQ Evaluation, Exhibit 1.6g Student Evaluation by Preceptor).1.7 - The COM must be a member of an Osteopathic Postdoctoral Training Institution (OPTI) that is accredited by the American Osteopathic Association’sBureau of Osteopathic Education.Kansas City University of Medicine and Biosciences-College of Osteopathic Medicine Educational Consortium (KCUMB-COMEC)is a consortium formed through affiliationbetween KCUMB-COM and local/regional freestanding hospitals and health-care institutions providing medical education to osteopathic medical students,interns, and residents. Affiliation with the educational consortium is formally established through participation agreements executed between each hospital orhealth-care institution and the OPTI.On September 9, 2006, the Bureau of Osteopathic Education (BOE) of the American Osteopathic Association (AOA) granted KCUMB-COMEC continued accreditationfor three years. On December 5, 2009, the BOE granted the Consortium continued accreditation for four years (Exhibits 1.7a COMEC Annual Report, 1.7bCOMEC Self-study, and 1.7c COMEC Accreditation Report). The Consortium will be reviewed for accreditation in 2013.In April 2010, John Dougherty, D.O., FAOCFP, FAOASM, was appointed as Associate Dean for Clinical Education and Medical Affairs with duties that includeosteopathic graduate medical education. Additionally, Dr. Dougherty has been appointed to the AOA-OGME initiative committee as a consultant. To bolster clinicaleducation and OGME, Elizabeth McClain, Ph.D., was hired July 1, 2011, as Assistant Dean of Clinical Education in the Office of Community and Clinical Education.In July 2011, G. Michael Johnston, D.O., MACOI, additionally assumed responsibilities to support the clinical education department and its strategic focus. Hisresponsibilities are now two-fold: medical student education/clerkship development, as well as graduate medical education and development. KCUMB remainsopen to additional collaborative affiliations and GME sites.KCUMB-COMEC Participating Members:• Kansas City University of Medicine and Biosciences-College of Osteopathic Medicine• St. Mary’s Medical Center: Orthopedic Residency Training Program• Via Christi Hospital Wichita: Family Medicine Residency Program• Truman Medical Centers Lakewood: Family Medicine Residency Program• Northwest Health System: Sports Medicine FellowshipKCUMB-COMEC Affiliate Members:• Freeman Health System• Topeka Veteran’s Administration• Palm Beach Center for Graduate Medical Education14

Standard Two: Governance,Administration and Finance

STANDARD TWO: GOVERNANCE, ADMINISTRATION, AND FINANCE2.1 - The COM, and/or its parent institution, must develop and implement bylaws, or equivalent documents, that clearly define the governance andorganizational structure that enables the COM to fulfill its mission and objectives.The governance and organizational structure of Kansas City University of Medicine and Biosciences (KCUMB) is articulated in the University Charter (Appendix 1.2KCUMB Charter and Bylaws). This document provides the necessary guidance to help the University achieve its mission of preparing future osteopathic physicianswho will not only contribute to their profession, but who will also contribute to the improvement of the diverse community they serve. In December 2009, KCUMBunderwent a change in leadership, which provided an opportunity for reflection on the University’s governance. H. Danny Weaver, D.O., who had served on theBoard of Trustees since 2001 and as Chairman of the Board of Trustees for six years (2004-2010), was named Interim President and Chief Executive Officer.In early 2010, a full review of the bylaws and charter, policies and procedures for the Board of Trustees was conducted to ensure the University was fulfilling itsmission to its students, faculty, staff and community. This review found that, in certain areas, the Board of Trustees should be more engaged in the University’sacademic culture, higher education, assessment and fiscal accountability. The process also resulted in eight new individuals with significant experience in clinicalpractice, financial management and higher education administration being recommended to serve on the Board beginning in fall 2010 (Exhibit 2.1a Board ofTrustees Roster and CVs).In October 2010, the Board of Trustees finalized a full revision of its bylaws and key policies related to the administration and operation of the Board. The revisedbylaws articulated an improved composition of the board membership indicating that the board will consist of 13 to 17 voting trustees including the Presidentof the Alumni Association. Additionally, the Board voted to reaffirm existing committees and establish new committees considered necessary to improve theUniversity’s capacity to achieve its mission and provide greater oversight and governance to key operational areas (Appendix 1.2 KCUMB Charter and Bylaws):• Executive Committee• Finance and Investment Committee• Compensation and Benefits Committee• Academic, Research and Medical Affairs Committee• Audit Committee• Governance and Nominating Committee• Advancement CommitteeThe revised board bylaws stipulate that members be elected for a three-year term (Appendix 1.2 KCUMB Charter and Bylaws). Additionally, a board member canserve no more than three consecutive terms. The bylaws require the full Board to meet three times per year to receive a comprehensive report on the affairs ofthe University, but it also allows for special meetings to be held if a majority of voting members agrees to meet. A majority of the voting board members mustbe present each meeting for actions taken to be binding. The Board may also take action by consent without meeting if the action is written and is signed by allmembers of the Board or committee of the Board. The consents shall have the same force and effect as a unanimous vote at a meeting duly called and legallyheld. The secretary files the consent(s) with the meeting minutes of the Board of Trustees or of the specific committee.The Board of Trustees, in addition to completing the revision of its bylaws at the October 2010 meeting, also voted to establish a University Advisory Board consistingof senior academicians who have significant experience in higher education administration, industry professionals with extensive leadership experience in the lifesciences, and practicing osteopathic physicians who are committed to the advancement of the osteopathic profession and osteopathic medical education. TheAdvisory Board is a non-governing panel of experts who provide guidance to the University’s President and CEO and Board of Trustees on operational, governanceand academic matters. In addition, the University Advisory Board supports members of the University Leadership Team and other senior leaders to enhance theUniversity’s capacity to achieve its mission. Taken together, the addition of new Board members, the comprehensive revision of the Board bylaws, and the additionof the Advisory Board has more clearly articulated University governance and has increased the University’s ability to achieve its mission (Appendix 2.1a Board ofTrustees roster, Appendix 2.1b Advisory Board roster). In addition, the University’s Alumni Association has been incorporated. Proposed bylaws, committees andcharters, along with related corporate documents, were approved on April 18, 2011, by the Alumni Association’s Board of Trustees.While the Board of Trustees is primarily responsible for providing broad oversight of the financial and programmatic operation of the University, the President andCEO and his Leadership Team are entrusted by the Board of Trustees to manage the routine operation of the University. On September 29, 2010, Dr. Weaver wasnamed President and CEO of the University. Dr. Weaver attended the HLC-NCA annual Program for Presidents and Trustees in April 2011. In July 2011, Dr. Weaverattended the Harvard Macy Institute for Presidents and Academic Leaders. The training focused on commitment to medical education and how to effectively continueto improve leadership and education at KCUMB while staying connected to faculty and students.In the summer of 2012, Dr. Weaver and Joe Massman, Executive Vice President for Finance and Chief Financial Officer, will attend the National Association ofCollege and University Business Officers (NACUBO) Effective Campus Leadership training. This program is designed to foster the relationship between executiveleaders. The training will address: identifying strategies that build relationships and improve goal achievement at higher education institutions; recognizing challenges15

that interfere with effective engagement; and employing approaches that encourage strategic communication.Shortly after being named President and Chief Executive Officer, Dr. Weaver announced the composition of the new University Leadership Team. This team iscomposed of:• President and CEO• Executive Vice President for Academic and Medical Affairs and Dean of the COM• Executive Vice President of Finance and Chief Financial Officer• Vice President for Advancement• Vice President for University Relations• Vice President for Human Resources• Dean of the College of Biosciences• Chief Information OfficerThe President encourages the Leadership Team to routinely engage the Board of Trustees by providing information to the Board on key issues related to the currentoperation of the University. The Leadership Team typically meets weekly to ensure the University is meeting its responsibilities to students, faculty, staff and thecommunity.In 2010, Dr. Weaver directed the Leadership Team to initiate the development of a new five-year strategic plan to guide the work of the University. As part ofthis process, the University developed a new mission, vision, values and five new strategic goals (Exhibit 2.1b KCUMB Strategic Plan: Focused on the Future2011-2016). To date, all University departments have drafted strategic objectives that are aligned with the University goals. A comprehensive draft plan wassubmitted to the Leadership Team for their review by the Office of Research and Institutional Effectiveness in July 2011. On July 15, 2011 Dr. Weaver appointedLarry Segars, Pharm.D., Immediate Past President of the Faculty Senate, as Chair, and Joseph Massman, M.B.A., C.P.A., Chief Financial Officer, as Vice Chair ofthe Strategic Planning Committee. The committee was charged with review of the University Strategic Plan and development of an implementation plan for theUniversity. The University Strategic Plan will be submitted to the Board of Trustees in the Fall of 2011 for their review and approval. Once accepted by the Boardof Trustees, a timeline will be developed to help track the implementation plan of the goals and objectives across the various University departments.In Spring 2011, the position of Executive Vice President for Research and Institutional Effectiveness’s position was vacated. The University temporarily shiftedDivision of Research responsibilities to Seft Hunter, Ph.D., Director of Sponsored Programs, and Office of Institutional Effectiveness responsibilities to Maria Cole,Ph.D., Executive Director of Academic and Institutional Research. A national search will be initiated to fill the vacated position pending development of a ResearchStrategic Plan which incorporates recommendations of the research climate assessment by the American Association for the Advancement of Science (AAAS)conducted in May 2011.2.1.1 - Responsibilities of the COM administrative and academic officers and faculty must be clearly defined in the COM, and/or its parent institutions,bylaws, or other equivalent documents.The KCUMB bylaws describe the role and function of the Executive Vice President for Academic and Medical Affairs and Dean of the College of OsteopathicMedicine. The EVPAMA/Dean, as the Chief Academic Officer, is primarily responsible for ensuring that the University’s osteopathic medical students have all theresources necessary to achieve the highest standards of excellence in medical education and for recruiting and retaining highly trained faculty and staff whocontribute to the College of Osteopathic Medicine’s mission. The Executive Vice President for Academic and Medical Affairs and Dean of the College of OsteopathicMedicine reports directly to the President and CEO.Dr. Haug, FACOI, FACOP, serves as the Chief Academic Officer of the University. In the past 12 months, Dr. Haug has reviewed and revised job descriptions clearlydefining the roles and responsibilities of his team. Three additional positions were created, each reporting directly to the Executive Vice President for Academic andMedical Affairs and Dean of the College of Osteopathic Medicine: Associate Dean of Clinical Education and Medical Affairs, Associate Dean for Student Affairs, andVice President for Enrollment Management. The Leadership Team consists of the following individuals who manage key areas of the COM’s operation:• Linda Adkison, Ph.D., Associate Dean for Curricular Affairs• Maurice Oelklaus, D.O., Associate Dean for Student Affairs• John Dougherty, D.O., Associate Dean for Clinical Education and Medical Affairs• Alan Glaros, Ph.D., Associate Dean for Basic Medical Sciences• Heidi Terry, M.A., Vice President for Enrollment Management• Gary Ballam, Ph.D., Assistant Dean for Curricular Affairs• Elizabeth McClain, Ph.D., Assistant Dean for Clinical Education• Richard Magie, D.O., Medical Director of Physicians Associates, Chair of Pediatrics and President of Faculty Senate• LeAnn Carlton, M.B.A., Assistant Dean for Student Affairs• G. Michael Johnston, D.O., MACOI, Chair of Internal Medicine• Douglas Rushing, Ph.D., Dean of the College of Biosciences and Professor of Biochemistry16

Linda Adkison, Ph.D., Associate Dean for Curricular Affairs, directs the Department of Curricular Affairs and is primarily responsible for providing leadership in thedelivery of the College of Osteopathic Medicine’s curriculum and assessing student performance for years I-IV. She chairs the University’s Curriculum Committee, astanding committee that reviews new and existing curricular offerings, academic policies, and the University’s technology plan as it relates to the delivery of thecurriculum and student learning. Dr. Adkison provides oversight to the Director of the D’Angelo Library, Director of the Kesselheim Center for Clinical Competenceand the Curriculum Directors who manage various components of the curriculum (e.g., Year I and Year II Curriculum Directors and Assistant Directors) (Exhibit2.1.1a Linda Adkison, Ph.D., CV).Maurice Oelklaus, D.O., Associate Dean for Student Affairs, directs the Office of Student Affairs and is responsible for expanding and enhancing the studentservices programs. The Associate Dean for Student Affairs and his department also collaborate and provide strategic insight to ensure attainment of COM goals forstudent enrollment; oversee and serve as liaisons for the D.O./M.B.A and D.O./M.A. programs; provide academic leadership and contribute to the education ofstudents through lectures and labs in the College of Osteopathic Medicine; coordinate and supervise academic advising and counseling; direct oversight and providepatient care through the student and employee health clinics (Exhibit 2.1.1b Maurice Oelklaus, D.O., CV).John Dougherty, D.O., Associate Dean for Clinical Education and Medical Affairs and Chair of Family Medicine, directs the Office of Community and ClinicalEducation (OCCE). In association with the Associate Dean of Curricular Affairs, Dr. Dougherty directs the development and implementation of curriculum andassessment measures for third- and-fourth-year clerkships. The Associate Dean for Clinical Education and Medical Affairs works with the clinical preceptor communityto develop and implement high quality clerkship opportunities, monitors and directs KCUMB-PA clinical clerkship experiences, and manages the medical clinic andpatient care services. Dr. Dougherty also directs KCUMB-COM Educational Consortium (KCUMB-COMEC) activities, provides support to collaborative partners inthe development of Graduate Medical Educational opportunities, and supervises Continuing Medical Education (CME) (Exhibit 2.1.1c John Dougherty, D.O., CV).Alan Glaros, Ph.D., Associate Dean for Basic Medical Sciences, is responsible for providing oversight to the College of Osteopathic Medicine’s basic science chairs(e.g., Anatomy, Biochemistry, Pathology, Physiology, Pharmacology, and Microbiology). The chairs of these departments supervise the day-to-day work of faculty.Adjunct and part-time faculty are routinely brought in to augment the current full-time faculty. Dr. Glaros ensures that faculty within each department have all theresources needed to successfully deliver curriculum and participate in research. He also sits on select University committees that contribute directly to either facultyor student success (Exhibit 2.1.1d Alan Glaros, Ph.D., CV).Heidi Terry, M.A., Vice President for Enrollment Management, previously served 13 years as a University Registrar before being promoted to her current post. Sheis currently responsible for developing and deploying enrollment management strategies to ensure the University meets its enrollment objectives in the Collegeof Osteopathic Medicine and the College of Biosciences. Ms. Terry performs the Registrar functions and provides oversight to the Financial Aid and AdmissionsDepartments (Exhibit 2.1.1e Heidi Terry, M.A., CV).Gary Ballam, Ph.D., Assistant Dean for Curricular Affairs and Chair of Physiology, has served a variety of leadership roles for the College of Osteopathic Medicinein his 18 years at KCUMB. Dr. Ballam actively serves the University community in a variety of capacities, including membership on the Deans’ Council, CurriculumCommittee, Accessibility Committee and Leadership Team for Strategic Planning (Exhibit 2.1.1f Gary Ballam, Ph.D., CV).Elizabeth McClain, Ph.D., Assistant Dean for Clinical Education, began July 2011 in the Office of Community and Clinical Education. Dr. McClain previously servedas the Assistant Dean of Curriculum and Evaluation in the Office of Graduate Medical Education at the University of Kansas Medical Center. She received her Ph.D.in 2009 and her Ed.S. in Educational Psychology and Research from the University of Kansas. (Exhibit 2.1.1g Elizabeth McClain, Ph.D., CV).Richard Magie, D.O., Chair of Pediatrics and Medical Director of Physician Associates, serves as the President of the KCUMB Faculty Senate and brings 28 years ofleadership to the COM. Dr. Magie is principal investigator for a George Washington Institute for Spirituality of Health grant (Exhibit 2.1.1h Richard Magie, D.O., CV).LeAnn Carlton, M.B.A., Assistant Dean for Student Affairs, has been with KCUMB since 1996 and previously served as Foundation Gift Coordinator, Director ofStudent Services, Executive Director of Student Affairs and Admissions, and Vice President of Student Affairs. In her current position, she coordinates and directsNew Student Orientation; serves as liaison with the KCUMB Student Body; oversees and manages the Student Government Association, the Student AmbassadorProgram, and all Student Organizations; and oversees the faculty Advisor Program, as well as student counseling, mentoring and tutoring (Exhibit 2.1.1i LeAnnCarlton, M.B.A., CV).G. Michael Johnston, D.O., Professor and Chair of Internal Medicine, received his degree from Kansas City Osteopathic College in 1973. Dr. Johnston taughtstudents, interns and residents on internal medicine rotations while in private practice from 1977-2000. Since 2000, he has been Professor and Chair of InternalMedicine. He served as Program Director for the Internal Medicine Residency Program at the Medical Center of Independence from 2000-2007, and served asinterim Director of Medical Education at the Medical Center of Independence from 2003-2004 (Exhibit 2.1.1j G. Michael Johnston, D.O., CV).17

Douglas Rushing, Ph.D., Dean of the College of Biosciences and Professor of Biochemistry, has been a member of the KCUMB faculty since 1972. In 2004, Dr.Rushing was chosen to lead the University’s new College of Biosciences as its dean, in addition to his duties as professor of biochemistry. Dr. Rushing has served asboard president of Kansas City Consensus, as a member of the Board of Directors of the Missouri Osteopathic Medical Education Consortium and as chairman of theKansas City, Missouri, Energy Commission. He is also a member of The American Society of Human Genetics and Sigma Xi, the Scientific Research Society (Exhibit2.1.1k Douglas Rushing, Ph.D., CV).The University’s Faculty Handbook summarizes the faculty governance structure. Faculty members are appointed by the Dean of the College of OsteopathicMedicine to various committees on which they serve for a minimum of one year. These committees provide an opportunity for faculty to engage in the successfuloperation of the College. Committees are commonly charged with reviewing related policies and making recommendations to the Leadership Team regardingnecessary changes. The Admissions Committee and Academic Accessibility Committee are responsible for considering student admission applications and studentacademic accommodation requests, respectively (Exhibit 2.1.1 Committee Handbook; Appendix 2.1.1 Academic Affairs Organizational Charts).2.1.2 - The COM’s, and/or its parent institution’s, bylaws or equivalent documents must include, but not be limited to, conflict of interest, due process,disclosure, nondiscrimination, confidentiality of records, and fiscal accountability.KCUMB and the College of Osteopathic Medicine reviewed and revised key policies related to its operations. The University Leadership Team is committed toreviewing and revising, as appropriate, institutional policies and procedures. Through this commitment, policies that have been developed and implemented includeselect new finance and accounting policies and procedures and select human resource policies and procedures including conflict of interest, due process, disclosure,nondiscrimination and confidentiality of records. The University Research Committee updated research policies and procedures, and the Faculty Senate updatedthe Faculty Handbook (Exhibit 2.1.2a Finance Policies and Procedures; Exhibit 2.1.2b Research Policies and Procedures; Exhibit 2.1.2c Human Resource Policiesand Procedures; Exhibit 2.1.2d Faculty Handbook). Changes are approved by the Executive Vice President for Academic and Medical Affairs, and Dean of theCollege of Osteopathic Medicine. The amended Board of Trustees’ Bylaws and Charter of KCUMB (Appendix 1.2) and the University Catalog (http://www.kcumb.edu/registrar/PDF/college_catalog0910.pdf) include provisions with regards to conflict of interest, due process, disclosure, nondiscrimination, confidentiality ofrecords, and fiscal accountability.Conflict of InterestThe Conflict of Interest Policy establishes guidelines for interactions between industry representatives and students as well as faculty, staff and administration ofKCUMB (Exhibit 2.1.2e Conflict of Interest Policy).Due Process and Fiscal AccountabilityKCUMB’s Board of Trustees Bylaws, Article IV section 1 articulates the role and powers of the Board as including, but not limited to, the management of all propertyand business of the University. These responsibilities include setting the strategic direction of the University, approving the budget, the awarding of degrees andhiring and/or dismissing the President.KCUMB’s Board of Trustees’ Bylaws, Article V section 2b establishes the University Audit Committee, which provides oversight of the University’s audited financialstatement to ensure its accuracy. The Audit Committee also helps to assess the qualifications of the University’s external accounting firm and ensures there aresufficient internal controls in place to safeguard the financial resources of the University. (Appendix 1.2 KCUMB Charter and Bylaws)DisclosureThe University relies on the Family Educational Records and Privacy Act (FERPA) as a guide to determine the specific student information that may be disclosed.Information such as the names of currently enrolled students and recent graduates may be disclosed without seeking the expressed permission of each student.Students or alumni who do not wish to have this information disclosed are encouraged to contact the Vice President of Enrollment Management and the VicePresident for Advancement (http://www.kcumb.edu/acad3/registrar_ferpa.asp Academic Affairs Policy 7.2) (Appendix 2.1.2a Compliance Officer Roster).Non-DiscriminationIt is the policy of the University that no student shall, because of race, ethnicity, color, sex, gender, religion, national origin, age or disabilities be excluded fromparticipation in, be denied the benefit of or be subjected to discrimination in any program sponsored by the University. Inquiries regarding compliance must bedirected to the Associate Dean of Student Affairs who is the director of the University’s non-discrimination policy. This includes inqiuries regarding compliance withthe sex discrimination provisions of Title IX of the Education Amendments of 1972. Students may also address their concerns to: Director of Civil Rights, UnitedStates Dept. of Education, Region VII, Kansas City, MO 64106.Inquiries regarding compliance with the Handicap Discrimination provision of Section 504 should be directed to the Chair of the Academic Accessibility Committeeor the Executive Vice President for Academic and Medical Affairs, and Dean of the College of Osteopathic Medicine, or to: Director of Civil Rights, United StatesDepartment of Education, Region VII, Kansas City, MO 64106.18

Confidentiality of RecordsStudent record files consist of application information, academic records, and any additional information related to the student. Student record files are maintainedby the University Registrar. Release of student academic records is in compliance with FERPA. Consistent with FERPA guidelines, students are able to review allinformation that is entered into their permanent student files. Any student wishing to review his/her record must submit the request in writing to the UniversityRegistrar (Appendix 2.1.2b Student Information Release Form). The Registrar’s Office advertises a traditional response time of 3-5 business days, but studentrequests are usually met with same day or next day service.2.1.3 - The COM, and/or its parent institution, must satisfy such provisions as may be required by applicable law and regulations.KCUMB and the COM are in full compliance with all regulatory requirements of the State of Missouri and federal government and regulatory agencies. Complianceofficers have been identified for all research and laboratory activities, FERPA, HIPAA, EEOC, CME, Assessment and Accreditation (Appendix 2.1.2a Compliance Officer Roster).KCUMB-COM strives to achieve the highest standards of performance and integrity in the fulfillment of all aspects of our mission. In doing so, the University reliesheavily upon the professional conduct of our administrators, faculty members, and staff. Individually, and in the aggregate, members of the campus community areresponsible for creating a positive internal environment and external image. Members of the KCUMB-COM community are guided by the policies and procedures ofthe University. The KCUMB Faculty Senate has adopted the American Association of University Professors (AAUP) Statement on Professional Ethics. The KCUMB-COM has adopted the American Osteopathic Association’s Code of Ethics and expects all osteopathic physicians and students to abide by the code. The AmericanOsteopathic Association formulated the Code to guide its member physicians in their professional lives. The standards presented are designed to address theosteopathic physician’s ethical and professional responsibilities to patients, to society, to the AOA, to others involved in health care and to self.2.2 - The governing body will confer the degree Doctor of Osteopathy (D.O.) or Doctor of Osteopathic Medicine (D.O.) upon those students who havesatisfactorily completed the requirements for graduation and have been recommended for graduation by faculty.The degree “Doctor of Osteopathic Medicine” is conferred on graduating seniors by vote of the Board of Trustees upon recommendation of the faculty of the Collegeof Osteopathic Medicine as well as the Promotion and Graduation Committee.The Promotion and Graduation Committee meets each spring to confirm the list of graduating seniors who have completed or will complete all requirements forgraduation. The list is then presented to the Faculty Senate for confirmation and a final vote. Following Faculty Senate approval, the list of students recommendedas recipients of the degree “Doctor of Osteopathic Medicine” is forwarded to the Board of Trustees for approval (Appendix 1.2 KCUMB Charter and Bylaws; Exhibit2.2a Promotion and Graduation Committee Minutes; Exhibit 2.2b Faculty Senate Minutes; Exhibit 2.2c KCUMB Board of Trustees Meeting Minutes; Exhibit 2.2dSample Diploma).2.3 - The COM must have financial resources and reserves to achieve and sustain its educational mission and objectives.Kansas City University of Medicine and Biosciences is primarily supported by tuition and fees, gifts from alumni, and investment income earned from generaloperating investments and endowments. KCUMB’s operating revenue budget is $46,607,328 for the 2011-12 fiscal year, of which 89% comes from studenttuition and fees.The University provides fiscal year-end audits to the campus community and the Board of Trustees. Baird, Kurtz and Dobson, the University’s external auditing firm,has conducted the audit for the past 23 years. The University has maintained its A1 bond rating from Moody’s investment services and recently assessed its financialstrength using the Higher Learning Commission, North Central Association of College and Schools financial ratios (Appendix 2.3a HLC-NCA Ratios). Primary reserve,viability, return on net assets (RONA), and net operating revenue ratios can be found in Table 2.3a 2010 Annual Institution Financial Report. KCUMB’s financialratios indicate that KCUMB is very strong financially.KCUMB additionally receives grants, funding from private government sources, and operates the KCUMB Physicians Associates practice. The academic programs arenot dependent upon any federal, state, church or private support. Table 2.3b and Exhibit 2.3a shows KCUMB revenue and expenditures over a three-year period(Exhibit 2.3a Three-year balance sheet; Exhibit 2.3b Audited Financial Statement 2010-11; Exhibit 2.3c COM 2010-11 Budget).KCUMB-COM does not anticipate downward trends in revenue. The University enjoys a growth forecast with a positive financial outlook. KCUMB-COM received3210 applications to fill approximately 250 seats, which results in 13 student applications for every seat available. The annual alumni donor participation ratesfor 2006-2011 are as follows:• 2006-2007 = 17.2% • 2008-2009 = 19.5% • 2010-2011 = 16.2%• 2007-2008 = 18.5% • 2009-2010 = 17.2%19

