It is the sole responsibility of the student to check on AIMS for schedule updates on a daily basis!

Northeast Ohio Medical University

College of Medicine

APPLICATIONS OF CLINICAL MEDICINE (M3)

Course Reference Number: MST4-40012
COURSE SYLLABUS
AY 2018-19

CONTENTS
COURSE DESCRIPTION……………………………………………………………………. .....3
General Description………………………………………………………………………... 3
Course Type…………………………………………………………………………….. .... 3
Course Enrollment Requirements………………………………………………………… . 3
COURSE ADMINISTRATION………………………………………………………………… 3
Course Director(s)…………………………………………………………………………. 3
Course Coordinator(s)……………………………………………………………………… 4
Module Faculty…………………………………………………………………………… . 4
Course Faculty…………………………………………………………………………….. . 4
COURSE GOALS……………………………………………………………………………… . 4
Course Sequence and Links with College of Medicine Program Courses……………….. . 7
Learning Strategies………………………………………………………………………… 8
Pathway Articulation………………………………………………………………………. 8
Academic Integration Management System (AIMS)……………………………………… 8
COURSE GRADE………………………………………………………………………………. 9
Narrative Feedback………………………………………………………………………. ..10
Mid-course Feedback………………………………………………………………………11
Course Remediation……………………………………………………………………… . 11
COURSE TEXTBOOKS AND INSTRUCTIONAL RESOURCES…………………………… 11
Required Textbooks and Resources………………………………………………………. 11
COURSE POLICIES……………………………………………………………………………. 11
Attendance………………………………………………………………………………… 11
Safety……………………………………………………………………………………… 12
Professionalism/Course Conduct…………………………………………………………..12
Academic Misconduct………………………………………………………………. 12
Attire………………………………………………………………………………………. 13
Shadowing………………………………………………………………………………….13
COURSE SCHEDULE…………………………………………………………………………. 13
VIDEOCONFERENCING……………………………………………………………………… 13
UNIVERSITY POLICIES……………………………………………………………………….14
NEOMED Issues, or Concerns and Mistreatment…………………………………………14

1
 NEOMED Disabilities and Accommodations………………………………………….….. 14
NEOMED Biohazard Safety Policy……………………………………………………….. 14
APPENDICES…………………………………………………………………………………… 15
Appendix A - Health Care Team Experience (64 hours)………………………………… 15
Appendix B - IPE Team Training (4 hours)……………………………………………....19
Appendix C - Online Modules:
 High Value Care (Aquifer Modules) (8 hours) ………………..….........................21
 Patient Safety (Institute of Healthcare Improvement (IHI) (8 hours)…… ……….22
Appendix D - Clerkship Integration: Health Systems Modules (8 hours)………………...23
Appendix E - Physician Identity/Career Development (10 hours)………………………..26
Appendix F - Clinical Skills Assessments (CSA III’s)
(Formative and final assessments) (10 hours)………………………………….....28

2
COURSE DESCRIPTION

General Description
This course provides students an opportunity to experience aspects of medicine not covered elsewhere
in their clerkship training. Selected on-line modules which are designed to allow for application of
principles related to patient safety and high value care are completed. Students learn about
interprofessional teamwork via TeamSTEPPS training and participation in one of several
interprofessional care experiences. Curriculum about health systems is delivered via a series of 3
modules consisting of pre-work and face to face workshops. Students engage in a series of formative
Clinical Skills Assessments as well as an end of the year summative assessment in order to help them
identify strengths and opportunities for improvement in their daily patient encounters and in
preparation for Step 2 CS. Additionally, a series of Career Development sessions supply students with
the necessary information and tools needed to plan for their M4 year and the residency application
process.

Course Type
This course is solely a College of Medicine course.

Course Enrollment Requirements

Students must have completed all M1coursework, all M2 coursework and the Prerequisite to the
Clinical Curriculum course. Students must also have all current immunizations as required for an M3
student.

COURSE ADMINISTRATION

Course Director
Erica Stovsky, M.D., M.P.H.

Erica Stovsky, MD, MPH is an Assistant Professor of Internal Medicine and director of
the Applications of Clinical Medicine course. She is a graduate of NEOMED and
completed her Internal Medicine residency and fellowship in Hospice and Palliative
Medicine at Summa Health Systems. After several years in clinical practice, she
completed an additional residency in Public Health and Preventive Medicine and
earned a Masters in Public Health. Medical education has been a passion of Dr.
Stovsky’s throughout her career.

Office: Room 114 – Internal Medicine

Office Hours: By appointment
Email: ejstovsk@neomed.edu
Office Phone: 330.325.6795

3
Course Coordinators

LuAnne Stockton, BA, BS

Office: A60 (Academic Services Suite)
Email: lstockto@neomed.edu
Office Phone: 330.325.6776

Alyssa Pryor, M.Ed.

Office: Academic Services Suite
Email: apryor@neomed.edu
Office Phone: 330.325.6798

Module Faculty
Health Systems Modules - Alex Heintzelman, MD
IPE Team Training – Holly Gerzina, PhD, MEd and Cassandra Konen-Butler, MA, LPC
Career Development - Anita Pokorny, MEd
Online Modules - Erica Stovsky, MD, MPH
Health Care Team Experience - Erica Stovsky, MD, MPH
CSAs – Erica Stovsky, MD, MPH

Course Faculty
Applications of Clinical Medicine faculty preceptors are community-based and hospital-based primary
care/subspecialty clinicians, healthcare providers and staff as well as Rootstown-based faculty.

COURSE GOALS

Upon completion of the course, the student will be able to:

Course Goal Assessment Method College of Medicine
Educational Objective
1. Demonstrate basic Participation; P5
professional responsibilities
such as timely reporting, Clinical Performance
timely completion and Rating/Checklist
submission of assignments
and appropriate dress and
grooming (all modules)

