usat general report 2011

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University of Science, Arts & Technology

U.S.A.T.

General Report 2011

USAT General Report 2011

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Message from

The Board of Regents

Welcome to the University of Science, Arts and Technology (USAT),

General Report 2011, a publication that has only one aim; to close our

students, graduates, faculty and friends as members of our community

to the evolving times and facts of the Institution. As academicians,

scientists and scholars, our major interest is to provide a sound

knowledge and education to our students in a collegial and true and pure

university environment. Our Institution was formed initially around the

College of Medicine, rising up despite the problems to the point that the

creation of new colleges and schools became a reality instead of a

project, and this is a present time that has a future as the expansive

process USAT has lived till now is so far to the point of reaching an end.

Our community is quite interested in research, and we do not forget our

social compromise of training well-educated, accurate physicians and

new members of the medical and surgical profession willing to enter in

the field with a solid background and support, expressed it in terms of

knowledge and skills, not just to pass a licensing examination, far more,

to be a real and true doctor, so we apply for training tomorrow´s doctors

and giving back tomorrow´s cures.

To achieve this goal, The USAT and specifically The Montserrat college of

Medicine (no matter the Campus location) is deliberately kept small;

with a Faculty of more than 80 and a student population of +200 we

encourage the rapid exchange and cooperation among all individuals

involved in medical education and training to solve questions, problems

and to give our courses the higher standards of quality and the

reputation that is being mirrored in the results of the general scores of

our student´s transcripts and far more, in the USMLE scores where we

are situating our candidates in the top 10% nationwide during the last 4

years, in one side, and in other, the International Recognition and awards

that our graduates and distinguished faculty are gathering throughout

the world from academic, scientific and professional societies and other

organisms and institutions both public and private.

But USAT is more than a Medical School; USAT is a family, with roots

living alongside other science, arts and letters branches where we are

gaining day to day reliability, trust and confidence from other academic

communities and people that came to us with a goal in their mind and a

purpose in their hearts. We are the personal university, the real

paradigm of education and training, from the source to the source and

for the source, no matter what past, present or future you are pursuing,

cause if you ask for excellence, then you will have a seat between us.

Come in and be part of our history.

USAT Board of Regents.

September 2011


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AN EDUCATION FOR A BRILLIANT AND REWARDING CAREER


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A Message

FROM THE PRESIDENT

Welcome to The University of Science, Arts and

Technology, USAT, an Institution and a Medical School

with a short but honored tradition of excellence. We are the

largest medical institution and private University in

Montserrat, with remote campus in the UK and the US,

expanding our boundaries with new and incoming

agreements, apart those existing, that let us to open an

operate new affiliated and associated campus locations in

different cities and countries of this not so big world.

Despite this, USAT will continue to serve you and the society and provide the highest quality

educational programs possible, through innovative and modern curriculum and through research

and scholarly activities.

Of equal importance, USAT maintains a culture which embodies our philosophy of humane, holistic

and compassionate understanding of the medical and patient care fields that from the beginning is

inherent to our College of Medicine; this emphasizes the educational and personal values we

embrace. At USAT we share the belief that ability is gained through knowledge, integrity is learned

by example and compassion and empathy are first received and then given.

Preparing tomorrow´s leaders, whatever area of knowledge it will be, as in the medical arena

happens, is a serious responsibility. We must graduate professionals who value the human needs

above all other concerns, no matter if they are businessmen, lawyers, doctors or educators.

Our curriculum and facilities, our faculty and dedicated staff stand ready to provide the kind of

education you want and the kind of training we believe that you deserve. An educative experience

which not only will lead to you to a brilliant career, but which also prepares you to make a

meaningful contribution to our society, as a continuation of our own contribution made it throughout

you.

Orien L. Tulp, MD,PhD,CNS

Professor and President of The Board

USAT


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THE UNIVERSITY


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The University of Science, Arts & Technology

U.S.A.T.

The University of Science, Arts & Technology and The Montserrat College of Medicine, hereinafter (USAT) is an Institution Incorporated under the Laws of Montserrat and the U.K. of The Great Britain.

Licensed and Fully accredited by The Government of Montserrat, (BWI) as signed by License Agreement on date 26 September 2003, by the Minister of Finance and Development on behalf of The Government of Montserrat in presence of the Attorney General.

Autonomous and fully operational as it is stated in such License Agreement that is current and up to date, where delegated authority over The Board of Directors and Faculties was vested and with the authority conferred by such Regulations and under applicable Law The Government of Montserrat gave powers to award Degrees and Diplomas of a variety of Disciplines, Areas and Specialties, including but not limited to the named Montserrat College of Medicine whit full capacity to Grant Degrees as it is stated by letter of The ministry of Education, Health and Community Services of Montserrat, including but not limited to the Degrees of MBBS ( Bachelor of Medicine and Bachelor of Surgery), BDS (Bachelor of Dental surgery),MD (Doctor of Medicine), MSc (Master of Science), MPH (Master of Public health) and PhD (Doctor of Philosophy).

The University of Science , Arts and Technology (USAT) is also Incorporated under the Laws of the State of Florida, as a Non-For-Profit Corporation and Registered with The State of Florida Department of Corporations with full operational capacity as Educational Institution under such Laws, Statutes and Article By-Laws and full recognition given to the Board of Directors.

Listed in the IMED/FAIMER International Directory of Medical Schools and its students and Graduates are ECFMG accepted and thus far eligible to sit for the USMLE and to apply for a license and further training in the UNITED STATES.


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The University is also listed in the CAPER/CANADA Canadian Post Graduate Registry of Training as it appears on its 2008 edition with the pertinent MEDICAL SCHOOL code, etc..The University is member of the WHO/OMS WORLD HEALTH ORGANIZATION as it appears on the WHO website as a partner in the named W.H.O. HEALTHCARE ALLIANCE ON GLOBAL WORKFORCE.

The University has passed satisfactory review by UNESCO and is in accordance with ISO rules and regulations within the EU Overseas Territories and Countries Associated to the European Union.

USAT is the first Eco-Friendly University Campus in the Caribbean Area.

USAT is registered also in the United Kingdom of The Great Britain, (England and Wales) and in the United States of America as an educational company (State of Delaware).

USAT is affiliated with CALIFORNIA UNIVERSITY F.C.E. and its Degrees and Diplomas are suitable for admission and awarding of the U.S. Equivalency Degree Certification under the scrutiny and verification of CALIFORNIA UNIVERSITY FCE.

USAT has signed and maintains International Agreements with European and North American (US&CANADA) Universities and Colleges of worldwide reputation in matters such MUTUAL RECOGNITION OF DEGREES, TRANSFER OF TECHNOLOGY, JOINT DEGREE OFFERS, TRANSFER OF PROFESSORS AND EXCHANGE OF STUDENTS within the frame of more deep co-operation in the fields of academic, professional and scientific agreements constantly developing.

USAT is affiliated with several other universities and Higher Education Institutions worldwide. Some of this agreements are signed with the University Hospital Martin, Comenius University Bratislava,(Czech Republic) Institute of Health Techniques (Lisbon and Porto, PORTUGAL) or the University of Seville, in Spain, a world reputed and well-known institution with a long history and tradition.

More recently USAT University became member of AAHEA (American Association for Higher Education Accreditation).This organization (the oldest of such nature in the United States of America) presented its Certificate for Excellence in Education Award to USAT officials in 2010 and accredited the University in a sounded ceremony held at Miami on June 2011.


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USAT is also member of the AIEA, (Association of International Educator Administrators) where other internationally credited universities pertain to (Cornell, Duke, Rutgers, etc.)

USAT van be found in the best educational directories worldwide such as the IMED/FAIMER (International Medical Education Directory of the Foundation for International Medical Education and Research) or the Med Ed Central administered by UK University under the delegated powers of the directorate General for Education of The European Union.


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USAT HISTORY


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The University was founded in 1999 in the beautiful campus of England, UK, in the City of Chatham, County of Kent, and started operations as an educational division of the University Of Maryland, UK Campus. Sooner the Medical College London appeared on stage with the purpose of giving to the medical and health care applicants an innovative view and modern curriculum closer to the American /US Traditional Medical School model combined with a more holistic approach to the patient within a distinctive philosophy aside the European model, obsolete and outdated.

The burden of bureaucracy and the resistance of the established institutions to the change and adaptation to modern times and society demand, forced to the officials of The Medical College London, to look for a more convenient location, that could be a bridge for both medical cultures, the European and the American, so after a careful and thorough search, conversations advanced with the Government of Montserrat (an “OTC”, - Overseas Territories and Countries- of the UK) with special relationship with the European Union, but located in the heart of the Caribbean, so the pretended bridge between both cultures appeared at last.


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The Government of Montserrat initially welcomed the establishment of the Medical College that sooner (2003) and after a huge investment to buy the beautiful 12-acre estate where the main Campus is located, became fully licensed as a new institution broadening its mission and objectives and adopted the name and legal structure of an established private University called the University of Science, Arts and Technology (USAT) and The Montserrat College of Medicine.

Despite the good faith and intentions of the Government and USAT officials to enroll students and operate the University as a regular institution, some environmental troubles forced the USAT to act under the Volcano clause, and the expatriation of students was permitted by the Government to avoid complex and dangerous situations like the lived before, when the Volcano (Soufriere Hills) still active in Montserrat eruption created time before when the former Capital f the Country (Plymouth) became destroyed and buried by lava and ashes.

During this time, the USAT has lived an initial period plenty of illusion and hope, troubles and the barriers of a starting and small institution, that once overcome, is awakening to a new sunrise, with a growing community and a student enrollment growth without precedent. All this under the right direction and surveillance of a visionary man, a loyal Board of Governors, a disciplined and dedicated faculty and a lovely and competent staff, surrounded by the warm and motivation of the student community, their families and friends, as it can´t be in another different way. This is why the Student and Post Graduate Association have adopted the Latin motto: “Non Multa Sed Bona” (A few, but good).

The University has a short history, committed with the oldest traditions of the University culture as heritage from its European background and the plus and added value that is represented by its modern philosophy and principles taken from the modern American Medicine and the US University progress and evolutionary principles. A combination that for sure is unbeatable.

The simple and deep vision of the USAT is lying on a short but vast concept; to provide the best quality education possible, exceptional, in excess of the expectations of all constituents.


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RATIONALE

Medicine, Nursing, and the allied health professions are dynamic and ever changing professions. In the past few decades, the medical community has witnessed the emergence of many new medical challenges, including the discovery and characterization of some of the most tragic illnesses and diseases ever witnessed by mankind. In contrast, we have also witnessed unprecedented advancements through medical research that have resulted in marked improvements in medical care, and in the virtual elimination of some of the illnesses and plagues of past generations. Accordingly, we have discovered effective strategies to treat or manage both old and new medical challenges more effectively than in the past, contributing to a better quality of life not only for those for those afflicted but for the countless generations to follow, who may benefit more greatly than the generation who may have discovered such cures. These changes in the medical forecast showcase the need for new ways to train medical professionals. As the volume of medical information needed by a medical professional continues to expand, and treatment options take on new and sometimes more complex venues than previously envisaged, the planning, implementation, and character of training medical professions must also accommodate not only the hallmarks of the past but provide the foundations to meet the many challenges of the future. Meanwhile, the practical aspects of medical career development impose time, energy, and talent constraints not unlike those our predecessors faced: we still can only commit about the same duration of time to train a medical professional, and we must still be able to complete the task within fiscal and chronologic budget and available resources. The founding faculty of the University of Science Arts and Technology and its Colleges recognized the need for innovations in medical career development, including the incorporation of subjects and topics deemed necessary to meet these emerging challenges more effectively, and to continue the march toward a healthier world tomorrow.

In developing our curriculum, the founding faculty of the University of Science, Arts, and Technology surveyed medical needs, collected data, and examined the state of medical education in medicine and in allied medical healthcare fields in several countries distributed across four continents. Our faculty examined medical needs of those countries, and also incorporated information provided by the NIH in


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the USA and the Medical Councils of other Nations. We have carefully examined the information gathered, and incorporated scientifically based areas of nutritional sciences, toxicology, alternative therapies, and emerging changes in medical technology that are important in and have applications to the health and well being of cultures and societies worldwide. We have incorporated those topics into both the medical basic sciences and the clinical training of our students. The distances between diverse cultures and faraway lands and their endemic illnesses can now be measured in hours rather than days or months, thereby bringing the many nations of the world and their endemic illnesses closer together than ever before. It is imperative that we prepare medical professionals to appreciate the imminent global changes in healthcare that are progressing and soon to be upon us, to recognize and be prepared to address illnesses that may not be endemic to their native environment, and to better appreciate the intercultural diversity and societal change that is emerging throughout the world. The resulting curricula are innovative and forward looking, and may, we believe, enable our graduates to not only become the physicians and healers of today, but the leaders and faculty of tomorrow.

SECTION I: BACKGROUND OF THE DEVELOPMENT OF THE UNIVERSITY

The purpose of this self study was to review the state of the University and its development, and to assist the Institution in realizing its goals in the further development of a quality educational institution, serving Montserrat and the greater academic and medical community. The study will summarize the processes of Institutional origination, the guiding principles within which the Institution has developed, and assist in achieving the future goals and programmatic development of the University, its students, its academic family, and the emerging USAT community.

HISTORY OF THE UNIVERSITY

MCL-USAT was originally founded in the UK in 2001 as Medical College of London, and over the course of the past 10 years has evolved to the current Institution. Prior to formal establishment, beginning in the fall of 2000, the founding faculty initiated the conduct of what would become a substantial needs assessment over the course of two years, and which included interviews with approximately 100 medical students and countless faculty from both traditional and International (private) medical schools then operating in the UK, USA, Africa, and the CARICOM regions. The


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founders also reviewed published medical curricula from more than a dozen different well known traditional or public and private Institutions. Many traditional University faculty were often hesitant to recommend their students to some of the newer so called ―off-shore- medical schools, citing a variety of concerns often linked to inadequate information regarding their academic programs, accreditations, and a general lack of knowledge about the many medical schools located outside their geographical homeland. In large part, traditional faculty reported that they might typically recommend a private medical school to a prospective student only after their failure to gain entrance to a traditional school, or when in their assessment, the student may not be able to compete or perform adequately if they were to attempt enrolment in a traditional State-run school. The founders of MCL-USAT sought to change the status quo of the current options, by the creation of a private Institution that could accommodate state of the art medical education with best qualified faculty, and that was developed along a traditional academic platform, in contrast to the entrepreneurial platform employed by a growing number of private, for profit Schools and Colleges of Medicine in the CARICOM and the greater entrepreneurial community.

Many students who attend such private (or ―off shore‖) vs. traditional medical schools paint a somewhat different picture in justifying their selection, however, citing the lower cost of private vs. traditional medical schools, and the greater probability of gaining acceptance to medical study, especially if older than the norm for first year medical students, of entering the profession via some alternate pathway. Additional reasons cited were if their earlier grade point average or MCAT scores may have been deemed inadequate or completed too long ago for progression to graduate level study or if they were unsure if they could compete effectively with traditional applicants for the same limited seats. Some additional factors cited were that favored private schools included the common no-nonsense process of the admission process in private ―off-shore- vs. traditional schools, the opportunity to apply when not considered or accepted into traditional programs, the apparent similarity in the level of the coursework leading to the medical degree, the opportunity to earn what would appear to be a comparable medical degree up to a year earlier than with a traditional school, the relative ease and speed of acceptance to the private school, the ease of negotiating the private medical school sector, and the lower tuitions usually associated with private vs. traditional programs. Finally, all students interviewed cited the opportunity to qualify for the same licensure exams and apply to the same post graduate training opportunities that are extended to traditional students and graduates of traditional medical schools as a consideration in applying to a private rather than a traditional Institution, and believed that if they were to work hard enough, they would be able to


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develop the skills and knowledge necessary to compete effectively after completing their medical qualification.

A large proportion of the students attending the private medical schools had excellent grade point averages from their undergraduate coursework, and in all likelihood could easily have gained entrance to traditional schools, were they willing to take the extra year to make application and pay the additional tuition needed. Moreover, having graduated from traditional undergraduate institutions mostly in the USA, upon matriculation to the private schools selected, many came to a rapid realization that the academic resources and local environments were less well suited to professional medical education at the private school, citing a lack of library resources, marginal faculty, and a lack of a caring attitude once accepted into the program. Approximately half of the International students interviewed had attended 2 or more off-shore schools (some would attend more than 5) prior to graduation, a phenomenon that is uncommon among traditional Medical Schools. As a result of the surveys, the founding faculty established a goal of establishing a properly organized and staffed private institution, modeled and staffed after a traditional Academic Institution, and based on resident instructional programs and a research base, rather than becoming a virtual copy of other entrepreneurial private schools operating in the industry.

The Medical College of London, the precursor to USAT, was formed by experienced faculty from an International Community with a common educational vision in August 2001. The first two years were devoted to curriculum, administrative, and resource development, while continuing some research activity. MCL-USAT became associated with several other academic Institutions in the UK and abroad during the first year, and continues to grow with our recent licensure and granting of full University status from the Caribbean Island Nation of Montserrat, British West Indies in 2003. The University has formed affiliations and links with major medical institutions in several Nations. Our goal was to form a program of medical and graduate education including research and non-medical electives, and encompassing the best of the US and International educational philosophies. We believe that our program contains the fundamental excellence and professionalism that is incumbent for such a program to succeed, and we present it to our students in a dedicated and humanistic manner. We believe that these attributes are necessary if we are to train the leaders, physicians, and caregivers of tomorrow.


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As experienced academics, we are cognizant of the paramount importance of excellence and professionalism in the training and mentoring of medical professionals, and that the quality of the education is equally important at the end of the day as is the assumed prominence of the graduating institution. In the development of our University, we have been inspired by the physicians who are showcased in the book ―100 Best Doctors of America‖, and the dedication and professionalism evident within each of them. Those physicians were selected independently of race, cultural, or religious groundings, and independently of professional specialty, discipline, hospital affiliation, or the Institutions where they may have received their training. Those physicians, many from humble beginnings, were all elected by their peers, and are among our mentors. We wished to create a program that could train physicians to meet the medical and scientific needs of a global medical and technologic environment, and which determined and talented students could reasonably accomplish given the opportunity to undertake such study. Our program is focused on excellence and professionalism in the science and technology of medicine at the bedside, and will adequately prepare students for worldwide clinical practice.

DEVELOPMENT OF THE ACADEMIC PROGRAMME.

In establishing the parameters and courses to be included in the curriculum USAT compared the published curricula of numerous well established Medical Colleges of several nations, USAT received input on goals for professional medical education from the American Medical Association and the National Institutes of Health (USA), the General Medical Council (UK), the General Medical Councils of India and Pakistan, and other esteemed nations and medical organizations. Also included in the program development were experiences gained from numerous humanitarian medical missions in remote localities, where inadequacies or omissions in medical training of physicians and other medical professionals of the participating medical teams became apparent. As International travel becomes more common, and the world effectively grows ―smaller‖ travelers are likely to carry their preexistent medical conditions and illness with them as they migrate to new nations. Beginning in 2004, both the USMLE Step I and the COMLEX examinations included subsections on nutrition and CAM for the first time, and the COMLEX exam expanded their evaluation in the area of Physical Medicine. Thus, it is


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increasingly important to include training in nutrition, nutritionally linked illnesses, scientifically documented elements of alternative therapies as practiced in many nations, and including infectious illnesses and other International Medical Illnesses and Conditions which may be not endemic to the student‖s home environment.

The input from various sources, especially the NIH in the USA, also indicated need for a departure from the standard curricula of many private and traditional medical schools, and a need for incorporation of significant increases in academic preparation in Nutritional medicine, including the basic sciences of nutrition, information in evidence based areas of Alternative Therapies, and in emerging diseases of developing countries. As a new curriculum, it was considerably easier to incorporate such additions to the curriculum before final publication, than it would be to add them into an already committed curriculum. Moreover, it was considered that such additions to the educational program be incorporated to the extent possible into the basic sciences segment of the curriculum where they might be incorporated into the primary medical knowledge base of the student, and that additional exposure to clinical material from International locations be available in the curriculum. To that end, USAT incorporated the items identified in lines 1 to 9 below into the medical curriculum:

1) Courses in Nutrition including fundamentals of nutrition and nutritional biochemistry appropriately placed into the basic sciences;

2) Developed an elective course in alternative therapies based on scientifically documented therapies for the 5th semester of basic sciences, and

3) The establishment of clinical clerkship electives that would include nutrition support, and other aspects of clinical nutrition.

4) In addition, the Pharmacology element of the curriculum was expanded to include lectures in key aspects of Toxicology in Medical Practice, also offered in semester 5 of the basic sciences, and prior to promotion to the clinical division.

5) The Epidemiology and Public Health curriculum includes required topics in Medical Ethics & Jurisprudence.


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6) A short course in medically oriented biostatistics was incorporated in semester 2, so as to better prepare students for reading and interpreting the medical literature during their studies.

7) Clinical seminars on special topics are held for all students in residence monthly, with a format resembling that of a medical grand rounds presentation.

8) In addition, a teaching medical clinic was established on campus (Mayfield Clinic), for the express purpose of increasing clinical exposure early in the academic program, and which offers students the opportunity to experience a clinical environment prior to embarking on their core and elective clerkships in semesters 6 through 12, years 3 and 4.

9) Finally, a comprehensive examination was incorporated into the final semester of basic sciences, with a format that is modeled after the current USMLE steps I and II. All students, including all 3rd year transfer students who may be desirous of entering into clinical training are given opportunity to sit for the comprehensive exam before entry to clinical training.

The USAT curriculum has received very favorable comment from all who have reviewed it to date, including faculty from the NIH, the WHO, and prospective students and medical faculty. The curriculum is admittedly challenging, and more extensive than that published by most private and many traditional medical schools. It incorporates many of the attributes observed in the most innovative traditional curricula, with the exception of the added emphasis in Nutritional Sciences in the basic medical sciences segments of the curriculum, and the opportunity for an elective in Integrative Medicine, an emerging evidence based subspecialty of American medical practice that incorporates applications of nutrition and complementary therapies.

INITIAL EVALUATION OF THE USAT TEST CURRICULUM.

The USAT test medical basic science curriculum was evaluated with a class of 8 students from the UK from 2002-2004 and more recently with students from the USA. Students were enrolled in and completed the majority of their lecture material initially alongside Kings College medical students in London, along with the additional lecture material as supplemental lectures to the KCL material.


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Students completed both KCL and USAT examinations, with generally favorable grades on both sets of exams. USAT further tested the curriculum with US students with equally satisfying results. Many of the students registered for and sat for the USMLE Steps I and II CK and II CS. All students who attempted reportedly passed Step I of the USMLE easily, earning scores ranging between 75 and 99 % for step II CK scores ranging from 83 to 99%,, and for USMLE Step II CS all but one has passed to date. As the University gains experience with our curriculum on a wider scale, the curriculum committee will review the success and recommend modifications and make changes as deemed appropriate. We wish to have firsthand experience with at least 100 students, in which we can perform a more comprehensive profile in proposing major adjustments to the curriculum.

CRITERION FOR SELECTION OF FACULTY.

The criterion adopted by USAT for the employment of faculty and staff at the Montserrat Campus are similar to those of most traditional academic institutions in the UK and USA. Offers will be made to the most highly qualified applicants first, with the caveat that whenever possible, positions will be offered to Montserratians or CARICOM Nationals first when qualified applicants from those localities are available. Applying that criterion, USAT has accumulated a large list of full-time and part-time faculty representing virtually all needed subject areas, and all of whom hold a doctorate degree in their area of specialization. Of those faculty identified, many have achieved Professorial rank from other traditional Institutions. In addition, most of the faculty is credentialed as specialists in their particular fields of expertise, and including both postdoctoral training and research experience. Most have lectured for the University on one or more occasions, have considerable previous teaching experience, and have demonstrated their excellence, professionalism and competency in the classroom and/or clinic. USAT monitors a faculty performance in the classroom closely, with initial contracts limited to 6 months duration, and always with an escape clause should the classroom fir not be a good one.

USAT has conservative criterion for the selection of faculty, both in the Basic Medical Sciences and in the Clinical Division. USAT seeks experienced faculty with previous teaching experience at the Graduate or Medical School level, including demonstrated excellence in the area that it is intended for


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them to provide instruction or mentoring. The earned degree must be of a level equal to or higher than that of the students they will be assigned to teach. For selection to the Basic Sciences or Clinical Faculty, the following criterion applies:

1. Must have earned the highest degree in their respective field; Academic rank will be offered based on the level of training and experience achieved by the applicant;

2. All applicants must of good moral character, in good health, and of adequate physical condition to perform the duties for which they will be employed to do. Successful applicants may be required to undergo a pre-employment physical examination;

3. All applicants must submit a current resume‖, together with copies of their academic degrees and professional registrations;

4. All applicants must establish positive identification via official Passport, or other official document.

5. All faculty must obtain a local police check in the locality of their residence, and which check must have a favorable outcome.

6. All Clinical faculty will, in addition to the above, should possess a current unrestricted license or professional registration in their area of specialization, if such licensure or registration is available in their country of origin.

7. All USAT faculty will be subject to a prime source validation of their credentials before their contract is accepted by the University.

8. If not a Montserrat Resident or if otherwise required to do so, successful applicants must obtain a work permit for the position for which they wish to become employed within 30 days of employment with the University. The University will assist in the issuance of Work Permits and will ensure that all local regulations pertaining to the employment of foreign Nationals in the British Overseas territory of Montserrat are complied with.

On the basis of past experience, USAT does not anticipate difficulty in recruitment of faculty or staff. USAT presently has identified adequate faculty and staff on Island to complete the first semester of instruction. USAT has offered competitive salaries, attractive fringe benefits, and will assist as needed in assuring adequate accommodation for incoming faculty. All faculty are expected to demonstrate academic excellence, participate in research and scholarly activity, and perform community service as a requirement of their employment contract. Faculty are reviewed after their first semester of employment, and annually thereafter.


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AVAILABILITY AND DEVELOPMENT OF ACADEMIC RESOURCES.

USAT has identified a broad range of requirements to support the academic programs of the University. Among the requirements, it will be necessary to identify suitable accommodations and transportation for incoming students, identify sufficient classroom space, recreational areas, and other elements of resource management commonly associated with student populations. The following have been accomplished to date:

LOCAL ACCOMODATIONS: There are approximately 50 apartments available in Montserrat, each of which has 1 to 3 bedrooms. Typical rentals range from US $250 (lowest) to more than US $2,000 a month, depending on the level of accommodation selected. Numerous villas are available in the upper price range. Approximately half of the accommodations identified are within a reasonable commute to the current Campus. In addition, approximately 15 Bed and Breakfasts and 2 hotels are available for rentals as well, some within easy walking distance, adjacent to the campus. In the short term, students will preferentially live on the economy, and will require some taxi service to assist with local transportation needs. As the student body becomes larger in number, USAT will undertake construction of additional affordable housing units so as to accommodate students who wish to reside on or near campus and who may not wish to rent or purchase vehicular transportation.

LOCAL TRANSPORTATION: Local public transportation resources are minimal in Montserrat, but a local, affordable bus service is available. A limited number of motor vehicles and vehicle rentals are available at any given time, but in the long term may prove too expensive for routine student use. Some used vehicles are available for sale. The University has investigated affordable options, and is currently considering the acquisition of motor scooters and other less expensive options. The University is also committed to the purchase of a van for the local transport of students and guests of the University. Presently there is ample parking at the University for approximately 30 or more vehicles; with additional spaces easily made available on University owned property across the street on the South side of Mayfield Estate Drive should it become necessary.


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INSTITUTIONAL DEVELOPMENTAL RESOURCES USED DURING DEVELOPMENT.

USAT conducted an extensive test program to determine the feasibility of establishment of an academically oriented private medical College from 2001 to 2004. Prior to relocating to Montserrat, USAT previously operated a thriving private medical school in the UK, operating out of three traditional UK University campuses. In Phase I of the test program, USAT leased classroom space from Cambridge Regional College (CRC) in Cambridge, where it conducted an undergraduate program in biomedical sciences for International students. The program was an overnight success, and enabled USAT the opportunity to develop undergraduate curricula and establish administrative procedures for admissions, student records, and academic process. USAT (then Medical College of London) received over 200 applications for 25 seats, which enabled the school to maintain admission criterion that were similar to those of traditional Institutions. In Phase II of the test program, USAT leased classroom spaces from Kings College London, University of London (KCL) for medical students. USAT leased academic resources including considerable dedicated classroom space on the main KCL campus. This enabled USAT to expand student administrative processes and medical curriculum development. Medical students were accommodated at the Kings College Campus, while undergraduate programs in biomedical sciences were transferred to the Chatham campus of the University of Greenwich.

The above activities enabled USAT to further test the concept of establishment of a private Institution along academic principles that could accommodate both UK and International students, and to work in cooperation with well established premier Institutions. We have now considerably expanded office, classroom, library and laboratory resources. In such settings, USAT had a significant population of UK and International applicants, numerous traditional, well qualified faculty, and full use of complete laboratory and library resources and other student support services typical to those of traditional institutions. In addition, in Phase II, USAT students were also offered complimentary student memberships in the Royal Society of Medicine as part of their enrolment package, and which enabled USAT students the full use of the extensive RSM library and conference resources in addition to the other amenities and privileges of a traditional academic institution. In both UG and KCL settings, USAT employed traditional University qualified faculty, and courses were taught jointly with USAT and regular tenured faculty of the host Institutions. Both the London and Chatham programs proved the feasibility of establishment of a privately organized, academically-oriented institution, and which


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model might easily be transplantable to other locales. Beginning in early 2003, USAT began to seek a suitable locale to establish what would become the main campus of the University, and which locale could accommodate the needed expansion to become a full service, private institution. Criterion for selection of the locale were easy accessibility for International students; availability of adequate faculty resources in the early years of development, a safe and comfortable environment for students to attend, and a cooperative and compatible Government with whom the University could work efficiently and effectively to achieve both Institutional and host country objectives.

INSTITUTIONAL SETTINGS IN MONTSERRAT: Montserrat Campus and Resources

Early on the Board of Directors of USAT determined that in order to achieve the University development goals, it would be desirable to acquire by purchase rather than lease the property to be converted into the main campus. USAT investigated numerous properties prior to the purchase of the present location. Among the numerous properties viewed and placed into active consideration, most were situated in the North of the Island, distant from the volcano, at variable distances from the main traffic artery. Criterion for campus location were that the property selected should have pre-existent buildings that would lend themselves to conversion for academic purposes; adequate, fully usable, attractive acreage to allow for planned growth of the University; ease in adaptability to academic use, accessibility to nearby road nets; accessibility to beaches and other local recreational amenities; good to excellent accessibility to public utilities, including communication and internet resources; and safety considerations. A total of about 20 properties were viewed, representing a broad range in advertised cost, and representing all that appeared to be available for purchase at the time. In addition, soil samples were taken from numerous sites, and analyzed for potential contamination by volcanic matter, and for determination of detailed chemical composition including analysis for potentially toxic metals and other noxious substances, as student safety variables is a major factor for all academic institutions, especially when the potential may be away from home for an extended duration as would be the case for the majority of students attending study in Montserrat.

The USAT Board of Directors placed the present campus location as the first choice, as it met most of the criterion that had been established for the University. The property was available in ―as is‖ condition, preferable when renovations to the physical are imminent n the conversion of the property


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from the previous to the intended use. In addition, the results of the soil analysis showed an absence of potential contaminants or noxious substances, and thereby confirmed the safety of the site. Of interest, the Olveston samples showed the lowest concentration of volcanic elements of all samples tested, including those taken further North on the Island. A bid for the property was tendered, and accepted by the owners. The campus is a former executive estate for a major US company, and was also the former Government Headquarters during the early stages of recovery from the volcanic eruptions of 1995-1996 and following the destruction of the former Government House by the aforementioned volcanic activity.

The USAT campus presently consists of approximately 7 acres, containing 9 well constructed (Masonry) buildings, and some 20,000 SF of usable construction. There is considerable land area for expansion as the Institution grows. All of the existing buildings survived Hurricane Hugo in 1989, and none were seriously damaged by the volcanic eruptions of 1995-1996 and later volcanic activities. The Olveston area was never deemed unsafe by the MVO faculty. The campus is located approximately 5 miles from the volcano, and straddles the roadway [S. Mayfield Estate Drive] that passes through. The buildings are distributed over approximately 2.5 acres of the estate: the remaining 4.5 acres are open land, covered with mango trees and other local trees and amenities. The campus is situated on a gently sloping tract of land on either side of South Mayfield Estate Drive, and comfortably separated from local homes and most traffic. The entire plot of land is suitable for further development.

The majority of the buildings on Campus is considered as ―hurricane proof‖ and is fitted with sufficient supplies and resources to accommodate approximately 50 individuals during a hurricane. The Campus has a self contained diesel powered back up power generation station, and back up batteries in the event of a power outage. The buildings include an administration building, an artist‖s studio, a Laundromat, a 2 car garage, a sizable kitchen adjacent to a game room, dining room, outdoor covered veranda, the Pavilion (main class room, also used as a main function room), a large [40,000 gal capacity] ceramic tiled pool with adjacent changing rooms and storage, a self contained master suite, a lower disabled accessible suite, the Camelot suite (disabled access), the British suite (disabled access, and also a hurricane suite), 6000 SF of finished patios that overlook the Caribbean sea to the West, the Stone Manse Building (converted into the Mayfield Clinic for Regenerative Research, teaching clinics,


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and laboratories, including a -140C Cryolab for biological sciences and cell research and a clinical support lab), a carpenter shop, a power generation station, the Gardner‖s building (to be converted into an Anatomy Dissection Laboratory), and the Gardner annex (converted to the battery power backup unit), approximately 2 acres of lawn, 4 acres of open land, and a 1 acre agricultural research station (under development), an orchard with mango, guava, avocado, cinnamon, banana, and other tropical trees, all with spectacular views of the Caribbean Sea to the West and stone walkways to the rain forest and Nantes River to the South. The USAT also has on campus an entire state of the art aquaponics development lab, and which when fully constructed will be the base of an agricultural research station. The estate extends Westward to within a few hundred feet from the seaside, and is close to area beaches and other amenities.

The present campus can currently accommodate approximately 120 students in its present configuration and up to 500 students when all of the estate is developed. In addition, the nearby Montserrat Community College offers 8 additional classrooms and laboratories within a close commute to the University, and which resources may be rented on an as needed basis under the terms of the USAT license, thereby providing additional income for the MCC and the Government of Montserrat. In addition, USAT has proposed to establish a number of joint programs with the MCC, thereby increasing their enrolments for mutual benefit.

A North Campus of the University is also in the initial planning stages. USAT has viewed an additional parcel of undeveloped property in the North which had not been previously made available, and is proposing to acquire such lands as soon as resources can be made available to do so. A historic South parcel has also been offered to the University, and which will may further augment the agricultural research station and other developments of the Institution. When fully operational, the University proposes to employ in excess of 200 individuals in academic and staff positions, and to conduct academic programs in medicine, nursing, agriculture, technology, and the creative arts.

INITIAL SELF STUDY, 2003-2005.


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The Board of Directors of the University, all of whom were traditional academics, recognized the importance of working toward regional and International accreditation of its programs, and to that end initiated the first phases of the Institutional self study in mid-2003. The Board research soon discovered that as a private Institution, there were few agencies available to review private institutions in the CARICOM, and none that were licensed or otherwise chartered to review private academic Institutions in the area of medicine. This left few choices for USAT to undergo an LCME modeled accreditation process comparable to that which traditional institutions in the USA and UK normally undergo since Montserrat had neither a local, regional or International Accreditation Agency at its disposal. Accordingly, USAT hired a group of individuals, all of whom were established academics, and who were established members of accreditation teams in the UK, other EU, and the USA to undertake a critical review of the Institution. The team became known as the ―Douglas Committee‖, named after the senior Professor of the group. The University was subsequently reviewed by the ISO 9001-2002, the Department of Education and Skills of the UK, and the American Association for Higher Accreditation and Accreditation, all of whom tendered favorable evaluations of the University and its programs to date.

a) The Douglas Committee. The Douglas committee consisted of 3 senior members, all of whom spent considerable time and talents to review the University and its academic programs over a period of approximately 6 months. Team members reviewed administrative, recruiting, and admissions procedures, Institutional management, student resources including library resources and accessibility, fiscal accountability, academic programs including classroom observations, conducted student interviews, and administrative review of both academic and financial records, and reviewed the credentials of faculty. The committee found no discrepancies, found the Institution to be operating in a manner equivalent to traditional UK Institutions they had reviewed, and issued a highly complementary and favorable recommendation for accreditation in January 2004.

b) ISO 9001-2002. Conducted by Dr Adolf Poellmann, MD, an ISO auditor, working in both the UK and in other EU Nations. Dr. Poellmann reviewed administrative and academic records and policies, faculty credentials, conducted both student and faculty interviews, and classroom observations of USAT students on at least 3 occasions. Dr Poellmann found the Institution to be operating in a manner equivalent to traditional UK, EU, and North American


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Institutions he and other members of his organization had reviewed for ISO. In particular, Dr Poellmann complimented the University on the availability of library and other student resources, and on the high quality of the faculty. Following completion of his review, Dr Poellmannn issued a highly complementary and favorable recommendation for ISO 9001/2002 accreditation in February 2004.

c Central States Consortium for Schools and Colleges of Higher Education: The Central Stats organization is a privately owned accreditation agency, with authorities to evaluate academic institutions Internationally, including institutions based in North America, Europe, the Caribbean, and other locales. In 2004, the use of this agency in the absence of a Montserrat agency was approved by the local Government. Of note, the vast majority of accreditation agencies USAT was able to identify were private organizations, duly licensed by their parent organizations or governments to conduct accreditation reviews in particular regions or Nations. Central states conducted an extensive review, including administrative, academic, and operational aspects of the USAT operations in both the UK and Montserrat. The Central States team, headed by Dr Kolinich, found the Institution to be operating in a manner equivalent to traditional UK, EU, and North American Institutions she and other members of her organization had reviewed for Central States. In particular, Dr Kolinech complimented the University on the availability student resources, on the high quality of the faculty, and the exceptional quality of the academic programs reviewed. Following completion of activities by her review team, Dr Kolinich issued a highly complementary and favorable accreditation certificate for USAT for the years 2004 through 2009. Since this is a private accreditation organization, and was neither endorsed nor non-endorsed by NACES, CHEA, or the US Dept of Education, USAT has not utilized this review and declined to renew it when it became time to do so.

a) International Medical Education Directory, IMED/FAIMER. USAT College of Medicine was admitted to the International Medical Education Directory (the IMED List) in September 2003, thereby enabling students and graduates of USAT COM to sit for all Steps of the US Medical Licensing Examination


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b) Canadian World Directory of Medical School Codes. USAT College of Medicine was placed on the Canadian World Directory of Medical Schools, followed by placement on the CAPER list ( Canadian Post MD Education Registry System) since 2008.

c) Department of Education and Skills, UK The Department of Education and Skills must review all academic organizations conducting academic operations in the UK that involve both the attendance by UK students and International students, including granting leave to enter the UK for study purposes to International students. DFES reviewed academic policy and programs, Institutional licensure, validated all licensure and Company organizational documents, conducted a due diligence including a legal review, and issued certificate 22440 in 2005 establishing MCL-USAT as an authorized Institution as an Education provider in the UK for the period 2005-2008, the longest duration for which DFES issues such certificates. Unfortunately this agency was eliminated due to redundancy by 2008.

d) UNESCO. UNESCO maintains a listing of approved academic Institutions worldwide. USAT submitted the required information to UNESCO in 2005, in time for the next published edition of their world wide compendium of licensed Colleges and Universities. To the best of our knowledge, USAT was placed on the UNESCO listing of approved institutions.

e) WHO Global Health Workforce Alliance. Upon review, USAT was entered on the listing of Institutions participating in programs contributing to global healthcare improvement in 2009.

f) MedEdCentral. USAT was included in MedEdCentral, an EU agency, upon recommendation and endorsement by the IMED/FAIMER in 2009. To the best of our knowledge, the IMED and MedEdCentral listings are the only fully prime source verified listings of medical schools worldwide. This directory, managed by delegation from the EU Directorate General for Education is based on a Department of The UK Public University governing body.

g) Wikipedia. USAT was included in the Wikipedia listings in 2008, upon review and recommendation of a variety of sources.


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h) University of Seville, Spain. USAT became officially affiliated with the University of Seville in 2008, establishing exchange programs in research and medical education. Two additional Institutional affiliations are currently underway.

i) Instituto de Tecnicas de Saude [ITS Portugal]. Signed a bilateral agreement with USAT College of Medicine on Sept 18, 2010 which enables graduates of ITS to transition to the Bachelor of Science in Osteopathic Medicine, and transition to the MBBS and MD degree.

j) Instituto de Nuevas Tecnologías Aplicadas [Valencia, Spain], Signed a bilateral agreement with USAT on Sept 5, 2011, which enables graduates of INTA to transition to the Bachelor of Science, Arts, Law, and other USAT programs of Education and Training, leading to the consecution of an University Degree in different areas with the exception of MBBS and MD degree, but able to do in other as Osteopathy, business and several Professional diplomas and post-graduate training.

k) ND Pharma & Biotech (a subsidiary of HotStar Ltd.). A UK based company with a tremendous impact and potential in the fields of Biopharmaceutical Industry and Biotechnology with a worldwide operational structure, with several premises both in the UK and southern Europe, that operate licensing and managing technologies, products and inventions from USAT Scientists and some graduates to transform those patents, inventions and licenses in full business, profitable for all involved in the process.

In summary, USAT has undertaken considerable effort to identify and achieve a variety of accreditations, International Listings, and reviews in accordance with its Institutional Self Study commencing in 2003 to the present. These efforts have resulted in accreditations from a number of organizations, and have helped the University to strengthen itself, and insure that it was operating along conventional accepted guidelines, and could offer a high quality academic program that would closely parallel that obtained by a student in attendance at a traditional academic institution.


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MEDICAL EDUCATION: THE FACULTY.

USAT reviewed the appointment and employment criterion that have been adopted by traditional academic institutions of several countries, most notably in the USA and EU. As a result of such surveys, USAT established and uses criterion similar to those of traditional academic institutions in seeking highly qualified faculty and staff for its academic programs and staff support. The University has employed a large number of part time faculty in the past, most of whom were retired from or who actively held full time appointments in traditional Institutions, and where they taught similar courses of instruction. Many of those employed were also licensed physicians in their country of record, some with multiple licensures.

The University policy for recruitment of faculty is that 1) applicants should have earned the highest degree or qualification in their field, and not less than one degree that is of higher order than the academic program for which they are being considered for assignment to; 2) applicants must have demonstrated outstanding moral and ethical values; 3) applicants for Professorial, Lecturer, or Instructor rank must have not less than the following qualifications:

Professor: Doctorate Degree or the equivalent, with 15 years experience in their area of expertise, 10 of which should have been in a senior position, a significant record of scholarly activity, and attainment of an International Recognition in their professional field of expertise;

Associate Professor: Doctorate Degree or the equivalent, with 10 years of experience, 5 of which should have been in a position senior or similar position, and national recognition in their respective field;

Assistant Professor: Doctorate Degree or the equivalent, with 5 years of experience in their area of expertise, 2 of which should have been in a position senior or similar position, and regional recognition in their respective field.

Senior Lecturer: Doctorate degree or equivalent in field of expertise, with 10 or more years of experience and national recognition in their field of expertise, 5 of which must have included duties commonly associated with a lectureship position.


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Lecturer: Doctorate degree or equivalent in field of expertise with 5 or more years of experience in an academic setting, preferably with direct instructional or lecture experience.

Instructor: Masters degree or the equivalent, with 5 years of experience at a position of similar responsibility.

Assistant Instructor: Bachelor‖s degree with 5 years of experience at a position of similar responsibility or the equivalent.

Administrative Assistant, Instructor Assistant: 2 or more years of College or the equivalent in the area of intended assignment. May be a graduate, student or medical student with similar experience.

In addition to the above, all faculty may be subject to 1) a prime source validation of their primary credentials, including graduation from College, University, post graduate training, specialty certification is appropriate, and confirmation of their letters of reference; b) a recent local police check, to confirm that the applicant is in good standing and does not have any active or outstanding negative actions pending, and is not a convicted felon; and c) must present proof of identity such as a copy of the face pages of an active passport, an active driver‖s license, or other bona fide proof of identification.

Faculty assignments: Normal faculty contact time shall not exceed 16 hours per week for lecture assignments, 20 hours per week for laboratory assignments, or a combination of the two. Faculty, Lecturers, or Instructors will not normally be assigned to areas of responsibility for which they have not had adequate professional preparation, or for duties for which they would not be otherwise qualified to perform.


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MEDICAL EDUCATION DATABASE: SELECTION OF PROPOSED STUDENTS.

Among the goals of the University are to conduct high quality academic programs on an academic level that are comparable to similar programs as conducted by traditional academic institutions. To this end, the highest quality of students available should be sought. High quality applicants may come from many sectors, including recent high school, ―A‖ level or equivalent, and College graduates, and including both traditional and non-traditional sources. USAT does not discriminate on the basis of age, gender, ethnic, religious, or political inclination, or other factors. Upon interview, students are advised of the extent and magnitude of the program they wish to apply for, the costs associated with the specific program, and such other factors as may be appropriate to discuss. All applicants are granted an interview, initially via telephone, and prior to acceptance into a medical career field, a face to face interview.

A review of other private and traditional institutional admission policies revealed considerable variation among Institutions, with some offering admission to students with ―3 C‖s‖ or an overall C average, while others reported more stringent admission criterion. For medical admissions, virtually US based Institutions report they require a grade point average of B or higher, and scores of around 9 or greater on the Medical College Admissions Text (MCAT). Schools of Osteopathic Medicine may admit slightly older students, and reportedly may accept MCAT scores as low as 7. Few if any International Medical Schools report a necessity for MCAT scores, but do request that if taken that the scores be provided. For experienced, non-traditional applicants, MCATs are seldom a reliable marker, and following the lead from Johns Hopkins University School of Medicine over a decade ago, USAT does not require MCATs for admission to its medical school.

It is acknowledged, however, that grade point average or MCAT scores by themselves are not always reliable indicators of a student‖s potential, as experienced academics worldwide often advise: Individual motivation plays a major, more critical factor, and when coupled to intellectual potential may result in a high level of success, regardless of previous academic achievements and especially if several years might have passed since the last Institutional attendance. Thus, it is important to review all aspects of a student‖s application, to include a recommendation for remedial work in particular


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subject areas or possible enrolment in alternative subject areas if deemed necessary for later success in the primary field of study selected.

USAT has established a GPA minimum of 3.0 or its equivalent as a base guideline for primary consideration, and does not require MCAT or GRE exams for medical or graduate study or for medical college admissions. For applicants with less apparent degrees of qualification, USAT recommends enrolment in a lower level academic program in which some courses from the traditional first year may be taken along with 4th year undergraduate courses, and thereby extending the duration of the MD program to encompass 5 academic years. Such applicants may be enrolled as joint degree applicants, combining a Medical and other undergraduate or graduate degree.

USAT has also developed a Graduate Entry Program, specially tailored to applicants with prior medical training and experience, and which enables such candidates to continue partial employment while completing the remainder of their medical studies.

MEDICAL EDUCATION: ACADEMIC PROGRAMS, CURRENT AND FUTURE.

From 2002-2003, MCL-USAT undertook a considerable effort to identify degree programs available from Private vs. Traditional institutions offering medical degrees. There was a significant disconnect between degree offerings between the two categories of Institution. Following the volcanic activity of 1995-1996, a major portion of the youth of Montserrat migrated to other nations, representing a labor drain and a ―brain drain‖ of sorts. The brain drain phenomenon has also been cited in other CARICOM nations, as University-bound students travel abroad for higher education, many remain abroad upon completion, and fail to return to their homeland with their newly acquired skills and professional careers after graduation. With few employment opportunities available in Montserrat, it also seemed equally unlikely that the best and most highly educated Montserratians who left for educational or career purposes would also be less likely to return home after completing their higher education without the opportunities for comparable employment options upon their return. Thus,


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MCL-USAT sought to develop an academic program that could incorporate local needs into the academic offerings, and thereby make a greater contribution to the revitalization of Montserrat.

Traditional Institutions, such as State Universities both in the USA and abroad, typically offer a broad range of degrees from 2 or 4 year degrees up to and including Doctorates such as the PhD and ScD in a wide range of areas of specialization, in addition to the MD/MBBS, veterinary, and dental degrees. In some localities particularly the UK and Commonwealth Nations, the MBBS is often preferred by applicants over the MD, while in others such as the USA and many parts of Europe, the MD is more often the preferred medical degree. In contrast, Private Institutions common to the CARICOM seldom offer more than a few closely degree options, and infrequently offer more than a narrow range of specialty areas. Only two private CARICOM Institutions offer a Veterinary degree, and none offer Dental degrees. Because a primary objective of MCL-USAT was to develop ways in which it could assist the revitalization of the Montserrat economy, a broader approach to academic program development was undertaken in the hopes that if more local students were to complete academic programs that were useful at home, more may remain at home after graduation. Was MCL-USAT to develop along traditional rather than along the lines of private, entrepreneurial institutions, it seemed apparent that the mission statement of USAT could satisfy a broader range of Montserrat‖s redevelopment needs . Moreover, in order to better address the economic and developmental needs of the greater CARICOM community, a broader range of degree and scholarship options could then be made available.

