summary of the institutional self-study of the … · 2019-12-21 · unlv school of medicine...

SUMMARY of the

INSTITUTIONAL SELF-STUDY

Of

THE UNIVERSITY OF NEVADA, LAS VEGAS SCHOOL OF MEDICINE

Las Vegas, Nevada

December 1, 2015

PREPARED BY THE UNLV SOM SELF-STUDY SUMMARY TASK FORCE

FOR THE

LIAISON COMMITTEE ON MEDICAL EDUCATION

UNLV School of Medicine Institutional Self-Study Summary

TABLE OF CONTENTS Introduction Standard 1: Mission, planning, organization and integrity Standard 2: Leadership and administration Standard 3: Academic and learning environments Standard 4: Faculty preparation, productivity, participation, and policies Standard 5: Educational resources and infrastructure Standard 6: Competencies, curricular objectives, and curricular design Standard 7: Curricular content Standard 8: Curricular management, evaluation, and enhancement Standard 9: Teaching, supervision, assessment, and student and patient safety Standard 10: Medical student selection, assignment, and progress Standard 11: Medical student academic support, career advising, and educational records Standard 12: Medical student health services, personal counseling, and financial aid services Self-study summary and recommendations for action Appendix Appendix A: Educational Program Objectives

Appendix B: 4-year curriculum map

Appendix C: Self-Study Summary Task Force Members and Committees

UNLV School of Medicine Summary of the Institutional Self-Study

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INTRODUCTION History The Las Vegas metropolitan area, with a population of greater than 2.2 million people, is the largest region in the US without an allopathic medical school. Nevada itself is unable to support the healthcare needs of its residents, ranking 48th among the United States in primary care physicians per capita, with a shortage of every specialty except plastic surgery. Expanding both undergraduate medical education (UME) and graduate medical education (GME) through a coordinated approach is necessary to meet the medical workforce needs of the state. The model for the University of Nevada, Las Vegas (UNLV) School of Medicine is that of a full-scale four-year state-supported medical school that is an integral part of a vibrant, research-intensive public university. The UNLV School of Medicine will improve access to high-quality health care in Southern Nevada, increase the number of medical specialists, and generate high-level clinical and specialty care. It will expand the medical expertise in the community by increasing the number of physicians and trained specialists who are committed to serving the region. The UNLV School of Medicine also will provide access to diverse and medically underserved populations. The accompanying academic medical center will serve as the core infrastructure for the entire medical community and generate top-quality research that spans the basic and clinical sciences. UNLV is a comprehensive doctoral degree-granting university with research programs. The university’s strategic plan calls for it to achieve Carnegie Foundation Tier One Research University status by 2025. UNLV has existing strength in other health science programs. The UNLV School of Nursing is celebrating its 50th Anniversary and offers the full range of graduate and undergraduate degrees, including the Doctorate of Nursing Practice (DNP). The UNLV School of Dental Medicine opened in 2001 with a mission of education, research, and oral health care for low-income Nevadans. The UNLV School of Community Health includes doctoral and master’s degree programs in both public health and health administration and has $5.4 million in NIH and other grant-funded research. The UNLV School of Law has a nationally recognized group in health law and bioethics. Timeline

• In 1969 the University of Nevada School of Medicine (UNSOM) was founded in Reno, NV as a two-year school, the only medical school in the state.

• In 1981 the school expanded to become a full four-year school by building a clinical campus in Las Vegas.

• For most of the intervening years students spent their entire third and fourth years in Las Vegas; now approximately 130 paid clinical faculty teach UNSOM third and fourth year students.

• For more than fifteen years there were attempts to start a separate allopathic school in Las Vegas at UNLV.

• In fall 2013 an economic impact study showed that there would be a substantial economic value of a full four-year school of medicine in Las Vegas.

• In fall 2013, the Nevada System of Higher Education (NSHE) approved a detailed plan for the expansion of public medical education in the state.

• In May 2014, Barbara Atkinson, MD was named planning dean for the UNLV School of Medicine.

• The UNLV School of Medicine was officially established on August 22, 2014 when the NSHE Board of Regents approved a two-year budget and submitted it to the governor and the state legislature.


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• In October 2014, the School established a community advisory board consisting of forty community leaders representing healthcare, education, and business.

• In December 2014, ten acres of land in the Las Vegas medical district was designated for the school of medicine. This property is adjacent to the UNLV Shadow Lane campus, which houses the school of dental medicine and the clinical simulation center.

• In February 2014, the vice dean for academic affairs and education and the senior associate dean for admissions and student affairs joined the UNLV School of Medicine.

• In April 2015, UNLV launched the “60 by 16” campaign to fund full-tuition four-year scholarships for an entire 2017 charter class. This campaign ended early, with 135 full-tuition four-year scholarships pledged: 60 for the charter class of 2017, and 25 each for the classes entering in 2018, 2019, and 2020.

• In June 2015, the governor signed SB514, granting the UNLV School of Medicine an operating budget of $26.7 million, the full amount requested. The legislation also allocated $10 million for graduate medical education to be shared by the Nevada sponsoring institutions, and $1.3 million for medical education technology. This legislation passed with the majority and minority leaders of both the house and the senate leading strong bipartisan support for the UNLV School of Medicine and the expansion of public medical education in Nevada.

• On June 10, 2015, the Northwest Commission on Colleges and Universities, UNLV’s accrediting body, approved the application to offer the MD degree program and to add a school of medicine to the UNLV structure.

• In November 2015, Barbara Atkinson, MD was named founding dean for the UNLV School of Medicine.

Milestones for Development of the School UNLV has set an aggressive, but feasible, timeline for the development of the UNLV School of Medicine, targeting preliminary accreditation in 2016 and the matriculation of the charter class of 60 students in July 2017. Since April 2014, seven parallel processes have been going forward, all with the goal of matriculating the charter class in July of 2017:

1. Recruiting dean’s office personnel and staff, and identifying the faculty who will teach in 2017-2019.

2. Identifying physical space for the school to occupy while a permanent building is designed and constructed.

3. Identifying clinical partners and affiliates, and planning for the transition of University of Nevada School of Medicine (UNSOM) faculty who are based in Las Vegas to the UNLV School of Medicine.

4. Developing the curriculum. 5. Developing the admissions and student affairs policies and the student handbook. 6. Planning three multispecialty clinics for clinical clerkship education. 7. Preparing the data collection instrument (DCI) for preliminary accreditation, and conducting the

self-study. Recruitment The founding dean, chief of staff, vice dean for academic affairs and education, senior associate dean for admissions and student affairs, associate dean for health policy and community affairs, the director of case-based learning, the director of biomedical science integration, and the directors of communications, development, and administration and human resources are in place. The senior associate dean for graduate medical education and faculty development, the chief diversity officer, and the director of learning


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performance have accepted offers to join the UNLV School of Medicine. Searches for the associate dean for curriculum, director of educational learning technology, and director of program evaluation and assessment are active. The founding dean has named 14 department chairs. Phase 1 curriculum course directors have been named. Space A permanent UNLV School of Medicine building will be designed and constructed in the Las Vegas Medical District either on the current Shadow Lane campus or on land that the county has designated for this purpose. In the interim, the School of Medicine classrooms and student facilities will be housed in a newly renovated space on the UNLV Shadow Lane campus, with faculty and staff offices at the 2040 Charleston building, the FDH building on the main UNLV campus, and in the Lied Library on the main campus. The problem-based learning sessions will occur in the new education building at the North Las Vegas Veterans Affairs Medical Center (VAMC). Clinical Sites The UNLV School of Medicine has secured commitments from four major teaching hospitals for inpatient rotations: the North Las Vegas VAMC, University Medical Center (UMC). Founding Dean Atkinson currently serves on the UMC Board of Trustees. Ambulatory rotations will take place in existing teaching practices in greater Las Vegas, as well as in a new multi-specialty practice as the practice plan matures. Curriculum The four-year curriculum template was developed using the UNLV School of Medicine‘s educational program competencies, goals, and objectives. Efforts to date have focused on Phase 1, which encompasses the first 18 months. With the appointment of clerkship directors in November 2015, detailed planning of Phases 2 and 3 began. Student Affairs The policies and procedures for admissions and student affairs are complete, as is the student handbook. Data Collection Instrument The following individuals oversaw the development of the initial drafts for the DCI standards:

• Standards 1, 2, 3: Dean Barbara Atkinson and Vice Provost for Academic Affairs Carl Reiber • Standards 4, 5, 9: Vice Dean for Academic Affairs and Education Ellen Cosgrove and Vice

Provost for Faculty Affairs and Institutional Analysis Monica Lounsbery • Standards 6, 7, 8: Vice Dean for Academic Affairs and Education Ellen Cosgrove • Standards 10, 11, 12: Senior Associate Dean for Admissions and Student Affairs Samuel Parrish

UNLV faculty members worked on specific sections based on their expertise. The self-study summary task force reviewed and approved the November 10, 2015 draft of the data collection instrument and the self-study.


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STANDARD 1: MISSION, PLANNING, ORGANIZATION AND INTEGRITY MISSION AND PLANNING For over a generation, medical care in Nevada has been recognized, and documented, as inadequate to serve the needs of its citizens. Nowhere in the state has the effect of this shortage been felt more acutely than Las Vegas. As part of a broader strategy to improve the healthcare infrastructure of Southern Nevada, the idea of a public medical school in Las Vegas has long been contemplated. Logistical and funding roadblocks to making this school a reality were overcome in late 2013. A Memorandum of Understanding to develop the UNLV School of Medicine was signed by relevant educational entities, and advanced through the actions and discussions of the Nevada legislature, the Nevada System of Higher Education (NSHE), UNLV, the University of Nevada, Reno (UNR), local governments, affiliated hospitals, community organizations, and a representative Community Advisory Board, among others. The breadth of this involvement speaks to both the recognized need and the promise of support for the effort. A mission statement development team was assembled from senior UNLV administration. Its members, including the dean of the school of medicine, the interim president of UNLV, and the provost and executive vice chancellor of UNLV, were in positions to be both responsible for, and able to commit resources to fulfill, the mission that it developed. Guiding principles of the UNLV School of Medicine 1. Selecting and educating students who will stay or return to Nevada to practice and teach. 2. Selecting and educating a diverse student body that will understand and value all the cultural aspects

of medicine and the strengths of diverse Nevada communities. 3. Teaching and demonstrating to students the special needs and health care issues of an unusually large

youthful demographic, an increasing number of retirees, and a community that hosts approximately 40 million visitors annually.