4
2. Provide patient-centered
care that is compassionate,
appropriate, and effective for
the treatment of health
problems and the promotion
of health (HCTE, CSA, High
Value Care Online Modules)
3. Demonstrate knowledge of
established and evolving
biomedical, clinical,
epidemiological, and social-
behavioral sciences, as well
as the application of this
knowledge to patient care
(HCTE, HSM, CSA, High
Value Care Online Modules)
4. Demonstrate the ability to
investigate and evaluate their
care of patients, to appraise
and assimilate scientific
evidence, and to continuously
improve patient care based on
constant self-evaluation and
lifelong learning (HCTE,
HSM, IHI, High Value Care
modules, CSA)
Clinical Performance PC 1
Rating/Checklist;
Narrative Assessment;
Project Assessment;
Exam – Institutionally
Developed, Clinical
Performance
Participation (online
modules)
Participation; KP 2
Clinical Performance
Rating/Checklist;
Narrative Assessment;
Project Assessment;
Exam – Institutionally
Developed, Clinical
Performance
Participation; PBLI 3
Clinical Performance
Rating/Checklist;
Narrative Assessment;
Project Assessment;
Exam – Institutionally
Developed, Clinical
Performance
5
5. Develop further
interpersonal and
communication skills that
result in the effective
exchange of information and
collaboration with patients,
their families and health
professionals (IPE Team
Training, CSA, HCTE, IHI
Modules)
6. Demonstrate a
commitment to carrying out
professional responsibilities
and an adherence to ethical
principles (HCTE, CSA, IPE
Team Training, IHI Modules,
Career Development)
7. Demonstrate awareness of
and responsiveness to the
larger context and system of
health care, as well as the
ability to call effectively on
other resources in the system
to provide optimal health care
(IHI, HSM, High Value Care
modules, HCTE, IPE Team
Training, CSA)
8. Develop the ability to
engage in an interprofessional
team in a manner that
optimizes safe, effective
patient and population-
centered care (HCTE, IPE
Team Training, IHI, HSM)
9. Demonstrate the qualities
required to sustain lifelong
personal and professional
growth (Career Development,
HSM, HCTE, IPE Team
Training)
Participation; ICS 4
Clinical Performance
Rating/Checklist;
Narrative Assessment;
Exam – Institutionally
Developed, Clinical
Performance
Clinical Performance P5
Rating/Checklist;
Narrative Assessment;
Project Assessment;
Exam – Institutionally
Developed, Clinical
Performance;
Participation
Participation; SBP 6
Clinical Performance
Rating/Checklist;
Narrative Assessment;
Project Assessment;
Exam – Institutionally
Developed, Clinical
Performance
Participation; IPC 7
Clinical Performance
Rating/Checklist;
Narrative Assessment
Participation; PPD 8
Project Assessment;
Clinical Performance
Rating/Checklist;
Narrative Assessment
6
Specific goals and objectives for each component and/or assignment for the ACM course are
included in the Course Content section for each component.

College of Medicine Educational Objectives

• Patient Care: provide patient-centered care that is compassionate, appropriate and
effective for the treatment of health problems and the promotion of health

• Interpersonal and Communication Skills: demonstrate interpersonal and

communication skills that result in the effective exchange of information and
collaboration with patients, their families and health professionals

• Knowledge for Practice: demonstrate knowledge of established and evolving

biomedical, clinical, epidemiological and social-behavioral sciences, as well as the
application of this knowledge to patient care

• Practice-based Learning and Improvement: demonstrate the ability to investigate and

evaluate care of patients, to appraise and assimilate scientific evidence, and to improve
patient care continuously based on constant self-evaluation and lifelong learning

• Systems-based Practice: demonstrate an awareness of and responsiveness to the larger

context and system of health care, as well as the ability to call effectively on other
resources in the system to provide optimal health care

• Professionalism: demonstrate a commitment to carrying out professional responsibilities

and adherence to ethical principles

• Personal and Professional Development: demonstrate the qualities required to sustain

lifelong personal and professional growth

• Interprofessional Collaboration: demonstrate the ability to engage in an

interprofessional team in a manner that optimizes safe, effective patient and population-
centered care

Course Sequence and Links with College of Medicine Program Courses

Applications of Clinical Medicine (ACM) provides students an opportunity to build upon the
knowledge, skills, and behaviors learned earlier in the medical school curriculum. The medical
interviewing and physical exam skills that students begin to learn in M1 Foundations of Clinical
Medicine (FCM) and continue to hone in M2 Principles of Clinical Medicine (PCM) serve as the
foundation for the formative and summative Clinical Skills Assessments that occur throughout
the ACM course. FCM and PCM also introduce students to interacting with other healthcare
providers, laying the framework for the Team Training and Health Care Team Experience
components of ACM. The Professional Foundations Course in M1 year is expanded upon in
ACM during the Career Development sessions. The Pre-Requisite to the Clinical Curriculum
(PCC) course at the beginning of M3 year introduces topics that are critical to the Health
Systems curriculum in ACM as well as the online module requirements of the ACM course.

7
ACM occurs concurrently with the M3 clerkship year. Each component of ACM (interprofessional
collaborative care, patient safety, high value care, understanding of health systems issues, career
planning and preparation, feedback on clinical and communication skills, and professionalism) is critical
to successful performance on all required clinical rotations. While a designated ACM block allows
students dedicated time to complete their health care team experience and online module requirements,
the other ACM elements are woven throughout the year, highlighting that the concepts covered in the
course are not to be viewed in isolation, but rather as an integral part of daily practice.

The components of ACM outlined above serve as the framework for students to move forward with their
residency selection and application process and successful performance in M4 clinical elective rotations.
Additionally, ACM is expanded on in the M4 year with required courses around quality improvement
and the social determinants of health. M4 Clinical Epilogue and Capstone offers a variety of required
and elective opportunities that enhance student understanding of topics covered in M3 ACM.

Learning Strategies
A variety of learning strategies will be used throughout the course to help students achieve their learning
goals and the course goals. Strategies include but are not limited to:

• Preceptorship - Health Care Team Experience

• Independent Learning – Caring with Compassion, IHI Open School Patient Safety, and High
Value Care
• Independent Learning - Health Systems Modules
• Discussion, Small Group and Large Group – Health Systems Modules
• Team Based Learning - IPE Team Training
• Simulation – CSAs
• Lecture – Career Development

Pathway Articulation
For the IPE Team Training sessions, sessions may be offered in Cleveland for the students in the Urban
Primary Care Pathway program.
The rest of the course activities are not applicable.

Academic Integrated Management System (AIMS)

The on-line learning and collaboration system, Academic Integrated Management System (AIMS) will
be used to post all education materials including, but not limited to, course syllabus, schedules,
assignments, and instructional materials including any core curriculum lecture videos. It is the sole
responsibility of the student to check for course updates on a daily basis.
• Course materials, assignments and instructions for submitting assignments will be posted for
each course component in the AIMS “Resources” tool (e.g., Health Care Team Experiences,
verification of completion of online modules, etc.). Students are expected to refer to these
materials to understand the details of preparation, scheduling and completion for each
course component.
• Assignments for the Health Care Team Experience and the online modules should be submitted
in the Assignments tool. (See instructions under Resources.)
• Schedules are placed BY CYCLE on AIMS as a Calendar for EACH CYCLE. (See left side of
AIMS.) Instructions for viewing the calendar via Google Calendar of Office 365 are located on
each cycle’s calendar.