Prior to 1995, Montserrat played a major role in the promotion of the Creative Arts. Montserrat was the home of Sir George Martin‖s famous Air Studios, perched high above the Montserrat landscape with extraordinary views of the Volcano to the East and the Caribbean Sea to the West. Air studios contained the best recording decks in the world in its time, was constructed along the most advanced and innovative features in recording studio design, and attracted many of the most talented artists of the century. With the recent construction of the Sir George and Lady Martin Centre in Little Bay, it is hoped that some of that excitement may return to Montserrat, and that Montserrat may once again establish its place in the Sun in the area of the Creative Arts. USAT proposes to contribute to the re-establishment of that development, through an active cooperation and professional contributions from programs in Creative and fine Arts, and once again enable the ―Emerald island of the Caribbean‖ to


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showcase it‖s talent and extraordinary creativity. USAT hosted an Artist in Residence in 2005-2006, the first private medical school to do so, where it made substantial contributions to the children‖s summer art festival and other local art inspired events during the year. USAT has established an artist‖s studio on Campus for aspiring artists, and hopes to expand that element over the coming years.

In accordance with the license issued to MCL-USAT and the above summary of the Institutional self study, the University of Science, Arts, and Technology, Montserrat proposes to introduce a variety of academic programs over the next 5 years. Programs will be established from the Associate degree level to the Doctorate level, and will include both academic and professional degrees. In addition to programs in medicine and nursing, academic programs in areas of technology development, hospitality, specialized business, biotechnology and agricultural research, and other options should be incorporated into the University development plan. Among other goals, the academic programs being developed are intended to the extent possible, to assist Montserrat in its recovery and redevelopment activities in the coming years and enable a better fit into the economic development of the greater CARICOM region. Specific academic programs are summarized below:

1. Academic programs a. BS, MS, ScD, PhD, in areas of biological and biomedical sciences, nursing, allied health

sciences, molecular biology, Experimental Biology, Engineering, and such other areas as needs may emerge.

2. Major areas of Academic study: a. Arts and Sciences: Technologic and professional programs in Agriculture,

Aquaculture, Hospitality and the Creative Arts, and others as needs may arise; b. Technology: renewable energy technology, including geothermal energy research and

development, computer technology, and other key areas. 3. Professional Programs (MBBS, MD, DPH, MPH)

a. Medicine, including both allopathic (M.D., M.B.B.S.) and osteopathic medicine (D.O.) b. Public Health: including programs in areas of complementary and alternative

medicine, preventive medicine, and public health; c. Nursing, offering academic programs at the BSN, MSN, DNP, and PhD levels.

4. Other (Dentistry, Veterinary Medicine, Medical Law) 5. Continuing Medical Education, in a variety of medical career fields.


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6. Other programs as recommended by the various permanent committees of the University, and as deemed appropriate by the Board of Directors.

CONCLUDING REMARK

The development of the University of Science, Arts, and Technology will continue well into the coming decade, not only for countless aspiring physicians, medical professionals, and other students from here and abroad who seek an excellent and inspiring education, but also for the many others who may accompany them: the students, fellows, family members, and their teachers whom we plan to entice to our Island home to participate in academic and professional programs of the University, and who may lend us their many talents during their brief time with us, and make their contributions to the redevelopment and revitalization of Montserrat and the greater CARICOM region lasting for the generations to follow.


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USAT HISTORIC DOCUMENTS


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THE GOVERNMENT OF MONTSERRAT HAS CHARTERED THE UNIVERSITY OF SCIENCE, ARTS & TECHNOLOGY (USAT) WITH SPECIAL POWERS TO GRANT HIGHER EDUCATION CERTIFICATES, DIPLOMAS AND UNIVERSITY DEGREES, SO THUS FAR THIS MEAN THAT ALL USAT DEGREES OBTAINED FOLLOWING AN APPROVED COURSE OF STUDY SHOULD BE CONSIDERED OFFICIAL, AND FULL FAITH AND VALIFITY SHOULD BE GIVEN WORLDWIDE.

MOREOVER, THE UNITED KINGDOM SIGNED ON BEHALF OF MONTSERRAT INTERNATIONAL AGREEMENTS AND TREATIES TO ENSURE AND ENFORCE MUTUAL RECOGNITION OF HIGH EDUCATION DEGREES AND DIPLOMAS, INCLUDING UNIVERSITY QUALIFICATIONS BOTH ACADEMIC AND PROFESSIONAL


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HISTORIC OFFICIAL DOCUMENTS FROM PUBLIC ARCHIVES

GOVERNMENT CHARTER TO THE UNIVERSITY

FIRST PAGE OF THE AGREEMENT BETWEEN G.O.M AND USAT OFFICIALS

DEGREE GRANTING POWERS CONFERRED ON THE BOARD OF DIRECTORS


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OFFICIAL SIGNATURES OF THE GOVERNMENT REPRESENTATIVES AND USAT PRESIDENT

COVER OF THE COMPLETE OFFICIAL DOCUMENT CONTAINING THE AGREEMENT


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OFFICIAL LETTER DIRECTED TO W.H.O. (WORLD HEALTH ORGANIZATION) DIRECTOR SIGNED BY THE HONORABLE MINISTER OF HEALTH, EDUCATION AND COMMUNITY SERVICES ON BEHALF OF THE GOVERNMENT OF MONTSERRAT CONFIRMING THE

AUTHORIZATION OF MEDICAL SCHOOL AND POWER TO GRANT MBBS AND MD DEGREES

LEGAL WARNING:

ALL DOCUMENTS AND DOCUMENT COPIES SHOWN HERE ARE OFFICIAL AND GENUINE COPIES EXTRACTED FROM THE UNIVERSITY ARCHIVES AND THE GOVERNMENT OF MONTSERRAT PUBLIC ARCHIVES. LOGOS, CRESTS AND PHOTOGRAPHS ARE

PROTECTED BY (C) COPYRIGHT


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USAT EDUCATION


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In Ultram marinum Omnibus Britannia Emporium Territoribus Montem

Serratum

Elisabetha Secundii, Regina per Deo Gratia potestatem deudam Governatorem

ad Territoribus Licentia et Auctoritas

nos

Praeses et Socii

Universitatis Scientiae, Artibus et Tecnologiae

Montem Serratum otorgam pervenerit admissimus otorgantia his litteris

Universitatis Creatio Honorem Magna

Anno Domini MMI


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UNIVERSITY OF SCIENCE, ARTS & TECHNOLOGY

USAT

MONTSERRAT-BRITISH WEST INDIES

FOUNDATIONAL CHART

WHEREAS

Under Part Four of the Treaty establishing the European Community (the EC Treaty), the overseas countries and territories (the OCTs) are closely associated with the European Community. Historically, the list of OCTs mainly included countries and territories that have in the meantime become independent sovereign countries, most of them ACP countries. This explains why the logic applied to cooperation between the EU and the OCTs is to a large extent identical to that applied to cooperation between the EU and the ACP states, despite the fact that the OCTs are covered by a separate legal base in the EC Treaty.

WHEREAS

However, such parallelism does not correspond to the reality in the field, the specific social, economic and environmental challenges faced by the OCTs today, and the close historical, institutional and political ties between the OCTs and the EU. Furthermore, it does not take into account the potential of OCTs as strategically important outposts, spread all over the world, as proponents of the EU‖s values. In addition, the wider international context has evolved, in particular as a consequence of globalization, the ongoing liberalization of international trade and also the increased regional integration of the ACP


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countries. All these factors require a thorough renovation of the partnership between the OCTs and the EU.

WHEREAS

According to the EC Treaty, the OCTs are non-European countries and territories that have special relations with Denmark, France, the Netherlands and the United Kingdom. They are associated with the European Community with a view to promoting their economic and social development and establishing close economic relations between them and the Community as a whole. The EC Treaty states that the association of the OCTs with the Community ―shall serve primarily to further the interests and prosperity of the inhabitants of these countries and territories in order to lead them to the economic, social and cultural development to which they aspire‖.

WHEREAS

The countries and territories concerned are listed exhaustively in Annex II to the EC Treaty. In total, 21 OCTs are listed and MONTSERRAT is included in such list as historically was a British Territory, ad as far as the OCTs are constitutionally linked to a Member State, and thus far the Part Four of the Treaty, deals exclusively with the OCT-EC association, as well as the amendments further to that Part of The Treaty and the more recent developments and extensions of such liaison, association and relationships.

WHEREAS

Even though Article 182 EC qualifies them as non-European and the Community acquis is not applicable to them, simply considering the OCTs as if they were just third parties would not correspond to the reality in the field. Indeed, while the OCTs do not form an integral part of the EU, they are a part of or at least closely related to an EU Member State, which means that they cannot be uncoupled from the EU and, in a sense, are ―part of its ultimate frontiers‖.

WHEREAS


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An entire part of the EC Treaty itself is dedicated to the association of the OCTs with the Community and lays down the basis for treating the OCTs as if they were not just third countries. Under the structure of the EC Treaty, the OCT-EC association does not form part of the Community‖s development cooperation or the Community‖s external action in general.

Moreover, by virtue of their history and their special relations with Member States of the EU, the OCTs form an integral part of a society that respects the values on which the EU is founded and the principles resulting from the common constitutional traditions of the Member States, such as respect of human dignity, liberty, democracy, equality, the rule of law and respect of fundamental rights. These values and principles, which the EU also promotes vis-àvis third countries, are put in practice in the OCTs.

WHEREAS

In addition, unlike with third countries, all OCT nationals are in principle European citizens in the sense of Article 17 of the EC Treaty, which states that every person holding the nationality of a Member State is a citizen of the Union. More precisely, all nationals of some OTC´s also have the nationality of the related Member State automatically. As from 21 May 2002, the citizens of all the British OCTs are also British citizens, but they can renounce it in favor of remaining British overseas territories citizens only and are not obliged to have a passport describing them as a British citizen. As European citizens, OCT nationals are in principle also entitled to the rights conferred by Union citizenship (as laid down in Articles 18 to 22 of the EC Treaty), such as the right to move and reside freely within the territory of the Member States. Moreover, OCT nationals can be granted the right to vote for and participate in the election of the European Parliament, subject to the conditions defined by the related Member States in compliance with Community law.

WHEREAS

The Commission is also keen to develop a more active partnership with the OCTs as it is developed in the Article 15 and Article 17 of the 2007 revision of the Special Relationship with OTC´s and it´s developments as regards the impulse given to cooperation in other areas such as economic policy, enterprise, employment and social policy, trade and investment, infrastructure (including with regard


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to the Galileo system, as OCTs are potential or real candidates for the development of ground infrastructures), research, maritime affairs and governance of the sea, energy supply, energy efficiency and renewable energy sources, good governance (including in the tax, financial and judicial area), civil society development, cultural exchanges, the media, education and training, migration, and the fight against organized crime, trafficking of human beings, terrorism, money laundering, tax fraud, tax evasion, drugs and illegal, unreported and unregulated fishing, as well as administrative, police and judicial cooperation. Moreover, cooperation in the field of both sea and air transport — including as regards the Common Aviation Area — can significantly contribute to the integration of OCTs within

their region and to a closer relationship between the OCTs and the Community.

WE, THE CONSTITUENT BOARD

IN THIS DAY, DECIDED

On such exposed arguments there are enough grounds for the establishment of an Institution of Higher Education in the Overseas Country and Territory of Montserrat, one with special association status with the United Kingdom of The Great Britain and as such this was established.


48

USAT / Montserrat College of Medicine is fully accredited and licensed by:

Ministry of Education of Montserrat

to grant:

High School Certificates, Bachelor's Degrees, Master's Degrees, Doctoral Degrees, etc.

in a variety of disciplines.

ABOUT THE ACCREDITATION

The goal of a graduate of our Medical College is most likely to become a licensed physician in the United States or Canada. Our goal is to make sure that this happens. It is extremely important that the medical school in which you are enrolled is recognized by the ECFMG (Educational Commission for Foreign Medical Graduates) the organization which grants you the right to take all three steps of the United States Medical Licensing Exam (USMLE) which must be passed to become a practicing physician in the U.S. Recognition by the ECFMG depends directly on whether or not the school is listed in the International Medical Education Directory (IMED) which provides an accurate and up-to-date resource of information about international medical schools that are recognized by the appropriate government agency in the countries where the medical schools are located. The agency responsible for this recognition in most countries is the Ministry of Health. Medical schools that are recognized by the appropriate agencies in their respective countries are listed in the International Medical Education Directory.

A medical school is listed in IMED after the Foundation for Advancement of International Medical School Education and Research (FAIMER) receives confirmation from the Ministry of Health or other appropriate agency that the medical school is recognized by the Ministry or other agency. FAIMER also updates the International Medical Education Directory as information about medical

http://www.faimer.org/index.html


49

schools is received from Ministries of Health or other appropriate agencies, including the World Health Organization (WHO).

Please note that the WHO is in the process of replacing their World Directory of Medical Schools. As explained on their website, the Directory will be replaced by a new, more comprehensive global database maintained by the University of Copenhagen, Denmark.

CANADIAN POST GRADUATE MEDICAL SCHOOL REGISTRY

UNIVERSITY OF SCIENCE , ARTS & TECHNOLOGY (USAT) MONTSERRAT MEDICAL COLLEGE ARE LISTED IN THE EHFCA AS AN EXISTING AND RECOGNIZED MEDICAL SCHOOL AS IT IS STATED IN THE CANADIAN POST MEDICAL DOCTOR EDUCATION REGISTER (DIRECTORY REVISED 2008).

TO VERIFY PLEASE, TRY ON THE GOOGLE OR OTHER SEARCH ENGINE "CAPER CANADA REGISTRY” AND THEN GO TO PAGE 183 (2008 EDITION) TO SEE MONTSERRAT COUNTRY AND LISTED AND CODE OF MEDICAL SCHOOLS, OR TRY THE FOLLOWING LINK:

www.caper.ca/docs/pdf_2008_aug_medical_school_codes.pdf

USAT successful graduates receive the diploma of a

Bachelor of Medicine/ Bachelor of Surgery (MBBS)

or the traditonal U.S. style

Medical Doctor (M.D.)

That entitles them to enter in the medical profession. As recognition of its high level, medical training of the Montserrat College of Medicine was recognized by several foreign countries, including the United States.

Our former students pass state examinations of various countries, including USMLE, with well above the average results. USAT graduates are completing residencies in different countries all over the world from India to Russia and nearby all US.

http://www.who.int/hrh/documents/wdms_upgrade/en/print.html

http://www.caper.ca/docs/pdf_2008_aug_medical_school_codes.pdf


50

The program and the medical degrees issued by the University of Science, Arts and Technology in Montserrat and the Montserrat Medical College have achieved international recognition.

Some of The Member States of the European Union (i.e: IRELAND), recognize the graduates of IMED/FAIMER listed medical schools as eligible for application to Temporary Registration with the Medical Council of Ireland,(http://www.medicalcouncil.ie/).

The University of Science, Arts and Technology- Montserrat Medical and Health Sciences College is listed in the International Medical Education Directory (http://imed.ecfmg.org/).

In the United States the Educational Commission for Foreign Medical Graduates (ECFMG) and its organizational members define an international medical graduate as a physician who received his/her basic medical degree or qualification from a medical school located outside the United States and Canada. To be eligible for ECFMG Certification, the physician‖s medical school and graduation year must be listed in the International Medical Education Directory (IMED). International medical graduates must meet some examination and medical education credential requirements to receive an ECFMG Certification. (http://www.ecfmg.org/index.html).

An International Medical Graduate is eligible for the Medical Council of Canada examinations, if she/he has a medical diploma issued by a university (listed in the International Medical Education Directory) outside of Canada or the United States. One of the eligibility criteria for the Qualifying Examination Part I. is a valid pass standing on the MCC Evaluating Examination (MCCEE) (http://www.mcc.ca/english/news/index.html) (http://imed.ecfmg.org/).

Detailed information about the policies and procedures of different countries for the recognition of foreign qualifications can be found on the following website: http://www.enic-naric.net/

http://www.medicalcouncil.ie/

http://imed.ecfmg.org/

http://www.ecfmg.org/index.html

http://www.mcc.ca/english/news/index.html

http://imed.ecfmg.org/

http://www.enic-naric.net/


51

USAT EDUCATIONAL STANDARDS


52

A COMMITMENT TO ACADEMIC

EXCELLENCE

EDUCATION

Our experience in the Academic world led us to pursuit the excellence throughout our

esteemed academic curriculum that translates into the finest preparation for our graduates. During

their first two years at the USAT, students are on campus, attending lectures and lab studies on a

wide range of subjects. In their third and fourth years additionally they are exposed to a host of

hands-on clinical training opportunities.

LISTEN & LEARN

Lecture and laboratory classes focus on every aspect of medicine including anatomy, biochemistry,

histology, physiology, microbiology, pathology, pharmacology and surgery.

PICK YOUR SPECIALTY

USAT education prepares students for further residency training in any area of medical specialty,

including surgery, anesthesiology, psychiatry, gynecology, obstetrics, pediatrics, neurology,

ophthalmology, neurosurgery, oncology and more.


53

Learning Through Research (LTR)

USAT, in addition to our primary mission of providing a high quality medical education, we have

created the LTR System, making clinical research as integral part of our mission and your

educational experience. Clinical research opportunities offer students a chance to advance medical

science, as well as the breadth of their own education.

Hands-On Experience

From day one, at USAT, students learn clinically oriented medicine. First –year students are

provided countless opportunities to work

with physicians, learning first-hand in a

real-life medical practice.


54

Ask the Alumni

You can find USAT graduates thru the World

Wide Web or scanning the rosters of the

nation´s top medical facilities, and you´ll find

graduates in residencies and practicing

medicine in a wide range of capacities and in

different parts of the world,…in private

practices or rural clinics, from big city Hospitals to

the Administration and Civil Service including

the Military.

Browse our Alumni and Post Graduate Association, and discover why the top Scientific and

Academic and Professional Societies in the U.S. and worldwide are accepting USAT graduates as

members of their communities.

www.usatpga.webs.com

http://www.usatpga.webs.com/


55

Re

sou

rce

s

Since USAT is

operating

remote

Campus in

Miami,

Florida,

Denver,

USAT Montserrat Campus


56

Colorado and other locations, our beautiful, picturesque Main Campus at Olveston, St. Peters, in

Montserrat is hosting the Administrative Buildings and Residential Complex. A new cohort of

students is expected in Montserrat for the 2011-2015 Class.

Our campuses are well equipped of innovative tools for teaching and learning, and the University

has agreements with local Hospitals to use labs and modern diagnostic and research tools. We

operate enough room to host our students in a tranquil, collegial, spacious, relaxant and study –

motivating environment with great differences from southern coastal location like Miami to the

mountain forest surrounded of Colorado near to Denver.

UpR: Dr. Karam Lecturing at Miami.

MidL & R: Dr. Lopez conducting Master-class on Regenerative Medicine and Stem Cells at the USAT affiliated Institution University of Seville School of

Medicine (Spain).

Today´s medical students rely on the vast resources made available to them through computer

technology. USAT´s multi-media and computer system allows access to University resources from

virtually any location campus, including from dozens of private study rooms in Alumni Hall and the

residences.

Cellular Medicine Labs (USAT)


57

While the USAT philosophy is high-touch and

personal contact, its resources are high –tech and

sophisticated. For example, USAT performs all its

gross anatomy lab lectures in hospital environment

surrounded by technological features like

overhead camera systems with multiple view

screens to allow dozens of students to observe

procedures in detail and to interact with

Instructors, Professors and Lecturers.

Technology as a Teaching Tool

AS AN ALUMN, I FEEL A REAL

SENSE OF PRIDE WHEN SEE HOW

THE USAT HAS EVOLVED FROM

THE VERY BEGINNINGS WHEN WE

WERE NOT MUCH THAN A DOZEN

WELL MOTIVATED STUDENTS

WITH A BACKPACK OF ILLUSION

AND A WORLD TO DISCOVER

AHEAD OF US. TODAY THE

CHANGE IS MAGNIFICENT

J.P. HARFORD, MD,

USAT´04 (NEUROSURGERY)


58

People


59

USAT is the largest Medical School in Montserrat and growing, spreading all

over the world, recruiting and retaining a well reputed, highly experienced, and

dedicated Faculty, with the goal of making our curriculum unsurpassed, and in the

meanwhile providing to the student with all support and guidance as she or he strives

for personal excellence in a medical career. Faculty is proud of the personal

involvement and accessibility, taking time to counsel students individually during

regular teaching sessions and office hours as well as in scheduled appointments.

We feel proud of saying that USAT is a

welcoming place for all, with a variety of students range

widely in age and coming from a diverse cultural

backgrounds, social classes and ethnic origins. This

diversity creates a rich, textured fabric that further

enhances the

educational experience

of USAT.

Our flexible

programs, affordable

tuition and the different

modes of attendance and programs, USAT is rating

between the most competitive institutions in the area,

in terms of acceptance of students. These high


60

standards along with the USAT scholarly camaraderie, ensures a close-knit group of

bright, motivated student doctors.

STUDENTS are encouraged to

have an active voice through the

student government. In this way, they

play an influential role in the decisions

and policies that affect the future of

their education and their alma mater.

DEDICATION to student needs

at USAT starts at the top-from the

president´s office to each department

on campus-staff do their personal best

to meet each student´s needs. And

each month students are invited to

share an instructional weekend with

the President, where they can have a

lunch and maintain open dialogue with

him and other officials.

BECAUSE SERVING is an integral

part of medical education at USAT, the

university offers many opportunities to


61

serve…both in the community and around the world.

STUDENTS can gain valuable

experience while helping those in need

thorough participation in humanitarian

activities and societies like Physicians

Without Borders, ICOE, Medicus

Mundi, and other similar organizations,

in an international effort which provides

medical care to people in need around

the world.

We are committed and concerned

with giving back to society in a grateful

recognition for all gave to us.

Montserrat

Places USAT is proud of being a Montserratian

Institution with International Projection. We are

also proud of being part of the United States of

America. In fact we are proud of being a World

Class University that has broken all the myths

around the “Isle” concept.

This is our home, so be

welcome!


62

USAT UNIVERSITY

PREMISES, FACILITIES AND EDUCATIONAL STANDARDS


63

INSTITUTIONAL SETTING

BACKGROUND INFORMATION ABOUT THE SCHOOL

SUMMARY

The University of Science Arts and Technology was accredited as an education provider by the Department of Education and Skills, United Kingdom, Certificate number 22440 until the discontinuation of that agency in the UK. The University is also a member of NAFSA Association of International Educators (Certificate 55220), AIEA, and AAHEA. Starting in October 2003 the University was also reviewed (favourably) by the Douglas committee, a group of UK academics who undertake the academic review of traditional UK Universities. In addition, in its quest for an accreditation committee that could review USAT‖s academic programmes and structure, we sought and obtained a satisfactory accreditation from the American Association for Higher Accreditation and Accreditation, a CHEA agency, a private accreditation agency in the USA. USAT initiated CAAM


64

accreditation in March 2006, following correspondence with the accreditation agency for approximately one year previous during their organizational process. USAT has a stated mission objective to become regionally and internationally accredited, a goal that has been troublesome to achieve in the absence of an accredited accreditation body within Montserrat. The University has been listed with the International Medical Education Directory (IMED) since 2003 and presently enjoys an exceptionally high pass rate for students who have completed the licensing examination [USMLE Step I: 89%; USMLE Step Step II: 95%. Graduates have also been licensed in Nigeria, India, Mexico, and Puerto Rico. USAT was awarded a Certificate of Excellence in Education by AAHEA in 2010.

The University of Science Arts and Technology, Montserrat was established and licensed by the Government of Montserrat in 2003. Previous to that, the school was originally organized as the Medical College of London (MCL), Cambridge, UK beginning in August 2001. The activities of MCL essentially relocated in toto to Montserrat beginning in the fall of 2003, and which move was complete by the fall of 2004. Until 2004, the University maintained an information office in the UK, and currently located in Denver Colorado, USA. The University purchased its present 7 acre campus complex in Olveston, Montserrat in November 2003, and assumed occupancy in early 2004 a few days after the land holding license for the University was approved. Since occupancy, the Campus has undergone considerable repair and renovation during conversion from an Executive Estate and later Montserrat HQ and UK Government Headquarters to a University campus. During its tenure in the UK, USAT had agreements with several UK institutions including Cambridge Regional College (CRC, Cambridge), Kings College (KCL, London), University College London (UCL, London), and the University of Greenwich at Medway (UG, Chatham campus) for lease of classrooms. Laboratories, and office space, and with agreements for MCL-USAT students to complete some jointly listed courses and laboratories at the above named institutions. Currently, MCL/USAT is affiliated with the University of Seville, Spain, for advancements in medical education and research.

The University became listed with the International Medical Education Directory (IMED), an instrument of the FAIMER in 2003, thereby paving the way for students from most US states to become eligible to sit for the USMLE exams required for US licensure. The GoM initiated the request for the listing of the University with the World Health Organization in 2003, but which listing remains incomplete due to changes in the WHO listing process.


65

1) USAT has completed an affiliation with the University of Seville, Spain, and with ITS, Portugal.

2) USAT has developed a unique transition program for Health Care Professionals [HCP] to MD in North America, and a unique program in which qualified High School Graduate applicants can complete the Bachelor of Science and the MD in an intensive 6 year program.

INSTITUTIONAL SETTING

Part A: Key Quantitative Indicators

a. Number of vacant department chair positions (CAAM-HP Annual Medical School Questionnaire1).

NONE

b. Total numbers of enrolled master‖s and doctoral students in graduate programmes in the biomedical sciences.

Master‖s Doctoral

10 5


66

c. Total numbers of residents/junior staff and part-time clinical faculty that are the associated with the medical school faculty and who regularly take part in teaching.

Residents/JS PT Faculty

1 25

d. For each of the past two years, percentage of graduating students who participated in a research project with a faculty member.

Most recent year

One year prior

3 2

________________________________________________________________________

Mission and goals of the medical school.

The mission of the University of Science Arts and Technology is to provide affordable high quality educational and research programs developed from a traditional academic platform in Medicine and the Healing Arts, Creative Arts, and Technology. The medical curricula incorporate key areas of nutrition, preventive medicine and public health, medical toxicology, and Complementary and Alternative Medicine elective in the core and elective course offerings, in line with recent trends and needs in medical education in the USA and other nations so as to better prepare graduates for medical practice in a global environment.

_____________________________________________________________________________


67

a. Year of initial operating: __2003________

b. Type of charter (check one):

Not-for-profit

X Commercial, for profit

____________________________________________________________________________________

Date of their most recent revision:

2010

Bylaws and other administrative and academic guidelines are communicated to the faculty in writing, and discussed at appropriate meetings of the faculty and staff.

President: Orien L. Tulp, Ph.D., M.D., F.A.C.N., C.N.S. (Term: Indefinite)

Vice President: Carla M. Konyk, BSc. (Hons), MSc, MBBS. (Term: Indefinite)

Member and Chair: Joseph DiStefano, M.D., (Term 2006-2008)

Member: Michael Gramazio, Ph.D., MD (Term 2005-2007)


68

Member: Perry B. Hudson, M.D., PhD, FACS (Term 2003-2005; 2005-2007; 2007-2011)

Member: Ben S. Johnson, DO, MD (Term 2006-2008)

Member: Bruce Kauffmann, JD., Term: Indefinite

Member: David Karam, MD, PhD. Term: Indefinite

Jean Kelsick, Esq. Legal Council

a. Name of board chair: ___Joseph DiStefano, MD_

b. Year of Initial Appointment:

2006

Board members are nominated by members of the faculty and current board. All nominations are interviewed to determine their interest in and potential contributions to the University, and their available time and resources to serve on the board. Board members are required to have not less than 80% attendance at scheduled board meetings. .Criterion for selection are eligibility for academic appointment, preferably at the senior level of Full Professor of equivalent, and with a professional background and experience that is commensurate with Board of Directors responsibilities and functions.

The governing board of the University shall review candidates from a field of applicants who have been nominated for the position by faculty, administration, alumni, students, or members of the Board of Directors, make a recommendation to the President, and confirm the appointment made according to the following academic process:


69

An academic search committee composed of not less than 3 faculty of the University appointed by the president shall advertise in appropriate journals and publications, make nominations, or seek nomination of candidates from faculty, student bodies, and directors of the Institution academic search for applicants for the position(s) to be filled. After a reasonable period of not less than 30 days, the committee will screen the candidates who have applied or been nominated, and select those with promise for a campus visit and interview by the committee, student organizations, and other interested parties. A short list of < 3 candidates will be prepared from the interviews of candidates previously screened by the faculty committee appointed for the purpose, and make a recommendation to the President with regard to the order of preference. During the campus visit, each candidate will be invited to address the faculty and student body on their philosophy of academic instruction as pertains to their area of expertise and the academic or administrative position to be filled. On the basis of the outcome of the visits, an order of ranking shall be made by the search committee and presented to the President, who shall confer with the Board of Directors for senior positions (equal to or higher than that of a Dean). The President shall offer the position to the selected candidate or candidates, and upon acceptance, the Board of Directors shall confer or otherwise approve the appointment, including the salary package to be offered. For positions lower than that of a Dean in the academic or administrative structure, the President shall make the offer of appointment in concert with the senior Dean or administrative official under whose division the intended faculty member or administrative officer will serve. For academic positions at the Instructor level or administrative positions less than that of a division director, the Senior Dean or corresponding administrative office may make the offer of appointment, and which offer will be confirmed by the Office of the President or his/her designated faculty or staff administrator.

The Dean of the College of Medicine has full and continuous access to the President and senior administrative staff for purposes of administrative, fiscal, and academic matters. The budget for the Office of the Dean will be established annually, based on factors of need and availability of funds, projected student enrolments, and other factors. As a private academic institution, the budget is heavily tuition driven, which creates an atmosphere of taking necessary care and attentiveness to concerns of students, academic loads, and necessities for development and presentation of the academic program. The fiscal needs of academic program ranks as the first priority in establishing Institutional budgets,


70

followed by academic salary and benefits and expenditures to support the physical plant. Accordingly, the Institution is able to respond to fluctuations in student numbers, tuition generation, local demands, and other factors on short notice and to redistribute funds as necessary for maximal support of the academic program.

The Dean of the Medical School is the chief academic officer of the Medical College, and a full member of the faculty. The Dean of the College must have earned a medical degree in a recognized college or university, in addition to a graduate degree in a career field that is associated with the professional, academic, and or administrative responsibilities of the office, and possess considerable research experience at the basic sciences or clinical scientific level. In addition, the Dean shall have 10 or more years of experience at a senior level academic or medical position in business, academia, or clinical medicine. The Dean must be fluent in English, computer literate, demonstrate excellent social and interpersonal skills, and possess the professional, administrative, technical, and leadership skills for practical, hands on, effective leadership by example.

The Assistant Dean / Vice President for Health Affairs / Dean of Academic Affairs. The candidate selected for the position of Dean of Academic Affairs shall have broad administrative experience in both basic medical sciences and clinical medicine, applied medical research, plus an earned degree in a relevant area of medicine, science, or medical administration; a comprehensive, practical understanding of academic finance, plus 5 or more years of leadership experience at the senior administrative and/or academic level. The Assistant Dean / Dean of Academic Affairs should have fluency in English, be computer literate at an advanced level, and have excellent interpersonal skills. Must be able to work effectively and cohesively as a team player with peers, subordinates, and superiors.

Clinical faculty of the University are expected to hold unrestricted medical licensure in their area of specialization in one or more countries, and commensurate with their level of education and training.


71

b. Supply a chart showing the relationships between the medical school and university administration, other schools and colleges, institutes, centres, etc. Include, if appropriate, the reporting relationships for the director of any teaching hospitals owned or operated by the medical school or university.

c. Department chairs are reviewed annually an on an extraordinary schedule as deemed necessary by the students and faculty. Annual reports are due from all faculty outlining their accomplishments, publications, teaching and community service during the previous academic year, and compared with their proposed plans submitted at the start of each AY. Annual increases for faculty are based on factors of merit, excellence in teaching, community service, and scientific accomplishments including publications of research completed.

d. The budgetary authority for all Departments and functions is established by the Director of Administration and Finance, with input from Departments and individual faculty. To the extent

USAT

OLVESTON,

MONTSERRAT

COLLEGE OF MEDICINE,

MONTSERRAT,

[MEDICAL COLLEGE OF LONDON, planned 2011]

USAT DIVISION of GME

COLLEGE OF

GRADUATE STUDIES

International College

of Law

College of Business

COLLEGE OF ARTS

AND SCIENCES,

Agricultural

Research Station

MAYFIELD CLINIC

(RESEARCH &

TEACHING)

AFFILIATES

Advanced Medical

Institute & University of

Seville, Spain

SW Institute for Medical

Research (New Mexico)

Other Institutions

(INTA,N


72

possible, requests are filled as requested dependent upon availability of funds. Amounts of greater than $2500 for an individual project or acquisition may be subject to a decision by the Board of Directors, on a priority basis with the most pressing expenditures funded first. Funding for all academic programs and academic support items takes first priority, with physical plant expenditures second, followed by administrative support expenditures.

Orien L Tulp, Ph.D., M.D., F.A.C.N., C.N.S., Professor of Pharmacology and Nutritional Sciences, President and Acting Dean of Academic Affairs, USAT. Dr Tulp holds earned graduate degrees in Pharmacology, Physiology & Biophysics, Medicine, and other disciplines from the University of Vermont and other International Institutions. He is also a graduate of the Vermont Military Academy, Basic and Advanced Officer courses of the US Army, US Army Command and General Staff College, the National Defence University in Washington DC, the US Army Academy of Health Sciences, and others. Dr Tulp is retired faculty of Drexel University, Philadelphia, PA (USA), and of the US Army (COL, AMEDD, Ret.), with significant Command and Staff assignment in major medical commands, including over 250 medical civic action missions in several nations. Professor Tulp is an active member of numerous professional organizations in his field, including election to the American College of Nutrition (Fellow and Certified Nutrition Specialist), the American Society for Clinical Nutrition, the Association of Military Surgeons of the US, and others.

Professor Tulp has held faculty positions and invited guest lecturships at numerous academic Institutions including Colby College, the University of Vermont, the Community College of Vermont, the US Army Command and General Staff College, the Academy of Health Sciences at Fort Sam Houston, TX, University of Vermont College of Medicine, the University of Maryland in Europe (UK), and Drexel University in Philadelphia, PA, the University of Heidelberg (Germany) and other academic programmes. He has been visiting faculty at the University of Delaware (Nutrition), Laval University (Physiology & Medicine), LSU Medical College-Shreveport (Physiology), The University of California (Davis and Riverside Campuses) University of New Hampshire, and numerous other institutions. He has authored and co-authored approximately 500 abstracts, manuscripts, and chapters in his areas of expertise, and has been an invited speaker over 400 times, speaking in many Nations since 1974. Professor Tulp earned life time tenure at Drexel in only 4 years and earned the rank of Full Professor in only 6 years after joining the Drexel University Faculty in 1983. Professor Tulp also holds


73

appointment as Adjunct Professor of Medicine at the New York College of Podiatric Medicine and was appointed a member of Scientific Advisory Boards of Acumin, Inc, Greentree Nutritionals, and Natural Clinicians, LLC.

Professor Tulp‖s credits include a Presidential Citation from William Jefferson Clinton, award of the USA Legion of Merit for significant contributions to the field of Military Medicine; the USA Medal for Military Medical Merit, the Gaarde Nationale Trophy for Distinction in Military and Civilian careers; the Citizenship Medal from the Sons of the American Revolution; Medals of Merit from the States of Vermont, New Jersey, and the Commonwealth of Pennsylvania; The Meritorious Service Medal from both the US Army and the Commonwealth of Pennsylvania; a Citation from the Conseil International Du Sport Militaire for medical contributions to the International Biathalon Competitions in the USA (1989); a Meritorious Achievement award from the Muscular Dystrophy Association of the USA for professional medical support to their organization, An award from the US Army AMEDD for pioneering research in the nutrient and energy intakes and prevalence of disease of indigenous peoples of the Amazon River Basin of South America; several Sigma Xi awards for best research papers, and many other medals, ribbons, and citations. Professor Tulp assumed his present position as Director of Medical College of London and the President of the University of Science, Arts, and Technology in Montserrat in 2003.


74

All current Deans are full time appointees except Dr Robinson, who will become full time when first year students are admitted. Dr Robinson is currently 50% while he completes other teaching contracts at other US Institutions (Nova SE COM and ATOM (Oriental Medicine).

Department chairs are normally appointed for duration of 3 years, serve at the discretion of the President and Dean, and are renewable.

Department chairs and other faculty are reviewed annually. An annual report is required of all faculties in the rank of Assistant Professor or higher. The annual reports must be submitted in writing, are reviewed at each level of the academic chain starting with the Department Head, and a recommendation or endorsement must be made at each supervisory level. Upon completion, the reviews are presented to the President, who may accept, not accept, or take such actions as may be deemed appropriate.

PERRY B HUDSON., M.D, PhD, FACS), Dean

Bruce Robinson, MD, FACS

Associate Dean

[Tracy Scipio, PA]

Director of Administration

[Carla M. Konyk, MBBS]

Dean of Basic Medical Sciences

[George Einstein, Ph.D.]

College OF Graduate Studies

[David Karam, MD, PhD


75

Department chairs are granted budgetary authority for activities for which they bear responsibility, with exception of faculty salary, who are salaried from the University academic budget line. Support staff, operating supplies, and local expenses are approved from the Departmental or divisional budgets. All checks and other payments are made from the office of the University comptroller.

a. Numbers of students and fellows enrolled in graduate and professional training programmes:

Department or Programme M.Sc. PhD Post graduate professional training

Medical Sciences X X

Doctor of Science Post MS level.

MPH X

DPH X

Diplomat X

Continuing Medical Education (CME) X


12

b. Average time to complete:

Master‖s degree 2 years

Doctoral degree 4 years

Professional training

< 1 - 5 years, depending on specialty area

c. Note any major successes or significant problems associated with the graduate programmes.

One graduate now VP of another University in the USA; First 5 graduates to apply for internship was successful (all were successful pre-matches) and to date approximately 90% of known applicants for USMLE steps I, II have passed on first attempt. Three graduates have now completed USMLE step III on first attempt and have been selected for interview at first choice PGY-1..

d. Number of house officers/residents that are the responsibility of your faculty, by training programme (Note: If the school operates geographically separate clinical campuses, provide a separate table for each campus):

Training Programme Interns Post-graduates / residents in Univ. Prog.

Other Junior staff /residents

Total Residents

USMLE COUNSELOR 1 1

Individual

GME is accomplished at various hospitals in the USA, UK, and other Nations. Coordination is accomplished via direct communication, coordination, and periodic on site visitation.


13

Research Affiliates: Department of Pathology, College of Medicine, University of Heidelberg, Germany. This research centre specializes in diabetic renal disease, a major illness among diabetics and one which affects large segments of the CARICOM population. Dr Tulp, of USAT has developed a unique animal model of diabetic nephropathy that has proven valuable in the study of this condition. Studies are ongoing at the Institute.

The University established research collaboration with the Department of Complementary and Alternative Medicine (CAM) of the University of the Sciences, in Philadelphia PA. This affiliation was instrumental in the early scientific studies with Hoodia species (origin: South Africa) and appetite/weight control material upon which some of the current treatment regimens are based. Hoodia is now cultivated in the CARICOM region (Jamaica), where it has become a valuable commercial crop. Graduate students played instrumental positions in the research program, including experimental design, formation of research questions, specimen and data collection, biochemical laboratory and statistical analysis of specimens. Results of one Hoodia study and one other study on non-surgical approaches to cholecystectomy were presented at the 2005 CARAPA conference held in Rodney Bay, St Lucia. USAT looks forward to many additional such conferences in the future. One student has submitted a paper for presentation at the American Physicians Association annual meeting, based on his research in Sports Medicine and has presented previously on Integrative Medicine at the annual conference of the American Naturopathic Medical Association in Las Vegas, NV. Other students have co-authored research papers at the annual exposition of the Federation of American Societies for Experimental Biology and at other professional research societies.

Resident courses in GME may be accomplished via the USAT Division of Graduate Medical Education, under the jurisdiction of the College of Medicine. No programs are experiencing any difficulty filing positions at this time. When scheduled, the CoM recruits specialists in the field of interest to deliver the specific academic programs. GME programs are typically of less than one week duration, and may be conducted at the main campus or a remote location.

Clinical GME training of MS III and MS IV students is accomplished via established teaching hospitals and clinics in the USA and other Nations. Coordination is made with hospitals on an individual basis for students, with preference given to the Institutions within commuting range of the student‖s home if reasonable. USAT has fixed agreements with a number of teaching hospitals


14

including Larkin Community Hospital, North Shore Hospital, Baqai Medical University, Father Muller Hospital Medical College, and others.

The Mayfield Clinic for Regenerative Research was established in 2006 in the Stone Manse Building, Main campus to support research interests of the University. The clinic is dedicated to cell biology research, and is equipped with a cryogenics suite, located off the main laboratory. The laboratory also contains a Class V Glove box, suitable for specialized formulations typical of a compounding pharmacy operation, in addition to instrumentation for basic biochemistry and physiological chemistry activities.

The University conducts lectures periodically with invited faculty in the area of biomedical ethics. Professor Lhausa is an experienced academic physician, with considerable expertise in this area. Other faculty for this course include Bruce Kaufmann, JD and Eduardo Garcia, MD, JD, who has both an active medical and a law practice specializing in medical malpractice and related areas. The above faculty routinely lecture to each class for 10 to 20 clock hours (2 credit hours), including problem based learning exercises. Biomedical ethics is a mandatory course for all students of the health sciences, including graduate students.

The University has established committees for research ethics, human subjects, and animal subjects for implementation when such need may arise. Research is an important, high priority element of the USAT program, and all MS IV students are invited to complete a research elective as part of their medical studies. The committees review each protocol presented, and make recommendation as to permit, not permit, or amend as submitted. The project director must demonstrate availability of financial resources to support the project and insure a successful outcome prior to approval.

Selected Lecture and discussion topics on research ethics and related areas are included in several course, including BSC 349 (Intro to Epidemiology), BSC 399 (Intro to Biostatistics), BSC 608 (Intro to public health), BSC 610 (Medical and Legal Ethics), BSC 690 (Pharmacology I), CSC 599 (Special topics in clinical medicine), and CSC 965 (clinical research). And BSC 614 (Research Methods).

All students are given opportunity to participate in research activity, and are encouraged to do so. Upon matriculation, students are invited to undertake a joint program, usually MPH or MSc while completing the MD or MBBS degree. Approximately half of enrolled students express interest, and approximately half of those actually complete the intermediate degree en route to the MD. The


15

graduate doctoral degree requires a research component leading to submission of a thesis, and the MSc and MPH tracts may select a research option as well.

Describe any organized activities or events that promote faculty collaboration in the achievement of the school‖s missions, such as integrated teaching efforts, collaborative research projects or programmes, or faculty development activities.

The University of Science Arts and Technology was established as a traditional research based Institution. The University regularly collaborates with scientists from other Institutions, including the Department of Pathology, University of Heidelberg (Germany), and the University of the Sciences in Philadelphia, (USA), the Southwest Institute for Medical Research (New Mexico) and others, where we have published numerous abstracts and scientific papers resulting from the aforementioned collaborations.

Team teaching is encouraged in all courses, with particular emphasis on upper level courses, so as to maximize the talents and contributions of individual faculty in the delivery of the academic program. Such collaborative teaching efforts enable individual faculty to concentrate in the areas of expertise, while sharing in areas of secondary interest and common academic preparation. Most senior faculty and many junior faculty possess common teaching skills in areas of the basic medical sciences, and can contribute from their particular vantage points so as to broaden the scope of instruction in common courses, while at the same time enhancing emphasis on topics of special interest. Moreover, classroom sharing is important as it enables more heavily scheduled faculty to make better use of their time, to attend a continuing educational program and research interests of their choice with less disruption of scheduled academic programs of individual students and classes.

For broad topic courses such as medical physiology, team teaching is highly desirable if not essential as the combined efforts of multiple faculty can present the subject in greater detail and in a more comprehensive manner than if presented by a single faculty member. A popular example is the linking between Medical Biochemistry BSC 550) and Nutritional Biochemistry (BSC 551), where the concepts are presented in each course are organized in such manner as to compliment, enhance, and reinforce the material covered in the linked courses. Medical Embryology (BSC 532) incorporates information regarding the importance of nutritional factors on early development. Medical Nutrition elective (BSC 561) from the scientific viewpoint is deemed an important subject


16

in professional medical education of all physicians, and is most effectively incorporated into the basic sciences division of the curriculum.

USAT EDUCATIONAL RESOURCES


17

EDUCATIONAL RESOURCES


USAT established a Denver Colorado office for information and services including recruiting and administrative functions in 2009, with a goal to recruit up to 500 students over 3 years including 200 first year MD students, 250 advanced standing students under the graduate entry program, plus an additional 50 or more students in emerging programs in agriculture, the arts, and ethics and law. In addition, the University will expand the Graduate College and other academic majors. The increase in student numbers will increase revenues over 2-fold and expenditures 1.5 fold. The increase will occur in a graduated manner, as financial resources from corporate sponsors and other income sources are received.

In addition, the University will expand the services offered by the University Mayfield Clinic which will generate additional revenues for the University via research and patient-related fees while contributing to the clinical component of the basic medical sciences and clinical sciences programs.

As a private Institution, the only Government support to the University occurs in the form of tax exemptions, which are an important element of University support and which is passed on to students in the form of more cost effective tuitions. The Government support includes tax exemptions to arriving students, discounted campus rentals, and lower cost books and supplies from the University book store.


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The University has developed a significant donor giving program since 2006, and which has resulted in approximately $1.25 M in dedicated income and support-in-kind since its inception in 2005. This support is instrumental in maintaining the vitality and viability of the Institution and in insuring its continuing growth and development in the coming years.

The student body of the University is programmed to increase proportionate to increasing resources. The University initiated a campus renovation program, and to date has completed the initial renovation of approximately 50% of the physical plant to date.

The campus renovations have included critical repainting of all buildings on campus, complete renovation of the Stone Manse building and conversion into a clinic, restoration of the backup power plant, addition of a state of the art 30,000W solar powered back up generation plant, extensive electrical, plumbing, and sewage repair work on the Carriage House suite and other suites, installation of a small campus Laundromat for guest and students, Establishment of wireless internet services for students as part of their enrolment package, establishment of air conditioning units at various locations on campus, refitting of the main kitchen major appliances and fixtures, updating of all cottages and suites, initiation of the Agricultural Research Station on the South border of the campus, and numerous small repairs to numerous to count.

a. Complete a table of teaching facilities like that below for each building where medical students regularly take classes, including labs. Do not include classrooms located in clinical facilities.

Building:

Year Constructed:


19

Type of Room* Seating Capacity Main Educational Use(s)**

Main Classrooom (Pavilion) ( 1975)

40, expandable to 50 Classes, lectures, ceremonies, receptions

Mayfield Clinic (1980 for building, 2006 for clinic)

15 Mentored Clinical teaching, physical medicine laboratory

Stone Manse laboratory (1990 for building, 2006 for laboratory)

20 Laboratory instruction

Gardner Building (1990) 20 Anatomy Lab (under renovation)

Study (1980) 12 Temporary library

TV/Game Room (1980) 12 Recreation and relaxation

Glendon Hospital clinics (1990) 10 Mentored Clinical observations

Comm College of Montserrat (2005)

200 Additional classrooms

British Suite (Hurricane suite) (1990)

25 Hurricane shelter, with separate utilities

Pool, deck, and patios (1970) 200 Outdoor recreation

East of road Grounds (2.5 acres) 300-500 Receptions, games, recreation

South and West of road grounds (5 acres) (mango orchards, fields, rain forest & jungle, etc.)

500 Recreation, hiking, viewing nature & rain forest, relaxation.

*Lecture hall, science lab, conference room, small-group discussion room, etc. If several rooms of similar type and seating capacity are used, simply indicate total number of such rooms in parentheses.

**Lectures, small-group discussion, dissection, wet labs, slide study, etc.


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Faculty may request space as needed through Ms.Scipio, who coordinates space assignments with faculty and insures that the classroom or other needed area is prepared for the proposed instruction. Patients often drawn from the local community are scheduled for the clinic when classes are in session.

Clinical observations at Glendon Hospital are coordinated through the Chief Physician, Dr. Gopal. Clinical experiences for other hospitals in the USA or other nations are coordinate by the Dean of the Medical College with assistance from Ms. Scipio, Dr Konyk, or other Drs. from the USA.

Mayfield Clinic. This is an outpatient clinical office where students may observe clinical examination and treatment, and practice examination skills linked to clinical courses including Introduction to Clinical Medicine and Physical Diagnosis.

Glendon Hospital. This is Montserrat‖s only hospital. Students are allowed to observe patient examination and patient care, discuss laboratory and other ancillary data in a real time patient care environment.

North Shore Hospital, Miami Florida. This is a 300 bed teaching hospital located in Miami Florida, USA. USAT has an agreement with the hospital for most clinical specialties, including Internal Medicine, General Surgery, Obstetrics & Gynaecology, Padiatrics, General Psychiatry, and other specialties.

Larkin Community Hospital, S. Miami FL. This is a 300 bed teaching hospital located in Miami Florida, USA. USAT has an agreement with the hospital for several clinical specialties, including Internal Medicine, General Surgery, Family medicine, Preventive Medicine, Radiology, and others.


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Meese-Dunedin Hospital, St Petersburg FL. This is a 300 bed teaching hospital located in St Petersburg, Florida, USA. USAT has an agreement with the medical staff for numerous clinical specialties, including Internal Medicine, General Surgery, Obstetrics & Gynaecology, Padiatrics, General Psychiatry, Rheumatology, Pulmonology, and other specialties.