4. Teaching students through small group problem- and team-based learning so that students understand the importance of relationships in medical care and how to address medical issues with best practices. Educational space will be organized so that interdisciplinary teams can study and work together.

5. Educating students how to combine the traditional skill of history taking, and physical examination with use of genomic information and advanced technology.

Brief vision statement of the UNLV School of Medicine Create a world-class center of excellence and innovation for medical education, patient care, and research that equips Nevada’s physicians with the most advanced knowledge, treatments, and technologies while serving the health care needs of our diverse urban community. Ten-year goals of the UNLV School of Medicine: The UNLV School of Medicine promises to be a powerhouse academic medical center that will: • educate and train doctors for urban practice • be fully accredited • graduate 60 students a year to start, growing to 120 • increase the number of physicians staying or returning to Las Vegas after they complete residency programs • generate up to $48 million dollars of external research grants and contracts per year • recruit 120 new faculty physicians and scientists • generate 5,300 new jobs by 2025, growing to 8,000 jobs by 2030


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• generate an economic impact of $800 million per year by 2025, growing to $1.2 billion by 2030 • generate $4 of non-state funds for every $1 of state funds • secure $350 million of philanthropic support The mission statement delineates community needs, core school principles, and academic and community resources. It includes student-directed goals that are appropriate and measurable. There are academic and community goals that are specific and measure the impact of the school on the community (e.g., generate 5,300 new jobs by 2025), and evaluate community support for the school (e.g., secure $350 million of philanthropic support). The school’s strategic plan progress will be monitored by those in positions to effect program implementation and revision, including the president, the provost, and the school of medicine founding dean. The school’s educational milestone achievements will be monitored by those in roles to gather data and act on it, including the director of program evaluation and assessment, and the associate dean for curriculum. There is a specified process of curricular continuous quality improvement and LCME accreditation standard compliance. Entities with authority over the granting of an MD degree include the Northwest Commission on Colleges and Universities (approved, June 2015), and the NSHE Board of Regents, which preliminarily approved the degree in September 2015. ORGANIZATION AND INTEGRITY The state higher education governing body, the NSHE Board of Regents, is comprised of elected officials who oversee Nevada public higher education. The chancellor works on behalf of the board, and the UNLV president reports to the chancellor. A conflict of interest declaration and management system applies to the NSHE Board of Regents. UNLV, through the Offices of Research and Economic Development, has a detailed, comprehensive conflict of interest rules and procedures policy for all UNLV employees. For UNLV School of Medicine faculty, plans are in place to develop a school of medicine-specific conflict of interest advisory group that will report to the founding dean. UNLV School of Medicine bylaws (School of Medicine Faculty Professional Responsibilities) delineate the permissible scope of conflict-prone activities that may be undertaken. The UNLV School of Medicine has authored a complete set of bylaws, drafted by key administrators and directors, and was approved by a vote by a proto committee of the UNLV School of Medicine faculty in October 2015 and by UNLV President Len Jessup in November 2015. The bylaws articulate the structure of governance and the roles, rights, and responsibilities of faculty and administrators. The bylaws describe an effective, shared governance model, allowing significant direct faculty decision-making into the development of policies and procedures that govern the operation of the school and its curriculum. The bylaws will be readily available to the faculty, and there is a policy for bylaw changes. PARTICIPANTS IN THE EDUCATIONAL PROCESS Faculty are involved in all aspects of the educational program, curriculum design, and management. Committee operating procedures, membership, duties, and meetings policies are specified in the bylaws, and vary by committee. UNLV School of Medicine committees include those that address aspects of trainees (e.g., Admissions, Student Progress, GME), curriculum (e.g., Curriculum, Student Progress), and faculty (e.g., Faculty Appointments, Promotion and Tenure, Research, Peer Review).


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Opportunities for involvement in the educational processes are available outside of formal committee membership through ad hoc course, clerkship, and theme committees. Committee agenda topics will be distributed for review and comment, meetings will generally be open to the faculty, and faculty comments concerning policies and procedures will be forwarded to the founding dean for review and approval. Affiliation agreements with VA Southern Nevada Health System and University Medical Center are in place. The core content of the agreement documents being used is based on the AAMC Uniform Clinical Training Agreement. The institutional responsibilities meet the LCME standards. STANDARD 2: LEADERSHIP AND ADMINISTRATION MEDICAL SCHOOL FOUNDING DEAN The handbook of the NSHE Board of Regents stipulates a process of assignment of authority of professional personnel appointment. That process was followed, with the UNLV president appointing the medical school dean. Dr. Barbara Atkinson was named the planning dean in May 2014 after a nationwide search, and was named founding dean in November 2015. Dr. Atkinson, with over 30 years of administrative experience, has served as department chair, dean of two medical schools (MCP Hahnemann and the University of Kansas), and vice chancellor (University of Kansas Medical Center). She has served as president and life trustee of the American Board of Pathology, and was elected to the Institute of Medicine of the National Academy of Sciences. Under Dr. Atkinson’s 10-year leadership at the University of Kansas School of Medicine, the school successfully implemented a new curriculum, expanded the Wichita campus from a 2-year to a 4-year program, and opened a branch campus in Salina. During that time, the school opened a state of the art research building, obtained a Clinical Translational Science Award, and built a National Cancer Institute (NCI)-designated cancer center. Dr. Atkinson has experiences directly applicable to her role at UNLV School of Medicine. At UNLV, the medical school dean reports to the executive vice president and provost, and meets weekly with the UNLV president. The founding dean is an ex-officio member of the Board of Trustees of the University Medical Center, and has identified partnership agreements with other hospitals and systems that are in stages of negotiation as affiliates. MEDICAL SCHOOL ADMINISTRATION A number of deans, administrators, and directors have been appointed, with recruitment for unfilled positions ongoing. Key filled positions include those of chief of staff, academic affairs, student affairs, admissions, health policy and community affairs, faculty affairs, diversity and inclusion, curriculum, finance, communication, and program evaluation and assessment. The current staffing is sufficient to proceed with effective planning and program development. Department chairs have been appointed in all departments with a key role in teaching medical students: Anesthesiology, Emergency Medicine, Family Medicine, Internal Medicine, Neurology, Obstetrics-Gynecology, Pediatrics, Psychiatry, Surgery; as additionally, those needed to launch strategic initiatives in research and clinical care have been identified (e.g., Orthopedics and Radiation Oncology). STANDARD 3: ACADEMIC AND LEARNING ENVIRONMENTS


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LEARNING ENVIRONMENT AND STUDENT ATTAINMENT The UNLV School of Medicine is of and for the community, leveraging the inherent strengths of southern Nevada to address its health needs. As such, the curriculum stresses that each student form and foster relationships with peers, faculty and mentors, patients, and community organizations. It encourages active student participation in the analysis of the community strengths and needs, the identification of opportunities for progress, and the practice of developing advocacy and solutions. In support of a positive learning environment, NSHE has a system-wide anti-discrimination policy that applies to employees, faculty and staff, students, visitors, and other members of the campus community. The Medical Student Committee approved a Faculty-Learner Contract and a Respectful Learning Environment Policy for the UNLV School of Medicine, and will review these on an ongoing basis. The Respectful Learning Environment Policy offers definitions and procedures to foster an environment free of harassment, intimidation, exploitation, and abuse. The Respectful Learning Environment Policy applies to all sites where UNLV School of Medicine students and residents receive training. It is the shared responsibility of the clinical affiliate and the medical school to create and maintain an appropriate learning environment, and is/will be so specified in affiliation agreements. The associate dean for curriculum is responsible for monitoring the learning environment. Students will be regularly surveyed for positive and negative aspects of the learning environment, and encouraged to identify additional concerns when they arise. Explicit professional attributes have been defined for UNLV School of Medicine students. These attitudes and behaviors form the basis of interactions of students with all members of the community, and contribute to the learning, work, and care environment of all members. Examples of these professional attributes are honesty, integrity, a desire to learn, and effective communication skills. These attributes will be discussed and reinforced in various locations in the curriculum. Ongoing monitoring will occur through a variety of validated assessment methods. Students will work with primary care and specialty resident trainees during the Phase 2 clerkships, and during Phase 3 rotations. Residents will be informed of these attributes, and of their responsibility in maintaining a safe and positive learning environment. Research is required of all medical students. Through the problem-based learning (PBL) component of the curriculum, self-directed learning and its component inquiry and investigative aspects will be presented and nurtured as a professional habit. Further, all students will be expected to demonstrate competency in research fundamentals, and will participate in projects to investigate the community, for example in the Population Health component of the Immersion course. All students will be scheduled for 12 weeks of dedicated time, spread out over three points in the curriculum, to perform and complete a capstone scholarly project, either utilizing community resources or utilizing more traditional academic resources such as mentor-directed bench research. This program will be administered by a director of student scholarship, with a coordinator hired to support logistics. Faculty scholarship is supported through the Research Committee, as specified in the bylaws, as well as the UNLV infrastructure of grants and contracts management. There are dedicated UNLV research development programs administered through the Office of the Vice President of Research and Economic Development available to the INLV SOM community. DIVERSITY UNLV has been designated a minority-serving institution since 2012. The school of medicine’s mission relates to the diverse population of southern Nevada. The education of a diverse student body that understands the cultural aspects of the communities is one of five guiding principles of the UNLV School