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COURSE GRADE
Course Component Requirements to Type of Feedback Dates
Pass /Grade Criteria
Online Modules Submission of proof N/A See ACM Calendar
of completion of for cycle-specific
assigned IHI Modules information
Submission of proof N/A See ACM Calendar
of completion of for cycle-specific
assigned High Value information
Care Modules
Team Training Attendance and May receive verbal See ACM Calendar
Participation in Team feedback from for cycle-specific
Training Exercise workshop facilitators information.
See detailed Team
Training schedule on
AIMS.
Submission of N/A See ACM Calendar
required pre-work for cycle-specific
and evaluations information.
See detailed Team
Training schedule on
AIMS.
HCTE Completion of 64 Completed preceptor See ACM Calendar
hour interprofessional evaluation and for cycle-specific
rotation garnering a narrative comments information.
minimum of “meets See HCTE section of
expectations” on all syllabus.
portions of preceptor
evaluation
Submission of proof N/A See ACM Calendar
of completion of for cycle-specific
Caring with information.
Compassion Module See HCTE section of
7 “Team Care” syllabus.
Submission of HCTE Narrative feedback See ACM Calendar
written assignment Assignment rubric for cycle-specific
garnering a minimum information.
of “meets See HCTE section of
expectations” per syllabus.
assessment rubric
CSAs Participation in 3 Narrative feedback; See ACM Calendar
formative CSAs Numeric score for cycle-specific
reports information.
See CSA section of
syllabus.
See each specific
CSA schedule on
AIMS as date
approaches.
9
 Participation in and Narrative Feedback; See ACM Calendar
passing grade Numeric score for cycle-specific
received for reports information.
Summative CSA 3 See CSA section of
syllabus.
See each specific
CSA schedule on
AIMS as date
approaches.
Health Systems Submission of pre- Narrative Feedback See ACM Calendar
Modules work (Health Assignment Rubric for cycle-specific
Systems Questions) information.
for all HSMs (3) See Health Systems
garnering minimum Modules section of
of “meets syllabus.
expectations” per See HSM section on
assessment rubric AIMS.
Attendance and May receive verbal See ACM Calendar
Participation in all feedback from for cycle-specific
HSM workshops (3) workshop facilitators information.
See CSA section of
syllabus for dates.
See each specific
CSA schedule on
AIMS as date
approaches.
Career Attendance at all N/A See ACM Calendar.
Development Career Development See Career
Sessions (4) Development section
of syllabus
Meeting with M4 Student will be Student will be
schedule adviser engaging in one on contacted
(confirmed via email one discussion with individually by
with adviser) adviser adviser to schedule
Course Conduct Student will not pass Email notification of N/A
the course if 4 or course conduct
more course conduct concern; individual
forms are follow up with course
accumulated director

The ACM course is graded on a pass/fail basis. The above components are not weighted. A
passing grade in the course requires successful completion of all requirements.
• See component-specific sections for details of above requirements and information on
how excused absences will be handled in the appendices and on AIMS in Resources.
• See policies for further information on course conduct/professionalism requirements.

Narrative Feedback
See table above.

10
Midcourse Feedback
Students are provided with formative feedback throughout the M3 year for the Health Systems
Questions assignments and the formative CSAs.

Course Remediation
As the ACM course encompasses many components, approved remediation plans will be highly
specific to individual student needs. The student will be required to meet with the course director
and involved faculty to develop an appropriate remediation plan. Guidelines specified in the The
Compass will be followed. Remediation is a privilege, and students are not guaranteed the
opportunity to remediate. Professionalism, for example, or lack thereof, may be factored into the
decision to offer remediation to a student.

If a student fails ACM, the course director will review student performance throughout the entire
course to determine if the student needs to repeat the entire course, or alternatively, if the student
can successfully rise to the level of expected competence through an intensive, directed review
of course material (i.e., remediation). Standards set forth by the Committee on Academic and
Professional Progress (CAPP) will supersede the course director’s intention to allow the student
to remediate the course (i.e., a student who rises to the level of meeting with CAPP must first
meet with this committee before being permitted to proceed with ACM remediation plans).
Students who would like to access NEOMED resources available for academic support may
contact the Learning Center at 330-325-6758, in the NEOMED Office of Student Affairs.

COURSE TEXTBOOKS AND INSTRUCTIONAL RESOURCES

Required Textbooks and Resources

There are no required textbooks for ACM. Note the following for each course component:
• Health Care Team Experience: Readings are experience-specific and will be assigned by
your preceptor as appropriate. Caring with Compassion – Module 7 is required.
• IPE Team Training: Online readings assigned PRIOR to this session.
• High Value Care: Readings as assigned on the Aquifer Website.
• Institute of Healthcare Improvement (IHI) Patient Safety certificate: Readings as assigned
on website.
• Health Systems Modules: Readings as assigned online for each pair of clerkships (FM/
Psychiatry, OB/GYN/Pediatrics, IM/Surgery)
• CSA III’s: Review as needed per student.

COURSE POLICIES

Attendance
Attendance is mandatory for all ACM experiences including the days at the NEOMED
Rootstown Campus. There are no acceptable absences from any of the course experiences
except for personal illness or emergency. Attendance guidelines for all sessions are governed by
the NEOMED attendance policy for clinical experiences specified in the The Compass.

Students unable to attend an ACM session for any reason are required to do the following:
• Contact the NEOMED course director or one of the NEOMED course coordinators via
email or phone PRIOR to the missed session or within 12 hours of the missed session.
(NEOMED Course Director and NEOMED Coordinators’ names are noted on the first
two pages of this syllabus.)
11
 • If the missed activity occurs at a clinical site, students must also contact the clinical site
personnel.
• Complete an Absence Form to document the absence. The link to the form can be found
on AIMS under the My Workspace tab.

Clinical activities are rarely canceled due to inclement weather. Students are expected to report
for all scheduled clinical site-based activities unless notified otherwise by the faculty/preceptor.
In these circumstances, it is the student’s responsibility to call ahead to ensure that a
clinical site is in operation.

Safety
Students should:
• Follow OSHA guidelines
• Follow appropriate patient safety procedures (handwashing, mask, gloves as appropriate)
• Follow safety guidelines as directed by the clinical site

Professionalism/Course Conduct Policy

Professional course conduct is expected. Examples of appropriate, professional course conduct
include attendance, punctuality, timely completion of assignments, thorough completion of
assignments, timely responses to emails (within 48 hours or as otherwise specified by the
staff/faculty member contacting you), and appropriate attire. Lack of appropriate course conduct
will result in the generation of a Course Conduct Report for the ACM course. If a student’s
participation in a required course activity is not adequate or unprofessional, a course conduct
form may result. Please note that the same offense, if not corrected in a timely manner, can result
in the accumulation of more than one course conduct form. For example, if an assignment is late,
a conduct form will be generated. If after a reminder from staff and/or faculty, the assignment is
not completed within the specified time frame, a second conduct form will result.

Students will receive an email copy of course conduct forms when they are submitted.
The consequences of Course Conduct forms in the ACM course are as follows:

 One Course Conduct Report – Form in course file. If this is only incident for the
academic year, nothing further will happen.
 Two Course Conduct Reports - Form placed in course file. Email sent from the course
faculty.
 Three Course Conduct Reports – Form placed in course file. Student must meet with
module director or the course director.
 Four Course Conduct Reports - Form place in course file. Will result in failure of the
course and a potential referral to CAPP.

Academic Misconduct
NEOMED students sign and are held to the “Expectations of Student Conduct and Professional
Behavior” and must abide by all student policies contained within the The Compass. Included
within these expectations are policies regarding students’ academic conduct. NEOMED students
are expected to comply with the following academic standards and to report any violations to the
Office of Student Affairs. Failure to do so may result in referral and review by either CAPP or
the Student Conduct Council.

