1. Welcome as a USCSOMG Clinical Faculty Member Michael Wiederman, PhD Director of Professional Development

2. Training Content A Little About the USC School of Medicine Greenville
Introduction to Canvas, online learning management system and OASIS, online scheduling and assessment application.
Brief Overviews of M3 and M4 Years
Assessment
Competencies
Criteria for Evaluation
Responsibilities: Yours and the Students
Policies and other important information

3. A New School of Thought
Our Mission Heal compassionately. Teach innovatively. Improve constantly. Our Vision Transform healthcare for the benefit of the people and communities we serve. Our Values Together we serve with integrity, respect, trust and openness.

4. A New School of Thought
Early and ongoing immersion into the practice of medicine:
EMT Certification and Training
Integrated basic science and clinical learning and practice
Graduated continuum of clinical responsibility
Ongoing, monthly shifts as EMTs
Teaching rounds in the clinics and hospitals
Small group, student-centered, interprofessional learning environment
In addition to the traditional basic medical and clinical sciences, our school weaves three other pillars through all four years of the curriculum: *Professionalism, *Lifestyle Medicine, and *Behavioral, Social and Population Health Sciences.

5. A New School of Thought Office of Education
Associate Dean for Education
– Lynn Crespo, PhD
Assistant Dean for Clinical Clerkship Education – April Buchanan, MD
Assistant Dean for Longitudinal Clinical Education – Tom Blackwell, MD
Senior Clerkship Coordinator: Anne Green Buckner
Longitudinal Academic Coordinator: Caroline Blouin

6. Overview of Canvas
USCSOM Greenville uses the Canvas Learning Management System (LMS) for the administration of all student educational resources.
You will receive an with your Canvas login information and instructions.
For more information about using Canvas:

7. Overview of OASIS
USCSOM Greenville uses OASIS, online application, for clerkship and residency scheduling, rotations, and assessment
You will receive an with your OASIS login instructions
A 5-minute video tutorial is available:

8. M3 Core Clerkships Internal Medicine Family Medicine Pediatrics
Obstetrics and Gynecology
Surgery
Psychiatry and Neurology

9. M4
34 week curriculum
1 week of NRMP Match, Advising, EPIC training, Practice Step 2 CK
7 blocks (4 weeks each)
Required AI, Required ICU or ED, other rotations as recommended for residency
12 weeks of electives
5 week intensification block right after match for residency prep

10. M3/M4
What you need to do:
Become familiar with the objectives for the M3 clerkship or M3/M4 elective in which you teach
Decide what you want to post on your elective Canvas page – readings, instructions, etc.
Evaluate students at the end of the clerkship and/or elective (in OASIS)
Sign off on patient encounter entries in OASIS

11. Method of Student Assessment M3 Core Clerkships
Evaluation of Student Performance isn OASIS by Faculty and Residents (50% of summative grade)
NBME Shelf Exam (25% of summative grade, 30% in Psych/Neuro)
End of rotation OSCE (25% of summative grade, 20% in Psych/Neuro)

12. Attendance Policy
Students are allowed a maximum of 3 excused absences in a 7-week clerkship
Beyond 3, the student must make up days missed
Students are allowed 1 excused absence in a 2-week elective

13. Duty Hours Maximum of 80 hours per week
1 day in 7 free from all educational and clinical responsibilities (averaged over the clerkship)
24 hours max + 4 additional hours to finish work and participate in didactic activities
Infractions must be reported
Clerkship Director, Faculty, and Chair must make sure duty hours are not exceeded

14. Assessment for M3 and M4 Competencies Patient Care
Knowledge for Practice
Practice-Based Learning and Improvement
Interpersonal and Communication Skills
Professionalism
Systems-Based Practice
Interprofessional Collaboration

15. Assessment for M3 and M4 Competencies
Patient Care: Provide patient-centered care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health
Obtains accurate comprehensive or focused history appropriate to the presenting problem
Performs comprehensive or focused physical examination appropriate for the presenting problem
Performs and interprets diagnostic and screening tests with an understanding of their indications and limitations.
Develops reasoned differential diagnoses of patients’ clinical problems
Applies clinical problem solving skills to develop integrated therapeutic plans for the acute and longitudinal management of health problems

16. Assessment for M3 and M4 Competencies
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
Integrates medical knowledge from basic and clinical science disciplines for the development of a diagnosis, management, and prevention of disease
Demonstrates understanding of genetic, environmental, psychological, socioeconomic, cultural and spiritual factors that influence human health and disease.