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of Medicine. Accordingly, the medical school has adopted diversity procedures and programs that are consistent with the medical school mission, the southern Nevada population, the UNLV diversity policies and initiatives, NSHE diversity and non-discrimination policies, diversity policies of regional public medical schools, and AAMC diversity categories. A UNLV School of Medicine chief diversity officer (the associate dean for diversity and inclusion) who reports to the UNLV School of Medicine founding dean is in place, developing plans to recruit and retain a diverse student body, faculty, and senior administrative team. The self-study summary task force believes that the exposure to and the support of research activities will help instill in students the practice of lifelong learning. Students: Diversity policies concerning medical students were developed by the medical student working group and approved by the admissions committee. They will be considered by the medical school faculty as a whole in the spring 2016. Diversity categories are clearly defined, and include traditional under-represented minorities, along with categories of special significance to the region and to the mission, including rural Nevada, veterans, Asian-Pacific Islanders, first-generation college applicants, inner-city Las Vegans, and economically/educationally disadvantaged applicants. Medical student recruitment outreach, spanning a spectrum of settings and including a variety of programs, is planned. Some of the pipeline programs target specific populations, for example UNLV Educational Talent Search (disadvantaged youth), UNLV Gear Up (low-income students), UNLV McNair Scholars Institute (under-represented groups), and “Health Improves Together” Community Health Student Initiative (includes minority, low-income, and first-generation college). The associate dean for diversity and inclusion will be actively involved in the recruitment of a diverse student body. Students matriculating to the SOM will receive a 4-year full-tuition scholarships. Additional scholarship funding has been raised for successive classes from the community. These efforts constitute a foundation for effective diversity recruitment. Faculty and Administration Diversity policies and procedures concerning faculty/administration follow NSHE policies. All recruitments for administrative positions adhere to faculty recruiting policies and procedures. These positions conform to UNLV policies, the UNLV Faculty Diversity Hiring Initiative, and the UNLV Faculty Diversity Hiring Program protocol. The UNLV Faculty Diversity Hiring Program is designed to result in more diverse search pools. Particular emphasis is planned to develop programs for minority faculty succeed, such as mentoring programs and support for faculty to attend AAMC workshops and other national meetings.. STANDARD 4: FACULTY PREPARATION, PRODUCTIVITY, PARTICIPATION, AND POLICIES. FACULTY QUALIFICATIONS AND CONTINUING PROFESSIONAL DEVELOPMENT The NSHE Board of Regents Handbook details policies and procedures related to appointment of faculty. Depending on educational background, the nature of their work, and their %FTE, various appointment classifications apply. NSHE Code also clearly details termination policies. The UNLV School of Medicine plans to institute a comprehensive Teacher and Education Development program focused on preparing faculty for the specific skills they will need to teach and assess undergraduate medical education students and facilitate problem-based learning, conduct interactive resource sessions in a flipped-classroom, and precept students in a longitudinal integrated clerkship. Clinical faculty taking these new roles in teaching will have protected time to participate in faculty


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development. The UNLV School of Medicine bylaws include language on professional development concerning education, leadership, scholarly activities, and clinical practice/ professional activities. Faculty development is a responsibility of the UNLV School of Medicine, and will be monitored and supported by the department chairs. A wide variety of opportunities are available through UNLV to support faculty development. The office of the vice provost conducts a number of programs, as do UNLV libraries’ Faculty Institutes, the Office of Instructional Technology, Human Resources, and Consortium for Faculty Professional Opportunities (CFPO), among others. Research-specific development programs are in place through the Office of the Vice President, the Office of Research, the Proposal Development team, the Research Compliance Office, and the UNLV Collaborative Research and Education initiative. All affiliates must agree to make all of their development programs available to UNLV School of Medicine faculty. FACULTY PRODUCTIVITY The NSHE Board of Regents Handbook has faculty personnel policies that detail appointment renewal, promotion, and tenure. The UNLV School of Medicine has multiple faculty titles, ranks, and types, with explicit expected productivity levels. The expected productivity levels are commensurate with the appointment categories. A committee of the faculty, the Merit Committee of the UNLV School of Medicine, sets minimum standards for faculty performance. The Faculty Appointments, Promotion, and Tenure Committee make recommendations about individuals considered for appointment at the Associate or professor level, promotion, or tenure, and about policies and procedures used to evaluate individual considered for promotion and/ or tenure. Faculty members are notified of their professional responsibilities at hire and annually thereafter. UNLV bylaws require annual performance review of all faculty and top administrators, with written documentation that is tracked by the Office of the Provost. A written annual review template assures completeness of the feedback, including progress toward tenure. Feedback to faculty is the responsibility of the department chairs, and is monitored by the office of the Executive Vice President and Provost. A UNLV School of Medicine Peer Review Committee is described in the bylaws, as is a procedure for faculty who disagree with the annual evaluation. The annual formal evaluation of faculty by the department chairs is supplemented by regular formative feedback, with support in areas that warrant attention. LEADERSHIP BY FACULTY The UNLV School of Medicine bylaws describe a shared governance model, and the faculty have opportunities to exercise a leadership role. Two school of medicine faculty members are elected to the Executive Committee, which is responsible for the day-to-day business of the school of medicine faculty. All faculty with a 50% or more appointment may vote in faculty elections and serve on committees. Faculty will receive at least yearly reports of the standing committees and the dean. Special faculty meetings may be called by a group of faculty. UNLV School of Medicine bylaws changes must be presented to the faculty for discussion and approval. FACULTY ADEQUACY UNLV School of Medicine is in the process of recruiting faculty members over the next two years, most of those with experience at the LCME-accredited University of Nevada School of Medicine (UNSOM) located in Reno. This group of UNSOM clinical faculty based in Las Vegas is a highly qualified faculty group, already teaching medical students, residents, and fellows. The UNLV School of Medicine will offer faculty appointments to physicians and scientists who are based in Las Vegas. UNSOM faculty


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members based in Las Vegas in the fields of Pediatrics, Emergency Medicine, Neurology, Psychiatry, Family Medicine, Surgery, Ob/Gyn, and Internal Medicine, among others, have already played an important part in the UNLV School of Medicine, including participation in curriculum, admissions, and student affairs planning committees; others have served on the self-study team. The self-study task force views this faculty as an asset. An important focus of the UNLV School of Medicine will be the recruitment of additional faculty from a national pool to develop new residencies, fellowships, and research programs in key specialties that are needed in Las Vegas. UNSOM and the UNLV School of Medicine are both governed by the NSHE Board of Regents, which has a process for transfer of contracts. Both deans meet regularly the Chancellor of NSHE to begin active transition planning, as UNSOM will expand its presence in Reno and Northern Nevada, and UNLV will assume all clinical and educational activities in Las Vegas and Southern Nevada. The vice deans from the two schools began meeting in August 2015 to develop a detailed transition plan to address faculty, residents, and students. It is expected that the transition of faculty will be complete by July 2017; the transition of existing ACGME-accredited Graduate Medical Education programs is also expected to be complete by July 2017. STANDARD 5: EDUCATIONAL RESOURCES AND INFRASTRUCTURE INFRASTRUCTURAL RESOURCES Financial resources for the UNLV School of Medicine are provided by the Nevada legislature, practice plan revenue and affiliated hospitals, grants, philanthropy, and tuition. The Nevada legislature and NSHE were given a 10-year budget in 2014, and appropriated $7.1M for FY 2016 and $19.6M for FY 2017 to fund the start of the UNLV School of Medicine. It is anticipated that this state allotment will increase to $40.5M by FY 2022. The practice plan revenues are based on current UNSOM practice plan revenues, and are expected to reach $36.0M by FY2020. Grants and gifts are projected to reach $15.9M by 2020. At no point will tuition be in excess of 20% of projected revenues. . The class size of 60 was informed by available space and by budget allotments for faculty. The 2014 budget projection was determined by the school of medicine founding dean, the UNLV Chief Financial Officer (CFO), and two advisory groups. Going forward, the school of medicine founding dean will generate the budget for approval by the UNLV president. The biennial budget will be submitted to the NSHE Board of Regents. NSHE makes a funding request to the governor, who submits a request to the legislature. Direct oversight of finances is provided through the chancellor and the vice chancellor for health sciences. The NSHE Board of Regents receive quarterly reports from the two State of Nevada medical schools; favorably reviewing the October 2015 report that they received, they released for use $18.3 M to add to the previously released $8.3 M to fully fund the original request of $26.6 M of budgeted monies to UNLV School of Medicine. The Chancellor also chairs a Statewide Steering Committee for Medical Education that manages the growth and transitions of Nevada’s two public medical schools. Spending decisions are made by the school of medicine founding dean, and approved by the provost and the president. In the future, when departments are constituted and functioning, department chairs will be given budgets and will report to the founding dean. All revenue streams will be reported centrally. There is strong bipartisan support for the UNLV School of Medicine; current practice plan fund generation speaks to the appropriateness of that projection. There has already been demonstrated philanthropic community support: $16.4M thus far at this early stage. UNLV is committed to attaining Carnegie Foundation Tier One Research University status, and has developed a comprehensive strategy to achieve this goal. This in turn will help secure the research revenues that are projected. There is adequate space and educational resources available for school activities. The only significant financial constraint on


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the school is the need to identify a major donor to help fund the construction of a dedicated school of medicine building to accommodate future expansion goals. Physical facilities currently are provided by UNLV, with adequate interim space in Building B at the Shadow Lane campus, in the FDH Administration Building on the main campus, in the Lied Library on the main campus, and at the 2040 Charleston building adjacent to University Medical Center. Also, a state of the art Clinical Simulation Center is present at the Shadow Lane campus. The VA Southern Nevada Health System has a new Education and Administration Building on their campus. The facility contains two clinical simulation rooms, and state of the art small group classrooms that students will use two half-days per week during Phase 1 of the curriculum. Overall, there is ample space for student, faculty, administrative, and educational needs. Land has been identified to accommodate future growth of the medical education program. With buildings comes the need for safety, and UNLV has comprehensive security and safety infrastructure, policies, and procedures consistent with a large metropolitan institution. A University Department of Police Services has offices on the Shadow Lane campus as well as the main campus. UNLV addresses special safety topics including building access, the Violence Against Women Act, Title IX compliance, sexual assault, fire prevention, alcohol use, firearms permission, emergency alerts, risk management training and response, and required safety orientations. There are comprehensive security measures in place at UMC and at the VA Southern Nevada Health System campus. EDUCATIONAL RESOURCES The dean has delegated the responsibilities of chief academic officer (CAO) to the vice dean for academic affairs and education. The CAO is a member of the School of Medicine’s Executive Committee, receives financial reports, and is consulted on budgetary issues. The CAO has the authority for planning, implementing, and evaluating the medical education program. Reporting to the CAO are the associate deans and directors involved with medical school admissions, curriculum, education, program evaluation and assessment, community affairs, and learning management. The CAO also has the authority to assign faculty. While the current medical education budget was approved by the NSHE Board of Regents, future budgets will be developed with input from the vice/associate deans and chief of staff, with final authority resting with the school of medicine dean. Approximately 120 UNSOM faculty that are located in Las Vegas will be transitioning to the UNLV School of Medicine over the 2016-2017 academic year. Some of these faculty will participate in clinical education during Phase 1 of the curriculum, and many more will participate in various capacities during Phases 2 and 3. At UNLV SOM, clinical instruction will start in Phase 1 in Family Medicine Department faculty physician offices in the community. These physicians are currently medical education program faculty, and will have transitioned to UNLV School of Medicine prior to Phase 1 clerkships. Clinical instruction will become central to the curriculum in Phase 2. Hospital-based care, comprising five weeks of Phase 2 and twelve weeks in required rotations in Phase 3, will take place in local hospitals and health systems. The two major clinical affiliates (the VA Southern Nevada Healthcare System and the University Medical Center) have a combined 651 beds, 35,453 admissions, and 869,898 outpatient visits per year. The Curriculum Committee has determined metrics on required patient contacts for students. Actual contacts will be tracked, and the data reviewed for consideration by the Clinical Education Subcommittee, the Curriculum Committee, and the associate dean for curriculum.