Standard Three:Facilities, Resources & Equipment

enovations will be made to Smith Hall to update the student study rooms. Additional wireless access points and an additional student print station will be added.In summer 2010, significant physical upgrades were made in the two primary classrooms (Ricci Auditorium and Classroom B), the Conte Anatomy Laboratory(SEP-020), and the Wheeler Osteopathic Clinical Skills Laboratory (SEP-250). High definition lecture capture systems were added in 2010 to Ricci Auditorium andboth laboratories, allowing KCUMB to implement MediaSite, a tool that allows faculty to make a digital recording of their lecture to share with students. Theseenhancements have given students more flexibility in reviewing lectures and lab reviews online. Power and network connections were added to each seat in the twoprimary classrooms to enhance student ability to access electronic learning materials during class. In addition, the audio systems in both classrooms were upgraded.Ricci Auditorium was further upgraded with new high definition output for video and high definition remote cameras. Upgrades to the Conte Anatomy Laboratoryinclude a new high definition camera and a surgical LED lighting system. The Wheeler Osteopathic Clinical Skills Laboratory underwent significant physical andelectronic upgrades. The physical changes included relocating a control/audiovisual room from a central location to the back of the classroom, adding moveablewalls, replacing existing video and audio systems and adding lighting control and video editing capabilities for live and remote broadcasts of labs. These renovationsincreased the educational capabilities of the laboratory. These upgrades expanded the University’s capacity to support curricular objectives by providing additionalmeans for students to gain access to information via the Internet and more ways to reliably capture and share instructional content to the MSI and MSII students.The MSIII and MSIV students are provided with continued access to the first-and second-year Mediasite lectures. Additionally, these upgrades will enhance our abilityto more efficiently and reliably deliver content to students and preceptors at various sites around the country.When polled about the availability of student relaxation space, an average of 70.5% of graduating seniors assess the availability as highly satisfactory/satisfactory. Similarly, student study space was ranked as highly satisfied/satisfied by 78.4% of the graduating students. Both of these values are 10% higherthan that reported nationwide. The construction of the D’Angelo Library and the Student Activities Center was undertaken to provide more study and relaxationspace, so it is anticipated that student satisfaction will increase when the current Year I and Year II classes graduate.3.1.1 - The COM must have a continuous assessment process that reviews all facility resources appropriate to achieve the COM’s mission and objectives.The facilities development plan supports the institution’s dedication to: teaching, clinical care and learning, research and community service. As part of the annualbudgeting process, each department or division assesses facility needs for the upcoming academic year. Faculty, staff and students are also surveyed to determine iffacility resources are adequate. Students are surveyed at the end of each section of the curriculum as part of the Continuous Quality Improvement (CQI) process. TheAACOM Survey of Graduating Seniors also collects data from graduating students about their debt, graduate medical education plans, specialty and practice plans,and experience in and satisfaction with various aspects of their medical education, including facility resources. Until 2009, students were also surveyed as part oftheir graduation checkout procedure (Genesis Curriculum Survey) with regards to adequacy of resources; in 2010, the Student Program Survey replaced the GenesisCurriculum Survey. Faculty were surveyed in 2008 to assess research climate and support. Results from this survey were used to assist in developing processes toenhance research support and productivity at KCUMB. Since 2007 faculty and staff have been provided an opportunity to comment on the adequacy of resourcesvia the annual Employee Perception Survey (Appendix 3.1.1a AACOM Survey of Graduating Seniors, Appendix 3.1.1b Genesis Curriculum Survey, Appendix 3.1.1cStudent Program Survey, Appendix 3.1.1d Research Climate and Support Survey, Appendix 3.1.1e Employee Perception Survey, Exhibit 3.1.1 Section CQI reports).Once feedback is obtained through these various surveys, the Facility Planning and Utilization Committee, which consists of representatives from all areas ofthe University, reviews facilities requests, using available metrics to rank and analyze facilities utilization, and provide suggestions and recommendations to theLeadership Team for new or additional space. This prioritization then directs allocation of physical and financial resources to fulfill the recommendations. Thisprocess will further enhance the University’s ability to meet its teaching commitments to students by providing additional classroom and learning spaces oncampus. Further, as the University considers future growth, a comprehensive space plan will also help the University determine where additional space is neededto support future academic initiatives.3.2 - The COM must provide access to appropriate learning resources necessary to support the curriculum.Library ResourcesThe D’Angelo Library with its seven staff members supports faculty, students, and staff by providing timely access to information services and resources in a varietyof formats from print to multimedia either on site or from remote locations. As set forth by its purpose statement, the KCUMB D’Angelo Library assures that theuse of all resources is thoroughly integrated into educational and research programs. It also supports scholarly activities and resource sharing within the broaderacademic research community.The D’Angelo Library’s goal is to provide all stakeholders with the best possible access to knowledge by building strong collections and customer services thatpromotes teaching excellence, classroom and lifelong learning, and outstanding scholarship. Data describing the KCUMB D’Angelo Library services and use areprovided in Table 3.2 and Appendix 3.1a (D’Angelo Library Services and Usage Guide). In 2008, the D’Angelo Library received the Kansas City Health SciencesLibrary Network Award for outstanding contribution in the areas of service to its institution, professional leadership, organizational efficiency and innovative projects24

and use of library technology. The library technology available includes the number and types of databases offered to faculty and students in coordination withthe curriculum. The identification and application of new library technology continues to improve services.Figure 3.2 D’Angelo Library Holdings and StatisticsLIBRARY HOLDINGSKCUMB Library Statistics80,00060,00040,00020,000065,655P rint volumesElec tronic S erials/periodic alsElec tronic B ook Titles969 965 3700 238P rint/S erial/P eriodic al titlesNon- print materials ( AR /VR /C D/DVD’s)3000250020001500100050002008 2009 2010Total LendingTotal BorrowingThe KCUMB D’Angelo Library teaching team offers a wide variety of classes designed to assist users in developing skills in research, information management,and specific resources that are available on the library’s website. The 2010 graduate survey indicates that 94.9% of graduates are satisfied with the library andits services (Appendix 3.1.1c Student Program Survey, Appendix 3.1b List of Classes Supported by the D’Angelo Library).The D’Angelo Library website (http://www.kcumb.edu/library/) contains access to multiple databases and many services. Examples of these services include:interlibrary loans, required textbook listings, reference services, etc. Some Internet-linked access may be restricted to the KCUMB faculty, students, and staffthrough the proxy server. The Voyager Online Public Access Catalog provides all KCUMB faculty, students, interns/residents and staff as well as other medicalschools, hospitals, and clinics throughout the world with information concerning the resources and services offered through the library. The D’Angelo Library alsohas access to information from other libraries throughout the world.The D’Angelo Library interacts with other entities for services and information through the following consortia agreements: Health Sciences Library Network ofKansas City, Inc.; Kansas City Metropolitan Library and Information Network; Missouri Library Network; Mid-Continent Library Consortium; Docline Interlibrary LoanService Unit; National Library of Medicine Gateway for Interlibrary Loan services; and Community Outreach Library Service Agreements for services regarding Lawand Business Libraries. The D’Angelo Library lends and borrows materials through interlibrary loan services for faculty, students, orthopedic residents, and staffrespective of the Commission on New Technology Use (CONTU) guidelines set forth by the National Library of Medicine.Information Technology (IT)The KCUMB IT Department provides continual support to all employees on campus and supports education efforts on and off campus. The IT Department maintainsand supports resources used to provide education electronically (network, website, Blackboard, e-mail, Internet connectivity, etc.). A detailed listing of the servicesprovided by the KCUMB Information Technology Department is found in Appendix 3.1c. IT service requests can be segmented by type: network, software/hardware, technical and other. Requests for assistance are categorized as priority (job performance is affected) or secondary. Cycle time for priority request is15 minutes and secondary requests are addressed, on average, within one working day. Users receive notices when system maintenance is scheduled. Systemmaintenance is typically scheduled in the evenings and/or on weekends when system utilization is lower. The LearnIT technical training program was implementedin January 2011 by KCUMB’s Information Technology Department. LearnIT courses are designed to educate participants about technology available at KCUMB,encourage efficient and productive use of software and hardware, and to promote responsible use of technology to help protect both the University and theindividual. Courses are currently facilitated by instructor-led training and by e-learning methods such as online tutorials and webcasts. An example of the latter isthe recently installed Avaya phone system (Exhibit 3.2 Services and Training provided by the Information and Technology Department).The IT Department meets with each University department upon request to assess needs and determine solutions while also insuring that technological changefollows the University Strategic Plan. Results from the most recent AACOM Graduate Survey with regards to connectivity in Years III and IV indicate that greaterthan 94% of students are satisfied/very satisfied with electronic communication and connectivity with KCUMB in their clerkship years. Computer resources arealso very highly ranked, with a five-year average of 81% of the students reporting satisfied or highly satisfied.The IT Department currently provides access to e-mail, Blackboard (a course management system) and a variety of web applications to all students and faculty inthe College of Osteopathic Medicine and College of Biosciences. These applications can also be accessed from any external location directly through the Internet.KCUMB is a member of the Midwestern Higher Education Compact (MHEC) and is one of four statutorily-created interstate compacts created for the purposeof advancing higher education through cooperation and resource sharing. MHEC was established in 1991 and serves Illinois, Indiana, Iowa, Kansas, Michigan,25

Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota and Wisconsin. MHEC fosters dialogues about policy and practice between policymakers andpostsecondary education leaders and serves as a vehicle for information exchange across the region. The compact fulfills its interstate mission through three corefunctions: cost savings, student access and policy research. These are accomplished by:• reducing administrative costs;• encouraging student access, completion and affordability;• facilitating public policy analysis and information exchange;• enhancing regional academic cooperation; and• encouraging quality educational programs and services in higher education.KCUMB is also a member of the Missouri Research and Education Network (MOREnet) which provides internet connectivity, access to Internet, technical support,videoconferencing services and training to Missouri’s K-12 schools, colleges and universities, public libraries, health care, state government and other affiliatedorganizations. Established in 1991, MOREnet operates as a unit within the University of Missouri and is based in Columbia, MO. The MOREnet network is thefoundation infrastructure. Members of the education community interact with each other via data and video services; public sector business applications are built andconducted on it; and Missouri citizens interact with their state government through it. KCUMB utilizes training modules and security awareness through MOREnet. Allweb-based services the University provides such as the ability to post and stream course lectures to students, the email community system, the intranet and internetare all enabled by our MOREnet internet service.Curriculum ResourcesIn cooperation with IT, KCUMB-COM adopted a learning management system (Blackboard ® ) in 2002. Beginning with the 2006-2007 academic year, the majorityof classes occurring on campus were captured electronically with a narrated PowerPoint ® made available over the Internet. In 2008, software and hardwareupdates allow additional modes of capturing and posting of the audio component of the lectures (as mp3 files), further increasing the resources available to thestudents. These updates have allowed students greater flexibility in accessing course lectures and materials through laptops and other mobile devices such as theirsmart phones.The curriculum is further supported through interaction with the Office of Community Clinical Education and Score 1 for Health ® . Opportunities through theseinitiatives introduce students to clinical medicine through a shadowing experience during Year I and with hands-on opportunities at local schools performinghealth screenings during Years I and II. Both experiences are meaningful additions to the curriculum. The students have weekly responsibilities for the OCSsection. At least one lecture per week is given with many weeks having two. A two hour lab is given each week for the OMM/physical diagnosis component.Weekly communication labs are planned through out the year and the students participate with standardized patient interviews and a human patient simulatorscenario program. Early Clinical Experience (ECE) is a mandatory, four-hour shadowing experience for Year I and is conducted in a clinic setting (Exhibit 1.6c ECEsyllabus). Between Years I and II of the didactic curriculum, students may select to experience a Clinical Care Practicum (CCP) (Appendix 1.6e CCP Syllabus). CCPis not required, but students whose chose to register for a CCP earn academic credit of one hour for every two weeks of clinical experience. The minimum CCPparticipation for credit is two weeks.The Kesselheim Center for Clinical Competence provides multiple resources for medical students to acquire/practice clinical skills. The standardized patient programutilizes the 11 fully equipped examination rooms to train students to conduct a medical interview and examination. The human patient simulation program usesfour adult Laerdal SimMen, two Laerdal SimBabies, and four Gaumard obstetric simulators. Beginning in the first year, medical students regularly participatein standardized patient interviews, skill-based simulations (simulations in which the students are taught and demonstrate acquisition of a clinical skill) andpatient simulations (simulations in which the medical students function as a health-care team using the high-fidelity simulators). During the third year, KansasCity-area students about to enter their first internal medicine clerkship return to campus to participate in a series of simulations in which they diagnose and treatlife-threatening conditions.T-Res ® was adopted by the University in spring 2009, enabling MSIII students to begin using it in the summer of 2009. T-Res ® is a PDA and web-enabled applicationthat allows medical students to quickly and easily document their activities in order to enhance the effectiveness of medical education. T-Res ® runs on a variety ofhandheld computers to make data entry fast and convenient. Data are transferred via a desktop computer and the web to a secure central server.The Associate Dean for Curricular Affairs, along with the assistance from the Curricular Affairs staff, reviews incoming data. The Associate Dean for CurricularAffairs interacts with T-Res ® personnel to develop reports as needed to determine the frequency and manner in which student use the software (See Appendix6.8 Sample Reports - Data Review of Clerkships for a list of reports that can be generated using T-Res ® ). These reports are shared with the Office of CommunityClinical Education (OCCE) to continually document and assess the number of encounters that met clerkship objectives.With the implementation of T-Res ® in 2009-2010, collected data now allows the Department of Curricular Affairs and the OCCE to better assess the clerkshipencounters to determine if: 1) minimum expectations for patient encounters or procedures performed, 2) what patient presentations need to be enhanced throughindependent study assignments (e.g. virtual cases), 3) what procedural skills may need to be emphasized differently. During the initial or pilot year, general26

information regarding clerkship experiences was allocated. In response to student and preceptor requests, beginning in 2010 more extensive data regardingtracking of patient encounters, procedures, and objectives (Appendix 6.2d) was collected.3.3 - The learning resources of all campuses and affiliated teaching sites must be reviewed by the COM to ensure delivery of the curriculum.The majority of teaching and learning activities associated with the first two years of the osteopathic medical program occur on the KCUMB campus. Exceptionsinclude the Score 1 for Health ® Program, Early Clinical Experiences, and select electives courses (e.g. the Igniting the Spirit elective takes place in the Benedictinecommunities of Mount St. Scholastica and St. Benedict’s Abbey in Atchison, KS).Students in the third and fourth years continue their osteopathic undergraduate education through the completion of a variety of required and elective clerkshipsvia the Office of Community Clinical Education (OCCE). One to two members of the Office of Community Clinical Education visit all affiliated teaching sites for thirdandfourth-year clerkships annually. Facilities are toured and evaluated to verify that the required space, technology and other learning resources are available.Annual updates of their resource checklist are compiled by the OCCE (Appendix 3.3) and provided to students prior to their clerkship.27

Standard Four: Faculty

STANDARD FOUR: FACULTY4.1 - The COM must have sufficient and appropriately trained faculty, supplemented by part-time and adjunct faculty, at the COM to meet its missionand objectives. The COM must also have sufficient and appropriately trained faculty at its affiliated and educational teaching sites.On-Campus FacultyFaculty members at KCUMB are highly trained educators who are dedicated to teaching and preparing medical students to become competent, professionalosteopathic physicians. KCUMB has 36 full-time faculty, seven full-time instructors and six part-time faculty. An additional ten administrators have facultyappointments and participate in delivery of the curriculum. There are three faculty positions open. The faculty are diversified in discipline, training and academicrank. Faculty members lead though exemplary integrity and teaching as well as through the practice of holistic care to meet the mission and values of the COM.The faculty adequacy model (under revision) will help to verify that the COM has sufficient qualified faculty to deliver high quality didactic presentations in theclassroom and competent, caring clinicians to teach students in the delivery of patient care (Appendix 4.1a KCUMB-COM Faculty, Name, Date of Hire, Disciplineand Rank, Appendix 4.1b KCUMB Adjunct Faculty, Appendix 4.1c Emeritus Faculty).There are three distinctions of faculty rank: Assistant Professor, Associate Professor, and Professor. In addition, faculty are classified in three ways: Full-time andpart-time regular faculty, community clinical faculty, and adjunct faculty. Faculty members are hired to work on a full-time or part-time basis. Faculty memberswho are hired to regularly work no less than forty (40) hours per week are classified as “full-time.” Faculty members who are hired to regularly work less thanforty (40) hours per week are classified as “part-time.” Full-time and part-time regular faculty receive one of the described ranks. Their primary roles are todeliver the curriculum for students in Years I and II. Adjunct faculty, along with the appropriate rank, are those who contribute to the delivery of the curriculum forstudents in Years I and II. They often provide a few lectures and/or may assist with entire sections of the curriculum. The use of the term “clinical,” along withthe appropriate professorial rank, is used to identify the group of faculty who serve our third- and fourth-year students by teaching in the community settings,such as hospitals, clinics, allied-health environments, etc. These individuals are otherwise known as preceptors, who provide the hands-on clinical exposure to ourthird- and fourth-year students.Faculty at Affiliated SitesAligned with the COM are affiliated training sites including 43 core sites. KCUMB has affiliation agreements with all core sites. KCUMB has negotiated severalhundred additional agreements with various clinical opportunities nationally allowing our students a quality, flexible and individualized educational experience. TheCOM’s Office of Community Clinical Education (OCCE) works closely with affiliate sites to provide communication, student documentation and support. Rotationsduring the fourth year include electives, which are monitored by the Associate Dean for Clinical Education and Medical Affairs, and Chair of Family Medicine,Student Administrators, and staff of the OCCE. Exhibit 4.1a provides a list of core sites, their locations, the number of faculty associated with each site andtheir specialties (Exhibit 4.1a COM Affiliations with “Core Sites;” Hospitals, City, State, Preceptors, Specialty, Faculty Rank; Exhibit 4.1b Fourth Year Rotations(electives); Hospital, Clinics, City, State, Preceptor, Specialty; Exhibit 4.1c Affiliation Agreement with Clerkship Site; Exhibit 4.1d Review of Clerkship Electivesby Site).Maintaining sufficient numbers of faculty and initial credentialing of teaching faculty is the responsibility of each affiliated site; however, OCCE maintains copies ofpreceptor CVs and license and certification information for each preceptor. Currently not all preceptors have KCUMB adjunct faculty appointments; however, OCCEis in the process of working with physicians at COM-affiliated training sites to help all preceptors complete an application for appointment or re-appointment ofrank to the KCUMB Rank and Promotion Committee.Student evaluations of clerkship sites (MED-IQ) are required for all clerkships and provide an opportunity to evaluate not only the quality of the learning experiencebut also the preceptor. Clinical preceptor evaluations (Med-IQ’s) are utilized by the Director of Student Medical Education at each site (Appendix 4.1d Sample ClinicalPreceptor Evaluation).CommitteesThere are several committees at KCUMB-COM to provide functional support for the operation of the COM. Each committee has a specifically delineated purposeand responsibilities. Faculty may request to serve on a particular committee; however, final appointments are made by the University President and CEO. Thereare sufficient faculty members on each committee to conduct the work of the committee. Since 2008, a comprehensive committee structure and functionalassessment has been conducted to ensure each committee was operating in a manner consistent with its charter. The Executive Vice President for Academic andMedical Affairs and Dean of the College of Osteopathic Medicine reviews and drafts the annual committee appointment roster in the spring of each academic yearafter consulting with other University leaders and evaluating the committee accomplishments for the year. For example, the number of members on the UniversityCurriculum Committee was increased in 2009 and 2010 to broaden faculty membership and to include student members from the College of Biosciences.The general composition of committees consists of full members, ex officio members, students (if appropriate), community members (if appropriate), and28

administrative support (Exhibit 2.1 KCUMB Committee Handbook).CurriculumKCUMB-COM ensures that the faculty or guest lecturers cover all lectures in the curriculum for first- and second-year students. Additional curricular content may beprovided in basic and clinical science laboratories, online training modules or directed studies. The online materials are case-based and are presented in multipleformats (e.g. narrated animation), allowing the students to access information at the time that is most convenient for them. Frequent formative assessments(self-tests) are embedded into the material to allow the students to assess their understanding of the materials.Prior to 2010, individual faculty section directors and clinical co-directors were responsible for ensuring that curricular materials addressed and satisfied learningobjectives and competencies. Since 2010, curricular content for first- and second-year students is now managed by the two full-time Curriculum Directors andtwo full-time Assistant Curriculum Directors that work in conjunction with the curriculum coordinators for each section. Clinical skills, student patient encounters,simulations and early clinical shadowing are provided by the faculty (Exhibit 4.1e Curriculum, topic, lecturer for first, second and third year medical students).Faculty AdvisorsEach student in the COM is assigned a faculty member who serves as an advisor-mentor throughout the curriculum. The University hosts a faculty advisor luncheonduring orientation to provide an opportunity for the students to build rapport with his/her faculty advisor before any academic challenges begin. The advisors meetwith their advisees at orientation and thereafter a minimum of two or more times per year and are available upon the students’ request throughout the year. Theprimary responsibility of the faculty advisor is to assist his/her advisee in the successful completion of their academic program. Dialogue may include various topicsranging from the academic curriculum, special educational needs, tutoring, support system, referral for financial assistance and career choices. Advisor training isnow included as part of annual faculty development training (Exhibit 4.1f Faculty Advisors and COM Student Body (Class 2011-2014); See also Standard 5.3.5– Academic Counseling, Exhibit 4.1g “Keys to Being a Successful Advisor” PowerPoint presentation).OrganizationsFaculty are integral to the organization of student interest groups on campus. Student organizations are required to complete a minimum of one community serviceproject per year and one fundraising project that the faculty advisor must oversee. There are 35 student organizations with at least one faculty advisor for each(Exhibit 4.1h Student Organizations and Faculty Advisors). Faculty advisors for student organizations are selected and recruited by the club’s officers. The club’sofficers seek out faculty advisors that have a personal interest in the mission of the student organization. Serving as a faculty advisor for a student organizationis voluntary.4.1.1 - The COM must develop a faculty adequacy model appropriate to the COM’s mission and objectives and curriculum delivery model. The methodused to calculate the model must be fully described and documented. Faculty must include osteopathic physicians, basic scientists and other qualifiedfaculty to carry out the COM’s mission and objectives.Faculty ResourcesKCUMB-COM is in the process of revising the Faculty Adequacy Model (FAM) to ensure it successfully achieves its mission and objectives. The current model addressesthe number of faculty engaged, the discipline mix and the segments involved in each faculty member’s workload distribution. No two faculty members share thesame workload, yet contributions are met in the segments of teaching, research, service, administration and clinical practice. The FAM includes both osteopathicand allopathic physicians and basic scientists. The description and methods used to calculate the model are provided in Appendix 4.1.1 (Faculty Adequacy Report).Additional faculty needs for curriculuar delivery and/or research are supported by the budgeting process (Exhibit 4.1.1 KCUMB and KCUMB-COM Budgets).4.1.2 - The COM must academically credential or approve the faculty at all COM and COM-affiliated and educational teaching sites.Credential ApprovalThe credentialing process for faculty at the COM begins with the faculty’s chair or dean submitting a request to the University’s Rank and Promotion Committeefor appointment to the faculty at KCUMB. Once the application is completed, it is brought before the Rank and Promotion Committee for review. The committeereviews each applicant’s educational background, including formal training, post-doctoral training and occupational experiences and recommends appointment rank.If the applicant is a physician, a current license to practice medicine is required along with letters of recommendation. Additionally, the applicant must provide a listof presentations and publications, board certification or eligibility status, honors and affiliations. The Committee recommends the appropriate rank to the ExecutiveVice President for Academic and Medical Affairs, and Dean of the College of Osteopathic Medicine, who makes the final decision.Physicians at COM-affiliated training sites need to complete an application for appointment or re-appointment of rank to the Rank and Promotion Committee.Documentation of educational background and formal training is the responsibility of the applicant. The Committee recommends the appropriate rank to the Dean29