Definitions of academic misconduct include but are not limited to:

12
 • Cheating (use of unauthorized assistance, submitting substantially the same work that has
been submitted for another course, use of a prohibited source, inappropriate acquisition or
distribution of academic materials, or engaging in any behavior specifically prohibited by
a faculty member)
• Plagiarism (intentional or unintentional representation of ideas or works of another author
as a student’s own without properly citing the source or the use of materials prepared by
another person; violations of copyright laws)
• Falsifying or manufacturing scientific or educational data
• Misrepresentation of oneself or of another in an academic setting including, but not
limited to, the use or possession of another’s clicker, sharing of a computer password, or
taking exams for another student.

Attire
• Students should be aware of attire expectations for their site for their Health Care Team
Experience.
• Students should dress professionally with their white coats for all CSAs.
• Business dress casual is expected for IPE Team Training sessions.

Shadowing and ACM

• Students may shadow during the hours of ACM when they are not doing the Health Care
Team Experience
• Students may shadow during a holiday break
• In order for malpractice coverage to be in effect, the following MUST be followed if
shadowing during one of the above two times:
 The experience CANNOT be with a NEOMED-affiliated site
 The host site MUST give permission
 There MUST be notification and approval from the NEOMED M3 clerkship
director
• Students are encouraged to be cognizant of their potential specialty choice when setting
up their Health Care Team Experience (e.g., try to set up the experience with physical
therapy if interested in Physical Medicine and Rehabilitation)

COURSE SCHEDULE

Applications of Clinical Medicine Block by Cycle

The scheduled blocks for ACM during the 2018-19 academic year are:

Students in Cycle 1: 6/17/19 – 7/5/19

Students in Cycle 2: 5/28/19 – 6/14/19
Students in Cycle 3: 4/15/19 – 5/3/19
Students in Cycle 4: 3/25/19 – 4/12/19
Students in Cycle 5: 10/22/18 – 11/9/18
Students in Cycle 6: 10/1/18 – 10/19/18
Students in Cycle 7: 1/2/19 – 1/18/19
Students in Cycle 8: 12/3/18 – 12/21/18

VIDEOCONFERENCING
Videoconferencing is not available for this course.
13
UNIVERSITY POLICIES

University policies that are applicable throughout the College of Medicine curriculum are
provided in more detail on the AIMS homepage: https://aims.neomed.edu/. Brief information
about each follows here.

NEOMED Issues or Concerns and Mistreatment

Any issues or concerns regarding the course, course faculty and staff, etc., should be addressed
to the Course Director. Concerns regarding misconduct also may be reported confidentially or
anonymously using the Inappropriate Behavior Reporting Form available at
https://www.neomed.edu/sa/forms/.

NEOMED Disabilities and Accommodations

If you have a documented disability and wish to register with the Disabilities and
Accommodations Committee, you may do so by completing the Disability Registration and
Accommodation Request form found on the website:
http://www.neomed.edu/learningcenter/accommodations.

NEOMED Biohazard Safety Policy

NEOMED Rootstown campus academic laboratory spaces are used for a variety of purposes,
which may include curriculum-related activities in all academic years. As designated lab space,
these areas are specifically used for many lab-based courses within the academic curricula of the
respective NEOMED Colleges. These lab courses may involve the use and, therefore, the
presence of any or all of the following but not limited to infectious agents, carcinogens and other
potentially hazardous chemicals; therefore, adherence is required for the safety of all.

14
 APPENDIX A

HEALTH CARE TEAM EXPERIENCE (HCTE)

Overview
Interprofessional collaborative practice is envisioned as a link to safe, high quality, accessible
patient-centered health care. Medical students need to be ready to practice effective teamwork
and deliver team-based care. The overall goal for the Health Care Team Experience is to provide
students with an opportunity to explore and participate in interdisciplinary, team-based health
care while embedded in another profession. It is not your role to learn the other profession but
rather to understand the heath care team from another point of view. This professional should be
a non-physician member of the health care team. See below for examples and exceptions.

Learning Objectives
Upon completion of the module, the student will be able to:
• Demonstrate an ability to work with individuals of other professions to maintain a
climate of mutual respect and shared values. (P)
• Demonstrate the ability to communicate with patients, families, communities, and other
health professionals in a responsive and responsible manner that supports a team
approach to the maintenance of health and treatment of disease. (ICS)
• Apply general concepts used by non-physician members of the health care team to the
practice of medicine. (KP)
• Articulate when it is appropriate to collaborate with non-physician professionals in
order to optimize the care of their patients. (PC)
• Reflect on attributes required to maintain a well-functioning interprofessional health
care team that is able to meet the care needs of the patients and communities they are
serving.(IPC)
• Demonstrate the ability to seek and attain knowledge related to other health care
disciplines. (PBLI)
• Demonstrate the ability to engage in an interprofessional team in a manner that
optimizes safe, effective patient and population-centered care. (IPC)
• Develop the ability to use self-awareness of knowledge and skills to engage in
appropriate help-seeking behaviors. (PPD)
• Demonstrate knowledge of how the team approach can be used to address the needs of
patients, populations, and health care systems. (SBP)
• Demonstrate an understanding of leadership skills that support interprofessional team
functioning. (IPC)

Categories for the HCTE

For the Health Care Team Experience, students are required to complete one 64-hour experience
(approx. two weeks) during their assigned ACM block. Students may choose from the available
categories listed below. Complete descriptions of each category are located on AIMS.

Pathways: Students in the rural and urban pathways should contact Alyssa Pryor to inform
ACM of their participation in the pathway and then contact their pathway
coordinators to set up this experience in order to meet the objectives of the
pathways.

15
The categories are listed below with some additional information regarding special
circumstances on scheduling, if any. The module coordinator has resources available to assist
you in connecting with a preceptor, if needed.

• Athletic Training
• Chiropractic Medicine
• Dosimetry
• EMS and Fire Safety
• Genetic Counseling
• Laboratory Medicine
o Contact ACM coordinator if interested in placement at Summa
• Medical Malpractice Law
• Midwife
• Naturopathic Medicine
• Nutrition
• Occupational Therapy
• Optician
o Contact the ACM course/module director and module coordinator if interested in
shadowing an optometrist- special approval is needed for that experience.
• Oral Health
• Orthotics/Prosthetics
• Patient Advocacy – Community Violence & Trauma
• Patient Advocacy – Reproductive Health
• Patient-Centered Medical Home (PCMH)
o Reminder that your primary preceptor should be a non-physician member of the team
o Locations which are distant also have travel reimbursement available
o Contact the ACM coordinator if interested
• Pharmacy – both inpatient and outpatient
• Physical Therapy
• Practice Manager
• Psychology
• Public Health
• Radiologic Technology
o Contact the ACM coordinator if interested in this option within the consortium.
• Registered Nurse
o Contact the ACM course/module director and module coordinator if interested in
shadowing a NP or an APN -special approval is needed for those experiences.
• Respiratory Therapy
• Social Work
• Speech Pathology/Audiology
• Surgical Technology
• Traditional Chinese Medicine/Acupuncture

If students would like to consider another category not listed, you may send an email to the
module/course director with a copy to the module coordinator at least 8 weeks prior to the start
of your ACM block. If approved, the module coordinator will create an appropriate experience
overview for you. This has been done successfully multiple times by students. Due to the nature

16
of this experience, rotations with an APN (Advanced Practice Nurse), NP (Nurse Practioner), PA
(Physician Assistant) or optometrist require special approval.