PanAmerican Community Hospital, Miami FL. This is a 300 bed teaching hospital located in Miami Florida, USA. USAT has an agreement with the hospital for most clinical specialties, including Internal Medicine, General Surgery, Obstetrics & Gynaecology, Padiatrics, General Psychiatry, and other specialties.

Suncoast Hospital, Tampa FL. This is a 300 bed teaching hospital located in Miami Florida, USA. USAT has an agreement with the hospital for most clinical specialties, including Internal Medicine, General Surgery, Obstetrics & Gynaecology, Padiatrics, General Psychiatry, and other specialties.

Advanced Medical Institute, St Petersburg FL. This is a very busy general medical clinic (< 100 patients / day), specializing in nutritional therapy, staffed by MD‖s and DOs. Students complete < 4 weeks of observation in Integrated Medicine. Dr. Douglas Neslon, Dr. Daniel Mayer, and Dr. Joseph DiStefano, clinical tutors.

Academic Alliance in Dermatology, St Petersburg, FL USA. Students undertake a 4 week elective in Dermatology, where they learn all areas of clinical dermatology including diagnosis and treatment, including cutaneous sugery, use of cutaneous and CO2 lasers, cosmetic surgery, schlerotherapy, dermabrasion, liposuction, strategies for antiaging applications, use of intense Pulsed Light (IPL) and other applications to dermatology practice. Dr Kathy L Anderson, DO, FAAAM, FAOCD, A4M, and others.

UCLA, Los Angeles CA. This facility provided < 8 weeks clinical observation in the specialty of Psychiatry. (Director: Dr Soldinger).


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Lawrence Glass, D.O., Internal Medicine, Pain Mangement. Valley Medical Center, Bakersfield CA

Lorn Miller, MD, Neurology practice / Advanced Neurology Care, Selma Alabama.

Department Name No. Offices

Total Net

Sq Ft

No.Research

Labs

Total Net

Sq Ft

Basic Medical Sciences 1 2,000 2 2,500

Division of Clinical Sciences 1 1500 1 2,500

Security is provided by keyed entry and electronic surveillance mechanisms. In addition, the outdoor areas of the campus are patrolled by the Salem branch of the Montserrat Royal Police Force, who conducts hourly daily inspections, with special emphasis during the weekends and after hour‖s times with hourly visits and patrols during the night time hours.

Princess, the campus pet, also is a pretty good sentry system. Needless to say, she has all her shots and wits about her and monitors all potential intruders, both man and beast. Iguanas and agoutis beware with Princess on patrol duty!


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Facility Name (list) (check)

Family Medicine

Internal

Medicine

OB/

Gyn

Paediatrics Psychiatry Surgery

Larkin Community Hospital FL x x x X

North Shore Hospital, Miami FL

x x x x x X

Glendon Hospital X (and tropical med)

(ICM)

Miami Gardens Medical Center

x X

Progressive Medical Centers x X

Bay Pines VAMC x x x x x X

Atlanta Medical Center, Georgia

x x x x x x

UCLA Psychiatry & medicine clinicx

x x x

Advanced Medical Institute, Florida

x x

Meese Dunedin Medical x x x x x x


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Center

Name of Chief Executive Officer: Dr Manuel Rodriguez, Director___________________

Year Appointed: ____2006______

Number of beds in use 300

Average occupancy rate 82%

Average length of stay 5 d

Number of annual admissions 20,000

Number of outpatient visits/year 12000

Number of ER visits per year 1800

Annual autopsy rate unknown

Facility Name: North Shore Hospital, Miami (500 beds)

Clinical Service Number of Beds

Avg Daily Census

Number of Students per Year

Your Medical Students

Visiting Medical Students

Allied Health Students

Nursing Students*

Family Medicine 100 100 40 0 0 0

Internal Medicine 100 80 25 0 0 0


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Obstetrics/Gynaecology 40 20 0 0 0

Paediatrics 40 20 0 0 0

Psychiatry 80 20 0 0 0

Surgery 160 25 0 0 0

Site Name and Location: Miami Gardens Medical Centre, Miami*

Course or Clerkship Offered

Academic

Period (Year)

When Offered

Duration

(weeks)

No. Students

per Rotation

Total Annual

Patient Visits

Total Annual

Visits Involving

Med Students

Family Medicine Year round 4 4 5,000 500

Internal Medicine Year round 12 4 12000 120

Paediatrics Year round 6 4 10,000 150

General Practice Year round 4 4 10,000 200

Facility Name: Glendon Hospital, Montserrat (30 beds)


Avg Daily Census





Nursing Students*


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Obstetrics/Gynaecology 5 2 1 0 0 0

Paediatrics 5 3 1 0 0 0

Psychiatry 0 0 1 0 0 0

Surgery 7 4 1 0 0 0

Facility Name: Progressive Medical Center (0 beds; 40,000 annual outpatient visits)


Avg Daily Census





Nursing Students*






Surgery 0 0 0 0 0 0

Facility Name: Seacoast Hospital, Tampa (300 beds)


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Avg Daily Census





Nursing Students*






Surgery 50 160 25 0 0 0

Orthopaedics 40 25 10 0 0 0

Bay Pines VAMC (1,000 beds)


Avg Daily Census





Nursing Students*





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(includes womens health)


Psychiatry 150 90 20 0 0 0

Surgery 200 160 25 0 0 0

Progressive Medical Centers, Atlanta, GA


Avg Daily Census





Nursing Students*



Obstetrics/Gynaecology (includes womens health)

75 52 20 0 0 0


Psychiatry 150 90 20 0 0 0

Surgery 200 160 25 0 0 0

Facility Name: Larkin Community Hospital

x Library

X Lecture/conference room(s)


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X Study area(s)

X Computers or terminals for educational use

X Call room(s)

X Shower/changing area

x Lockers

Facility Name: North Shore Hospital

x Library


X Study area(s)


X Call room(s)


x Lockers

Facility Name: Glendon Hospital

x Library


X Study area(s)

Computers or terminals for educational use (staff only)

X Call room(s)


Lockers (staff only)


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x Library


X Study area(s)


X Call room(s)


x Lockers

Facility Name:

x Library


X Study area(s)


X Call room(s)


x Lockers

Facility Name:

x Library


X Study area(s)


X Call room(s)


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x Library


X Study area(s)


X Call room(s)


x Lockers

Facility Name:

x Library


X Study area(s)


X Call room(s)


x Lockers

Facility Name:

x Library


X Study area(s)


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X Call room(s)



All student shave wireless access on campus, with connections to all internet based library and medical resources worldwide. In addition all hospitals have fixed libraries of 5,000 volumes or more, internet access, study areas, computerized databases, and other essential elements of medical education. Students are assigned reading and research topics

Facility Name:

Clerkship(s) offered: Number of junior staff available to teach medical students

Postgraduate programme

accreditation status

Larkin Comm Hospital 30 JCAH , ACGME

North Shore Hospital 75 JCAH, ACGME

Suncoast Hospital 15 JCAH

VAMC Baypines 60 JCAH, ACGME

VAMC FL 60 JCAH, ACGME

VAMC SF 100 JCAH, ACGME

UCLA 5 JCAH, ACGME

Kalra Hospital, India 25 MCI (India)


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Father Muller Medical Coll Hosp

30 MCI

ISSTE, Mexico 30 MCM (Mexico)

2003. Carla M Konyk. Director of Administration. Library and IT services.

The University has wireless access for all students, faculty, and staff. University networks are secure, and above all, are secure from student or other unauthorized access.

Library Info. Technology Services

Total user seating 10 5

Number of photocopiers 2 1

Audiovisual services (yes or no) Yes yes

Number of small-group study rooms 6 1

Number of individual carrels (library tables) available to medical students

10 4

Number of public workstations 2 2

Number of computer classrooms** 0 0

Total number of seats in computer classrooms 0 0

Network connections available in computer classrooms? (yes or no)

yes yes

** Main classroom is computerized and outfitted for wireless access; wireless connection available throughout campus.


34

Current Year One Year Ago Two Years Ago

Journal Subscriptions (Print) 6 5 5

Journal Subscriptions (Electronic) 6 5 3

Book Titles (Print) 2,000 1800 1600

Book Titles (Electronic) 2,000 1800 1600

Audiovisual Titles 10 8 6

Educational Software Titles 10 0 0

Databases 0 0 0

Other Holdings (specify) (misc books journals)

1000 900 800

Total Expenditures for Holdings 2500 2000 1000

** a large number of volumes are awaiting transfer from the UK offices

______________________________________________________________________________

Library Info. Technology Services

Professional staff 1 1

Technical specialists or para-professionals

1 1

Clerical support staff 1 1

Student or hourly support staff 1 1


35

Library holdings are selected to support medical education, and include journals, books, and educational tapes.

Library hours are 08:00-20:00 daily. During examination periods the duration is extended from 06:00 to 24:00h daily.

Students may borrow from other regional libraries if they fill out a library membership card first and make individual arrangements with that library. Currently there are no other medical libraries in Montserrat.

UK students are all offered student membership in the Royal Society of Medicine, where they may utilize the extensive resources of the RSM during normal library hours.

USAT students are all offered student membership for a number of organizations, societies and scientific and professional organizations, most of them for free, with full access to their resources via ITC´s

All major hospitals, community hospitals, and major clinics where students undergo clinical training have libraries and computing resources where students may study while in hospital and clinical training. All students also are required to have laptop computers or must have unrestricted access to PCs for use both on and off campus.


36

USAT FACULTY

(COLLEGE OF MEDICINE)


37

FACULTY

Overview:

The University presently has approximately 50 faculty prepared to teach, representing all major areas of the curriculum and which faculty can cover Medicine, Nursing, and other fundamental areas of the Allied Health Sciences. In addition, the University is poised to establish academic programs, research activities, and academic support activities in key areas of Arts and Sciences including Agriculture and energy technology that will be useful to Montserrat during their recovery and redevelopment activities. The University utilizes experienced faculty, over 90% of whom hold the doctorate and beyond in their professional areas of expertise, and who are equally committed to providing the finest in Medical Education and related academic disciplines.


Full-Time Part-Time


38

Basic Science Clinical Basic Science Clinical

Current year 2 1 10 27

1 Yr Prior 2 1 10 23

2 Yrs Prior 2 1 12 18

The University policy for recruitment of faculty is that 1) applicants should have earned the highest degree or qualification in their field, and not less than one degree that is of higher order than the academic program for which they are being considered for assignment to; 2) applicants must have demonstrated outstanding moral and ethical values; 3) applicants for professorial rank must have not less than the following qualifications:

Professor: Doctorate Degree or the equivalent, with 15 years experience in their area of expertise, 10 of which should have been in a senior position, and attainment of an International Recognition in their professional field

Associate Professor: Doctorate Degree or the equivalent, with 10 years of experience, 5 of which should have been in a position senior or similar position, and national recognition in their respective field;

Assistant Professor: Doctorate Degree or the equivalent, with 5 years of experience in their area of expertise, 2 of which should have been in a position senior or similar position, and regional recognition in their respective field.

Senior Lecturer: Doctorate degree or equivalent in field of expertise, with 10 or more years of experience and national recognition in their field of expertise, 5 of which must have included duties commonly associated with a lectureship position.

Lecturer: Doctorate degree or equivalent in field of expertise with 5 or more years of experience in an academic setting, preferably with direct instructional or lecture experience.

Instructor: Masters degree or the equivalent, with 5 years of experience at a position of similar responsibility.


39

Assistant Instructor: Bachelor‖s degree with 5 years of experience at a position of similar responsibility.

Basic Science Departments Clinical Departments

National 0 0

Regional 0 0

Extra-Regional 0 0

Female 1 1

Male 1 1

Black /African ethnicity 0 0

East Indian ethnicity 0 0

White 2 2

Other Race or Ethnic Group 0 0

N.b National means state sponsored university and/or location of university.

a. Basic Science Departments

Number of Full-Time Faculty *

Department Prof Sen lec Asst Inst/Other Vacant Part-Time

Anatomy 0 0 0 0 0 1 prof

Biochemistry 0 0 0 0 0 2 assoc prof

Pharmacology 1 0 0 0 0 1 prof

Physiology 0 0 0 0 0 3 prof


40

Other (specify)** 1 0 0 1 0 25**

MCS/Biostatistics 0 1 0 2 0 2 prof

Medicine 0 0 0 0 0 9 assoc & prof

Teaching Responsibilities

Average Number of Students Taught per Year

Department*

% Time Teaching Medical Students

Graduate Students

Postgraduate Clinical

Nursing Allied Health

Undergraduate (baccalaureate)

Anatomy 95 5 0 0 0 0

Biochemistry 95 5 0 0 0 0

Pharmacology

95 5 0 0 0 0

Physiology 95 5 0 0 0 0

Other (specify)

biostats 85 10 0 0 5 0

Epid Public He

85 10 0 0 5 0

Nutrition 80 10 0 0 10 0


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b.Clinical Departments

Number of Full-Time Faculty* Other Faculty *

Department* Prof Assoc Asst Inst/Other Vacant Part-Time Volunteer

Anaesthesiology 0 0 0 0 0 1 0

Dermatology 0 0 0 0 0 2 0

Family Medicine 0 0 0 0 0 5 0

Internal Medicine 0 1 0 0 0 5 0

Neurology 0 0 0 0 0 1 0

Obstetrics/Gynaecology

0 0 0 0 0 5 0

Ophthalmology 0 0 0 0 0 1 0

Orthopaedics 0 0 0 0 0 2 0

Otolaryngology 0 0 0 0 0 1 0

Pathology 0 0 0 0 0 1 0

Paediatrics 0 0 0 0 0 3 0

Physical Medicine 0 0 0 0 0 3 0

Psychiatry 0 0 0 0 0 3 0

Pub Hlth/Prev Med 0 0 0 0 0 2 0

Radiology 0 0 0 0 0 5 0

Surgery 0 0 0 0 0 5 0

Urology 0 0 0 0 0 2 0

Other (specify)[AM] 1 0 0 0 0 1 0


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*Replace indicated names with names used at your institution, as needed.

Teaching Responsibilities

Average Number of Students Taught per Year *

Department*

% Time Teaching Medical Students

Residents Clinical Fellows

Allied Health Other (specify)

Family Medicine 10 (MS III/IV/V) 0 0 0 PG year 20**

Internal Medicine 20(MS III/IV/V) 0 0 0 PG year 20

Neurology 10(MS III/IV/V) 0 0 0

Obst/Gynaecology 20(MS III/IV/V) 0 0 0 PG year 20

Pathology 5(MS III/IV/V) 0 0 0

Paediatrics 20(MS III/IVV) 0 0 0 PG year 20

Psychiatry 10(MS III/IV/V) 0 0 0 PG year 20

Surgery 20(MS III/IV/V) 0 0 0 PG year 20

Other-Dermatology

10(MS III/IV/V) 0 0 0

General practice 10(MS III/IV/V) 0 0 0 PG year 20

Emergency Medicine / ICU

10(MS III/IV/V) 0 0 0 PG year 20

Faculty may be appointed to academic or administrative posts within the University based on their previous experience, training, and education. In each instance, academic or administrative rank is based on the sum total of their achievements and professional recognition, and is determined using conventional, standardized criterion that properly documents each element of their professional development in their respective fields.


43

Instructor 1: Minimum educational requirement is a Master‖s degree in a technical specialty and 5 or more years of experience or Bachelor‖s degree with 10 years experience in the specialty field of assignment. Must have a degree that is higher than the degree being sought by the students enrolled. Responsibilities will include laboratory and classroom duties of a technical or specialty nature, and will be under the direct supervision of a faculty or staff member with a rank equivalent to Assistant Professor or higher.

Instructor 2: Minimum educational requirement is a Bachelor‖s degree in a technical specialty and 5 or more years of experience in the specialty field of assignment. Must have a degree that is higher than the degree being sought by the students enroled. Responsibilities will include laboratory and classroom duties of a technical or specialty nature, and will be under the direct supervision of a faculty or staff member with a rank equivalent to Assistant Professor or higher.

Assistant Professor: Must have a doctorate degree or equivalent with specialty training and experience in the assigned field. Must have Regional recognition in their field of expertise. Must contribute to teaching, research and scholarly activity, and community service.

Associate Professor: Must have a doctorate degree or equivalent with specialty training and experience in the assigned field. Must have Regional and national recognition in their field of expertise. Must contribute to teaching, research and scholarly activity, and community service.

Professor: Must have a doctorate degree or equivalent with specialty training and experience in the assigned field. Must have demonstrated Regional, National, and International recognition in their field of expertise, with documented evidence of publications and accomplishments in the individual‖s field of expertise. Must contribute to teaching, research and scholarly activity, and community service.


44

Applicants for appointment must submit academic credentials, including a list of publications and evidence of academic and professional achievement in their field of expertise or intended lecture, a copy of the face pages of their passport or other suitable proof of identification, and 2 letters of reference. In addition, all applicants must submit a satisfactory police clearance, confirming that they do not have a criminal history. USAT does not offer tenure at this time.

All academic tracts are treated similarly, with the exception that specialties in short supply such as Engineering, computer sciences, or some Medical specialties that may, due to necessity, receive a higher rate of hourly compensation for their service to the University commensurate with their professional standing.

Faculty are normally appointed on renewable, one year contracts. Newly appointed faculty are reviewed after one semester of employment or service and within the trial period of employment, at which time a determination is made as to whether to extend or not to extend the original contract. Effective faculty and administrative officers are renewed annually thereafter. USAT does not yet have a tenure policy in place, and will review the criterion for tenure before the 10th anniversary of the University. It is anticipated that conventional criterion of traditional, established Institutions will be adopted for tenure decisions at that time. USAT also does not yet provide for salaried sabbatical leave, but will also review that policy along with the tenure policies by the 10th Anniversary of USAT, and will adopt conventional criterion for such awards when implemented to the faculty handbook and to P&T policy.

Medical students evaluate instructors and course content for content, accuracy, skill, strengths and weaknesses in instructional format, appropriateness for their major area of concentration, fairness and classroom performance, and availability for consultation outside of scheduled class times. Additionally, they are invited to make constructive comments, and to recommend whether the class should be considered to be a required course for their major.

Students may be interviewed regarding their concerns about instructors, classroom demeanour, and other factors that may impact on their ability to master the subject matter under discussion. Following the student interview, the faculty member under discussion is invited to the office of the


45

Dean for a discussion, without any indication of the true identity of the student. Where possible, a solution will be suggested, and the issue resolve in the least antagonistic manner.

The University conducts a review of all courses at the end of the course. The results of the review are discussed with the individual faculty, and are then used to integrate improvements in the course.

The university conducts periodic seminars on faculty and staff issues, including instructional resources and their management. When a new faculty member is hired, a discussion of teaching methods is planned, and use of instructional resources are introduced. It is preferable that all faculty use power point instruction, as all classrooms are fitted with wireless internet, computer, and projector interface. It is preferable that the faculty members prepare a CD for the lecture series, distributed to students as a handout after the lecture.

Department Number of:

Articles in Peer-reviewed Journals

Books and Book Chapters Published

Journal Editors

Principal Investigator on Extramural Grants

Clinical Division 1 1 1

Basic Sciences Div.

1 1

Student Pubs 2

All faculty are expected to contribute to the body of knowledge through research and publications in their fields of expertise, presentation at Scientific conferences, and public service.


46

Check each area where the medical school or the university has a faculty conflict of interest policy. Include a copy of each policy.

X Conflict of interest in research

X Conflict of private interests of faculty/staff with academic responsibilities

X Conflict of interest in commercial support of continuing medical education

Faculty are advised of their appointment and details therein via letter, and orally. All faculty are requested to return the letter of appointment which has been countersigned in front of a witness before it is returned to the University.

Faculty are advised in person, and confirmed in writing. The letter offer of appointment has a signature block for the faculty member, and which he/she must be signed before the faculty member appears for his/her ID card or a contract may be initiated. any before disbursements can be paid.

A faculty handbook addressing common issues and academic policies is under development for release later this year.

All faculty are reviewed annually or more often as necessary to discuss issues of their academic performance. Faculty are given the comments made by students after each course evaluation is complete, but the identity of the individual student or students who have contributed the comments is withheld from the faculty or other staff during the meeting. The summary comments are placed in the faculty members permanent file where they may be held for up to 7 years, and may be used as one element during review for promotion, advancement, or other areas linked to faculty performance.

All faculty will meet with their intermediate supervisors not less than annually and factors identified in a.) above discussed with them. In addition, each faculty member is invited to submit a ―plan of study‖ which will outline their ambition and goals for the upcoming year, and which


47

proposal will be reviewed with them during the following meeting to discuss their progress toward accomplishment of their personal academic goals and objectives.

This committee, which typically consists of the heads of major departments, may be organized in any manner that brings reasonable and appropriate faculty influence into the governance and policymaking processes of the medical school.

Medical Policy Committee

Bennie S Johnson, D.O., M.D., M.S., member

Douglas Dunham, D.O., M.D., member (USA)

David Karam, MD, PhD, member, basic & clinical sciences

Carla Konyk, MBBS, NMD, Member and Secretary

George Einstein, Ph.D. member, basic medical sciences

Perry B Hudson, MD, PhD, FACS, member, clinical division

Bruce Robinson, MD, FACS, member, clinical division

Stephen Holt, M.D., member, Medicine

James DeBouno, PhD, Member, basic sciences

Orien Tulp, PhD, MD, Member and Acting Chair

This committee meets on an as needed basis to review matters of medical school policy and make recommendations to the Executive Committee, the President and Board of Directors.

Number of Appointed or Authority


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Committee Members Elected by: Reports to: (R/A/B)

Executive Council 7 President, VPs President, VPs B

Medical Policy Committee 7 President, VPAA VPAA, BD, Pres.

Curriculum committee 5 VPAA VPAA B

Appeals Committee 5 President President R

Admissions Committee 3 VPAA VPAA B

Library Committee 3 VPAA VPAA B

Faculty Admin

Support/Faculty Council

3 VPA VPA B

Student Affairs Cmte 3 VPAA VPAA B

Human Subjects(research) 6 VPR VPR, President B

Animal subjects (research)

5 VPR VPR, President B

Buildings and Grounds 3 VP VPA B

Research & Sponsored Projects Support Cmte

5 President VPR to President B

Gifts and Planned Giving 3 President President B

Alumni Committee 3 President VP, P B

Faculty Assembly 3 President VP to P B

Legal Affairs Committee 3 President VP to P R

Board of Directors 7 President President B

VPAA = Vice President for Academic Affairs; VPR= Vice President for Research; VPA = Vice President for Administration; BD = Board of Directors.


49

Deans meet with their primary staff on a daily basis, address emerging academic and administrative issues, and coordinate the activities of their colleges accordingly. Deans receive information and propose policy and administrative decisions and policies within their Colleges during biweekly meetings, or at additional times as required. Deans provide leadership and obtain input from Department Heads regarding during scheduled monthly and other meetings with Department Heads and Division chiefs. All faculty members have access as needed to the Dean of their respective college, and by appointment to the VPAA, VPA, and VPR.

A total of 12 faculty meetings have been held during the past year. Items discussed were affiliations with other Institutions, academic policy, campus needs assessment, publications, and budgetary items. Numerous additional meetings may be held on a weekly or as needed basis to obtain working input and provide guidance on various issues and to develop rationale for policy development. The faculty receives input from all standing committees, and may submit comments and recommendations to all standing committees.

Faculty members are and will be informed about upcoming meetings via a published schedule, including an email reminder one week before the meeting, telephone, and by word of mouth reminders.

In 2004, a meeting was held to discuss a proposed affiliation with a feeder US University, following receipt of a formal document from that Institution. The goal of the meeting was to access the quality of the academic program of the proposing Institution, and to determine their qualification for medical study. It was recommended that a formal affiliation be declined, but nonetheless in the spirit of fairness to their students, the University agreed to accept applications from qualified applicants, combined with an entrance examination as deemed appropriate by the admissions committee. The faculty meeting was held in vicinity of Orlando, Florida, so as to better accommodate both regular and adjunct faculty. The final decision was to deny affiliation.

In 2006, a meeting was held at the Main Campus to discuss a proposed affiliation with a US medical Institute, with a common interest in particular areas of research and development. As an outcome, the University contributed to fundraising activities of the institute, and which funds would be used to augment the instrumentation of USAT labs and to establish academic and research


50

programs in agriculture. A major sponsor was identified and who has since contributed to the University development.

Another meeting was held in 2008 to discuss the opportunity to form an affiliation with a prestigious EU Institution, the University of Seville. Under the agreements, University of Seville students can spend an exchange year at USAT and vice versa. The vote was unanimous to accept the affiliation.

Periodic emails and public announcements mediated through the local press, the Internet, and via electronic and telephonic communication are used to communicate with faculty about upcoming meetings and programs.

MEDICAL STUDENTS


a. Mean Admission scores for new (not repeating) first-year students during each of the past three years. State the examinations or other methods used and summarise in the table.

The University presently does not accept first year students. When it does, it will look for an admitting Grade Point Average Scores of 3.0 or above, the same as it now looks to for the admission of advanced standing level entrants. Upon completion of the listing with the World Health organization/AVA CIENNA the University will seek first and second year students in increments of approximately 30 to 50 students per semester.

Examination/ Criteria

Current...........

1 Year Prior

2 Years Prior


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N/A

N/A

N/A

N/A

b. Mean premedical GPA for new (not repeating) first-year students during each of the past three years. State how the GPA is calculated and place the mean in the table. Currently the University does not have any first year students.

The premedical GPA for students has been set at 3.0 for first and second year entrants.

Current Year.........

MIN 3.0

1 Yr Prior

MIN 3.0

2 Yrs Prior

MIN 3.0

c. For each of the last three years, the number of admissions applications considered by the admissions committee, applicants interviewed, offers of admission issued, student acceptances and entries for their first year of study. (includes telephonic interviews when face to face are not practical due to geographic location of the applicants *

Current

1 Year Prior

2 Years Prior

Applications 89 197* 203

Interviews 86 117 132

Offers made 76 101 94


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Acceptances 48 78 71

Data are from September to September . Includes both telephonic and face to face interviews.

d. For the most recent academic year, the percentage of first-year students and of all students in the following categories – national, regional, extra regional. National refers to a country sponsoring the school and/or in which the school is located. Region refers to non-nationals but from CARICOM countries. (CAAM-HP Annual Medical Questionnaire 6)

Nationals %

Regional %

Extra-regional %

First-year

none none none

All Students

none 4 96

e. Gender distribution (percentage) in the first-year class and in the total medical school enrolment.

(CAAM-HP Annual Medical Questionnaire 7)*

Female %

Male %

First-year None none

All Students 48% 52%

* Data Represents total student population

f. For the most recent year the percentage by gender and ethnicity of the national students admitted. Give the most recent census data. (CAAM-HP Annual Medical Questionnaire 8)


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No National Students were in attendance during the most recent year.

Year Black (African) %

East Indian %

White %

Mixed %

Other %

Census yr

2010-2011

Female

24 6 19

1 0 N/A

Male 13 8 26

1 2 N/A

Census (year)

2011 2011 2011

2011

2011

100%

g. For the three most recent academic years, the percentage of first-year students and percentage of all students who withdrew or were dismissed from the medical school. (CAAM-HP Annual Medical Questionnaire 10) NOTE: no first year students were admitted.

Past Year

1 Year Prior

2 Years Prior

First-year

0 0 0

Total

0 0 0

h. For the past three academic years, total tuition and fees for entering national, regional and extra regional students and the percent of institution scholarship students in those years. (CAAM-HP Annual Medical Questionnaire 14)


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Fees are tuition only, per semester.

Current Year ...........

1 Year Prior

2 Years Prior

National $3000. $2500 $2500

Regional $3000 $2500 $2500

Extra-regional

$4100 $3500 $3500

Transfer and Elective

$4100 $3500 $3500

Total tuition & fees

$12,700/yr $11,100 $11,100

Percent Scholarships

20 20 20

Part B: Narrative Data and Tables

MS-1 Students studying medicine should acquire a broad education, including the humanities and social sciences.

An undergraduate degree or its equivalent level in the sciences is necessary for entrance into medical school. A general education that includes the social sciences, history, arts, and languages is increasingly important for the development of physician competencies outside of the scientific knowledge domain.


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USAT seeks applicants with broad educational backgrounds, including courses in traditional premedical sciences, social sciences, economics, and the liberal arts. A Bachelor‖s degree (BA, BSc, or BS) or its equivalent is recommended for all successful applicants for medical (MD, MBBS) admissions. In addition, all applicants must demonstrate outstanding moral and ethical values, and present a valid police completed within 30 days on the time of application. Note: Evidence of a felony or other serious crime is a disqualifying condition for study at all medical career fields at USAT.

University/college/post basic courses or subjects required for admission.

A minimum of 60 credit hours / 75 quarter hours of coursework or the equivalent at the undergraduate level and which contains the following is required:

1. Biological Sciences: 2 years / 4 semesters or equivalent

2. Chemistry: 2 years / 4 semesters or equivalent, including at least one year ( 2 semesters) of general chemistry and not less than one semester of organic chemistry. One or more semesters of analytical chemistry is encouraged.

3. Maths/Computer sciences: one year of maths, one semester of computer sciences

4. English Composition: Not less than one year of English Composition if secondary school and premedical education were taught in English, two years of the preparatory courses were taught in a language other than English.

5. Social Sciences: At least one course in sociology, general psychology, or related subject.is strongly recommended


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6. Liberal Arts: At least one year (2 semesters) of courses in the liberal arts and/or foreign languages is recommended.

b. Identify any courses outside of the fields of mathematics, physical sciences, and life sciences that are recommended but not required for admission to medical school.

General Sociology, one semester

General Psychology, one semester

Creative Arts, one semester, recommended

Foreign Languages, 2 semesters recommended

Electives, any area, 4 semesters total.

Briefly describe the process of medical student selection, beginning with receipt of the application forms and proceeding through screening/interview procedures, tender of acceptance offer, and matriculation.

1. Application is received in Montserrat

2. Application undergoes an initial administrative screening for completeness. Any missing or illegible items are reported back to the applicant for completion before the application undergoes completion of processing.

3. Transcripts and letters of recommendation included with the application are validated via prime source verification

4. Validated application is forwarded to chair of admissions committee for review.

5. The completed application is forwarded to the Dean of the College to which the applicant has applied for review and interview if desired. The Dean makes a recommendation to the Dean of admissions of accept, don‖t accept, or other.


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6. Admissions committee reviews the application and makes a preliminary recommendation of interview, accept, not accept, or other (i.e., complete additional prerequisites and resubmit)

7. The Dean of admissions will schedule a Campus interview with the applicant in concert with the Dean of the College to which the applicant has applied. If the applicant is unable to travel to Montserrat, and appointment may be scheduled for another location. The interviewer if other than the Dean of Admissions or the Dean of the College of Medicine will be provided with a worksheet that summarizes the applicants education and background.

8. The Interviewer makes a recommendation to the Dean of Admissions, including any particular comments as to the dress, demeanor, language, geneal knowledge level, or other areas of importance.

9. Admissions committee in concert with recommendations from the respective Dean makes recommendation as to what class/semester the applicant should be accepted into (i.e., year one, advanced standing, what semester of advanced standing, etc).

10. The Dean of admissions can support the recommendations of the admissions committee, or can make additional recommendations as appropriate.

11. Upon successful completion of the interview process, an offer of admission is made to the applicant.

12. Completed application acted on by the Dean of Admission for action as recommended.

13. The applicant is normally given 15 days to consider and review the invitation, and if the applicant accepts the invitation, he/she will be required to make a refundable deposit to hold the space. The Dean of admissions or authorized representative will contact the applicant telephonically within 10 days of the offer to confirm that the applicant has received the invitation, and a decision is invited. If after 15 days no response from the applicant has been received, and , the space may be given to another applicant in the chain.

14. The student confirms the offer in writing and with the payment of a deposit.


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15. Once the applicant has confirmed, the admissions office proceeds to assist the student with plans for travel and accommodation upon arrival in Montserrat.

16. Confirmation of matriculation, including the issue of an ID card is accomplished during orientation in Montserrat.

The admissions committee is typically 3 individuals when fully staffed. The D ean of Admissions, in cooperation with the respective College Deans, makes the final decision with regards to the admission of all candidates. The Dean of any College may, however, override the recommendation of the Dean of Admission should there be disagreement with respect to the admissibility of any candidate. The admissions committee must have at least one representative from the College to which the applicant has applied.

Where an applicant has applied to a joint degree program, the Deans of both colleges concerned will have a decision making authority for the portion of the application that concerns their program or College.

The size of the entering class and of the medical student body as a whole should be determined not only by the number of qualified applicants, but also the adequacy of critical resources:

- Finances.

- Size of the faculty and the variety of academic fields they represent.

- Library and information systems resources.

- Number and size of classrooms, student laboratories, and clinical training sites.

- Patient numbers and variety.

- Student services.


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- Instructional equipment.

- Space for the faculty.

Class size considerations should also include:

- The need to share resources to educate graduate students or other students within the university.

- The size and variety of programmes of graduate medical education.

- Responsibilities for continuing education, patient care, and research.

a. Number of students enrolled in each academic year of the medical curriculum.

First Year

Second Year

Third Year

Fourth Year

Total

0 30 89 50 169

Several students are enrolled in a joint MD-PhD program and a joint MPH-MD program.

The primary consideration as to the total number of students offered admission is based on availability of resources, faculty, clinical slots, and for Montserrat, the availability of housing. Currently there are only about 50 possible apartments in all that are available for student rentals in Montserrat.

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Medical schools must select students who possess the intelligence, integrity, and personal and emotional characteristics necessary for them to become effective physicians.

USAT has fair but solid admission criterion. For students who may not have performed at the necessary level in previous Institutions, the applicant will be administered a broad based entrance examination, and may be offered admission to a lesser program so as to be able to prove themselves capable of work at the graduate level necessary for the study of medicine.

Non academic questions and questions that do not pertain directly to medicine are asked during the interview. Examples are questions regarding hobbies, sports, and current events designed to enable the applicant to be comfortable during the interview. In addition, a number of non medical prerequisites are looked for, including accomplishments in fields other than premedical sciences. An applicant need not have been a pre-med at his/her preparatory Institution, as long as the applicant has the required premedical courses among their courses.

The standard requires that the school‖s student body exhibit diversity in the dimensions noted. The extent of diversity needed will depend on the school‖s missions, goals, and educational objectives, expectations of the community in which it operates, and its implied or explicit social contract at the local, state, and national leve

USAT recruits and admits students without regard to age, gender, racial, cultural, political, or economic background, and requires the same standard of performance among all students. USAT developed the 5 year program so as to better address the needs of applicants from European or Asian Nations, where ―A‖ levels or their equivalent is the norm for entrance to medical school programs. Additionally, the 5 year program can provide a framework to enable those applicants who may be starting later in life or who may be transitioning in from other successful career fields and who have the motivation and intellectual capacity to compete in an MD/MBBS program the opportunity to do so. Low cost student loans are made available to all qualified students, as an additional incentive for qualified non-traditional students to enter the MBBS/MD program.

USAT admits handicapped individuals with the same academic criterion as for non-handicapped applicants. Once admitted, students can easily access classrooms, labs, and other aspects of the campus. In addition, the University has 2 suites that are suitable for handicapped occupants on the Campus. All classrooms and most buildings are disabled accessible.


61

Upon entry to clinical training, it will be necessary for handicapped individuals to recognize that the standards for clinical training are the same as for non-handicapped individuals. Moreover, most clinical locations require that they be informed of a handicapped status, and may require a physicians medical examination be provided so as to insure that the handicap will not limit the student in the performance of their studies, and that patients will not be placed at risk as a consequence of the handicapped status.

All students, including handicapped students are advised of the opportunities for joint degree programs. For handicapped students this may pose a greater than usual requirement, as the combined degree (i.e., MPH-MD) may enable the student an expansion of potential employment opportunities upon completion of their academic program.

The USAT publications reflect an accurate description of the academic and clinical program.

The url for the University is: www.usat-montserrat.org. The bulletin is currently being edited and reprinted.

Complete the following table for each of the past three academic years:

Number of: Last Year

1- Year Prior

2- Years Prior

Students transferring into second year

40 46 21

Students transferring into third year

6 2 0


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Students transferring into fourth year

5 5 1

Visiting students taking clerkships required for your medical students

0 0 0

Visiting students taking elective courses

0 0 0

Transfer applicants are administered a placement (Entrance) exam, and placed into the level that they have achieved to date based on coursework previously completed, in addition to results of the placement exam. Missing or incomplete courses are integrated into their first semester to the extent possible, so as to enable the transfer student to become academically matched to their new peers in the shortest time. Of note, all previous academic courses and transcripts are confirmed by direct contact with the students previous Institution and sealed transcripts.

a. Process of selecting students for admission to advanced standing or transfer.

Students are selected for advance standing if they have completed comparable elements of the first or subsequent semesters at another like institution. The grounds for advanced standing mandate that the courses intended for transfer must have been completed at the graduate level, and must have covered the same depth and content as the USAT courses they are intended to replace. Where a course is unclear or a grade of C or lower has been awarded by the previous institution, the student will be required to successfully complete a proficiency examination in the subject area in which transfer credit is sought or repeat the course. The proficiency examination will be comparable to the final examination for the most recent year in which the exam is to be taken and will be graded on the same scale.

b. If any transfer or advanced standing students were admitted for the current academic year, complete the following table:

Mean Under-

Mean Score of

Number of

Number of

Number of extra-


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graduate GPA admission criteria

Nationals Regional students

regional students

Year- 2 transfers

3.51 0 0 40

Second-year class

3.51 0 0 0 0

Year- 3 transfers

3.56 3.75 0 0 6

Third-year class

3.65 0 0 0 0

Year- 4 transfers

3.55 3.87 0 0 5

Fourth-year class

3.75 0 0 0 0

If the school has admitted one or more transfer students to the final year of the programme during any of the past three academic years, describe the circumstances.

Severl students were admitted to the 4th year under two general categories of applicants:

1). Students who were in their 4th year at the time that their previous school closed. One student had completed 70 of 72 weeks of required clinical training. Several additional applicants were within 3 weeks of graduation but were not accepted as their previous school had been found to be unlicensed and thus the school they had attended did not have any authority to operate.


64

2) a second category of applicant had previously been awarded an MD degree by another country, including individual MD licensure in that country but for a variety of reasons were not permitted to sit for the US licensing exams (i.e., graduates of the University of Habana) due to what appeared to be reasons that were beyond the applicants control.

All transfers to the 4th year are required to complete not less than 1 AY/ 2 semesters of additional clinical training in recognized teaching hospitals and are graded using the same criterion as traditional 4th year students. In addition, all such students are required to complete at least 2 semesters of review/remedial lectures and examinations successfully.

3) All transfer students must have attended an IMED, AVICENNA, or WHO listed program of instruction if they are seeking transfer credit for previous work completed.

Registration of visiting students allows the school accepting them to establish protocols or requirements for health records, immunizations, exposure to infectious agents or environmental hazards, insurance, and liability protection comparable to those of their own enrolled students.

Visiting students are required to complete an application package, including all of the same elements as traditional students. The clinical attachment or other training is conducted the same as for traditional students, and the evaluations earned are forwarded to the Dean of the sending medical school. All visiting student are required to have a letter of recommendation from the dean of the medical school from which they are coming from.

a. How do you verify credentials and grant approval for students from other schools to take clerkships or electives at your institution.

Credentials of visiting students must be confirmed by the Dean of the respective medical school before being accepted for elective training. The student must be in good standing at the time that the visiting clerkship is taking place. The Dean of USAT will review the application, and make a recommendation as to the acceptability of the visiting student.


65

b. Who is responsible for maintaining an accurate, current roster of visiting students? Describe the information included in the roster, and how it is used.

The President of the medical school has the responsibility for maintaining the roster and particulars of visiting students, while the authority to establish and maintain the roster and particulars thereto may be delegated to the Dean of the College. The Dean may delegate elements of the authority for records and administration of the visiting student program to qualified, responsible permanent staff. The Dean may, of course, delegate elements of the duties to subordinates, but will still retain the responsibility for the administrative functions of the subordinates of his/her office.

a. Describe your academic advisory system for medical students. Describe any programmes designed to assist potentially high-risk entering students in adapting to the demands of medical school.

Student Advisory system.

Students are counseled on a regular basis by a student advisor representing the Office of the Dean not less than once per semester and additionally as deemed necessary and appropriate based on such factors as exam grades, academic performance indicators, dress, demeanor in class, and other factors. During the first semester of attendance, particular attention is given to each student to ensure that his/her adjustment to medical student status is progressing uneventfully, and to address any particular issues that may arise . Faculty normally meet at monthly or more often if deemed necessary to discuss student progress, and to address such issues as may become apparent to ensure the success of the student. The student will be counseled numerous occasions (3 or more) before being placed on academic probation. When a decision has been made to place a student on academic probation, a formal letter will be sent via recorded delivery to the most recent address for the student to advise him/her of the academic actions, and the impact it may have on his/her remaining academic program, including dismissal if deemed apparent. A student may not remain on academic probation for longer than one semester. Following placement on academic


66

suspension, a student must wait at least one semester before attempting to return to an active status. During the interruption of study, the student must submit in writing to the Dean of the Medical School his/her plans to rectify the situation, and a request in writing for readmission to the same or other academic program. At this juncture, a student may opt to withdraw from one program and enter another that may be more suited to his/her goals, ambitions, and resources such as a BSc vs a MBBS or MSc vs. MD programme.

Number of Students Who: Class Year

Total

First

Second

Third

Fourth

Withdrew or were dismissed 0 1 4 0 5

Transferred to another medical school

0 1 0 0 1

Repeated the entire academic year

0 0 0 0 0

Repeated one or more required courses

0 0 0 0 0

Moved to a decelerated curriculum

0 0 0 0 0

Took a leave of absence due to academic problems

0 0 0 0 0

Took a leave of absence for academic enrichment (including research or joint degree programmes)

0 0 0 0 0

Took a leave of absence for personal reasons

0 3 2 2 7


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Total 0 0 0 0 13*

* financial reasons were most common factor reported (> 90 % of the time).

c. What percentage of students who experience academic difficulty (repetition of all or part of the year move to a decelerated curriculum, leave of absence due to academic problems) typically continue to do so after remedial action has been taken? Summarize the most common reasons for academic difficulty.

Summarize the most common reasons for academic difficulty.

Most students who experience academic difficulty would appear to have been inadequately prepared for the level of intensity of medical study typical of a medical curriculum. Students who completed their prerequisites via distance learning or who are more mature than the typical student, or who were enrolled in part time programs are at special risk. If admitted, such students should be admitted on a probationary status due to complications and academic issues which arise, particularly for DL programs for premedical study. In such instances, it may be advisable for a student to adjust to a less intense program during the first year, and transition into a 5 year program rather than attempting to complete the program at a pace that may be substantially more aggressive than the study they have completed in the past. This consideration may enable the student to make the necessary adjustments and complete the program with a greater degree of success than might otherwise be experienced. USAT conducts an entrance exam for such applicants, so as to identify those students who may at risk as early as possible, and to input such remedial actions as may be necessary to better enable the student to realize is/her career goals and objectives. The welfare of the student should always be the first consideration.

Describe your system for career and residency counselling. Who provides guidance for students in their choice of electives?

Students are counseled on a quarterly basis to identify their potential interests for future training. and for possible identification of PG programs of greatest interest. Where specific entrance requirements for PG programs are known, such objectives may be conveniently met via incorporation of relevant experiences courses, or clinical attachments into their program where


68

appropriate prior to graduation. Moreover, a clinical attachment is an intended area of later specialization is of great value in determining a student‖s interest and aptitude for post graduate training in the specialty, and may be of great benefit in a student‖s own career planning. For example, a student whose test scores and GPA are passing but only marginal may not be a strong candidate for a highly competitive residency, and may need to complete a less demanding program before considering further PG study. In addition, where a career choice has ben made, it may b advisable for the student to undertake additional electives in the same general area of specialization that he/she intends to pursue in post graduate training. Many factors influence such career planning, and all should, where possible, be appropriately addressed not later than year 3 or 4 of study. Additionally, students are familiarized with the USMLE examination format, so as to better prepare them for the examination, and the general guidelines as outlined on the ECFMG web site (www.ecfmg.ino) regarding examination format and scheduling details. In 2011, USAT initiated a series of high-yield USMLE preparation lectures for all 2nd and 3rd year students.

MS-20 If students are permitted to take electives at other institutions, there should be a system centralized in the dean‖s office to review students‖ proposed extramural programmes prior to approval and to ensure the return of a performance appraisal by the host programme.

______________________________________________________________________________

How are extramural electives screened prior to allowing students to enroll? Describe your system of collecting performance appraisals for students taking electives outside your institution.

Factors are:

1) Interest by student; 2) Availability, 3) successful interview by student and intended mentor; and 4) Recommendation by Dean of Academic Affairs

http://www.ecfmg.ino/


69

After the student has completed Steps I-II of the USMLE, steps are placed in motion to further identify the specific geographic region and specialty area for post graduate training. Such areas as the student‖s personal goals and aspirations scores obtained on Steps I and II, their performance in specific core or elective clinical attachments typically weigh into the career pathway selection criterion. Students will also be briefed on various pathways to gain entrance to post graduate training in the USA or other nations.

MS-21 The process of applying for internship or residency programmes should not disrupt the general medical education of the students.

Students should not be exempted from any required educational experiences or assessment exercises in order to pursue other activities intended to enhance their likelihood of obtaining a desired residency position.

______________________________________________________________________________

a. List the principal components of your system of evaluation that are employed in construction of the formal Medical Student Performance Evaluation (“Dean‖s letter”).

The senior medical student evaluation letter from the Dean is based on several factors, including

1) input from individual faculty, including written comments, grades, and in some instances, personal comments as appropriate (where the faculty had short notice, and inadequate time to prepare a written evaluation

2) review of the student‖s updated resume‖

3) review of the students actual performance and accomplishments during he previous 4 years, including performance at previus institutions if appropriate

4) face to face interview with the student of at least 30 minutes duration


70

5) letters of recommendation from faculty or mentors selected by the student.

b. How does the school handle potential scheduling conflicts in required academic activities (e.g., fourth-year courses or electives, examinations) and internship/residency interviews?

The University will make such adjustments as are necessary. In the event of a student being absent from a portion of a required clinical attachment, the time must be made up so as to total not less than 80 weeks of clinical training. Normally such interviews are scheduled in between clinical assignments as much as it is possible to do so. Since most of such interviews occur near the last semester of the academic program, most clinical elements are complete save some electives that most students schedule for the last semester so as to minimize any disruption of their academic progress or study.

In providing financial aid services and debt management counselling, schools should pay close attention and alert students to the impact of non-educational debt on their cumulative indebtedness.

a. Provide the name, title and date of appointment for the financial aid director.

The Financial Aid Counselor is Carla M Konyk, Director of Administration and Finance. Dr Konyk‖s term of appointment started in 2003 and is indefinite. Other faculty may also assist Dr Konyk when and where solicited to do so on specific student issues, and as student enrolments increase, an additional Financial Aid Counselor will be employed.

b. What other student groups are served by the financial aid office? How many staff members are available specifically to assist medical students?

Currently no other student groups are served by the Financial Aid office, but as additional student and alumni groups are formed they will fall under the above funding platform.


71

c. Summarize the financial aid counselling and services provided to medical students.

All students undergo periodic financial aid review by the Director of Administration and Finance, from the first semester of enrolment with a goal toward reducing post graduate indebtedness. Students who seek to rely heavily on student loans are given counseling with regard to the potential consequences of future debt management and its potential impact on post graduate training options. Students are always given the option of direct cash payments, with an encouragement of a cash discount (2 to 5%, depending on the percent of tuition paid) for those who select such a payment plan. USAT also awards a family discount of up to 10% of the tuition when prepaid for 2 or more members of the same family for qualifying applicants.

Presently all student loans are facilitated through TFC corporation in Flushing, New York, USA..TFC is an older (since 1970), well established student loan company, that offers low cost student loans to qualified applicants. Factors of the student‖s income level, previous credit history, US prime rate, recommendation by the University, and amount of down payment determine the terms and interest rate awarded the student. Payments may be as low as $100 per month, with interest rates starting as low as 4%. Students are also given the opportunity to pay the balance off on an accelerated schedule, with cancellation of any outstanding interest not already accrued. USAT limits such loans to $35,000 per student, and limits the time for repayment to 10 years as an incentive for responsible debt management.

Class Year

Total

First

Second

Third

Fourth

Total enrollment

No. of students receiving aid from government agencies

0 0 0 0 0

No. of students receiving grants and scholarships from the

0 0 5 5 10


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institution

No. of students receiving grants and scholarships from other sources

0 0 0 0 0

No. of students receiving educational loans (all sources)

0 0 12 16 28

Average cost of attendance per student

$12,300

$12,300

$12,300

$12,300

$12,300

b. Describe your policy for refund of tuition payments to students who withdraw or are dismissed from enrollment.

Students who withdraw or who are dismissed may receive a refund of their tuition proportional to their duration of active enrolment as follows: Prior to first day of classes: 100% refund

After first week of classes: 80% refund

After second week of classes: 60% refund

After third week of classes: 40% refund

3rd to 4th week of classe: 50% refund

After 4th week of classes completed: no refund. Note: Tuition Refunds are not released to the student until the student‖s payment has cleared their banking institution successfully.

Application fee are not refundable, and matriculation are not refundable once the student has matriculated with the University. Where more than one semester has been paid in advance, the remaining semesters would be refunded in full less the administrative fees noted above and any administrative processing fees associated with the return of funds. If a student is unable to attend due to visa or other problems, the tuition is 100% refundable less the administrative fees noted


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above, and any special costs such as courier costs associated with the refund. Refund payments will normally be issued as bank drafts, and are normally payable within 30 days from the receipt of a written request for such fees.