of the COM. Both clinical and basic science faculty have contracts that are revisited as part of an annual faculty review process (See Standard 6.10).KCUMB-COM acknowledges and accepts the academic appointments of Community Clinical Faculty made by formally affiliated OPTIs. Academic appointments arealso accepted for faculty members from a non-OPTI, affiliated academic institutions. In the instance where an individual preceptor does not hold an appointmentthrough either process, KCUMB-COM acts as the primary credentialing body utilizing the Community Clinical Faculty track of the Rank and Promotion Committee.4.2 - The department chair or equivalent must have proven experience in teaching and academic leadership in a medical education setting.KCUMB-COM has an organizational structure based on its organization goals and objectives. The basic science faculty receives direction from department chairs,who report to the Associate Dean of Basic Sciences. The clinical science faculty also report to departmental chairs for their direction. The clinical science chairs andassociate dean for basic sciences receive their leadership from the Executive Vice President for Academic and Medical Affairs and Dean of the College of OsteopathicMedicine (Appendix 4.2a KCUMB-COM Organizational Chart for Basic and Clinical Science Departments; Exhibit 4.2 Basic and Clinical Science Faculty CVs).G.M. Johnston, D.O., MACOI, Professor and Chair, Department of Internal Medicine. Dr. Johnston received his degree from Kansas City Osteopathic College in1973. Dr. Johnston completed his residency and internship at Kansas City Osteopathic Hospital in 1977. Dr. Johnston taught students, interns and residents onInternal medicine rotations while in private practice from 1977-2000. Since 2000, he has been Professor and Chair of Internal Medicine, actively teaching in theclassroom covering subjects in cardiology, pulmonary, nephrology, endocrinology and musculoskeletal sections. As chair, he provides departmental and academicleadership. He served as Program Director for the Internal Medicine Residency Program at the Medical Center of Independence from 2000-2007, and served asinterim Director of Medical Education at the Medical Center of Independence from 2003-2004 (Appendix 4.2b G. Michael Johnston, D.O., CV).John Dougherty, D.O., FAOCFP, FAOASM, Professor and Chair, Department of Family Medicine, and Associate Dean for Clinical Education and Medical Affairs.Dr. Dougherty received his degree from KCUMB in 1992. After completing residency he served as the Director of Clinic Operations and Education and AssociateProgram Director of Family Practice (1997-2002) and Director of Medical Education (1997-2004) at Oak Hill/Freeman Health System in Joplin, Missouri, wherehe taught students, interns and residents on Family Medicine rotations. After completing a Sports Medicine Fellowship, Dr. Dougherty became the Medical Directorfor the Agility Center Sports Medicine in Bentonville, Arkansas (2006-2008). He joined KCUMB in 2008 and currently is the Associate Dean of Clinical Educationand Medical Affairs and Professor and Chair of Family Medicine (Appendix 4.2c John Dougherty, D.O., CV).Kevin Treffer, D.O., ABOFP, ABONM, AOBNMM, Associate Professor, Department of Family Medicine, Discipline Coordinator for Neuromuscular Medicine/OMM.A 1987 KCUMB graduate, Dr. Treffer returned as a faculty member in 1992. From 1988-1991 he was a clinical instructor in Family Medicine for KCUMB’s(then the University of Health Sciences) Northeast Medical Clinic (then the University of Health Sciences), where he performed patient care and supervisedmedical students and osteopathic Family Medicine residents. Dr. Treffer has been the Course Coordinator for Osteopathic Diagnosis and Treatment (1992-1995),Osteopathic Principles and Practice (1997-2000), Physical Diagnosis (1992-1996), Integrative Osteopathic Clinical Skills section director (2006-present), theOsteopathic Manipulative Medicine Discipline Coordinator (2002-present) and the NMM/OMM/Family Medicine Residency Co-Director (2002-2004). Dr. Trefferwas inducted into the inaugural class of the American Osteopathic Association’s Mentor Hall of Fame in 2004 and was also named the 2002 Family Physician ofthe Year by the Missouri Society of the American College of Osteopathic Family Physicians (Appendix 4.2d Kevin Treffer, D.O., CV).Richard Magie, D.O., FAAP, FACOP, Assistant Professor and Chair, Department of Pediatrics, Medical Director of KCUMB Physician Associates. A 1980 graduate ofKCUMB (then the University of Health Sciences), Dr. Magie was an Instructor of Pediatrics at KCUMB from 1983-1984. Subsequently he was in private practice inCarson City, Michigan, which included supervision and teaching of house staff and rotating interns at Carson City Osteopathic Hospital. From 1988 until 2006, Dr.Magie was in practice with Oklahoma State University School of Osteopathic Medicine, Health Partners Medical Group and Cook Children’s Physician Network. In 2006,he returned to KCUMB as Chair of the Department of Pediatrics. Dr. Magie has coordinated multi-faceted medical mission teams to Rio Bravo since 2001 and servedas a volunteer physician for Cornerstone Ministries Free Clinic since 2000 (Appendix 4.2e Richard Magie, D.O., CV).Michelle Langaker, D.O., FACOG, Associate Professor and Chair, Department of Obstetrics and Gynecology. Dr. Langaker earned her degree in osteopathic medicinefrom KCUMB in 2002 and completed her residency at the University of Missouri-Kansas City. She joined the KCUMB faculty in 2009. She also serves on the staff atThe Women’s Healthcare Group, which is affiliated with Overland Park Regional Medical Center and Shawnee Mission Medical Center and previously served at theContemporary Women’s Centre, LLC. She was board certified in obstetrics and gynecology in 2008 by the American Board of Obstetrics and Gynecology (Appendix4.2f Michele Langaker, D.O., CV).Todd Hill, D.O., ABPN, Assistant Professor and Chair, Department of Psychiatry. A 2000 graduate of KCUMB-COM, Dr. Hill completed a residency in psychiatry atthe University of Kansas Medical Center, where he also served as chief resident. He was awarded several honors for his teaching abilities, including the Shaun StormOutstanding Resident Award, the “Top Doc” Resident Award and the Student Voice Award. Dr. Hill founded Northland Psychiatric Specialists, LLC, in June 2006,after two years of practicing in both Kansas and in the Northland. He also serves as a consulting psychiatrist at Liberty Hospital and at North Kansas City Hospital.30

He is medical director for psychiatric services at North Kansas City Hospital. A founding member of Signature Behavioral Health, LLC, he also serves as a consultantfor several pharmaceutical companies and has been involved in physician education programs throughout the Midwest (Appendix 4.2g Todd Hill, D.O., CV).Sarah Hon, D.O., ABPN, Associate Professor and Chair, Department of Neurology. A 1993 graduate of KCUMB-COM, Dr. Hon completed a residency in neurologyin 2007 at the University of Kansas Medical Center, where she also served as chief resident. She is a full partner at Northland Neurological Associates in NorthKansas City, Missouri, where she has worked for more than 13 years. Dr. Hon assisted with the organization of the Neuroscience Section of the curriculum forKCUMB-COM when the Genesis curriculum was developed and launched in 2000. She has lectured and served as a preceptor for COM students for more than 10years (Appendix 4.2h Sarah Hon, D.O., CV).James Thomas, M.D., ABGVS, Professor and Chair, Department of Surgery. Dr. Thomas joined KCUMB as co-chair of the Department of Surgery in August 2007.He served as chair of the department of surgery since 2004, chief of general surgery since 1997 and chief of vascular surgery since 1992 at the University ofKansas Medical Center. He is certified by the American Board of Vascular Surgery. Dr. Thomas has received numerous teaching awards including: Jayhawker M.D.Award for Outstanding Clinical Instructor (1983), The Chancellor’s Award for Excellence in Teaching (1989) and the Student Voice – Excellence in Teaching Award1997-98 (Appendix 4.2i James Thomas, M.D., CV).Robert Stephens, Ph.D., Professor and Chair, Department of Anatomy. A KCUMB faculty member since 1981 and department chair since 1992, Dr. Stephens’primary area of interest is innovative methods of teaching clinical neuroanatomy to medical students. Dr. Stephens is co-founder and faculty advisor to the KCUMBStudent Interest Group of the American Academy of Neurology. Dr. Stephens has received many academic awards, including the Advocate for Excellence Awardfrom the Psi Sigma Alpha Class of 2005, the 2004 Teacher Recognition Award for Excellence in Neurologic Education by the American Academy of Neurology andthe A.B. Baker Section, and the 2003 Student’s Choice Award in Neuroscience (Appendix 4.2j Robert Stephens, Ph.D., CV).Norbert Seidler, Ph.D., Professor and Chair, Department of Biochemistry. A KCUMB faculty member since 1991 and chair since 2004, Dr. Seidler has been namedInstructor of the Year (1994) and received the Missouri Governor’s Award for Excellence in Teaching (2004). His major responsibilities include teaching medicalstudents, conducting research, and mentoring student and resident researchers. Dr. Seidler’s student research trainees received University awards for basic (tenstudents) and clinical (two students) science research, as well as regional and national recognition for student research. (Appendix 4.2k Norbert Seidler, Ph.D.,CV).Edward Friedlander, M.D., FACP, Associate Professor and Chair, Department of Pathology. Since joining KCUMB in 1992, Dr. Friedlander’s primary focus in his roleas associate professor and chair of pathology is helping students to better understand health and disease through the utilization of pathology. A 1977 graduateof the Northwestern University School of Medicine, he is certified in both anatomic and clinical pathology by the American Board of Pathology. He has receivedaccolades as “top instructor” for basic sciences in 1995; Teacher of the Year, 1994; Who’s Who in Religion, 1991, Who’s Who in the Midwest, 1998; Who’sWho in America, 1998; Who’s who in the World, 2000. He is an outstanding professor at KCUMB, as well as the two previous universities where he has servedas a faculty member, the University of Missouri-Kansas City and East Tennessee State University (Appendix 4.2l Edward Friedlander, M.D., FACP, CV).Larry Segars, Pharm.D., Dr.P.H., FCCP, BCPS, R.Ph., Associate Professor of Pharmacology and Preventive Medicine and Chair, Departments of Pharmacology andMicrobiology. Dr. Segars rejoined KCUMB in 2006 as chair after spending five years as a medical science liaison with Shire Pharmaceuticals and Wyeth Pharmaceuticals.He previously served as associate professor of pharmacology and family medicine at KCUMB from 1995-2000. Dr. Segars is the recipient of numerous teachingawards, including the Faculty of the Year Award from the KCUMB (formerly UHS) Chapter of the Sigma Sigma Phi National Osteopathic Honor and Service Fraternity(1998), the Roche Preceptor of the Year Award presented by the University of Missouri-Kansas City, School of Pharmacy (1998), Certificate of Recognition fromthe UHS Family Medicine Residency Program for Meritorious Contribution and Dedication to Family Medicine (1997) and Advocate for Academic Excellence Award(representing Teacher of the Year) presented by the KCUMB (UHS)-COM Chapter of Psi Sigma Alpha (1997). Dr. Segars is consistently ranked as one of the bestinstructors at KCUMB in student evaluations of teaching (Appendix 4.2m Larry Segars, Pharm.D, Dr.P.H., FCCP, BCPS, R.Ph., CV).Gary Ballam, Ph.D., Assistant Dean for Academic Advancement and Associate Professor and Chair, Department of Physiology. As associate professor and chair ofphysiology, Dr. Ballam’s major teaching interests include cardiovascular and renal physiology. He is also working to develop an emphasis in exercise physiologywithin the Physiology Department. Dr. Ballam has been a member of the KCUMB faculty since 1989 and chair since 1990 and also serves as the Assistant Deanfor Academic Advancement. He authored a campus proposal that led to the broader utilization of computer-generated teaching methods in 2001. (Appendix 4.2nGary Ballam, Ph.D., CV).4.2.1 - In the clinical departments or disciplines of family medicine and internal medicine, chairs or their equivalents must be AOA board-certifiedosteopathic physicians.In the clinical disciplines of internal medicine, family medicine and pediatrics, all Chairs are AOA board-certified (Appendix 4.2.1 Roster of Clinical Chairs and Board31

Certifications).4.2.2 - In the discipline of Osteopathic Manipulative Medicine/Neuromusculoskeletal Medicine, the chair or equivalent leader must be AOA boardcertifiedthrough the American Osteopathic Board of Neuromusculoskeletal Medicine or have received a Certificate of Special Proficiency in OsteopathicManipulative Medicine (CSPOMM).Osteopathic Manipulative Medicine is incorporated within the Family Medicine Department. A Certificate of Special Proficiency in Osteopathic ManipulativeMedicine has been obtained by Kevin Treffer, D.O., ABOFP, ABONM, Discipline Coordinator for OMM (Appendix 4.2.2 Kevin Treffer, D.O., Certificate of Proficiency).Dr. Treffer became board certified in 1994 by the Board of Osteopathic Family Practitioners and in 1999 by the Board of Neuromusculoskeletal Medicine andOMM. Dr. Treffer was recertified by the latter in 2009.4.2.3 - In all other clinical departments or disciplines, the chairs or their equivalents must be AOA board-certified or ABMS board-certified physicians inone of the disciplines included within the department.All clinical department chairs as follows are either AOA or ABMS board-certified physicians. The philosophy of osteopathic medicine is expressed throughout thecurriculum with ample faculty-student mentoring opportunities.• John Dougherty, D.O., FAOCP, FAOASM, Professor and Chair, Department of Family Medicine, and Associate Dean for Clinical Education and Medical Affairs• Todd Hill, D.O., ABPN, Assistant Professor and Chair, Department of Psychiatry• Sarah Hon, D.O., ABPN, Associate Professor and Chair, Department of Neurology• G.M. Johnston, D.O., MACOI, Professor and Chair, Department of Internal Medicine• Michelle Langaker, D.O.,FACOG, Associate Professor and Chair, Department of Obstetrics and Gynecology• Richard Magie, D.O., FAAP, FACOP, Assistant Professor and Chair, Department of Pediatrics• James Thomas, M.D., ABGVS, Professor and Chair, Department of Surgery4.3 - The selection of faculty must not discriminate on the basis of race, gender, color, religion, national origin, age or disabilities.It has been, and shall continue to be, the policy of KCUMB to provide equal employment opportunity to all people in all aspects of employer‐employee relationswithout discrimination because of race, ethnicity, color, sex, gender, religion, national origin, age or disability. This policy affects decisions including, but notlimited to, an employee’s compensation, benefits, terms and conditions of employment, opportunities for promotion, training, and development, transfer, andother privileges of employment. It has been, and shall continue to be, the University’s policy to maintain a working environment free of sexual harassmentand intimidation. It is also the policy of KCUMB to comply with the letter and spirit of applicable local, state, and federal statutes concerning equal employmentopportunity. The existing Equal Opportunity Policy provides guidance in these matters (Exhibit 4.3 University Policy 2.1).4.4 - COMs must develop and implement an ongoing needs-based, assessment-driven faculty development program that is in keeping with the COM’smission and objectives.As KCUMB moved into its current strategic planning cycle, faculty were surveyed to capture their feedback regarding the extent to which the faculty developmentofferings are aligned with the University’s mission. Feedback from faculty indicated a desire to receive training in teaching, research and scholarly activity.Additional faculty development activities highlighting osteopathic clinical research and improvement in teaching and osteopathic manipulative medicine trainingwill be offered.In collaboration with the Associate Dean for Clinical and Medical Affairs, the Executive Director of Academic and Institutional Research, who manages the FacultyDevelopment program, is creating ‘tracks’ of development training aligned with faculty allocations, such as teaching (Master Teachers and Clinical Educators),research (Basic and Clinical Science specific training), administration and leadership, and service (mentoring, advising, etc.). Training specifically geared to clinicalpreceptors has been identified as an opportunity for improvement and is also being developed as part of this program. A medical education summit was hosted oncampus in spring 2010 to enhance preceptor skills. The next educational summit is scheduled to coincide with homecoming in September 2011. KCUMB-COM isin the process of developing online asynchronous faculty development offerings. The Office of Community Clinical Education (OCCE) and the Office of InstitutionalEffectiveness will work together during 2011-2012 to develop the first of these offerings.Faculty development consists of the three major areas: individual faculty development, instructional development, and organizational development. Effectiveinstructional improvement must address all three areas. Faculty development activities at KCUMB support each of these areas: the individual faculty member,the development of the curriculum, broader teaching and learning applications, and the development of organizational structure. In 2008, the Faculty NeedsAssessment Survey was developed to identify faculty development topics and mode of delivery that best accommodate the faculty.Over the past two years, faculty development activities have been focused around three primary organizing themes as determined by the 2008 Faculty Needs32

Assessment: research and grant writing, educational scholarship, and student outcomes and assessment. Faculty are surveyed after each development sessionto capture their feedback to make improvements to future offerings. In addition, one-on-one faculty development is available to those who have specific needs.In addition to on-campus developmental activities, faculty are provided with a continuing educational benefit of $2,000 to attend one CME activity and oneother professional association meeting. Over and above this individual benefit, faculty can request supplementary funds from the KCUMB Division of Research(Exhibit 4.4a Faculty Needs Assessment Survey, Exhibit 4.4b Faculty Development Assessment and Activities 2008-2009 Report Exhibit 4.4c Faculty Mid-cycleAssessment Survey, Exhibit 4.4d Faculty Development Schedules, Exhibit 4.4e Faculty Development Evaluation Form).4.4.1 - The faculty development program must include the knowledge and understanding of osteopathic philosophy and principles.During orientation, all new faculty and staff are provided with an overview of the history of Osteopathic medicine as well as an overview of osteopathic principlesand practices. New faculty and staff are also shown the “Exploring the DO Difference” video developed by AACOM.Through the office of CME, the Department of Family Medicine and Kevin Treffer, D.O., ABOFP, ABONM, AOBNMM, Discipline Coordinator for OMM provides trainingfor faculty, residents and physicians to maintain and improve professional competence and performance, renew and update skills, and acquire new knowledgeto improve health-care outcomes. Family Medicine/OMM faculty are involved with annual OMM updates and faculty training for OMM skills. On-site visits toclerkships sites and to the affiliated OPTI programs to perform skill examinations and OMM workshops were performed over the past 3 years as part of a qualityimprovement for the OMM component of GME to members of the College of Osteopathic Medicine Educational Consortium (COMEC) by the Department of FamilyMedicine (Exhibit 4.4.1a COMEC Committee Meeting Minutes). A plan is being developed by the Office of Institutional Effectiveness and OCCE to further expandoff site development opportunities for OMM and other medical topics. A schedule will be developed as the dates/times and topics are identified.In 2009-2010, Dr. Treffer, presented “Introduction to Osteopathic Medicine for Non-DO Faculty: What Makes an Osteopathic Education Different?” Thispresentation was originally developed for the Educational Council of Osteopathic Principles and provides an overview of the history of and the unique nature ofosteopathic medicine. This presentation is an annual offering as part of faculty development (Exhibit 4.4.1b “Introduction to Osteopathic Medicine for Non-DOFaculty” PowerPoint presentation, Exhibit 4.4.1c CME Event Programs).4.5 - A faculty organization that serves as a representative forum for the free exchange of ideas and concerns of all faculty must be developed andimplemented.The KCUMB Faculty Senate is open to all faculty members at the rank of assistant professor and higher, as well as all faculty holding the administrative rank ofassistant dean. The Faculty Senate meets monthly (first Tuesday at noon) and offers a venue for faculty to actively participate in discussion and debate of relevantUniversity issues vital to students, faculty and staff. The Faculty Senate operates under existing Senate Bylaws and has a seat on the monthly meeting of theCouncil of Deans, whereby the Senate President or his/her representative represents the faculty to communicate with administrators/deans. Beginning in spring2011, the Faculty Senate President was also given the opportunity to address the Academic, Research and Medical Affairs committee of the Board of Trustees attheir quarterly on-campus meetings.The KCUMB-COM Faculty Senate is led by five peer-elected faculty members: President, President-Elect and three Representatives. Each Representative servesa two-year term and each President will have served a total of two years by the end of his/her term, one as President-Elect and one as President (Exhibit 4.5aFaculty Senate Bylaws; Exhibit 4.5b Faculty Senate Meeting Agenda and Minutes).4.6 - Faculty policies and procedures must be developed, adopted and implemented.KCUMB has formal policies for faculty definitions and hiring processes contained in the Faculty Handbook and Human Resources Department. The University alsohas a formal policy on initial appointment of faculty members and their rank, as well as guidelines for the promotion of faculty members. The policy also includesdefinitions and discussion for differentiating basic science faculty from clinical, adjunct, community preceptor, visiting, and emeritus faculty. KCUMB does not haveor utilize a tenure process; faculty appointments are contractual for one to three years. The Faculty Senate is actively reviewing, debating, and editing the currentversion of the Rank and Promotion policy. Additional information relevant to faculty are contained within the KCUMB Employee Handbook (Exhibit 4.6a FacultyHandbook, Exhibit 4.6b KCUMB Employee Policy Manual, Exhibit 4.6c Faculty Rank and Promotion Guidelines (current version; in revision).Faculty are reviewed annually by their immediate supervisor (Chair or Associate Dean) using the current version of the Performance Management and EvaluationPlan (PMEP). The basic science department chairs are in turn reviewed by their departmental faculty members, with de-identified, summarized data provided tothe chairs by the Associate Dean for Basic Medical Sciences. Through feedback and discussions offered by faculty, staff and some administrators, a task force hasbeen formed to review and modify the PMEP form and process.The University employs a behavior-based approach to conducting onsite interviews, known as Targeted-Selection. This is a formal interviewing process in whichdifferent competencies are identified and selected questions are used for the onsite interviews. A team-based approach is utilized to ensure a well-rounded, objective33

assessment of each candidate’s skills and experiences is thoroughly explored by multiple individuals. Recruiting is a partnership between Human Resources, hiringmanagers, and for faculty, a search committee. All are actively engaged in the process. Interviewer training is provided for all managers, supervisors and faculty whoserve on the interview committees through the Leadership, Education and Development (L.E.D.) Academy (Exhibit 4.6d Performance Management and EvaluationPlan (PMEP), Exhibit 4.6e L.E.D. Academy Targeted Selection Interviewer Workshop training materials).4.7 - The COM must adopt a statement of academic professional ethics for its entire faculty, administration and staff.All KCUMB employees are expected to abide by the University’s statement on professional ethics articulated in policy 7.8 in the Employee Policy Manual (Exhibit4.6b). In addition, KCUMB faculty are aware of and support the current mission, vision and values statements of the University, utilizing them as a guide for allactivities within the University. To affirm faculty commitment to the highest standards of professional and ethical conduct, KCUMB faculty have adopted the AOAand the AAAU statements related to professional ethics and code of conduct. Additionally, the faculty, with the assistance of legal counsel, have drafted a broaderProfessional Code of Conduct Policy. The policy is currently being reviewed and discussed by the Faculty Senate as a part of the approval process; once approved,the policy will be forwarded to the University Leadership Team for approval and implementation. The Faculty Senate desires to additionally develop a ConflictResolution document to provide faculty with a mechanism for peer-to-peer conflict resolution. The faculty understand that the traditional hierarchy of leadershipstructure is available for conflict resolution. KCUMB has also developed and enacted a Conflict of Interest Policy (Exhibit 4.7a Professional Code of Conduct, Exhibit4.7b Conflict of Interest Policy).4.7.1 - The COM must have adopted the Code of Ethics established by the American Osteopathic Association.To further affirm its commitment to the highest standards of professional and ethical conduct, in 2011 the faculty adopted and reaffirm annually the AOA andthe AAAU statements related to professional ethics and code of conduct. The University statement states that all professionals must comply with their individualprofessional code of ethics and conduct not otherwise explicitly cited in the policy (Exhibit 4.7a Professional Code of Conduct).34

