Narrative Response Clause Samples

Narrative Response. Describe the policies and practices in place to achieve mission-appropriate diversity outcomes, for each of the following groups:

Narrative Response. Identify the individual(s) who are primarily responsible for providing guidance to medical students on their choice of intramural and extramural electives during each year of the curriculum. Note the role(s) or title(s) (e.g., student affairs ▇▇▇▇, faculty advisor) of the individual(s) who are responsible for the formal approval of medical students’ elective choices. Describe any formal (required) sessions where counseling on electives occurs. The Student Advising and Wellness (SAW) team is comprised of (in addition to student reps from each year): - ▇▇. ▇▇▇ ▇▇▇▇▇▇: SAW Director (0.6 FTE) - ▇▇. ▇▇▇▇▇ ▇▇▇▇▇▇▇▇▇: SAW Associate Director (0.4 FTE)

Narrative Response. Describe how the medical school ensures that a provider of health and/or psychiatric/psychological services to a medical student has no current or future involvement in the academic assessment of, or in decisions about, the advancement of that student. Describe how medical students, residents, and faculty are informed of this requirement. The two main concerns outlined by the visiting team have been addressed. Firstly, we realized that the policy we had in place did not clearly delineate the role of the faculty in this process. We sought ways to improve this, while keeping in mind student (patient in this case) confidentiality. The importance of maintaining student confidentiality eliminated certain possible mechanisms, such as sending a class composite and asking all the faculty to identify, in a “blanket” fashion, students they had treated in the past (and thus breaching confidentiality for a situation which may never have arisen). To reach the current policy found in Appendix 12.5a (revised by curriculum committee June 29, 2017), we put together a policy that included input from other schools. In this policy, the faculty has 3 key responsibilities: - Identification beforehand (or during) by student or faculty, and notification to UME leadership, with subsequent organization of an alternate placement - Identification during an emergency situation, in which the onus will be managing the conflict (policy states clearly that in this and all situations, such faculty will recuse themselves of assessment/promotion decisions) - Identification later in the rotation, and inclusion of a conflict of interest question in the in-training-evaluation report or ITER (see below) The second concern was awareness of the policy, and we believe this has been solved by both general means (posting on website, distribution to clerkship leaders) but perhaps more effectively by inclusion of the following question on the ITER (faculty can select one of three boxes, and a link to the policy in Appendix 12.5a is provided): I understand that there are a number of potential reasons for a conflict of interest with this student (e.g. Having been the student's treating physician, having been the student's employer, having a personal relationship with the student and/or their family members) I have a conflict of interest, as described above, with this student and will contact the appropriate UME coordinator to have this evaluation reassigned to another preceptor. I have a potential conf...