The University has only 3 suites for guest rental, and thus does not provide student accommodations on a routine basis. The suites are reserved for visiting faculty, and for students who may require an occasional accommodation while in transit. Accommodations are charged on a per night occupancy basis, and in the event that a student wishes to leave prior to the termination of their intended stay, they are refunded any excess monies paid toward such accommodations.

a. Describe the system for personal counselling of students and comment on its accessibility, confidentiality, and effectiveness.

All students are offered personal counseling on campus for any issues which may be of concern to them, with particular care, sensitivity, privacy, and confidentiality toward issues of a personal or academic nature. The student counselor position is currently vacant, as all present USAT students are well adjusted, mature students in clinical training in the USA. Drs. Tulp and Konyk are both experienced counselors with considerable training and expertise in the area, and can facilitate the transition from the University to a private setting with an experienced mental health care professional in the geographical area where the student is located. Counseling services at the main campus are available at the Glendon Hospital on a 24/7 basis. Dr Linda Fagan is a licensed psychologist in the USA and is always available for back up. Thus, where necessary, students may obtain professional counseling services on an emergency basis through the Government of Montserrat Health Services, located in nearby St John‖s Montserrat/Glendon Hospital.

b. Briefly summarize any programmes designed to facilitate students‖ adjustment to the physical and emotional demands of medical school.


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Describe the mechanisms available to ensure confidentiality in counselling services, and to avoid perceived conflicts of interest in the academic and student support roles of those who provide such services.

Confidential Counseling and mental health/counselling services are available as outlined in MS-24 above, 24 hours a day. USAT will provide transportation if requested so that all students have access to counseling and mental health services. Limited first echelon Health services may be provided by the Mayfield Clinic located on campus and at the Glendon Hospital Casualty intake, located in St Johns. The Glendon hospital can provide second echelon medical assistance to include hospitalization, surgical, obstetric and gynaecological care, and general medical care for a wide range of illnesses. Specialist care is available in nearby Antigua, an approximate 16 minute flight from Montserrat by helicopter or fixed wing aircraft. Government medical care is available for little or no cost to students.

a. Are health and disability insurance available for all students and their dependents? If yes, briefly describe the scope of benefits and premium costs. Who pays the premium? If health insurance is not offered, what provisions are made to provide health care for students?

All students are advised of the health care system of Montserrat, the availability of Government Health Care services while on Island, and the desirability of their having acquired a major health care insurance plan to cover unplanned emergencies not covered by the GoM medical and mental health services. All such are is offered in strictest confidence, and any medical records resulting from the treatment or counsel of students remain confidential and are not shared in any way with othe students or non-medical participants or employees of the University or the GoM medical services. Should emergency evacuation be indicated, the pathway is USAT to GoM Medical services to final destination. Where indicated, the emergency contact individual of record named by the student will be informed in the event that the patient may not be capable of informing such individual themselves.


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USAT has agreement with two local insurance companies who can assist students with individual insurance, and during student orientations the students are advised of such services. In addition, the University arranges for affordable student medical malpractice Insurance under a USAT agreement, which saves the student over $1,000 a years for such coverage.

b. Describe the system for preventive and therapeutic health services and health education for students.

Although the Government of Montserrat does not have any policy on health care insurance or required immunizations for entering students, the USPHS publishes guidelines for travelers that plan to undertake International travel including Montserrat. All students are encouraged to have a physical examination before embarking on a medical career, so as to identify any potential problem areas during their academic program. Students are given a medical history form during orientation so as to alert the University of any impending health issues or physical limitations that might impact on a career as a physician. Additionally, such additional immunizations or vaccinations that may need updating can be completed at that time. For students whose immunizations may be incomplete or are not current, we request that they update them to an International standard at that time. All medical students are required to have active immunity to hepatitis and other common childhood illnesses prior to assignment to clinical training. Health insurances premiums are not include in tuition and fees, and must be paid for by the student. Virtually all students have such coverage at the time of their application to USAT.

Briefly describe your student immunization policies and procedures.

Many Governments worldwide issue guidelines and stated health requirements for International travel and which apply to students who plan to travel to Montserrat. Montserrat follows UK guidelines, which are similar to those of the USA for primary and secondary education. For students who for any reason have not completed their immunizations prior to arrival, they may do so at the Outpatient Casualty Department of Glendon Hospital.


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All students are required to initiate Hepatitis B immunization upon acceptance to the Medical School and to submit the results of their Hepatitis B status to the Universit prior to clinical training can begin. The series of immunizations normally requires 3 or more immunizations over a 6 month duration, and the student must be able to shop proof of a protective antibody titre to Hepatitis B virus prior to making contact with patients in a clinical environment, regardless of the Nation or hospital that the student elects to undergo clinical training in. The immunization series may be completed after enrollment if necessary, but the University .prefers.

Students are encouraged to complete immunizations for any additional common illnesses as well while undergoing their physical examination and medical clearance for medical school.

a. Describe institutional policies regarding student exposure to infectious and environmental hazards, including the following:

- education of students about methods of prevention

. Students are not intentionally placed in harm‖s way with respect to potential exposure to infectious diseases or hazardous materials during their clinical training. Prior to such scheduling, all students will have successfully completed courses in First Aid, Epidemiology and Public health, Introduction to Clinical Medicine, Physical Diagnosis, and in medical microbiology (includes immunology, virology, bacteriology, mycology, and parasitology).

- procedures for care and treatment after exposure, including definition of financial responsibility

Students are taken to the nearest hospital, clinic, casualty unit, or other medical facility in the event of inadvertent exposure to a potential infectious disease. A record of allergies to such conditions is maintained in the student record. The financial responsibility for University based accidents beyond those expenses provided by the students insurance or the Montserrat medical system is presumed to rest with the University, and all such issues will be forwarded to the University legal council for review.


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- effects of infectious and/or environmental disease or disability on student educational activities

Students are taught proper infectious disease and environmental materials, and in body fluids and tissues procedure. Addition, all students complete a course in Toxicology in Medical Practice in which elements of environmental and medical toxicology are discussed and examined. Once in the clinical setting, students have one hour of lecture on the topic in BSC532 (Medical Microbiology), followed by direct observation of proper technique in a clinical setting. In the laboratory setting, microbiology students are taught proper isolation, identification, culture techniques, pathophysiology, and clean up & sterilization protocols for a variety of common microbial organisms. Students are then examined on proper procedure, including proper glove technique, sharps disposal, and other elements of aseptic technique and general knowledge as applied to both laboratory and clinical settings. After the student has heard, watched, and been assessed on infectious and environmental hazards, they are then prepared to work under close supervision in a limited laboratory setting on a one on one situation with a qualified medical professional and/or laboratory scientist.

Students are advised that the clinic and Glendon Hospital are available should an accidental exposure occur. Typical treatment protocols are instructed and discussed for bacterial, viral, and other potentially infectious or otherwise environmentally hazardous contaminants, and for selected environmental agents with which they are potentially able to come into contact with. Throughout such instructional sessions students are always supervised by a qualified clinician or laboratory instructor.

b. Briefly summarize any protocols relating to exposure to contaminated body fluids, infectious disease screening and follow-up, hepatitis-B vaccination, and HIV testing.

Students are advised that the clinic and Glendon Hospital are available should an accidental exposure occur. Typical treatment protocols are instructed and discussed for bacterial, viral, and other potentially infectious or otherwise environmentally hazardous contaminants, and for selected environmental agents with which they are potentially able to come into contact with. Throughout


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such instructional sessions students are always supervised by a qualified clinician or laboratory instructor.

Upon acceptance to any medical curriculum where hospital or clinical interface is likely tom occur, all students are required to submit documentation for immunization status, including Hepatitis B. This normally accomplished during their pre-admission physical examination conducted by their regular physician. In the event that a student has not yet completed the Hepatitis B immunization series or other aspects of their pre-admission physical examination, they are required to complete it before embarking on any clinical training whatsoever. The HIV screen is normally completed as part of their pre-admission physician, and updated approximately 30 before entrance to clinical training per most hospital training requirements. Specific illness that evidence for non-infection include hepatitis B, HIV, Tuberculosis, and other chronic infection.

Following accidental exposure to any potentially infectious agent, students are referred to the nearest clinic or emergency room where they may be examined for evidence of infection or other noxious agent exposure, followed by a treatment regimen appropriate for such injury. An accident report is prepared and kept in the students file and in the USAT accident report file. The dean shall appoint an investigating officer, usually a member of the faculty, who shall investigate the incident and submit a summary report to the Dean. Such incidents, together with the summary report are a topic at each meeting of the Board of Directors, who may initiate corrective action if deemed necessary by the Board.

c. In the course of their education, when are students briefed on policies and procedures for prevention of and exposure to infectious diseases, especially from contaminated body fluids?

All students are given a safety briefing on the first class of every laboratory course, outlining safety issues for the laboratory and for that course. A similar briefing tailored toward the clinical setting is also given at the start of each clinical laboratory or clinical practicum where any potential may exist for the transmission of illness or disease through contaminated bodily fluids,


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tissues, or other human exposure. A roster of attendance is maintained of each such session given. Attendance is normally taken, so as to ensure that all students are present and received the safety briefing. A make up session may be held in the event that a student is unable to attend the primary briefing for any reason. Moreover, the student is not permitted to commence the laboratory section of the specific couse until such time as attendance at a safety briefing has been recorded.

Describe any circumstances where medical school applicants or students are given differential consideration on the basis of gender, sexual orientation, age, race, creed, or religion.

If a student has a confirmed physical disability status that may impede their progression through a demanding program of medical education and training such as the 4 year MD curriculum, and which disability may interfere with any element of the medical education program for which they have applied, such concerns are discussed with the student upon admission, and a study plan is developed that will as far as is practicable enable the student to complete the program if possible for them to do so. If the disability is such that it would normally prohibit the individual from entering into the practice of medicine upon completion of the academic program, that issue will be discussed with the applicant prior to the start of their academic program and an alternate and presumably more realistic study plan proposed to the applicant.

The standards of conduct need not be unique to the school but may originate from other sources such as the parent university. Mechanisms for reporting violations of these standards -- such as incidents of harassment or abuse -- should assure that they can be registered and investigated without fear of retaliation.

The policies also should specify mechanisms for the prompt handling of such complaints, and support educational activities aimed at preventing inappropriate behaviour.


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a. Supply a copy of any formal statement of the standards of conduct expected in the teacher-learner relationship.

Teachers and other University staff are professionals and as such are expected to behave in an adult, professional manner both on and off campus. Faculty and staff, regardless of rank or position, are prohibited from inappropriate contact from students such as dating or other indiscrete activities. Unprofessional social, verbal, physical, or criminal behaviour are grounds for immediate suspension of a faculty or staff member. A faculty-staff guide is under development which will elaborate on such policies and possible ways to minimize infractions of such professional behaviour between students and colleagues that is paramount on a University campus.

b. Provide a copy of any formal or informal policies and procedures for handling allegations of student mistreatment, including avenues for reporting such incidents and mechanisms for investigating them. What evidence is there to indicate the effectiveness of such policies?

Prevention is often considered the best approach for such matters, and we are happy to report that USAT has not yet experienced any such allegations or implications of allegations. However, we are very much aware that such issues ultimately may occur, despite our best efforts to prevent them from occurring, and to insure that students are happy with their USAT experience and educational outcome. When such issues may or do occur, it is faculty – staff responsibility at all levels to notify the administration, including the Dean or of the College or the office of the President, so that corrective action may be applied to the situation as early in the process as is possible. No actual or potential incident is too large or too small to report to ones superiors in the academic, staff, or administrative ranks of the organization.

c. Describe educational programmes provided by the school or other university officials to avoid or prevent student mistreatment.


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The University conducts orientation programs for all students and incoming faculty and staff. In the orientation, the responsibilities of University staff are discussed at both academic and administrative levels, and standards of conduct presented for activities which may occur both on and off campus. Attendance is recorded, and at the conclusion of the session the report of participation will be entered into an appropriate file. In addition, all full time faculty and staff are required to sign a contract agreement outlining the above standards of performance and behaviour expected of them. The agreements are reviewed annually during a faculty-employee conference.

Attach a copy of the school‖s standards and procedures for the evaluation, advancement, and graduation of students, and the procedures for disciplinary action. How are these standards and procedures publicized to faculty members and students?

See attached. The standards are reviewed with faculty during the annual review, and discussion of avenues for improvement and corrective actions identified.

MS-32 There must be a fair and formal process for taking any action that adversely affects the status of a student.

The process should include timely notice of the impending action, disclosure of the evidence on which the action would be based, an opportunity for the student to respond, and an opportunity to appeal any adverse decision related to promotion, graduation, or dismissal.

______________________________________________________________________________

Summarize the due process protections in place when taking an adverse academic action involving a medical student, including appeal opportunities.


82

All students are entitled to voice their own opinions and interpretation of academic and administrative policy. Until such time as an infraction has occurred, the student may be counselled regarding their behaviour or actions, but no action may be taken against a student for individual beliefs as long as they do not impact negatively on the rights and privileges of others, regardless of the perception of inappropriate actions or behaviour until such violations of conventional and normal academic policy has been confirmed. Exceptions are when grave injury to another individual appears imminent, and when it is in the best interest of all concerned to intercede.

When an infraction of any nature has been recorded, the incident is reported to the faculty or staff in the most expeditious manner, and the responsible participants, if known, are interviewed as quickly as possible so that corrective actions may be applied as early in the process as is possible. All participants are presumed innocent until the burden of proof dictates otherwise. In the event that the issue is a violation of local law of Montserrat, appropriate authorities will be notified as to the facts and situation as it presents

Describe the general content of the student record files. Where are student records maintained? Who, other than the student, is authorized to examine or review such records?

All student records are maintained in a locked file cabinet in the administrative offices. They are not available to unauthorized individuals, and can be made available to faculty on a need to know basis only. As the University expands, a specific hurricane proof room will be dedicated to student records.

a. Describe the procedure students must follow in order to review or challenge their records.


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Students are given copies of grade reports and related information at the end of each semester and on an as needed basis. Copies of student records can be made available as needed for academic or other purposes with a written request from the student and authorization to release records as requested. Copies of transcripts are recorded as ―student copy‖ or as ―official copy‖ as appropriate. Official copies of student records may be withheld in the event that the student‖s financial standing including loan payment plans are in arrears.

b. Does each required course and clerkship provide students with an opportunity to review their performance, and if necessary appeal an examination or course grade?

Yes. At the completion of each clerkship, the mentor / tutor is requested to complete an evaluation form that summarized the student‖s accomplishments. The student and the tutor will meet and discuss the outcome, the tutor will sign the evaluation report, and the student will sign and acknowledge the evaluation.

c. Are failing grades expunged from a student‖s record if deficiencies are satisfactorily remediated? How are grades in repeating or remedial courses considered in computing a student‖s grade point average?

Students may have one retake of a failed exam in the same semester and exam period in which the original exam was taken, and before the first week of classes of the following term have passed. The maximum grade on an exam retake is ―B‖. After the first week of the following semester, if the exam has not been retaken the course must be repeated.

Students must repeat failed courses to remediate the failed course. The corrected grade for the course repeat will be placed in the student records as earned. The original grade will remain in the student‖s record until such time as: a) the student requests in writing that it be adjusted, and b) a faculty appeals committee appointed for the purpose makes a recommendation to the Dean to adjust the original grade report or not. To date, no challenges to reported grades have been made.


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a. Describe the quantity, quality, and accessibility of student study space, lounge, and relaxation areas. Do medical students share such space or facilities with other student groups?

The University has abundant space and recreational areas for students for off time relaxation or study. The specific areas are as follows:

1) TV/Game room adjacent to the kitchen

2) Study area in library adjacent to the kitchen. A large refrigerator with an icemaker is available for soft drinks, ice, etc.

3) Large solar heated pool with attached patios, adjacent to the main admin building and classrooms

4) 6,000 SF finished patio suitable for parties, after class events / sunset ceremonies, or other purposes

5) 1+ acres of well groomed lawn with space for outdoor games or other activities. The lawn area is supported with a porta pottie for convenience of such outdoor activities.

6) Walkway to the rainforest with an observer platform, with sitting areas under the tropical trees, etc.

7) Close proximity to area beaches, hiking trails, and other local amenities

8) Other local sports and out door recreational areas for diving, snorkelling, football, cricket, and other popular sports.

9) Local mango groves, the produce of which are made available to students without cost. Other fruit trees on the campus include citrus (orange, grapefruit, keylime), cinnamon, guava, avocado, banana, bay, and others.

b. What storage facilities are available for students‖ personal possessions and valuables (e.g., microscopes, computing equipment)?


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Students may store their personal belongings in storage lockers or drawers constructed for the purpose in the laboratory area. Individual lockers are planned for the new construction that is planned for the 2011 and future years.


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SECTION III. EDUCATIONAL PROGRAMME


a. Total number of scheduled weeks of instruction for the complete educational programme.

160

b. Provide the examination results for first-time takers of promotion exams during the three most recently completed academic years.

First Year: Title --------None. No first year students----------------------

Year

Number

Examined

Percent

Passing

Mean

GPA

0 0 0

0 0 0

0 0 0

Second Year: Title ----None. No second year students--------------------------

Year

Number

Examined

Percent

Passing

Mean

GPA

0 0 0

0 0 0


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0 0 0

Third Year: Title -------USMLE STEP I-----------------------

Year

Number

Examined

Percent

Passing

Mean

GPA

2010-11

12 92 3.76

2009-10

10 90 3.71

2008-09

none N/A

Graduating exam -------USMLE STEP II CK/CS-----------------------

Year

Number

Examined

Percent

Passing

Mean

GPA

2010-11 5 to date 100 3.86

2009-10 10 100 3.82

2008-09 4 75 3.87

Part B: Narrative Data and Tables

ED-1. The medical school faculty must define the objectives of its educational programme.


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Educational objectives are statements of the items of knowledge, skills, behaviours, and attitudes that students are expected to exhibit as evidence of their achievement. They are not statements of mission or broad institutional purpose, such as education, research, health care, or community service. Educational objectives state what students are expected to learn, not what is to be taught.

Student achievement of these objectives must be documented by specific and measurable outcomes (e.g., measures of basic science grounding in the clinical years, performance of graduates in residency training, performance on licensing examinations, etc.).

______________________________________________________________________________

a. List the general objectives of the educational programme.

The objectives of the educational program are to develop and conduct an affordable, performance orientated, competency based, comprehensive resident academic/research based program of medical instruction leading to award of the MD/MBBS degree in a manner that is comparable in scope and content to those programs of medical instruction that are presented at traditional, established leading academic institutions in the USA and other nations. Students selected for the academic program should have prerequisites and grade point averages comparable to those students who may be selected for study at traditional medical schools, must demonstrate the ability to compete effectively on standardized advancement exams such as Step I and II of the USMLE, and upon completion of the MD/MBBS curriculum will be expected to compete on equal ground with graduates of traditional academic institutions. Graduates of the program should have excellent selection rates for PGY training comparable to those of traditional institutions.

b. Indicate the year in which they were originally adopted and the year in which they were most recently reviewed or revised.


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The objectives of the academic program were adopted in 2003 and have been reviewed annually since that time.

See also information for standard ED-47 in this section of the database.

ED-2. The objectives for clinical education must include quantified criteria for the types of patients, the level of student responsibility, and the appropriate clinical settings needed for the objectives to be met.

Each course or clerkship that requires physical or simulated patient interactions should specify the numbers and kinds of patients that students must see in order to achieve the objectives of the learning experience. They should also specify the extent of student interaction with patients and the venue(s) in which the interactions will occur. A corollary requirement of this standard is that courses and clerkships will monitor and verify, by appropriate means, the number and variety of patient encounters in which students participate, so that adjustments in the criteria can be made if necessary without sacrificing educational quality.

______________________________________________________________________________

a. Describe how both individual departments and the curriculum committee determine the number and kinds of patients and the clinical settings needed to meet the objectives for clinical education. Provide a table or list, by discipline, which specifies any quantified criteria.

The Clinical division publishes a student clinical evaluation form, which details the specific areas of required observation that the student must satisfy for each specialty area. Each mentor is provided a copy of the form containing the student‖s name and anticipated dates of attachment, and guidelines for performance rating in each area. In a clinical stting, each student is required to spend a minimum of 12 hours of mentored patient contact time each week in a specialty,


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containing a broad variety of individual patients in that specialty / subspecialty, and with the remaining hours outside of the patient area to be engaged in chart reviews, readings and research, and such other assignments as may be requested by the clinical tutor for 20- 30 hours / week.. The minimum duration of attachment in each specialty or subspecialty area is outlined in the basic curriculum, and is summarized below:

SPECIALTY*** WEEKS DURATION

Family Medicine / General Practice 4

Internal Medicine 12

General Surgery 12

Emergency Medicine 4

Obstetrics and Gynaecology 6

Paediatrics 6

General Psychiatry 6

Total core specialties 50

Electives** 30

The curriculum committee consists of faculty from all Departments, and all work together to develop standardized criterion for medical education within the various specialty areas, with particular reference to basic medical sciences and core clinical specialties. The faculty set optimal goals for the numbers and types of patients desired appropriate for clinical training, and to the extent possible facilitate the clinical instruction in their respective specialties for which they have responsibility.

The Campus teaching clinic is useful in coordinating the source and type of patients to which the student will be exposed during preclinical instruction, and during initial exposure to patient examination care and treatment. All students rotate through the Mayfield Clinic and the Glendon Hospital during semesters 4 and 5 of basic medical sciences, including CSC 700 (Physical Diagnosis), CSC 790 (Intro to Clinical Medicine), CSC 792 (Introduction to Physical Medicine), and


91

other patient contact student environments. Students are instructed as to the obligations, expectations, and professionalism obligatory for clinical settings during preclinical medical basic sciences.

In clinical attachments, students are presented with a list of desired patients in each specialty for which they may become examined, and for which they may expect their mentor to examine them on. For example, in Internal Medicine (CA 904; 12 weeks of full time instruction), students are expected to observe and participate (as student doctors) in developing the treatment plan for in 3 to 5 diabetics, 7 to 10 hypertensive patients, 2 or more arthritic patients, and 2 or more pulmonary patients.

Specialty Diagnosis Number patients / week

Total number patients / rotation

Internal Medicine

Diabetes, IDDM 3 15

Diabetes, NIDDM 5 30

Rheumatology 3 30

Metabolic Disorders(i.e., .gout)

10 50

Infectious disease 5 30

Cardiovascular dis

3 25

Other misc 5 30

Total weeks of Clinical training 80

*ICU may substitute for 50% of the Emergency Medicine Attachment

** Usual minimum duration of any elective attachment is 2 weeks. Attachments of less than 2 weeks duration must be approved in advance by the Dean of Academic Affairs.


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***. May be completed in any sequence. Family Medicine/General Practice or an elective is recommended early in the clinical sequence so as to better enable the student to familiarize themselves with the clinical environment, and to gain confidence with mentors, professional staff, dress and demeanor, and procedure in the clinical atmosphere before encountering the main core specialties.

The student and the clinical tutor review the information compiled by the tutor during the period of the clinical attachment, including such items as clinical skills, reading and writing of case histories, patient examinations, student note taking, appropriate readings, general knowledge base, attendance, dress, demeanor, and punctuality and any other significant observations. After all questions or other points of discussion have been satisfied by both parties, both sign the form and the tutor than forwards the completed form to the Office of Medical Student Records, where the information is reviewed by the Dean of Academic Affairs and registrar, and entered into the students official records. Student‖s overall evaluation is reported on a numerical scale, where 5= Outstanding / A to 1 + very poor / E; and 0 = not done or not observed. Both student and tutor have an opportunity to enter any specific comments at the end of the evaluation. The evaluation must be completed and submitted to USAT within 2 weeks of completion of the clinical attachment. Submissions that arrive after that time require a letter of explanation.

b. How is the adequacy of the number and variety of patient encounters monitored? Who is responsible for assuring that the number and variety of patient encounters are adequate?

The clinical mentor for each specialty will ensure that the numbers and variety of clinical material is consistent with the educational needs of the student and with specialty/subspecialty being studied. The student and the clinical tutor review the information compiled by the tutor during the period of the clinical attachment, including such items as clinical skills, reading and writing of case histories, patient examinations, student note taking, appropriate readings, general knowledge base, attendance, dress, demeanor, and punctuality and any other significant observations. After all questions or other points of discussion have been satisfied by both parties, both sign the form and the tutor than forwards the completed form to the Office of Medical


93

Student Records, where the information is reviewed by the Dean of Academic Affairs and registrar, and entered into the students official records. Student‖s overall evaluation is reported on a numerical scale, wher 5= Outstanding / A to 1 + very poor / E; and 0 = not done or not observed. Both student and tutor have an opportunity to enter any specific comments at the end of the evaluation. The evaluation must be completed and submitted to USAT within 2 weeks of completion of the clinical attachment. Submissions that arrive after that time require a letter of explanation.

c. Adequacy of number and variety of patient encounters. All student - patient encounters are monitored via direct supervision by a clinical mentor, who must be present during all parts of the patient encounter. Students are not permitted to examine or treat patients in the absence of a clinical mentor present. Students are typically assigned to clinics where the number of individual patients and their typical range of disorders is adequate to fulfill the requirements of the specialty training. Students are expected to have at least one patient encounter per hour, and typically 4 or more individual diagnosis made per observation day. In each encounter, the student‖s clinical mentor will review the differential diagnosis performed by the student and will critique the outcome of his/her diagnosis.

See also the Required Clerkship Forms. (see attachment following page)

ED-3. The objectives of the educational programme must be made known to all medical students and to the faculty, residents/junior staff, and others with direct responsibilities for medical student education.

Among those who should exhibit familiarity with the overall objectives for the education of medical students are the dean and the academic leadership of clinical affiliates where the educational programme takes place.

______________________________________________________________________________


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The educational objectives of the educational programs are made known to all participants in the academic and clinical program before enrolment of the student. Students are also given a copy of the rules of their enrolment, and asked to sign it stating that they understand the academic policy and rules.

Faculty review and discuss the curriculum periodically, and are asked for their individual input with regard to the content and sequence of the academic and clinical program. Curriculum is reviewed in depth annually, and individual subjects on a quarterly basis.

Describe how the general objectives of the educational programme are made known to:

a. medical students; Internet, published materials, memos, conferences and discussions, and general knowledge about local and other Institutional resources. USAT maintains a wireless communication network which enables all students equal access to the Internet and its broad resources.

b. instructional staff, including full-time and volunteer (community) faculty, graduate students, and resident physicians with responsibility for teaching; and

Staff meetings, Internet, published materials, memos, conferences and discussions, and general knowledge about local and other Institutional resources. USAT maintains a wireless communication network which enables all students equal access to the Internet and its broad resources.

c. academic leadership of the medical school and its affiliated institutions.


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Faculty meetings, Internet, published materials, memos, conferences and discussions, and general knowledge about local and other Institutional resources. USAT maintains a wireless communication network which enables all students equal access to the Internet and its broad resources.

ED-4. The degree programme of medical education must include at least 130 weeks of instruction delivered over at least four (4) calendar years.

______________________________________________________________________________

Provide the number of scheduled weeks of instruction in:

Duration of the programme (4 years):

Year Weeks in Duration

One 48

Two 32

Three 48

Four 32

Duration of the 5-year programme:

Year Weeks Duration

One 32-48 (Completes premedical subjects)

Two 48

Three 32

Four 38

Five 32


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See also Part A, item (a.) in this section of the database.

ED-5. The medical faculty must design a curriculum that provides a general professional education, and fosters in students the ability to learn through self-directed, independent study throughout their professional lives.

______________________________________________________________________________

a. Supply a copy of the Course Schematic showing the approximate sequencing of, and relationships between, required courses and clerkships in each academic period of the curriculum.

Course sequence schematic and methods

Semester, Instructional Block

Courses Credit hours

1 Block One: Basic Medical Sciences Block: Instruction by traditional didactic lecture, demonstration, laboratories, class discussion, recitation, and performance based examination.

Gross Anatomy w/lab *

Histology*

Embryology*

Introduction to nutrition

Medical Physics I

Medical Terminology

Intro to Medical Biochemistry*

Seminar

9 + 2

4

3

2

2

2

2

1 Register for USMLE ID number

2 Block Two: Advanced Medical Sciences Block II.

Instruction by traditional

Medical Physiology I w/lab*

Medical Biochemistry I

6

5


97

didactic lecture, demonstration, laboratories, class discussion, recitation, and performance based examination.

w/lab*

Cell Biology w/lab*

Neurosciences w/lab*

Intro Medical Imaging w/lab*

Seminar

4

6

2

1

3 Block Three:Advanced Medical Sciences Block II. Instruction by traditional didactic lecture, demonstration, laboratories, class discussion, recitation, and performance based examination.

Advanced Physiology II *

Intro to Pathophysiology Microbiology I (Immunology & Virology)*

Pharmacology I *

Psychology & Behavioural Sciences *

Nutritional Biochemistry*

Medical Genetics

Seminar

5

3

3

4

4

4

1

4 Block 4: Physical Diagnosis Preclinical Block I. Instruction by traditional didactic lecture, demonstration, laboratories, class discussion, recitation, and performance based examination.

Medical Microbiology II* (Bacteriology & mycology)

Medical microbiology III (parasitology)*

Pharmacology II*

Medical & Legal Ethics*

Fundamentals of Clinical

4

2

4

2


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Nutrition

Physical Diagnosis*

General Pathology

Seminar

2

5

5

1

5 Block 5. Introduction to Clinical Medicine Preclinical Block II. Instruction by traditional didactic lecture, demonstration, laboratories, class discussion, recitation, and performance based examination. All students must complete a comprehensive examination in basic sciences successfully.

Intro to Pharmacognosy, Complimentary, & Alternative Medicine (elective)

Introduction to Clinical Med**

Clinical Pathology*

Intro Toxicology in Clin Med

Epidemiology, Public Health, & Prev Med *

Register for USMLE Step I

Seminar

2

5 ** elective module

5

2

3

1 * = core module subjects

6 Block 6: Clinical Medicine

Instruction by individualized presentation, research, discussion of findings, readings, demonstration o skills and techniques, performance based evaluation, and

Dermatology or Integrative Med Elective

Intro to General Practice/Fam Med*

Elective (suggest Radiology or Dermatology)

Seminar/Grand rounds

4

4

4


99

examination of the student.. USMLE Step I 1

7 Internal Med Specialties.

Instruction by individualized presentation, research, discussion of findings, readings, demonstration o skills and techniques, performance based evaluation, and examination of the student..

Internal Medicine*


Register for USMLE Step II CK

12

8 Gen Surgery Specialties


General Surgery*


USMLE Step II CK

12

9 Obstetrics Gynaecology, and Paediatrics specialties.


Obstetrics & Gynaecology* Paediatrics *


6

6


100

10 Emergency Medicine Cluster


Orthopaedic Surgery elective

Emergency Med or ICU*

Free Electives (ophthalmology, Rhumatology, ICU)


Register for USMLE STEP III

4

4

4

11 Behavioural Medicine cluster, Complete all cores. Instruction by individualized presentation, research, discussion of findings, readings, demonstration o skills and techniques, performance based evaluation, and examination of the student..

Psychiatry*

Free Electives


6

6

12 Completion of the clinical program. Instruction by individualized presentation, research, discussion of findings, readings, demonstration o skills and techniques, performance based evaluation, and examination of the student..

Free Electives


USMLE Step III [elective]

8 Final comprehensive evaluation given by academic committee. Completion of USMLE may substitute for Comprehensive examination.

Note 1: Clinical specialties may be taken in any sequence,

Note 2: Clinical attachments must be approved by the Dean prior to scheduling

Note 3: Tuition and financial accounting must be current prior to start of any


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or start. clinical attachment.

Note 4: Transfer students my enter at level of prior academic achievement based on successful proficiency testing in individual subjects

Special note: All students are required to participate in grand rounds and other teaching seminars in the hospitals in which they train., and to attend the periodic seminars presented by visiting faculty to the Main Campus

Note 5: USAT medical curriculum is reviewed and updated annually by the curriculum committee

Core subjects not apparent on transfer student transcripts may be taken in any sequence but must be satisfied prior to start of clinical training in semester 6.

Core basic medical science courses are the same for allopathic medicine, osteopathic Medicine, naturopathic medicine, and oriental medicine programs. USAT plans to introduce the additional medical specialties in 2007.

Basic medical sciences are presented as traditional resident based courses of instruction only.

Clinical clerkships are assigned to specific clinical tutors, all of whom have adjunct clinical appointments at USAT, or who have comparable clinical appointments at teaching hospitals of other Institutions. The course of clinical clerkships include supervised clinical observation, discussion, assigned readings in the specialty of assignment, and performance based examination (written or oral)

at the completion of each attachment.

b. Supply a copy of the Required Courses and Clerkships with educational methods, in each academic period of the curriculum.


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Clerkships and Duration:

TUTORED CLERKSHIP WEEKS IN DURATION (minimum)

Family Medicine / General Practice 4

InternalMedicine 12

General Surgery 12

Obstetrics & Gynaecology 6

Paediatrics 6

Psychiatry 6

Emergency Medicine 4

Total core specialties 50 weeks

Electives as desired or available 30 weeks

Post graduate study All weeks beyond 80 weeks may be taken as post graduate weeks, with appropriate certificate.

c. If the school offers multiple tracks, provide a separate description of tracks.

Tract I MBBS/MD. Traditional 4 year MD curricula

Tract II: MS/ScD/MD Combines Academic Science Degree with Allopathic Physician

Tract III: MPH/MD Combined degree in public health with MD.

Tract IV: MS/PhD/MD Combined Graduate research based degree with MD

Track V: BS/BSc/MD Combined Bachelor‖s degree completion incorporatedin to 5/6 year MD program.


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ED-6. The curriculum must incorporate the fundamental principles of medicine and its underlying scientific concepts; allow students to acquire skills of critical judgment based on evidence and experience; and develop students‖ ability to use principles and skills wisely in solving problems of health and disease.

ED-7. It must include current concepts in the basic and clinical sciences, including therapy and technology, changes in the understanding of disease, and the effect of social needs and demands on care.

______________________________________________________________________________

Provide one or more examples of how students acquire the following skills and understanding:

a. Ability to learn through self-directed, independent study

Students are assigned independent study topics which require them to use library, literature, and internet resources from the first semester of study. Results are submitted in writing and once per semester in a seminar format. Medical seminar is conducted by 2nd and 4th year students, and attendance is required of all students who are on campus at the time. In addition, occasional visiting faculty are invited to present medical or research seminars, and students are required to research out the speaker‖s primary research and teaching accomplishments so as to be better prepared to discuss such topics during seminar in a knowledgable, professional manner.

b. Skills of critical judgment based on evidence

Critical judgement skills as assessed in all core courses, using classic examples that may be discussed and debated by the student participants. In clinic, the critical judgement skills are again tested, as the students master the skills of differential diagnosis, and must determine the most significant avenue of treatment where a student may have multiple pathologies, some more critical


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than others, and all can not be treated at once. The student is required to render critical judgements based on his or her level of achievement of medical knowledge and diagnostic skills.

c. Skills of medical problem-solving

Medical problem solving skills and knowledge are applied in both classroom and clinical settings. The teaching clinic of the University enables students to gain mentored first had experience in selected areas of patient diagnosis and treatment,. Clinic patients are drawn from the local community, and from referrals from afar who come to Montserrat for a combination of medical relaxation and treatment while here. Students have the opportunity to practice their interview and examination skills, clinical assessment, medication reviews, and periodically the conduct of physical examinations in support of the Special Olympics, Government Nursing Homes, and other local groups.

d. Understanding of societal needs and demands on health care

Students of Medicine and the professional areas health sciences undergo exercises that incorporate important aspects of society and social issues as pertains to the implementation and delivery of medical care. All students are encouraged to complete one or more blocks of clinical instruction or clerkship in a culture other than their culture of origin, so as to gain firsthand experience in broader aspects of medicine and culture that they might otherwise experience than when confined to their country of primary residence.

ED-8. There must be comparable educational experiences and equivalent methods of evaluation across all alternative instructional sites within a given discipline.

Compliance with this standard requires that educational experiences given at alternative sites be designed to achieve the same educational objectives. Course duration or clerkship length should be identical, unless a compelling reason exists for varying the length of the experience. The instruments and criteria used for student evaluation, as well as policies for the determination of


105

grades, should be the same at all alternative sites. The faculty who teach at various sites should be sufficiently knowledgeable in the subject matter to provide effective instruction, with a clear understanding of the objectives of the educational experience and the evaluation methods used to determine achievement of those objectives. Opportunities to enhance teaching and evaluation skills should be available for faculty at all instructional sites.

While the types and frequency of problems or clinical conditions seen at alternate sites may vary, each course or clerkship must identify any core experiences needed to achieve its objectives, and assure that students received sufficient exposure to such experiences. Likewise, the proportion of time spent in inpatient and ambulatory settings may vary according to local circumstance, but in such cases the course or clerkship director must assure that limitations in learning environments do not impede the accomplishment of objectives.

To facilitate comparability of educational experiences and equivalency of evaluation methods, the course or clerkship director should orient all participants, both teachers and learners, about the educational objectives and grading system used. This can be accomplished through regularly scheduled meetings between the director of the course or clerkship and the directors of the various sites that are used.

The course/clerkship leadership should review student evaluations of their experiences at alternative sites to identify any persistent variations in educational experiences or evaluation methods.

For each course or clerkship offered at more than one site, describe the following:

a. How faculty members at all sites are oriented to the objectives and grading system for the course or clerkship. All faculty of remote sites may be appointed as adjunct clinical faculty of the University in a grade and academic rank commensurate with their education, training, and years


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of experience in their individual specialty areas. Faculty are orientated into University policy and rules, in addition to expectations in clinical instruction of students. The directions are given both in writing and conversation, followed by discussion of evaluations of students they have mentored. Care is taken to insure that the clinical tutor fully understands the nature and requirements of the clinical program, especially if it differs from the clinical training that they may have received in their own training.

b. How and how often individuals responsible for the course or clerkship at all sites communicate regarding planning, implementation, student evaluation, and course evaluation.

Adjunct faculty typically communicate with the University via emails, faxes, and telephone calls, and occasionally through their students.

b. Faculty development activities related to teaching and evaluation skills that are available to instructional staff across sites.

c. Annual meetings are planned for the faculty, including clinical faculty. The University covers partial costs of the annual meetings for those who wish to attend, and to the extent possible, the University will assist with accommodations while in Montserrat. During the meetings, the University plans extracurricular activities including sunset cruises, breakfasts, lectures, and seminars so that they can complete some recreational activities and educational updates during their week in Montserrat.

d. Mechanisms for review and sharing of student assessments of their educational experiences, and any

Other data reflecting the comparability of learning experiences across sites.


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e. Student assessments are reviewed by the faculty member and the Dean, and the results are incorporated into future teaching activities of the faculty member. Student assessments are intended to take the forms of constructive criticism, thereby helping to strengthen the program .rather than to be used as a basis for determination of salary increments, future lecture loads, or other non-academic considerations.

ED-9. The CAAM-HP must be notified of plans for major modification of the curriculum.

Notification should include the explicitly-defined goals of the change, the plans for implementation, and the methods that will be used evaluate the results. Planning for curriculum change should consider the incremental resources that will be required, including physical facilities and space, faculty/resident effort, demands on library facilities and operations, information management needs, and computer hardware.

In view of the increasing pace of discovery of new knowledge and technology in medicine, the CAAM-HP encourages experimentation that aims to increase the efficiency and effectiveness of medical education.

Describe any plans for major modification of the present curriculum.

There are no immediate plans to modify the curriculum yet. After additional suitable experience is gained from the first classes of students to complete their USMLE examinations, the curriculum will be reassessed and such changes as nay be deemed necessary may be made, and only then on the recommendation of a faculty committee appointed for that purpose.

ED-10. The curriculum must include behavioural and socioeconomic subjects, in addition to basic science and clinical disciplines.


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Subjects widely recognized as important components of the general professional education of a physician should be included in the medical education curriculum. Depth of coverage of the individual topics will depend on the school's educational goals and objectives.

______________________________________________________________________________

Indicate whether the following topics are covered in a structured teaching session during a required course or clerkship (e.g., a lecture, an explicit part of a small group discussion, or a laboratory session) or during a required clinical experience (e.g., as part of patient care experiences in a clinical clerkship). Check both if appropriate. Provide the total number of hours the topic is taught in structured sessions during required courses and clerkships.

Content Area Covered

Structured Session

Clinical Experience

Total Hours

Alternative medicine 3 CH Course in CAM

CSC 760/3 credit hours

Lecture/Discussion/Exam

Clinical attachment in Integrative Medical Clinic (St Petersburg, FL)

80

Biostatistics 2 Cr Hr Course in Basic med Sciences (required) w/lecture and lab

Applied in clinical setting to readings in medical subjects

60

Clinical pathology Mandatory course in semester V of Basic medical sciences

Lecture/discu

Applied to clinical attachments; < 4 weeks elective in General pathology available to students

140


109

ssion/lab

Communication skills Component of Behavioural Sciences

Lecture/discussion

Applied to all clinical settings, rated

3 theory, 80 weeks of clinical application

Community health Component of Behavourial Sciences w/ lecture, discussion, exam

2 to 4 weeks clinical attachment

2 h basic medical sciences,2-4 week clinical attachment

Diagnostic imaging 2 cr hr intro course , lecture/discussion, w/exam

Applied to all clinical attachments, esp medicine & surgery

Cumulative 200+ hours in BS and CS

End-of-life care 2 hrs lect in Behav Sci

Lecture/discussion

Applied to clin setting in geriatrics & other

Cumulative 100+ hours in BS and CS

Epidemiology 3 cr hrs course w/exam

Evidence-based medicine

3 clock hr in ICM; lecture/discussion

Applied to all clinical training

Cumulative 100+ hrs

Content Area Covered

Structured Session

Clinical Experience

Total Hours

Family violence/abuse 2 hr lect in 4 weeks clin exposure in Emerg

Cumulative


110

Behav Sci

Lecture/discussion

Medicine 2 to 4 weeks

Medical genetics 4 cr hr curse in bas sci

Lecture/discussion/lab

Integrated into clinical settings

Cumulative 100+ hrs

Geriatrics 4 hrs Included in ICM

Lecture/discussion/exam

Incorporated into Trop Med, Int Med and other courses

< 4 weeks combined experiences

Health care systems 2 hrs in basic sci as elective lect/discussion

Incorp into all clin training

Approx 30 hrs

Health care quality review

2 hrs in basic Sciences

Lecture/discussion

Incorp into all Clin settings

Approx 30 hrs total

Home health care 1 hr in sociology of medicine lect/discussion

Incorp into clin training, homecall

Approx 30 hras

Human development/life cycle

Included in Embryology (3 cr hr) lecture

Incorp into clin trng, esp. Geriatrics

Approx 100 hr

Human sexuality Included in Behav Sci

Incorp into basic sciences and all

Approx 50 hrs


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Lecture/discussion/exam

clinical training

Medical ethics Included into sem IV

Lect & discussion

Incorporated in to all clinical training

Approx 100+ hrs

Medical humanities Included in Basic Sciences [lect/disc]


Approx 100 + hrs

Medical jurisprudence Included in Bas Sci 2 cr hr course


Approx 30 hrs

Medical socioeconomics

Covered in 3 courses: 1) Med Bus Management 2) Sociology of Medical Care, and 3) Psychology & Behavioural Sciences

Integrated in all clinical clerkships and rotations, especially Behavioural medicine

30 clock hours total

Multicultural medicine

Included into clin sem I-4; lect/discussion

Incorp into allclin med

Nutrition Basic Sciences Semesters 1,2,3,4,5 lect/discussion

Integ into clinical training all rotations

Over 200 clock hours

Occupational health/medicine

Basic Sciences topics in Tox in Medical Practice, and in Epid & Pub

Integrated into PE all clinical specialties

Over 100 hours


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health

Pain management Included into pharmacology I, II, with clinical practicum in ICM and Physical Diagnosis

Lect/discussion/lab

Integrated into all clinical specialties

Also clinical rotations available in pain management

Over 100 hours

Palliative care Integ in to Behavioral Sciences Medicine

Integ into geriatrics Rotations

Over 100 hours

Patient health education

Integ into Intro to Clin Medicine Lecture/disc/exam

Integrated in to Fam Medicine, GP, and Int Medicine clerkships, and in Psychiatry

50 to 100 hrs, depending on patient flow

Population-based medicine

Topics Presented in Epidemiology & public Health and n Biostatistics

Clinical application in numerous specialties

Over 100 hours

Practice management Elective course in semesters IV-V

Integ into Fam Med/GP clinical rotations

Over 100 hours

Preventive medicine Presented topics in Epidemiology & Public Health

Integ into family Med & GP rotations

Over 100 hours


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Rehabilitation/care of the disabled

Presented topics in Epidemiology & Public Health

Research methods Topics covered in Biostatistics

Integrated into all clinical specialties

20 hours including practicum

Substance abuse Topics in Pharmacology II, and in Toxicology & Medical Practice

Integ into all clinical specialties

Over 100 hours

Women‖s health Topics in Obstetrics & Gynaecolgy

Lecture/discussion

Clinical rotations in ObGyn, Family Medicine, and General Practice

300 hours

ED-11. The curriculum must include the contemporary content of those disciplines that have been traditionally titled anatomy, biochemistry, genetics, physiology, microbiology and immunology, pathology, pharmacology and therapeutics, community and preventive medicine.

______________________________________________________________________________

Indicate where in the curriculum the above subjects are covered, either as separate required courses or as part of interdisciplinary required courses.

See also information for standards ED-5 and ED-10, and the Required Course Forms.


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All of the above courses are included in Basic Medical Sciences (Sem 1-5), as follows:

Anatomy: Semesters I, II

Medical Biochemistry: Semesters I, II; Nutritional Biochemistry semester III.

Genetics: Semester II, III

Physiology: Semesters I, II, III

Microbiology: Semesters II-IV

Immunology: Semester II

Pathology: Semester IV; Clinical pathology semester V.

Pharmacology & Therapeutics Semester II, IV

Community & Preventive Medicine: Semester V

ED-12. Instruction within the basic sciences should include laboratory or other practical exercises that entail accurate observations of biomedical phenomena and critical analyses of data.

All basic sciences courses where wet labs or computer labs are appropriate include such exercises in the syllabus of those courses. Laboratory credit hours are typically based on 2 to 4 cock hours per week for the duration f the semester ( not less than 10 weeks) for one hour of course credit.

ED-13. Critical analyses of data must be a component of all segments of the curriculum.

______________________________________________________________________________


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a. Describe where in the curriculum students participate in required laboratory exercises (real or simulated) that oblige them to make observations of biomedical phenomena and collect or analyse data.

See also information for standard ED-5 and the Required Course Forms.

Students take laboratory in semesters I, II, and III that require them to make observations of biomedical phenomena. Specific courses which have laboratory components are listed below:

BSC 532 Histology

BSC 441 Biochemistry Laboratory

BSC 551 INTEGRATED BIOCHEMISTRY & MEDICAL GENETICS LAB

BSC 615 MOLECULAR BASES OF GENETICS

BSC 503 BIOMEDICAL STATISTICS & DATA MANAGEMENT

BSC 609 EPIDEMIOLOGY & PUBLIC HEALTH

BSC 523 LAB MEDICAL MICROBIOLOGY, INCLUDING IMMUNOLOGY, BACTERIOLOGY, VIROLOGY, PARASITOLOGY AND MYCOLOGY

BSC 521C MEDICAL PHYSIOLOGY LAB (ELECTIVE)

b. Describe how in the clinical components of the programme how critical analysis of data and phenomena is accomplished.

Critical analysis of data is integrated in clinical components of the program via reading and interpretation of the medical literature as applied to clinical medicine. The concepts of formatting and proving (or not) a hypothesis, determination of adequate numbers and quality of subjects observed, and statistical methods employed in the published data analysis are applied. Medical professionals need very much to know how to read and interpret the current literature, and become competent to extract the validity and conclusions from the publication. A working


116

knowledge of biostatistics is essential in the practice of medicine. Just because an author says something is so, doesn‖t necessarily mean that it is always as the author might imply or presume.

ED-14. Clinical instruction must cover all organ systems, and include the important aspects of preventive, acute, chronic, continuing, rehabilitative, and end-of-life care.

______________________________________________________________________________

How does the school ensure that all the above aspects of clinical medicine are included as part of required clinical instruction?

See also information for standard ED-10 and the Required Clerkship Forms.

USAT has a very comprehensive curriculum, which includes elements of virtually all areas that may be included in licensure examinations, and which broaden the scope of the medical education the student may receive. Because many of the topics of interest are outlined as separate modules, it is less likely that important elements might be inadvertently omitted due to time or other constraints. Moreover, for transfer students to USAT it has been observed that quite often major courses did not include all critical topics, yet might have been recorded as ―complete‖ subjects.

Additionally, USAT divides major courses such as medical physiology into two semesters as used to be the norm in traditional academic institutions, thereby enabling the faculty to include more content than if the same course were to be compressed into a shorter module. This becomes a major advantage for first and second year students, as not only is more time is allotted for the mastery of major topics such as physiology and biochemistry, but the long term and quantitative memory under such circumstances is generally enhanced, a decided benefit thereafter in the students career.


117

ED-15. Clinical experience in primary care must be included as part of the curriculum.

______________________________________________________________________________

List each course and clerkship that provides training in primary care, with the hours or weeks devoted to each experience.