Standard Five: Students

STANDARD FIVE: STUDENTS5.1 - The COM must adopt admissions policies and criteria designed to meet its mission and objectives.Kansas City University of Medicine and Biosciences’ College of Osteopathic Medicine (KCUMB-COM) is committed to developing and sustaining the highest qualityeducational programs for the preparation of osteopathic physicians, who will be leaders in meeting the needs of an ever-changing society. The University has detailedadmission policies designed to meet its mission and objectives that articulate the standards that must be met before a student is admitted http://www.kcumb.edu/adm2/com_requirements.asp. Each year KCUMB-COM receives approximately 3,000 applications for the College of Osteopathic Medicine (COM) from whichit accepts and enrolls around 250 students. Each applicant completes an application with the AACOMAS application service. If certain minimal criteria are met, asecondary online application is distributed (Appendix 5.1a Criteria for an Example of Secondary Application) to prospective students. The secondary applicationcontains questions that reflect selection criteria developed to align with the mission and core values of the COM. Candidates selected for an interview answer questionsfrom interview teams about each candidate’s desire to become an osteopathic physician and other questions related to the University’s mission, values, goals,and objectives. Interview responses and impressions of the interview team are presented to the Admissions Committee for consideration (Exhibit 5.1a InterviewTeam Form, Exhibit 5.1b Interviewer Guide).Admission criteria, along with all admissions policies, are reviewed and approved annually by the Admissions Committee. An Admissions Committee retreat washeld in fall 2010 to discuss raising admission criteria as well as updating the interviewer guide (Appendix 5.1b Admissions Committee Retreat Minutes). Anyrecommended changes to admissions standards are forwarded to the Executive Vice President for Academic and Medical Affairs, and Dean of the COM. Onceapproved by the Dean, the new changes are then implemented by the Office of Admissions and the Admissions Committee during the next academic year. TheAdmissions Committee is comprised of a Chair, Vice-Chair, and twelve administrative and faculty members from various disciplines within the University (Exhibit5.1c Committee Handbook).5.1.1 - To ensure the COM meets its mission and objectives, the COM must tie its admission process and criteria to the outcome performance of its graduates.The KCUMB-COM admission process ensures that students can achieve all institutional and college objectives. Every year the Office of Admissions and the AdmissionsCommittee reviews COMLEX board scores and clinical performances to ensure that the admission process aligns with and supports desired student outcomes(Exhibit 5.1.1 Admissions Committee Meeting Minutes). In 2010, for example, a review of admission criteria and student performance on the MCAT and GPAindicated that minimal entrance criteria could be raised to attract better qualified students and ensure a greater likelihood of success. As a result, the minimalMedical College Admissions Test (MCAT) total score requirement for a secondary application was increased from 18 to 21 and both the minimal cumulative andscience GPA requirements were increased from 2.75 to 3.0. In 2011, the minimal Medical College Admissions Test (MCAT) total score requirement for a secondaryapplication was raised to 23 and a minimal cumulative and science GPA was increased to 3.25.5.2 - The COM must develop and implement a student recruitment process that attracts and maintains a qualified applicant pool.KCUMB seeks to recruit and enroll 250 highly qualified prospective students into the COM each year. Every year, KCUMB receives more than 3,000 applicationsfor the 250 available seats in the COM (see Table 5.2 below). The Office of Admissions collects and stores historical and geo-demographic data from all COMstudents. The Office of Admissions annually reviews this information and uses it to target certain geographic recruitment areas and recruitment strategies for thefollowing year (Exhibit 5.2a Office of Admissions Strategic Plan).Table 5.2 COM Application ComparisonDescription 2011 2010 2009AACOMAS Applications 3210 3108 3109Complete/Verified AACOMAS Applications 3176 3067 3044Secondary App Complete 1321 1317 1402Interview Days 29 25 27Interview Invitations 766 627 828Attend Interview 621 400 460Accept 478 356 423Paid Accept Fees 326 319 309Paid Matriculation Fees 296 289 27735

The Office of Admissions collaborates with various departments on campus to implement and enhance these recruitment strategies. During the 2010-2011recruitment year, recruitment strategies included the following: travel to 60 undergraduate campuses and two pre-med fairs held in targeted geographic areas,development of an annual pre-med advisor event on campus, two campus visit days for prospective students, and enhanced communication through social mediaopportunities, such as Facebook (Appendix 5.2a or www.facebook.com/home.php#!/pages/Kcumb/108080279224783). KCUMB’s viewbook and updatedprinted brochures, which provides valuable information on the campus, curriculum, student activities, and staff, are distributed annually to pre-med advisors andprospective students throughout the country. The Department of University Relations maintains and updates the KCUMB website to showcase KCUMB faculty,curriculum, and facilities for prospective students. Google analytics is utilized to track the KCUMB website which receives 50,000-65,000 visits per month and175,000-200,000 views per month.KCUMB-COM also offers a “3-4” Early Admission Partners Program with select undergraduate institutions, located in targeted geographic areas. The PartnersProgram allows recruitment of highly qualified prospective students from well-respected undergraduate institutions that have exceptional premedical programs(Appendix 5.2b Partners Program Institutions).5.3 - The minimum requirement for admission to a COM must be no less than 75 percent of the credits needed for a baccalaureate degree from a collegeor university accredited by an agency recognized by the United States Department of Education.Prerequisite requirements for admission to the COM are documented in the KCUMB University Catalog and on the KCUMB website (http://www.kcumb.edu/Adm2/com_acad_requirements.asp) (Exhibit 5.3 University Catalog). COM applicants are responsible for timely submission of supplemental applications, lettersof evaluation, and official transcripts from all colleges and universities the student attended. Prerequisite course substitutions are permitted in some situations.Often undergraduate students have taken courses with a different nomenclature that may fulfill all or part of the prerequisite content requirements for a requiredcourse for admission. An applicant may request substitution of undergraduate coursework for KCUMB-COM’s prerequisites by forwarding a copy of the coursedescription from the college catalog, a faculty letter detailing course content, or a copy of the course syllabus to the Office of Admissions for consideration. KCUMB-COM requires all candidates to have a baccalaureate degree from a United States accredited institution.The “3-4” Early Admission Partners Program requires a completion of at least three-fourths (90 semester hours or 135 term credit hours) of the required creditsfor a baccalaureate degree, from a regionally accredited college or university. Students in the Partners Program must complete all medical school prerequisitesin the first three years of matriculation, while maintaining a high cumulative grade point average and a minimum 3.5 cumulative science grade point average.Students who meet these educational standards are eligible to petition for acceptance to KCUMB-COM following their third year of undergraduate education. TheMCAT requirement is generally waived for these applicants.5.3.1 - The COM must have a policy to verify that candidates with credentials from a college or university outside the United States have met theequivalency of the minimum requirements for admissions to a COM.KCUMB’s College of Osteopathic Medicine will accept credit from the evaluation report from World Education Services, Inc., Educational Credential Evaluators, Inc.or Josef Silny and Associates, Inc. International Education Consultants only if the evaluation service has indicated the coursework taken was similar to courseworktaken at an institution that is comparable to a regionally accredited U.S. college or university. As part of the secondary application, applicants who are not U.S.citizens or do not have permanent U.S. resident status are required to provide the Admissions Office with a copy of their INS. International applicants whose nativelanguage is not English must also demonstrate objective competency in English by either (1) completing the Test of English as a Foreign Language (TOEFL) withintwo years of the applicants anticipated matriculation date with a minimum score of 79 for the IBT (Internet Based Testing) and a minimum score of 26 on thespeaking component, or (2) by successfully completing a minimum of 30 semester hours of course work from a regionally accredited college or university in theUnited States, or from a recognized post secondary Canadian institution that uses English as its primary language of instruction and documentation, not more than3 years prior to the applicant’s anticipated matriculation. Of the 30 semester hours, 15 hours must be in the sciences, 6 hours in non-remedial English and 3 hoursin speech/public speaking.Should an offer of admission be extended, international applicants must provide evidence of sufficient funding to cover the entire length of the program. The applicantmust complete and submit a Financial Responsibility form with all supporting bank (preferably a U.S. bank) and/or financial documentation to the KCUMBOffice of Admissions. Once received, the financial documentation is reviewed by the Department of Finance for verification and is subject to approval before theissuance of an I-20 form by the Registrar.5.3.2 - Recruitment and selection of students for admission to a COM must not discriminate on the basis of race, ethnicity, color, sex, gender, religion,national origin, age or disabilities.KCUMB-COM maintains a non-discrimination policy that is applied in the selection of individual students and that protects against any and all forms of discriminationin the admissions process. The University is diligent in ensuring that all applicants and students are treated with courtesy, respect, and dignity. KCUMB is committedto the admission and matriculation of qualified applicants and acknowledges awareness of laws that prohibit discrimination against anyone on the basis of race,36

ethnicity, color, sex, gender, religion, national origin, age or disability. The University will not discriminate against disabled (or handicapped) individuals who areotherwise qualified and meet the COM’s Minimum Technical Standards (Exhibit 5.3 University Catalog, Exhibit 5.3.2 Student Handbook).As a result of its strategic planning initiatives, KCUMB-COM increased the number of minority students by two percent from 2009 to 2010. Admissions staff encouragesdiverse applicants to apply while participating in pre-med fairs. Additionally, admissions staff schedule visits to colleges and universities with high diversityrepresentation and encourage members of pre-med clubs from those institutions to apply to the COM. These visits are in addition to the Missouri, Kansas andregional pre-med fair schedules. KCUMB-COM focuses significant recruitment efforts on securing the most qualified, diverse, and talented student body. Programsto increase diversity in the student body, especially of underrepresented minorities (Appendix 5.3.2 Trends in Student Diversity), include:• Diversity Scholarships – These scholarships provide half tuition and are renewable for all four years of medical education. Over the past ten years, KCUMB-COMhas awarded 18 diversity scholarships.• Advocates for Diversity in Medicine – The University provides financial support and other resources annually to improve and expand minority recruitment activitiesthrough this national student organization. Programs include education of undergraduate minority students on campus about medicine and the rigors of medicalschool, and participation in culturally diverse community neighborhood healthcare events.• KCUMB Learning Enhancement – KCUMB-COM has a learning enhancement program to support all students in test taking skills, study habits, and tutoring. Theseprograms are highlighted during recruitment efforts both in the standard application process and through the Easrly Admission Partners Program.• KCUMB Summer Student Learning Enhancement Program – A three-week intensive medical school preparatory program is offered to students to decreaseanxiety and help ease the adjustment into medical school. This program is marketed through all recruitment efforts.• KCUMB has established matriculation programs with a number of historically black colleges and universities (HBCU). This program allows students to be selectedfor admission during the sophomore year at the undergraduate institution. Cooperative relationships enhance opportunities for underrepresented minority studentsin qualifying for admission.5.4 - Each COM must develop transfer credit and waiver policies and procedures in accordance with its educational mission and objectives.Transfer consideration is given only to those students with extenuating circumstances who show evidence of strong academic achievement from another osteopathicmedical school and evidence of professional growth paralleling the values and mission of KCUMB-COM. Students seeking transfer to KCUMB-COM mustsubmit a request for transfer to the Office of Admissions, along with the required supporting documentation (Appendix 5.4 Request for Transfer and Required Documentation).Transfer policy and procedures can be found in the KCUMB University Catalog and are available electronically through the KCUMB website (http://www.kcumb.edu/acad3/PDF/college_catalog0809.pdf).5.4.1 - Credits may be transferred only from medical schools and colleges accredited either by the COCA or by the Liaison Committee on Medical Education(LCME).KCUMB-COM accepts transfer students only from osteopathic medical schools and colleges accredited by the American Osteopathic Association’s Commission onOsteopathic College Accreditation (AOA’s COCA). KCUMB-COM does not accept transfer students from Liaison Committee on Medical Education (LCME) accreditedmedical schools or colleges. Prospective students, contemplating a transfer, can find this transfer policy in the KCUMB Catalog and available electronically throughthe KCUMB website (http://www.kcumb.edu/acad3/PDF/college_catalog0809.pdf). (Exhibit 5.3 University Catalog).5.4.2 - When a student transfers from one COM to another COM, the last two years of instruction must be completed within the COM granting the D.O.degree.KCUMB-COM requires that all COM transfer students must matriculate at least the last two years of study at KCUMB-COM in order to graduate. This policy can befound in the University Catalog (Exhibit 5.3 University Catalog) and available electronically through the KCUMB website (http://www.kcumb.edu/acad3/PDF/college_catalog0809.pdf).5.4.3 - When students transfer from an LCME accredited medical school or college to a COM at least two years of instruction must be completed withinthe COM.KCUMB-COM does not accept transfer students from Liaison Committee on Medical Education (LCME) accredited allopathic medical schools or colleges.5.4.4 - In the case of LCME transfers, the COM requirement for osteopathic manipulative medicine must be completed prior to graduation.KCUMB-COM does not accept transfer students from Liaison Committee on Medical Education (LCME) accredited medical schools or colleges.5.4.5 - The transfer of credit policy of each COM must be publicly disclosed in accordance with 34 CFR 68.43(a)(11)The KCUMB-COM University Catalog contains the transfer of credit policy. The KCUMB University Catalog is reviewed, updated, and an electronic copy is madeavailable at the beginning of every academic year to all COM students, COM faculty and staff, pre-medical advisors, partner programs, and prospective students(Exhibit 5.3 University Catalog). The KCUMB University Catalog is available to anyone upon request and is also available electronically through the KCUMB website37

(http://www.kcumb.edu/acad3/PDF/college_catalog0809.pdf).5.4.6 - The transfer of credit policy of each COM must include the criteria established by the COM regarding transfer of credit.The KCUMB University Catalog contains the criteria established by the COM regarding transfer of credit. Credits may be transferred upon matriculation only fromosteopathic medical schools and colleges accredited by the American Osteopathic Association’s Commission on Osteopathic College Accreditation (Exhibit 5.3University Catalog). Students seeking transfer to KCUMB must submit a request for transfer to the Office of Admissions, along with the following supportingdocumentation: an official transcript from all previously attended colleges and universities; an official copy of the attended medical school curriculum; MCAT scores;two letters of reference; a statement of reason(s) for requesting transfer; a work history; and a letter from the dean of the osteopathic medical school currentlyattended, indicating his or her approval for such a transfer.5.4.7 - Each COM, for which the COCA is its institutional accreditor, shall establish written policies and procedures and apply them in a systematic reviewof the assignment of credit hours for all of its curriculum, using the definition of a credit hour as provided in the glossary of the Accreditation of Collegesof Osteopathic Medicine: COM Accreditation Standards and Procedures. The COM bears the responsibility of assigning the amount of credit awardedfor student work and demonstrating that its assignment criteria conform to commonly accepted practices in higher education. The COM must maintainrecords of this activity in a format that will permit sampling by a COCA site visit team.KCUMB awards semester credit values to course offerings based on delivery method and duration utilizing the minimum industry standards endorsed by theAmerican Association of Collegiate Registrar’s and Admission Officers (AACRAO), as well as the minimum Federal Financial Aid regulations. As such, KCUMB definesthe academic hour as 50 minutes of instruction time and the semester credit calculations by delivery type: lecture/small groups 15 academic hours = 1 semestercredit and for laboratory experiences 30 academic hours = 1 semester credit. This policy will be reviewed by Curriculum Committee at its September meeting priorto final approval by the EVPAMA/Dean of the COM (Exhibit 5.4.7 Semester Credit Calculation policy).5.5 - The COM, and/or its parent institution, must provide services devoted to student affairs, financial aid, academic counseling, administrator andfaculty access, and access to physical and mental health care.Student AffairsKCUMB’s Office of Student Affairs provides a variety of developmental services, programs, and activities in support of the academic mission of the University. TheDepartment consists of seven full-time employees committed to excellence and an integration of curricular, co-curricular, and extra-curricular activities. The Officeof Student Affairs offers opportunities to enhance personal growth and foster leadership skills, civic responsibility and service to others. The department memberswho work directly with students are newly located in the Student Activities Center, which allows students to have greater accessibility with the Student Affairsteam. The contact information for Student Affairs’ administration, faculty, and staff, as well as office locations and office hours are listed on the KCUMB intranet(https://intranet.kcumb.edu/Department.aspx?id=228).Financial AidChanges in finances and accumulating debt can create significant stress for medical students. The Office of Financial Aid offers counseling and assistance toKCUMB-COM students. The Office of Financial Aid consists of seven full-time staff members readily available to assist students, during normal business hours, withfinancial questions, issues, or needs. The Office of Financial Aid is engaged in the early applicant phase. A Financial Aid representative speaks to applicants duringthe interview day process and is available to answer specific questions. In addition, each applicant is provided a folder detailing the financial educational assistanceprogram (Exhibit 5.5a Student Financial Aid Information). During orientation, students receive a financial aid presentation and also an overview of debt managementand consumer credit issues provided by the ACCESS Group (Exhibit 5.5b Student Financial Aid Orientation Information). Throughout the year, the Office ofFinancial Aid meets individually with students who have financial concerns or issues. There is a class meeting each spring to discuss the process for applying forfinancial aid the following year. During this meeting students are provided information regarding their indebtedness. During Senior Week, each student is requiredto attend an “exit” presentation in addition to an individual check-out with the Office of Financial Aid. This ensures that all graduates understand the options forrepayment and minimizing debt. KCUMB’s default rate on student loans is less than 1% per year.KCUMB also partners with New Directions Behavioral Health Employee Assistance Program, which is available 24/7 to assist students with financial matters.New Directions’ counselors provide support and resources needed to address financial issues. Students receive a referral to a credit consultant, when appropriate,combined with emotional support and motivation to take control of finances (Exhibit 5.5c New Directions Brochure).Academic Counseling/Administrator and Faculty AccessKCUMB is aware that academic challenges faced by students are potentially very intense. Academic skills, including time management, study skills, and test-takingskills, may need improvement to achieve maximum success. Students seeking assistance in these areas are referred to learning enhancement specialists. KCUMBemploys two full-time learning enhancement specialists to provide individual academic support as needed. The learning enhancement specialists also oversee the38

Supplemental Instructor Program that provides tutoring at no cost to KCUMB-COM students (Appendix 5.5 Log of Tutors and Hours of Instruction per Academic Year).Every KCUMB-COM student is assigned a faculty advisor during orientation week of their first year in medical school (Exhibit 5.4d Faculty Advisor List). Facultyadvisors serve as valuable resources and role models in assisting COM students with professional development, academic issues, or during periods of personal,financial, or medical difficulties. The faculty advising program is a flexible arrangement designed to serve each student’s unique needs. Students are required tomeet with their faculty advisor at orientation and at least two times per year. Students can contact their faculty advisor at any time to schedule an additionalmeeting. COM administration is also available to offer assistance to students in need. The administration promotes an “open door” policy and encourages studentsto contact them via email, phone, by scheduling a meeting, or by stopping by administrators’ offices during normal business hours.5.5.1 - The COM and/or its parent institution must make available to students confidential resources for physical healthcare services.Physical Health CareThe on-campus Student Health Center, located in the Dybedal Clinical Research Center, provides acute care for students conveniently and without cost. Studentswho require chronic care or need to be seen during-off hours or on weekends are encouraged to contact KCUMB Physician Associates or their own primary careproviders (Exhibit 5.5.1a Student Insurance Requirements, Exhibit 5.5.1b Student Immunization Requirements).Health TrainingStudents learn KCUMB hazard policies during Orientation. Students watch “Bloodborne Pathogens: A Sharper Image” and provide verification with their signaturesthat they understand recommended precautions to prevent contracting a bloodborne disease. Policies appear in written form in the KCUMB Student Handbook(Exhibit 5.3.2 Student Handbook):• Exposure to Blood and Body Fluids: Students who are exposed to blood and/or body fluids should follow the policy of the institution in which the incident occurred.A copy of the completed incident report must be sent to the Office of Community Clinical Education.• Health Insurance Policy: All students are required to maintain personal health insurance.• Health Requirements: All matriculating students at KCUMB must be vaccinated in accordance with University’s guidelines. KCUMB determines immunizationrequirements based upon current Centers for Disease Control and Prevention (CDC) guidelines for health-care workers in combination with current requirementsfor the Office of Community Clinical Education.Students beginning third-year clinical clerkship experiences are required to participate in ACLS certification, OSHA and HIPAA training.The Biological Safety, Occupational Health and Infectious Disease Committee reviews to approve or reject proof of immunization status from applicants and orcurrent students (MMR, Polio, Tdap, Varicella, Hep. B, TB) (Exhibit 5.1c Committee Handbook).5.5.2 - The COM and/or its parent institution must make available to students on a 24 hour per day 7 days a week (“24/7”) basis confidential resourcesfor behavioral healthcare services.Mental Health CareStudents are encouraged to contact the Associate Dean for Student Affairs, Assistant Dean for Student Affairs, or Director of Student Activities at the first sign ofexceptional stress or anxiety.If a student or administrator, feels that professional counseling would be beneficial, he/she is encouraged to contact the New Directions Behavioral Health EmployeeAssistance Program (Exhibit 5.5c New Directions Brochure). New Directions provides assistance with conflicts, interpersonal difficulties, marriage and familyconcerns, stress management, emotional upsets, financial matters, and alcohol and drug problems. Students can depend on the expertise of New Directions professionalsto help resolve problems and offer any needed referrals to community and treatment resources. This free and confidential counseling service is available toall COM students and their families with counseling services available on the KCUMB campus. Students can access New Directions personnel 24 hours a day, 365days a year at multiple locations around the country. Students can also access needed information through the New Directions website (https://www.ndbh.com).Concerns are treated with confidentiality consistent with all state and federal mandates. This program also offers legal consultation providing students with a30-minute consultation with an attorney, by telephone or in-person. Ongoing consultation with the attorney is also available. New Directions also provides familyresource services. These include childcare referrals, eldercare issues, and overall health and fitness. Students can obtain counseling and additional resources forall psychiatric and psychological problems, including addiction. All programs utilize outside counselors and therapists and have no formal association with KCUMB.No KCUMB staff members are involved in the provision of New Directions services, and this program is confidential and covered by Family Educational Rights andPrivacy Act (FERPA) and Health Insurance Portability and Accountability Act (HIPAA) regulations. No information is shared with the administration at KCUMB unlessa student specifically requests and signs a waiver that health-care information may be provided to institution officials.39