Scheduling the Experience/Guidelines

Students should set up their own Health Care Team Experience. Please refer to AIMS for the
specific information regarding each category.

 Please share the Overview document for the experience with your prospective
preceptor. This will provide him or her with more information regarding what is
required.
 A minimum of sixty-four (64) hours of contact is required during the ACM block.
Specific activity hours will be determined by your preceptor and may include
evening and/or weekend hours.
 Please ask your preceptor what constitutes appropriate attire for your HCTE.
 The experience cannot be completed with a relative or friend of a relative.
 The experience cannot be substituted for or used as an M4 elective.
 There must be one faculty/preceptor identified who will provide content expertise,
direct oversight and be responsible for assessment of the student’s performance;
however, students may interact with more than one designee throughout the
experience.
 If you are completing your experience in a hospital or at a hospital affiliated
outpatient clinic out of the NEOMED consortium, you need to contact the
Medical Education department.
 Be aware that you may not complete the experience at a location where an
affiliation agreement would be required by the location unless such an agreement
has already been made (ex: we have affiliation agreements with all hospitals
where we have clerkship sites).
 Please note that due to the high number of students in M3 clerkships and M4
electives, Mercy Health- St. Elizabeth’s Youngstown Hospital, Mercy Health-
St. Elizabeth’s Boardman Hospital, and Akron Children’s Hospital (along
with any ACH associated sites) are not available for this experience under
any of the options.

17
Once you have secured an experience, the following information will need to be reported to the
course coordinator:
• Category of experience
• Preceptor name
• Preceptor job title
• Preceptor email
• Facility
• Facility address
• Facility phone number
• Other contact person and information, if applicable

The deadline for submitting the above information to the module coordinator is 6 weeks before
your ACM block. Below are the deadline dates by cycle. If you have not been in contact with
the module coordinator by the specified date, this is considered grounds for a course conduct
form.

Cycle 6 – Friday, August 17, 2018

Cycle 5 – Friday, September 7, 2018
Cycle 8 – Friday, October 19, 2018
Cycle 7 – Friday, November 16, 2018
Cycle 4 – Friday, February 8, 2019
Cycle 3 – Friday, March 1, 2019
Cycle 2 – Friday, April 12, 2019
Cycle 1 – Friday, May 3, 2019

Assessment of Module/Assignments
Student performance will be assessed by the faculty/preceptor and by responses submitted to the
HCTE assignment. Copies of the preceptor and assignment assessment rubrics are posted on the
AIMS site. Preceptors will also have the opportunity to give a narrative assessment of the
student.

In order to pass the Health Care Team Experience, a student must receive ratings of “Meets
Expectations” or “Exceeds Expectations” in all categories of BOTH rubrics (preceptor and
HCTE assignment).

As part of the Health Care Team Experience, students are required to complete Caring and
Compassion: Module 7 and upload the certificate of completion to AIMS.

If a student’s responses to questions or participation on the HCTE are not considered to have
fulfilled requirements, students will be required to resubmit. Multiple insufficient submissions
may result in module failure.

Students need to upload their completed assignments and their certificate of completion for
module 7 to the Health Care Team Experience section in the Assignments tool on AIMS no
later than 11:55 pm on the Sunday after their ACM block ends.

Failure to upload all of the assignments and/or failure to upload the assignments on time
will result in the generation of Course Conduct Form(s).

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 APPENDIX B

IPE TEAM TRAINING, AN INTERPROFESSIONAL SIMULATION EXPERIENCE

Overview
Interprofessional collaborative practice is envisioned as a link to safe, high quality, accessible,
patient-centered health care desired by all. Medical students need to be ready to practice
effective teamwork and deliver team-based care. The overall goal for the IPE Team Training is
to provide students with an opportunity to explore, participate in and apply the communication
concepts using TeamSTEPPS tools to interdisciplinary, team-based health care while
participating with students from other professional schools using a team approach in a simulation
setting.

Learning Objectives
Following the experience, the students will be able to:

• Describe the roles and responsibilities of various members of the health care team. (IPC)
• Discuss team concepts using TeamSTEPPS tools. (IPC)
• Define core team skills. (IPC)
• Describe leadership techniques to optimize team-base care and use one technique with a
colleague. (PPD, IPC)
• Describe situation monitoring techniques and role play one type. (IPC)
• Describe mutual support techniques and role play at least one of them. (IPC, ICS)
• Identify common approaches to conflict management and demonstrate at least one
approach in a team-based setting. (PPD, IPC, ICS)
• Describe communication techniques to optimize team-based care. (IPC, ICS)
• Describe observable behaviors for each of the key TeamSTEPPS tools. (IPC)
• Identify barriers to teamwork, strategies to overcome teamwork barriers and potential
successful outcomes. (IPC, SBP)

Instructions
Instructions for preparing for the IPE Team Training will be sent to students via email. A link for
completing the pre-work will be in that email. Students will be expected to come prepared,
participate and do post-work assigned.

Business casual dress is expected. Students will be working with a variety of faculty and students
from other institutions.

Dates

• Students in cycles 5-8 will participate in the IPE Team Training on

November 9, 2018
• Students in cycles 1-4 will participate in the IPE Team Training on
March 29, 2019

19
Assessment of Module
Students will be assessed on their timely and full completion of pre-work, appropriate
participation in the session per verbal feedback of the faculty preceptors, appropriate dress and
timely completion of post-work assigned.

Failure to complete all of the assignments, failure to complete the assignments on time,
inappropriate dress or inadequate participation will result in the generation of Course
Conduct Form(s).

If you are assigned a fall date and do not attend, you will be required to make up the
session in the spring. If you are assigned a spring date and do not attend, you will be
assigned an incomplete for the course and will be required to make it up in the fall of the
following academic year. If you miss your make-up date, you will fail the module (and
consequently the course).

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 APPENDIX C

ONLINE MODULES

HIGH VALUE CARE (Aquifer Site)

Overview
High value care for patients, with value defined as the health outcomes achieved per dollar spent,
is an overarching goal of health care delivery. This goal is of significant importance to patients
and involves all who work in the health care delivery system. Physicians play an integral role in
these processes, and medical students must understand how their decisions about diagnostic
testing, care management and other interventions affect the costs and efficiency of care. Students
are required to complete all of the of the Aquifer High Value Care course modules.