USAT defines primary care as those elements of the academic program that are essential in the development and application of primary clinical skills. Thus, all core clinical clerkships contain essentials of primary care, some more than others. Those clinical clerkships include primary clinical skills are the following:

General Practice (min 4 weeks)

Internal medicine (min 12 weeks)

General Surgery (min 12 weeks)

Obstetrics and Gynaecology (min 6 weeks)

Paediatrics (min 6 weeks)

General Psychiatry (min 6 weeks)

Emergency Medicine (min 4 weeks)

ED-16. The curriculum should include clinical experiences in family medicine, internal medicine, obstetrics and gynaecology, child health/paediatrics, psychiatry, and surgery.

Schools that do not require clinical experience in one or another of these disciplines must ensure that their students possess the knowledge and clinical abilities to enter any field of graduate medical education.


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______________________________________________________________________________

If the educational programme does not include a separate required clinical clerkship in any of the above disciplines, describe where in the curriculum students acquire the relevant knowledge and skills.

See also the Required Clerkship Forms.

All of the above mentioned disciplines are included as core (required) clinical rotations at USAT during the 3rd and 4th years of study. A student must be engaged in required core specialties for a total of 50 weeks. Transfer students may transfer of core clinical specialties in which a grade of ―B‖ or better has been recorded, consistent with the academic policy of most Institutions of higher learning in the USA.

ED-17. Students‖ clinical experiences must utilize outpatient, inpatient and emergency settings.

______________________________________________________________________________

Refer to standard ER-6 in Section V: Educational Resources of the database, and to Required Clerkship Forms.

ED-18. Educational opportunities must be available in multi-disciplinary content areas, such as emergency medicine and geriatrics, and in the disciplines that support general medical practice, such as diagnostic imaging and clinical pathology.

______________________________________________________________________________


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Describe where in the curriculum the following subject areas are covered:

a. Emergency Medicine; Hospital in USA, UK, or other nation. Hospital must have an ER department and an active Emergency Medicine section that is operational for all general emergencies on a 24/7 basis to qualify for clinical training in Emergency Medicine. Must include both theory and practical applications.

b. Geriatrics: Accomplished in Nursing and Extended care settings associate with a medical centre. Must have adequate MD staffing, with at least one full time MD on duty to qualify. Must include both theory and practical applications.

c. Diagnostic Imaging/Radiology: Radiology department at a General or specialized hospital; must conduct all areas of diagnostic medical imaging, including X-ray, ultrasound, MRI, PET, and such other specialty areas as may be important in the training and experience of the student. Must include both theory and practical applications.

d. Clinical Pathology: This is a sub element of all clinical rotations, with particular emphasis in Internal and family medicine specialties. Must include both theory and practical applications.

See also information for standard ED-10.

ED-19. The curriculum must include elective courses to supplement required courses.

While electives permit students to gain exposure to and deepen their understanding of medical specialties reflecting their career interests, they should also provide opportunities for students to pursue individual academic interests.


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______________________________________________________________________________

a. Indicate the weeks of elective time available in each year of the curriculum.

Year Total Weeks of Elective Time

1 4 weeks as preclinical research/observership

2 4 weeks as preclinical observership

3 12 weeks

4 18 weeks

b. Indicate the maximum number of weeks that students may spend taking electives at another institution?

Not more than 12 weeks aggregate.

c. Provide the average number of weeks that students in the most recent graduating class spent taking electives at another institution.

0

ED-20. There must be specific instruction in communication skills as they relate to physician responsibilities, including communication with patients, families, colleagues, and other health professionals.

______________________________________________________________________________


121

Describe where in the curriculum (specific course or clerkship) students gain experience in the following areas. Include the settings in which instruction occurs (e.g., classroom, clinical) and the format(s) used (e.g., lecture, small-group, standardized patient, role play, etc.).

See also information for standard ED-10

a. Communicating with patients and patient families. Courses include ICM, Physical Diagnosis, and clerkships in numerous disciplines

b. Communicating with colleagues (e.g., as part of the medical team). Initially in ICM and Physical Diagnosis, followed by Clerkships where they make presentations along with faculty and other students. Additional valuable experience is gained during research activities, where the student typically plays a fundamental role in the overall project.

c. Communicating with other (non-physician) health professionals. Students are required to obtain community experience in Epidemiology & public health labs. Also during clinical clerkships when addressing patients and their families. In family medicine, the students are present during patient conferences and are invited to contribute to the patient conferences.


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ED-21. The curriculum must prepare students for their role in addressing the medical consequences of common societal problems, for example, providing instruction in the diagnosis, prevention, appropriate reporting, and treatment of violence and abuse.

_____________________________________________________________________________

a. Indicate where in the curriculum students learn about the medical consequences of common societal problems.

Initially students learn about such issues during courses in Behavioural Sciences, Sociology and Medicine, and others. Upon entry to years 3 and 4, the students are exposed to many of the medical consequences of societal concerns during clerkships in ob/gyn, family medicine, psychiatry, and others.

b. List the required courses and clerkships that cover the following aspects of domestic violence and abuse:

Content area Required course(s) where

topic is addressed

Required clerkship(s) where topic is addressed

Diagnosis Physical diagnosis CSC 700

Behavioural Sciences BSC 581

Psychiatry, GP, Fam Med, Int Med, Emer Med, Surgery, and most others

Prevention Behav Sciences BSC 581,

CA 960 Psychiatry

CA 902 Gen practice

CA 903 Family Med


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Reporting Behav Sciences, BSC 581

CA 960 Psychiatry

CA 902 Gen practice

CA 903 Family Med

Treatment Behav Sciences BSC 581, ICM CSC 790

Emerg Med CA 950

CA 960 Psychiatry

See also information for standard ED-10. Note: USAT has a faculty member who is professionally certified in domestic violence in the USA, and who provides not less than 2 hours of onsite instruction to each class.

ED-22. The faculty and students must demonstrate an understanding of the manner in which people of diverse cultures and belief systems perceive health and illness and respond to various symptoms, diseases, and treatments.

All instruction should stress the need for students to be concerned with the total medical needs of their patients and the effects that social and cultural circumstances have on their health. To demonstrate compliance with this standard, schools should be able to document objectives relating to the development of skills in cultural competence, indicate where in the curriculum students are exposed to such material, and demonstrate the extent to which the objectives are being achieved.

______________________________________________________________________________

a. Indicate where in the curriculum students learn about issues related to cultural competence. Note whether the instruction occurs through formal teaching or as a result of exposure in the clinical setting.



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Students initially learn about cultural competence didactic courses in behavioural medicine, ICM, and others, followed by practical experience as they complete most clinical clerkships.

b. Provide evidence that institutional and course or clerkship objectives addressing cultural competence are being met. How is student attainment of the objectives being evaluated and what are the results? Students are evaluated on clinical expertise including patient contact in all clinical specialties. Each student is counselled during and upon completion of clinical clerkships in this and other important areas.

ED-23. Medical students must learn to recognize and appropriately address gender and cultural biases in themselves and others, and in the process of health care delivery.

The objectives for clinical instruction should include student understanding of demographic influences on health care quality and effectiveness, such as racial and ethnic disparities in the diagnosis and treatment of diseases. The objectives should also address the need for self-awareness among students regarding any personal biases in their approach to health care delivery.

______________________________________________________________________________

a. Describe where in the curriculum (in formal teaching sessions or indirectly through clinical experiences) students receive instruction addressing the following:

1. Demographic influences on health care quality and effectiveness (including racial or ethnic disparities in health care delivery).

Courses include Behavioural Sciences, psychiatry, ICM, Ob/Gyn, and family medicine.


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2. Student self-awareness of their own biases. Students are invited to view themselves with an eye toward self improvement throughout their medical school experience. All students are encouraged to seek self awareness of their strengths and weaknesses, and provided instruction to help achieve that goal in Behavioural Sciences.

b. Provide evidence that institutional or course- and clerkship-specific objectives related to gender and cultural biases on health care are being met. USAT admits all qualified applicants without regard to race, creed, financial standing, or other factors.

ED-24. A medical school must teach medical ethics with respect for religious and other human values, and their relationship to law and governance of medical practice. Students must be required to exhibit scrupulous ethical principles in caring for patients, and in relating to patients‖ families and to others involved in patient care.

Each school should assure that students receive instruction in appropriate medical ethics, human values, and communication skills before engaging in patient care activities. As students take on increasingly more active roles in patient care during their progression through the curriculum, adherence to ethical principles should be observed and evaluated, and reinforced through formal instructional efforts.

In student-patient interactions there should be a means for identifying possible breaches of ethics in patient care, either through faculty/resident observation of the encounter, patient reporting, or some other appropriate method.

“Scrupulous ethical principles” imply characteristics like honesty, integrity, maintenance of confidentiality, and respect for patients, patients‖ families, other students, and other health professionals. The school‖s educational objectives may identify additional dimensions of ethical behaviour to be exhibited in patient care settings.


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____________________________________________________________________________

a. For each year of the curriculum indicate whether the following areas are addressed in formal teaching sessions (F), in clinical experiences (C), or both (B).

Curriculum Year

Medical Ethics

Human Values

Communication Skills

1 F F B

2 F F B

3 C B B

4 C B B

See also information for standards ED-10 and ED-19.

b. Provide evidence that students have acquired and exhibit appropriate ethical principles.

No incident of student misconduct has been identified to date. Students are held accountable for their actions, and are expected to demonstrate professional conduct and demeanour both in the classroom and lab, and in the community setting. Failure to abide to professional standards of conduct and demeanour will initially be met with via counselling, followed by dismissal by the 3rd such reported incident on non-professional behaviour. To date, three students have been dismissed for such actions.

c. Describe the methods used to identify any breaches of ethics in patient care made by medical students. Students are monitored while undergoing clinical training, and rarely are left


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alone with a patient. All faculty, staff, and other students are obliged to report any such activities in confidence, and all reported perceived infractions are dealt with within 24 hours of their occurrence.

ED-25. Residents/junior staff who supervise or teach medical students, as well as graduate students and postdoctoral fellows in the biomedical sciences who serve as teachers or teaching assistants, must be familiar with the educational objectives of the course or clerkship and be prepared for their roles in teaching and evaluation.

______________________________________________________________________________

Describe any institution-level programmes to enhance the teaching and evaluation skills of graduate students, postdoctoral fellows, or residents. If such programmes are the same as those provided for faculty, indicate so and refer to the response for standards FA-4 and FA-11 in Section IV: Faculty.

See also the Required Course Forms and Required Clerkship Forms for course-specific and clerkship-specific programmes.

Students are invited to participate in various seminar programmes, both as student speakers and as participants. Students are invited to submit a course evaluation for each didactic or clinical course they complete. The forms are of a standard design, and need not be signed by the student if he/she does not wish to do so. The course evaluations provide important information that is ultimately conveyed to the faculty member in a constructive manner, so as to enable the faculty to continually improve the course materials.

ED-26. Supervision of student learning experiences must be provided throughout required clerkships by members of the medical school‖s faculty.

______________________________________________________________________________


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If there are any required clerkships where the physicians who supervise students are not members of the medical school faculty, explain how you ensure that students are adequately supervised. Faculty who supervise the clinical clerkships fall into two broad categories: a) faculty of another medical school or recognized teaching hospital, who mentor USAT students alongside students of other Institutions, and b) independent physicians who hold clinical adjunct appointments with USAT. Regardless of the category, the mentor will receive information on an as needed basis to assist them in their assignment, while at the same time to provide information about the details and conduct of the experience and also of the overall level of student preparedness for the clinical experience. Students are not permitted to schedule their own clerkships, as it is USAT policy that all such clerkships be approved in advance, and that the final scheduling is done through the USAT clinical division.

ED-27. The medical school faculty must establish a system for the evaluation of student achievement throughout medical school that employs a variety of measures of knowledge, skills, behaviours, and attitudes.

Evaluation of student performance should measure not only retention of factual knowledge, but also development of the skills, behaviours, and attitudes needed in subsequent medical training and practice, and the ability to use data appropriately for solving problems commonly encountered in medical practice.

The CAAM-HP urges schools to develop a system of evaluation that fosters self-initiated learning by students and disapproves of the use of frequent tests which condition students to memorize details for short-term retention only.

______________________________________________________________________________


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a. Describe how the school ensures that the methods used to evaluate student performance are appropriate to achieve its institutional and course- or clerkship-specific objectives. Note any role played by the curriculum committee or other central curriculum management group.

USAT has developed a clinical evaluation form for the purpose of clerkship evaluation by the assigned mentor. The student must undergo an interim evaluation at 4 week intervals, and upon completion of the clerkship, a final report is prepared by the mentor, reviewed and signed by the mentor with the student present.

b. Include a copy of any standard form(s) used by faculty members or resident physicians to evaluate students during required clinical clerkships.

See also Required Course Forms and Required Clerkship Forms.

See the appendix.

ED-28. There must be ongoing assessment that assures students have acquired and can demonstrate on direct observation the core clinical skills, behaviours, and attitudes that have been specified in the school‖s educational objectives.

______________________________________________________________________________

a. Is there a core list of clinical skills/behaviours that students must master? (check)

X Yes, as part of the institutional educational objectives

X Yes, as a separate list for each required clinical


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clerkship

No (please explain if checked)

b. If one or more comprehensive evaluations of clinical skills (e.g., OSCE or standardized patient evaluations) are given outside of individual courses or clerkships, describe the evaluation methods and when the evaluations are administered.

All students are expected to register for and sit for USMLE Steps I-II prior to graduation. In addition, all students are expected to be prepared to sit for licensure examinations for the nations they wish to register in as a physician. In some instances, that may require additional foreign languages to be sufficiently mastered. As an example for a student who wished to become registered in a Spanish speaking nation after graduation, it would be prudent for them to undertake a detailed study of that language as an additional academic program prior to completion of their studies in the event that they may not already be fluent in such language.

See also the Required Clerkship Forms.

ED-29. There must be evaluation of problem solving, clinical reasoning, and communication skills.

______________________________________________________________________________

a. If the curriculum contains formal experiences in problem solving and clinical reasoning, provide examples and indicate how student achievement is evaluated.

All clinical experiences are formed around a problem solving academic process. In addition, during physical diagnosis and Introduction to clinical medicine, students are also


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required to demonstrate problem solving skills in the classroom, in pre-preparation to their entering the clinical environment.

b. Provide examples of when and how student communication skills are evaluated. What is the evidence that students have acquired communication skills required by the school‖s objectives?

Students initially practice on each other in class. As they progress, Student Patient interactions are observed by an experienced mentor during all aspects of preclinical and clinical training, both in the classroom and in the clinic. The University has a unique opportunity for clinical mentoring in the Mayfield clinic, located on campus and all students are required to rotate through the clinic as part of ICM lab.

See also the Required Course and Clerkship Forms and the information for standard ED-20.

ED-30. The faculty of each discipline should set the standards of achievement in that discipline.

______________________________________________________________________________

Refer to the responses about student evaluation methods in the Required Course and Clerkship Forms.

All faculty establish the standards and conduct of clinical training in their assigned specialty, and incorporate that into their clinical clerkship experiences.

ED-31. The directors of all courses and clerkships must design and implement a system of formative and summative evaluation of student achievement in each course and clerkship.


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Students are evaluated on a standardized USAT clinical evaluation sheet (see attached). The form allows mentors to add descriptive statements with regard to a student‖s strengths, weakness, or special skills in the clinical specialty being evaluated.

ED-32. Each student should be evaluated early enough during a unit of study to allow time for remedial work.

Those directly responsible for the evaluation of student performance should understand the uses and limitations of various test formats, the purposes and benefits of criterion-referenced vs. norm-referenced grading, reliability and validity issues, formative vs. summative assessment, etc. Courses or clerkships that are extremely short in duration may not have sufficient time to provide structured activities for formative evaluation, but should provide some alternate means (such as self-testing or teacher consultation) that will allow students to measure their progress in learning.

The chief academic officer, curriculum leaders, and faculty should understand, or have access to individuals who are knowledgeable about, methods for measuring student performance. The school should provide opportunities for faculty members to develop their skills in such methods.

______________________________________________________________________________

See also information for standard ED-27, and the Required Course and Clerkship Forms

a. Describe any faculty development activities (e.g., workshops) available for faculty members to enhance their skills in the evaluation of student performance.

Faculty are encouraged to attend conferences appropriate to their clinical or basic science specialty on a regular basis, preferably completing at least once such conference per academic year.


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b. Describe how the school ensures that mid-course and mid-clerkship evaluations occur. Include methods (such as review of test results, formal written comments, oral comments) used to provide formative feedback.

The University has a computer spread sheet that reminds us when and where to contact a student or mentor with regards to progression through clinical training. The mentor is contacted to insure that the student‖s attendance is adequate, and to address any specific issues that me evolve from the clerkship experience.

ED-33. Narrative descriptions of student performance including personal qualities and interactions should be included as part of evaluations in all required courses and clerkships where teacher-student interaction permits this form of assessment.

______________________________________________________________________________

See information provided on the Required Course and Clerkship Forms.

A section on the evaluation forms invites comments from the faculty member.

ED-34. There must be integrated institutional responsibility for the overall design, management, and evaluation of a coherent and coordinated curriculum.

The phrase “integrated institutional responsibility” implies that an institutional body (commonly a curriculum committee) will oversee the educational programme as a whole. An effective central curriculum authority will exhibit:

- Faculty, student, and administrative participation.

- Expertise in curricular design, pedagogy, and evaluation methods.

- Empowerment, through bylaws or decanal mandate, to work in the best interests of the institution without regard for parochial or political influences, or departmental pressures.


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The phrase “coherent and coordinated curriculum” implies that the programme as a whole will be designed to achieve the school‖s overall educational objectives. Evidence of coherence and coordination includes:

- Logical sequencing of the various segments of the curriculum.

- Content that is coordinated and integrated within and across the academic periods of study (horizontal and vertical integration).

- Methods of pedagogy and student evaluation that is appropriate for the achievement of the school‖s educational objectives.

Curriculum management signifies leading, directing, coordinating, controlling, planning, evaluating, and reporting. Evidence of effective curriculum management includes:

- Evaluation of programme effectiveness by outcomes analysis, using national norms of accomplishment as a frame of reference.

- Monitoring of content and workload in each discipline, including the identification of omissions and unwanted redundancies.

- Review of the stated objectives of individual courses and clerkships, as well as methods of pedagogy and student evaluation, to assure congruence with institutional educational objectives.

Minutes of the curriculum committee meetings and reports to the faculty governance and deans should document that such activities take place and should show the committee‖s findings and recommendations.

See FA-11Section IV.

______________________________________________________________________________


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a. Provide an organizational chart for management of the curriculum that includes the curriculum committee and its subcommittees, other relevant committees, the chief academic officer, and other individuals or groups involved in curriculum design, implementation, and evaluation. (insert)

b. Supply the title of the faculty committee with responsibility for the curriculum:

Orien L Tulp, PhD, MD, FACN, CNS, provisional member. Professor Tulp has authored many of the slide sets utilized in the presentations, and has well over 30 years experience in such areas. He has taught virtually all of the courses of the basic medical sciences and some of the clinical sciences listed in the MD curriculum during his academic career, has developed dozens of accredited courses in the medical and biomedical sciences, and has served on numerous curriculum committees during the past 30 years in several Institutions. When the University begins to enrol first year students as planned, additional faculty will assume roles in curriculum development and management

c. Provide the charge or terms of reference for this committee, and the source of its authority (bylaws, mandate from the dean or faculty executive committee, etc.). The curriculum committee is appointed by the Dean of the Medical College as authorized under operating administrative and academic guidelines.

d. Describe the composition of this committee and mechanisms for selecting its members and chair. All members are recommended by the faculty, and are tendered appointment by the Dean of the Medical College.

Orien L. Tulp, PhD, MD, FACN, CNS, acting chair

James F DeBouno, PhD, member. (biomedical sciences)

Carla M Konyk, MBBS, member (medical sciences)

David Karam, MD, PhD, PhD, member (Medical Basic Sciences)


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John Glossop, Professor, member (mathematics, biostatistics, and computer sciences)

Ben Johnson, D.O., M.D., M.S., member (clinical medicine).

Joseph DiStefano, DOM, MD; member (complimentary medicine, botanicals, agriculture)

Eduardo Garcia, MD, JD, member, biomedical ethics

George Einstein, PhD, member, biomedical sciences.

Perry B Hudson, MD, PhD, FACS, member, clinical medicine

Bruce Robinson, MD, FACS, member, clinical medicine

e. Indicate the frequency of regularly scheduled meetings during a typical academic year: (check)

1 Weekly

24 Biweekly

12 [X] Monthly

6 Bimonthly

1 [X; interim meetings as needed]

Other (describe)

f. If there are standing subcommittees, describe their charge or role, membership, and reporting relationship to the parent committee.

At the present time, the group meets as a group monthly or on an as needed schedule. When special needs arise, the member with assignment to the corresponding area is contacted for input. This committee will become markedly expanded as the University continues to grow in size, program areas, and student number.


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g. Describe the roles of the curriculum committee and any subcommittees, chief academic officer or associate dean for educational programmes, and departments in each of the following:

Developing and reviewing the institutional objectives for the educational programme: Curriculum committee reviews policy and makes recommendations with regard to Institutional objectives. The development of the Agriculture research program evolved out of these interests.

Ensuring use of appropriate teaching methods or instructional formats: Monitoring of teaching methods and instructional activities is an important role of the curriculum committee. Members visit classrooms for observation on both a scheduled and non-scheduled basis, and act in response to comments made by individual students with regard to classroom activities and faculty performance. To date one faculty member has been dismissed for inability to teach effectively (2010) and one for ineffective teaching and inappropriate conduct in the administrative offices (2005).

Ensuring that content is coordinated and integrated within and across academic periods of study: The course content is balanced against the published curriculum and syllabus for each individual course. Each course has specific published objectives, which must be achieved during the scheduled class periods.

Ensuring use of appropriate methods to evaluate student performance: Student performance is monitored by 1) written and oral examinations, 2) classroom performance,3) direct observation, especially with regard to laboratory or clinical skills, 4) submission of written work, and 5) student presentations on special topics. Written work is graded for content as is also marked for proper grammatical and scientific application.


138

Monitoring the quality of teaching; Faculty are reviewed annually by the Dean, and during each course by students. The student evaluations include their perception of teaching ability, faculty knowledge in the area of the course, classroom demeanor, teaching effectiveness, relevance of material taught to the text and subject matter of the course, fairness and appropriateness, of exams administered, technical ability in the classroom, and such other areas as may have a direct link to the progress of the individual student.

ED-35. The programme‖s faculty must be responsible for the detailed design and implementation of the components of the curriculum.

Such responsibilities include, at a minimum, the development of specific course or clerkship objectives, selection of pedagogical and evaluation methods appropriate for the achievement of those objectives, ongoing review and updating of content, and assessment of course and teacher quality.

______________________________________________________________________________

See also the Required Course and Clerkship Forms, and information for standard ED-34.

a. Year of implementation for the last major revision of the curriculum:

2011

b. Summarize the principal features of that revision, including the reasons for the change and the specific goals that the change was designed to accomplish.

Courses were evaluated with respect to their importance to the curriculum, updated to incorporate new and current information, and adjusted for hours so as to minimize unnecessary overlap with other scheduled courses. A stronger emphasis has been placed on pathophysiology as


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an integrated subject, thereby combining essential concepts from physiology, pathology, and clinical medicine.

c. Describe the planning process, including the individuals or groups involved. Curriculum committees plan an agenda for a meeting, list items by priority, and plan a time and place to meet. The committee members communicate via email, and may substantially resolve numerous issues in advance of the formal meeting.

d. Describe the role, if any, of the curriculum committee in the development and review of course- and clerkship-specific objectives.

The curriculum committee, in cooperation with a faculty member or members, provide assistance and guidance in establishing objectives, recommended texts, and topic outlines for each course developed. When the proposed outline for the course is complete, it will be reviewed by the curriculum committee. The committee will accept the course proposal as submitted, suggest additional changes, table the course temporarily, or reject the course as submitted. In each case, the submitting faculty member will be provided a narrative of the review for future reference.

d. Provide examples of the types of changes that can be handled at the level of the course or clerkship and the types of changes that require curriculum committee or other central approval.

Changes that may be made to a course as submitted include but are not limited to credit hours to be granted for the course, location where the course may be held, clock hours of the intended class, designation of responsible faculty, instructors, or assistants. The assigned instructor or faculty member may control such items as individual lecture topic schedule, exam schedule as long as it falls within the University exam schedule, and scheduling of quizzes, classroom format, faculty office hours, student conferences, and other aspect linked to the direct administration of the course. The faculty member may request changes in the lecture venue or location, but not content.


140

Curriculum committee must review all proposed changes in actual course objectives, course content, and any other major changes to an existing course that has been previously approved.

ED-36. The objectives, content, and pedagogy of each segment of the curriculum, as well as for the curriculum as a whole, must be subject to periodic review and revision by the faculty.

______________________________________________________________________________

Describe the process of formal review for each of the listed curriculum elements. Include in the description how often such reviews are conducted, how they are conducted, and under what auspices (e.g., the department, the curriculum committee) they are undertaken.

Required courses: Reviewed annually for appropriateness, content, recommended texts, required readings and references, student evaluations, and outcomes of previous offerings of the course.

Required clerkships: Reviewed annually for appropriateness, content, recommended texts, locations where taught, required readings and references, student evaluations, and outcomes of previous offerings of the clerkship.

Individual years or academic periods of the curriculum: Reviewed annually for appropriateness, overall content, student evaluations, and outcomes of previous offerings of the years courses, and overall achievement on comprehensive examinations and clinical skills assessments..

The entire curriculum

Reviewed annually for outcomes of the previous year or years, and measured against recent results (where possible to obtain them) of success with step I, II, or III of the USMLE or other pre-licensure or licensure examinations.

ED-37. The academic faculty must have sufficient resources and authority to fulfill the responsibility for the management and evaluation of the curriculum.


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The dean often serves as the chief academic officer, with ultimate individual responsibility for the design and management of the educational programme as a whole. He or she may, however, delegate operational responsibility for curriculum oversight to a vice dean or associate dean.

The kinds of resources needed by the chief academic officer to assure effective delivery of the educational programme include:

- Adequate numbers of teachers who have the time and training necessary to achieve the programme‖s objectives.

- Appropriate teaching space for the methods of pedagogy employed in the educational programme.

- Appropriate educational infrastructure (computers, audiovisual aids, laboratories, etc.).

- Educational support services, such as examination grading, classroom scheduling, and faculty training in methods of teaching and evaluation.

- Support and services for the efforts of the curriculum management body and for any interdisciplinary teaching efforts that are not supported at a departmental level.

The chief academic officer must have explicit authority to ensure the implementation and management of the educational programme, and to facilitate change when modifications to the curriculum are determined to be necessary.

______________________________________________________________________________

a. Provide the name and title of the chief academic officer responsible for the medical education programme. If the dean functions as the chief academic officer but has delegated responsibility for medical student education to an associate dean or other individual, provide the name and title of the latter.


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Name: Orien L. Tulp, Ph.D.,M.D., F.A.C.N., C.N.S.

Title: President and Acting Dean of Academic Affairs

b. Provide a position description for the individual responsible for the medical education programme.

Dr Orien Tulp is the most experienced academic officer of the University. He has over 30 years of experience in academic instruction in higher education, including medicine, academic administration, course development and review, institutional and program accreditation. Dr Tulp has earned graduate degrees in Pharmacology, Medicine, Nutrition, and other specialties, and has served on the regular and graduate faculty of several US Universities until his retirement from such in 2004 and has extensive teaching experience at the undergraduate, graduate, and post graduate levels in the USA and abroad. Professor Tulp also has extensive leadership training and experience, having retired from the US Army AMEDD in 1997 in the grade of Colonel (Promotable) with over 43 years of combined military service in medical and hospital units, the Pentagon Surgeons office, and graduation for the Academy of Health Science, the Vermont Military Academy, the Command and General Staff College, and others, and award of the nation‖s highest non-combat awards (Presidential Citation, William Jefferson Clinton; the Legion of Merit for humanitarian medical tours; the Meritorious Service Medal (multiple awards), the National Defense Service Medal (multiple awards), the Medal for Military Medical Merit, the Guard National Trophy (the 8th such award presented in US History), and others. Professor Tulp was Knighted in 2008 byThe Ancient Sovereign Order of the Orthodox Knights Hospitaller of St John of Jerusalem, under Prince Michael of Russia, in recognition for his contributions in the field of medicine and science.



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ED-38. The faculty committee responsible for the curriculum must monitor the content provided in each discipline so that the school‖s educational objectives will be achieved.

The committee, working in conjunction with the chief academic officer, should assure that each academic period of the curriculum maintains common standards for content. Such standards should address the depth and breadth of knowledge required for a general professional education, currency and relevance of content, and the extent of redundancy needed to reinforce learning of complex topics. The final year should complement and supplement the curriculum so that each student will acquire appropriate competence in general medical care regardless of their subsequent career specialty.

______________________________________________________________________________

Describe how the curriculum committee monitors the content of required courses and clerkships, and how gaps and unwanted redundancies are identified.

The curriculum committee reviews each course for content and level of instruction, and compares the proposed courses with others being taught. Content is compared to others of similar content, and recommendations are made with regard to intended level and potential for redundancy. Where issues arise, the faculty members who are concerned are addressed so as to make certain the materials are not one and the same and dual topics assigned to the most appropriate course. As a result, a team taught course may evolve, where each faculty has the better opportunity to provide instruction that is more directly related to their areas of expertise.

Both required and elective Clerkships are reviewed similarly, and redundancies also eliminated or otherwise credited as appropriate. Where there is substantial redundancy, the second clerkship completed by the student or the number of weeks in excess of the core requirement may be counted as an elective in the same general area of the original clerkship. Once a student has completed the additional weeks of training resulting from the redundancy, it will be duly recorded on their transcript as appropriate. In the event that a clerkship must be repeated for any reason,


144

both will be indicated on the student‖s transcript. To date, the latter situation has not yet occurred, as so far no student has failed a clinical clerkship. Students are not permitted to enrol in clerkships until all basic science course have been completed and they have been cleared by the faculty to do so.


ED-39. The committee (responsible for the curriculum) should give careful attention to the impact on students of the amount of work required, including the frequency of examinations and their scheduling.

______________________________________________________________________________

a. Provide the average number of unscheduled hours per week during each of the first two years of the curriculum, and the number of for-credit examinations in each year. Each student will spend approximately 20 to 25 hours per week in assigned lecture classes and laboratory exercises during the first two years of the curriculum. The library remains open until 11 PM daily and until 2 AM during exam weeks for students who may need the additional time for library study. Of note, the University stocks one or more copies of most texts, and makes them available to both faculty and students..

b. Describe how the curriculum committee or the relevant subcommittee/s monitors the workload of students within and across individual courses and clerkships. Actual hours per week are monitored by the curriculum committee, including the actual hours that may be required for any individual course may be set before the actual conduct of the course. USAT follows traditional criterion commonly used by traditional academic institutions worldwide in establishing credit hours for any particular course. Students are expected to complete not less than the equivalent of 9


145

semester credit hours per semester to be considered a full time student in the graduate college, and 12 semester hours per semester in the College of Medicine or undergraduate colleges. The normal upper limit on credits per semester is set at 20 semester credit hours in any given semester. Students who desire to enrol in greater than 20 credit hours per semester for any reason must have approval from their academic advisor to do so.

c. Describe the process, including the roles of relevant committees and the central medical school administration, for coordinating major examinations during the first two years. All major examinations are administered during the scheduled exam weeks and are scheduled by the administration, so as to minimize the possibility of overscheduling, and minimizing the potential of having an individual student sit for more than 2 exams on any one day. All exams are scheduled for the pavilion/great room between the hours of 0800 and 1800 hours daily, and must be attended by the faculty member directly linked to the course to the extent possible. The exam period for mid term exams is one week in duration, and the final exam schedule 2 weeks in duration. Final exams may not be scheduled prior to the final exam period for a particular course unless approved by the curriculum committee and recommended by the Dean of the respective College in advance of regularly scheduled exam weeks. Extraordinary scheduling of exams is normally restricted to special topics of 2 semester credit hours or less, but in eah case must be cleared by the curriculum committee and the Dean prior to the proposed examination date.


Note: Questions for standards ED-40 through ED-46 should be completed only by schools that operate geographically separate campuses, as defined in the instructions for completing the database.


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ED-40. The medical school‖s academic officers must be responsible for the conduct and quality of the educational programme and for assuring the adequacy of faculty at all educational sites.

ED-41. The principal academic officer of each geographically remote site must be administratively responsible to the chief academic officer of the medical school conducting the educational programme.

______________________________________________________________________________

a. List each geographically separate campus, its location, and the name and title of the chief academic officer at the site.

Campus Location Name/Title of Principal Academic Officer

None

b. Describe the role of the medical school‖s chief academic officer in oversight of the conduct and quality of the educational programme at all sites. Include the reporting relationships between the principal academic officer at each geographically separate campus and the chief academic officer of the medical school.

The chief academic officer is directly responsible for all academic programs conducted under the University, and for all credentials earned as a result of the program of instruction. Th chief academic officer may delegate authority for specific courses or elements of the academic program, but may not relinquish responsibility for the conduct of such courses or academic programs.


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c. For each geographically separate campus (including the main campus of the medical school) indicate the average number of students in a given year at that site. The total for each year should add up to the total enrolment for that year.

Campus Number

Year 1

Number

Year 2

Number

Year 3

Number

Year 4

Total

Olveston, 2006-7** 0 34

20

6 60

2007-8 0 46

25

7 78

2008-9 0 71

49

14

134

2009 0 78

56

26

160

2010 and later years ** 0 48

156

40

180

** Maximum occupancy of the present campus has been estimated at 500 students when fully operational. Present numbers are considerably less, as the University does not presently admit first year students. The student body is scheduled to increase gradually, so as to enable the Montserrat infrastructure to develop sufficient accommodations and other resources to accommodate the number of students on Island at any one time. Present limitations are limited to approximately 50 available apartments for present occupancy. The University has an agreement to utilize the teaching facilities of the Community College of Montserrat located nearby under the terms of the license issued by the Government of Montserrat, and taking priority over any other Institutions who may later seek licensure in Montserrat. The University will construct sufficient additional classrooms and dormitories beginning in AY 2011-2013 to accommodate the increasing student numbers Note: the majority of the upper level students are completing clinical clerkships outside of the main campus.


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(See CAAM-HP Annual Medical Questionnaire 5)

ED-42. The faculty in each discipline at all sites must be functionally integrated by appropriate administrative mechanisms.

Schools should be able to demonstrate the means by which faculty at dispersed sites participate in and are held accountable for medical student education that is consistent with the objectives and performance expectations established by course or clerkship leadership. Mechanisms to achieve functional integration may include regular meetings or electronic communication, periodic visits to all sites by course or clerkship leadership, and sharing of course or clerkship evaluation data and other types of feedback regarding faculty performance of their educational responsibilities.

______________________________________________________________________________

Describe how faculty members in each discipline are functionally integrated across sites to assure comparability of educational experiences and of student evaluation.

Faculty at remote sites are typically for clinical training only, plus occasional grand rounds or other lectures where students are undergoing clinical training. Adjunct faculty receive coordination and guidance via written mail, email, fax, and telephonic communication. All faculty, including adjunct clinical faculty are invited to participate in the annual meeting, and are provided accommodation and travel assistance where possible.



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ED-43. There must be a single standard for promotion and graduation of students across geographically separate campuses.

______________________________________________________________________________

Describe any variations in criteria for the promotion or graduation of students at different campuses of the medical school. All students are promoted using the same criterion, regardless of the locality where they may have completed their studies. Presently all students attend the Olveston campus for the first 2 years (5 semesters) of their basic sciences training. NOTE: USAT is permitted to hold classes off campus should volcanic activity or acts of nature deem the environment in Montserrat unsafe.

See also information for standard MS-33 in Section II: Medical Students.

ED-44. The parent school must assume ultimate responsibility for the selection and assignment of all medical students when geographically separated campuses are operated.

ED-46. Students should have the opportunity to move among the component programmes of

the school.

_____________________________________________________________________________

a. Describe how students are selected for and assigned to different medical school campuses. Include the process, if any, for appealing assignment to a specific site or for changing sites. Note


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any circumstances where decisions about student selection and assignment are not made by the parent school.

No outside campus locations are presently operating.

b. Are students allowed to take part of a year (i.e., individual required courses or clerkships) at a geographically separate campus? (check)**

Yes

No

X

** question does not take into consideration that virtually all (97.5%) clinical training is taken outside of Montserrat at approved teaching sites in UK, USA, Mexico, Pakistan, India, or other Nations.

ED-45 Students assigned to all campuses should receive the same rights and support services.

______________________________________________________________________________

a. Describe any variations in student services (financial aid, health services, etc.) or in access to student services at the various campuses of the medical school. There are no differences in student services. ID cards are only issued from the Montserrat campus or the new information office in Colorado and require the student to be present for the ID card to be issued. The alternate site was established as an emergency function due to an instrument breakdown at the GoM offices where the local ID cards are issued.

b. Indicate any student services that are available only at the main campus of the medical school or parent University.


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ID card issue for USAT students is only available at the Olveston, Montserrat campus. Diplomas are only issued from the Olveston, Montserrat campus.

Note: Questions for standards ED-40 through ED-46 should have been completed only by schools that operate geographically separate campuses, as defined in the instructions for completing the database.

ED-47. To guide programme improvement, medical schools must evaluate the effectiveness of the educational programme by documenting the extent to which its objectives have been met.

ED-48. In assessing programme quality, schools must consider student evaluations of their courses and teachers, and an appropriate variety of outcome measures.

Among the kinds of outcome measures that serve this purpose are data on student performance, academic progress and programme completion rates, acceptance into residency programmes, postgraduate performance, and practice characteristics of graduates.

______________________________________________________________________________

a. Check all indicators used by the medical school to evaluate educational programme effectiveness.

X Student scores on internally developed examinations

X Performance-based assessment of clinical skills (e.g., OSCEs)

X Results of USMLE/MCC or other national examinations


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X Student evaluation of courses and clerkships

X Student advancement and graduation rates

X Specialty choice of graduates

X*

Assessment of residency performance of graduates

X*

Licensure rates of graduates

X*

Specialty certification rates

X*

Practice location of graduates

X*

Practice type of graduates

* Other (specify)

* USAT has had only 7 students apply for PGY-1 training to date. One was selected for cardiology, 5 for Internal Medicine, 1 for Family Medicine, and one 1 for ObGyn. All were first choice selections. Graduates have been licensed in West Africa, India, Puerto Rico, and Virginia to date.

b. For each checked item, indicate

1. How the data are collected (including response rates for questionnaires)

Internal Exams: data collected at time of exam.

OSCEs: based on USMLE CS (part III) exams and on student evaluations during clinical clerkships.


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USMLE: presently USAT has an approximate 90% pass rate, based on current reports from students.

Clerkship evaluations: Average score is A-, including all students. The lowest reported was a ―B‖ and the highest has been an A+.

Graduation rates are approximately 85 %, with the vast majority of attrition during the basic medical sciences due to student finances and also as the program is presented on the same general level as in traditional US and European medical schools, and is academically challenging to most students.

2. What groups or individuals review the data (e.g., curriculum committee, department chairs)

Faculty committee, curriculum committee.

3. How the information is used for curriculum review and change

Committees review the information provided, and recommend changes accordingly.

c. Provide evidence that the educational programme objectives in the domains of knowledge, skills, behaviours, and attitudes are being achieved.

The pass rate on USMLE step I is approximately 90%, with the average passing score on the order of 89% for step I and 95% for step II (max scores to date are 99% on both steps) and compares well to the results of many International medical Schools as reported in literature provided by the ECFMG. No medical school has ever achieved a 100% pass rate, although some have claimed to do so.


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ED-49. Medical schools must evaluate the performance of their students and graduates in the framework of national and international norms of accomplishment.

______________________________________________________________________________

If available, provide summary data on the performance of your graduates in the following:

USMLE Step I: 30 students have completes successfully. Three failures to date, all within 5 points of a passing score.

USMLE STEP II: 11 students have been scheduled for Step II, and to the best of ouknowledge, all have passed with an average score of 95% (max score 99%).

USMLE Step 3 or MCCQE Part III: one student scheduled for USMLE Step III in February 2011, several others have passed on first attempt..

Graduate medical education (e.g., from surveys of graduates or residency programme directors)

1 student (graduated) undergoing postgraduate training in Cardiology, Kalra Hospital, New Delhi, India. Student is very satisfied with program, transferred from another school at start of year 3 when the College he had attended previously closed. 3 - 2009 grads completing PGY-I in USA, Roger Williams Medical Center, Rhode Island, one at Mt Saini Med Center, Miami, one in Texas (Fam Med), one at Univ VA Hosp (ObGyn), I Univ of Pennsylvania Rehab Med, and others.


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UNIVERSITY OF SCIENCE, ARTS & TECHNOLOGY / U.S.A.T.

MONTSERRAT COLLEGE OF MEDICINE

USAT –Montserrat College of Medicine

PREMISES, FACILITIES AND EDUCATIONAL STANDARDS

INTRODUCTION

Accreditation is a voluntary, peer-review process designed to attest to the educational quality of new and established educational programs. The USAT - MONTSERRAT COLLEGE OF MEDICINE offers complete and independent medical education programs where students are geographically located in the United States or The British Overseas Territory of Montserrat, where the USAT was established after the founding charter from the primary both institutions conforming the actual one, The University of Science, Arts & Technology and the Medical College of London, initially established at Cambridge Campus shared with the University of Maryland (Britain) for their education and is operated by university medical schools that is licensed in full in Montserrat and Registered as an Educational and not- for- profit Institution within the State of Florida, in the United States of America. Accreditation programs are undertaken in cooperation with the Committee on Accreditation of Medical Schools (CAMS). By judging the compliance of medical education programs with nationally accepted standards of educational quality, the USAT - MONTSERRAT COLLEGE OF MEDICINE and CAMS serve the interests of the general public and of the students enrolled in those programs. [*The terms "United States" and "Canada" refer to the geographic locations where citizens are issued passports by the governments of the United States and Canada respectively.]

To achieve and maintain accreditation, medical education programs leading to the M.D. degree in the U.S. and Canada must meet the standards portrayed in this document. The


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accreditation process requires educational programs to provide assurances that their graduates exhibit general professional competencies that are appropriate for entry to the next stage of their training, and that serve as the foundation for life-long learning and proficient medical care. While recognizing the existence and appropriateness of diverse institutional missions and educational objectives, the USAT - MONTSERRAT COLLEGE OF MEDICINE subscribes to the proposition that local circumstances do not justify accreditation of a substandard program of medical education leading to the M.D. degree. This is why the USAT program is being accredited and recognized by different accrediting Institutions and government agencies worldwide.

In this document the words "must" and "should" have been chosen with great care. The difference in terminology is slight but significant. Use of the word "must" indicates that the USAT - MONTSERRAT COLLEGE OF MEDICINE considers meeting the standard to be absolutely necessary for the achievement and maintenance of accreditation. Use of the word "should" indicates that compliance with the standard is expected unless there are extraordinary and justifiable circumstances that preclude full compliance. Explanatory annotations to clarify the operational meaning of standards are provided.

If an institution that provides an USAT - MONTSERRAT COLLEGE OF MEDICINE-accredited, M.D.-granting program also offers other medical education programs leading to the M.D. degree that are not recognized by the USAT - MONTSERRAT COLLEGE OF MEDICINE, the diploma for the latter program must explicitly state the basis of the degree to assure that it will not be confused with the program accredited by the USAT - MONTSERRAT COLLEGE OF MEDICINE. The USAT - MONTSERRAT COLLEGE OF MEDICINE, if requested, can provide information and consultation about medical education standards and the process of accreditation for M.D.-granting programs that are offered by institutions located outside the United States and Canada.

Note that periodic revision and amendment of the standards may result in the elimination of certain numbered standards (for example, there is no longer a standard numbered ED-45). It may also result in standards that include letters after the numerical suffix (for example, ED-1-A); the use of letter suffixes is not intended to indicate that such standards are subsidiary to other standards, but simply to indicate their placement with respect to surrounding standards.

Further information about accreditation, license and IMED/FAIMER registration and ECFMG recognition and approval can be obtained from the USAT - MONTSERRAT COLLEGE OF MEDICINE


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or CAMS offices listed inside the cover of this document, or from the USAT - MONTSERRAT COLLEGE OF MEDICINE web site, www.usat.ms or www.usat-montserrat.org

http://www.usat.ms/

http://www.usat-montserrat.org/


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USAT

COLLEGE OF MEDICINE

INSTITUTIONAL INFORMATION


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I. INSTITUTIONAL SETTING

IS-1. Each medical school must engage in a planning process that sets the direction for the institution and results in measurable outcomes.

To assure ongoing vitality and successful adaptation to the rapidly changing environment of academic medicine, schools need to establish periodic or cyclical institutional planning processes and activities. Planning efforts that have proven successful in medical schools and other professional or business milieus typically involve the definition and periodic reassessment of both short-term and long-range goals for the successful accomplishment of institutional missions. By framing goals in terms of measurable outcomes wherever circumstances permit, a school can more readily track progress towards their achievement. The manner in which a school engages in institutional planning will vary according to available resources and local circumstances, but all schools should be able to document their vision, mission, and goals, evidence indicating their achievement, and strategies for periodic or ongoing reassessment of successes and unmet challenges.

A. Governance and Administration

IS-2. A medical school should be, or be part of, a not-for-profit institution legally authorized under applicable law to provide medical education leading to the M.D. degree.

IS-3. If not a component of a regionally accredited institution, a medical school must achieve institutional accreditation from the appropriate regional accrediting body.

The USAT - MONTSERRAT COLLEGE OF MEDICINE is recognized by the Government of Montserrat, Ministry of Health, Education and Community Services as a Corporation for educational purpose, specifically for the operation and performance of different educational areas, branches and sectors, including but not limited to medical education programs leading to the BACHELOR OF MEDICINE, BACHELOR OF SURGERY, (M.B.B.S.) or the more U.S. style and traditional DOCTOR OF MEDICINE, (M.D.) degrees. Because the USAT - MONTSERRAT COLLEGE OF MEDICINE is recognized as a private corporation and Institution the University is able to establish and develop new degrees in different fields from medical schools as institutions of higher education to other educational programs such Law, Education, Psychology, Dentistry, etc.


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Institutional accreditation is granted by regional accrediting agencies, and is required to qualify for federal financial assistance programs authorized under Title IV of the Higher Education Act in the US or Canada, but in European Countries and Territories this is not a requirement since the Government is the sole authority to license and permit the establish and operations of such Higher Institutions. In other cases, some regional accrediting bodies grant "pre-accreditation" as a first step to achieving full accreditation. In such circumstances the attainment of pre-accreditation status would meet the requirements of this standard.

IS-4. The manner, in which the medical school is organized, including the responsibilities and privileges of administrative officers, faculty, students and committees, must be promulgated in medical school or university bylaws.

IS-5. The governing board responsible for oversight of the medical school must have and follow formal policies and procedures to avoid the impact of conflicts of interest of members in the operation of the school, its associated hospitals, or any related enterprises.

There must be formal policies and procedures to avoid the impact of conflicts of interest, such as the requirement that a board member recuse him/herself from any discussion or vote relating to a matter where there is a potential for a conflict of interest to exist. The school also must provide evidence (for example, from board minutes, annual signed disclosure statements from board members) that these policies and procedures actually are being followed. Some conflicts related to personal or pecuniary interests in the operation of the school may be so pervasive as to preclude service on the governing board.

IS-6. Terms of governing board members should be overlapping and sufficiently long to permit them to gain an understanding of the programs of the medical school.

IS-7. Administrative officers and members of a medical school faculty must be appointed by, or on the authority of, the governing board of the medical school or its parent university.

IS-8. The chief official of the medical school, who usually holds the title "dean," must have ready access to the university president or other university official charged with final responsibility for the school, and to other university officials as are necessary to fulfill the responsibilities of the dean's office.


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IS-9. There must be clear understanding of the authority and responsibility for medical school matters among the vice president for health affairs, the dean of the medical school, the faculty, and the directors of the other components of the medical center and university.

IS-10. The dean must be qualified by education and experience to provide leadership in medical education, scholarly activity, and care of patients.

IS-11. The medical school administration should include such associate or assistant deans, department chairs, leaders of other organizational units, and staff as are necessary to accomplish the missions of the medical school.

There should not be excessive turnover or long-standing vacancies in medical school leadership. Medical school leaders include the dean, vice/associate deans, department chairs, and others where a vacancy could negatively impact institutional stability, especially planning for or implementing the educational program. Areas that commonly require administrative support include admissions, student affairs, academic affairs, faculty affairs, graduate education, continuing education, hospital relationships, research, business and planning, and fund raising.

B. Academic Environment

IS-12. A medical school should be a component of a university offering other graduate and professional degree programs that contribute to the academic environment of the medical school.

There should be regular and formal review of all graduate and professional programs in which medical school faculty participate, to foster adherence to high standards of quality in education, research, and scholarship, and to facilitate the progress and achievement of the trainees.

IS-12-A. Medical students should learn in clinical environments where graduate and continuing medical education programs are present.

In order to link medical student education to the later stages of the medical education continuum, medical students should spend time in settings where graduate and continuing medical education programs are present. It is expected that medical students will participate, where appropriate, in the activities associated with these programs. The graduate and continuing medical education programs at training sites where medical students are located should be accredited by the appropriate accrediting bodies.


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IS-13. The program of medical education leading to the M.D. degree must be conducted in an environment that fosters the intellectual challenge and spirit of inquiry appropriate to a community of scholars.