In rare cases, students are referred to the Missouri Physician Assistance Program, which can provide medical students and physician’s intensive therapy and counseling.All programs utilize outside counselors and therapists and have no formal association with KCUMB.Additionally, there are programs designed to facilitate medical students’ adjustment to the physical and emotional demands of medical school. The Student AffairsTeam spends sufficient time with each student to ensure each has the support he/she needs to succeed academically and professionally while in medical school.A rapid-response system is in place for the H1N1 Flu virus and targets any student complaining of fever associated with flu-like symptoms (http://www.kcumb.edu/NewsDetail.asp?id=44). Any student experiencing these symptoms must practice self-isolation, including no class attendance, and general preventivemeasures, such as frequent hand washing and use of face masks. Medical care should be sought from a personal physician, KCUMB Physician Associates or theStudent Health Clinic.5.6 - The COM, and/or its parent institution, must develop an orderly, accurate, confidential, secure, and permanent system of student records.Kansas City University of Medicine and Biosciences protects the security, confidentiality, and integrity of student academic records. The official archive and securitymeasures published by the American Association of Collegiate Registrars and Admissions Officers are actively utilized by the University.All student data subject to the Family Educational Rights and Privacy Act (FERPA) and the USA Patriot Act of 2001 reside on electronically and physically secureddatabases or servers. Specifically, student data resides on KCUMB’s file servers in Sungard Higher Educations PowerCAMPUS software using SQL server 2005 forthe database. The computer is physically secured behind two doors, one keypad entry, and one locked door to which only appropriate individuals have access. Inaddition, the building is locked with a timed electronic lock that requires campus ID authentication for access. The database and system are protected with industrystandardsecurity protocols involving user ID and password protection schemes. Designated functional access liaisons oversee the security authorization process. Aspart of the process, individuals are granted various levels of access authority based on their role that allow limited to broad access, as view-only or maintenance.As part of the approval process, the data custodian evaluates the position and function of the individual to determine level of access and the appropriate data setsfor which the individual will be authorized.All access to PowerCAMPUS, including Self-Service, must be approved by IT and/or the University Registrar. Individuals who have been approved login through asingle secure login process. Each user has a unique username and password. These profiles and unique identifiers are maintained in a secured database or serverthat follows the industry standard with regard to the creation of a username and password. The password must conform to industry standards with regard tolength, type, and number of symbols or characters.KCUMB’s student academic records, hard copy and electronic, are maintained by the Office of the Registrar, which approves maintenance and query access forother authorized users in partnership with IT and in accordance to FERPA and the KCUMB Student Data Security and Confidentiality policy. The Registrar’s Officehouses paper copy files in fireproof locked cabinets and uses the DeltaDOCK Document Management and Retrieval System as a means to archive inactive andalumni records.FERPA guidelines and rights are provided to students through annual notification and are also published in the University Catalog, which is posted to the Universitywebsite. Access to student directory information is limited. Students have the right to request that directory information not be released. With written requests,students also have the right to access their academic records and may request and obtain copies of material contained in the file (Exhibits 5.6a AACRAO AdmissionOfficer website http://www.aacrao.org/index.aspx, 5.6b FERPA website http://www.ed.gov/policy/gen/guid/fpco/ferpa/indext.html, 5.6c USA Patriot Actwebsite http://www.justice.gov/archive/ll/highlights.htm, 5.6d Student Data Security and Confidentiality Policy, 5.6e FERPA Annual Notification email, 5.6fStudent Request for Non-Disclosure Form, 5.6g Student Academic Records Request Form).5.7 - The COM, and/or its parent institution, must publish, at least every other year, via paper document or on its website, information on policiesand procedures on academic standards, grading, attendance, tuition fees, refund policy, student promotion; retention; graduation; academic freedom;students’ rights and responsibilities, including a grievance policy and appeal procedures; and other information pertinent to the student body.The Office of the Registrar publishes the KCUMB University Catalog (Exhibit 5.3 University Catalog). The University Catalog is annually reviewed, updated, andan electronic copy is made available. The updated Catalog is distributed electronically at the beginning of every academic year to COM students, COM facultyand staff, pre-medical advisors, Partner Programs, and prospective students. The KCUMB University Catalog is also available electronically through the KCUMBwebsite (http://www.kcumb.edu/acad3/PDF/college_catalog0809.pdf). The University Catalog contains information on policies and procedures on academicstandards, grading, attendance, tuition fees, refund policy, retention, student promotion, and graduation; academic freedom; students’ rights and responsibilities,including a grievance policy and appeal procedures; and other information pertinent to the student body.The KCUMB Student Handbook is published by the Department of Student Affairs (Exhibit 5.3.2 KCUMB Student Handbook). The KCUMB Student Handbookis reviewed, updated, and distributed annually. The updated Student Handbook is distributed electronically at the beginning of every academic year to all COM40

students and administrators. The KCUMB Student Handbook is also available electronically through the KCUMB website (http://www.kcumb.edu/students/login_handbook.asp).The Student Handbook contains information on policies and procedures on academic standards, grading, attendance, tuition fees, refundpolicy, student promotion, academic freedom, students’ rights and responsibilities, including a grievance policy and appeal procedures, and other informationpertinent to the student body. The student grievance policy ensures that concerns are promptly dealt with and resolutions reached in a fair and just manner. Thestudent grievance policy and procedures are found in the KCUMB University Catalog and the KCUMB Student Handbook. The University’s grievance procedureenables students to direct complaints and problems to the attention of the University’s administration. KCUMB forbids any retaliatory action against students whopresent concerns and complaints made “in good faith.” A grievance is a complaint arising out of any alleged unauthorized or unjustified act or decision by anindividual (student, faculty, staff, administrator), which in any way adversely affects the status, rights, or privileges of a member of the student body. Grievancesmay include, but are not limited to, the following areas:• Academic programs or courses• Accreditation standards or processes• Discrimination• Financial aid• General mistreatment• Harassment• Mentoring• Privacy of student educational records• Privacy of student health clinic records• Parking• Security and safety• Research• Student healthKCUMB policy strongly encourages students who believe they have a grievance to use all appropriate avenues for informal resolution, before initiating the formalgrievance procedure.The Associate Dean for Student Affairs gathers, analyzes, and investigates the information within two weeks of receiving a grievance. The Associate Dean forStudent Affairs also meets with all concerned parties within this two-week period. After all information is gathered, the Associate Dean for Student Affairs makesa referral and recommendation to the Executive Vice President for Academic and Medical Affairs, and Dean of the COM. If deemed necessary, the issue is alsoreferred to the Human Resources Department or other appropriate Leadership Team member. Within one week after receipt of the information, the Dean of theCOM makes a decision as to the merits of the statement and presents an appropriate resolution of the grievance. The Dean of the COM, or the Associate Deanfor Student Affairs, then communicates the outcome to the individual(s) involved. If deemed necessary, the Dean will provide the directive(s) to the specificindividual(s) to appropriately address the situation and take necessary action to minimize the potential for a reoccurrence of a similar incident. The Office of StudentAffairs keeps a record of all formal grievances and places a copy in the student’s permanent file. An annual report of formal student grievances is provided tothe KCUMB Leadership Team by June 1 of each year. Reports are provided to the KCUMB Leadership Team on a more frequent basis if necessary. KCUMB utilizesstudent grievances in its ongoing performance improvement process.5.8 - The COM, and/or its parent institution, must publish policies and procedures regarding student complaints related to accreditation standards andprocedures, and must maintain records of the receipt, adjudication, and resolution of such complaints. The COM must include in its policies and proceduresthe contact information, including address, phone number and email of the COCA in the AOA Office of Predoctoral Education.The University has policies in place regarding student complaints related to accreditation standards and procedures (Appendix 5.8 Student Grievance Policy andProcedures). The Associate Dean of Student Affairs maintains a record of complaints, adjudication and resolution. Grievances that cannot be addressed by theUniversity may be filed with the Commission on Osteopathic College Accreditation (COCA) or the Higher Learning Commission (HLC) by any individual or groupincluding, but not limited to, an osteopathic medical student; an individual, organization, or institution affected by the accreditation program academically orprofessionally; and a member of the general public.Complaints to COCA must be in writing and signed by the complainant. All signed complaints must be submitted to the COCA Assistant Secretary at the followingaddress:Commission on Osteopathic College Accreditation-American Osteopathic Association142 East Ontario StreetChicago, Illinois 60611Complaints to the HLC must be in writing and signed by the complainant. All signed complaints must be submitted to:Higher Learning Commission230 Sourth LaSalle Street, Suite 7-500Chicago, Illinois 60604-141141

Standard Six: Curriculum

STANDARD SIX: CURRICULUM6.1 - The COM must develop and implement a method of instruction and learning strategies designed to achieve its mission and objectives.KCUMB-COM delivers a clinical presentation-based, integrated, patient-centered curriculum, initiated in 2001, that has evolved each year through assessmentand review (Appendix 6.1a Guiding Principles of the Medical Education Program Leading to the Doctor of Osteopathic Medicine Degree). The curriculum seeks tominimize redundancy while enhancing clinical relevance and supporting a foundation for evidence-based medicine. It is delivered using a variety of methodologies,grounded in adult learning theory, that demonstrate a progression toward skill development and knowledge application throughout the four-year program. Thecurriculum emphasizes integration of information and skill development.The broad based curriculum provides opportunities for students beyond standard requirements. The basic and clinical sciences that are an important aspect of thecurriculum and the disciplines that support student-directed learning through electives are described in Required and Elective Discipline Offerings (Appendix 6.1b).The curriculum employs methods of instruction and learning strategies that facilitate the achievement of the COM’s mission and objectives. Within each discipline,multiple methodologies are utilized (Appendix 6.1c Sample Schedule for Instruction). All components of the curriculum have specific goals and objectives andassessment criteria that are linked to the mission of the college and are analyzed to drive program improvements. (Standard One, Appendix 1.3)6.1.1 - The minimum length of the osteopathic medical curricula must be at least four academic years or its equivalent as demonstrated to the COCA.KCUMB-COM exceeds the minimal expectations of 130 weeks of instruction provided to the medical students (Table 6.1 Weeks of Instruction by Year.).Table 6.1 Weeks of Instruction by YearYear I Academic Period 39Year II Academic Period 41Year III Academic Period 40Year IV Academic Period 40Total Weeks Required* 160*A summer elective schedule is provided for students who desire additionallearning opportunities including clinical and non-clinical electives.Through KCUMB’s continuous quality improvement process and evaluation of the curriculum,periodic updates are made to the schedules and programs based on student and faculty feedback.In 2009 the curriculum sequence and calendar were changed to 1) provide students withtime to reflect on recently learned material and 2) to encourage student-directed learning. Otherbenefits of the revision are timelier remediation of deficiencies and faculty renewal.The revised curriculum includes the Professional Enrichment Program (PEP) which occurs aftertwo consecutive sections in the Curriculum. This one- to two-week program embraces threemission-driven components essential to the training and development of future physicians: servicelearning, community service, and independent learning. Students participate in a varietyof clinical experiences and service projects along with independent learning opportunities selected by students to enhance previously studied material or areasrepresenting a new interest. Each student must complete a minimum of four semester credits of PEP prior to beginning Year III clerkships. During PEP, studentsare also exposed to current topics important in medical practice and patient care. During the first year of the new calendar implementation, students and facultyprovided suggestions to improve the Professional Enrichment Program (PEP). These included the request for a greater selection of electives for students. Facultyexpressed excitement about re-engaging with students in small group interactions and focused topics (Appendix 6.1.1 Feedback Analysis of the ProfessionalEnrichment Program).In the fall of 2010, Year III students began clerkships one month earlier at the beginning of August rather than September. As a result of this, an additional electiveclerkship was added to clinical training in the fourth year. (Exhibit 5.3 KCUMB University Catalog)6.2 - The COM must develop and implement ongoing review and evaluation of the curricula, and demonstrate application of the findings towardsimprovement of the educational program.The Curriculum Committee, with its broad representation of faculty, students and staff is the guiding force leading to excellence in educational programs for studentlearning. The Committee has 34 full members, including six students, and three ex-officio members. The 29 instructional objectives (Appendix 6.2a COM EducationalObjectives and Competencies) are incorporated into sections through lectures, labs, and other learning activities. Objectives and sections were reviewed andupdated in 2010 for each of the four years of the curriculum.A comprehensive review of the curriculum occurs after the end of each section and is presented to the Curriculum Committee. This report contains informationfrom the Continuous Quality Improvement team of students, as well as evaluation by the Curriculum Directors and solicited participating faculty. These reviewsinclude: lecture objectives, course/section directives, laboratory objectives, elective objectives, clerkship objectives and faculty presentations. The purpose of thesereviews is to assess appropriateness of material and needs for either change in the location of information delivery, renewal of information, or possibly eliminationof content. In addition, the review includes information about the structure of exams and students’ performance, and it confirms that learning activities met allthe objectives. These efforts contribute to a strong curriculum infrastructure and delivery. Reports are received into the minutes of the Curriculum Committee and42

ecommendations for change are made to the Dean (Appendix 6.2b Sample Section Report; Appendix 6.2c Continuous Quality Improvement Template).Curricula are the dynamic instruments of learning opportunities within a defined framework. At KCUMB-COM, the framework is the clinical presentation-based,integrated, patient-centered curriculum. Change occurs regularly and is initiated from various stakeholders:Faculty-Directed ChangeFaculty may recommend changes to the curriculum. These are presented to the Curriculum Directors who discuss the proposals with the Curriculum Coordinatorsand the Associate Dean for Curricular Affairs. Additional input may be requested over the period of several months. A proposal is then presented to the CurriculumCommittee. The Committee reviews and discusses the proposal. Major proposals typically require several months’ deliberation. Positive recommendations areforwarded to the Dean for review and action. These actions are communicated back to the Curriculum Committee monthly.Examples of faculty-directed change:• During 2008-2009, faculty recommended that the Human Development and Behavior section be incorporated into two other sections. Human Developmenttopics were combined with the Reproduction Section to become the Reproduction and Development Section. Behavior topics were moved to the NeuroscienceSection. The rationale for this change was that the Human Development and Behavior Section did not provide the appropriate context for the information andappeared like two sections rather than one. This change was approved by the Curriculum Committee, endorsed by Dean and implemented for 2009-2010.• Faculty recommended that two long sections of 11 and 12 weeks be divided into two smaller sections of five and six weeks for one, and two, six-week sectionsfor the other. These sections were Neuroscience, which represents voluminous information and numerous laboratories at the beginning of Year II, and Cardiopulmonary,which spanned the winter break for Year I. Both presented challenges for effective evaluation of students and early identification of students needingassistance and remediation. A proposal was presented to the Curriculum Committee and recommended to the Dean. The approved change was implementedfor 2009-2010 academic year.Student-Directed ChangeStudents may also suggest changes to the curriculum through comments and dialog at the end of sections as part of the Continuing Quality Improvement Process.Through the Student Government Association, students are also represented on the Curriculum Committee as voting members. Recommendations may includeorder of lectures, suggestions for new topics, suggestions for patient presentations, and requests to amend the schedule.Examples of student-directed change:• Student representatives on the Curriculum Committee submitted a proposal requesting that Clinical Care Practicum, a summer elective for students betweenYears I and II, lasting two to eight weeks, be counted toward the elective requirements that must be completed prior to beginning Year III. The recommendationwas discussed and approved August 12, 2009.• Students were included in discussions to create the Professional Enrichment Program (PEP) that was approved as part of the revised curriculum and new academiccalendar. Students became vested in this program even before the first sessions at the end of October 2009. Students suggested content to enhance theirindependent learning. They also proposed electives and submitted them to the Curriculum Committee.• Students recommended that on days of exams, no additional classes be scheduled. Curriculum Directors have honored this request without additional action bythe Curriculum Committee.• Students presented policy changes to the Curriculum Committee including an Honors designation for the Year I cumulative exam, an amendment to Honorsconsideration for required clerkships, and a request for a split clerkship was approved May 5, 2010.Opportunities for Improvement – During the self-study process, the following actions were initiated:• Perform more clerkship and elective reviews. Reviews of clerkships have not been performed in a systematic way. The Department of Family Medicine initiateda review of the Year III Family Medicine clerkship. A plan to review other required clerkships is being implemented.A template will be developed to provide consistent information across clerkships and electives for review by the Curriculum Committee.• Improved tracking of student performance. The implementation of T-Res ® software for tracking patient encounters, procedures, objectives greatly improvedstudent performance tracking over the past year. More comparative data will be available for analysis following the second year of T-Res use. (Appendix 6.2dSample Reports – Data Review of Clerkships; See Standard 6.5.1 below for additional detail).Exhibit 6.2a Curriculum Committee membership roster; Exhibit 6.2b Curriculum Committee Minutes6.3 - The COM must provide for integration of osteopathic philosophy, principles and practices, including didactic and hands-on opportunities, througheach year of the curriculum.43

Year I and Year IIThe Osteopathic Clinical Skills (OCS) Sections run concurrently with other sections. The program is a two-year continuum divided into four semester-length osteopathiccourses. The philosophy of OCS is to integrate diagnostics skills as the basis for comprehension and implementation of manipulative treatment techniques.It encompasses osteopathic physical examination and manipulative treatment skills, evidence-based medicine, communication skills and spirituality in medicineas it relates to the patient encounter.Osteopathic Manipulative Treatment modalities at KCUMB-COM meet and exceed the minimal recommendations set forth by the Educational Counsel on OsteopathicPrinciples (ECOP) modules of treatment (Appendix 6.3a OMT Treatment Modalities). Throughout this curriculum, the osteopathic medical approach is seamlesslyintegrated into the patient encounter. The use of standardized patient encounters and human patient simulation scenarios enhances the application of the lectureand lab learning; similar information is often offered during sections occurring at the same time. The case scenarios used with standardized patients integrateOMM/OPP aspects. During Years I and II, the students practice their skills, under faculty supervision, by participating in the Score 1 for Health ® program (Appendix6.3b Score 1 for Health ® Community Report). They perform screening examinations on approximately 11,135 elementary age children in 43 schools throughoutthe greater Kansas City area. Regular OCS lectures/reviews of lab materials are provided by the Department of Family Medicine’s Undergraduate OMM Fellows.The OCS curriculum provides lectures and labs each week for the OMM/physical diagnosis. Weekly communication labs are planned throughout the year andthe students participate with standardized patient interviews and human patient simulation scenarios (Appendix 6.3c Human Patient Simulation Program AnnualReport). Labs are prefaced by a quiz covering the reading material and prior lab/lecture principles.The Department of Family Medicine schedules appropriate osteopathic clinical lectures and skills labs during the MSI and II course/sections to enhance theknowledge of our students, osteopathic clinical skills diagnostics are taught prior to osteopathic manipulative treatment techniques while integrating the physicaldiagnostic skills into the patient encounters. The weekly case format of the curriculum culminates in an interdisciplinary departmental conference. Faculty in theDepartment of Family Medicine attend these conferences to aid in the integration of OPP and OMM into the case discussion.Assessment and Outcomes of OCSA three day assessment of the first and second year students takes place each semester and requires the students to complete the following:• Three (3) skills demonstration stations• Fill in the blank visual power point examination• Multiple choice written examination based on lecture topicsA minimum competency of 70% is required for passing all examinations each semester of OCS. At the end of the second semester, first year students are givena Clinical Skills Assessment (CSA) examination to assess history taking and documentation skills utilizing standardized patients. The second year students take aCSA examination in the middle of year two to identify deficiencies in their history and physical skills. During this exam the students are assessed on:• History taking• Examination skills; and• Documentation of patient encounterPrior to clinical rotations all students are required to pass a final CSA examination modeled after the COMLEX-PE.Expected long-term outcomes are improvement in the students’ performance in the clinical setting as evidenced by student perception surveys, rotation evaluationscores, application of lifelong Osteopathic Clinical Skill sets, and COMLEX CE and PE scores. Students must demonstrate an increased level of skill proficiency duringeach exam. Ongoing evaluation of written examinations provides quantitative analysis of examination composition and performance (Appendix 6.3d COMLEXTrend Data).Year III and Year IVFor required clerkships, OPP objectives written by the Education Council on Osteopathic Principles (ECOP) Committee are integrated into the expectations/objectivesof required clerkships. KCUMB-COM utilizes the ACOFP Educational/Video Resources for teaching OMT procedures during Years III and IV. Topics from thisoffering are assigned to the appropriate required clerkships. Students access the site and review lectures and view videos to revisit OMT techniques relevant tothe patient presentation.Assessment of ClerkshipsAssessment of OPP outcomes is accomplished by end of clerkship on-line exams, quizzes provided with the ACOFP resources, and a competency-based preceptorevaluation. Measurements used include evaluation of basic clinical knowledge, history and physical examination skills, medical decision making, and professionalbehavior and demeanor.44

Students with multiple minor deficiencies or any major deficiency that requires remediation are enrolled in a focused Osteopathic Clinical Skills clerkship (IDIS003). This clerkship was developed by the Department of Family Medicine which directs a student-specific, focused clerkship to improve a student’s performance.Expected Outcomes of COMLEX-USA-CEExpected outcomes are improved COMLEX-USA Level 2-CE, Level 2-PE and Level 3 scores (Appendix 6.3d COMLEX Trend Data).Opportunities for Improvement – During the self-study process, areas needing improvements were identified. The following actions have been initiated as aresult of the self-study:• Develop better methods for delivering consistent OMM/OPP curriculum to students at all clinical clerkship sites.• Since 2010, the OMM lab can stream live presentations on the web. This better serves the student population and preceptors that are not located in theKansas City region. A curriculum is under development for distribution to training sites that will be integrated with OMM/OPP. Faculty are able to broadcastfrom the University to distant sites to further enhance the ACOFP video offerings. This process offers two-way communication between distant sites andthe campus. On-site table trainers are utilized for aiding the student’s perfection of the skills, and the equipment can be used to train the trainers as well.• Implementation of T-Res electronic patient encounter and procedure logs for students in clerkships (2009) provided information about the utilization of OMM/OPP during clerkships.• Wording for OMM/OPP objectives was revised for 2010. Current data show students are utilizing OMM/OPP in clerkships (See Appendix 6.2d SampleReports – Data Review of Clerkships).Exhibit 6.3a Required Clerkship OPP objectives; Exhibit 6.3b Kesselheim Center for Clinical Competence Annual Report provide supportive information.6.4 - A COM must stipulate specific educational objectives to be learned in its educational program.The KCUMB-COM educational goal is to provide students with the best possible education to enable them to become highly competent and compassionateosteopathic physicians. The course of instruction is an integrated curriculum with a clinical presentation-based, patient-centered approach to medicine. Educationallearning objectives aligned with the KCUMB-COM mission are developed that provide progressive knowledge and skills activities, which are approved through thecollaborative efforts of the basic and clinical science faculty as well as the Curriculum Committee.The College of Osteopathic Medicine’s curriculum is designed to ensure graduates are able to demonstrate specific knowledge and skills. The COM has identifiedselect educational objectives that serve as the foundation of the curriculum. A graduate must accomplish the competencies in Standard 6.4.1. The objectives arelocated in the student handbook and on the KCUMB website. Examples of learning opportunities in the curriculum are provided.6.4.1 - At minimum, a graduate must be able to:1. Demonstrate basic knowledge of osteopathic philosophy and practice (OPP) and osteopathic manipulative treatment (OMT);• This is met through a two-year, four-semester OCS course described in Standard 6.3.• During Years III and IV, required clerkships have OPP objectives with assessment on these objectives at the end of the clerkship.• Students self-report achieving clerkship objectives.2. Demonstrate medical knowledge through the following: passing course tests, standardized tests of the NBOME, post-core rotation tests, research activities,presentations, participation in directed reading programs and/or journal clubs, and/or other evidence-based medical activities;• Students must pass all courses during training. Failure of a section, any lab, or a clerkship requires remediation to satisfactory. Students must pass NBOMECOMLEX-USA Level 1, Level 2-CE, and Level 2-PE prior to graduation.• During clerkships, preceptors assess medical knowledge utilizing the objectives for each clerkship.3. Demonstrate interpersonal and communication skills with patients and other healthcare professionals;• Interpersonal and communication skills are a component of the 2-year OCS course. Students must pass one OCSE during year I and two OSCEs during Year II.• During clerkships, preceptors assess and rate interpersonal and communication skills. Students are provided with a rating and written comments.4. Demonstrate knowledge of professional, ethical, legal, practice management, and public health issues applicable to medical practice;• Aspects of each of these are presented throughout the curriculum and are evidenced in learning objectives.• Bioethics is an integral part of the first two years of training. KCUMB has two Bioethics faculty members, and an additional faculty member is being recruited.Curriculum is presented with lectures and small group discussions. In addition, some students are dually enrolled in a Masters of Bioethics program.• An elective is offered in the fall, IDIS 110: Ethics for Physicians, enrollment for the past two years has averaged 75-80 students.• A medical lawyer presents several lectures during the year related to topics within a section.• An elective is offered twice a year, IDIS 213: Medicine, Literature, and Law, and is taught by an attorney specializing in medical law.• An elective is offered three to five times per year, IDIS 203: Health-Care Management and Public Health taught by an adjunct instructor.• An assessment to measure Lifelong Learning attitudes has been piloted for reliability and validity and will be implemented throughout the curriculum Fall,45