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Until a new school of medicine building is constructed, the UNLV School of Medicine library will be housed in three sites: Building B on the Shadow Lane campus, 2040 Charleston building, and the Lied Library on the main campus. All are in close proximity to the health sciences campus. The holdings in Building B and 2040 Charleston will be largely virtual, accessing all of the collections and databases currently accessible at the Lied Library on the main campus. There are plans and budget allocations to address the ongoing, needs of the library in its role in the medical school. Library staff members have been involved in the school of medicine’s curriculum planning, and will provide services for students and faculty. The UNLV University Libraries maintains its own IT infrastructure, and coordinates with UNLV central IT. The system allows for remote access to all digital collections and services, and online assistance via chat, text, and email. The University Libraries expects to expand its integration into the UNLV School of Medicine’s learning management system (LMS), which will seamlessly integrate collections, services, and learning objects into online courses. The self-study task force concludes that the library resources have been well planned, with key assets of the extensive UNLV collections, the commitment to medicine-specific expansion, and the direct involvement of library personnel in the school of medicine’s planning and operation supports the mission of the medical education program. Student locations at Shadow Lane Building B and the VA have facilities that support the medical education program. On the main site for the program (In Building B) there will be a student lounge, gym, library/ study area, and locker space. At the VA there will be a coffee shop, wellness space, study area, and additional locker space. STANDARD 6: COMPETENCIES, CURRICULAR OBJECTIVES, AND CURRICULAR DESIGN DEFINITION OF THE GENERAL COMPETENCIES The UNLV SOM Curriculum Educational Program Objectives were formulated based on the six ACGME competencies, with an additional seventh competency, Nevada Community Engagement. PROGRAM OBJECTIVES Educational program objectives (EPOs) were defined to address each of the general competencies, and courses were tied to the objectives (See Appendix A). Course goals and objectives tie to the EPOs. Course material will be mapped to session, course, and program objectives, all of which will be reviewed and readily available to students, faculty, and non-faculty teachers (e.g., residents). The Curriculum Committee is responsible for the vertical and horizontal integration of the objectives in the curriculum, and has reviewed and approved the course objectives and the course assessment plans in the context of the Program Objectives. Outcome measures for the EPOs were agreed upon by the faculty. The Medical Knowledge competency is clearly measured by multiple choice question (MCQ) examinations, USMLE Step 1, and USMLE Step 2 CK. Preceptor/facilitator assessments and observed standardized clinical encounter (OSCE) examinations were determined as the best outcome measures for other general competencies. Course assessment methods and plans were approved by the Curriculum Committee. CURRICULUM DESIGN The curriculum comprises three phases. Phase 1 of the curriculum is based on a modified, structured problem-based learning platform, with a system-based integrated design. Phase 2 is a Longitudinal


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Integrated Clerkship model, and Phase 3 is comprised of advanced clinical experiences and electives allowing for student choice (See Appendix B). The self-study task force concluded that the curriculum is consistent with the vision of the school, and offers excellent preparation for the practice of medicine. An underlying principle of the basic design of the curriculum is that learning must be a lifelong habit, and that medical knowledge is best presented as information that needs focused updating. The PBL component of the Phase 1 curriculum compels student practice in identifying problems, recalls relevant known information about the problem, identifies critical gaps in knowledge and understanding of the problem, formulates specific, searchable questions to address the gaps, identifies trustworthy sources to answer the questions, obtains the new information, applies new information to answer the question and to better understand the problem and the patient, and assesses performance of the process. In the PBL small groups, students will share information, including their new knowledge obtained through self-directed learning, in the process of creating an understanding of the patient and of the underlying sciences, and will share feedback on the individual and group performance. Among the UNLV School of Medicine enhancements to a traditional PBL format include faculty-designed resource sessions. Students will be expected to prepare for many of these sessions. Students will have service-learning experiences in all three phases of the curriculum. The Phase 1 Immersion course will inform students about the community strengths and the Population Health aspects of the community. Nevada Community Service is service-learning coursework that will span all Phases 1 and 2. Nevada Community Research is an option for 12 weeks of Phase 1 and a project presentation in phase 3. Nevada Community Medicine is a requirement for 4 weeks in Phase 3. There is adequate space and educational resources available for school activities with a focus on preparing students with advocacy skills. Inter-professional educational experiences augment the teamwork aspects of the PBL small group sessions, the service learning components, clinical care experiences, and research opportunities. They emphasize collaboration and appreciation for additional perspectives. The UNLV School of Medicine has inter-professional programs in place, and the plans to further these experiences are facilitated by the large number of campus programs that have shared interests. CURRICULUM IMPLEMENTATION In Phase 1, students will average 25 of contact time per full week. They will have three half-days per week that are unscheduled and available for independent learning. Outpatient contact: Phase 1 will include a 6-week long Immersion EMT course, and a 16-month long, 4 hour per week Foundations Primary Care Clerkship, spending supervised time in an outpatient primary care office. Phase 2, with 40 weeks in a Longitudinal Integrated Clerkship, will be ambulatory-based, with 5 weeks of in-patient experiences. Phase 3 will have 5 required clinical electives that may include outpatient care. Graduate trainees will be involved in Phase 2 Longitudinal Integrated Clerkship settings, and may be involved in some other of these experiences. Faculty representing the Doctoring course, the Foundations Primary Care Clerkship, and the Longitudinal Integrated Clerkship specialties defined the clinical skills that students must perform, and the list of patient types and clinical conditions that students will be expected to encounter. These requirements were identified in the context of course objectives and the level of medical student responsibility, and were tied to the MD curriculum Educational Program Objectives; these were reviewed and approved by the Curriculum Committee in November 2015. Inpatient contact: The Phase 2 curriculum includes 5 weeks of in-patient care, and Phase 3 has 5-8 months of clinical care which may include inpatient care. Additionally, there are two sub-internship months, and


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one intensive care unit (ICU) month. Graduate trainees are expected to have a role in these experiences. The self-study task force noted that the out-patient orientation of the curriculum aligns the direction of the practice of medicine, and that the in-patient exposure is sufficient. Elective opportunities: In Phases 1 and 2, there are a total of 8 weeks of Intersession experiences, where students can explore topics, selecting from educational offerings modeled on CME courses. In Phase 3, students will have 5 to 8 four-week electives for career exploration, research, residency interviews, wellness, or other electives of their choice. STANDARD 7: CURRICULAR CONTENT OVERVIEW (see Appendix B) The UNLV School of Medicine curriculum is divided into three phases: Foundations (Phase 1), Clerkships (Phase 2), and Career Exploration/Scholarship (Phase 3). Students begin Phase 1 with an immersive experience into the Las Vegas community, covering population health topics. This phase also encompasses the biomedical sciences, social sciences, basic clinical education, community service, and research. Phase 2 utilizes a longitudinal integrated model that is primarily based in ambulatory settings. Phase 3 consists of required inpatient and elective rotations, with time allocated for scholarly activities and preparation for residency. SCIENCES OF MEDICINE The structure and the content of the curriculum was defined by a committee of the faculty. While the curriculum is designed around integration rather than compartmentalization, there are defined “homes” for the major content areas. This approach of assigning content responsibility ensures the major topics are all addressed. For example, the organ-system courses will contain the biomedical sciences. These include foundational biomedical principles, normal and abnormal processes, therapeutics, and behavioral sciences. The organ system courses content is the responsibility of the director of biomedical science integration. As another example, Learning Communities will house topics including those of medical ethics and the social sciences; the Learning Communities course director will be responsible for the ethics and cultural competence content in the curriculum. The Phase 1 integrated organ system courses include normal and abnormal processes, therapeutics, and behavioral/social considerations for each phase of the human life cycle. Various levels of care are addressed in the curriculum. Acute care, for example, is first covered in the Phase 1 Immersion course EMT component. Various other care levels will be introduced in the Phase 1 Doctoring courses. Determinants of health will be discussed in Learning Communities, Nevada Community Service, and other courses. Phase 2 and Phase 3 clerkships will teach other aspects of levels of care. The curriculum includes exposure to all phases of life and levels of care. Specific biomedical, behavioral, and socio-economic content of courses was approved by the Curriculum Committee. In the future, data from the curriculum management system, reports from the Office of Program Evaluation and Assessment, and aggregated student performance data will be used to ensure that neither gaps nor unplanned redundancies of content occur. RESEARCH


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There will also be exposure to research and the process of scientific inquiry. Scientific method-related content is included in all Phase 1 courses. Discussion, computer simulation exercises, Collaborative Institutional Training Initiative (CITI) modules, journal clubs, and a required scholarly research project will be used to teach human subjects considerations, and basic principles of the scientific method, clinical research, and translational research. COGNITIVE AND INTERACTIVE SKILLS Students will have opportunities to learn and hone medical problem-solving skills. Problem-based learning (PBL), a pedagogic approach that designed around student inquiry, clinical reasoning, self-directed learning, collaboration, and communication, is a cornerstone of the Phase 1 courses. Critical judgment will be stressed as an integral part of self-directed learning and of clinical reasoning. The Doctoring course and the use of a Longitudinal core Clerkship Model will provide opportunities to foster the development of, and receive assessment concerning clinical reasoning and communication skills of, communication with patients, families, and other health care providers. Evidence-based medicine will be a curricular element of the Learning Communities courses. PROFESSIONALISM SKILLS Southern Nevada provides an expansive environment that provides opportunities for medical students to learn and serve. The school of medicine’s curriculum has identified five societal problems that affect the area and will be given special consideration in the curriculum:

1. Homelessness 2. Human Trafficking 3. Mental and Behavioral Health Problems 4. Nutrition 5. Tobacco and Other Substance Abuse/Addiction Disorders

In Phase 1, the Immersion experience and Nevada Community Service courses will provide students direct exposure to these issues. They will also be addressed and revisited throughout the other curricular elements, including Doctoring, the Learning Communities, and the PBL sessions within the integrated organ-system course. Phase 2 clinical exposure will be more in-depth, and include topics of diagnosis, reporting, and treatment. Health care disparities is a component of the Learning Communities courses. Nevada Community Service courses will encourage students to develop advocacy skills and preventative solutions to societal problems. The self-study summary task force notes that this set of courses will prepare students for future advocacy projects. The curriculum includes instruction on non-medical needs, including aspects of hospitality, cultural competence, and bias recognition and reduction. Hospitality is a curricular element of the doctoring course, as is Spanish. The Spanish coursework will focus on allowing students to take a history or communicate effectively with the aid of a professional interpreter. It will allow students to show respect for the patient by learning common hospitality phrases in Spanish. Cultural competence is addressed in Doctoring and Learning Communities courses. Bias recognition and reduction will be addressed in the Immersion course (implicit bias) and in Doctoring courses (Implicit Association Tests, Balint groups, and in other small group discussions). Problem-based learning small group discussion, standardized patients, and case studies are other exposures where students will address culturally-sensitive medical care. The self-study summary task force concludes that these aspects of the curriculum reflect the patient-centered values implicit in the school’s mission.