IS-14. Medical schools should make available sufficient opportunities for medical students to participate in research and other scholarly activities of the faculty, and encourage and support student participation. [Technical revision approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in October 2006; effective immediately]

It is expected that medical schools will provide an appropriate number and variety of research opportunities to accommodate those students desiring to participate. To encourage participation, medical schools could do such things as provide information about available opportunities, offer elective credit for research, hold research days, or include research as a required part of the curriculum. Support for student participation could include offering or providing information about financial support for student research (such as stipends).

IS-14-A. Medical schools should make available sufficient opportunities for medical students to participate in service-learning activities, and should encourage and support student participation. [New standard and annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in February 2007; effective July 1, 2008.]

"Service-learning" is defined as a structured learning experience that combines community service with preparation and reflection. Students engaged in service-learning provide community service in response to community-identified concerns and learn about the context in which service is provided, the connection between their service and their academic coursework, and their roles as citizens and professionals. [Definition from Seifer SD. "Service-learning: Community-campus partnerships for health professions education." Academic Medicine, 73(3):273-277 (1998).]

"Sufficient opportunities" means that students who wish to participate in a service learning activity should have the opportunity to do so. To encourage student participation, medical schools could do such things as developing opportunities in conjunction with relevant communities or partnerships, providing information about available opportunities, offering elective credit for participation, or holding public presentations or public forums. Support for student participation could include offering or providing information about financial and social support for student service-learning (such as stipends, faculty preceptors, community partnerships).


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IS-15. All medical school faculty members should work closely together in teaching, research, and health care delivery. [Standard and annotation deleted by the USAT - MONTSERRAT COLLEGE OF MEDICINE, effective July 1, 2009.]

Because the education of both medical students and graduate physicians requires an academic environment that provides close interaction among faculty members, those skilled in teaching and research in the basic sciences must maintain awareness of the relevance of their disciplines to clinical problems. Conversely, clinicians must maintain awareness of the contributions that basic sciences bring to the understanding of clinical problems. These reciprocal obligations emphasize the importance of collegiality among medical school faculty across disciplinary boundaries and throughout the continuum of medical education.

IS-16. Each medical school must have policies and practices to achieve appropriate diversity among its students, faculty, staff, and other members of its academic community, and must engage in ongoing, systematic, and focused efforts to attract and retain students, faculty, staff, and others from demographically diverse backgrounds. [New standard and annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in February 2008 and effective July 1, 2009]

The USAT - MONTSERRAT COLLEGE OF MEDICINE and CACMS believe that aspiring future physicians will be best prepared for medical practice in a diverse society if they learn in an environment characterized by, and supportive of, diversity and inclusion. Such an environment will facilitate physician training in:

Basic principles of culturally competent health care

Recognition of health care disparities and the development of solutions to such burdens

The importance of meeting the health care needs of medically underserved populations

The development of core professional attributes, such as altruism and social accountability, needed to provide effective care in a multidimensional diverse society

Each school should articulate its expectations regarding diversity across its academic community in the context of local and national responsibilities, and regularly assess how well such expectations are being achieved. Schools should consider in their planning elements of diversity including, but not limited to: gender, racial, cultural and economic. Schools should establish


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focused, significant, and sustained programs to recruit and retain suitably diverse students, faculty members, staff, and others.

II. EDUCATIONAL PROGRAM FOR THE M.D. DEGREE

A. Educational Objectives

ED-1. The medical school faculty must define the objectives of its educational program. The objectives must serve as guides for establishing curriculum content and provide the basis for evaluating the effectiveness of the educational program. [Revised standard and annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in February 2007 and effective immediately]

Objectives for the educational program as a whole serve as statements of what students are expected to learn or accomplish during the course of their medical education program.

It is expected that the objectives of the educational program will be formally adopted by the Faculty, as a whole and through its recognized governance process. It is expected that the objectives of the educational program will be used by faculty members in designing their courses and clerkships and in developing plans for the evaluation of students. Among those who exhibit familiarity with the overall objectives for the education of medical students are the dean and the academic leadership of the clinical affiliates who share in the responsibility for delivering the educational program. The curriculum committee, working in conjunction with the chief academic officer, should review the stated objectives of individual courses and clerkships, as well as methods of pedagogy and student evaluation, to assure congruence with institutional educational objectives. [Revised annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in October 2007 and effective immediately]

ED-1-A. The objectives of the educational program must be stated in outcome-based terms that allow assessment of student progress in developing the competencies that the profession and the public expect of a physician. [Revised standard and annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in February 2007 and effective immediately]

Educational objectives state what students are expected to learn. Such objectives are statements of the items of knowledge, skills, behaviors, and attitudes that students are expected to


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exhibit as evidence of their achievement. The educational objectives should relate to the competencies that the profession and the public expect of a physician.

The educational objectives established by the school, along with their associated outcome measures, should reflect whether and how well graduates are developing these competencies as a basis for the next stage of their training.

Student achievement of educational program objectives should be documented by specific and measurable outcome-based performance measures of knowledge, skills, attitudes, and values (for example, measures of basic science grounding in the clinical years, USMLE results, performance of graduates in residency training, performance on licensing and certification examinations). National norms should be used for comparison whenever available.

There are several widely recognized definitions of the knowledge, skills, and attitudinal attributes appropriate for a physician, including those described in the AAMC's Medical School Objectives Project, the general competencies of physicians resulting from the collaborative efforts of the ACGME and ABMS, and the physician roles summarized in the CanMEDS 2000 report of the Royal College of Physicians and Surgeons of Canada.

ED-2. There must be a system with central oversight to assure that the faculty define the types of patients and clinical conditions that students must encounter, the appropriate clinical setting for the educational experiences, and the expected level of student responsibility. The faculty must monitor student experience and modify it as necessary to ensure that the objectives of the clinical education program will be met. [Revised standard and annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in February 2007 and effective immediately]

This standard requires that a system be established to specify the types of patients or clinical conditions that students must encounter and to monitor and verify the students' experiences with patients so as to remedy any identified gaps. The system, whether managed at the individual clerkship level or centrally, must ensure that all students have the required experiences. For example, if a student does not encounter patients with a particular clinical condition (e.g., because it is seasonal), the student should be able to remedy the gap by a simulated experience (such as standardized patient experiences, online or paper cases, etc.), or in another clerkship.

When clerkships in a given discipline are provided at multiple teaching sites, schools that cannot demonstrate compliance with this standard (ED-2) may also be unable to comply with


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accreditation standard ED-8, which requires that programs demonstrate comparability of education experiences across instructional sites. [Additional annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in June 2007.]

ED-3. The objectives of the educational program must be made known to all medical students and to the faculty, residents, and others with direct responsibilities for medical student education.

B. Structure

1. General Design

ED-4. The program of medical education leading to the M.D. degree must include at least 130 weeks of instruction.

ED-5. The medical faculty must design a curriculum that provides a general professional education, and that prepares students for entry into graduate medical education. [Part 1 of revised standard ED-5 approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in October 2006 and effective immediately]

ED-5-A The educational program must include instructional opportunities for active learning and independent study to foster the skills necessary for lifelong learning. [Part 2 of revised standard ED-5 and annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in October 2006 and effective immediately]

It is expected that the methods of instruction and evaluation used in courses and clerkships will provide students with the skills to support lifelong learning. These skills include self-assessment on learning needs and independent identification, analysis, and synthesis of relevant information, as well as the assessment of whether information sources are credible. Students should receive explicit experiences in using these skills, and evaluation of and feedback on their performance.

ED-6. The curriculum must incorporate the fundamental principles of medicine and its underlying scientific concepts; allow students to acquire skills of critical judgment based on


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evidence and experience; and develop students' ability to use principles and skills wisely in solving problems of health and disease.

ED-7. It must include current concepts in the basic and clinical sciences, including therapy and technology, changes in the understanding of disease, and the effect of social needs and demands on care.

ED-8. There must be comparable educational experiences and equivalent methods of evaluation across all alternative instructional sites within a given discipline.

Compliance with this standard requires that educational experiences given at alternative sites be designed to achieve the same educational objectives. Course duration or clerkship length must be identical, unless a compelling reason exists for varying the length of the experience. The instruments and criteria used for student evaluation, as well as policies for the determination of grades, should be the same at all alternative sites. The faculty who teach at various sites should be sufficiently knowledgeable in the subject matter to provide effective instruction, with a clear understanding of the objectives of the educational experience and the evaluation methods used to determine achievement of those objectives. Opportunities to enhance teaching and evaluation skills should be available for faculty at all instructional sites.

While the types and frequency of problems or clinical conditions seen at alternate sites may vary, each course or clerkship must identify any core experiences needed to achieve its objectives, and assure that students receive sufficient exposure to such experiences. Likewise, the proportion of time spent in inpatient and ambulatory settings may vary according to local circumstance, but in such cases the course or clerkship director must assure that limitations in learning environments do not impede the accomplishment of objectives.

To facilitate comparability of educational experiences and equivalency of evaluation methods, the course or clerkship director should orient all participants, both teachers and learners, about the educational objectives and grading system used. This can be accomplished through regularly scheduled meetings between the director of the course or clerkship and the directors of the various sites that are used.

The course/clerkship leadership should review student evaluations of their experiences at alternative sites to identify any persistent variations in educational experiences or evaluation methods.


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ED-9. The USAT - MONTSERRAT COLLEGE OF MEDICINE must be notified of plans for major modification of the curriculum.

Notification should include the explicitly-defined goals of the change, the plans for implementation, and the methods that will be used to evaluate the results. Planning for curriculum change should consider the incremental resources that will be required, including physical facilities and space, faculty/resident effort, demands on library facilities and operations, information management needs, and computer hardware.

In view of the increasing pace of discovery of new knowledge and technology in medicine, the USAT - MONTSERRAT COLLEGE OF MEDICINE encourages experimentation that will increase the efficiency and effectiveness of medical education.

2. Content

ED-10. The curriculum must include behavioral and socioeconomic subjects, in addition to basic science and clinical disciplines.

Lists of subjects widely recognized as important components of the general professional education of a physician are included in the medical education database completed in preparation for full accreditation surveys, and in the USAT - MONTSERRAT COLLEGE OF MEDICINE Part II Annual Medical School Questionnaire. Depth of coverage of the individual topics will depend on the school's educational goals and objectives.

ED-11. It must include the contemporary content of those disciplines that have been traditionally titled anatomy, biochemistry, genetics, physiology, microbiology and immunology, pathology, pharmacology and therapeutics, and preventive medicine.

ED-12. Instruction within the basic sciences should include laboratory or other practical opportunities for the direct application of the scientific method, accurate observation of biomedical phenomena, and critical analysis of data.

Opportunities could include hands-on or simulated (for example, computer-based) exercises where students either collect or utilize data to test and/or verify hypotheses or to address questions about biomedical principles and/or phenomena. Schools should be able to illustrate


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where in the curriculum such exercises occur, the specific intent of the exercises, and how they contribute to the objectives of the course and the ability to collect, analyze, and interpret data.

ED-13. Clinical instruction must cover all organ systems, and include the important aspects of preventive, acute, chronic, continuing, rehabilitative, and end-of-life care.

ED-14. Clinical experience in primary care must be included as part of the curriculum.

ED-15. The curriculum should include clinical experiences in family medicine, internal medicine, obstetrics and gynecology, pediatrics, psychiatry, and surgery.

Schools that do not require clinical experience in one or another of these disciplines must ensure that their students possess the knowledge and clinical abilities to enter any field of graduate medical education.

ED-16. Students' clinical experiences must utilize both outpatient and inpatient settings.

ED-17. Educational opportunities must be available in multidisciplinary content areas, such as emergency medicine and geriatrics, and in the disciplines that support general medical practice, such as diagnostic imaging and clinical pathology.

ED-17-A. The curriculum must introduce students to the basic principles of clinical and translational research, including how such research is conducted, evaluated, explained to patients, and applied to patient care. [New standard approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in February 2007; effective July 1, 2008.]

The faculty should specify learning objectives (knowledge, skills, and attitudes) that will, at a minimum, equip graduates to understand the basic principles and ethics of clinical and translational research, and how such research is conducted, evaluated, and applied to the care of patients. One example of relevant objectives is contained in Report IV of the AAMC's Medical School Objectives Project (Contemporary Issues in Medicine: Basic Science and Clinical Research).

There are several ways in which programs can meet the requirements of this standard. They range from separate required coursework in the subject, to the establishment of appropriate learning objectives and instructional activities within existing, patient-focused courses or clerkships (for example, discussing the application of new knowledge from clinical research in bedside teaching activities, offering mentored projects, or conducting journal club sessions that


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allow students to explore the development or application of clinical and translational research). [Annotations approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in June 2007.]

ED-18. The curriculum must include elective courses to supplement required courses.

While electives permit students to gain exposure to and deepen their understanding of medical specialties reflecting their career interests, they should also provide opportunities for students to pursue individual academic interests.

ED-19. There must be specific instruction in communication skills as they relate to physician responsibilities, including communication with patients, families, colleagues, and other health professionals.

ED-20. The curriculum must prepare students for their role in addressing the medical consequences of common societal problems, for example, providing instruction in the diagnosis, prevention, appropriate reporting, and treatment of violence and abuse.

ED-21. The faculty and students must demonstrate an understanding of the manner in which people of diverse cultures and belief systems perceive health and illness and respond to various symptoms, diseases, and treatments.

All instruction should stress the need for students to be concerned with the total medical needs of their patients and the effects that social and cultural circumstances have on their health. To demonstrate compliance with this standard, schools should be able to document objectives relating to the development of skills in cultural competence, indicate where in the curriculum students are exposed to such material, and demonstrate the extent to which the objectives are being achieved.

ED-22. Medical students must learn to recognize and appropriately address gender and cultural biases in themselves and others, and in the process of health care delivery.

The objectives for clinical instruction should include student understanding of demographic influences on health care quality and effectiveness, such as racial and ethnic disparities in the diagnosis and treatment of diseases. The objectives should also address the need for self-awareness among students regarding any personal biases in their approach to health care delivery.


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ED-23. A medical school must teach medical ethics and human values, and require its students to exhibit scrupulous ethical principles in caring for patients, and in relating to patients' families and to others involved in patient care.

Each school should assure that students receive instruction in appropriate medical ethics, human values, and communication skills before engaging in patient care activities. As students take on increasingly more active roles in patient care during their progression through the curriculum, adherence to ethical principles should be observed and evaluated, and reinforced through formal instructional efforts.

In student-patient interactions there should be a means for identifying possible breaches of ethics in patient care, either through faculty/resident observation of the encounter, patient reporting, or some other appropriate method.

"Scrupulous ethical principles" imply characteristics like honesty, integrity, maintenance of confidentiality, and respect for patients, patients' families, other students, and other health professionals. The school's educational objectives may identify additional dimensions of ethical behavior to be exhibited in patient care settings.

C. Teaching and Evaluation

ED-24. Residents who supervise or teach medical students, as well as graduate students and postdoctoral fellows in the biomedical sciences who serve as teachers or teaching assistants, must be familiar with the educational objectives of the course or clerkship and be prepared for their roles in teaching and evaluation.

The minimum expectations for achieving compliance with this standard are that: (a) residents and other instructors who do not hold faculty ranks (such as graduate students and postdoctoral fellows) should receive a written copy of the course/clerkship objectives and clear guidance from the course/clerkship director about their roles in teaching and evaluating medical students; and (b) that the institution and/or relevant departments provide resources such as workshops/written materials to enhance the teaching and evaluation skills of residents and other non-faculty instructors. There should be central monitoring of the level of resident/other instructor participation in activities to enhance their teaching/evaluation skills. The USAT - MONTSERRAT COLLEGE OF MEDICINE encourages formal assessment of the teaching and evaluation skills of residents and other non-faculty instructors, with opportunities provided for remediation if their


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performance is inadequate. Assessment methods could include direct observation by faculty, feedback from students through course/clerkship evaluations or focus groups, or any other suitable method.

ED-25. Supervision of student learning experiences must be provided throughout required clerkships by members of the medical school's faculty.

ED-26. The medical school faculty must establish a system for the evaluation of student achievement throughout medical school that employs a variety of measures of knowledge, skills, behaviors, and attitudes.

Evaluation of student performance should measure not only retention of factual knowledge, but also development of the skills, behaviors, and attitudes needed in subsequent medical training and practice, and the ability to use data appropriately for solving problems commonly encountered in medical practice.

The USAT - MONTSERRAT COLLEGE OF MEDICINE urges schools to develop a system of evaluation that fosters self-initiated learning by students. The system of evaluation, including the format and frequency of examinations, should support the goals, objectives, processes, and expected outcomes of the curriculum.

ED-27. There must be ongoing assessment that assures students have acquired and can demonstrate on direct observation the core clinical skills, behaviors, and attitudes that have been specified in the school's educational objectives.

ED-28. There must be evaluation of problem solving, clinical reasoning, and communication skills.

ED-29. The faculty of each discipline should set the standards of achievement in that discipline.

ED-30. The directors of all courses and clerkships must design and implement a system of formative and summative evaluation of student achievement in each course and clerkship.

Those directly responsible for the evaluation of student performance should understand the uses and limitations of various test formats, the purposes and benefits of criterion-referenced vs. norm-referenced grading, reliability and validity issues, formative vs. summative assessment, etc. In


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addition, the chief academic officer, curriculum leaders, and faculty should understand, or have access to individuals who are knowledgeable about, methods for measuring student performance. The school should provide opportunities for faculty members to develop their skills in such methods.

An important element of the system of evaluation should be to ensure the timeliness with which students are informed about their final performance in the course/clerkship. In general, final grades should be available within four to six weeks of the end of a course/clerkship.

ED-31. Each student should be evaluated early enough during a unit of study to allow time for remediation.

It is expected that courses and clerkships provide students with formal feedback during the experience so that they may understand and remediate their deficiencies. Courses or clerkships that are short in duration (less than 4 weeks) may not have sufficient time to provide structured formative evaluation, but should provide alternate means (such as self-testing or teacher consultation) that will allow students to measure their progress in learning.

ED-32. Narrative descriptions of student performance and of non-cognitive achievement should be included as part of evaluations in all required courses and clerkships where teacher-student interaction permits this form of assessment.

D. Curriculum Management

1. Roles and Responsibilities

ED-33. There must be integrated institutional responsibility for the overall design, management, and evaluation of a coherent and coordinated curriculum.

The phrase "integrated institutional responsibility" implies that an institutional body (commonly a curriculum committee) will oversee the educational program as a whole. An effective central curriculum authority will exhibit:

-- Faculty, student, and administrative participation. -- Expertise in curricular design, pedagogy, and evaluation methods. -- Empowerment, through bylaws or decanal mandate, to work in the best interests of the institution without regard for parochial or political influences, or departmental pressures.


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The phrase "coherent and coordinated curriculum" implies that the program as a whole will be designed to achieve the school's overall educational objectives. Evidence of coherence and coordination includes:

--Logical sequencing of the various segments of the curriculum. -- Content that is coordinated and integrated within and across the academic periods of study (horizontal and vertical integration). -- Methods of pedagogy and student evaluation that are appropriate for the achievement of the school's educational objectives.

Curriculum management signifies leading, directing, coordinating, controlling, planning, evaluating, and reporting. Evidence of effective curriculum management includes:

-- Evaluation of program effectiveness by outcomes analysis, using national norms of accomplishment as a frame of reference. -- Monitoring of content and workload in each discipline, including the identification of omissions and unwanted redundancies. -- Review of the stated objectives of individual courses and clerkships, as well as methods of pedagogy and student evaluation, to assure congruence with institutional educational objectives.

Minutes of the curriculum committee meetings and reports to the faculty governance and deans should document that such activities take place and should show the committee's findings and recommendations.

ED-34. The program's faculty must be responsible for the detailed design and implementation of the components of the curriculum.

Such responsibilities include, at a minimum, the development of specific course or clerkship objectives, selection of pedagogical and evaluation methods appropriate for the achievement of those objectives, ongoing review and updating of content, and assessment of course and teacher quality.

ED-35. The objectives, content, and pedagogy of each segment of the curriculum, as well as for the curriculum as a whole, must be subject to periodic review and revision by the faculty.

ED-36. The chief academic officer must have sufficient resources and authority to fulfill the responsibility for the management and evaluation of the curriculum.


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The dean often serves as the chief academic officer, with ultimate individual responsibility for the design and management of the educational program as a whole. He or she may, however, delegate operational responsibility for curriculum oversight to a vice dean or associate dean.

The kinds of resources needed by the chief academic officer to assure effective delivery of the educational program include:

--Adequate numbers of teachers who have the time and training necessary to achieve the program's objectives. --Appropriate teaching space for the methods of pedagogy employed in the educational program. --Appropriate educational infrastructure (computers, audiovisual aids, laboratories, etc.). --Educational support services, such as examination grading, classroom scheduling, and faculty training in methods of teaching and evaluation. -- Support and services for the efforts of the curriculum management body and for any interdisciplinary teaching efforts that are not supported at a departmental level.

The chief academic officer must have explicit authority to ensure the implementation and management of the educational program, and to facilitate change when modifications to the curriculum are determined to be necessary.

ED-37. The faculty committee responsible for the curriculum must monitor the content provided in each discipline so that the school's educational objectives will be achieved.

The committee, working in conjunction with the chief academic officer, should assure that each academic period of the curriculum maintains common standards for content. Such standards should address the depth and breadth of knowledge required for a general professional education, currency and relevance of content, and the extent of redundancy needed to reinforce learning of complex topics. The final year should complement and supplement the curriculum so that each student will acquire appropriate competence in general medical care regardless of subsequent career specialty.

ED-38. The committee responsible for the curriculum, along with medical school administration and educational program leadership, must develop and implement policies regarding the amount of time students spend in required activities, including the total required hours spent in clinical and educational activities during clinical clerkships.


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Attention should be paid to the time commitment required of medical students, especially during the clinical years. Students' hours should be set taking into account the effects of fatigue and sleep deprivation on learning, clinical activities, and student health and safety.

3. Geographically Separated Programs

ED-39. The medical school's chief academic officer must be responsible for the conduct and quality of the educational program and for assuring the adequacy of faculty at all educational sites.

ED-40. The principal academic officer of each geographically remote site must be administratively responsible to the chief academic officer of the medical school conducting the educational program.

ED-41. The faculty in each discipline at all sites must be functionally integrated by appropriate administrative mechanisms.

Schools should be able to demonstrate the means by which faculty at dispersed sites participate in and are held accountable for medical student education that is consistent with the objectives and performance expectations established by course or clerkship leadership. Mechanisms to achieve functional integration may include regular meetings or electronic communication, periodic visits to all sites by course or clerkship leadership, and sharing of course or clerkship evaluation data and other types of feedback regarding faculty performance of their educational responsibilities.

ED-42. There must be a single standard for promotion and graduation of students across geographically separate campuses.

ED-43. The parent school must assume ultimate responsibility for the selection and assignment of all medical students to component campuses or tracks. There must be a process that permits a student with an appropriate rationale to request an alternative assignment when circumstances allow for it.

Schools which offer educational programs at multiple instructional sites or via distinct educational tracks are responsible for determining which site or track each student will attend. That responsibility should not preclude students from obtaining alternative assignments if


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appropriate reasons are given (for example, demonstrable economic or personal hardship) and if the educational activities and resources involved allow for such reassignment. It is understood, however, that movement among campuses may not be possible (e.g. because the sites may offer different curriculum tracks).

ED-44. Students assigned to all campuses should receive the same rights and support services.

E. Evaluation of Program Effectiveness

ED-46. A medical school must collect and use a variety of outcome data, including national norms of accomplishment, to demonstrate the extent to which its educational program objectives are being met.

Schools should collect outcome data on student performance during and after medical school appropriate to document the achievement of the school's educational program objectives. The kinds of outcome data that could serve this purpose include performance on national licensure examinations, performance in courses/clerkships and other internal measures related to educational program objectives, academic progress and program completion rates, acceptance into residency programs, assessments of program directors and graduates on graduates' preparation in areas related to educational program objectives, including the professional behavior of their graduates.

ED-47. In assessing program quality, schools must consider student evaluations of their courses and teachers, as well as a variety of other measures.

It is expected that schools will have a formal process to collect and use information from students on the quality of courses and clerkships, which could include such measures as questionnaires (written or online), focus groups, or other structured data collection tools. Other measures could include peer review and external evaluation.


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USAT

MEDICAL STUDENTS


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MEDICAL STUDENTS

A. Admissions

1. Premedical Requirements

MS-1. Students preparing to study medicine should acquire a broad education, including the humanities and social sciences.

Ordinarily, four years of undergraduate education are necessary to prepare for entrance into medical school; however, special programs (e.g., combined baccalaureate-M.D. programs) may allow this to be reduced. General education that includes the social sciences, history, arts, and languages is increasingly important for the development of physician competencies outside of the scientific knowledge domain.

MS-2. Premedical course requirements should be restricted to those deemed essential preparation for completing the medical school curriculum.

2. Selection

MS-3. The faculty of each school must develop criteria and procedures for the selection of students that are readily available to potential applicants and to their collegiate advisors.

MS-4. The final responsibility for selecting students to be admitted for medical study must reside with a duly constituted faculty committee.

Persons or groups external to the medical school may assist in the evaluation of applicants but should not have decision-making authority.

MS-5. Each medical school must have a pool of applicants sufficiently large and possessing national level qualifications to fill its entering class.

The size of the entering class and of the medical student body as a whole should be determined not only by the number of qualified applicants, but also the adequacy of critical resources:


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--Finances. --Size of the faculty and the variety of academic fields they represent. --Library and information systems resources. --Number and size of classrooms, student laboratories, and clinical training sites. --Patient numbers and variety. --Student services. --Instructional equipment. --Space for the faculty.

Class size considerations should also include:

--The need to share resources to educate graduate students or other students within the university. --The size and variety of programs of graduate medical education. --Responsibilities for continuing education, patient care, and research.

MS-6. Medical schools must select students who possess the intelligence, integrity, and personal and emotional characteristics necessary for them to become effective physicians.

MS-7. The selection of individual students must not be influenced by any political or financial factors.

MS-8. Each medical school should have policies and practices ensuring the gender, racial, cultural, and economic diversity of its students. [This standard and its annotation will be replaced (see below) beginning July 1, 2009, as approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in June 2008.]

The standard requires that each school's student body exhibit diversity in the dimensions noted. The extent of diversity needed will depend on the school's missions, goals, and educational objectives, expectations of the community in which it operates, and its implied or explicit social contract at the local, state, and national levels.

MS-8. Each medical school must develop programs or partnerships aimed at broadening diversity among qualified applicants for medical school admission. [This standard and its annotation will take effect on July 1, 2009. Approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in June 2008.]


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Because graduates of U.S. and Canadian medical schools may practice anywhere in their respective countries, it is expected that schools recognize their collective responsibility for contributing to the diversity of the profession as a whole. To that end, schools should work within their own universities and/or collaborate with other institutions to make admission to medical education programs more accessible to potential applicants of diverse backgrounds. Schools can accomplish that aim through a variety of approaches, including, but not limited to, the development and institutionalization of pipeline programs, collaborations with institutions that serve students from disadvantaged backgrounds, community service activities that heighten awareness of and interest in the profession, or academic enrichment programs for applicants who may not have taken traditional pre-medical coursework.

MS-9. Each school must develop and publish technical standards for admission of handicapped applicants, in accordance with legal requirements.

MS-10. The institution's catalog or equivalent informational materials must describe the requirements for the M.D. and all associated joint degree programs, provide the most recent academic calendar for each curricular option, and describe all required courses and clerkships offered by the school.

A medical school's publications, advertising, and student recruitment should present a balanced and accurate representation of the mission and objectives of the program.

MS-11. The catalog or informational materials must also enumerate the school's criteria for selecting students, and describe the admissions process.

3. Visiting and Transfer Students MS-12. Institutional resources to accommodate the requirements of any visiting and transfer students must not significantly diminish the resources available to existing enrolled students.

MS-13. Transfer students must demonstrate achievements in premedical education and medical school comparable to those of students in the class that they join.

MS-14. Prior coursework taken by students who are accepted for transfer or admission to advanced standing must be compatible with the program to be entered.

MS-15. Transfer students should not be accepted into the final year of the program except under rare circumstances.


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MS-16. The accepting school should verify the credentials of visiting students, formally register and maintain a complete roster of such students, approve their assignments, and provide evaluations to their parent schools.

Registration of visiting students allows the school accepting them to establish protocols or requirements for health records, immunizations, exposure to infectious agents or environmental hazards, insurance, and liability protection comparable to those of their own enrolled students.

MS-17. Students visiting from other schools for clinical clerkships and electives must possess qualifications equivalent to students they will join in these experiences.

B. Student Services

1. Academic and Career Counseling MS-18. The system of academic advising for students must integrate the efforts of faculty members, course directors, and student affairs officers with the school's counseling and tutorial services.

There should be formal mechanisms for student mentoring and advocacy. The roles of various participants in the advisory system should be defined and disseminated to students. Students should have options to obtain advice about academic issues or academic counseling from individuals who have no role in making promotion or evaluation decisions.

MS-19. There must be a system to assist students in career choice and application to residency programs, and to guide students in choosing elective courses.

MS-20. If students are permitted to take electives at other institutions, there should be a system centralized in the dean's office to review students' proposed extramural programs prior to approval and to ensure the return of a performance appraisal by the host program.

MS-21. The process of applying for residency programs should not disrupt the general medical education of the students.

Students should not be exempted from any required educational experiences or assessment exercises in order to pursue other activities intended to enhance their likelihood of obtaining a desired residency position.

MS-22. Letters of reference or other credentials should not be provided until the fall of the student's final year.


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2. Financial Aid Counseling and Resources MS-23. A medical school must provide students with effective financial aid and debt management counseling.

In providing financial aid services and debt management counseling, schools should pay close attention and alert students to the impact of non-educational debt on their cumulative indebtedness.

MS-24. Medical schools should have mechanisms in place to minimize the impact of direct educational expenses on student indebtedness.

The USAT - MONTSERRAT COLLEGE OF MEDICINE considers average student debt, current and the trend over the past several years; total number of students with scholarship support and average support per student; percentage of total financial need supported by institutional and external grants/scholarships, and the presence of activities at the school or university levels to enhance scholarship support as key indicators in the assessment of compliance with this standard. In addition, the USAT - MONTSERRAT COLLEGE OF MEDICINE will consider the entire range of other activities that a school could engage in, such as limiting tuition increases and/or supporting students in acquiring external financial aid.

MS-25. Institutions must have clear and equitable policies for the refund of tuition, fees, and other allowable payments.

3. Health Services and Personal Counseling MS-26. Each school must have an effective system of personal counseling for its students that includes programs to promote the well-being of students and facilitate their adjustment to the physical and emotional demands of medical school.

MS-27. Medical students must have access to preventive, diagnostic, and therapeutic health services. [Technical revision approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in February 2008; effective immediately]

Medical students should have timely access to needed preventive, diagnostic, and therapeutic medical and mental health services at sites in reasonable proximity to the locations of their required educational experiences. Students should be supplied with information about where and how to access health services at all locations where required training occurs. Students with


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school-sponsored health insurance policies should also be informed about coverage for necessary services. Medical schools also should have policies and/or practices that permit students to be excused from class or clinical activities to seek needed care. [New annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in February 2008; effective immediately]

MS-27-A. The health professionals who provide psychiatric/psychological counseling or other sensitive health services to medical students must have no involvement in the academic evaluation or promotion of the students receiving those services.

MS-28. Health insurance must be available to all students and their dependents, and all students must have access to disability insurance.

MS-29. Medical schools should follow accepted guidelines in determining appropriate immunizations for medical students.

Medical schools in the U.S. should follow guidelines issued by the Centers for Disease Control and Prevention, along with those of relevant state agencies. Canadian schools should follow guidelines of the Laboratory Center for Disease Control and relevant provincial agencies.

MS-30. Schools must have policies addressing student exposure to infectious and environmental hazards.

The policies should include 1) education of students about methods of prevention; 2) the procedures for care and treatment after exposure, including definition of financial responsibility; and 3) the effects of infectious and environmental disease or disability on student learning activities. All registered students (including visiting students) need to be informed of these policies before undertaking any educational activities that would place them at risk.

C. The Learning Environment

MS-31. In the admissions process and throughout medical school, there should be no discrimination on the basis of gender, sexual orientation, age, race, creed, or national origin.

MS-31-A: Medical schools must ensure that the learning environment for medical students promotes the development of explicit and appropriate professional attributes (attitudes, behaviors, and identity) in their medical students. [New standard and annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in February 2007; effective July 1, 2008.]


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The medical school, including faculty, staff, students, and residents, and its affiliated clinical teaching sites, share responsibility for creating an appropriate learning environment. The learning environment includes formal learning activities as well as attitudes, values, and informal "lessons" conveyed by individuals with whom the student comes into contact. These mutual obligations should be reflected in agreements (for example, affiliation agreements) at the institutional or departmental levels.

It is expected that each medical school should define the professional attributes it wishes students to develop in the context of the school's mission and the community in which it operates. Examples of professional attributes could come from such resources as the American Board of Internal Medicine Project Professionalism, or the AAMC Medical School Objectives Project. Such attributes should also be promulgated among the faculty and staff associated with the school, with suitable mechanisms available to identify and promptly correct recurring violations of professional standards. As part of their formal training, students should learn the importance of demonstrating the attributes (attitudes, behavior, professional identity) of a professional and understand the balance of privileges and obligations that the public and the profession expect of a medical doctor.

In addition to defining the attributes of professionalism expected of the academic community, the school and its faculty, staff, students, and residents should regularly assess the learning environment to identify positive and negative influences on the maintenance of professional standards and conduct, and develop appropriate strategies to enhance the positive and mitigate the negative influences.

MS-32. Each medical school must define and publicize the standards of conduct for the teacher-learner relationship, and develop written policies for addressing violations of those standards.

The standards of conduct need not be unique to the school but may originate from other sources such as the parent university. Mechanisms for reporting violations of these standards -- such as incidents of harassment or abuse -- should assure that they can be registered and investigated without fear of retaliation.

The policies also should specify mechanisms for the prompt handling of such complaints, and support educational activities aimed at preventing inappropriate behavior.


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MS-33. The medical school must publicize to all faculty and students its standards and procedures for the evaluation, advancement, and graduation of its students and for disciplinary action.

MS-34. There must be a fair and formal process for taking any action that adversely affects the status of a student.

The process should include timely notice of the impending action, disclosure of the evidence on which the action would be based, an opportunity for the student to respond, and an opportunity to appeal any adverse decision related to promotion, graduation, or dismissal.

MS-35. Student records must be confidential and available only to members of the faculty and administration with a need to know, unless released by the student or as otherwise governed by laws concerning confidentiality.

MS-36. Students must be allowed to review and challenge their records.

MS-37. Schools should assure that students have adequate study space, lounge areas, and personal lockers or other secure storage facilities.

IV. FACULTY

A. Number, Qualifications, and Functions

FA-1. The recruitment and development of a medical school's faculty should take into account its mission, the diversity of its student body, and the population that it serves. [Standard FA-1 will be replaced with new standards IS-16 and MS-8 on July 1, 2009. Approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in February 2008 .]

FA-2. There must be a sufficient number of faculty members in the subjects basic to medicine and in the clinical disciplines to meet the needs of the educational program and the other missions of the medical school.

In determining the number of faculty needed for the educational program, medical schools should consider that faculty may have educational and other responsibilities in academic programs besides medicine. In the clinical sciences, the number and kind of faculty appointed should also relate to the amount of patient care activities required to conduct meaningful clinical teaching across the continuum of medical education.


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FA-3. Persons appointed to a faculty position must have demonstrated achievements commensurate with their academic rank.

FA-4. Members of the faculty must have the capability and continued commitment to be effective teachers.

Effective teaching requires knowledge of the discipline and an understanding of curriculum design and development, curriculum evaluation, and methods of instruction. Faculty members involved in teaching, course planning and curricular evaluation should possess or have ready access to expertise in teaching methods, curriculum development, program evaluation, and student evaluation. Such expertise may be supplied by an office of medical education or by faculty/staff members with backgrounds in educational science.

Faculty involved in the development and implementation of a course, clerkship, or larger curricular unit should be able to design the learning activities and corresponding evaluation methods (student and program) in a manner consistent with the school's stated educational objectives and sound educational principles.

Community physicians appointed to the faculty, on a part-time basis or as volunteers, should be effective teachers, serve as role models for students, and provide insight into contemporary methods of providing patient care.

Among the lines of evidence indicating compliance with this standard are the following:

--Documented participation of the faculty in professional development activities related specifically to teaching and evaluation. --Attendance at regional or national meetings on educational affairs. --Evidence that faculty members' knowledge of their discipline is current.

FA-5. Faculty members should have a commitment to continuing scholarly productivity characteristic of an institution of higher learning.

FA-6. The medical school faculty must make decisions regarding student admissions, promotion, and graduation, and must provide academic and career counseling for students.

B. Personnel Policies


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FA-7. There must be clear policies for faculty appointment, renewal of appointment, promotion, granting of tenure, and dismissal that involve the faculty, the appropriate department heads, and the dean.

FA-8. A medical school should have policies that deal with circumstances in which the private interests of faculty members or staff may be in conflict with their official responsibilities.

FA-9. Faculty members should receive written information about their terms of appointment, responsibilities, lines of communication, privileges and benefits, and, if relevant, the policy on practice earnings.

FA-10. They should receive regularly scheduled feedback on their academic performance and their progress toward promotion.

Feedback should be provided by departmental leadership or, if relevant, other institutional leadership.

FA-11. Opportunities for professional development must be provided to enhance faculty members' skills and leadership abilities in education and research.

C. Governance

FA-12. The dean and a committee of the faculty should determine medical school policies.

This committee, which typically consists of the heads of major departments, may be organized in any manner that brings reasonable and appropriate faculty influence into the governance and policymaking processes of the medical school.

FA-13. Schools should assure that there are mechanisms for direct faculty involvement in decisions related to the educational program.

Important areas where direct faculty involvement is expected include admissions, curriculum development and evaluation, and student promotions. Faculty members also should be involved in decisions about any other mission-critical areas specific to the school. Strategies for assuring direct faculty participation may include peer selection or other mechanisms that bring a broad faculty perspective to the decision-making process, independent of departmental or central administration points of view. The quality of an educational program may be enhanced by the


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participation of volunteer faculty in faculty governance, especially in defining educational goals and objectives.

FA-14. The full faculty should meet often enough for all faculty members to have the opportunity to participate in the discussion and establishment of medical school policies and practices.

V. EDUCATIONAL RESOURCES

ER-1. The USAT - MONTSERRAT COLLEGE OF MEDICINE must be notified of any substantial change in the number of students enrolled or in the resources of the institution, including the faculty, physical facilities or the budget.

If a medical school plans to increase its entering enrollment above the threshold of 10% or 15 students in one year, or 20% in three years, it must provide prior notification to the USAT - MONTSERRAT COLLEGE OF MEDICINE and (for Canadian schools) CACMS. Such notification must occur by January 1st of the year of the planned expansion. This notification is required for a medical school planning to increase class size on its main campus and/or in existing branch campuses (without any expansion in the curriculum years that the branch campus covers).

If a medical school plans to start a new branch campus, or expand an existing branch campus (for example, from a one-year or two-year program to a four-year program) notification of the plans to the USAT - MONTSERRAT COLLEGE OF MEDICINE (and CACMS for Canadian schools) should occur by January 1st of the year preceding the planned campus creation or expansion. [Revised annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in June 2008.]

A. Finances

ER-2. The present and anticipated financial resources of a medical school must be adequate to sustain a sound program of medical education and to accomplish other institutional goals.

The costs of conducting an accredited program leading to the M.D. degree should be supported from diverse sources, such as income from tuition, endowments, earnings by the faculty, support from the parent university, annual gifts, grants from organizations and individuals, and appropriations by government. Evidence for compliance with this standard will include documentation of adequate financial reserves to maintain the educational program in the event of


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unexpected revenue losses, and demonstration of effective fiscal management of the medical school budget.

ER-3. Pressure for institutional self-financing must not compromise the educational mission of the medical school nor cause it to enroll more students than its total resources can accommodate.

Reliance on student tuition should not be so great that the quality of the program is compromised by the need to enroll or retain inappropriate numbers of students or students whose qualifications are substandard.

B. General Facilities

ER-4. A medical school must have, or be assured use of, buildings and equipment appropriate to achieve its educational and other goals.

The medical school facilities should include offices for faculty, administrators, and support staff; laboratories and other space appropriate for the conduct of research; student classrooms and laboratories; lecture hall(s) sufficiently large to accommodate a full year's class and any other students taking the same courses; space for student use, including student study space; space and equipment for library and information access; and space for the humane care of animals when animals are used in teaching or research. [Edit to annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in June 2007.]

ER-5. Appropriate security systems should be in place at all educational sites.

C. Clinical Teaching Facilities

ER-6. The medical school must have, or be assured use of, appropriate resources for the clinical instruction of its medical students.

Clinical resources should be sufficient to ensure breadth and quality of ambulatory and bedside teaching. They include adequate numbers and types of patients (acuity, case mix, age, gender, etc) as well as physical resources.

ER-7. A hospital or other clinical facility that serves as a major site for medical student education must have appropriate instructional facilities and information resources.


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Appropriate instructional facilities include areas for individual student study, for conferences, and for large group presentations (lectures). Sufficient information resources, including library holdings and access to other library systems, must either be present in the facility or readily available in the immediate vicinity. A sufficient number of computers are needed that allow access to the Internet and to other educational software. Call rooms and lockers, or other secure space to store personal belongings, should be available for student use.

ER-8. Required clerkships should be conducted in health care settings where resident physicians in accredited programs of graduate medical education, under faculty guidance, participate in teaching the students.

It is understood that there may not be resident physicians at some community hospitals, community clinics, and the offices of community-based physicians. In that case, medical students must be adequately supervised by attending physicians.

ER-9 There must be written and signed affiliation agreements between the medical school and its clinical affiliates that define, at a minimum, the responsibilities of each party related to the educational program for medical students.

Written agreements are necessary with hospitals that are used regularly as inpatient sites for core clinical clerkships. Additionally, affiliation agreements may be warranted with other clinical sites that have a significant role in the clinical education program.

Affiliation agreements should address, at a minimum, the following topics:

--The assurance of student and faculty access to appropriate resources for medical student education. --The primacy of the medical school over academic affairs and the education/evaluation of students. --The role of the medical school in appointment/assignment of faculty members with responsibility for medical student teaching. --Specification of the responsibility for treatment and follow-up when students are exposed to infectious or environmental hazards or other occupational injuries.


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If department heads of the school are not also the clinical service chiefs at affiliated institutions, the affiliation agreement must confirm the authority of the department head to assure faculty and student access to appropriate resources for medical student education.

The USAT - MONTSERRAT COLLEGE OF MEDICINE should be advised of anticipated changes in affiliation status of a program's clinical facilities.

ER-10. In the relationship between the medical school and its clinical affiliates, the educational program for medical students must remain under the control of the school's faculty.

Regardless of the location where clinical instruction occurs, department heads and faculty must have authority consistent with their responsibility for the instruction and evaluation of medical students.

The responsibility of the clinical facility for patient care should not diminish or preclude opportunities for medical students to undertake patient care duties under the appropriate supervision of medical school faculty and residents.

D. Information Resources and Library Services

ER-11. The medical school must have access to well-maintained library and information facilities, sufficient in size, breadth of holdings, and information technology to support its education and other missions.

There should be physical or electronic access to leading biomedical, clinical, and other relevant periodicals, the current numbers of which should be readily available. The library and other learning resource centers must be equipped to allow students to access information electronically, as well as to use self-instructional materials.

ER-12. The library and information services staff must be responsive to the needs of the faculty, residents and students of the medical school.

A professional staff should supervise the library and information services, and provide training in information management skills. The library and information services staff should be familiar with current regional and national information resources and data systems, and with contemporary information technology. [Revised annotation approved by the USAT - MONTSERRAT COLLEGE OF MEDICINE in October 2007 and effective immediately]


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Both school officials and library/information services staff should facilitate access of faculty, residents, and medical students to information resources, addressing their needs for information during extended hours and at dispersed sites.


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USAT MONTSERRAT

RULES OF CONDUCT


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USAT UNIVERSITY

USAT UNIVERSITY

Rules of Conduct

2011 USAT OFFICIAL BOOK OF RULES

STUDENT CHAPTERS (ABRIDGED)


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The University of Science, Arts & Technology

U.S.A.T.

The University of Science, Arts & Technology and The Montserrat College of Medicine, hereinafter (USAT) is an Institution Incorporated under the Laws of Montserrat and the U.K. of The Great Britain. Licensed and Fully accredited by The Government of Montserrat, (BWI) as signed by License Agreement on date 26 September 2003, by the Minister of Finance and Development on behalf of The Government of Montserrat in presence of the Attorney General. Autonomous and fully operational as it is stated in such License Agreement that is current and up to date, where delegated authority over The Board of Directors and Faculties was vested and with the authority conferred by such Regulations and under applicable Law The Government of Montserrat gave powers to award Degrees and Diplomas of a variety of Disciplines, Areas and Specialties, including but not limited to the named Montserrat College of Medicine whit full capacity to Grant Degrees as it is stated by letter of The ministry of Education, Health and Community Services of Montserrat, including but not limited to the Degrees of MBBS ( Bachelor of Medicine and Bachelor of Surgery), BDS (Bachelor of Dental surgery),MD (Doctor of Medicine), MSc (Master of Science), MPH (Master of Public health) and PhD ( Doctor of Philosophy).The University is also listed in the IMED/FAIMER International Directory of Medical Schools and its students and Graduates are ECFMG accepted and thus far eligible to sit for the USMLE and to apply for a license and further training in the UNITED STATES. The University is also listed in the CAPER/CANADA Canadian Post Graduate Registry of Training as it appears on its 2008 edition with the pertinent MEDICAL SCHOOL code, etc..The University is member of the WHO/OMS WORLD HEALTH ORGANIZATION as it appears on the WHO website as a partner in the named W.H.O. HEALTHCARE ALLIANCE ON GLOBAL WORKFORCE. The University has passed satisfactory review by UNESCO and is in accordance with ISO rules and regulations within the EU Overseas Territories and Countries Associated to the European Union. SAT is the first Eco-Friendly University Campus in the Caribbean Area. USAT is registered also in the United Kingdom of The Great Britain, (England and Wales) and in the United States of America (State of Delaware). USAT is affiliated with CALIFORNIA UNIVERSITY F.C.E. and its Degrees and Diplomas are suitable for admission and award of the U.S. Equivalency Degree Certification under the scrutiny and verification of CALIFORNIA UNIVERSITY FCE. USAT has signed and maintain International Agreements with European and North American (US&CANADA) Universities and Colleges of worldwide reputation in matters such MUTUAL RECOGNITION OF DEGREES, TRANSFER OF TECHNOLOGY, JOINT DEGREE OFFER, TRANSFER OF PROFESSORS AND EXCHANGE OF STUDENTS within the frame of more deep co-operation in the fields of academic, professional and scientific agreements constantly developing.


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2011 University Regulations

According to University regulations, each person whose registration has been completed will be considered a student of the University during the term for which he or she is registered unless the student‖s connection with the University is officially severed by withdrawal or otherwise. No student registered in any school or college of the University shall at the same time be registered in any other school or college, either of USAT University or of any other institution, without the specific authorization of the dean or director of the school or college of the University in which he or she is first registered. The privileges of the University are not available to any student until he or she has completed registration. A student who is not officially registered for a University course may not attend the course unless granted auditing privileges. No student may register after the stated period unless he or she obtains the written consent of the appropriate dean or director. The University reserves the right to withhold the privilege of registration or any other University privilege from any person with an unpaid debt to the University. Attendance Students are held accountable for absences incurred owing to late enrollment. Religious Holidays It is the policy of the University to respect its members‖ religious beliefs. In compliance with Montserrat law, UK and EU law and The State Law of the US State where Campus were located, each student who is absent from school because of his or her religious beliefs will be given an equivalent opportunity to register for classes or make up any examination, study, or work requirements that he or she may have missed because of such absence on any particular day or days. No student will be penalized for absence due to religious beliefs, and alternative means will be


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sought for satisfying the academic requirements involved. Officers of administration and of instruction responsible for scheduling of academic activities or essential services are expected to avoid conflict with religious holidays as much as possible. If a suitable arrangement cannot be worked out between the student and the instructor involved, they should consult the appropriate dean or director. If an additional appeal is needed, it may be taken to the Provost. Hazardous Activity in Connection with Initiations and Affiliations In accordance with existing University rules and regulations for the maintenance of public order on University campuses and other University property used for educational purposes: 1. Any action or situation which recklessly or intentionally endangers mental or physical health or involves the forced consumption of liquor or drugs for the purpose of initiation into or affiliation with any organization is prohibited. 2. Any person who engages in conduct prohibited by the foregoing paragraph shall be subject to ejection from University campuses and property and, in the case of a student or faculty violator, to suspension, expulsion, or other appropriate disciplinary action by the Dean or other University officer having jurisdiction. Any organization that authorizes such conduct may be subject to rescission of its permission to operate on University campuses or property. 3. A copy of these rules and regulations shall be given to all students enrolled in the University and shall be deemed to be part of the bylaws of all organizations operating on the University‖s campuses. Each such organization shall review annually such bylaws with individuals affiliated with such organization. 4. These rules and regulations are applicable to all students, faculty, and other staff as well as visitors and other licensees and invitees on University campuses and properties.