2011. It is electronic and can be tied to learning outcomes.5. Demonstrate basic “basic support skills,” as assessed by nationally standardized evaluations.• All students are certified in Basic Life Support (BLS) during the fall of Year I.• All students are certified in Advanced Cardiac Life Support (ACLS) at the end of Year II.• An elective is offered for students to train to become BLS instructors (IDIS 235).• All students have the opportunity to recertify in ACLS prior to graduation or if graduation is delayed to maintain certification.• An elective is provided in Neonatal Resuscitation (PEDS 203) and students may receive Pediatric Advanced Life Support (PALS) certification during this course.• KCUMB offers three electives for disaster life support skills certification: Basic Disaster Life Support (BDLS, FMED 125), Advanced Disaster Life Support (ADLS,FMED 225), and ADLS Instructor (FMED 226) (Appendix 6.4.1 KCUMB AMA National Disaster Life Support Regional Training Center).6.5 - The COM must define, publish, and implement educational outcomes, based on its own educational objectives that will prepare students forosteopathic graduate medical education.KCUMB-COM has defined, published and implemented educational outcomes based upon mission related educational objectives that are designed to prepare studentsfor osteopathic graduate medical education. Details of outcomes measurements, i.e., grading policy, passing/failure definitions, remediation expectations,and promotion requirements, are available in the Student Handbook, the Catalog, the Clerkship Manual, and are posted to each section on Blackboard ® (Exhibit6.5 Clinical Clerkship Manual).Years I and IIEach section/course’s syllabus contains the expectations for passing. The syllabus describes the activities that will contribute to the summative assessment aswell as the contribution of each towards the final grade. The grading policy is also provided. Students receive a letter grade for each section based upon learningactivities and exams. Section grades are adjusted to a mean score of 85 percent when the section mean falls below 85 percent. Percentage scores are roundedto the nearest whole percentage when assigning grades. Students must demonstrate an adjusted 70 percent competency in all sections during years I and II.Students must demonstrate 70 percent competency in all laboratory practical exams. Failure of a section requires remediation to competency of 70 percent andthe remediated failure is recorded as F/C on the transcript. Failure of a practical requires remediation to competency of 70 percent, but the original failing graderemains part of the section grade.Years III and IVIn 2010, grading for third-year required COM clerkships was changed from letter grades to Satisfactory, High Satisfactory, Honors and Unsatisfactory (Appendix6.5a Decision Tree for Clerkship Grades). Student evaluations are summative; clinical preceptors accomplish competency-based evaluations. Students are alsoassessed by standardized end-of-clerkship examinations. For students performing well in a clerkship, documentation is reviewed by a committee composed of theAssociate Dean for Clinical Education and Medical Affairs and the Associate Dean for Curricular Affairs to determine which students receive a High Satisfactory andHonors. Up to eight percent of students in a given clerkship may earn Honors during the academic year. Up to an additional ten percent of students in a givenclerkship may earn High Satisfactory during the academic year. Students receiving repeated minor or any major deficiencies on a clinical evaluation may receivean unsatisfactory grade and be required to repeat or remediate the clerkship. Elective clinical clerkships are only graded Satisfactory/Unsatisfactory.Student performance data are compiled by the Associate Dean for Curricular Affairs and the Department of Curricular Affairs and reviewed as follows (Appendix6.5b Department of Curricular Affairs Annual Report):• Section Performance – shared at the end of the section with Curriculum Directors , Associate Dean for Basic Medical Sciences, and Curriculum Committee.Data reviewed are number of students receiving each grade; numbers of students failing; comparison of data with prior years, as available; status of studentsin remediation; quality of exams compared with prior year. The latter is assessed by the question domain and performance of the class on exam questions.• Year I and Year II Performance – data by class for each section is shared at the end of the year with Curriculum Directors, Associate Dean for Basic MedicalSciences, and Curriculum Committee. Over the past four academic years, there have been no dramatic downturns in student performance that required action.• Clerkship Subject Exam Performance – shared at monthly Curriculum Committee meetings and clinical chairs as data are received. Student performance onsubject exams has been tracked for the last two years and there has been a significant improvement in the second year.• COMLEX-USA Performance – shared at monthly meetings as data are received. Data reviewed includes prior years’ data, performances within a year, disciplinearea, trends for students taking exams and passing or not passing exams. Actions to improve performance include external reviews of course and section materialleading to changes, developing a targeted approach to providing additional help to some students, and an expected minimum performance on COMSAELevel 1 and Level 2-CE.Opportunities for Improvement – During the self-study process, the following actions were initiated:• A new committee, the Student Academic and Professional Progress Committee, was organized in 2010 to improve identification and remediation of studentsexperiencing difficulties. Previously, students were monitored at several points by Curricular Affairs and faculty. The objective of this committee is to actively46

identify, monitor, and collaboratively work together to proactively assist and guide students who display difficulty in their academic, personal, or professionalprogress. The Associate Dean for Student Affairs chairs this committee.• Develop better metrics for tracking clerkship performances across clerkships and sites. This has been implemented and representative data are shown in Appendix6.2d.• The COM Curriculum Committee continues to discuss the COM’s educational outcomes.6.5.1 - The COM must establish clinical core competencies and a methodology to ensure they are being met.KCUMB-COM integrates the AOA Seven Core Competencies throughout the curriculum. The competencies are linked to the educational program objectives, and theoutcome measures for these objectives (Appendix 6.2a). Throughout the curriculum, multiple methodologies are utilized to meet and assess these competenciesincluding standardized patients, skills testing, and clerkship training. Each includes both formative and summative components within the curriculum.Years I and IIStudents are introduced to clinical training leading to clinical competence in three ways: 1) physician participation in instruction, 2) standardized patient and humanpatient simulation experiences, and 3) clinical practice experiences.Physician Participation. Physicians provide instruction throughout the curriculum (Appendix 6.5.1a Physician Participation in Curriculum during Years I and II bySection) shows the broad physician participation during years I and II in the education program.Standardized Patients and Human Patient Simulation Experiences (HPS). The use of Standardized Patients is central to developing interpersonal and communicationskills. This program is part of the Osteopathic Clinical Skills (OCS) sections described in 6.3 above. Students have ten OCS skills labs in the first two years.The Human Patient Simulation (HPS) program is part of OCS and most other sections in the curriculum. Students have ten HPS sessions for skills development.The goal of the HPS program is to provide experiences leading to continual improvement in students’ patient care delivery skills (Appendix 6.3c Human PatientSimulation Annual Report; Appendix 6.5.1b Standardized Patients and Human Patient Simulation Experiences).Clinical Experiences. Students have several opportunities for clinical experience during Years I and II:• Score 1 for Health . Students are required to participate in the University outreach program that provides students with hands-on experience in Kansas City urbanschools. Students provide comprehensive screenings to approximately 13,000 students each year. Students are scheduled several times during the first twoyears for six-hour blocks with each student screening 45 children (Appendix 6.3b Score 1 for Health Community Report).• Early Clinical Experience. This is a non-credit, required clinical experience designed to provide students with early clinical exposure. It is a four-hour shadowingexperience completed in the Kansas City metropolitan area and arranged by the Office of Community Clinical Education (Appendix 6.5.1c Early Clinical Experience(ECE 001) syllabus; Appendix 6.5.1d Early Clinical Experience evaluation).• Clinical Care Practicum. Students may take a Clinical Care Practicum between Years I and II and receive 2-8 credits based on the length of the experience.Clinical practicums are offered in Family Medicine, Emergency Medicine, Internal Medicine, Osteopathic Principals and Practice, Pediatrics, Surgery, Obstetrics& Gynecology, Pathology and Radiology. These experiences provide structured physician shadowing and mentoring (Appendix 6.5.1e Sample Clinical CarePracticum (CCP 220) syllabus).• Autopsy Experience. All students are required to attend one autopsy prior to beginning Year III. This is a non-credit experience that occurs in a medical examiner’soffice or as part of the University’s autopsy service.• OCS Spirituality Experiences. In 2010, the OCS curriculum was enhanced to include training students in spirituality competencies. During Years I and II, lecturesand small group discussions support these objectives. Experiences include introduction of students to methods of taking a spiritual history and recognizing signsof spiritual needs of patients, caregivers, and physicians. Students shadow a hospital-based chaplain during the first year to appreciate the chaplain’s role inoverall patient health and as a member of the health-care team.• Standardized Patients and Human Patient Simulation Experiences. These clinical training experiences are discussed above.• Student Organizations. There are 35 student interest organizations on campus. Many of these provide additional clinical exposure through invited physicianpresentations at organization meetings and osteopathic skills clinics these clubs are as follows:• Advocates for Diversity in Medicine (ADM)• American College of Osteopathic Family Physicians (ACOFP)• American Medical Association-Medical Student Section (AMA-MSS)• American Medical Student Association (AMSA)• Bioethics Club• Cardiology Club• Catholic Medical Student Association (CMSA)• Christian Medical and Dental Association (CMDA)• Dermatology Club• DOCARE International• Emergency Medicine Club (EM)• Fit Doctors Association (FDA)• Internal Medicine Club (IM)• Latter-day Saint Student Association (LDSSA)• Medical Corps• Medical Students for Choice (MS4C)47

• Medical Students for Life (MS4L)• Missouri Osteopathic Student Association (MOSA)• MO-M1 Conference• Muslim Student Association (MSA)• Obstetrics/Gynecology Club• Ophthalmology & Otolaryngology Club (O & O)• Orthopedics Club• Osteopera• Pathology Club• Pediatrics Club• Physical Medicine and Rehabilitation (PM&R)• Sigma Sigma Phi• Sports Medicine Organization (SMO)• Student Advocate Association (SAA)• Student Osteopathic Anesthesia Association (SOAA)• Student Osteopathic Medical Association (SOMA)• Student Osteopathic Radiology Association (SORA)• Student Osteopathic Surgical Association (SOSA)• Students Advocating For Equality (SAFE)• Students for Integrative Medicine (SIM)• Undergraduate American Academy of Osteopathy (UAAO)• Women in Medicine (WIM)Years III and IVCOM educational objectives and competencies (Appendix 6.2a) are tracked throughout the curriculum. These are linked through specific objectives for learningactivities. Competencies are integrated into the preceptor evaluation performed at the conclusion of required and elective clerkships. Data are part of the electronicpatient encounter-procedure log students maintain and are tracked for each class (Appendix 6.2d Sample Reports - Data Review of Clerkship). Students self reportcompletion of learning objectives, activity role and level of mastery. In addition to these, two-year data for clerkship sites are now available that demonstratestudent performance at each site (Appendix 6.5.1f).Opportunities for Improvement – During the self-study process and review of goals and objectives, specific actions were initiated:• At the end of 2009-2010, a review of T-Res ® data suggested that OMM/OPP applications were not being captured by these generalized objectives.- Beginning 2010-2011, “apply OPP to patient care” was added to better capture learning activities.• Tomorrow’s physician will practice in a more globally mixed society. To help students understand the health- care challenges of different cultures, an expandedemphasis has been placed on international experience. Additional medical training opportunities are offered through enhanced international clinical electives.- The Curriculum Committee approved a new clerkship opportunity, beginning in fall 2011 (Appendix 6.5.1g International Health (FMED 411) Syllabus).- Discussions have begun to develop a new OSCE in Bioethics.Exhibit 5.3 KCUMB University Catalog; Exhibit 6.5.1a KCUMB Student Handbook; Exhibit 6.5.1b Clinical Clerkship Manual; Exhibit 6.5.1c Section, Elective, andClerkship Syllabi all provide supportive information.6.6 - A longitudinal record marking the career tracks, choices, and achievements of the graduates must be included in an assessment system.Longitudinal records are tracked through the Dean’s office and by the Placement Coordinator. Annually, all osteopathic colleges with a fourth-year class receive theAACOM Survey of Graduating Seniors. This survey collects data from graduating osteopathic medical students about their debt, graduate medical education plans,specialty and practice plans and experience in and satisfaction with various aspects of their medical education. KCUMB-COM also surveys graduating seniors via theStudent Program Survey with regard to experience in and satisfaction with various aspects of their medical education as well as graduate medical education plans.The AACOM Graduate Medical Education Survey provides information regarding practice in underserved areas both regionally and nationally as well as withinprofessional shortage areas. A review of graduate data shows KCUMB-COM graduates are highly successful as demonstrated by residency placement (Appendix6.6a COM Graduate Residency Match Choices), practice success, and professional presence. KCUMB-COM also receives informal updates from other OPTI programsregarding KCUMB graduates who complete residencies through these programs.In 2009, select alumni (5-10 years post-graduation) were surveyed regarding their current practice. Clinical preceptors were also surveyed in 2009 and askedto provide feedback regarding KCUMB-COM graduate performance and their specialties, practice type, level of experience, and faculty development trainingand needs (Appendix 6.6b Preceptor Needs Survey Results). These data are currently being analyzed. The Department of Advancement and Alumni Relationsdistributed an affinity survey in 2010 to gather information on career choices, practice type and location, and interest in community service and continued medicaleducation. Results of this survey provide actionable information regarding satisfaction with and opportunities for improved communication between alumniand the KCUMB Advancement Office, philanthropic scholarship designations and mentoring and career satisfaction. Survey results indicate that 68.4% of alumniare ‘very satisfied’ with their career choice and 23.9% of alumni are satisfied with their career choice (Exhibit 6.6g Affinity Survey of Graduates). An extensivedatabase is maintained by the Department of Advancement and Alumni Relations including information about alumni who participate in annual giving campaigns,mentorship and continuing medical education.Opportunities for Improvement – During the self-study process, the following was identified as needing improvement:48

• Develop a more systematic and longitudinal method to assess graduates with timely analyses.This is being developed by Advancement and Alumni Relations. Better assessment of graduates will provide information about the success of the educationalprogram, directions needed for future development, career tracks, and achievements of our graduates.The following exhibits provide supporting information: (Exhibit 6.6a AACOM Annual Academic Year Survey of Graduating Seniors Summary Report, Exhibit 6.6bAACOM Annual Academic Year Survey of Graduating Seniors for KCUMB-COM, Exhibit 6.6c Genesis Curriculum Survey, Exhibit 6.6d KCUMB Student Program Survey,Exhibit 6.6e KCUMB Graduate Medical Education Survey, Exhibit 6.6f National, Regional and State Alumni Maps, Exhibit 6.6g Affinity Survey of Graduates).6.7 - The COM must develop and publicize a system, in keeping with the COM’s mission and objectives, to assess the progress of each student towardacquiring the competencies essential to effective performance as an osteopathic physician.Each section, clerkship, and elective has general objectives specifically linked to the seven competencies included in each syllabus. Additional developmentalobjectives may also be included in the syllabus and/or provided on Blackboard to provide additional guidance for student learning. Assessments are linked to theobjectives.The evaluation system incorporates both formative and summative examinations. Formative evaluations allow students and faculty to assess progress duringsections, semesters, clerkships, and at year-end. Summative examinations allow students and faculty to measure and document achievement at the conclusion ofsections and the year (Appendix 6.7a Summary of Evaluations).Formative AssessmentsYears I and IIBeginning in 2009-2010, students were offered opportunities to take NBME subject exams as formative tools during the Professional Enrichment Program (PEP)(Appendix 6.5b Department of Curricular Affairs Annual Report). Formative assessments may also be developed for students by faculty or by the Department ofCurriculum and Education.At the end of Year II, students may request to take online practice exams, COMLEX, USMLE and COMSAE, which better simulate national board formats.Years III and IVFollowing a pilot year, all students are now required to pass two NBME subject exams during Year III. These are delivered at selected clerkships that provide broadcoverage of core sites. A passing score is required and is not reflected in the clerkship grade. Outstanding performance on the subject exam may qualify the studentfor academic honors in the tested subject.Opportunities for Improvement – During 2009-2010, three assessment tools were implemented for formative feedback from preceptors and other membersof the healthcare team (Appendix 6.7b Optional Mid-Clerkship Assessment Tools). These assessments are formative in nature but provide more physician-studentinteraction, or interaction with other members of the healthcare team, and more information about student development in areas of patient interaction, professionalism,and skills.Students may also self-assess their learning activities using the T-Res ® program (Appendix 6.2d Sample Reports - Data Review of Clerkships). These formativeassessments provide data to department chairs and the administration about learning at different sites. This information will lead to redefining expectations andlearning objectives for students and/or the development of targeted faculty development programs.SUMmative AssessmentsThere are 19 summative evaluations during Year I and 17 summative evaluations during Year II. Summative assessments are developed by faculty presentinglectures and learning activities in the section/course. Once an exam is constructed, the exam is reviewed by faculty. Reviews focus on appropriateness of questions,improving knowledge (factoid) questions to a higher level of Bloom’s Taxonomy question if possible, validating appropriateness and accuracy of vignettesand general readability of exam. Following corrections, the Curriculum Directors and Associate Dean for Curricular Affairs perform a final review of the exam.Years I and IIThe primary assessment tools to measure students’ understanding of scientific and clinical concepts and the ability to apply evidence to solve problems are summarizedbelow:1. Written examinations. Each section, excluding OCS, has a mid-term and a final. OCS, which is a semester course, has several quizzes throughout the semester.There is an increase in the number of exam questions that require students to demonstrate understanding and an ability to apply knowledge. These types ofquestions, given a particular patient vignette, require the ability to recognize what solution is “best” given that vignette. Data show the change in types ofquestion distribution for the past three years: 2007-2008, 2008-2009, and 2009-2010 (Appendix 6.5b Department of Curricular Affairs Annual Report).49

Students must achieve 70 percent competency to pass exams, labs, and sections.2. Osteopathic Clinical Skills. Students are introduced to patient diagnoses through the development of clinical skills that integrate scientific medical knowledge,history and physical examination skills, and patient communication skills to develop appropriate diagnoses and treatment regimens. These skills are part of theentire first two years and utilize standardized patients, human patient simulations and peers to gain experience. Students receive feedback from standardizedpatients and physicians about their skills and performances. Students must achieve a 70 percent competency on all skills. Students deficient in skills mustremediate the skill prior to the next exam.Years III and IVStudents in clinical clerkships extend their skills in critical judgment and evidence-based decision making with supervised patient interactions. Included in theseexperiential learning opportunities are the performance of relevant history and physical examinations, evaluation, interpretation and integration of radiologic andlaboratory data with the objective of recommending treatment options, and appropriate interventions for each patient. The importance of appropriate application ofthese skills is reflected in the weight given to it in the end of clerkship evaluation of students by preceptors (Appendix 6.7c Preceptor Evaluation Form). Studentsdocument patient encounters, procedures, and learning objectives achieved during clerkships. All objectives are being achieved as demonstrated in (Appendix 6.2dSample Reports - Data Review of Clerkships).Preceptors complete a required competency-based Clinical Experience Assessment for each student rating student performance as compared to students at theirequivalent clinical experience level. The purpose of this assessment is to provide the student with feedback regarding strengths and weaknesses, and it is used asa factor in assigning a final grade for each clinical experience. An attending physician must complete the assessment. If a student worked with multiple preceptors,including residents, the assessment may reflect a group opinion.Clerkship GradesAs discussed in Standard 6.5, grading for required clerkships is Satisfactory/High Satisfactory, Honors, and Unsatisfactory (Appendix 6.5a Decision Tree for ClerkshipGrades). Grading for elective clerkships is Satisfactory/Unsatisfactory. Honors and High Satisfactory are not awarded for these clerkships.Opportunities for Improvement – During the self-study process and review of goals and objectives, areas that need improvement were identified and actionsinitiated:• More effectively track skills development in Years I and II. A variety of skills are taught, but reporting on how much instruction is provided has not been trackedin a way that is easy to retrieve. This will better support Educational Objective #16 (Appendix 6.2a).• Implement a tool to document attitudes about life-long learning.A survey tool has been validated, approved by the Curriculum Committee, and is being administered to each class beginning August 2011. It will take severalyears to track and correlate data.• Better link clerkship assessments to objectives.Syllabi have been improved to better define objectives and expectations.• Implement a process that requires students to demonstrate readiness for COMLEX-USA exams.MSII students take a COMSAE in March. Results are correlated with grade point average, class rank and academic performance. Some students were givenadditional COMSAEs at the end of May to demonstrate improvement. Any student requesting a second exam to improve confidence and success was providedan exam. MSIII students are required to take a COMSAE and score a minimum of 451 prior to taking COMLEX Level 2-CE. Both classes have demonstratedimproved COMLEX results.• Use student self-assessment data to improve educational opportunities.Students self-report skills performed during clerkships. These data will be evaluated and correlated with what is in the curriculum and whether changes aresuggested to better meet the educational needs of students.• Improve assessment tools to incorporate more independent thinking and responses to clinical-based scenarios.An improved approach to end-of-clerkship exams will incorporate MedCase ® -types of problems in which the student will work through problems withmultiple options.Exhibit 6.5.1c Section, Clerkship, and Elective Syllabi, Exhibit 6.7 Section Data for Teaching, Learning Activities, and Exams6.7.1 - All students must take and pass the National Board of Osteopathic Medical Examiners, Inc. (NBOME) Comprehensive Osteopathic Medical LicensingExamination COMLEX-USA-Level 1 prior to graduation. All students must take COMLEX-USA-Level 2 Cognitive Evaluation (CE) and PerformanceEvaluation (PE) components prior to graduation. All students who enter in the 2004-2005 academic year and all students who graduate after December1, 2007, must also pass NBOME Cognitive Evaluation (CE) and Performance Evaluation (PE) components of COMLEX-USA-Level 2 prior to graduation.To be eligible for graduation a KCUMB-COM student must,” pass Levels 1, 2-CE and 2-PE of the COMLEX examination administered by the National Board of50