Learning Objectives
Following completion of the Aquifer High Value Care course, students will be able to:
• Define high value care. (SBP)
• Describe how high value care impacts health care professionals, patients and the health
care system. (PC, SBP, PBLI)
• Apply preventive care guidelines to individual patients. (PC)
• Describe reasons for patient non-adherence to medications. (KP, SBP)
• Describe the impact of patient non-adherence to medications and adverse drug events on
medical resources. (SBP)
• Initiate high value care conversations with colleagues and patients. (PC, SBP, PBLI)
• Describe various costs associated with the provision of medical care, how cost vary by
the care delivery setting and the extent to which charges are reimbursed. (SBP)
• Describe the various health insurance options and apply these to patient cases. (PC, SBP,
PBLI, KP)

Assignment/Instructions
All cases (12) in the High Value Care course are required. Further instructions for completing
the assigned modules of the High Value Care course are on the ACM AIMS site. Students may
start working on the modules at any time, but they must be completed by the end of the
assigned ACM block.

Upon completion of each case, students should capture the case summary. Students must
complete all cases and upload the 12 case summaries to the High Value Care section in the
Assignments tool in AIMS by 11:55 pm on the Sunday after their ACM block ends. Students
should upload a total of 12 case summaries (one for each case).

Please note that the courses must also appear as successfully completed at the Aquifer site.
These will be checked at the Aquifer site. Again, see further instructions on AIMS for how
students can access these reports.

Failure to upload all of the assignments, failure to upload the assignments on time or
inadequate completion of the assignments will result in the generation of Course Conduct
Form(s).

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PATIENT SAFETY (Institute for Healthcare Improvement (IHI) Online Course)

Overview
IHI is a nonprofit organization focused on motivating and building the will for change,
partnering with patients and health care professionals to test new models of care, and ensuring
the broadest adoption of best practices and effective innovations. IHI's vision for health care is
an adaptation from the Institute of Medicine’s six improvement aims for the health care system:
care that is safe, effective, patient-centered, timely, efficient and equitable. The courses in this
module of ACM will provide instruction in the parts of health care that are often “behind the
scenes” but that are vital to the care and safety of our patients.

Learning Objectives
Following completion of the IHI Patient Safety course, students will be able to apply the
concepts of patient safety and the culture of safety including human factors, teamwork, root
cause and systems analysis, and communication after adverse events. (SBP, PBLI, IPC, P, ICS)

Assignment/Instructions
Students are required to complete the online IHI Open School Patient Safety courses EXCEPT
for PS 204. There are 8 courses in this section that are required. Further instructions for
completing the IHI certification are on the ACM AIMS site which also identifies which modules
are required. Students may start working on the modules at any time, but they must be
completed by the end of the assigned ACM block.

Upon completion of each course, students should print out the certificate of completion.
Students must complete all courses in the Patient Safety section except for PS 204 (total of 8
courses) and upload the 8 certificates to the IHI section in the Assignments tool on AIMS by
11:55 pm on the Sunday after their ACM block ends. Students should upload a total of 8
certificates.

Failure to upload all of the assignments and/or failure to upload the assignments on time
will result in the generation of Course Conduct Form(s).

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 APPENDIX D

CLERKSHIP INTEGRATION: HEALTH SYSTEMS MODULES

Overview
Health systems problems can be detrimental to patient care and population health, raise medical
costs, and contribute to lower patient and physician satisfaction. The health systems modules are
designed to help students learn and apply system-based practice concepts. Each module (3 in
total) will consist of Health Systems Questions (HSQs) which will be “pre-work” that includes
an assigned set of readings and questions to which students will submit responses electronically.
Students will receive feedback to these questions from faculty reviewers. Students will then
attend a 2-hour workshop (one workshop for each of the 3 modules) that coincides with the days
they are on campus for their formative CSAs. These workshops will provide an opportunity to
expand upon concepts explored in the HSQs in a small group setting.

Learning Objectives by Health System Modules

Physician Well Being (OB/Peds Module)

By considering assigned readings, answering questions, and exploring health systems topics in
small group workshop sessions, students will be able to:
• Describe the role of systems issues in contributing to physician burnout. (SBP)
• Discuss the impact of burnout on physicians, patients, and society. (SBP, PPD)
• Articulate strategies that physicians can use to promote systems-level changes that
reduce burnout. (SBP)
• Describe the Triple and Quadruple Aims and their impact on physician practice.
(SBP)
• Consider changes in types of stressors and stress management as a learner immersed
in clinical experiences. (PPD)

Healthcare Economics (FM/Psych)

By considering assigned readings, answering questions, and exploring health systems topics in
small group workshop sessions, students will be able to:
• Articulate why health care costs in the United States are high. (SBP)
• Describe potential strategies to contain health care costs in the United States. (SBP)
• Explain how health care differs from other consumer goods and services. (SBP)
• Define common terminology associated with health insurance. (SBP)
• Review various reimbursement models to healthcare providers. (SBP)
• Identify ways in which Americans receive health insurance coverage and populations
that remain uninsured. (SBP, KP)
• Discuss the health consequences that may result from lack of access to care in
patients without insurance (SBP, KP)
• Discuss the impact the type of insurance coverage and/or lack of insurance coverage
has on the daily practice of physicians. (SBP, KP)

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Patient Safety (IM/Surgery)
By considering assigned readings, answering questions, and exploring health systems topics in
small group workshop sessions, students will be able to:
• Reflect on experiences with potential or actual patient safety issues. (SBP, PBLI)
• Describe the scope of the problem of medical errors and how this impacts patient
safety. (KP)
• Articulate factors that contribute to medical errors. (SBP, PBLI)
• Review different types of errors resulting in potential or actual patient harm.
(SBP, PBLI)
• Identify the inherent risks associated with transitions of care.(KP, PBLI, SBP)
• Discuss the importance of a “just culture” in addressing medical errors and
improving patient safety. (SBP, IPC)
• Perform an event analysis of an actual or potential medical error. (SBP, PBLI)
• Propose interventions designed to prevent errors. (SBP, PBLI)

Instructions - Questions
Students complete a set of Health Systems Questions prior to each Health Systems Workshop.
Students complete these questions via a “survey” which will guide them through the process for
completing the questions. The links to the survey for each module set of questions are posted to
AIMS in the ACM course in the Health Systems Modules folder in Resources. Students are
responsible for accessing the links via that document.

The Health Systems Questions are also listed in Word format on AIMS in the same folder. Links
to the required online reading resource(s) that are provided specifically for each set of questions
are also located in those documents for each module.

Students need to complete the questions for each module by the specified due date. Due dates
are below and are also placed on AIMS via the Calendar for EACH CYCLE. Due dates
are also located in the Health Systems Modules folder in Resources on AIMS.