17. Assessment for M3 and M4 Competencies
Practice-Based Learning and Improvement: Demonstrate the ability to investigate and evaluate one’s care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and life-long learning
Recognizes personal limitations, actively seeks help and advice as appropriate, and modifies behavior in response to feedback.
Takes initiative and incorporates evidence-based guidelines for clinical problem-solving and improved patient care.

18. Assessment for M3 and M4 Competencies
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
Performs accurate, fluent, case presentations
Completes well-organized, written documentation
Communicates well with patients and families
Communicates effectively with members of the healthcare team

19. Assessment for M3 and M4 Competencies
Professionalism: Demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles
Displays professional virtues and behaviors, including honesty, empathy, integrity, respect, dependability, and responsibility
Provides compassionate care regardless of disease, prognosis, race, color, sex, age, ethnicity, religion, sexual orientation, disability, socioeconomic or cultural or health-related beliefs

20. Assessment for M3 and M4 Competencies
Interprofessional Collaboration: Demonstrate the ability to engage in an interprofessional team in a manner that optimizes safe, effective patient- and population-centered care
Takes responsibility for patient care appropriate for his/her level of training to ensure safe, timely, efficient, equitable, and patient-centered care
Works effectively as a team member with health care providers including those from other disciplines to assess, coordinate, and improve patient care

21. Assessment for M3 and M4 Anchors used in evaluations
A Exceptional: Truly Outstanding. Far exceeds expectations
B+ Above Expectations: Above the level of peers
B Meets Expectations: At expected level
C+ Meets Expectations Most of the Time but Has a Few Areas of
Deficiency
C Scattered and Important Deficiencies that Need Further Monitoring but Does Not Meet Criteria for Failure
F Unacceptable

22. Assessment for M3 and M4 Narrative Comments
Summative Evaluation (REQUIRED) – Comment on specific attributes that characterize this student’s performance. When possible, please relate specific instances that form the basis of your comments. This section is VERY important and will be included in Medical Student Performance Evaluation/”Dean’s Letter.”
Recommendations for Improvement -- Please be as specific as possible and provide specific instances that form the basis of your comments. This information is given to the student but is not included in MSPE/”Dean’s Letter.”

23. M3/M4 Student Encounters/logs
Sign off on student encounters/logs in OASIS
Understand that if a student fails to achieve experiences, remediation will be required

24. Policies and Other Important Information

25. LCME Accreditation Standard on Student Mistreatment
MS-32 - A medical education program must define and publicize the standards of conduct for the faculty-student relationship and develop written policies for addressing violations of those standards.
Secretariat Comments - A school's compliance with this standard is thoroughly reviewed on all surveys because survey teams and the LCME take the issue of student mistreatment very seriously.

26. Student Mistreatment
Guidelines for Conduct in Teacher/Learner Relationships (Student Handbook and the Faculty Handbook
Identifies responsibility of teachers and learners
Describes inappropriate and unacceptable behaviors as those which demonstrate disrespect for others or lack of professionalism in interpersonal conduct
Retaliation for reporting mistreatment is unacceptable and is not tolerated.
The School’s Ombudsman is empowered to receive and investigate reports of mistreatment in a confidential manner, to mediate, and to make recommendations
Online form for reporting mistreatment

27. Reporting Professionalism Concerns or Commendations
Can be reported on student evaluation
Can be reported directly to the Clerkship Director or Assistant Dean for Clinical Clerkship Education

28. The Role of the Student Evaluations and Promotion Committee (SEPC)
Biomedical and Clinical Science Faculty
Makes recommendations to the Dean regarding student’s continued enrollment and/or academic progress
Reviews professionalism concerns regularly

29. Questions abuchanan@ghs.org
Assistant Dean for Clinical Clerkship Education – April Buchanan, MD