Osteopathic Medical Examiners.” (University Catalog, 2010-2011, p.91) KCUMB-COM students must meet this standard as a requirement of graduation.Opportunities for Improvement – During the self-study process, the following actions were initiated:• Develop a process to better influence student readiness for COMLEX-USA-Levels 1 and 2-CE.This process is described above in Standard 6.7 Opportunities for Improvement.• Develop an online review for COMLEX-USA Level 2-PE.6.7.2 - A component of this assessment must include the student performance and the COM’s overall performance on the NBOME COMLEX-USA Levels1 and 2.KCUMB-COM has performed above the national average since 1999 on COMLEX-USA Level 1 and above average nine times on COMLEX-USA-Level 2-CE includingthe past four years. For the past four years, the overall pass rate on COMLEX-USA Level 2-PE has been above the national average. The same applies to theindividual domains of the exam (Appendix 6.3d COMLEX Trend Data). The Performance data on COMLEX exams are provided in Appendix 6.7.2 NBOME COMLEXLevel 1, Level 2-CE and 2-PE, and Level 3 Data as well as Trend Data in Appendix 6.3d COMLEX Trend Data.Opportunities for Improvement – During the self-study process, the following action was initiated:• A process was developed to target students needing assistance earlier. The Student Academic and Professional Progress Committee was developed as described(See Standard 6.5 Opportunities for Improvement).6.7.3 - The COM must track COMLEX-USA-Levels 1 and 2 results as part of a process to determine how well students accomplish the COM’s educationalgoals.The COM reviews performances on COMLEX Levels 1 and 2 to identify areas of the curriculum needing improvement. (Appendix 6.7.3a COMLEX Discipline TrendReports) shows results for disciplines on COMLEX Levels 1 and 2. Highlighted are disciplines in which KCUMB-COM did not meet the national average. During2009-2010, a revision was initiated to improve the behavioral science objectives during Year II. This revision continued during 2010-2011. COMLEX Level 1-CEresults show behavioral science is currently 31.57 points above the national mean. Beginning in 2009-2010, Year III students were required to pass two subjectexaminations at the end of clerkships to demonstrate proficiency at a national level. Results of these exams are shown in Appendix 6.7.3b Summary of SubjectExam Performance: Two Year Data. Several actions, discussed above, are in place to identify students earlier in the curriculum who need additional assistance forsuccess. Standard 6.5.1f shows these data are being tracked by sites.Opportunities for Improvement – During the self-study process, the following actions were initiated:• Develop a plan to review discipline-specific curricula followed by a review of the entire curriculum to identify areas that can be improved.During 2010-2011, two basic science disciplines, Biochemistry and Physiology, were reviewed by external reviewers. Materials were sent in advance to thereviewers followed by an on-campus visit that included interviews with discipline faculty and administration. Suggestions will be reviewed by faculty, the CurriculumCommittee and the administration. Additional discipline reviews are being scheduled for 2011-2012. It is anticipated these reviews will be conductedat least every five years. It is anticipated that one more year of quantitative data are needed prior to scheduling clerkship reviews.6.8 - A COM may offer a portion of its curricula at affiliated or educational clinical sites not owned or operated by the COM. Written affiliation or educationalagreements with core rotation sites, which clearly define the rights and responsibilities of both parties, must be obtained between the COM andeach clinical clerkship teaching facility not owned or operated by the COM, or in the case where an institutional agreement is not applicable, betweenthe COM and the individual preceptor.KCUMB-COM has written affiliation agreements with all core sites and 265 elective sites where required (Appendix 6.8 Sample Affiliation Agreements). TheOffice of Community Clinical Education (OCCE) maintains and updates site information as needed. Information includes: site name, city, state, date agreement isinitiated, term of agreement and expiration date.Opportunity for Improvement – During the self-study process, the following area needing improvement was identified:• Standardization of the Affiliation Agreement Addendums, where allowed by partnering institutions. (Exhibit 6.8 Affiliation Agreement Information)6.8.1 - The COM must provide an annual prospective and retrospective assessment of the adequacy of affiliations for predoctoral clinical education.To provide continuous quality improvement, the COM annually assesses not only quantity but also quality of clinical clerkships. This assessment is a collaborativeeffort between the Office of Community Clinical Education and the Department of Curricular Affairs. All students evaluate clerkship, utilizing the Med-IQ. These areinitially screened by clerkship coordinators and concerns are brought to the Associate Dean of Clinical Education and Medical Affairs for further evaluation and investigationwhen necessary. Students are encouraged to directly contact the OCCE at any time with issues and concerns. An annual report is provided by OCCE for theLeadership Team and Board of Trustees (Appendix 6.8.1a OCCE Annual Report). MED-IQs are sent to each core site once a year with student identifiers removed. At51

each annual core site visit, the MED-IQ reports are discussed with the DMEs and site coordinators, pointing out positive aspects and discussing potential remedies.KCUMB-COM assesses all elective clerkships taken by students in Years III and IV (Appendix 6.8.1b Three-Year Data on Elective Clerkships: Core vs. Non-CoreSites). The assessment shows the number and quality of clerkships taken by students as well as whether they are taken at core or non-core sites. The outcomeof these annual audits provides additional information about the number of core sites needed in the fourth year. Each site determines their adequacy and informsKCUMB-COM of the specific number of slots they can provide (Exhibit 6.8.1; Clerkship Adequacy Table).6.8.2 - The COM must conduct an annual assessment of the numbers of students and areas of instruction that are to take place at each of its affiliatedclinical education sites.Throughout the year, the Associate Dean of Clinical Education and Medical Affairs and the Administrative Director of OCCE, or both, visit each individual requiredclerkship program to assess the capacity and to review the Med-IQs with the site’s Director of Medical Education. All efforts are made during these encounters toexplore strengths, weaknesses, and opportunities within the core site. Each fall, a Clerkship Match is conducted by the OCCE. Before the match process begins,OCCE is in direct contact with each KCUMB clinical education site by email and phone to set and confirm clerkship availability at each core site. The number ofstudents is set each year by the particular core site. All third-year requirements are the same for all students, although students have the opportunity to choosetheir own elective area in most cases. Site availability is reviewed annually based on the class size matriculating. (Appendix 6.8.2 Available Clerkship Positions atCore Sites: 2010-2013) shows that the number of available clerkship positions at most core sites has remained constant over the past few years.A survey of the desires of students for clinical clerkship training sites is taken in the first year shortly after matriculation. The class is informed regarding the COM’schallenges involved in accomplishing clerkship experiences and is assured every effort is made to accommodate their requests. There are ongoing efforts by OCCEto secure, augment, and support more than an adequate number of clinical sites. Materials relating to clerkship opportunities are posted in the classrooms, andpresentations are given to the class in the second year on qualities to look for in a clerkship site.6.9 - The COM must develop and implement its clinical clerkship training curricula to achieve the COM’s mission and objectives.The clinical clerkship curriculum is composed of required clerkships and elective clerkships. These clerkships are approved by the Curriculum Committee and theDean. All clerkships have syllabi that are created for each specialty and provided to each core site and preceptor. Preceptors complete a student evaluation at theend of the clerkship – assessing (1) Basic Medical Knowledge, (2) History and Physical Examination (to include osteopathic principles), (3) Medical Decision-Making, and (4) Professional Behavior and Demeanor (Appendix 6.7c Preceptor Evaluation Form). On-line end-of-clerkship exams are given after the completionof the clerkship to assess the student’s knowledge base. Students may use optional mid-clerkship assessment forms to increase feedback about performance fromother members of the healthcare team during a clerkship (Appendix 6.7b Optional Mid-Clerkship Assessment Tools). Subject exams are also offered at the end ofall required year III clerkships to further test the student’s knowledge of a specialty (Appendix 6.7.3b Summary of Subject Exam Performance: Two Year Data).Two subject exams are required during the third year, however students may take as many as they wish for a nominal fee. The above criteria are monitored forareas of opportunities for improvement. Also, existing curricular offerings are augmented with the availability of MedCases ® and Nutrition in Medicine ® onlinemodules; specific assignments for these are located in clerkship syllabi and on clerkship Blackboard sites.Opportunities for Improvement – During the self-study process and review of goals and objectives, areas that need continued improvement were identified:• Revise metrics for evaluating elective clerkship experiences.• Utilize data collected from e-logs to identify areas for improvement.Exhibit 6.5.1.b Clerkship Manual; Exhibit 6.5.1c Section, Elective, and Clerkship Syllabi6.9.1 - The COM must utilize the clinical education capabilities of its Osteopathic Postdoctoral Training Institution (OPTI) partners to offer predoctoralclinical education clerkships to its students.Kansas City University of Medicine and Biosciences-College of Osteopathic Medicine Educational Consortium (KCUMB-COMEC) is a consortium formed throughaffiliation between KCUMB-COM and local/regional freestanding hospitals and health-care institutions providing medical education to osteopathic medical students,interns, and residents. Affiliation with KCUMB-COMEC is formally established through participation agreements executed between each hospital or health-care institutionand the OPTI. OPTI sites provide third-year required clerkships opportunities at six sites, as well as fourth-year electives and subinternships (Exhibit 6.9.1bList of Clerkships available at OPTI sites). Due to limited clerkship slots, KCUMB utilizes approximately 12 slots at the Via Christi core site and from six-to-ten slotsat the Freeman core site. The other OPTI sites are used for as required clerkships and electives as needed.On September 9, 2006, the Bureau of Osteopathic Education (BOE) of the American Osteopathic Associates (AOA) granted KCUMB-COMEC continued accreditationfor three years. On December 5, 2009, the BOE granted the Consortium continued accreditation for four years. The Consortium will be reviewed for accreditationin 2013.52

Participating Members:• KCUMB-COM• St. Mary’s Medical Center Orthopedic Residency Training Program• Via Christi Hospitals: Wichita Family Medicine Residency Program• Truman Medical Center: Lakewood Family Medicine Residency Program• Northwest Health System Sports Medicine FellowshipAffiliate Members:• Freeman Health System• Palm Beach Center for Graduate Medical Education• Topeka Veteran’s AdministrationExhibit 6.9.1a COMEC Self-Study, Exhibit 6.9.1b List of Clerkships available at OPTI sites.6.10 - All instruction at the affiliated or educational sites must be conducted under the supervision of COM academically credentialed or approvedfaculty.Preceptors who supervise KCUMB-COM students during clinical experiences at affiliated sites or educational partners are approved through the University Rank andPromotion Committee utilizing the Community Clinic Track. Application for appointment and supporting information are reviewed by the departmental chairs forthe relevant division and forwarded to the Dean for review and approval for submission to the Rank and Promotion Committee. Committee recommendations aresent back to the Dean for final approval. Continuous evaluations and updates of the Community Clinical Faculty are conducted by the OCCE department. Exhibit6.10a Approved Preceptors as Community Clinical Faculty, Exhibit 6.10b Promotion and Rank Guidelines for Community Faculty.6.11 - Planning and implementation of instruction at affiliated or educational sites must be a cooperative activity between COM academically credentialedor approved faculty at those sites and the administration and faculty at the COM.The Associate Dean of Clinical Education and Medical Affairs, working collaboratively with Directors of Medical Education and administrative staff at each educationalpartner site, identifies and takes advantage of site-specific strengths while looking to augment and support areas where challenges are identified. These are inclusive,but not restricted to faculty development offerings, didactic augmentation and library resources support. These objectives are accomplished through on campus ContinuingEducational offerings as well as on-site visits. Plans are currently underway to develop an online, asynchronous compendium of relevant materials to augmentall KCUMB-COM educators.Directors of Medical Education and Community Clinical Faculty are encouraged to present issues and concerns relevant to student competencies to the OCCE. Theseindividuals may present curricular concerns and recommendations to the Curriculum Committee through a member of the committee.Opportunity for Improvement – During the self-study process and review of goals and objectives, the following areas were identified as needing improvement:• Increase faculty development offered to our preceptors using both on campus and online offerings.• Increase communication opportunities between KCUMB-COM department chairs and Community Clinical Faculty.6.12 - The COM must develop and implement an assessment process that reviews student achievement in the clinical education program at its affiliatedor educational sites to ensure that these programs meet the COM’s mission and objectives.The competency-based Clinical Clerkship Assessment addresses the professional behavior and demeanor of all KCUMB-COM students in preparing them to becomehighly competent, caring and compassionate osteopathic physicians. Specific evaluation is requested as it relates to the students’ ability to convey compassion,humility and understanding of diverse personal and cultural perspective surrounding the delivery of osteopathic medicine. Assessment is noted regarding students’performance as members of the health-care team. Students are additionally assessed on exhibiting integrity and ethical behavior, as well as their ability to formconstructive, professional relationships in the clinical environment. Concerns that are brought to the attention of the OCCE are investigated and reviewed by theAssociate Dean for Clinical Education and Medical Affairs. The Associate Dean for Clinical Education and Medical Affairs is in constant contact with the Directors ofMedical Education.Clinical objectives are also validated from continuous review of the MED-IQ completed by students, and data from T-Res ® by the Associate Dean for Clinical Educationand Medical Affairs and the Associate Dean for Curricular Affairs. As demonstrated in Appendix 6.2d, data from T-Res ® are extensive. In one semester, anestimated 1.6 million data points were collected. Information can be sorted by student, site, clerkship, for the following: patient encounters, procedures, diagnoses,role of student, level of mastery, and learning objectives met (Appendix 6.2d). Data is still being gathered to provide analysis of clerkships in 2012-2013.53

Opportunity for Improvement – The COM is beginning the process of analyzing a database provided by students in which they describe their clinical experiencesat each site, comparing their grades with their assessment of the experience.6.13 - The COM must develop a process that evaluates the clerkship in regards to meeting the COM’s mission and objectives.KCUMB-COM evaluates a clerkship’s ability to meet the COM’s mission and objectives through multiple processes: standardized testing results, clerkship evaluations,MED-IQs, and data available from T-Res ® . These have been described previously in (Appendix 6.2d Sample Reports – Data Review of Clerkships).Clerkship objectives are clearly delineated in the syllabi and linked to the seven core competencies. Preceptors are provided syllabi along with the Clinical ClerkshipManual (Exhibit 6.5.1b Clinical Clerkship Manual). Comparative analyses of performance by students on required clerkship are accomplished relative to academicachievement on shelf examinations and national board scores. Cross-referencing of these data against student achievement in the first and second years is usedas a control. The Associate Dean for Clinical and Medical Affairs or a designee visits annually with Directors of Medical Education and preceptors, or both, duringthe year and discusses any concerns or identifiable academic deficiencies at that site.Data for analysis of learning objectives have only recently been collected and trends are not available. Further analyses are on-going. If objectives are identifiedthat are not being met, a discussion will be generated about the appropriateness of the objective and how to better define or address the objective. To date, allobjectives are being met through years three and four training. (Exhibit 6.13 2010-2011 Core Site Visit Itinerary)54

Standard Seven:Research & Scholarly Activities

STANDARD SEVEN: RESEARCH AND SCHOLARLY ACTIVITIES7.1 - The COM must make contributions to the advancement of knowledge and the development of osteopathic medicine through scientific research.This effort may include, but may not be limited to, the conduct of and resulting publication in peer-reviewed journals of “bench” research, clinical trials,patient care research, medical educational research, and health services research. The faculty adequacy model must demonstrate adequate faculty timefor research efforts.OverviewKCUMB-COM faculty, osteopathic medical students, fellows and full-time research staff conduct osteopathic, laboratory, clinical, bioethics, health services and educationalresearch. Research and scholarly activity aim to cultivate inquiry; inquiry aims to cultivate academic excellence at KCUMB-COM. Research and teaching aremutually reinforcing. Research and scholarly activity provide an opportunity to mentor COM students and model traits sought in physicians-patience, persistence,organization, critical thinking, flexibility, problem solving, and pride in one’s work. The raison d’être for research and scholarly activity at KCUMB-COM is to addressunmet osteopathic medical needs in a diverse society and to prepare students to deal with the evolution of osteopathic medicine during their careers.Consistent with the principles of osteopathic medicine, KCUMB-COM strives to discover, share, and integrate knowledge in basic, clinical, and behavioral sciences tofoster the principle of treating the whole person. This is accomplished internally through various seminar series, e.g., the Science Friday talks and Faculty Developmentseminars; the annual KCUMB Research Symposium (Exhibit 7.1a Research Symposium Program). Locally and regionally, KCUMB faculty and students attendseminars and symposia that are accessible through membership in the Kansas City Area Life Sciences Institute (KCALSI), e.g., 2011 Pediatric Pharmacogenomicsand Personalized Medicine Conference at Children’s Mercy Hospital March 31-April 1, 2011; Translational Medicine: Critical Link Between Discovery and Patients,Kauffman Foundation Conference Center, April 22, 2010 (Appendix 7.1a Faculty Development Schedule).The KCUMB strategic planning process led KCUMB-COM to designate enhancement of research activity as one of its top five goals. KCUMB-COM has made progresstoward this goal by introducing a new Performance Management and Evaluation Process (PMEP) to codify the time and effort allocated for teaching, researchand service, administration, and clinical practice (as applicable). The process is intended to measure faculty competency in several areas, especially research andscholarly activity (Appendix 4.1.1 Faculty Adequacy Report, Exhibit 7.1b KCUMB PMEP). KCUMB-COM Division of Research staff and the faculty are developing researchcenters to improve focus, collaboration, and productivity and to maximize the use of University resources. The four research centers under development are:1. Center for Human Performance and Osteopathic Research 3. Center for Medical Education Research2. Center for Aging and Neurodegeneration 4. Center for Bioethics & Spirituality in MedicineFaculty members in clinical and basic science departments were active participants in the process that identified themes for centers and the initial needs and objectivesof these centers (Exhibits 7.1c-f Research Center descriptions).Research CommitteesKCUMB-COM has established committees to facilitate and steer research projects through regulatory processes. Committee membership is reviewed annually andassigned in July by the Executive Vice President for Academic and Medical Affairs, and the Dean of the College of Osteopathic Medicine and the Dean of the Collegeof Biosciences in consultation with the Director of Sponsored Programs. Committees are charged with reviewing relevant policies and making recommendationsto the Director of Sponsored Programs that lead to improvements in the University’s research infrastructure. The Biological Safety, Occupational Health and InfectiousDisease Committee (BSOHIDC) reviews and approves protocols in which faculty are requesting permission to use recombinant DNA, synthetic DNA and otherinfectious agents. The committee also ensures that appropriate safety precautions are taken to protect faculty, staff and students who conduct research involvingpotentially hazardous agents. Research involving the use of animals conducted at the University is reviewed and managed by the Animal Care and Use Committee.Faculty members seeking to use animals in their research programs must first obtain certification from the IACUC to ensure humane and ethical practices arefollowed.The Institutional Review Board (IRB) reviews protocols in which faculty are requesting permission to enroll human subjects. This committee meets monthly anduses IRBnet, an electronic protocol management system, to facilitate the review of these protocols. Typically, IRBs have a high volume of documentation to supportapplications for human subjects research, particularly clinical trials. It is noteworthy that in such an environment the IRB is one of several campus committees thatoperate paperless (Exhibit 5.1c Committee Handbook).IRBNet provides a secure, reliable, and convenient approach to manage human subjects research. IRBNet has met KCUMB’s expectations for electronic submissionand reducing turnaround for review of research proposals. IRBNet’s secure web-based tools are readily accessible to coordinate communications and trackcorrespondence. Of particular note, IRBNet helps maintain a clear audit trail with appropriate documentation and reinforces consistency throughout the IRB reviewprocess. The IRBNet system is also used by IACUC and will soon be used by the BSOHIDC.55

Research FacilitiesDybedal Center for ResearchLaboratory and clinical research at KCUMB-COM occur primarily in the Paul W. and Mary L. Dybedal Center for Research, which opened in 2004. The 45,000-squarefootcenter is equipped for Biosafety Levels I and II research and includes more than 12,000 square feet of dedicated space for basic science laboratories, sharedequipment rooms and offices. This space houses eight members of the basic research faculty, two instructors, as well as research assistants, medical students andfellows conducting research. Through the University budgeting process, funds are allocated to maintain existing equipment and acquire new items (e.g., confocalmicroscope, nanodrop spectrophotometer, tri-gas incubator) that enhance faculty competitiveness for external funding sources.The Dybedal Center for Research also includes an 8,000-square-foot clinical research center, the only academic clinical research center in Kansas City, Missouri, designedspecifically for phase 1-4 human clinical research studies. The Dybedal Clinical Research Center’s goals are to: foster the development of medical discoveriesthrough provision of unparalleled clinical research services to clinicians, scientists, industries and organizations; expand the field of researchers through independentand collaborative, advanced, and specialized training programs, targeting all levels of personnel whose career path has aligned with conducting experiments inhuman subjects; and provide a safe, secure and unequivocally ethical environment for those working with scientists conducting clinical trials. (Exhibit 7.1g ClinicalTrials Listing) provides a comprehensive description of the Clinical Research Center and its activities.Strickland Education Pavilion Research SpacesThe bottom floor of the Strickland Education Pavilion houses laboratories dedicated to functional anatomy research and the animal research facility. Additionally,the anatomy and biochemistry laboratories are used for teaching. At present there is adequate laboratory space in Strickland Education Pavilion to accommodateone to two additional laboratory researchers, depending on the size of their research programs.Wheeler OMT Lab RenovationThe Wheeler Osteopathic Clinical Skills Laboratory is located on the second floor south wing of the Strickland Education Pavilion and features newly renovatedspace. While this space is primarily used as a teaching laboratory, it is also used for faculty, fellows and students conducting research on Osteopathic ManipulativeTreatment (OMT). For example, KCUMB-COM faculty members, Drs. John Dougherty and Kevin Treffer are utilizing this space to conduct a study that examinesdevelopment of reliable technologies to measure the efficacy of HVLA using ultrasonography and Global Positioning Systems. Additionally, Dr. Frank Fitzpatrick,KCUMB Professor of Pharmacology along with MS-II student Kathryn Turner is using this laboratory to study the use of biological markers to measure the effectof Tai Chi Chuan (TCC) on blood pressure and cardiovascular function using urinary prostaglandin measurements as an objective and non-invasive marker for thehealth benefits observed in the practice of TCC.Faculty Research Time AllocationFaculty appointments are based on annual, renewable contracts, which specify the distribution of effort for research, teaching, administration, clinical practice andservice. The PMEP stipulates these distributions annually. Each faculty member, together with his or her department chairperson, sets explicit annual performancegoals and specifies the allocation of effort necessary to meet these goals. The annual PMEP process provides an opportunity for reflection and alignment of researchand scholarly goals with the mission of the COM. The annual PMEP process allows faculty the opportunity to reflect upon the extent to which they accomplishedtheir goals with respect to their primary responsibilities. The process provides the latitude to make choices that advance careers coordinately with the mission ofthe COM and the osteopathic medical profession. Appendix 7.1b shows how faculty effort is allocated and specifically the time that is available to participate inresearch (Appendix 7.1b Table of Faculty Time Allocation). In addition to conducting original research, faculty also use their research time allocation to train thosestudents who participate in the annual Summer Research Fellowship Program (See Appendix 7.1c Student Summer Research Fellowship Matrix).OutputExtramural FundingFaculty productivity is assessed by extramural grant submission. While KCUMB-COM has had some successes in securing extramural funding, this level of successhas not been sustained (Exhibit 7.1h Faculty Extramural Grant Output). To address this, the University has embraced research as one of the five major goals it willfocus on in the next five years. As part of the strategic planning process, faculty were asked to develop objectives to reinvigorate the University’s research enterprise.Core groups of faculty members have been organized into “research centers” to provide greater focus and purpose to KCUMB’s research efforts. In May 2011, theUniversity hosted site visitors from the American Academy for the Advancement of Science (AAAS) to conduct a research climate assessment. A report was receivedJune 2011 and will be used to help guide the University’s future investment into research. A research strategic planning committee was organized to consider theresearch-related objectives generated as part of the University strategic planning process and the AAAS report. The committee has been charged with creating aspecific strategic plan for research that will guide research efforts at the University for the next five years (Exhibit 7.1h Faculty Extramural Grant Output, Exhibit1.1a KCUMB Strategic Plan: Focused on the Future 2011-16).56