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Personal attributes that describe ethical behaviors are included in the UNLV School of Medicine Educational Program Objectives. Biomedical ethics, ethical decision-making, and professionalism are topics in courses in all three phases. Faculty will be encouraged to use an “early warning” system to confront inappropriate behavior when it occurs. A process for remediation for ethical breaches is described. Inter-professional collaboration will be practiced throughout the curriculum, as students will be working with students from other UNLV health professions schools, and providers from other fields. In Phase 1, the Nevada Community Service course will provide students with opportunities to participate in service learning projects with students from other health-related schools, and will reflect on the effects of the inter-professional collaboration in monthly discussions or narratives. In the Phase 1 problem-based learning small groups, students will work collaboratively to understand the sciences of medicine, patient problems, and the patient as a person. Multidisciplinary teams will be formed in the Phase 2 Longitudinal Integrated Clerkships with students from the UNLV Schools of Medicine, Nursing, Community Health Sciences, and Physical Therapy. With faculty supervision, these teams will work longitudinally with local families who have defined medical needs. Students from the Schools of Law, Dentistry, and Social Work may also become involved. The self-study summary task force notes that the longitudinal, project-focused structure of the inter-professional activities will add to their effectiveness. STANDARD 8: CURRICULAR MANAGEMENT, EVALUATION, AND ENHANCEMENT CURRICULUM MANAGEMENT The school of medicine bylaws grant authority and accountability for centralized oversight of the curriculum to the Curriculum Committee. This oversight includes all aspects of the curriculum, including its competencies, objectives, architecture, implementation, and evaluation of the educational program’s effectiveness. The Curriculum Committee will perform most of its functions by reviewing information coordinated and managed by three subcommittees, which are codified in the school of medicine bylaws. By reviewing and approving the plans, pedagogies, and assessment methods of each subcommittees, the Curriculum Committee will assume accountability for a coherent, coordinated, and integrated educational program. The subcommittees themselves are organized around broad themes that are present in all phases of the curriculum, and therefore lend themselves to horizontal and vertical integration. The three subcommittees are as follows:

Scientific Foundations. This subcommittee is primarily concerned with ensuring the principles of biomedical science are adequately represented and integrated throughout all phases of the curriculum. Much of this attention will be focused on the integrated organ-system courses in Phase 1, as well as drawing the basic sciences into the clinical and clerkship elements. Clinical Education. This subcommittee is primarily concerned with ensuring the principles of clinical practice are adequately represented and integrated throughout all phases of the curriculum. Much of this attention will be focused on the Doctoring, Learning Community, and clerkship elements of the curriculum, including areas such as communication, cultural competence, ethics, and evidence-based medicine (EBM). Community Engagement. This subcommittee is primarily concerned with ensuring the principles of community service to the Las Vegas area are adequately represented and integrated throughout all phases of the curriculum. Much of this attention will be focused on the Immersion, Learning Community, Nevada Community Service, and Nevada Community Medicine elements of the curriculum.


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The Curriculum Committee membership will consist of eleven faculty representatives, four medical students, and the associate dean for curriculum & assessment. Each subcommittee will consist of seven faculty members and two students. CURRICULUM DESIGN A group serving as a precursor to the Curriculum Committee outlined 17 Educational Program Objectives (EPOs) and seven General Competencies for the school of medicine. These were revised with input from the initial faculty hires. The EPOs have been localized to the various courses within the curriculum (e.g., Foundations, Learning Communities, Clerkships), have been linked to the General Competencies, and have had outcome measures defined for each one (see Appendix A). Courses themselves will be built by teams of faculty, who will in turn link the individual learning objectives for each course back to the overarching EPOs. The Curriculum Committee adopted principles of pedagogy for Phase 1 courses. These include active learning formats, value-added class time that incorporates time for activities such as problem-solving, peer discussion and teaching, reflection and revision, and practice with feedback. Faculty will be evaluated with data including student and peer evaluations, and course or clerkship director evaluations. The data will be gathered by the office of program evaluation and assessment, and shared with the faculty member, the course or clerkship director, and the department chair. Numerous programs for faculty development will be available. The Curriculum Committee adopted assessment principles for Phase 1 courses. These include frequent low-stakes assessments of comprehension, learning needs, and academic progression, and multiple opportunities to demonstrate mastery of the knowledge and skills required for application and problem-solving. COURSES: Each course will have a designated team of faculty that is responsible for defining the learning objectives, and identifying the teaching methods and assessment methods for the course and/or specific components of the course. For example, the learning objectives for each organ system course in Phase 1 will be developed by a faculty team consisting of the course leader, director of biomedical science integration, director of case-based learning, and director of learning performance. This team, in conjunction with the faculty who are participating in the course, will determine the hour-by-hour schedule and plan the appropriate formative and summative assessments. This work will require interfacing with the Scientific Foundations Subcommittee of the Curriculum Committee, which will assist in linking the course objectives, competencies, and assessments to the overarching EPOs. CLERKSHIPS: Each clerkship will have a designated team of faculty that is responsible for defining the learning objectives, and identifying the teaching methods and assessment methods for the course and/or specific components of the course. For example, the learning objectives for Doctoring in phase 1 will be developed by a faculty team consisting of the Doctoring course director and clinical faculty with relevant expertise. This team, in conjunction with the clinical faculty who are teaching in the course, will determine the hour-by-hour schedule and plan the appropriate formative and summative assessments. This work will require interfacing with the Clinical Education Subcommittee of the Curriculum Committee, which will assist in linking the clerkship objectives, competencies, and assessments to the overarching EPOs. The eight phase 2 Longitudinal Integrated Clerkship (LIC) departments have determined the content of their components of the LIC. Clerkship directors from each department will jointly determine, subject to review by the Curriculum Committee, the milestones that faculty will use to make the entrustment decisions of the core Entrustable Professional Activities.


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EDUCATIONAL PROGRAM DATA, EVALUATION, AND ENHANCEMENT The Curriculum Committee will monitor the curriculum components, and the curriculum as a whole. The UNLV School of Medicine has selected LCMS+, a combined learning management system (LMS) and a content management system (CMS), as its curricular platform. This software package has tools to map and monitor the curriculum, embed and connect objectives and competencies, deliver assessments, and gather feedback from students, faculty, residents, and others who are involved in the program. It also provides individualized student schedules, and can log required clinical experiences. The system should therefore provide ample data for the relevant faculty, course/clerkship directors, and overseeing committees to analyze. There will be end-of-course, end-of-phase, and end-of-program reports from the office of program evaluation and assessment. The Curriculum Committee will determine what information it requires in evaluating the curriculum, which may include summative assessment data (including shelf exam performance), USMLE step scores, performance on OSCEs, student log data, and feedback from students and faculty, and other extensive data sources. Data regarding graduates, such as AAMC Graduation Questionnaire report and residency placements, will become available as the school matures. The LMS/CMS software described above will also be used to collect data regarding student work hours and required clinical experiences. This information will be maintained by the Office of Program Evaluation and assessment. The Curriculum Committee will meet monthly to address curricular issues. In the early years of the UNLV School of Medicine’s operation (2017-2021) it will perform evaluations of the curriculum on an annual basis. The results of these evaluations will be used to direct curricular enhancements wherever necessary. The Curriculum Committee is ultimately accountable for ensuring that all program objectives are met and that all students have comparable educational experiences at all instructional sites. The Office of Program Evaluation and Assessment is responsible for evaluating the process, impact, and outcomes of educational experiences on students, faculty, and the institution. The scope of inquiry ranges from applicant recruitment to post-residency practice. Extensive data are collected and linked to the Educational Program Objectives. Data include student evaluations of each course, USMLE results, Cross Cutting Content in the Curriculum Questionnaire, AAMC Graduation Questionnaire, and post graduate student and residency director assessments. Reports are made, variously, to the Curriculum Committee, course personnel, deans, and faculty. EDUCATION EXPERIENCES Students in Phase 2 will be in multispecialty practices. Each clerkship director will communicate a uniform set of EPOs to the teaching faculty, as well as information regarding the required encounters and assessments to be used. New faculty will be oriented to the curriculum, and the clerkship directors will organize annual faculty development activities. The Office of Program Evaluation and Assessment will monitor the completion of required clinical experiences and skills. Periodic reports will be generated so that gaps and deficiencies can be identified and remediated. It will also track compliance duty hour restrictions. The policy regarding these restrictions has been drafted and is comparable to those for residents, with limits of 80 hours per week and 30 hours per shift. Violations of duty hour restrictions, whether detected electronically or via student report, will be investigated and remedied by the Office of Academic Affairs; any pattern of violations will be reported to the Curriculum Committee.