Cycle 1 & Cycle 2

Physician Well Being Module – 8:00 am, Monday, September 17, 2018
Healthcare Economics Module – 8:00 am, Monday, December 10, 2018
Patient Safety Module – 8:00 am, Monday, May 13, 2019

Cycle 3 & Cycle 4

Healthcare Economics Module - 8:00 am, Monday, September 17, 2018
Physician Well Being Module – 8:00 am, Monday, December 10, 2018
Patient Safety Module – 8:00 am, Monday, May 13, 2019

Cycle 5 & Cycle 6

Patient Safety Module – 8:00 am, Monday, November 19, 2018
Physician Well Being Module – 8:00 am, Monday, March 18, 2019
Healthcare Economics Module - 8:00 am, Monday, May 20, 2019

Cycle 7 & Cycle 8

Patient Safety Module – 8:00 am, Monday, November 19, 2018
Healthcare Economics Module - 8:00 am, Monday, March 18, 2019
Physician Well Being Module – 8:00 am, Monday, May 20, 2019

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Instructions - Workshops
Students will attend a two hour workshop on the same day of each of each formative CSA III.
(See formative CSA III dates in the CSA section.) Students who are scheduled for their CSA III
in the morning will have the Health Systems Workshop in the afternoon and students who are
scheduled for their CSA III in the afternoon will have the Health Systems Workshop in the
morning.

 The specific schedule for each workshop will be made available and posted to AIMS
as each formative CSA III approaches.

Assessment of Health Systems Modules

To pass this portion of the ACM course, a student must:
 complete all questions by the specified due date and receive a minimum of “meets
expectations” on the rubric (sample posted to AIMS), and
 attend and actively participate in each workshop session.
Submitted questions will be reviewed and students will receive feedback prior to the
corresponding workshop.
If a student’s responses to questions are not considered to have fulfilled the requirements,
students will be required to resubmit. Multiple insufficient submissions may result in module
failure.
Failure to complete any Health Systems Modules questions on time will result in the
generation of a Course Conduct Form.

Failure to attend or lack of participation in any Health Systems Modules workshops will
result in the generation of a Course Conduct form.

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 APPENDIX E

PHYSICIAN IDENTITY/CAREER DEVELOPMENT

Overview
• Students will participate in four sessions focused on physician identity and career
development during the M3 year designed to orient them to the M4 curriculum, and to
prepare them for the residency application and matching processes. All sessions are
mandatory. If there is pre-work students will be notified as well as given information
regarding due date(s). Students who miss a session with prior approval will be required to
complete a make-up assignment and/or complete a quiz.
• Students will also be required to meet with their assigned M4 schedule adviser early in
2019.
• Students will be contacted by their adviser to set up a meeting and advisers will provide
documentation after this requirement has been met.

Learning Objectives
Upon completion of this module, students will be able to:
• Create a specialty-specific M4 Schedule that meets all NEOMED requirements. (P, PPD)
• Complete all tasks in the residency application process, including identifying LoR authors,
preparing a Personal Statement and creating a residency application strategy. (P,PPD)
• Demonstrate skills required for a successful residency interview. (P, PPD)
• Explain the residency match process (P, PPD)

Schedule and Overviews

Please note that the third session listed below falls on the same week as the shelf exam for
some students. Please know that we looked carefully to avoid this conflict and were unable
to reschedule the session. Please plan your studying accordingly.

Session One – Friday, November 30, 2018 12:00p-3:00p- NEW Auditorium

During this session, students will learn more about the M4 curriculum requirements and
receive an overview of the residency application process.

 All students will have the choice to either attend this session in person OR
watch the recording of the session later, take a quiz and achieve a score of
80% or greater on the quiz. If attending in person, students MUST
remember to sign-in. Otherwise, students will be documented as absent and
will be required to watch the recording and complete the quiz as described.

Session Two – Friday, January 18, 2019 11:30a-1:00p -NEW Auditorium

Decision-Making Workshop

Prior to this session, students will have viewed a voice-over Powerpoint presentation
which will provide information about the M4 curriculum requirements and an overview
of the residency application process. This session will be a Q&A session for any student
questions that may arise after viewing the presentation.

 All students must attend this session in person and sign-in.

26
 Session Three - Tuesday, March 19, 2019 3:00p-5:30p- NEW Auditorium
Match Debrief & M4 Mentoring Dinner (Optional dinner with M4 students, 5:30 – 7:00
pm)

During this session, students will be provided with information about the process for
applying for in- and out-of-consortium electives and the Electronic Residency
Application Service (ERAS). The session will be followed by a Specialty Night reception
during which students will have an opportunity to interact with newly matched members
of the class of 2019.

 All students must attend this session in person and sign-in except for students
completing clerkship rotations in Toledo and Columbus at the time of the
session. Students completing clerkship rotations in Toledo and Columbus
will be given the option to watch the recording of the session later, take a
quiz and achieve a score of 80% or greater on the quiz.

Session Four - Tuesday, May 14, 2019

11:00a-5:00p- NEW Auditorium;
5:00 – 7:00 pm - Cook Alumni Hall
Residency Planning and Interview Skills Workshop

During this session, students will learn about the residency application and interviewing
process from the program directors perspective. The session will be followed by a
Residency Fair where students will have an opportunity to interact with residents, faculty
and staff from local and regional residency programs.

 All students must attend this session in person and sign-in.

Failure to complete assignments and quizzes on time or failure to attend a session without
prior approval will result in the generation of Course Conduct Form(s).

27
 APPENDIX F

FORMATIVE AND SUMMATIVE Clinical Skills Assessments III (CSAs)

Overview
CSAs in the M3 year consists of three formative clinical skills assessments (CSAs) scheduled
throughout the clerkships and a summative (final) clinical skills assessment (CSA) conducted
towards the end of the M3 year. The CSAs which occur throughout the year are formative
assessments to test attitudes, skills and knowledge specific to two to three clerkships for each
assessment. The summative CSA at the end of the year is designed to assess students’
achievement of the knowledge, skills and attitudes within the core clinical competences based on
content emphasized throughout the clerkship year in each of the seven clerkship disciplines. The
final CSA III also serves as an indication to College of Medicine faculty and rising M4 students
regarding potential success in the USMLE Step 2 CS examination.

Objectives
Following the successful completion of the final (summative) CSA III, students will, at the level
expected of a beginning M4 student, be able to:
• Communicate effectively with patients and families across a broad range of
socioeconomic and cultural backgrounds. (ICS)
• Demonstrate the ability to apply medical knowledge skills and the understanding of
clinical science to patient care. (KP, PC)
• Design management plans considering patient demographics, social situation and social
determinants of health. (KP, PC, SBP)
• Interpret data in the context of patient care and make clinical decisions based on the data.
(PC, PBLI)

Formative CSA III General Information

Formative clinical skills assessments (CSAs) occur in the mid to latter portion of, or following
every two to three clerkships. The goal of the formative CSAs is to assess the student’s current
level of achievement of the core clinical competencies based on content emphasized in the
clerkship and those contained in the Clinical Skills Experience Portfolio. The formative CSAs
provide opportunities for students to demonstrate to faculty clinical skills acquired to date and
for students to assess the strengths and weaknesses in their own clinical skills.