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University Policy on Possession of Firearms on Campus University policy and state laws Penal Law Section, prohibits possession of firearms on campus without the University‖s written authorization. The University‖s prohibition against possession of firearms on campus extends to all University owned or controlled locations used for residences of affiliated persons, including all housing obtained through the Office of Housing Services and University Apartment Housing. Firearms possessed in violation of this University policy will be confiscated. Violators of the policy may be subject to University discipline as well as criminal prosecution. Student Discipline Students may continue at the University, receive academic credits, graduate, and obtain degrees subject to the disciplinary powers of the University. The Trustees of the University have delegated responsibility for student discipline to the Deans of the individual schools or divisions, and their administration of student discipline is known as Dean‖s Discipline. Students should be aware that academic dishonesty (for example, plagiarism, cheating on an examination, or dishonesty in dealing with a faculty member or other University official) or the threat of violence or harassment are particularly serious offenses that will be dealt with severely under Dean‖s Discipline. Academic Discipline In addition to Dean‖s Discipline, each school or division of the University has established standards of academic progress and requirements for remaining in academic good standing. Progress and standing are monitored by the Dean‖s Office of the respective school or division. For further information about academic standards and requirements students should consult the bulletin of the school or division in which they are enrolled. The continuance of each student upon the rolls of the University, the receipt of academic credits, graduation, and the conferring of any degree or the granting of any certificate are strictly subject to the disciplinary powers of the University.


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Rules of University Conduct CHAPTER XLIV OF THE STATUTES OF USAT UNIVERSITY The Rules of University Conduct (Chapter XLIV of the Statutes of the University) provide special disciplinary rules applicable to demonstrations, rallies, picketing, and the circulation of petitions. These rules are designed to protect the rights of free expression through peaceful demonstration while at the same time ensuring the proper functioning of the University and the protection of the rights of those who may be affected by such demonstrations. The Rules of University Conduct are University-wide and supersede all other rules of any school or division. Minor violations of the Rules of Conduct are referred to the normal disciplinary procedures of each school or division (“Dean‖s Discipline”). A student who is charged with a serious violation of the Rules has the option of choosing Dean‖s Discipline or a more formal procedure provided in the Rules. All University faculty, students, and staff are responsible for compliance with the Rules of University Conduct. The text of the Rules of University Conduct is reproduced below. §440. DEMONSTRATIONS, RALLIES, AND PICKETING. Demonstrations, rallies, picketing, and the circulation of petitions have an important place in the life of a university. They are means by which protests may be registered and attention drawn to new directions possible in the evolution of the University community. But in order to protect the rights of all members of the University community and to ensure the proper functioning of the


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University as an institution of teaching and research, it is necessary to impose reasonable restraints on the place and manner in which picketing and other demonstrations are conducted and on activities of counter demonstrators or self-appointed vigilantes. This is the intention of the Rules of University Conduct: to protect the concurrent rights of both the University community as a whole and demonstrators. While the University as a private institution is not subject to the Constitutional provisions on free speech and due process of law, the University by its nature is dedicated to the free expression of ideas and to evenhanded and fair dealing with all with whom it conducts its affairs. The Rules of University Conduct are thus enacted by the University to provide as a matter of University policy the maximum freedom of expression consistent with the rights of others and a fair and speedy hearing to any person charged with a violation of these Rules. A violation of these Rules is an offense against the entire University community. However, such violations are not here considered as crimes, and University disciplines should not carry the same stigma as a criminal conviction. All members of the University community are assumed to be innocent until proven guilty of a violation of


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the Rules. The University shall publicize the existence of the Rules and make them readily available to persons who may be affected by them. Such persons are responsible for being aware of all provisions contained in the Rules. §441. DEFINITIONS. Terms used in this Chapter XLIV shall have the following meanings: (Comment: While gender-neutral language is employed in these Rules whenever possible, “he,” “him,” or “his” occasionally appear. They are used to avoid awkward locutions and are not intended to perpetuate gender stereotypes.) a. University means University of Science, Arts and Technology, Montserrat in the St. Peters Parish, City of Olveston, of the British Overseas Territory of Montserrat, United Kingdom of The Great Britain. b. University facility means that place where a University function occurs. c. University function means any charter or statutory operation or activity of the University, including instruction, research, study, administration, habitation, social life, space allocation and control, food supply, and other functions


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directly related thereto. Specifically included are both functions of fixed-time duration (e.g., classes, examinations, lectures, etc.) and functions of continuing duration (e.g., the operation of libraries, research laboratories, maintenance shops, computers, business offices, etc.). Also included are functions ancillary to directly educational purposes such as meetings, disciplinary proceedings, and athletic and social events sponsored by any University-approved organization. d. Deans mean persons appointed by the President, and approved by the Trustees, either as Dean, Acting Dean, or Director of one of the divisions or schools of the USAT Co. or such staff persons as they may assign to administer disciplinary affairs. e. Delegates. A “Presidential delegate” is appointed by the President, and a “divisional delegate” is appointed by the Dean or Director of a division or school. Delegates have principal authority for the enforcement of these Rules. They shall warn individuals and groups whose actions may violate these Rules and may declare their belief that the demonstration is illegal under Sections 413a (18), (19), and (20). They shall, when facts


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known to them or brought to their attention warrant, file a complaint with the Rules Administrator against alleged violators. f. Dean‖s Discipline means in the case of students the normal disciplinary procedure of a school or division that would ordinarily apply but for these Rules; in the case of faculty and staff, Dean‖s Discipline means the normal disciplinary procedure that would ordinarily apply but for these Rules. g. Day means a calendar day, regardless of whether the University is in academic session except for purposes of the appeal procedures set forth in §418. Whenever any time limit expires on a nonworking day, it shall be extended to the next working day. h. Students mean any persons registered in any division of the University, whether for courses or research, and whether or not they are candidates for a degree or certificate. It also includes persons who are on leave or suspended or continuing matriculants for any degree or certificate. It includes persons registered during any preceding terms and who have not since that time earned the degree or certificate or withdrawn from the University.


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i. Faculty means officers of instruction or research appointed to any division, school, or other department of the University, including officers on leave. j. Staff means members of the administration, administrative staff, research staff, library staff, or supporting staff. k. Violation means the commission of an act proscribed by these Rules. However, inadvertent or accidental behavior shall not be considered to be the substance of a violation. l. Sanctions comprise the following penalties for violation of these Rules: (1) Disciplinary Warning. A disciplinary warning states that future violations will be treated more seriously. It in no way limits consideration for, or receipt of, financial aid or compensation for which the individual may be eligible. The period of warning shall be for not less than the remainder of the term in which the warning occurs nor for more than three regular terms, including the term in which the warning occurs. Upon notification


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by the proper authority, there shall be entered on the individual‖s transcript or personal record the notation: “Disciplinary Warning, from (date) to (date).” This notation is removed when the disciplinary warning has been terminated. (2) Censure. In addition to the provisions listed under disciplinary warning, censure remains on students‖ records until completion of the degree or certificate for which they are candidates. For faculty and staff this notation remains on the record for a maximum of four years. It in no way limits consideration for, or receipt of, financial aid or compensation for which the individual may be eligible. Subsequent conviction for a simple offense requires suspension for a semester or dismissal from the University; subsequent conviction for a serious offense requires dismissal from the University. (3) Suspension. Individuals who have been suspended are not permitted to continue their association with the University or reside in one of the


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University residence halls during the period of suspension, nor may they receive a leave of absence of any kind. The period of suspension shall be for not less than one regular term nor for more than three regular terms, not counting the Summer Session, but including the term in which the suspension occurs. The period of suspension shall be determined by the Hearing Officer; it may not be adjusted except under the appellate procedures set forth in these Rules or by an act of Presidential clemency. Upon notification by the proper authority, there shall be entered on the individual‖s record the notation: “Suspended, from (date) to (date).” Upon termination of the period of suspension, the individual may apply for reinstatement. The notation on the record is permanent. (4) Dismissal. Unlike suspension, when an individual is dismissed, no time period is specified, nor is reinstatement anticipated, but in no case shall reinstatement occur less than one year after the imposition of the sanction except by act of Presidential clemency. Upon notification by the


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proper authority, there shall be entered on the individual‖s record the notation: “Dismissed, (date).” Should the individual be subsequently readmitted or reemployed, upon notification from the proper authority, there shall be entered on the individual‖s record the notation: “Readmitted or reemployed (date).” The notations on the record are permanent. m. Respondent means a person against whom a charge for violation of these Rules has been filed. n. Rules Administrator means the Rules Administrator appointed under §415b. o. Hearing Officer means a Hearing Officer appointed under §415d. p. University Judicial Board means the appellate review board appointed under §415e. §442. JURISDICTION. The Rules of University Conduct shall apply to all members of the University community: administrators, administrative staff, research staff, library staff, supporting staff, faculty, and students. Also visitors, licensees, and invitees on a University facility shall be subject to the Rules of


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University Conduct. Violations by such persons may result in the revocation of their invitation or license to be on a University facility and their subsequent ejection. The Rules of University Conduct apply to any demonstration, including a rally or picketing, that takes place on or at a University facility. Such facilities include, but are not limited to, all University campuses, research laboratories, maintenance shops, business offices, athletic fields, dormitories, classrooms, and meeting halls. The Rules of University Conduct do not apply to participation in a demonstration, including a rally or picketing, by full-time employees of the University represented by a collective bargaining agent, where the demonstration arises in the course of or is incident to a labor dispute involving the University. §443. VIOLATIONS AND SANCTIONS. a. Violations. A person is in violation of these Rules when such person individually or with a group, incident to a demonstration, including a rally or picketing:


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(1) (simple violation) engages in conduct that places another in danger of bodily harm; (2) (serious violation) causes or clearly attempts to cause physical injury to another person; (3) (simple) uses words that threaten bodily harm in a situation where there is clear and present danger of such bodily harm; (4) (serious) uses words in a situation of clear and present danger that actually incite others to behavior that would violate Sections 413a (2) or (6); (5) (simple) causes minor property damage or loss, or endangers property on a University facility; (6) (serious) misappropriates, damages, or destroys books or scholarly material or any other property belonging to the University, or to another party, when that property is in or on a University facility, and by such action causes or threatens substantial educational, administrative, or financial loss;


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(7) (simple) interferes over a very short period of time with entrance to, exit from, passage within, or use of, a University facility but does not substantially disrupt any University function; (8) (serious) continues for more than a very short period of time to physically prevent, or clearly attempt to prevent, passage within, or unimpeded use of, a University facility, and thereby interferes with the normal conduct of a University function; (9) (serious) enters or remains in a University facility without authorization at a time after the facility has been declared closed by the University; (Comment: The University shall make all reasonable attempts to publicize this declaration to the fullest extent possible.) (10) (simple) enters a private office without authorization; (11) (serious) holds or occupies a private office for his own purposes; (Comment: Persons may not enter a private office unless invited and then not in excess of the number designated or invited by the occupant.


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Anyone so entering must leave on request of a recognized occupant of such office or on request of another authorized person. Passage through reception areas leading to private offices must not be obstructed. Clear and unimpeded passageway through lobbies, corridors, and stairways must be maintained at all times. For this purpose, the delegate may advise demonstrators as to the permissible number of participants in such restricted areas and regulate the location of such participants. Persons may use rooms in which instruction, research, or study normally take place only when such rooms are assigned to them through established University procedures.) (12) (simple) causes a noise that substantially hinders others in their normal academic activities; (13) (simple) briefly interrupts a University function; (14) (serious) disrupts a University function or renders its continuation impossible; (15) (serious) illicitly uses, or attempts to


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use, or makes threats with a firearm, explosive, dangerous or noxious chemical, or other dangerous instrument or weapon; (16) (serious) fails to self-identify when requested to do so by a properly identified delegate; (17) (serious) prevents a properly identified delegate from the discharge of his official responsibilities under these Rules, except through a mere refusal to self-identify; (18) (simple) fails to obey the reasonable orders of a properly identified delegate regulating the location of demonstrators or others within the vicinity of a demonstration to assure unimpeded access to or use of a facility or to avoid physical conflict between demonstrators and others; (Comment: This regulation gives the delegate authority to regulate assemblies. The check against abuse of such authority is provided by the test of reasonableness imposed by the Hearing Officer in such disciplinary proceedings as may result from noncompliance. Should a delegate in the exercise of


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discretion fail to disperse an assembly in which some or all of the participants are violating or have violated the Rules, this should in no way be construed as excusing the violators, who remain liable for their acts under these Rules.) (19) (simple) fails to disperse from an assembly upon order of a properly identified delegate when such order results from repeated or continuing violations of these Rules by members of the assembly and the delegate has by verbal directions made reasonable effort to secure compliance before ordering dispersal; (20) (serious) fails to disperse from an assembly upon order of a properly identified delegate when such order results from serious violations of these Rules by members of the assembly and the delegate so states in his order to disperse; (21) (simple) aids and abets others or other groups in a simple violation of these Rules; (22) (serious) aids and abets others or other groups in a serious violation of


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these Rules. b. Reserve Clause. Disciplinary matters not specifically enumerated in these Rules are reserved in the case of students to the Deans of their schools or their delegated authorities and to the regulations and mechanisms they have established, and in the case of faculty and staff to the President of the University or his delegated authority and to the regulations and mechanisms that have been established to deal with such matters. c. Sanctions. (1) A respondent who is found guilty of a simple violation of these Rules shall be sanctioned by: Disciplinary Warning or Censure. Censure is the most severe penalty that may be imposed for a simple violation. (a) For repeated violations of a simple nature, or for a simple violation by a respondent already on Disciplinary Warning, the respondent shall be subject to Censure or Suspension; if already under Censure, the respondent shall be subject to Suspension. In especially


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extreme cases, Dismissal may be imposed. (2) A respondent who is found guilty of a serious violation of these Rules shall be sanctioned by Censure, Suspension, or Dismissal. §444. ENFORCEMENT. a. Summoning a Delegate. Should any member of the University community believe that participants in an assembly or other demonstration are violating the Rules of University Conduct, he or she should notify the appropriate delegate(s) by calling the Office of Public Safety. The delegates shall proceed to the site of the demonstration and gather information for possible transmission to the Rules Administrator. This includes the identities of any participants who the delegate feels are violating the Rules and the facts surrounding the demonstration. b. Warning and Advice. Properly identified delegates shall warn those parties whose actions they consider to be in violation of these Rules. However, a member of the University community may be


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charged with a violation of these Rules even if no prior warning has been given or perceived. The Hearing Officer (or Dean or other person conducting the proceedings in the case of Dean‖s Discipline) shall in either case determine whether the actions of the accused were in violation of these Rules. c. Creating Separate Areas for Demonstrations Believed to Be in Violation of These Rules and for Permissible Demonstrations/Observation. Delegates believing that an assembly or other demonstration is violating Sections 413a(7), (8), (9), or (14) of these Rules should, to the extent practicable in their sole judgment, immediately make all reasonable efforts to create separate areas for demonstrators whose actions are believed to violate the Rules and for those wishing to demonstrate permissibly or to observe. There should be a reasonable distance between these areas, with a presumption in favor of allowing unobstructed view and observation, and they should be graphically delineated without creating barriers, to the extent feasible. Failure by a delegate to create these areas shall not excuse a violation of these Rules.


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d. Distribution of a Flier Conveying Pertinent Information to Demonstrators and Observers. Whenever an assembly or other demonstration believed to be in violation of these Rules continues for more than a very short period of time, the Presidential delegate shall consider preparing a flier for distribution to persons in the area of the demonstration. The flier should repeat any previous warning by a delegate concerning the violation or violations of these Rules that are believed to be taking place, describe the location of any areas cordoned off under Section 414c, and identify the locations where full copies of these Rules are available. Failure by the Presidential delegate to prepare and distribute such a flier shall not excuse a violation of these Rules. e. Self-identifying. A properly identified delegate may request individuals believed to be violating these Rules to identify themselves through production of their University ID cards. Their cards will be returned immediately after the delegate has recorded the individual‖s name and ID number. Members of the University community who do not self-identify may be charged with serious violation of these Rules under Section 413a(16).


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f. Treatment of outsiders. In accordance with the jurisdiction of these Rules (Section 442), any visitor, licensee, or invitee who the delegate determines is violating these Rules, and who does not comply with the delegate‖s warning and advice, may be ejected from a University facility without regard to the procedures set forth in Sections 446–448 herein. Delegates also have a responsibility to protect the rights of lawful demonstrators. Counterdemonstrators or vigilantes may be warned by delegates if they consider their actions to be in violation of the Rules. The same procedure of information gathering shall be initiated by delegates for all suspected violators. Members of the University community should not take enforcement of these rules into their own hands, since such action may result in violations of these rules. If the President, upon consultation with a majority of a panel established by the Executive Committee of the University Senate, decides that a demonstration poses a clear and present danger to persons, property, or the substantial functioning of any division of the University, he shall take all necessary steps to secure the cooperating of external authority to bring about the end of the disruption. The President shall make public his decision to


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the fullest extent possible as soon as it is feasible. Nothing in the above shall be construed to limit the President‖s emergency authority to protect persons or property. §445. ADMINISTRATIVE AND JUDICIAL PERSONNEL. a. The Delegate. (1) The Dean or Director of each division or school shall appoint one or more divisional delegates. (2) Divisional delegates may be called upon to enforce these Rules by anyone subject to them; or they may proceed to enforce them on their own initiative. (3) Whenever feasible, a divisional delegate is obliged, upon the request of another delegate, to assist that delegate. (4) There shall be one or more Presidential delegates who shall have the powers and responsibilities of divisional delegates but who shall, in addition, be kept informed of all actions and charges undertaken by the divisional delegates. b. Rules Administrator. The Rules


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Administrator, whose office shall be in the University Senate offices, shall have primary responsibility for the administration of these Rules. He shall maintain and have custody of the records of proceedings under these Rules; shall prepare and serve notices and other documents required under these Rules; shall accept and investigate complaints, file charges, organize informal settlements, and present evidence in support of charges to the Hearing Officer. The Rules Administrator shall be appointed by the President after consultation with the Executive Committee of the University Senate and shall serve at the pleasure of the President. The Rules Administrator may appoint one or more assistant administrators, who may act in his stead. Persons otherwise concerned with the disciplinary procedures of a particular school or division may not be appointed as the Rules Administrator or an assistant administrator. c. Deans and Supervisors. The dean of a school or division or the dean‖s designee shall hear all charges of simple violations of these Rules brought against students of that school or division, applying the substantive law of these Rules (including sanctions) in accordance with the procedure


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for Dean‖s Discipline of the school or division. Charges of simple violations of these Rules brought against faculty and staff shall be heard by the respondent‖s supervisor or other person who would normally conduct disciplinary proceeding against the respondent but for these Rules, applying the substantive law of these Rules (including sanctions) in accordance with the procedure of the Dean‖s Discipline applicable to the respondent. d. Hearing Officer. The Executive Committee of the University Senate shall at its first meeting each year appoint or fill vacancies in a panel of not less than three Hearing Officers, each of whom shall serve for a term of two years. It shall also designate the order in which persons on the panel shall serve as Hearing Officers. A Hearing Officer shall conduct hearings on charges of a serious violation of these Rules. Hearing Officers shall be lawyers appointed from without the University and shall be chosen for their professional competence and experience in the conduct of hearings. A person with a full- or part-time affiliation with the University as faculty, student, or staff shall be considered from within the University for the purposes of these Rules; a person whose


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only direct affiliation is as an alumnus shall be considered from without the University. The Executive Committee of the University Senate may appoint additional persons to the panel of Hearing Officers should the need arise. Persons otherwise concerned with disciplinary procedures may not be appointed as Hearing Officers. e. University Judicial Board. The Executive Committee of the University Senate shall at its first meeting each year appoint or fill vacancies in a University Judicial Board consisting of five members, one of whom shall be a student, one of whom shall be a faculty member, and one of whom shall be from administration, administrative staff, research staff, or library staff. The Executive Committee shall designate the Chairman of the Board and shall make appointments to the Board, which shall ordinarily be for a term of three years, so as to provide for staggered terms to ensure continuity in the Board. The members of the University Judicial Board shall be persons from within the University, and no person otherwise concerned with disciplinary procedures may be appointed to the Board.


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§446. PRE-HEARING PROCEDURES. a. Filing Complaints. Any member of the University who believes a violation of the Rules has been committed may file a written complaint with the Rules Administrator. The complaint shall state with particularity the person(s) involved, the nature of the offense, and the circumstances under which the offense may have been committed. b. Investigation of Complaints. Upon receipt of a complaint, the Rules Administrator, after such investigation as he deems advisable, shall determine whether there is reasonable cause to believe an offense has been committed. The Administrator may interview any person, including a prospective respondent. c. Complaints Dismissed. If the Rules Administrator determines that there is no reasonable cause to believe an offense has been committed, he shall so inform the complainant. d. Informal Settlements; Charges Filed. If the Rules Administrator determines that there is reasonable cause to believe an offense has been committed, such Administrator shall interview the prospective respondent(s). The Rules Administrator shall notify the respondent(


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s), during the interview, of the substance of the charges that may be filed. On the basis of the complaint investigation and the interview, the Rules Administrator shall: (1) attempt an informal settlement of the matter with the respondent(s), either alone or in conjunction with the Dean(s) of such respondent(s)‖ division( s); with the written consent of the respondent, the Rules Administrator may accept an admission of guilt of a simple or a serious violation and impose the sanction the Rules Administrator deems appropriate, without the necessity of formally filing charges; or (2) prepare charges for filing. The charges shall be in writing, stating with particularity the offense alleged, and shall charge one or more simple violations or one or more serious violations; the charges may not include both simple and serious violations against any one respondent based on the same conduct (similar conduct occurring at clearly different times is not considered “same conduct”); in case of serious violation, the charges shall state the witnesses likely to be called in support of the charges. The Rules Administrator may file charges


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against a prospective respondent who has attempted and failed to achieve informal settlement with the appropriate dean or with the Rules Administrator. e. Duties of the Rules Administrator after Deciding to Prepare Charges. Promptly after deciding to prepare charges of a violation of the Rules, the Rules Administrator shall either: (1) In the case of charges of a simple violation (subject to §416h), file the charges with the respondent‖s dean or supervisor (or other person referred to in §415c), as the case may be, sending a copy by hand delivery to the respondent‖s campus address or by hand delivery or regular mail if the respondent has an off-campus address; or (2) in the case of charges of a serious violation, i. notify the Hearing Officer next available to serve in the order designated by the Senate Executive Committee as provided in §415d. ii. in consultation with the Hearing Officer, set a time and place for a hearing. The hearing may not be held less than 10 days after notice is given to the respondent. iii. file the charges with the Hearing


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Officer. iv. give notice to the respondent(s) by hand delivery or by registered mail. Notice shall be considered given when delivered or, if mailed, five days after being deposited in the mail. The notice shall include: A. a copy of the charge; B. the name of the Hearing Officer; C. the time and place of the hearing; D. a copy of these Rules; and E. any other information the Rules Administrator thinks relevant. f. Procedural Motions Prior to the Hearing on Charges of a Serious Violation. Not less than five days prior to the hearing, the Rules Administrator and the respondent may each file with the Hearing Officer, in writing and stating the reasons therefor, the following procedural motions: (1) motion to postpone the hearing; (2) motion to consolidate this hearing with that of another respondent; (3) motion to sever this hearing from that of another respondent; (4) motion to dismiss the charges. The Hearing Officer shall decide whether to grant a motion set forth in (1)–(4) above and shall communicate this decision to


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the Administrator and to the respondent. Not less than two days prior to the hearing, the respondent may file with the Hearing Officer a request for a closed hearing. The Hearing Officer shall automatically grant such a request. The Hearing Officer may in his discretion receive and rule upon other pre-hearing motions. g. Respondent‖s Right to an Adviser. A respondent may be assisted in his or her defense of charges of a serious violation by an adviser of his or her choice from within or without the University; the adviser may be a lawyer. In the case of charges of a simple violation, the respondent may be assisted by an adviser only to the extent provided under the procedure of the relevant Dean‖s Discipline. h. Procedure for Charges of a Simple Violation by a Respondent under Censure. Charges of a simple violation brought against a respondent for conduct while under Censure (where a finding of guilty requires the sanction of suspension) shall not be heard under Dean‖s Discipline but shall be filed with a Hearing Officer and treated for all procedural purposes as if they were charges of a serious violation. If a respondent is found guilty of a simple violation under


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Dean‖s Discipline for conduct not while under Censure, only the sanction of Disciplinary Warning or Censure may be imposed; any prior discipline for an offense not related to these Rules shall not be taken into account. Multiple charges of simple violations against a respondent for conduct while not under Censure shall be heard under Dean‖s Discipline as herein provided, and the dean or other person imposing a sanction after one or more findings of guilty may impose only the sanction of Disciplinary Warning or Censure. i. Interview of a Respondent under Dean‖s Discipline. Notwithstanding anything to the contrary in the procedures of the Dean‖s Discipline applicable to a particular respondent, in the case of charges of a simple violation of these Rules to be heard under Dean‖s Discipline, the dean or other person conducting the proceedings shall schedule an interview with the respondent, such scheduling to occur within 48 hours of the filing of the charges by the Rules Administrator. At the interview the respondent shall be informed of the evidence against him or her and shall have the opportunity to be heard in his or her defense. Failure to attend the interview unless excused for cause may be taken into account in


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considering the charges against the respondent. §447. THE HEARING ON CHARGES OF A SERIOUS VIOLATION. a. Presentation by the Rules Administrator. The Rules Administrator, who may be assisted by a lawyer from within or without the University, shall produce all evidence and call all witnesses in support of the charges. The respondent and his adviser may examine any evidence and cross-examine any witness. b. Presentation by the Respondent. Following presentation by the Rules Administrator, the respondent and his adviser may produce evidence and call witnesses in his defense. The Rules Administrator may examine any evidence and cross-examine any witness. c. Role of the Hearing Officer. The Hearing Officer shall have broad discretion in the conduct of the pre-hearing procedures and the hearing, subject only to the express provisions of these Rules and to the principle that these Rules are intended to provide to the respondent a speedy and a fair hearing. The Hearing Officer will normally rely primarily on the Rules Administrator and the respondent and


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his adviser to present the case for and against the charges, but the Hearing Officer on his motion may call and examine witnesses and invite the submission of additional evidence. d. Record of the Hearing. The Hearing Officer shall provide for a verbatim record of the hearing, which may be by court reporter, tape recording, or such other means as the Hearing Officer shall determine. Unless the hearing has been closed at the request of the respondent, the verbatim record of the hearing shall be a public record. e. Open Hearing. Unless a closed hearing is requested by the respondent, the hearing shall be open to members of the University community and to the University news media, except that the Hearing Officer may impose reasonable limits on the number of persons admitted, may exclude witnesses from attendance at the hearing, and may close the hearing as provided in §417g if it is disrupted by disorderly behavior of the participants or spectators. f. Attendance of Witnesses; Testimony by Respondent. Members of the University community subject to these Rules are compelled, under penalty of disciplinary action under these Rules, to appear as witnesses if summoned by the Hearing


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Officer. Failure to appear shall constitute a simple violation, provided there is proof of notice. The respondent is compelled to attend the hearing under penalty of suspension. He may be a witness only if he freely consents to be; failure to testify may not be weighed against him; however, failure to answer any question on the part of a respondent who agrees to testify may be weighed against him. g. Contempt Procedures; Disruptions. The Hearing Officer may find a person in contempt of the Rules who fails to obey a proper order of the Hearing Officer during the hearing. If any person present at a hearing continues seriously to interfere with or substantially disrupt the orderly functioning of the hearing, after being given proper warning by the Hearing Officer, the Hearing Officer may find the person in contempt of the Rules. The Hearing Officer may hear and decide cases of contempt by summary proceedings during the hearing. If the person found in contempt is a respondent, he shall be subject to either Disciplinary Warning or Censure and shall be warned that any further contempt, including further disruption, will lead to his Suspension. The penalty for being twice found in contempt shall be Suspension, in accordance with Section


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411.l(3) of these Rules. If the person found in contempt is not a respondent, he shall be subject to either Disciplinary Warning or Censure and shall be asked to leave the hearing. The Hearing Officer will warn the party that if he does not leave he will be suspended. Failure to leave at this time shall mandate a suspension in accordance with Section 411.l(3) of these Rules. If a disruption occurs, the Hearing Officer may: (1) order a recess and reconvene; (2) reconvene at an alternate place; (3) reconvene and limit the number of spectators; (4) reconvene and exclude designated spectator participants in the prior disorder; (5) reconvene in a closed hearing, provided that members of the University news media shall be excluded only on request of the respondent, save when an individual reporter acts obstreperously, in which case the Hearing Officer may admit a replacement for him. h. Respondent‖s Right to Elect Alternate Procedures in the Case of Charges of a Serious Violation. At any time up to the day of the hearing, student respondents may elect Dean‖s Discipline in lieu of these Rules; faculty and staff respondents


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may elect the disciplinary procedures to which they would ordinarily be subject but for these Rules. A respondent who has once elected the alternate procedure shall not thereafter be subject to these Rules with respect to the violations with which he was charged. i. Status of Respondent during Proceedings. Any respondent granted a leave of absence during the pendency of proceedings shall not, on that account, be granted a postponement or deferment. If, however, a respondent, having been notified of charges brought against him, voluntarily withdraws from the University permanently or indefinitely, the charges shall be dropped and proceedings shall be terminated. Upon any subsequent application for readmission to the University by a respondent who has withdrawn under such circumstances, the dean shall decide whether the applicant shall be subject to further discipline as a requirement for readmission. Whether degrees or certificates shall be withheld from candidates charged with violations of these Rules pending hearings is a matter of administrative discretion to be exercised by the appropriate dean. The decision should take into account the seriousness of the charge, the degree of punishment likely to be given, and the extent to which the plans of the respondent will


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be disrupted. A student‖s transcript shall not be withheld during the pendency of hearings, but the transcript shall be issued with a notation thereon of the pendency of the hearing and the possibility of sanctions if the respondent is found guilty of a violation of the Rules. The requirement of the notation may be waived in the discretion of the appropriate dean. If the respondent is charged with a violation of these Rules and criminal or civil charges are brought against the respondent for the same occurrence as the result of police action or civil proceedings, the University may proceed with disciplinary action, with the understanding that the respondent‖s response to the criminal charge shall take precedence should a conflict in hearing times occur. j. Conduct of Hearings after the End of an Academic Term. Except for the appeal procedures set forth in §418, the processes of these Rules shall go forward notwithstanding the end of an academic term. The University shall provide housing free of charge for up to seven days to all student respondents who remain at the University to participate in a hearing on charges against them after their room contracts with the University expire; the Hearing Officer in his discretion may extend the


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University‖s obligation to house respondents free of charge. The Hearing Officer in his discretion may excuse any student respondent from attendance at a consolidated hearing on a showing of hardship, provided the respondent agrees to be bound by the Hearing Officer‖s decision made on the basis of the consolidated hearing conducted during the respondent‖s absence. k. Decision of the Hearing Officer. The Hearing Officer promptly after the conclusion of the hearing shall prepare and send to the Rules Administrator and the respondent and such respondent‖s adviser, by hand delivery or registered mail, a written decision with an explanation of the reasons therefore, either acquitting the respondent of the charges or finding the respondent guilty of the charges on the basis of the clear preponderance of the evidence. The Hearing Officer may not find a respondent guilty of a simple violation subsumed under charges of a serious violation. If the Hearing Officer finds the respondent guilty, the Hearing Officer shall in his or her decision impose the sanction of Suspension or Dismissal, giving due regard to the circumstances of the offense and the offender, the seriousness of the offense, and offender‖s prior disciplinary record, except that the sanction of


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Suspension shall be imposed if the Hearing Officer finds the respondent guilty of charges of a simple violation based on conduct occurring while the respondent was under Censure. §448. APPEAL PROCEDURES. a. In cases of charges of a simple violation, the appeal procedure shall be as provided in the relevant Dean‖s Discipline. Only the respondent may appeal in the case of charges of a simple violation. b. In the case of charges of a serious violation, the appeal procedure shall be as follows: (1) Right to Appeal; Notice of Appeal. Either the Rules Administrator or the respondent may appeal the decision of the Hearing Officer by filing a notice of appeal with the Chairman of the University Judicial Board within 10 days after the sending of the decision by the Hearing Officer. A person found in contempt by the Hearing Officer may appeal the Hearing Officer‖s decision by filing a notice of appeal with the Chairman of the University Judicial Board within 10 days after the Hearing Officer‖s decision. A notice of appeal shall be in writing and shall include a


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brief statement of the reasons therefor. For purpose of this §418, only those days shall be counted that occur during the University‖s fall or spring term; any action taken between those terms shall be considered as having occurred on the first day of the next following fall or spring term. (2) Arrangements for the Appeal Hearing. Promptly after the filing of a notice of appeal, the Chairman of the University Judicial Board shall: i. designate a time and place for the appeal hearing, which shall not be less than 10 nor more than 14 days after the filing of the appeal; ii. notify the other members of the University Judicial Board and the Rules Administrator and the respondent and his adviser, or the person appealing a contempt decision, of the time and place of the appeal hearing; iii. designate, in consultation with the Rules Administrator and the respondent and his adviser, or the person appealing a contempt decision, the portions of the hearing record to be considered by the University Judicial Board. The record will normally consist of the record


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of the pre-hearing procedures, the verbatim record of the hearing, and the Hearing Officer‖s decision. (3) Appeal Hearing; Scope of the Review of the University Judicial Board. At the appeal hearing, the Rules Administrator and the respondent and his adviser, or the person appealing a contempt decision, shall present the case for and against the appeal to the University Judicial Board. In the case of an appeal of a contempt decision, the Rules Administrator shall present the case against the appeal. The case presented shall consist of reasoned argument based on the hearing record; the University Judicial Board shall not hear the testimony of witnesses and shall not consider any evidence not considered by the Hearing Officer. In its review the Board shall consider if requested: i. whether the Hearing Officer erred in the interpretation of these Rules; ii. abuse of discretion by the Hearing Officer; iii. the reasonableness of the Hearing Officer‖s decision on factual matters in light of evidence presented;


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iv. the reasonableness of the sanction imposed. (4) Decision of the Board. Within 14 days after the conclusion of the appeal hearing, the Chairman of the University Judicial Board shall prepare and send to the Hearing Officer, the Rules Administrator, and the respondent and his adviser, or the person appealing a contempt decision, by hand delivery or registered mail, the Board‖s written decision, with an explanation of the reasons therefor. The Board‖s decision may affirm or reverse the Hearing Officer‖s decision in whole or in part, including reversing an acquittal and imposing sanctions, and may remand to the Hearing Officer or the Rules Administrator for such further proceedings as the Board may direct, but the Board may not increase the sanctions imposed by the Hearing Officer. The Board‖s decision shall be by majority vote, including the Chairman. §449. PRESIDENTIAL ACTION. A final appeal may be made to the President for clemency or review, which the President may hear in his discretion in the case of


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charges of a serious violation, and in the case of charges of simple violation only if provided by the relevant Dean‖s Discipline. §450. ADDITIONAL JUDICIAL BOARDS. Should further University Judicial Boards be needed, the Executive Committee of the University Senate may appoint additional University Judicial Boards and shall seek to divide the original University Judicial Board as equitably as possible to ensure maximum continuity of experience. §451. COMMITTEE ON RULES OF UNIVERSITY CONDUCT. a. The University Senate Committee on Rules of University Conduct shall prepare any material that will facilitate the functioning of the procedures. b. Persons otherwise connected with the disciplinary procedures shall be excluded from the University Senate Committee on Rules of University Conduct. c. All changes in these Rules shall be passed by the University Senate for approval and acceptance by the Trustees in accordance with the Statues of the University. In order to comply with federal, state, and city laws, and to promote the health and well-being of its community, ____________________________________________________________________


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USAT – MONTSERRAT COLLEGE of MEDICINE

CURRICULAR COMPETENCES


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UNIVERSITY OF SCIENCE, ARTS & TECHNOLOGY

MONTSERRAT

COLLEGE OF MEDICINE

CURRICULAR COMPETENCIES

USAT College of Medicine has adopted the ACGME (Accreditation Committee for Graduate Medical Education) Competencies to serve as an organizing framework for the curriculum. These competencies have been modified for medical students. The six core competencies are Patient Care, Medical Knowledge, Practice-Based Learning and Improvement, Interpersonal and Communication Skills, Professionalism, and System- Based Practice. Measurable course objectives and benchmarks have been developed for students in the Preclerkship (years 1 and 2) and Clerkship/Advanced (years 3 and 4) phases of the curriculum.

USAT Med School-Wide Objective and Measurement

I. Patient Care: Students must be prepared to provide patient care that is compassionate, appropriate and

effective.

(m/e = measurement and evaluations)

A. Communicate effectively and demonstrate caring and respectful behaviors when interacting

with patients and their families.

1. PreClerkship

a. Students will establish a therapeutic relationship.

b. Students will use techniques which foster effective communication.

c. Students will assess the psychosocial and cultural context of the patient.


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(m/e: faculty observations and feedback, OSCE’s)

2. Clerkship/Advanced

a. Students will establish therapeutic relationships with diverse patients through the

lifespan.

b. Students will recognize and discuss the importance of family dynamics in health

care decision making.

c. Students will utilize the psychosocial and cultural context of the patient for

effective communication.

(m/e: faculty observations and feedback, case logs, clinical passport, clerkship evaluations, OSCE’s,

USMLE 2 CS)

B. Gather essential and accurate information about their patients.

1. PreClerkship (m/e: faculty observations and feedback, OSCE’s)

a. Students will conduct effective interviews with patients.

b. Students will take a complete medical history.

c. Students will use proper technique when performing a physical exam.

d. Students will perform a focused physical exam.

e. Students will perform a complete physical examination.


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a. Students will conduct effective interviews with patients.

b. Students will take a complete medical history.

c. Students will take focused medical histories relevant to the cc.

d. Students will perform focused physical exams relevant to the cc.

e. Students will identify abnormal findings.

f. Students will identify components of the physical exam that are critical to the

clinical presentation.

g. Students will relate differential diagnosis and exam findings

(m/e: faculty observations and feedback, case logs, clinical passport, clerkship evaluations, OSCE’s,

USMLE 2 CS)

C. Make informed decisions about diagnostic and therapeutic interventions based on patient

information and preferences, up-to-date scientific evidence, and clinical judgment.

1. PreClerkship

a. Students will identify differential diagnoses for cardinal presentations. (See

Appendix.)

b. Students will indicate appropriate evaluation and management plans for patients

utilizing evidence based medicine.


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(m/e: faculty observations and feedback, performance on MCQ)


a. Students will describe relevant diagnoses for cardinal presentations.

b. Students will identify diagnostic testing and management plans for patients they

follow on clerkships.

c. Students will modify diagnostic strategies in response to test results.

d. Students will develop appropriate patient management plans and indicate how

these would be carried out.

(m/e: faculty observations and feedback, case logs, clinical passport, clerkship evaluations, OSCEs,

USMLE 2 CS)

D. Counsel and educate patients and their families.

1. PreClerkship

a. Students will evaluate a patient’s level of understanding and its potential impact

on education and counseling.

b. Students will use lay person terminology to explain disease processes and

procedures.



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a. Students will develop approaches to counsel and educate patients.

b. Students will deliver counseling to patients and families which is individualized to

the patient/family situation.

(m/e: faculty observations and feedback, clerkship evaluations, OSCE’s)

E. Use information technology to support patient care decisions and patient education.

1. PreClerkship

a. Students will identify credible information sources for research and education.

(m/e: faculty observations and feedback)


a. Students will use best evidence to develop diagnostic and management plans and

to provide patient education.


F. Perform required clinical procedures.

1. PreClerkship

a. Students will perform the steps of basic life support.


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b. Students will understand the major principles of Universal Precautions.

c. Students will describe techniques for basic procedures. (See Appendix.)

(m/e: completion of BLS requirement, pass Universal Precautions course, faculty observations)


a. Students will perform designated essential procedures (See Appendix.) with

proper technique and consideration of patient’s rights.

b. Students will utilize universal precautions.

(m/e: faculty observations and feedback, procedure logs, OSCE’s)

G. Work with patients in preventing health problems or maintaining health.

1. PreClerkship

a. Students will identify risk factors for illness or injury within the context of the

individual, the family, work, and the social environment.

(m/e: faculty observations/evaluations, MCQ’s, pass Clinical Prevention course)


a. Students will identify standardized approaches for changing health behavior.


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b. Students will describe regimens for health maintenance.

(m/e: clerkship evaluations, NBME evaluations, case logs)

H. Work as members of multi-disciplinary health care teams to provide patient-focused care.

1. PreClerkship

a. Students will identify and describe the components of patient centered care in

practice environments.

b. Students will interact appropriately with others.

c. Students will identify the many roles that health care members have in patient

care.

(m/e: student portfolios, peer evaluations)


a. Students will interact appropriately with other healthcare team members.

(m/e: case conferences, clerkship evaluations)

USAT Med School -Wide Objective and Measurement

II. Medical Knowledge: Students must demonstrate knowledge about established & evolving basic & clinical

biomedical sciences, including epidemiological and social/behavioral sciences, & their application of this knowledge to

patient care.


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(m/e = measurement and evaluations)

By graduation, students will be able to:

A. Demonstrate knowledge and application of the basic and clinical sciences relevant and

appropriate to the clinical practice of medicine.

1. PRECLERKSHIP

a. Students will demonstrate knowledge of the molecular, biochemical, genetic and cellular

mechanisms that are important in normal human development, aging, and in maintaining

the body's homeostasis.

m/e: MCQ exams; Faculty observations and feedback

b. Students will demonstrate knowledge of the physical structure of the human body, of its

tissues and organs, of how organs and tissues function, and how these functions are

regulated and integrated, through the life cycle.


c. Students will demonstrate knowledge of the various acquired and congenital causes of

disease or injury in individuals and in populations.



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d. Students will demonstrate knowledge of how nutrition, health behaviors and preventive

measures influence health and disease in individuals and in populations.


e. Students will demonstrate knowledge of the altered structure and function of the human

body and its cells, tissues and organs, which are seen in various disease conditions or with

aging, and of the fundamentals of diagnosis and treatment regimens that may be applied to

address these conditions.


f. Students will demonstrate knowledge of the physical and functional determinants of

human cognition, awareness, behavior and personality, of how alterations of these result in

disease conditions, and of the fundamentals of diagnosis and treatment regimens that may

be applied to address these conditions.


g. Students will demonstrate knowledge of the power of the scientific method in

establishing cause and effect in human health and disease, the efficacy of traditional and

non-traditional therapies, and the ability to critically evaluate contemporary reports in basic

and clinical sciences.


2. CLERKSHIP/ADVANCED


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a. Students will demonstrate application of knowledge in the basic sciences fundamental to

clinical practice, to the processes of diagnosis, treatment, and prevention in the clinic and in

the community.

m/e: Faculty observations and feedback; Clerkship Evaluations; NBME Subject exams

B. Demonstrate an investigatory and analytic thinking approach to clinical situations.

1. PRECLERKSHIP

a. Students will demonstrate the ability to seek and identify credible data that addresses

issues in basic sciences fundamental to clinical practice and in clinical practice itself, and to

interpret that data.

m/e: MCQ exams: Faculty observations and feedback


a. Students will demonstrate knowledge about established and evolving clinical biomedical

sciences and the application of this knowledge to patient care.

m/e: Faculty observations and feedback; Clerkship Evaluations; NBME Subject exams



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III. Practice-Based Learning and Improvement: Students must be able to engage in self-

evaluation regarding their academic & clinical performance, develop plans for personal improvement, and

recognize how the application of new learning can be used to improve patient care.

m/e = measurements and evaluations


A. Demonstrate strategies to analyze academic and clinical performance over the course of their

professional careers, and develop improvement plans, in a methodical fashion.

1. PRECLERKSHIP

a. Students will assess their needs in basic science and clinical courses and establish

strategies for improvement.

m/e: Faculty observations and feedback; progress in preclinical courses

b. Students will develop reflective practice habits using analysis of academic and

clinical experiences to improve clinical performance.

m/e: Faculty observations and feedback; OSCEs

c. Students will demonstrate skills in self-directed learning by developing clinical

questions about patients and using credible information sources to find relevant

medical information to answer them.

m/e: Faculty observations and feedback; portfolios


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a. Students will identify strategies to continuously update personal clinical

knowledge and skills.

m/e: OSCE: Faculty observations and feedback; clerkship evaluations; conference

participation.

b. Students will develop reflective practice habits using analysis of academic and

clinical experiences to improve clinical performance.

m/e: OSCE: faculty observations and feedback; clerkship evaluations; conference

participation.

c. Students will determine the limits of their expertise and consult with others

residents, attending, etc. when needed.

m/e: OSCE: faculty observations and feedback; clerkship evaluations; conference

participation.

B. Locate, appraise, and assimilate evidence from scientific & clinical studies related to patients’

health problems.

1. PRECLERKSHIP


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a. Students will use information sources and journals to locate information related

to patient health.

m/e: Faculty observations and feedback; portfolio


a. Students will systematically appraise and assimilate scientific evidence through

reading of articles related to patient health.

m/e: Faculty observations and feedback; clerkship evaluations; EBM Presentations

C. Obtain and use information about patients they care for and the larger population from which

these patients are drawn.

1. PRECLERKSHIP

a. Students will define basic epidemiological terms and concepts.

m/e: Course performance; MCQ exams; Faculty observations and feedback

b. Students will identify the appropriate use of frequently used study designs.

m/e: Course performance; MCQ exams; faculty observations and feedback

c. Students will understand the application of basic biostatistical calculations.


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m/e: Course performance; MCQ exams; faculty observations and feedback


a. Students will apply concepts of epidemiology and biostatistics for diagnostic

screening, risk management, and therapeutic decision making.

m/e: Clerkship Evaluations; case logs; case management conferences;

OSCEs

b. Students will obtain and use information about the patients they care for and the

larger population of patients with similar clinical conditions to refine their

diagnostic, management and prognostic elements.

m/e: Clerkship Evaluations; case logs; case management conferences;

OSCEs

D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and

other information on diagnostic and therapeutic effectiveness.

1. PRECLERKSHIP

a. Students will use credible information sources to locate information related to

diagnostic and therapeutic clinical decision making.


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m/e: Faculty observations and feedback

b. Students will identify the appropriate use of frequently used study designs.


c. Students will understand the application of basic biostatistical calculations.



a. Students will critically appraise clinical trials.

m/e: Faculty observations & feedback; clerkship evaluations;

EBM presentation

b. Students will describe the principles of prudent ordering of diagnostic and

screening tests and use these principles in devising management plans.

m/e: Faculty observations & feedback; clerkship evaluations: EBM presentation

E. Use information technology to manage information, access on-line medical information; and

support their own education.


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1. PRECLERKSHIP

a. Students will access online information to prepare for case discussions and

engage in clinical reasoning.



a. Students will demonstrate facility with the use of information technology to meet

learning demands.

m/e: Faculty observations and feedback; clerkship evaluations

F. Facilitate the learning of other students and health care professionals.

1. PRECLERKSHIP

a. Students will work collaboratively in small groups.

m/e: Faculty observations and feedback; peer assessment; evaluation of teaching

effectiveness.

b. Students will participate in teaching activities.


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m/e: Faculty observations and feedback; peer assessment; evaluation of teaching

effectiveness.


a. Students will work collaboratively with students and other health care

professionals

m/e: Faculty observations; clerkship evaluations; case presentations

b. Students will appropriately share and elucidate clinical information.


c. Students will participate in teaching activities.



IV. Interpersonal and Communication Skills: Students must be able to demonstrate

interpersonal & communication skills, both verbal and written, that result in effective information exchange

with patients, patients’ families, peers, and other health professions colleagues.



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By graduation students will be able to:

A. Create and sustain a therapeutic and ethically sound relationship with patients in order to

effectively communicate their health care needs, including situations involving sensitive,

technically complex, or distressing information.

1. PRECLERKSHIP

a. Students will communicate respectfully with diverse patients.

b. Students will discuss and apply principles of medical ethics to patient cases.

c. Students will demonstrate appropriate behavior when interacting with patients

and other health professionals providing care.

m/e Faculty observations and feedback; professional citations


a. Students will demonstrate ethically appropriate interactions with patients.

b. Students will effectively establish a therapeutic relationship with all patients and

their families.

c. Students will adapt their communication style to the individual needs of the

patient and the urgencies of the situation.

m/e Faculty observations and feedback; clerkship evaluations; professionalism citations


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B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory,

questioning and writing skills, to both elicit and provide health care information to patients and

their families.

1. PRECLERKSHIP

a. Students will use techniques which foster effective communication including

active listening, clarification of patient responses, encouragement of sharing

concerns and questions.

b. Students will deliver information to patients with appropriate communication

strategies including use of the explanatory model, assessing the patient’s

understanding with direct questioning, and with written instructions.

m/e Faculty observations and feedback; OSCE’s


a. Students will use techniques which foster effective

communication including active listening, clarification of patient responses,

encouragement of sharing concerns and questions.

b. Students will deliver information to patients with appropriate communication

strategies including use of the explanatory model, assessing the patient’s

understanding with direct questioning, and with written instructions.


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c. Students will conduct a culturally-competent encounter, including use of an

interpreter when necessary.

d. Students will create and maintain appropriate records of clinical encounters using

standard terminology and formats, including written patient history and physicals,

in-patient and out-patient encounter notes and case log information.

m/e Faculty observations and feedback; clerkship evaluations; OSCEs; USMLE Step 2 CS

C. Work effectively with others as members of a health care team, including peers, residents,

faculty and other health care professionals.