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STANDARD 9: TEACHING, SUPERVISION, ASSESSMENT, AND STUDENT AND PATIENT SAFETY TEACHING AND ASSESSMENT All teachers of medical students or residents will have faculty appointments, as verified by the associate dean for faculty affairs. Leadership in courses and clerkships is reserved for faculty members whose departments have determined that they have the appropriate knowledge and expertise to perform the role. Clinical faculty will have protected time for their educational leadership roles as course directors, clerkship directors, and chair of the curriculum committee and its major subcommittees. No residents or non-faculty instructors will participate in formal teaching during Phase 1. Residents will be involved in teaching of medical students during Phase 2 and Phase 3 of the curriculum. All residents will participate in the Residents as Teachers (RATs) program, which will be run by the UNLV School of Medicine as a mandatory part of orientation. A full variety of measures will be employed to evaluate student achievement across the curriculum. These include USMLE-style multiple choice questions (MCQs), small group assessments by faculty and peers, OSCEs, performance assessments, and narrative evaluations by clinical supervisors. The problem-based learning component of the Phase 1 curriculum will provide formative and summative assessment of problem-solving, clinical reasoning, and communication. Clinical reasoning and communication skills will also be assessed in the Phase 1 Doctoring course, through the Longitudinal Primary Care Clerkship and OSCEs. Students will receive narrative formative feedback at the midpoint of each course that includes teacher-student interaction to permit such assessment, and mid-block in the Phase 2 Longitudinal Integrated Clerkships. Each of these courses will also provide narrative summative assessment. Summative assessment of each course is required to be completed within four weeks of the end of the course. The Curriculum Committee approves the standards of achievement for all courses and clerkships within the school of medicine, and establishes the requirements for graduation. These requirements apply uniformly regardless of instructional site. The Student Progress Committee applies these standards to determine appropriateness of promotion, remediation, and graduation for individual students. The Student Progress Committee will also convene when a student is cited for a serious breach of professionalism. In such a case, both the accused and the accuser(s) will be invited to explain and/or defend their positions. After reviewing all pertinent information, the Student Progress Committee will render a decision. An adverse decision by the Student Progress Committee on academic failure or professional breach may be appealed; a clear, two-level procedure is in place. A first appeal must be in writing to the vice dean of academic affairs and education; the senior associate dean for admissions and student affairs coordinates the preparation of all needed material. The vice dean of academic affairs and education will consider any new information that has come to light. If the vice dean of academic affairs and education does not override the adverse decision, the student may make a final appeal to the dean of the UNLV School of Medicine. If the founding dean does not override the adverse the decision, the student has no further appeals SUPERVISION, AND STUDENT AND PATIENT SAFETY All faculty members will be provided with clear expectations concerning the level of involvement that their interactions with students require. Feedback will be regularly collected on student perception of supervision, and students will be encouraged to immediately report any serious concerns to the vice dean


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for academic affairs and education or to the senior associate dean for admissions and student affairs. During the Phase 1 Longitudinal Primary Care Clerkship, each student will be supervised by a physician faculty member within an assigned practice. During the Phase 2 required clerkships that will occur in multispecialty clinics, all supervising physicians will be UNLV School of Medicine faculty. The Phase 2 inpatient experiences will take place at affiliated hospitals under the supervision of physicians who have faculty appointments. STANDARD 10: MEDICAL STUDENT SELECTION, ASSIGNMENT, AND PROGRESS THE ADMISSIONS COMMITTEE When fully constituted, the Admissions Committee will be composed of 13 members: 5 clinical science faculty, 2 basic science faculty, 2 community members, 2 medical students (from the 2nd and 4th year classes), the senior associate dean of admissions and student affairs (ex officio), and the director of admissions (ex officio). The faculty members will be elected by the UNLV School of Medicine faculty at large; the community members will be appointed by the founding dean of the school of medicine; and, the students will be elected by their respective classes. A quorum is defined as 7 committee members, with at least 5 five faculty present. As codified by the school of medicine bylaws, the Admissions Committee has the final responsibility for accepting students to the school of medicine, and the committee members shall not be influenced by political or financial factors. There is a comprehensive recusal policy for any Admissions Committee member who has a relationship with an applicant. Admissions Committee orientation is planned that includes content related to the AAMC Holistic Review Training Program, the standardized interview format, the process of review of applications, and discussion of decision-making on applicants. In subsequent years, all members will participate in orientation to review policies and procedures, discuss holistic review, and discuss de-identified performance data on the previous-years' admitted students. STUDENT RECRUITMENT A description of the criteria for admission, as well as the admissions process and UNLV SOM technical standards, will be published on the Admissions website. Prerequisite courses are: three semesters of biology with at least one laboratory, one of biochemistry, and one of either psychology, sociology, or behavioral science. Advanced placement (AP) credits will not be accepted for required courses. The UNLV School of Medicine also recommends additional coursework in the following areas: genetics, immunology, physiology, molecular biology, and statistics. The self-study summary task force notes that there are few prerequisite courses. The school considers that this will allow prospective students to direct their own college learning, and the SOM anticipates a resultant breadth of experience in individuals and in the class as a whole will result. All applicants are required to take the MCAT and apply through AMCAS. The UNLV Medical Student Committee has identified an initial set of personal attributes desired in all admitted students. These include commitment to service, integrity, honesty, and resilience, among others. Methods to evaluate and document the attributes have been developed. For example, commitment to service “will be reflected in student experiences, significant community service, longitudinal involvement in service activities as indicated in Initial and Secondary Application.” Members of the Admissions Committee and interviewers will participate in a training program to evaluate attributes. A form has been developed, with categories such as “Applicant’s discussion of most meaningful experiences” and “Applicants level of experience in extracurricular activities.”


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The technical standards for the UNLV School of Medicine have been developed and will be published on the UNLV School of Medicine website as well as on the admissions website. All applicants will be required to attest that they have reviewed the standards prior to their applications being considered complete. The technical standards are clearly stated, comprehensive, and appropriate. A first-draft recruitment materials has been produced. The information on “how to apply” and “required preclinical coursework” is accurate. The information will be available through a comprehensive digital and print communication strategy. Material will be posted on the UNLV School of Medicine website and AAMC’s Medical School Admissions Requirements (MSAR). ADMISSIONS SCREENING AND SELECTION The Admissions Committee will formalize all necessary policies and procedures related to admissions prior the start of each application cycle. This will include setting the criteria for receiving a secondary application, developing a rubric for offering interviews, and codifying the characteristics of accepted applicants that will fulfill the school of medicine’s mission. Admissions Process Step 1: Primary Application. AMCAS applications will be reviewed based on criteria determined by the Admissions Committee. These include residency, academic performance, MCAT performance, and value-added criteria. Applicants satisfying screening criteria will be offered a secondary application. Step 2: Secondary Application and Review. Completed secondary applications will be reviewed by the senior associate dean for admissions and student affairs, and the director of admissions. Interview offers will be made by applying a rubric determined by the Admissions Committee. Step 3: Applicant Interviews. Interviews will be carried out by faculty and community physicians who will be trained to perform the interviews in a structured fashion. The interviewers will be blinded to the metrics of their respective interviewees, and will generate their assessments by scoring individual responses to standardized questions. This information will be forwarded to the Admissions Committee. Members of the Admissions Committee will not participate directly in the interviewing of applicants. This self-study summary task force believes that this interview process obviates member personal advocacy for a particular candidate, and increase equity in the process. Step 4: Selection by the Admissions Committee. The Admissions Committee will utilize a holistic approach, with a balanced consideration of each applicant’s qualities in context. Applicants will be categorized as either acceptable, not acceptable, or, if there is need for additional information, deferred for future consideration. Acceptable applicants will be ranked by the committee and admitted in order of priority on a non-rolling basis. ADMISSIONS PROCESS ASSESSMENT Validation of selection criteria will be made through review of data. Yearly discussion of recruitment, screening, selection, and matriculation data, along with de-identified performance data on previous-years’ admitted students will be undertaken, and educational program outcome indicators will be reviewed by the Admissions Committee. The self-study summary task force has reviewed the admission criteria, and notes they are appropriate. The process leading to matriculation is transparent, equitable, and likely to result in a class that fulfills the mission of the medical school. MEDICAL STUDENT SITE ASSIGNMENT


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The UNLV SOM will occupy a single, centrally located campus in Las Vegas. No satellite campuses are planned. Each student will spend Phase 2 of the curriculum, which encompasses the Longitudinal Integrated Clerkships, at the multispecialty faculty practice site in Las Vegas. MEDICAL STUDENT PROGRESS The Student Progress Committee is described in the UNLV School of Medicine bylaws. Policies for assessment, advancement, graduation, and disciplinary action will be posted on the school of medicine website, and will be included in the student handbook. Faculty will receive a copy of the student handbook as a component of faculty orientation. STANDARD 11: MEDICAL STUDENT ACADEMIC SUPPORT, CAREER ADVISING, AND EDUCATIONAL RECORDS ACADEMIC ADVISING In Phase 1 of the curriculum, student performance will be measured in a variety of settings. In Phase 1, summative written exams will be administered every two to three weeks using USMLE Step 1-style questions. Individual student performance data will be analyzed after each exam. Phase 1 will also incorporate opportunities for formative assessment of students, including quizzes, assignments, and interactions with faculty both in small group environments and individually. Individual student performance on the summative assessments will be monitored by the senior associate dean for admissions and student affairs and by the related course directors. Students who fail or demonstrate a pattern of borderline performance will be referred for special assistance. The Student Progress Committee may refer a student for academic resources and assistance. Faculty may also refer individual students who are identified as having academic difficulty during interaction inside or outside the classroom. Students will be encouraged to self-report academic difficulty. The self-study summary task force acknowledges that the proposed strategy of frequent, low-stakes summative assessments will allow timely identification of students who require academic support. The multiple points of access to services will facilitate early intervention. Programs are planned to support student academic achievement. A full time learning specialist will offer all students a series of workshops designed to enhance time management, study skills, test preparation, anxiety reduction, and test-taking. The director of learning performance (a cognitive psychologist with extensive experience in performance optimization) will work with all students. There will be an advisory system with an emphasis on transition to medical school and on generic support. There will be faculty-led review sessions prior to assessments. Other options will be available to assist students who need or request additional academic support, including one-on-one tutoring by faculty. When the medical school matures, a peer-tutoring program will be established. Students who require remediation will undertake tailored, faculty-designed study programs to fill gaps in knowledge. These are planned for the intersessions that occur every 8-12 weeks in the first three years of the curriculum. CAREER ADVISING Phase 1. Career exploration in the Foundations Phase will begin with the AAMC’s Careers in Medicine® portal, which will be required, and will be used to provide students with self-assessment tools and detailed information on various medical specialties. A variety of optional activities is planned, including