Faculty raters include site directors, assistant site directors, clinical department chairs, teaching
faculty and residents. These faculty raters understand the curriculum and know how to assess
student skill set development. Overall CSA III performance will be monitored throughout the
year, and performance deficiencies will result in a referral for further support in skills
development.

The content of the formative CSA III’s is derived from the Clinical Skills Experience Portfolio,
which serves as the content expectations, i.e., the roadmap of important content for each
clerkship discipline. A copy of each portfolio is available on AIMS in the M3 Clerkship tab and
in each clerkship-specific syllabus. Some of the content is also derived from the Core Post-
Patient Activity (PPA) which are skills that have been determined to be important for medical
students to have mastered by the end of medical school.

28
For each station, the student will have 15-23 minutes to interview and examine an SP, and 10
minutes to complete a competency-based task called a Post Patient Activity – PPA (i.e., SOAP
Note or case presentation).

The skills emphasized are history-taking, physical examination, formulation of differential

diagnosis, initial assessment and initial management plans. There will be opportunities for
patient education as well as demonstration of communication skills. Medical knowledge and
systems-based practice concepts should be applied in the differential diagnosis and management
plans. Additionally, related skills will be performed after the SP encounter. These will involve
system based practice and medical knowledge tasks necessary for success in residency, such as:
writing orders and prescriptions, composing an encounter note, giving or receiving a verbal
handoff, obtaining informed consent for a procedure and potentially performing it, recognizing a
patient requiring urgent care and presenting a patient case.

Professional behavior will be expected and will be considered as part of the assessment and is
assessed in the following ways:
• adherence to the conduct code,
• refraining from talking about cases between stations, on breaks, or after the CSA with
students who have not completed the examination, and
• respectful behavior towards physician raters, standardized patients and staff.

Formative CSA III Skills Support

Students will receive feedback on their Formative CSA III’s via AIMS:
 Data Gathering (History), PE, Data Interpretation (Assessment and Management
Plan)
 Interpersonal and Communication Skills
 Post-Patient Activity
 General faculty and standardized patient written comments

More detailed information on each of these types of feedback can be found in the General
Information PowerPoint available on AIMS as well as in explanatory emails sent to students
when results become available.

Students who are noted to need extra practice after participating in a formative CSA III will be
notified and offered the opportunity to meet with a faculty member to individually review his or
her performance and receive feedback. This is highly recommended but optional for students.
Please note that the clerkship director and coordinator the student is working with at the time the
CSA results become available will also be notified if extra practice is recommended so that they
can give the student release time from their rotation and also assist with skill development at the
clinical site.

If a student is recognized as requiring assistance for a second formative CSA III, the student will
be required to participate in an educational intervention which will include self-review of all
CSA III performance and a meeting with a faculty member to discuss and practice skill
improvement.
Failure to complete the intervention as required will result in the generation of Course
Conduct Form(s).

29
 Formative CSA III Schedule
Cycles 1–4:
• Wednesday, October 3, 2018 OR Thursday, October 4, 2018 (6 week clerkships)
o Students in OB and Peds rotations AT THE TIME OF THE CSA will be
scheduled for Wednesday above
o Students in Fam Med and Psychiatry rotations AT THE TIME OF THE CSA will
be scheduled for Thursday above
• Wednesday, January 9, 2019 OR Thursday, January 10, 2019 (6 week clerkships)
o Students in OB and Peds rotations AT THE TIME OF THE CSA will be
scheduled for Wednesday above
o Students in Fam Med and Psychiatry rotations AT THE TIME OF THE CSA will
be scheduled for Thursday above
• Wednesday, May 29, 2019 OR Thursday, May 30, 2019 (9 week clerkships)
o See LOCATION chart below for information regarding which day below
o Students in cycle 2 in their ACM block must be careful regarding scheduling
their Health Care Team Experience if traveling

Cycles 5-8:
• Wednesday, December 5, 2018 OR Thursday, December 6, 2018 (9 week clerkships)
o See LOCATION chart below for information regarding which day below
o Students in cycle 8 in their ACM block must be careful regarding scheduling
their Health Care Team Experience if traveling
• Wednesday, April 3, 2019 OR Thursday, April 4, 2019 (6 week clerkships)
o Students in OB and Peds rotations AT THE TIME OF THE CSA will be
scheduled for Wednesday above
o Students in Fam Med and Psychiatry rotations AT THE TIME OF THE CSA will
be scheduled for Thursday above
• Wednesday, June 5, 2019 OR Thursday, June 6, 2019 (6 week clerkships)
o Students in OB and Peds rotations AT THE TIME OF THE CSA will be
scheduled for Wednesday above
o Students in Fam Med and Psychiatry rotations AT THE TIME OF THE CSA will
be scheduled for Thursday above

For the 9 week clerkship CSAs, students will be assigned to one date or the other for each
based on their CURRENT clerkship rotation SITE. The chart is below.

Wednesday CSA III Thursday CSA III

Louis Stokes VA Medical Center
Mount Carmel Health System
MetroHealth System
Mercy Health St. Vincent Medical Center
(Toledo)
Riverside Methodist Hospital
Summa Health System - Akron
St. Vincent Charity Medical Center (Cleveland)
Western Reserve Hospital
UH Portage
Aultman Hospital
Cleveland Clinic Akron General
Mercy Health St. Elizabeth Youngstown
Hospital
Mercy Medical Center (Canton)
Northside Medical Center
Salem Regional Medical Center
Union Hospital

30
 Summative CSA III General Information
Students' skills will be assessed as they complete a series of stations with standardized patients.
The stations will be observed by faculty/physician raters and will be a mix of different types of
stations with different types of skills.

As always, professional behavior will be expected. Student professionalism also will be

considered and will be assessed in the following ways:
• adherence to the conduct code,
• refraining from talking about cases between stations or on breaks, or with students who
have not completed the examination, and
• respectful behavior towards physician raters, standardized patients and staff.

More specific instructions will be available on AIMS closer to the time of the assessment.

Assessment and Scoring for Summative CSA III

Students must demonstrate a minimal level of clinical competency and will receive a grade of
pass or fail. Students will be assessed on:
 Data Gathering (History), PE, Data Interpretation (Assessment and Management
Plan)
 Interpersonal and Communication Skills
 Post-Patient Activity
 General faculty and standardized patient written comments

Students who fail the Summative CSA III will be required to review their performance and
meet with the Course Director or designee prior to retake. Students will be permitted to retake
the examination one time. If the student fails the second attempt, the student will fail the ACM
course. Any student who is ill or misses their scheduled Summative CSA III time will be
scheduled for the retake date.

Summative CSA III Schedule

Students will be scheduled for one half-day during the corresponding week:

Cycles 1-4: June 17 – 21, 2019

Cycles 5-8: June 24 – 28, 2019

July 13, 2018

S:\ACAD\ACADSERV\Curricular\Longitudinal Curriculum\College of Medicine\ACM (Doctoring 301 for 2014-15 on)\ACM 2018-
19\Syllabus\ACM Syllabus 18-19 Working Copy.docx

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