Academic Success and Learning Strategies
Medical student academic progress and risk are identified throughout the curriculum on a regular basis.
Course and Clerkship Progress
During the Phase 1 Mechanisms for Health and Disease (MHD) course, every exam score is reported to the assistant dean for student affairs, the student’s academic coach, and the academic success and learning support staff. The final course grade is determined by averaging the test scores during that course; however, if the student is achieving lower scores that might indicate a risk for failure, a designated OSA staff member contacts the student to ascertain any issues that might be causing the student difficulty, whether it be academic, personal, or other. Once a grade is assigned at the end of each course, students who fail are immediately contacted by a designated staff member in the OSA. Depending on the potential cause, relevant resources are discussed and provided, including tutoring, learning specialist assessment, counseling, and/or other support. If the student passes the course but is within five points of a failing grade, a designated OSA staff member discusses the situation with the student. Future exam scores are closely monitored, and the student is contacted if there is a trend within that same range. A designated OSA staff member once again works with the student to identify contributing factors so that appropriate interventional support may be provided. Programming and outreach to students are facilitated by OSA staff members regarding topics including but not limited to transitioning to the medical school curriculum and culture, external stressors, and physical or emotional struggles. The uniquely positioned OSA staff will support students in engaging appropriate preventive or interventional measures.
Course directors may also observe worrisome behaviors (e.g., waning attendance, changes in attitude or demeanor) or academic struggles and may offer to meet with the student or may refer the student to the Office for Student Affairs. Strict adherence to confidentiality is enforced unless the student is at risk for self-harm. In addition to exam performance, other early indicators of academic difficulty such as student narrative competency assessment feedback, clinical skills narrative feedback, OSCE performance, and professionalism feedback are reviewed regularly by the educational affairs team, and communication and support plans are developed in collaboration with the staff of the Office for Student Affairs specific to the student’s difficulties.
During the Phase 2 LIC, students receive formative assessments approximately every five weeks regarding their performance so that appropriate modifications may be made. This is in addition to mid-point feedback that is provided face to face with their preceptor. If other professionalism changes, such as attendance or behavior, are noted by the preceptors, the director of the LIC is notified and contacts the student to ascertain any issues that might be causing the student difficulty and alerts the Office for Student Affairs. Relevant expectations and/or a plan for improvement are put in place to allow time for remediation prior to the end of the clerkship and the assignment of a final grade.
The clerkship-specific shelf exams are staggered toward the end of Phase 2 and beginning of Phase 3. Shelf exam scores are monitored to identify students who might be struggling with this assessment tool. If a student fails the initial clerkship shelf exam taken early in this period and is eligible for a retake, a designated OSA staff member meets with the student to ascertain any issues that might be contributing. If there are personal issues, the staff member recommends accessing appropriate services. If there are academic issues, the student will engage with a learning specialist. If the student struggles with two or more shelf exams, the student will meet with the assistant dean for student affairs.
Progress in Competencies
Competency progression is assessed using a developmental milestone framework of defined and graduated milestones throughout all phases, categorized as follows: does not meet expectations, approaching expectations, meets Phase 1 expectations, meets Phase 2 expectations (also known as ‘exceeds expectations’ in Phase 1), and meets Phase 3 expectations (also known as ‘exceeds expectations’ in Phase 2). The Office of Assessment and Quality Improvement alerts the assistant dean for student affairs and the student’s PDC when any student receives a summative rating of ‘not meeting expectations’ or does not meet the overall competency assessment expected for an assessment or course. These ratings are reviewed both in real time once the assessment is posted as well as in required coaching quarterly meetings where early assistance is provided immediately according to the procedures outlined in the Competency Assessment Policy.
The school has a well-developed, comprehensive, multi-modal approach to academic assistance that is constructed and overseen collaboratively by the office for student affairs and the office of educational affairs and has the following key components:
Learning Support Team
The Learning Support team provides one-on-one student learning counseling to include learning strategies, study skills, time management, and test taking strategies to include for standardized testing. When a potential learning issue is identified, students are connected with members of the Learning Support Team who work with that student based on their academic needs. The Learning Support Team also provides workshops for students to help them prepare for high-stake examinations and provides individual advising regarding the development and monitoring of a study plan specific to that student’s needs. Regular check-ins and monitoring occur, which provides important information regarding the preparedness of the student to sit for the exam. Study plans are developed, and periodic diagnostic tests are performed to ascertain readiness for the exam. The Team meets with students, helps to identify learning styles at an early stage which assists each student identify best study habits and resources to be academically successful.
The Learning Support Team reports to the assistant dean for student affairs.
Academic Coaching
Academic coaching is among the first lines of contact for students to discuss any issues related to their academic success. The responsibility of each academic coach is to monitor students’ academic progress. Academic Coaches receive updates of their students’ progress including grades on final exams, competency assessments, narrative comments, OSCE results, Step 1, and Step 2CS scores, and other completion of course requirements, allowing them to advise the students about their academic progression. If during a student conversation it is identified that the student needs academic assistance, the academic coach may refer the student to a variety of resources depending on the cause(s) of the student’s struggles – a course or clerkship director, an appropriate faculty member (for content help), learning specialists, student disability services, or other non-academic assistance, such as counseling. Academic coaches do not have any role in decisions about student assessment or advancement.
Peer Tutoring Program
A peer tutoring program identifies senior-level students with appropriate academic strength to properly tutor students. Peer tutors are paid, and an evaluation system is in place to ensure effectiveness. Tutoring sessions are available in the afternoons and evenings to align with the students’ schedules. Students are notified of the opportunity for tutoring support via emails and class meetings and can sign up online for sessions. The peer tutoring program is overseen by the assistant director of academic success and learning support, in collaboration with the assistant dean for student affairs.
Course and Clerkship Directors and Faculty
Content-specific academic assistance is provided by course and clerkship directors as well as the entire teaching faculty. Each syllabus outlines the office hours and contact information for course leaders and faculty.
Educational Affairs and Student Affairs
Academic advising is integrated between educational affairs and student affairs. The units provide coordinated and collaborative support for all students. Therefore, the associate dean for educational affairs and assistant dean for student affairs meet regularly to discuss specific student issues and how best to support the student. Often, members of the Learning Support Team are involved in the discussions. Regular meetings occur between the Learning Support Team and the assistant dean for student affairs to review the entire cohort of students. This allows the people most aware of problems or potential problems to intervene as quickly and effectively as possible.