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student-led specialty interest groups formed with oversight and assistance from faculty. These activities will be coordinated through the office of student affairs. Phase 2. Phase 2 required clerkships will expose students to a wide variety of specialty practices. Students will also be encouraged to join Advisory Colleges, which will each encompass a subset of related medical fields (for example, applied anatomy, women and children’s health, and behavior health and addiction). The colleges will be led by faculty, and organized to provide comprehensive assistance to students as they navigate the process of choosing a field and obtaining a residency position. Phase 3. There are three required in-patient rotations, and five required (plus three optional) elective rotations. Phase 3 begins in April, allowing a student ample time to sample career choices before residency application. The self-study summary task force supports the approach detailed in the Careers in Medicine® program, including specialty interest groups, advisory colleges, clinical experiences, and other optional activities, along with the April start of elective rotations. These will provide medical students with information, assistance, and time for reflection in choosing career paths that are appropriate for their skills and desires. The MSPE will be prepared by a panel of senior faculty. There is a procedure for students who object to the faculty member assigned to prepare their MSPE. The Office of Student Affairs will ensure that the format follows AAMC guidelines. STUDENT RECORDS There are clear guidelines for the content, maintenance, and access to student records. The student handbook will include policies on review and challenge of student records. Students are permitted, with written request to the registrar, to review all components of their records. They are permitted to challenge factually inaccurate or controversial evaluations in the record. There is a clear process of challenge. Records are controlled by the registrar. Review of student academic and non-academic files will be considered on a need-to-know basis only. A clear process to request record review is described. STANDARD 12: MEDICAL STUDENT HEALTH SERVICES, PERSONAL COUNSELING, AND FINANCIAL SERVICES HEALTHCARE Required and recommended immunizations, or proof of immunity, are specified in the student handbook. Most are required before matriculation. UNLV School of Medicine follows guidelines issued by the CDC (Control and Prevention) and by relevant State of Nevada agencies. Immunization records will be confidentially maintained at the Student Health Center, and student compliance with the UNLV School of Medicine immunizations policy will be monitored through the myRecordTracker® component of Certiphi®. The senior associate dean of admissions and student affairs will be notified if a student is out of compliance, but will not be provided with the specific area of deficit to protect confidentiality of the student’s health information. For routine preventive and therapeutic services, all students will have access to the UNLV Student Health Center (SHC), which is located in the Student Recreation and Wellness Center. Healthcare providers in the SHC in the school of medicine will have no role in the education, assessment, or promotion of UNLV medical students. Patient records are secured within the SHC, and cannot be


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accessed from any UNLV School of Medicine administrative or clerkship site. Confidentiality is assured by the separation of student provider and health records from UNLV School of Medicine sites and personnel. Financial responsibility for services related to exposures is defined. The UNLV-sponsored health insurance plan provides coverage for care and treatment with minimal copayment. PERSONAL COUNSELING SERVICES All students will have access to the Counseling and Psychological Services (CAPS) Program offered through UNLV. Services are provided at no cost. The program is staffed by licensed psychologists, social workers, and a psychiatrist. Counseling services by telephone are also offered as part of the Student Assistance Program, and are available 24 hours a day, seven days a week. Crisis services are offered at two local hospitals with mental health facilities: Desert Springs Hospital Medical Center and Sunrise Hospital & Medical Center. The healthcare providers in the CAPS Program will have no role in the education, assessment, or promotion of UNLV medical students. Patient records are secured within the SHC, and cannot be accessed from any UNLV School of Medicine administrative or clerkship site. Comprehensive wellness programming through the Office of Student Affairs is planned. There will be an advisory system with an emphasis on transition to medical school and on generic support. Students will be introduced to mindfulness, meditation, yoga, and stress-reducing techniques in the curriculum, and provided employee-led opportunities to regularly engage in these practices. Regular sessions addressing nutrition, exercise, and wellness will be provided for those interested in participating. Students will be invited to participate in sessions that address personal relationships and a variety of problem-prone personal stressors while in medical school, and encouraged to seek assistance proactively. ACCESS TO HEALTH AND DISABILITY INSURANCE Students are required to have health insurance, or to purchase health insurance through UNLV. This requirement will be waived for individuals who demonstrate existing coverage that meets standards set by the school of medicine. Students may obtain no- or low-cost medical services from the Student Health Center regardless of health insurance status. The UNLV School of Medicine will provide disability insurance to all students. HAZARDOUS EXPOSURE POLICIES Comprehensive well-developed policies and plans to educate students about prevention of, and response to, hazardous exposures have been developed. They will be disseminated to students prior to enrollment, at orientation, and in the Transition to Clerkships block. Students will be trained in prevention in the Immersion course, and yearly thereafter with required module completion. Specific laboratory safety and environmental exposure training will be done through required CITI modules. Students will be trained in their response to a potential exposure. Students will also annually receive a laminated pocket card that gives instructions for when a potential exposure occurs Students will be responsible for seeking immediate and follow up care for potential exposures. Students will be referred to the Emergency Medicine Department at University Medical Center for initial evaluation and laboratory screening protocol. They are required to report the potential exposure to UNLV Student Health Center, where follow up medical care and tracking will occur, and are encouraged to seek


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personal counseling as well. The Student Health Center will maintain hazardous exposure records separate from the regular medical records. Students will be required to file a timely incident report. FINACIAL AID/ STUDENT DEBT/ DEBT MANAGEMENT/ FINANCIAL COUNSELING Tuition and Fees. The Nevada State Higher Education (NSHE) Board of Regents has set the 2017-2018 tuition rate for in-state students of the UNLV School of Medicine at $25,110 per year, with an additional $2,995 in fees. Information published by the AAMC indicates that in 2014 the mean tuition for public medical school in the United States was $35,540. In cases where students withdraw from the academic program, the UNLV School of Medicine will follow the UNLV policy for the refund of tuition. This allows for a 100% refund if the withdrawal occurs before the end of the first week, a 50% refund in weeks two through seven, and no refund thereafter. The self-study summary task force notes that this policy equitably balances the interests of the student and those of the institution. The school of medicine established the “60 by 16” campaign to raise $6 million for scholarships by the end of 2015. In received $13.5 million in contributions, which fund 135 four-year full-tuition scholarships, benefitting the entire charter class of 60 students, plus 25 students for each of the next three years. Efforts to procure additional philanthropic support from the community are ongoing. The self-study summary task force notes that the relatively low tuition, coupled with generous scholarship support obtained for the first several classes, will position UNVL SOM graduates in a favorable financial position upon graduation. Students will be required to participate in two mandatory activities: individual one-on-one financial aid reviews, and the AAMC Financial Information, Resources, Services, and Tools (FIRST) program. Additional optional activities will be offered, including workshops on budgeting, debt management, and long-term financial planning. A director of financial aid will be recruited, who will be principally devoted to the school of medicine. The self-study summary task concludes that the required one-on-one counseling, as well as the availability of workshops addressing both short and long-term financial planning, will provide adequate educational resources to help students manage their indebtedness. SELF-STUDY SUMMARY AND RECOMMENDATIONS FOR ACTION STRENGTHS UNLV School of Medicine Leadership are experienced, skilled, and respected. The founding dean has successfully managed and developed areas that are key to this school’s success, including those in curriculum, research programming, and community-based patient care. The vice dean for academic affairs and education has worked with faculty to develop a curriculum that respects the institutional mission, that is relevant to the community, and that will train students for medicine as practiced now and in the future. The admissions and student affairs programming are comprehensive and well-reasoned. There are no identified resource gaps in the planning for the UNLV School of Medicine. Planning for the new school began several years ago. Financial support from UNLV, from the Nevada legislature, and from philanthropy is substantial and sufficient to design and deliver a quality medical education. Academic and clinical facilities are in place today on the UNLV campus and the VA campus to support the education of medical students. Most importantly, the school has broad and diverse financial and operational support. Fund raising efforts have shown early successes with gifts of $13.5M for scholarship support and additional gifts of $2.9M to launch the new research and clinical programs in Orthopedics and Cardiology and are ongoing. Tuition does not constitute more than 5% of UNLV SOM total revenues


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in any year. Clinical revenues from the existing UNSOM practice plan have been sufficient both to support existing faculty and teaching programs for 3rd and 4th year students and to support a major expansion in Pediatrics in 2015-2016. The potential for growth of the revenues is realistic, and comes from growth in the new UNLV clinics. The UNLV School of Medicine has adequate financial resources at the time of student matriculation and for the initial ten years. The UNLV has a significant advantage in beginning a new medical school with some 120 Las Vegas-based faculty of the University Of Nevada School Of Medicine who have been providing all the required clerkships along with a rich variety of senior electives to medical students and visiting medical students through VSAS for decades. The faculty and student support services are well-developed and functioning. The existing program in graduate medical education that includes residencies in Medicine, Surgery, Pediatrics, Ob/Gyn, and Psychiatry, among other specialties is expected to transition to UNLV as of July 2017. Additionally the medical school will leverage the existing UNLV infrastructure in administration, student health services, information technology, library resources, and faculty development. As part of UNLV’s strategic plan to achieve Carnegie Tier One status by 2025, efforts are underway in the health sciences to increase research and training capacities in multiple fields of study (public health, healthcare administration, advanced practice nursing, physical therapy, medical social work, graduate degrees in the medical sciences) and develop a program in inter-professional education and care delivery. The UNLV School of Medicine is strongly supported by the local communities and health systems throughout the Las Vegas Valley. The stakeholders have been actively involved in collaborative planning, integration of clinical opportunities, development of graduate medical education programs, and financial commitment to support medical education. The community is an asset. It provides purpose, motivation, and direction to the medical school. The diverse populations that are currently medically underserved will present students with the opportunity to be part of inter-professional teams caring for diverse patient panels. The community support, quantitative (governmental and philanthropic support) and qualitative (community organization partnerships, hospital agreements, community advisory board participation), has helped propel the school’s development. The curriculum is an innovative one, based on multiple opportunities for students to experience continuity of relationships with patients, faculty, peers, and community. In the Foundations Phase, students will experience supportive, relationship-based education through problem-based learning, through their 18-month primary care clerkship, learning communities, and the Nevada Community Service courses. The major clinical year will be delivered in a longitudinal integrated clerkship. This longitudinal integrated clerkship approach provides opportunity for students to receive meaningful formative and summative feedback. Additionally, a signature feature of the UNLV School of Medicine curriculum is the opportunity for student participation in meaningful service learning to build and strengthen community connections throughout the four years. All of the courses and clerkships are designed around competencies, and will support student achievement of the core entrustable professional activities. Outcome measures include, but are not limited to, performance on internal examinations and peer assessments, faculty feedback, and direct observation. Additional external outcome measures will include the NBME’s shelf examinations, the USMLE examinations, the AAMC Questionnaires (Matriculation, Y2 and Graduation), and residency program directors’ feedback, once available after the first class graduates in 2021. CHALLENGES