Faculty PublicationsFaculty publications in many peer-reviewed journals reflect that research and scholarly activity is a part of the COM (Exhibit 7.1i Faculty publications as of July2011). Table 7.1 displays trend data for the last three years regarding faculty publications. As noted in the AAAS Report (Exhibit 1.1b) there has been a decreasein faculty publications since 2008, primarily in number of books or book chapters. It is anticipated that the development of a more focused Research StrategicPlan and the four research centers will improve focus, collaboration, and productivity among the faculty.Table 7.1 Faculty Publications TrendsKCUMB Peer-Reviewed Articles/Books/Book Chapters Published by Faculty 2008 2009 2010Basic Sciences – Articles 20 22 18Clinical Sciences (Including OMM/OPP/OMT) – Articles 9 9 11OMM/OPP/OMT – Articles 4 1 4ALL Books/Book Chapters 39 3 3TOTAL Basic Sciences – Articles/Books/Book Chapters 59 24 20TOTAL Clinical Sciences (Including OMM/OPP/OMT) – Articles/Books/Book Chapters 9 10 12TOTAL OMM/OPP/OMT– Articles/Books/Book Chapters 4 1 2TOTAL – All Publications 68 34 32Peer-Reviewed Abstracts Published by KCUMB Faculty 2008 2009 2010Basic Sciences 10 7 5Clinical Sciences (including OMM/OPP/OMT) 7 1 4OMM/OPP/OMT 5 1 2TOTAL – All Abstracts 17 8 9Developing Faculty Research CapacityTo support faculty development, KCUMB provides professional development programs targeted to the faculty from early career through senior leadership. This facilitatesimprovement in faculty members’ educational, research, communication and professional academic skills through three distinct program offerings: facultydevelopment, L.E.D. Academy (leadership education development) and Learn IT.Faculty are encouraged to attend seminars presented by physicians, scientists and experts throughout the greater Kansas City metropolitan area and through theauspices of the Kansas City Area Life Sciences Institute (KCALSI), which includes the St. Luke’s Health System, the University of Missouri-Kansas City, the Universityof Kansas Medical Center and others (Appendix 7.1a Faculty Development Schedule, Exhibit 7.1j L.E.D. Schedules, Exhibit 7.1k Learn IT Schedules).Research Start-Up FundingThe research mission of the COM is supported from the beginning of employment. The Dean of the COM provides new faculty members – both basic scientistsand clinical faculty – with start-up funds, access to shared equipment, laboratory space and technical staff, which enables them to meet expectations for research.The composition of the start-up package reflects the expectations of the Dean and Department Chair and varies according to circumstances for each new recruit(Exhibit 7.1l Average Start Up Funding 2009-2011).Intramural Grant MechanismKCUMB funds preliminary research that has promise for extramural funding. Applications accepted twice annually, on June 1 and December 1, contain a proposalnarrative, budget and budget justification. The Director of Sponsored Programs receives and screens applications for completeness; the Research Committeethen assigns the proposal to reviewers. The Research Committee reviews and scores each application. Those receiving “excellent” or “outstanding” ratings arepresented to the Director of Sponsored Programs for funding (Exhibit 7.1m Intramural Grant Score Sheet).Conference Travel SupportEach department budgets funds, typically $2,000 per faculty member, for yearly attendance (registration, travel, and lodging) at a scientific or medical conference.Generally, the choice of conference is discretionary, but it is usually associated with opportunities for faculty members or their students to present the resultsof their research. Many faculty members attend AOA conferences. The Division of Research also has a travel budget to support staff attendance at conferences,57

particularly conferences designed to inform about governance or administration of the research enterprise, e.g., conferences on IRB policies and best practices.Faculty Development Sessions (e.g., seeking extramural funding, grantsmanship, budget development).The Director of Sponsored Programs presents at faculty development seminars to inform faculty and students about the status of KCUMB policies and processes forsubmitting grants and procuring research funding. KCUMB-COM also assists faculty in developing research skills by supporting their attendance at workshops andtraining sessions. Recent presentations include:• Feb.12, 2010 - Opportunities for External Funding• Sept. 21, 2009 - Funding for Student Research• May 4, 2009 - Intramural Grant Process• April 10, 2009 - E-IRB: Converting to Electronic Submission of IRB DocumentsAppendix 7.1a Faculty Development Schedule provides a comprehensive list of Faculty Development Seminars for 2010/2011.Science FridayScience Friday is an informal gathering of KCUMB basic science and clinical faculty that is intended to foster collaboration to further scientific knowledge and professionaldevelopment. It is an opportunity for faculty members to identify linkages between their own scholarly interests and those of their colleagues that enhancethe KCUMB research environment. This initiative, which was driven by the faculty with support from the Division of Research, has been a tremendous success asjudged by the ever-increasing attendance, especially by students interested in research. Asma Zaidi, Ph.D., KCUMB Associate Professor of Biochemistry, who hasspearheaded the series, plans to maintain momentum and increase the number of sessions for academic year 2011-2012. (Exhibit 7.1n is a comprehensive listof Science Friday Talks presented in 2010-2011).University Lecture SeriesThe University Lecture Series is a new series scheduled for launch in fall 2011. The steering committee plans to invite four speakers who will have the generaltask of presenting a lecture dealing with the triangulation between research, medicine and society. To date the steering committee has identified general datesand topics that align with the curriculum of MSI and MSII students (Exhibit 7.1o University Lecture Series List of Speakers).Engaging students in researchResearch Content Added to the CurriculumThe formal curriculum of the COM lists a selection of courses designed to engage students in research (Exhibit 7.1p Research Elective Syllabi). Four survey coursesprovide an introduction to research and prepare students for more advanced offerings:• IDIS 120 - Introduction to Research• IDIS 122 - Introduction to Clinical Research• IDIS 121 - Introduction to Statistics & Quantitative Analysis• PMED 104 - Introduction to PASW (SPSS) & Biomedical StatisticsElectives in research allow COM students to continue research projects begun under the auspices of the Summer Student Research Fellowship or to inaugurateprojects structured for student-faculty interactions on a specific topic. Research electives are an important way to sustain effort over a sufficient time period toproduce an outcome – a publication, poster, or abstract.Student Summer Research Fellowship (SSRF).The KCUMB Summer Student Research Fellowship promotes the importance of research to the advancement of medicine. It provides medical students an opportunityto be involved with an experienced research mentor to learn the skills necessary for conducting research in areas such as basic science, clinical science,epidemiological, public health, preventive medicine, health services and educational research. The Summer Student Research Fellowship is a student-led investigationwhereby the selected fellow is responsible for the majority of the project and is not merely a technician for the mentor. As part of the medical educationprocess, it is vital for students to have the opportunity to learn about and participate in research. Participation in the research process enables students to developan extended knowledge base and critical thinking skills that may result in improved patient care. It is also important for faculty members to advance their professionsand to continue the life-long learning process. The KCUMB Summer Student Research Fellowship meets these requirements (Exhibit 7.1q List of SummerResearch Fellows, Exhibit 7.1r Summer Fellowship Handbook).Clinical Anatomy Fellowships for Third and Fourth Year Medical StudentsThe Clinical Anatomy Fellowship program was established in 2005. The objective of the program is to provide advanced professional education in aspects of humangross, microscopic and clinical anatomy and provide a framework under which students will develop teaching and research skills. Fellows receive academiccredit as part of the fellowship experience. The research content of the course includes: (a) Research Design and Methods, a week-long seminar designed tointroduce students to various aspects of developing and implementing a research project including scientific method, hypothesis testing, and research design; (b)Journal Club Seminar Series, which introduces students to the primary peer-reviewed literature in the anatomical sciences and promotes thoughtful critique of this58

literature. In addition, it encourages students to engage in current topics of interest in any discipline of clinical anatomy (gross anatomy, histology, embryologyor neuroanatomy); and (c) Research Project, wherein students collaborate with, and are supervised by, an Anatomy faculty research mentor who will participatein the development and implementation of an original research project. The Anatomy Department is approved to support three fellows annually (Exhibit 7.1sFellowship in Clinical Anatomy Syllabus). Research projects of 2010-2011 fellows were: differences in gluteus medius morphology and hip biomechanics in menand women, the mechanics of popliteal arterial stenting, and the utility of sonography in the treatment of traumatic thoracic injury.Osteopathic Manipulative Medicine Fellowship For Third-Year Medical StudentsThe OMM Fellowship program has been in existence since 1992. The Department of Family Medicine is currently approved to offer four fellowships per year.Details of the program at KCUMB are published (Appendix 7.1d The Integration of Undergraduate Osteopathic Manipulative Medicine Fellows into Medical Education:The KCUMB-COM Model. AAO Journal, 19(1), 9-13). The OMM Fellowship is a 12-month training program occurring ideally between the student’s third- andfourth-year clinical clerkship assignments. A fifth year must be added to the student’s period of undergraduate training to accommodate his/her clinical clerkshipand OMM Fellowship obligations. Fellows earn academic credit as part of the fellowship experience. The fellow must stay in good academic standing in order toparticipate in the fellowship program. The four main goals of the program are to:1. Develop physicians who excel in all aspects of primary care osteopathic medicine.2. Develop physicians with advanced knowledge and skills in osteopathic philosophy, principles, diagnosis and treatment.3. Develop physicians with the ability to contribute to the teaching and clinical aspects of osteopathy.4. Involve OMM Fellows in the various aspects of osteopathic manipulative medicine-related research.Research SymposiumKCUMB organizes an annual two-day research symposium, with poster presentations on the afternoon of day one and oral presentations throughout day two.Kendi Hensel, D.O., Ph.D., associate professor in the Department of Manipulative Medicine at the University of North Texas Health Science Center, was the keynotespeaker for the 19th Annual KCUMB Research Symposium, which was held April 20-21, 2011, in Weaver Auditorium and the Student Activities Center. There were12 poster presentations by student researchers, 24 oral presentations by student researchers and nine oral presentations by faculty. The program and abstractsfrom this year’s research symposium show that research at KCUMB-COM spans a wide range of osteopathic, health services, bioethics and scientific investigations(Exhibit 7.1a Research Symposium Program).Research AdministrationDirector of Sponsored ProgramsThe Director of Sponsored Programs, has key responsibilities that include serving as the University’s grants and contracts officer, directing the University’s pre andpost award activities, managing the research facilities and other infrastructure that supports the University’s research enterprise. This office is also responsiblefor the announcement and administration for intramural research funding programs (e.g., the Summer Student Research Fellowship program and the intramuralresearch grant process), as well as education, training and administration of sponsored research funded by the National Institutes of Health, the National ScienceFoundation and other scientific research foundations or professional societies (Appendix 7.1e Extramural Grants 2010-2011).The Director of Sponsored Programs coordinates the review and routing of research grant proposals to external agencies (e.g., National Institutes of Health, NationalScience Foundation, et al.). These must be reviewed and approved by the appropriate Department Chair, the Office of Sponsored Programs, the Institutional ReviewBoard (if applicable) or the Institutional Animal Care and Use Committee (if applicable), the Executive Vice President for Academic and Medical Affairs, the Deanfor the College of Osteopathic Medicine, and the Vice President for Finance and Administration. Proposals must bear the appropriate authorized signatures prior tosubmission.Research AnalystThe Research Analyst assists the Director of Sponsored Programs, faculty, fellows and students to identify funding opportunities, prepare grant applications andprovide an additional level of internal review. The Research Analyst is charged with expanding the University’s program for engaging and supporting students whowish to gain experience in research while in medical school.Next StepsBased on its current trajectory, KCUMB-COM envisions that the next steps to enhance research and scholarly activity are to:• Deploy the KCUMB institutional strategic plan.• Implement recommendations received from the AAAS.• Identify/appoint research center leaders.• Develop a strategic plan for each research center that articulates the scientific/programmatic objectives, tactics and timeline.• Continue to improve KCUMB research climate via formal (SSRF, PMEP) and informal processes (Science Friday).• Develop strategic partnerships that enhance KCUMB research plan.59

Conclusion & Requestfor Accreditation

CONCLUSIONKansas City University of Medicine and Biosciences-College of Osteopathic Medicine has engaged in a serious self-study process over the past two years. Students,faculty and staff were involved in various committees to examine our current practice related to the Commission on Osteopathic College Accreditation’s standards.We are grateful for the opportunity to come together to celebrate our strengths, identify areas where we need to improve, and begin the process of implementingserious changes when needed. KCUMB is committed to taking the results of the self-study and turning our challenges into action. As a University and individualdepartment we have identified goals, objectives and challenges that were organized into our strategic plan to guide us in our efforts over the next several yearsas we begin our work. Responsible units will develop and follow a timeline to address any challenges we are presented with by the COCA. The self-study processand report provided a solid view of the strength and viability of our University and supports our accreditation request.REQUEST FOR ACCREDITATIONKansas City University of Medicine and Biosciences-College of Osteopathic Medicine requests continuing accreditation be granted for the maximal allowable period.60

Glossary

GLOSSARYAAALACAACAACOMAACOMASAAMCAACOMABMSABPNACCMEACGMEACRPADP ezLaborManagerAction PlansActive LearningAdministration Building (AB)AlignmentAllopathicAnalysisAOAAOA-COCAAOBIMATPMAssociation for Assessment and Accreditation of Laboratory Animal Care InternationalAcademic Accessibility CommitteeAmerican Association of Colleges of Osteopathic MedicineAmerican Association of Colleges of Medicine Application ServiceAssociation of American Medical CollegesAmerican Association of Osteopathic Medical CollegesAmerican Board of Medical SpecialtiesAmerican Board of Psychiatry and NeurologyAccreditation Council for Continuing Medical EducationThe Accreditation Council for Graduate Medical Education (ACGME) is responsible for the accreditation of graduatemedical training program residencies within the United States. Accreditation is accomplished through a peerreview process and is based upon established standards and guidelines.Association of Clinical Research ProfessionalsAutomatic Data Processing Payroll systemRefers to a specific action that responds to short-and longer-term strategic objectives.Interactive instructional techniques that engage students in such higher-order thinking tasks as analysis, synthesis,and evaluation.Administration BuildingConsistency of plans, processes, information, resource decisions, actions, results, and analysis to support keyorganization-wide goals.Allopathic medical schools train MD’s.Examination of facts and data to provide a basis for effective decisions.American Osteopathic AssociationAOA Commission on Osteopathic College AccreditationAmerican Osteopathic Board of Internal MedicineAssociation of Teachers of Preventive MedicineBenchmarksBlackboardBSOHIDCButterworth Alumni Ctr. (MLB)Represent best practices and performance for similar activities, inside or outside the education community. Oneform of comparative data.Software that connects students, faculty, and staff through the Internet for communication and learning.Biological Safety, Occupational Health and Infectious Diseases CommitteeMary Lou Butterworth, D.O., Alumni CenterCDCThe Centers for Disease Control and Prevention serve as the national focus for developing and applying diseaseprevention and control, environmental health, and health promotion and health education activities designed toimprove the health of the people of the United States.61

CEOCGMEClerkshipCMECOBCOMCOMLEXCOMLEX 1President and Chief Executive Officer, H. Danny Weaver, D.O.Council on Graduate Medical Education: The Council on Graduate Medical Education (COGME) provides anongoing assessment of physician workforce trends, training issues and financing policies, and recommendsappropriate federal and private sector efforts on these issues.Student clinical experiences during the third and fourth years of medical school.Continuing Medical EducationCollege of BiosciencesCollege of Osteopathic MedicineComprehensive Osteopathic Medical Licensing ExaminationCOMLEX 1: Comprehensive Osteopathic Medical Licensing Examination-Level 1. Level 1 candidates are expectedto demonstrate basic science knowledge relevant to medical problems. Level 1 emphasizes the scientificconcepts and principles necessary for understanding the mechanisms of health, medical problems and diseaseprocesses.COMLEX 2 - PE COMLEX 2-PE: Comprehensive Osteopathic Medical Licensing Examination – Performance Evaluation. Level 2PE examination measures doctor-patient communication, interpersonal skills, professionalism, medical historytaking,and physical examination skills. These skills are all assessed in the context of clinical encounters withstandardized patients.COMLEX 2 - CE COMLEX 2-CE: Comprehensive Osteopathic Medical Licensing Examination – Cognitive Evaluation. Level 2CE candidates are expected to demonstrate knowledge of clinical concepts and principles involved in all stepsof medical problem-solving. Level 2-CE emphasizes the medical concepts and principles necessary for makingappropriate medical diagnoses through patient history and physical examination findings.COMLEX 3Core CompetenciesCOSGPCQICRCCTCumulative ExaminationCycle TimeCOMLEX 3: Comprehensive Osteopathic Medical Licensing Examination-Level 3. Level 3 candidates are expectedto demonstrate knowledge of clinical concepts and principles necessary for solving medical problems as independentlypracticing osteopathic generalist physicians. Level 3 emphasizes the medical concepts and principlesrequired to make appropriate patient management decisions.Refers to KCUMB’s areas of greatest expertise, those strategically important capabilities that are central tofulfilling our mission.Council of Osteopathic Student Government PresidentsContinuous Quality Improvement a student owned process that utilizes feedback by course, section or activity.Clinical Research Center – academic clinical research center for Phase I-IV studies.Century Towers – Private housing complex for KCUMB students.Assessment of student performance as a measure of the curriculum. Students must pass the cumulative examinationto advance to the next year of school.Time required to fulfill commitments or to complete tasks.DashboardD.O.The KCUMB data dashboard, called Vital Signs, provides University stakeholders with individual, team, Universityand external information. Vital Signs brings an integrated view of KCUMB’s knowledge sources to an associatesdesk top, enabling better decision making by providing immediate access to key information.Doctor of Osteopathic Medicine62

DOCareDybedal CRCDVMInternational organization administered by the osteopathic profession to provide medical care in foreign countries.Third- or fourth-year students may choose a clerkship with two weeks of experience in rural Guatemala orMexico.Dybedal Clinical Research CenterDoctor of Veterinary MedicineEarly Admission Partners ProgramEBMEducation DeliveryEffectiveEmpowermentEOPEPECEthical BehaviorA 3-4 program with select undergraduate institutions in targeted geographic areas.Evidence Based MedicineDeployment of instructional approaches or modes of teaching and organizing activities and experiences so thateffective learning takes place.Refers to how well a process or measure addresses its intended purpose.Refers to giving people the authority and responsibility to make decisions and take action.Emergency Operations PlanEducation for Physicians on End of Life Care.Refers to how KCUMB ensures that all its decisions, actions, and stakeholder interactions conform to the organization’smoral and professional principles.Faculty & StaffFDAFERPAFormative AssessmentFREFRefers to all people who contribute to the delivery of KCUMB’s programs, offerings, and services, including paidemployees (permanent, part-time, temporary & contract employees, & volunteers).Food and Drug AdministrationFamily Educational Rights and Privacy ActRefers to the analysis of the learning and performance of students at specific points in timeFaculty Research Enhancement FellowshipGenesis CurriculumGreen TeamGovernanceIntegrated curriculum based on a clinically focused model; the genesis curriculum integrates basic science withclinical information to provide a richer clinical experience earlier during medical school.KCUMB’s green initiative committeeRefers to the system of management and controls exercised in the stewardship of KCUMB.HIPAA Health Insurance Portability and Accountability Act of 1996HLC-NCAHigher Learning Commission of the North Central Association of Colleges and SchoolsHPSHuman Patient Simulators are full scale fully interactive, computer supported mannequins used to train healthcarepractitioners.InnovationIntegrationITIPEDSRefers to making meaningful change to improve programs, services, processes, or organizational effectivenessand to create new value for students and stakeholders.Refers to the harmonization of plans, processes, information, resource decisions, actions, results and analysis tosupport key organization-wide goals.Information TechnologyIntegrated Postsecondary Education Data System63

IRBInstitutional Review BoardKCALSIKansas City Area Life Sciences InstituteKCCCKesselheim Center for Clinical CompetenceKCCOMKansas City College of Osteopathic MedicineKCUMB Kansas City University of Medicine and Biosciences (since May 2004)KCUMB-COMKansas City University of Medicine and Biosciences - College of Osteopathic MedicineKCUMB CommunicatorFlagship publication of KCUMB for alumni, university friends, community leaders, students, and associates.KCUMB-COMECKnowledge AssetsKCUMB-COM Educational ConsortiumRefers to the accumulated intellectual resources of KCUMB to include ideas, learning, understanding, memory,insights, technical skills, capabilities, curricula, software, databases, documents, guides, policies and procedures.LeadershipLeadership TeamLearningL.E.D.LevelsLSADRefers to how KCUMB leadership is exercised, formally and informally.Refers to those with the main responsibility for managing the overall organization also called the administrativeteam.Refers to new knowledge or skills acquired through evaluation, study, experience, and innovation.Leadership Education and DevelopmentRefers to numerical information that places or positions KCUMB’s results and performance on a meaningfulmeasurement scale.Longitudinal Student Assessment DatabaseMCATM.D.MGMAMOBIOMSOPMSPEMedical College Admissions TestDoctor of Allopathic MedicineMedical Group Management Association - MGMA is the nation’s principal voice for the medical group practiceprofession to improve the performance of medical group practice professionals and the organizations theyrepresent.Missouri Biotechnology Association - dedicated to the development and growth of the Missouri biotechnologyand biomedical industry.The Medical School Objectives Project is an AAMC initiative designed to reach general consensus within themedical education community on the skills, attitudes, and knowledge that graduating medical students shouldpossess.Medical Student Performance EvaluationNBMENBOMENCHEMSNational Board of Medical Examiners is an independent organization that provides high-quality medical licensureexaminations.National Board of Osteopathic Medical Examiners is an independent organization that provides high-qualityosteopathic medical licensure examinations.National Center for Higher Education Management Systems is an information center for Higher EducationsPolicymaking and Analysis. NCHEMS provides state policymakers and analysts timely and accurate data andinformation that are useful in making sound higher education policy decisions.64

NIHNational Institutes of Health (NIH) is a part of the U.S. Department of Health and Human Services. The NIH isthe primary Federal agency for conducting and supporting medical research.OCCEOCSODTOMMOPPOPTIOSCEOffice of Community and Clinical EducationOsteopathic Clinical SkillsOsteopathic Diagnosis and TreatmentOsteopathic Manipulative Medicine is a form of therapy that uses physical contact, to improve the impaired oraltered function of the musculo-skeletal system (somatic dysfunction).Osteopathic Principles and Practices is an approach to healthcare that emphasizes the role of the musculoskeletalsystem in health and disease.Osteopathic Post-Doctoral Training Institution: A consortium formed through affiliation between KCUMB andfreestanding hospitals and health care institutions providing medical education to osteopathic medical students,interns, and residents (see KCUMB-COMEC).Objective Structured Clinical ExaminationsPeer Review of TeachingPEPPerformancePerformance ProjectionsPersistencePhase I-IV Clinical TrialsPMEPPowerCAMPUS ®PreceptorProcessProductivityPRPA process that uses peer evaluation among the faculty. Peer Reviewers provide other members of the facultywith information he/she can use in developing a plan for continued enhancement of teaching performance.Professional Enrichment ProgramRefers to processes, programs, and services that permit evaluation and comparison relative to goals, standards,past results and other organizations.Refers to estimates of future performances.Refers to the continued attendance by students (from term to term, semester to semester, grade to grade, orclass to class) toward the completion of an educational goal.Clinical trials are conducted in the Dybedal Center for Research. Clinical trials involving new drugs are commonlyclassified into four phases. Each phase of the drug approval process is treated as a separate clinical trial. Thedrug-development process will normally proceed through all four phases over many years. If the drug successfullypasses through Phases I, II, and III, it will usually be approved by the national regulatory authority for usein the general population. Phase IV are ‘post-approval’ studies.Performance Management and Evaluation Process – Yearly evaluation process of associates work, goals andobjectives.PowerCAMPUS ® Unified Digital Campus is a database designed to collect and manage student information.A preceptor is a physician who serves as a clinical teacher and mentor, giving practical experience and trainingto medical students. Medical students are trained by physician preceptors during their third and fourth years ofmedical school.Refers to linked activities with the purpose of producing a program or service for students and/or stakeholders.Refers to measures of the efficiency of resource use.Peer Review Panel65

ResultsRicciRefers to outputs and outcomes achieved by KCUMB.Robert E. Ricci AuditoriumScience FridayScore 1 for Health ®SectionSEPSGASLEPSmith HallStandardized PatientsStakeholdersStrategic AdvantagesStrategic ChallengesStrategic ObjectiveSummative AssessmentSystematicInformal meeting of basic and clinical science faculty intended to foster collaboration.Basic health screening program for urban core elementary school children.Courses in the medical school curriculum are called sections.Darwin J. and Suzanne Strickland Education PavilionStudent Government Association – Consists of students who represent each class and each academic program.Summer Learning Enhancement Program – a program that takes place a week before orientation that providesan overview and examples of lectures, labs, exams and guidance in study habits.Leonard Smith, D.O. HallSomeone who has been carefully trained to portray a simulated case based upon an actual patient’s physicalfindings, personal and medical history, symptoms and personality characteristics. The standardized patientallows the medical student the opportunity to practice both clinical examination and interviewing skills in a safeand non-threatening environment.Refers to all groups that are or might be affected by KCUMB’s actions and success.Refers to those market benefits that exert a decisive influence on KCUMB’s likelihood of future success.Refers to those pressures that exert a decisive influence on KCUMB’s likelihood of future success.Refers to KCUMB’s articulated aims or responses to address major change or improvement, competitiveness orsocial issues.Refers to longitudinal analysis of the learning and performance of students and alumni.Refers to approaches that are well ordered, are repeatable, and use data and information so learning is possible.Targeted SelectionTrendsT-Res ®Behavioral interviewing system utilized as part of the KCUMB hiring process.Refers to numerical information that shows the direction and rate of change for an organization’s results.Software for tracking patient encounters, procedures and objectivesUHS University of Health Sciences - the name of KCUMB prior to May 2004.University Lecture SeriesA new lecture series to stimulate interest in research; addresses the relationship between research, medicine,and society.USDEUSMLEUnited States Department of Education’s mission is to promote student achievement and preparation for globalcompetitiveness by fostering educational excellence and ensuring equal access.United States Medical Licensing Examination: is a multi-part professional exam sponsored by the Federation ofState Medical Boards (FSMB) and the National Board of Medical Examiners (NBME).66

ValuesVisionRefers to the guiding principles and behaviors that embody how KCUMB and its employees are expected to act.Desired future state of KCUMB.Weaver Auditorium Weaver Auditorium - 15,000 seat auditorium opened in 2008. The inaugural event was the class of 2008commencement ceremony - the first ever commencement held on campus.Work ProcessesWork SystemsWorkforce CapacityRefers to KCUMB‘s most important internal value creation processes.Refers to how the work of KCUMB is accomplished.Refers to KCUMB’s ability to ensure sufficient staffing levels to accomplish its work processes and successfullydeliver educational programs, offerings, and services to your students and stakeholders.67

Organizational Charts

PRESIDENT68

ADVANCEMENT69

RESEARCH AND INSTITUTIONAL EFFECTIVENESS70

INFORMATION TECHNOLOGY71

UNIVERSITY RELATIONS72

COLLEGE OF BIOSCIENCES73

SECURITY74

HUMAN RESOURCES75

ACADEMIC AND MEDICAL AFFAIRS76

BASIC SCIENCES77

CLINICAL SCIENCES78

CLINICAL AFFAIRS79

CURRICULAR AFFAIRS80

LIBRARY81

ENROLLMENT MANAGEMENT82

STUDENT AFFAIRS83

FINANCE84

ACCOUNTING85

BUILDING SERVICES86

PHYSICAL FACILITIES87

FOOD SERVICES88