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Administration, faculty, and student recruitment, and concomitant diversity recruitment efforts are high priorities and will remain so throughout the development of the medical school. UNLV has a culture of diversity; it is designated a minority-serving institution, with the second-most diverse undergraduate population in the country. Extending this diversity into the medical school will be challenging due to the regional college enrollment and completion rates. Equally important will be the challenge of developing a supportive environment and specific programs to help minority students, faculty, and senior administrative staff succeed. Complex organizational challenges exist relative to the integration of the UNSOM faculty into UNLV School of, Medicine. The innovative curriculum planned for UNLV School of Medicine differs substantially from the curriculum that the Las Vegas faculty has been delivering. Supporting the faculty in making the transition will require a sustained commitment to faculty development, especially in active learning in the teaching of basic science, problem-based learning facilitation, competency-based assessment, and core EPAs. The school will encourage participation in AAMC regional and national conferences, as well as provide formal workshops for administrators and faculty to bring a national perspective to the academic medical center. The incorporation of basic science faculty into the clinical departments is a challenge. UNLV School of Medicine is developing specific plans to support basic science faculty in their career advancement and to carefully monitor the quality of the instruction in basic science that the medical students receive from clinician-educators. Until the new school of medicine building is constructed, space is a challenge. The renovated classrooms, clinical skills, anatomy lab, learning commons, and student relaxation are sufficient for the class size. The renovated faculty offices and administrative workspace are adequate to accommodate the projected faculty. During this initial period, the faculty offices and student educational space are located two blocks apart. To address this temporary challenge, the UNLV School of Medicine will offer defined faculty office hours at the student site and develop other specific plans to encourage and foster faculty-student interaction. RECOMMENDATIONS 1. The community has been the source of vitality for the genesis of the school; it will continue to be its

lifeblood. Continue to make the Las Vegas community a highest priority, and community metrics an outcome measure of the school’s performance.

2. UNLV offers many resources for faculty development. UNLV recently decentralized faculty development programs into two different offices; review UNLV institutional resources for faculty development, and compose a database of available programs. Establish a comprehensive plan for faculty development to address challenges of preparing faculty to teach the new curriculum.

3. Plan now to expand pipeline programs leading to UNLV School of Medicine application. 4. Make the development of a comprehensive plan to enhance diversity for faculty and senior

administration a priority. A number of positions will be filled soon; the recruitment efforts should benefit from the diversity plan.

CONCLUSION


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In summary, the UNLV School of Medicine is positioned to deliver a unique relationship-based medical education program that will educate a diverse student body while delivering evidence-based care to the populations in Las Vegas. The school’s success in achieving its mission will be directly measured by its impact on achieving health equity in Nevada. The medical education program has excellent resources, experienced faculty, and strong community support; UNLV School of Medicine looks forward to welcoming its charter class in 2017.


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APPENDIX A


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APPENDIX B


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APPENDIX C Self-Study Executive Task Force

Stephen Dahlem, MD Director of Case-Based Learning Assistant Professor-in-Residence, UNLV School of Medicine

Mark Guadagnoli, PhD Director of Learning Performance Professor, UNLV School of Medicine

Neil Haycocks, MD, PhD Director of Biomedical Science Integration Associate Professor-in-Residence, UNLV School of Medicine

Anne Weisman, MPH Director of Integrative Medical Education Barbara Atkinson, MD Ex-Officio

Founding Dean

Ellen Cosgrove, MD Ex-Officio

Vice Dean for Academic Affairs and Education

Self-Study Subcommittee: Standards

Standards 1, 2, 3 Carl Reiber, PhD Chair

Senior Vice Provost, UNLV

Mark Doubrava, MD UNLV School of Medicine Community Board Member Eye Care for Nevada

Michael Edwards, MD UNLV School of Medicine Community Board Member Plastic and Reconstructive Surgeon President of the Clark County Medical Society

Doug Geinzer UNLV School of Medicine Community Board Member CEO, Las Vegas Heals

Gail Griffin, M.Ed Director of Accreditation and Special Projects, UNLV Jillian Inouye, PhD Associate Dean of Research, UNLV

Professor, UNLV Florence Jameson, MD UNLV School of Medicine Community Board Member

Founder and CEO, Volunteers in Medicine of Southern Nevada Ikram Kahn, MD UNLV School of Medicine Community Board Member

President, Quality Care Consultants, LLC Ramu Komanduri, MD UNLV School of Medicine Community Board Member

Chief of Staff, VA Southern Nevada Health Care System Marcia Turner, PhD Vice Chancellor, Health Sciences, NSHE Ellen Cosgrove, MD Ex-Officio


Maureen Schafer Ex-Officio

Chief of Staff, UNLV School of Medicine

Standards 4, 5, 9 Monica Lounsbery, PhD Chair

Associate Dean for Faculty Affairs, UNLV School of Medicine

Amir Bacchus, MD UNLV School of Medicine Community Board Member CMO, P3 Health Group


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Brendan Bussman Vice President of Strategic Development and Marketing, Sunrise Hospital

Christopher Cochran, PhD Chair, Health Care Administration and Policy, UNLV Associate Professor, Department of Health Care Administration and Policy, UNLV

Harry Hagerty UNLV School of Medicine Community Board Member President and CFO, Sightline Payments

Stacey Tovino, JD, PhD Director, UNLV Health Law Program Mary Ann Winkelmes, PhD Coordinator of Instructional Development and Research, UNLV

Associate Graduate Faculty, Department of History, UNLV Barbara Atkinson, MD Ex-Officio

Founding Dean



Samuel Parrish, MD Ex-Officio

Senior Associate Dean, Student Affairs and Admissions

Standards 6, 7, 8 Ellen Cosgrove, MD Chair


Carolien de Rood-Wentz, MD

Orthopaedic Surgery, UNSOM

Alina Grigore, MD Cardiovascular Anesthesiologist Mark Guadagnoli, PhD Director of Learning Performance

Professor, UNLV School of Medicine Patricia Ianuzzi, MS Dean of UNLV Libraries Donna Miller, MD Obstetrics and Gynecology, Essential Women’s Health Associates Abraham Nagy, MD Neurologist, Dignity Health Elissa Palmer, MD Family and Community Medicine, UNSOM Martin Schiller, PhD Exec. Director of the Nevada Institute of Personalized Medicine, UNLV

Professor, School of Life Sciences, UNLV Nevin Wilson, MD Pediatrics, UNSOM Barbara Atkinson, MD Ex-Officio

Founding Dean

Laura Culley, MD Ex-Officio

Associate Dean for Health Policy and Community Affairs

Samuel Parrish, MD Ex-Officio


Standards 10, 11, 12 Samuel Parrish, MD Chair


Renee Franklin UNLV School of Medicine Community Board Member UMC Governing Board Member

Mario Gaspar de Alba, MD Pediatrics, UNSOM Nakia Jackson-Hale UNLV School of Medicine Community Board Member

Director of Programs, International Gaming Institute, UNLV Joanna Jezierska, PhD Director of the Multicultural Program for Engineering, Sciences, Allied


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Health Sciences, Community Health Sciences and Nursing, UNLV Andy Kuniyuki, PhD Dean, School of Liberal Arts and Sciences, Nevada State College John Martin, MD Obstetrics and Gynecology, The OBGYN Specialists Joseph Nika, PhD Director of Pre-Health Programs, College of Sciences, UNLV Marya Shegog, MPH, PhD Director of Health Programs, The Lincy Institute, UNLV

Assistant Professor, School of Community Health Sciences Barbara Atkinson, MD Ex-Officio

Founding Dean



Self-Study Subcommittee: Curriculum

Stephen Dahlem, MD Director of Case-Based Learning Assistant Professor-in-Residence, UNLV School of Medicine

Carolien de Rood-Wentz, MD

Orthopaedic Surgery, UNSOM

Yolanda Flores, MD Medical Director CarePlus/Family Home Care, Southwest Medical Associates

Alina Grigore, MD Cardiovascular Anesthesiologist Mark Guadagnoli, PhD Director of Learning Performance

Professor, UNLV School of Medicine Neil Haycocks, MD, PhD Director of Biomedical Science Integration

Associate Professor-in-Residence, UNLV School of Medicine Donna Miller, MD Obstetrics and Gynecology, Essential Women’s Health Associates Abraham Nagy, MD Neurologist, Dignity Health Elissa Palmer, MD Family and Community Medicine, UNSOM Martin Schiller, PhD Exec. Director of the Nevada Institute of Personalized Medicine, UNLV

Professor, School of Life Sciences, UNLV Nevin Wilson, MD Pediatrics, UNSOM Ellen Cosgrove, MD Ex-Officio


Laura Culley, MD Ex-Officio

Associate Dean for Health Policy and Community Affairs

Self-Study Subcommittee: Admissions

Annabel Barber, MD Surgery, UNSOM Mario Gaspar de Alba, MD Pediatrics, UNSOM Renee Franklin UNLV School of Medicine Community Board Member

UMC Governing Board Member Neil Haycocks, MD, PhD Director of Biomedical Science Integration

Associate Professor-in-Residence, UNLV School of Medicine Samuel Parrish, MD Senior Associate Dean, Student Affairs and Admissions Laura Shaw, MD Family Medicine, UNSOM Miracle Wangsuwana, DO Internal Medicine, UNSOM Self-Study Subcommittee:


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Student Progress Deborah Kuhls, MD Surgery, UNSOM Beverly Neyland, MD Pediatrics, UNSOM Lianne Ong, MD Family Medicine, UNSOM Samuel Parrish, MD Senior Associate Dean, Student Affairs and Admissions Ebrahim Sadeghi, MD Internal Medicine, UNSOM Lawrence Shaw, MD Obstetrics and Gynecology, UNSOM Sandhya Wahi-Gugaray, MD Internal Medicine, UNSOM Self-Study Subcommittee: Faculty Appointments, Promotion & Tenure

Barbara Atkinson, MD Founding Dean Ellen Cosgrove, MD Vice Dean for Academic Affairs and Education

Mark Guadagnoli, PhD Director of Learning Performance

Professor, UNLV School of Medicine Monica Lounsbery, PhD Associate Dean for Faculty Affairs, UNLV School of Medicine Samuel Parrish, MD Senior Associate Dean, Student Affairs and Admissions Carl Reiber, PhD Senior Vice Provost, UNLV Martin Schiller, PhD Exec. Director of the Nevada Institute of Personalized Medicine, UNLV

Professor, School of Life Sciences, UNLV

summary of the institutional self-study of the … · 2019-12-21 · unlv school of medicine...

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