1. PRECLERKSHIP

a. Students will participate effectively in small groups.

b. Students will identify and discuss working relationships between health care

professionals.

c. Students will demonstrate team behavior in academic and clinical settings.

m/e Faculty observations and feedback; OSCEs



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a. Students will participate effectively in small groups; students will participate

effectively in clerkship clinical activities with attendings, residents, and other health

professionals

b. Students will provide concise, accurate, verbal summaries of patient situations to

a faculty member, resident or peer, prioritizing the most significant factors for

clinical decision-making.

c. Students will identify their responsibilities as members of a health care team

d. Students will establish effective communication among members of the health

care team, including appropriate written and other communications.

m/e Faculty observations and Feedback; Clerkship Evaluations; OSCEs; USMLE Step 2CS


V. Professionalism: Students must demonstrate a commitment to carrying out professional

responsibilities, adherence to ethical principles, & sensitivity to a diverse patient population.


By graduation students will be able to::

A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other

health professionals.

1. PRECLERKSHIP


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a. Students will engage in truthful interactions with peers, faculty & staff.

m/e Peer assessment; professionalism citations

b. Students will dress and act in a professional manner.


c. Students will demonstrate preparedness for class, meetings and patient

care activities.


d. Students will maintain appropriate boundaries in all learning situations.


e. Students will relate collegially to fellow students, faculty and staff in

learning environments; will listen to others respectfully and attentively; will

resolve conflicts in a collegial manner.

m/e Faculty observations and feedback; Peer assessment; OSCEs; professionalism

citations

f. Students will demonstrate attitudes and behaviors which convey respect

for other students, faculty and staff in all situations and will be receptive to

diverse opinions and values.

m/e Faculty observations and feedback; clerkship evaluations; OSCEs


a. Students will demonstrate preparedness for class, meetings and patient

care activities.


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b. Students will convey information honestly and tactfully; will engage in

truthful interactions with patients, peers, and in professional work.


c. Students will act and dress in a professional manner.


d. Students will maintain appropriate boundaries in work/learning/patient

care situations.


e. Students will demonstrate respect for the wishes of patients; will attend

to patient needs for comfort and privacy.


f. Students will demonstrate respect in relationships toward other health

care team members and patients.


B. Demonstrate accountability to patients, society, and the profession, and a commitment to

excellence and on-going professional development.

1. PRECLERKSHIP


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a. Students will demonstrate self motivation and accountability for their

own learning.

m/e Faculty observations and feedback

b. Students will be prepared for class.


c. Students will complete assignments in a timely manner.


d. Students will maintain good attendance and punctuality for scheduled

activities and appointments.



a. Students will maintain good attendance and punctuality for scheduled

activities and appointments.


b. Students will demonstrate initiative in fulfilling responsibilities to patients,

and responsibility to others on the healthcare team.


c. Students will perform tasks independently as appropriate to current level

of training.



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C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of

clinical care, confidentiality of patient information, and informed consent.

1. PRECLERKSHIP

a. Students will not discriminate regardless of race, gender, religion, sexual

orientation, age, disability, intelligence and socio-economic status; will react

appropriately to other’s lapses in conduct and performance.

m/e Peer assessment; faculty observation & feedback; professionalism citations

b. Students will maintain the confidentiality of examination material.

m/e Completion of HIPAA training;

c. Students will identify the principles of patient confidentiality, informed

consent, and information sharing.

m/e Review of Portfolio entries

d. Students will recognize the importance of ethical decision making.

m/e Review of Portfolio entries


a. Students will not discriminate regardless of race, gender, religion, sexual

orientation, age, disability, intelligence and socio-economic status; will react



268

m/e Faculty observations and feedback; clerkship evaluations; case management

conferences

b. Students will discuss the importance of patient confidentiality and

informed consent.

m/e Faculty observations and feedback; clerkship evaluations; case management

conferences

D. Demonstrate sensitivity and responsiveness to patient individuality including the role of

culture, ethnicity, gender, age, disabilities, and other aspects of health practices and decisions.

1. PRECLERKSHIP

a. Students will demonstrate sensitivity and respect in patient interactions

regardless of race, gender, religion, sexual orientation, age, disability,

intelligence, and socio-economic status.

m/e Faculty observations and feedback; OSCEs


a. Students will demonstrate sensitivity and respect in patient interactions

regardless of race, gender, religion, sexual orientation, age, disability,



b. Students will recognize the need for patient involvement in decision

making and the incorporation of patients’ values and beliefs into

management plans.



269

E. Recognize and address personal limitations, attributes or behaviors that might influence their

effectiveness as a physician.

1. PRECLERKSHIP

a. Students will demonstrate self motivation & accountability for own

learning; will seek help when needed.

m/e Academic progress; faculty observations and feedback; professionalism

citations

b. Students will accept constructive criticism & will modify behavior based

on feedback.


citations

c. Students will maintain responsibility for the physical and mental

health of themselves and their peers


citations


a. Students will seek help at appropriate times.

m/e Faculty observations and feedback; clerkship evaluations; professional citations;


270

OSCEs

b. Students will admit to errors of omission and commission and assume

responsibility; inform a supervisor when mistakes occur.

m/e Faculty observations and feedback; clerkship evaluations; professional citations;

OSCEs

c. Students will maintain responsibility for the physical and mental

health of themselves and their peers.

m/e Clinical observations, clerkship evaluations, OSCEs

d. Students will accept constructive criticism in an appropriate manner.


e. Students will recognize areas that need improvement, seek advice, and

demonstrate that they are able to incorporate feedback in order to make

changes in behavior.


f. Students will maintain composure during difficult interactions.



VI. Systems-Based Practice: Students will be able to function effectively in teams and within a larger

organizational structure. They must demonstrate an awareness of the larger context & system of health care

and of the resources available within the system to provide optimal care to individual patients and groups.

Finally, students must demonstrate an awareness of current barriers to health care and of the various

strategies designed to assist patients in gaining access to care.


271


By graduation students will be able to:

A. Demonstrate effective involvement in a health care team and be able to recognize how their

involvement in patient care may affect other members of the health care profession.

1. PRECLERKSHIP

a. Students will identify the basic components of the health care system and their

interdependencies.

m/e Faculty Observations and feedback; portfolio

b. Students will be able to discuss the interdisciplinary approach to improving health

care.

m/e Faculty Observations and feedback; portfolio


a. Students will participate effectively in small groups; students will participate

effectively in clerkship clinical activities with attendings, residents, and other health

professionals.

m/e Faculty observations and feedback; clerkship evaluations

B. Know how types of medical practice and delivery systems differ from one another, including

their methods of controlling health care costs and allocating resources.


272

1. PRECLERKSHIP

a. Students will compare and contrast different types of medical practice and

delivery systems and identify methods for allocation of resources and controlling

health care costs

m/e Faculty observations and feedback; portfolio


a. Students will recognize that participation in patient care in various settings, e.g.,

emergent/urgent care facilities, underserved clinics and communities, long-term

care facilities and tertiary academic/community hospital settings) has unique

priorities, opportunities and constraints that may affect health care delivery.

m/e Clerkship evaluation; faculty observations and feedback; case management projects

b. Students will describe how different methods of cost control affect physicians’

relationships with their colleagues, their patients, and society.

m/e Clerkship Evaluation; faculty observations and feedback; case management projects

c. Students will describe the strengths and shortcomings of the U.S. system for

financing and delivering medical care, particularly to those from

underserved/minority groups.

m/e Clerkship Evaluation; faculty observations and feedback; case management projects

C. Describe the principles of cost-effective health care and resource allocation that does not

compromise quality of care.

1. PRECLERKSHIP


273

a. Students will learn principles of cost-effective health care and the allocation of

resources and describe realities that enhance/ hinder implementation.



a. Students will recognize appropriate cost effective decision making and resource

allocation.

m/e Clerkship Evaluation; faculty observations and feedback; case management conference

D. Advocate for quality patient care and assist patients in dealing with system complexities.

1. PRECLERKSHIP

a. Students will assess the health care needs of their patients and a community site.


b. Students will use effective communication strategies to educate and counsel

patients in dealing with health care complexities.



a. Students will use effective communication strategies to educate and counsel

patients in dealing with health care complexities, to communicate with peers, and to

overcome and address barriers to health care access.

m/e Clerkship Evaluation; faculty observations and feedback


274

b. Students will recognize appropriate consultation resources that can optimize

patient care and management of health behaviors, including different physician

specialties, other health care professionals, and community health agencies, and

describe strategies to enhance collaboration of these resources.

m/e Clerkship Evaluation; faculty observations and feedback

E. Be aware of how to partner with health care managers and health care providers to assess,

coordinate, and improve health care and know how these activities can affect system

performance.

1. PRECLERKSHIP

a. Students will recognize the importance of practice guidelines and quality

improvement for patient safety.

Faculty observations and feedback; portfolio


a. Students will outline strategies for effective quality assurance, including

partnership with other health care managers/providers and the utilization of

information.

Clerkship evaluations; faculty observations and feedback; case management conference

b. Students will recognize the source of common medical errors and discuss

strategies to address them.

Clerkship evaluations; faculty observations and feedback; case management conference


275

ACLS

I. PATIENT CARE – Students must be prepared to provide patient care that is compassionate,

appropriate, and effective.


A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with

patients and their families.



information and preference, up-to-date scientific evidence, and clinical judgment.




ACLS: Students will demonstrate proficiency in the following skills to the Standards of the

American Heart Association:

1. Heathcare provider CPR (adult )

2. Intubation with Endotracheal Tube, LMA and Combitube.

3. Use of Bag Valve Mask , Oral and Nasal Airway

4. Recognition of normal and abnormal ECG’s (EKG)

5. Use and operation of manual and automated defibrillators.

6. Use of non-invasive pacemakers.

7. Administration of appropriate drugs for cardiac arrhythmias.

ACLS:Students will achieve a “Pass” in a mega code practical exercise working as a team.

ACLS: Students will achieve a “Pass” in a standardized AHA written examination.

ACLS:Students will achieve a “Pass” in an ECG recognition examination.

Measurement/Evaluation: Faculty observation



I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory,

questioning and writing skills, to both elicit and provide health care information to patients and their

families.

II. MEDICAL KNOWLEDGE – Students must demonstrate knowledge about established and

evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral

sciences, & their application of this knowledge to patient care.


276





III. PRACTICE BASED LEARNING AND IMPROVEMENT – Students must be able to engage

in self-evaluation regarding their academic & clinical performance, develop plans for personal

improvement, and recognize how the application of new learning can be used to improve patient

care.




B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients’

health problems.

C. Obtain and use information about patients they are for and the larger population from which these

patients are drawn.



E. Use information technology to manage information and access on-line medical information; and



IV. INTERPERSONAL AND COMMUNICATION SKILLS – Students must be able to

demonstrate interpersonal & communication skills, both verbal and written, that results in effective

information exchange with patients, patients’ families, peers, and other health professions

colleagues.



effectively communicate their health care needs, including situations involving sensitive, technically

complex, or distressing information.

B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory;


families.

C. Work effectively with others as members of a health care team, including peers, residents, faculty

and other health care professionals.

V. PROFESSIONALISM – Students must demonstrate a commitment to carrying out professional

responsibilities, adherence to ethical principals & sensitivity to a diverse patient population.


277




ACLS: Students will demonstrate standards of professionalism, including respect, honesty,

reliability and responsibility, in interactions with faculty, staff, peers, and patients

Evaluation/Measurement: Professionalism form

B. Demonstrate accountability to patients, society and the profession, and a commitment to


C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical

care, confidentiality of patient information, and informed consent.

D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture,

ethnicity, gender, age, disabilities, and other aspects of health practices and decisions.



VI. SYSTEMS-BASED PRACTICE – Students will be able to function effectively in teams and

within a larger organizational structure. They must demonstrate an awareness of the larger context &

system of health care and of the resources available within the system to provide optimal care to

individual patients and groups. Finally, students must demonstrate an awareness of current barriers to

health care and of the various strategies designed to assist patients in gaining access to care.




B. Know how types of medial practice and delivery systems differ from one another, including their

methods of controlling health care costs and allocating resource.





coordinate, and improve health care and know how these activities can affect system performance.

Basic Life Support I




278










Basic Life Support 1: Students will demonstrate and perform CPR and Air Obstruction Techniques

on an adult patient to the Standards of the American Heart Association.






families.











care.





health problems.


279


patients are drawn.









colleagues.







families.








Basic Life Support 1: Students will demonstrate standards of professionalism, including respect,

honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients









280


















Basic Life Support II












Basic Life Support 2: Students will demonstrate and perform the following skills on an adult, child

and infant:

1. Single rescuer CPR

2. Two person CPR

3. Obstructed airway techniques


281

4. Use of Bag Valve Mask Ventilator

5. Use of AED (Automated External Defibrillator) excluding the infant

Basic Life Support 2: Students will achieve a “Pass” in the standardized AHA examination.






families.








III. PRACTICE BASED LEARNING AND IMPROVEMENT – Students must be able

to engage in self-evaluation regarding their academic & clinical performance, develop plans for

personal improvement, and recognize how the application of new learning can be used to improve

patient care.





health problems.


patients are drawn.







282




colleagues.







families.



V. PROFESSIONALISM – Students must demonstrate a commitment to carrying out

professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient

population.




Basic Life Support 2: Students will demonstrate standards of professionalism, including respect,











VI. SYSTEMS-BASED PRACTICE – Students will be able to function effectively in teams

and within a larger organizational structure. They must demonstrate an awareness of the larger

context & system of health care and of the resources available within the system to provide optimal

care to individual patients and groups. Finally, students must demonstrate an awareness of current

barriers to health care and of the various strategies designed to assist patients in gaining access to

care.


283











Behavioral Science and Psychiatry






Behavioral Science: Students will emulate non-judgmental approaches to communication with

individuals suffering from mental illness.

Behavioral Science: Students will demonstrate respect for patients and their families

Behavioral Science: Students will demonstrate respect for other students, faculty and other health

care professionals

Behavioral Science: Students will emulate compassionate treatment of patients and respect for their

privacy and dignity

Behavioral Science: Students will demonstrate respect of others’ lifestyles, backgrounds, economic

circumstances and belief systems regardless of gender, race, ethnicity, religion or sexual orientation

Measurement/evaluation: faculty observation









284




families.







Behavioral Science: Students will integrate elements of behavioral science and clinical psychiatry

including:

1. Biopsychosocial understanding of wellness and illness

2. Clinical & laboratory manifestations of common psychiatric disorders

3. Common treatments for psychiatric disorders

4. Non-biological determinants of poor health, as well as knowledge of economic, social,

psychological & other factors that contribute to the development and/or continuation of disorders

5. Identification of our own limitations

Behavioral Science: Students will discuss the impact of biological, psychological and social

variables on the exacerbation and persistence of mental illness.

Measurement/evaluation: Multiple Choice Question exam





patient care.





health problems.


patients are drawn.




285







colleagues.







families.





population.




Behavioral Science: Students will demonstrate standards of professionalism, including respect,












286
















Nutrition
















families.


287







Nutrition: Students will describe the biochemical basis of nutritional requirements.

Nutrition: Students will describe basic nutritional concepts involving the major classes of

biomolecules (protein, carbohydrates and lipids) and to re-enforce basic biochemical knowledge.

Nutrition: Students will define and discuss the roles vitamins, minerals and trace elements play

biochemically in both normal and disease conditions, and to demonstrate insight into the rationale for

supplementation with these molecules.

Nutrition: Students will describe the benefits, and risks of use of vitamin and mineral supplements.

Nutrition: Students will interpret the Dietary Guidelines for Americans and the Dietary Reference

Intakes (DRIs).

Nutrition: Students will describe and discuss the major biochemical, physiological, and cultural

issues involved in obesity; including the parameters used to evaluate weight status; to evaluate the

scientific basis for weight loss diets and surgical treatment of obesity.

Nutrition: Students will evaluate a diet for its energy and nutrient content and quality.

Nutrition: Students will discuss by example the role of nutrition in prevention, etiology, and

treatment of disease.

Nutrition: Students will describe the differences in nutritional needs and habits that are linked to the

life cycle and to specific events in life such as pregnancy, including an understanding of their

biochemical basis.

Nutrition: Students will discuss nutritional habits of the general patient population, with

consideration of personal, ethnic, socio-economic, geographical, and cultural influences and habits.

Nutrition: Students will integrate other course content with the field of nutritional genomics, and its

implications for the future of nutrition.

Nutrition: Students will describe how nutrition, physical activity and lifestyle behaviors can have

substantial, long-term effects on development, health maintenance, and disease prevention and

treatment.

Nutrition: Students will emulate non-judgmental approaches to communication with individuals with

respect to their personal diet habits.

Nutrition: Students will list the nutritional components of healthy living.


288

Nutrition: Students will interpret contemporary clinical nutrition data and in the evaluation of "fad"

dietary regimes.

Nutrition: Students will evaluate specific individual diets and the dispensation of scientifically

supported advice when warranted.

Nutrition: Students will demonstrate skill in the use of nutrition knowledge and concepts in diagnosis

and treatment of patients and prevention of disease.

Measurement/evaluation: Multiple Choice Wuestionexam; faculty observations and feedback in

small group discussions; dietary analysis written assignment


Nutrition: Students will investigate and discuss the collection of a 24 hour diet diary and the web-

based analysis of the food intake in terms of nutrient content.

Nutrition: Companioned with the above, students will perform a meaningful “experimental diet”

study, including a critical analysis using analytical thinking of the nutrient intakes of the normal and

experimental diet.

Measurement/evaluation: Multiple Choice Question exam; faculty observations and feedback in

small group discussions; dietary analysis written assignment




patient care.





health problems.


patients are drawn.







289




colleagues.







families.





population.




Nutrition: Students will demonstrate standards of professionalism, including respect, honesty,
















care.


290











Biochemistry

I. PATIENT CARE



Biochemisty: Students will emulate non-judgmental approaches to communication with individuals

suffering from disease states.












families.

II. MEDICAL KNOWLEDGE


291



Biochemistry: Students will describe features of the chemistry of amino acids, and how they

function as the building blocks of proteins.

Biochemistry: Students will summarize features of protein structure and function (as enzymes and

for structural purposes).

Biochemistry: Students will describe the chemistry of nucleotides, and how they function as the

building blocks of nucleic acids.

Biochemistry: Students will integrate the metabolism of glucose and its utilization as an energy

source, with the metabolism of other carbohydrates, both simple and complex, and with the

metabolism of amino acids and lipids, in both health and disease.

Biochemistry: Students will describe the structure and function of the mitochondrion, and its role in

energy metabolism and in specific pathologies in humans

Biochemistry: Students will integrate the metabolism of amino acids, nucleotides, and other

nitrogen-containing compounds, and with the metabolism of carbohydrates and lipids, in both health

and disease.

Biochemistry: Students will describe the structure and metabolism of fatty acids, tri-acylglycerols,

phospholipids, glycolipids, and sterols.

Biochemistry: Students will integrate the metabolism of lipids as energy sources, in membrane

structure and function, hormone signaling, and with the metabolism of carbohydrates and amino

acids, in both health and disease.

Biochemistry: Students will integrate hormonal control of carbohydrate and fatty acid/lipid

metabolism by the principal signaling hormones insulin and glucagon, with local allosteric

regulators.

Biochemistry: Students will describe the structure and function of lipoproteins and their roles in

normal and specific disease states.

Biochemistry: Students will integrate the above regulation into the context of organelles, organs,

organ systems, life styles and treatment modalities.

Biochemistry: Students will manage additional specific topics relating to human health and disease

for which a substantial component of their understanding is found at the level of the roles of

biomolecules (examples include but are not limited to sickle cell anemia, diabetes, cystic fibrosis,

glycogen storage disease, atherosclerosis, leukemia, and in general clinical diagnosis).

Biochemistry: Students will demonstrate skills in the interpretation of contemporary biochemical

data on each of the major classes of biomolecules, that is also pertinent to the practice of clinical

medicine and research into human health and disease.

Evaluation/Measurement: Multiple Choice Question exam


III. PRACTICE BASED LEARNING AND IMPROVEMENT




health problems.


292


patients are drawn.






IV. INTERPERSONAL AND COMMUNICATION SKILLS






families.



V. PROFESSIONALISM



Biochemistry: Students will demonstrate standards of professionalism, including respect, honesty,











VI. SYSTEMS-BASED PRACTICE




293








Cellular and Genetic Mechanisms
















families.








294

Cellular and Genetic Mechanisms: Students will describe and integrate aspects of information

transfer within cells and the molecules and organelles which accomplish it: DNA and its replication,

RNA synthesis and its control, and protein synthesis.

Cellular and Genetic Mechanisms: Students will describe and integrate important aspects of cell

structure, including: basic features of cell structure; membranes and cell polarity; receptors and cell

signaling; the cytoskeleton; molecular motors; chromosomes; the endosome/lysosome pathway; cell

adhesion molecules and cell junctions; extracellular matrix proteins and cellular proteins that interact

with them.

Cellular and Genetic Mechanisms: Students will describe and integrate aspects of cell function,

relating to division, growth, differentiation, and programmed death, including mitosis, the control of

cell division, and alterations of this control in cancer cells; protein secretion, apoptosis, early events

in human development and the cell biology of wound healing.

Cellular and Genetic Mechanisms: Students will name important features of epithelial and

connective tissue, and cartilage and bone, and identify them in photographs and tissue sections.

Cellular and Genetic Mechanisms: Students will describe and integrate basic aspects of genetics at

the levels of molecules, cells, and organisms, as it applies to the pathogenesis and diagnosis of

human genetic disease, including: the human genome and karyotype; meiosis, recombination, and

identification of disease-producing genes by linkage analysis.

Cellular and Genetic Mechanisms: Students will describe and apply methodologies in human

genetics as they apply in the clinic, including but not limited to genetic counseling and pedigree-

based, population-based and Baysian risk assessment.

Cellular and Genetic Mechanisms: Students will describe and apply technologies in contemporary

molecular biology to matters of human health and disease, including the use of plasmids, restriction

endonucleases and other enzymes of recombinant DNA technology; gel electrophoresis, Southern

blotting, molecular cloning, and determination of DNA sequence; FISH and microchip analysis.

Cellular and Genetic Mechanisms: Students will describe the genetic basis for human disease and

process of growth and development, including but not limited to common autosomal trisomies and

sex chromosome anomalies, sexual differentiation disorders, triplet-expansion diseases, genetically-

complex conditions; and some important topics on the genetic basis of development, including the

wnt, hedghog, and TGF-beta pathways and their roles in development.

Evaluation/Measurement: Multiple choice question exam; lab practical exam.


Cellular and Genetic Mechanisms: Students will locate and employ important web-based sources

of current information on genetic disease and how to obtain information from them.

Evaluation/measurement: faculty evaluation of a group case-history presentation involving a

genetic disease



295



patient care.





health problems.


patients are drawn.









colleagues.







families.





population.




• Students will demonstrate standards of professionalism, including respect, honesty, reliability and

responsibility, in interactions with faculty, staff, peers, and patients



296














care.











Clinical Pathophysiology











297







families.







Clinical Pathophysiology: Students will discuss and integrate the pathophysiology of specified

diseases and conditions in the following clinical disciplines:

1. Hematology, including anemia, bleeding disorders and clotting disorders

2. Cardiology, including coronary disease, heart failure, and murmurs

3. Pulmonary Diseases, including obstructive and infiltrative disease

4. Gastroenterology, including upper and lower GI ailments, as well as liver, pancreas, and biliary

diseases

5. Kidney Diseases, including hypertension, acid-base and electrolyte disorders, and acute and

chronic kidney disease

6. Endocrinology & Metabolism, including diabetes, lipid disorders, and thyroid disease

7. Rheumatology & Connective Tissue Diseases, including inflammatory and non-inflammatory

disorders

8. Infectious Diseases, including common infections and vaccines

Measurement/evaluation: Multiple Choice Question exams, faculty observation


Clinical Pathophysiology: Students will discuss and integrate case-based clinical pathophysiology

problems.

Measurement/evaluation: Multiple Choice Question exams, faculty observation




patient care.


298





health problems.


patients are drawn.









colleagues.







families.





population.




Clinical Pathophysiology: Students will demonstrate standards of professionalism, including respect,




299



Clinical Pathophysiology: Students will demonstrate a professional comportment and adherence to

the medical school’s Code of Professional Conduct in all course-related activities.

Measurement/evaluation: Faculty observation and use of Professionalism form












care.











Clinical Prevention








300










families.







Clinical Prevention: Students will demonstrate use of epidemiologic methods in public health

decision making and in communicating evidence based decisions to potential patients.

Clinical Prevention: Students will list and describe specific pediatric and adult risk factors, as well as

cultural issues pertinent to making informed health care decisions.

Clinical Prevention: Students will describe route of exposure, administrative practices, and the use of

protective equipment to prevent infectious disease transmission to patients and to healthcare workers.

Clinical Prevention: Students will list and describe concepts of primary, secondary, and tertiary

prevention to the practice of preventative healthcare.

Clinical Prevention: Students will evaluate screening and diagnostic testing methodologies for

cancer, heart disease, diabetes and other chronic adult illnesses (e.g. use of colonoscopy, fecal occult

blood testing, chest xray, chest ct, prostate cancer screening, breast cancer screening)

Clinical Prevention: Students will describe the incorporation of immunizations into preventive health

strategies in pediatric and adult medicine

Clinical Prevention: Students will apply epidemiological concepts to the analysis of randomized

clinical trials, and metanalyses to determine efficacy of medications and other treatments.

Clinical Prevention: Students will employ concepts reviewed in pediatric, adolescent, and adult

clinical prevention in the practice of preventative health care.

Measurement/evaluation: Multiple Choice Question exam and faculty observation in small group


Clinical Prevention: Students will employ principles of clinical prevention to determine that articles

present scientific evidence (randomized clinical trials, case control, cohort studies)


301

Clinical Prevention: Students will apply statistical principles to identify significance, predictive

value, incidence, prevalence in order to best evaluate the medical evidence

Measurement/evaluation: Multiple Choice Question exam and faculty observation in small group




patient care.





health problems.


patients are drawn.









colleagues.







families.





population.


302




Clinical Prevention: Students will interact with peers to develop group conclusions to complex health

issues

Measurement/evaluation: faculty observation in small group

Clinical Prevention: Students will demonstrate standards of professionalism, including respect,
















care.











Epidemiology, Statistics and Prevention


303

Competency: I. PATIENT CARE - Students must be prepared to provide patient care that is compassionate,



A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients

and their families.


C. Make informed decisions about diagnostic and therapeutic interventions based on patient information

and preference, up-to-date scientific evidence, and clinical judgment.






I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning

and writing skills, to both elicit and provide health care information to patients and their families.

Competency: II. MEDICAL KNOWLEDGE - Students must demonstrate knowledge about established and

evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, &

their application of this knowledge to patient care.


A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to the

clinical practice of medicine.

Students will define and describe evidence-based medicine, and explain how population-based studies can enhance or undermine confidence in a medical treatment.

Students will name and describe the Bradford Hill postulates regarding causation. Students will describe the role of causal judgment in clinical medicine. Students will describe the strengths and limitations of evidence-based medicine in clinical

decisions regarding diagnosis, treatment, and prevention. Students will explain population-based differences in health and health care. Students will explain the relationship between finance, income, globalization, and health

care. Students will describe individual physician roles in improving health care quality and

equality. Students will list assumptions underlying risk communication. Students will describe the changing financing of health insurance in employment. Students will explain the characteristics of the tobacco epidemic and the model of nicotine

addiction.


304

Students will identify the four pillars of tobacco control: reducing current use, stopping new smokers, reducing harm, reducing nicotine/tar delivery.

Evaluation/measurement: Multiple Choice Question exam

Epidemiology

Students will define epidemiology and explain the role of epidemiology in evidence-based medicine.

Students will define and explain latency, incubation period, herd immunity, and explain attack rate, case-fatality rateand other basic terminology.

Students will explain the strengths and limitations of cohort, case-control, retrospective and prospective study designs.

Students will define neonatal, perinatal, infant, and child mortality. Students will define relative risk, attributable risk, odds ratio, and power. Students will calculate the relative risk for a hypothetical data set. Students will explain how bias and confounding effects can be reduced in cohort studies and

how these can be minimized in randomized, double-blined and cross-over designs. Students will perform age adjustment on a data set. Students will apply their epidemiologic knowledge in critical reading of epidemiologic studies

(small group discussion assignments). Students will identify the major international health problems. Students will describe population-based differences in access to and quality of health and

health care on the international and national level. Students will describe the breadth and magnitude of disparities as evidenced in the report

"Unequal Treatment." Students will describe the mismatch between population growth, demography, and

resources (land, water, food, health care). Students will describe the changing demography of work in New Jersey and the United

States.

Evaluation/measurement: Multiple Choice Question exam and faculty observation in small

groups

Biostatistics

Students will discuss basic principles of statistical description and analysis. Students will explain the properties of distributions, measures of central tendency, and tests

of deviation. Students will contrast statistical significance and biological significance. Students will explain the role of probability, hypothesis testing, statistical inference and

significance. Students will perform basic univariate and multivariate statistical analyses. Students will interpret statistical analyses in published epidemiologic studies. Students will calculate and interpret measures of central tendency and dispersion,

parametric and non-parametric analysis of variance, linear and multivariate regression and statistical power and principles of sensitivity, specificity, and predictive value.

Students will explain the principles and importance of randomization. Students will define and describe meta-analysis and explain its strengths and limitations of

meta-analysis.


305


Toxicology and Environment

Students will identify and discuss the principles of the dose-response curve and its basic role in pharmacology and toxicology.

Students will describe the scope of environmental chemical hazards and potential for interaction.

Students will describe the general principle of environment-gene interactions in disease causation.

Students will explain how our environment(s) (home, community, workplace) can contribute to our health or disease.

Students will describe the characteristics that influence exposure: genetics, gender, life-cycle and development, health behaviors, work, and residence.

Students will describe the pervasive role of mixed exposures vs single chemical research and regulation.

Students will explain the workplace as a target and as a haven in the case of terrorism and disasters.

Students will explain how home and community environments can impact health Students will describe pathways of exposure from the environmental media to the body. Students will explain the physician and health care organization roles in preparedness for

deliberate (terrorism) and natural disasters.



o Students will read and critique epidemiologic studies. o Students will identify hypotheses, actual or potential biases and confounders and assess

their impact on results in published studies. o Students will describe how the authors of published studies used statistical approaches to

reach or support their conclusions. o Students will interact with fellow students to formulate and express an opinion about the

reliability and value of each study. o Students will discuss the goals and principles of effective communication. o Students will explain how communication can change beliefs, attitudes or behaviors.

Evaluation/measurement: Faculty observation in small groups and critical reading

assignments

Competency: III. PRACTICE BASED LEARNING AND IMPROVEMENT - Students must be able to engage in self-







306

B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients' health

problems.


patients are drawn.

D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other

information on diagnostic and therapeutic effectiveness.

E. Use information technology to manage information and access on-line medical information; and support

their own education.


Competency: IV. INTERPERSONAL AND COMMUNICATION SKILLS - Students must be able to demonstrate

interpersonal & communication skills, both verbal and written, that results in effective information exchange

with patients, patients' families, peers, and other health professions colleagues.


A. Create and sustain a therapeutic and ethically sound relationship with patients in order to effectively

communicate their health care needs, including situations involving sensitive, technically complex, or

distressing information.

B. Utilize appropriate and effective communication strategies, including nonverbal, explanatory; questioning


C. Work effectively with others as members of a health care team, including peers, residents, faculty and

other health care professionals.

Competency: V. PROFESSIONALISM - Students must demonstrate a commitment to carrying out professional



A. Demonstrate respect, compassion, and integrity in interactions with peers, patients, and other health

professionals.

B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence and

on-going professional development.

C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care,

confidentiality of patient information, and informed consent.

D. Demonstrate sensitivity and responsiveness to patient individuality including the role of culture, ethnicity,

gender, age, disabilities, and other aspects of health practices and decisions.


307



Competency: VI. SYSTEMS-BASED PRACTICE - Students will be able to function effectively in teams and


system of health care and of the resources available within the system to provide optimal care to individual

patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and

of the various strategies designed to assist patients in gaining access to care.


A. Demonstrate effective involvement in a health care team and be able to recognize how their involvement

in patient care may affect other members of the health care profession.

B. Know how types of medial practice and delivery systems differ from one another, including their methods

of controlling health care costs and allocating resource.

C. Describe the principles of cost-effective health care and resource allocation that does not compromise

quality of care.


E. Be aware of how to partner with health care managers and health care providers to assess, coordinate,

and improve health care and know how these activities can affect system performance.

Gross and Developmental Anatomy













308





families.







Gross and Developmental Anatomy: Students will accurately employ anatomical nomenclature to

describe most of the gross anatomical structures of the body.

Gross and Developmental Anatomy: Students will summarize clinically relevant anatomical

features of the major body systems including cardiovascular, musculoskeletal and nervous systems.

Gross and Developmental Anatomy: Students will identify anatomical structures on cadavers,

living individuals and in various diagnostic imaging modalities.

Gross and Developmental Anatomy: Students will describe the structural and functional

relationships between structures of the back, spinal cord and spinal nerves.

Gross and Developmental Anatomy: Students will integrate the structural and functional

relationships of major upper limb structures and relate them to clinically important functional deficits

seen with common upper limb injuries.


relationships of major lower limb structures and relate them to clinically important functional deficits

seen with common lower limb or lower back injuries.


relationships of major head and neck structures and relate them to clinically important functional

deficits.

Gross and Developmental Anatomy: Students will summarize the role of anatomical structures in

the mechanics of respiration.

Gross and Developmental Anatomy: Students will describe the development of the heart and its

relationship to common congential defects.

Gross and Developmental Anatomy: Students will integrate the relationship of mediastinal

structures on a cadaver with those seen in cross sectional images.

Gross and Developmental Anatomy: Students will describe the anatomy of the abdominal wall and

how it relates to hernias.

Gross and Developmental Anatomy: Students will describe the development of the gastrointestinal

tract and its relationship to common congential defects.

Gross and Developmental Anatomy: Students will describe the development of the genitourinary

system and its relationship to common congential defects.

Gross and Developmental Anatomy: Students will describe the organization of pelvic visceral

structures and its relationship with pelvic visceral function.

Gross and Developmental Anatomy: Students will compare and contrast the anatomy of the male

and female perineum.


309

Evaluation/Measurement: Multiple Choice Question exam and faculty observation in small

group/dissection





care.





health problems.


patients are drawn.









colleagues.







families.






310




Gross and Developmental Anatomy: Students will demonstrate standards of professionalism,

including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and

patients

























M1 Integrated Cases

Competency: I. PATIENT CARE


and their families.


311









I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning





M1 Integrated: Students will demonstrate integration and application of knowledge in the basic sciences for

problem solving.

Evaluation/Measurement: Faculty observation in small group discussions





B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients’ health

problems.


patients are drawn.






312










M1 Integrated: Students will demonstrate team behavior, including working and communicating

collaboratively in small group settings.


V. PROFESSIONALISM


professionals.

M1 Integrated: Students will demonstrate standards of professionalism, including respect, honesty,





M1 Integrated: Students will maintain good attendance and advanced preparation for small group

discussions.









313







quality of care.




Microbiology/Immunology
















families.


314







Microbiology/Immunology: Students will describe and differentiate the cells and organs of the

immune system and their roles in health and disease, including: the structure of the immune system;

the roles of its important cell types and subtypes and how they are identified and quantitated.

Microbiology/Immunology: Students will define and discuss antigens; the structure and function of

antibodies, the genetic basis of immunoglobulin structure and diversity, antigen-antibody

interactions, and the use of antibodies in diagnostic tests.

Microbiology/Immunology: Students will describe and discuss other important cellular and non-

cellular components of the immune system, including Compliment, the major histocompatibility

complex and its roles; cytokines and their functions; CD surface antigens; phagocytes and other

mechanisms of immune defense against infection;

Microbiology/Immunology: Students will define and discuss immunodeficiency states;

inflammation; hypersensitivity reactions; mechanisms of immune tolerance; immunological aspects

of blood transfusion and organ transplantation; immune response to tumors; interaction of the

nervous and endocrine systems with immunity; and immunization and types of vaccines.

Microbiology/Immunology: Students will name and discuss pathogenic microbes – their structure,

biology, and roles in disease; prevention and control of infections, including:

1. Bacteria: Classification, structure, nutrition, physiology, and genetics of bacteria; genetic basis of

virulence; antibiotics, their modes of action and the biochemistry and genetics of resistance;

diagnostic bacteriology; properties of major bacterial pathogens of humans, including morphology

and staining properties, virulence factors and pathogenesis, reservoirs, vectors, routes of

transmission; major diseases and symptoms, important antibiotic sensitivities, vaccines and

preventive measures.

2. Protozoa: Major protozoan infections of humans; their agents, geographic distribution, life cycles,

reservoirs, vectors, pathogenesis, prophylactic measures, and available drug therapy.

3. Fungi: Classification of fungi and morphology of fungal cells; antifungal drugs; diagnosis of

fungal infections; staining techniques, culture, major fungal pathogens of humans, including

morphology, major diseases and symptoms.

4. Viruses: Structure, replication, culture, and identification of viruses; diagnosis of viral infections;

antiviral drugs; major pathogenic viruses of humans; their structure, replication cycle, diseases and

symptoms, available drugs and vaccines; Prions; interferons and their actions.




315

Microbiology/Immunology: Students will interpret simple clinical data (disease symptoms,

laboratory test results, data about a microbe) to identify the most likely cause of an infection.


Microbiology/Immunology: Students will isolate bacteria in pure culture by streaking on agar plates

to obtain single colonies

Microbiology/Immunology: Students will prepare and interpret a Gram stain.

Evaluation/measurement: faculty observation and feedback.

Microbiology/Immunology: Students will identify a bacterium present from among a limited set of

important bacterial pathogens, by means of Gram stain and simple metabolic tests.

Microbiology/Immunology: Students will present observations and laboratory findings briefly and

clearly in written form.

Evaluation/measurement: faculty evaluation of written laboratory reports.




patient care.





health problems.


patients are drawn.









colleagues.




316





families.





population.




Microbiology/Immunology: Students will demonstrate standards of professionalism, including

respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and patients















care.







317






Physiology






Physiology: Students will emulate non-judgmental approaches to communication with individuals

suffering from disease states.

Evaluation/Measurement: Professionalism form submission











families.








318

Physiology:Students will describe the basic structure and function of the cell plasma membrane,

including the mechanisms of membrane transport and the electrophysiologic properties of the cell

membrane; including the regulation of action potential and of synaptic transmission.

Physiology: Students will describe the mechanisms of smooth, cardiac, and skeletal muscle

contraction, including excitation-contraction coupling.

Physiology: Students will identify the tissues regulating, and controlled by, the autonomic nervous

system (ANS).

Physiology: Students will describe the neurotransmitters and hormones which mediate ANS

function.

Physiology: Students will describe the tissues comprising the cardiovascular system.

Physiology: Students will describe cardiac function and its regulation, and how cardiac function

controls systemic and pulmonary blood pressures.

Physiology: Students will describe the arterial and venous circulatory systems, and the mechanisms

regulating blood flow and tissue perfusion.

Physiology: Students will integrate the above and describe the mechanisms of common

cardiovascular diseases and the medical rationales for management of cardiac diseases.

Physiology: Students will describe the anatomy of the respiratory system, and the central and

peripheral control of respiration and respiration mechanics.

Physiology: Students will identify the tissues which comprise the pulmonary circulation, and

describe the regulation of pulmonary circulation and the relationship between ventilation and

perfusion.

Physiology: Students will describe the properties of O2 and CO2 handling and transport within the

lungs and peripheral tissues.

Physiology: Students will compare and contrast restrictive versus obstructive lung diseases, and the

medical rationales to manage these pathologies.

Physiology: Students will describe the essential chemistry controlling acid and base formation.

Physiology: Students will integrate the above and describe metabolic and respiratory acidoses and

alkaloses, as well as the endogenous compensatory mechanisms for these disorders.

Physiology: Students will describe the anatomy of the kidney, nephron, and renal circulation.

Physiology: Students will describe body fluid distribution and the regulation of body fluid

distribution.

Physiology: Students will describe the function of the glomerulus and renal tubule system.


319

Physiology: Students will describe the intra- and extrarenal control of electrolytes, metabolic

byproducts, minerals, and H2O.

Physiology: Students will integrate the above and describe renal failure and its medical management,

including common renal pathologies and the rationales for the medical management of these.

Physiology: Students will identify the tissues within the gastrointestinal (GI) system, the processes

of GI motility, secretion, digestion, and absorption and the hormonal and neurologic regulation of GI

function.

Physiology: Students will integrate the above a and identify common pathologies affecting GI

function and the rationales for the medical management of these.

Physiology: Students will describe the general principles of endocrine function; compare and

contrast the properties of protein versus steroid hormones, and hormone receptor families.

Physiology: Students will describe the anatomy and function of the following endocrine tissues:

neuroendocrine, thyroid, adrenal, testis, and ovary.

Physiology: Students will describe the hormonal regulation of male and female reproductive

endocrine function and fertility, the hormonal regulation of pregnancy and parturition and the

process of menopause and options for its medical management.

Physiology: Students will describe the anatomy and function of the endocrine pancreas. Describe

type I and type II diabetes mellitus, and the rationale for the medical management of diabetes

mellitus.

Physiology: Students will describe the hormonal control of body calcium and phosphate stores, the

hormonal regulation of bone maintenance.

Physiology: Students will integrate the above and describe pathologies affecting bone maintenance,

and the rationale for the medical management of bone loss.






patient care.





health problems.


320


patients are drawn.









colleagues.







families.





population.




Physiology: Students will demonstrate standards of professionalism, including respect, honesty,










321








care.











Neuroscience






Neuroscience: Students will emulate appropriate and non-judgmental behaviors and communication

during interactions with individuals suffering from different diseases

Evaluation/measurement: Attendance at patient presentations meets criteria of professionalism (on

time, proper dress and behavior, appropriate questions posed)







322






families.







Neuroscience: Students will identify clinically relevent neuroanatomical structures in gross

specimens, MRIs and stained sections.

Neuroscience: Students will describe the anatomical and functional organization of the principle

sensory systems (somatosensory, visual, auditory, vestibular, gustatory, olfactory) and the deficits

that result from damage to specific components.

Neuroscience: Students will describe the anatomical and functional organization of the principle

motor systems (lateral and medial spinal projections, basal ganglia, cerebellum, MLF and eye

movements) and the deficits that result from damage to specific components.

Neuroscience: Students will describe the anatomical and functional organization of the neocortex

and thalamocortical relationships and the deficits that result from damage to specific components and

subdivisions.

Neuroscience: Students will describe the anatomical and functional organization of the

hypothalamus, its role in homeostasis, and the deficits that result from damage to specific

components.

Neuroscience: Students will describe the anatomical and functional organization of the components

of the limbic system, their roles in learning, memory and emotion, and the deficits that result from

damage to specific components.

Neuroscience: Students will integrate information about normal and pathological changes that

correlate with specific stages of development of the CNS: embryonic, early postnatal, adolescent,

adult, advanced age.

Neuroscience: Students will manage additional specific topics relating to the role of CNS function in

human health and disease including (but not limited to) levels of consciousness (sleep, coma,

persistent vegetative state), addiction and dependence (drugs, alcohol, nicotine, behavioral), learning

disorders (e.g., dyslexia, auditory processing disorder, ADHD), and plasticity.

Neuroscience: Students will demonstrate fundamental skills in the application and interpretation of

diagnostic material from contemporary imaging (CT, MRI, MRA, fMRI) and EEG; demonstrate

fundamental skills in performing and interpreting the neurological exam.

Neuroscience: Students will describe the current understanding of the cellular and molecular biology

of specific diseases and pathological processes including but not limited to Parkinsons, Alzheimers,

Huntingtons, cerebral palsy, multiple sclerosis, epilepsy, stroke and vascular malformations, autism,

schizophrenia, and disorders of mood.

Neuroscience: Students will integrate an understanding of the normal cellular and system functions


323

of the CNS with knowledge of the pathogenesis of specific diseases and injuries to evaluate critically

therapeutic opportunities and strategies.

Evaluation/measurement: practical examination (identification), participation in small group

discussion and multiple choice question exams


Neuroscience: Students will follow a heuristic approach in evaluating neurologic deficits and signs.

Evaluation/measurement: participation in small group discussions and multiple choice question

exams




patient care.





health problems.


patients are drawn.









colleagues.







families.


324





population.




Neuroscience: Students will demonstrate standards of professionalism, including respect, honesty,
















care.












325

Pathology
















families.







Pathology: Students will interpret signs and symptoms elicited in a patient’s history and create a

differential diagnosis

Pathology: Students will interpret laboratory data

Pathology: Students will discuss the natural course of disease

Pathology: Students will describe and discuss possible avenues of medical or surgical therapy

The above objectives apply to each of the following units:

1. Cell and tissue response to injury / environmental pathology

2. Inflammation / tissue repair

3. Immunity

4. Neoplasia

5. Genetics / pediatric and developmental pathology

6. Hematopathology


326

7. Cardiovascular pathology

8. Pulmonary and oral pathology

9. Gastrointestinal, pancreatic, and hepatobiliary pathology

10. Renal pathology

11. Endocrine pathology

12. Skin and bone pathology

13. Female reproductive tract pathology

14. Breast pathology

15. Neuropathology

Evaluation/measurement: Multiple Choice Question exam, faculty observation in small group


Pathology: Students will interpret findings at surgery

Pathology: Students will interpret pathology reports

Pathology: Students will review pathology slides with a consulting pathologist

The above objectives apply to each of the following units:

1. Cell and tissue response to injury / environmental pathology

2. Inflammation / tissue repair

3. Immunity

4. Neoplasia

5. Genetics / pediatric and developmental pathology

6. Hematopathology

7. Cardiovascular pathology

8. Pulmonary and oral pathology

9. Gastrointestinal, pancreatic, and hepatobiliary pathology

10. Renal pathology

11. Endocrine pathology

12. Skin and bone pathology

13. Female reproductive tract pathology

14. Breast pathology

15. Neuropathology

Evaluation/measurement: Multiple Choice Question exam, faculty observation in small group

Pathology: Students will evaluate critically articles about a representative disease from the New

England Journal of Medicine as part of each PathTalk unit.

Pathology: Students will identify and employ the appropriate medical literature in order to analyze

the case studies presented in Case-Based Studies.

Pathology: Students will evaluate and discuss statistical methodologies employed in New England

Journal of Medicine articles and attending the biologic/epidemiologic conferences in which

statisticians explicitly address the methodology of the studies.

Pathology: Students will employ medical resources on the internet to collect information relevant to

the case studies in each unit of Case-Based Studies.

Pathology: Students will discuss a digitized virtual slide illustrating a disease process as part of each

PathTalk unit.

Evaluation/measurement: faculty observation in small group


327




patient care.





health problems.


patients are drawn.






Pathology: Students will practicing the principles of cooperative team learning in the small group

milieus of both PathTalk and Case-Based Studies.





colleagues.







families.



Pathology: Students will work as team members, via by their participation in the process of team

learning in the PathTalk and Case-Based Studies small groups, including respecting the diversity of


328

backgrounds and points of view of the student body and fostering an atmosphere that facilitates

rather than inhibits team learning.




population.




Pathology: Students will demonstrate standards of professionalism, including respect, honesty,
















care.










329



Patient Centered Medicine I

I. PATIENT CARE

A. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families.

PCM: Students will identify elements of culturally competent patient centered care.

Measurement/Eval: Portfolios

PCM: Demonstrate proficiency in basic physician/patient communication.

Measurement/Eval: Facilitator observations & feedback; OSCEs

PCM: Students will demonstrate humanism: respect, tolerance and civility for others

regardless of socio-cultural backgrounds, economic circumstances, English proficiency,

lifestyles, sexual orientation, age, gender, race, ethnicity, religion or disability.

Measurement/Eval: Facilitator observations & feedback; OSCEs, Peer evaluations

PCM: Students will demonstrate ethical sensitivity and awareness of the influence of cultural

and personal beliefs on the practice of medicine.

Measurement/Eval: Facilitator observations & f’eedback; OSCEs

PCM: Students will communicate respect and caring toward patients, peers, faculty, and

others.

Measurement/Eval.: Facilitator observations & feedback; OSCEs, Peer evaluations;

Professionalism forms



330

PCM: Students will construct a medical history which includes biopsychosocial factors and

environmental context.


PCM: Students will demonstrate a patient-centered interview that includes opening an

interview, developing a narrative thread, and establishing the life context of the patient.


PCM: Students will demonstrate physical diagnosis skills with standardized patients with a

focus on assessment of vital signs, examination of the head and neck, the heart and lungs,

the abdomen, the extremities, and a neurological examination.


C. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment.





Measurement/Eval: Facilitator observations & feedback; OSCEs; Professionalism

Form



Measurement/Eval: Facilitator observations & f’eedback; OSCEs; Professionalism

Form


331


others.

Measurement/Eval Professionalism Form





I. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families.

PCM: Students will demonstrate proficiency in basic physician/patient communication.


PCM: Students will demonstrate the use of verbal and non-verbal techniques in establishing

rapport and a therapeutic alliance.







332





A. Demonstrate knowledge and application of the basic and clinical sciences

relevant and appropriate to the clinical practice of medicine.

PCM: Students will demonstrate an understanding of the role of family systems, community

resources, and of an interdisciplinary approach to patient care.

Measurement/Eval: Facilitator observations & feedback; OSCEs; Portfolio

B. Demonstrate an investigatory and analytic thinking approach to clinical

situations.


A. Demonstrate strategies to analyze academic and clinical performance over

the course of their professional careers, and develop improvement plans, in a

methodical fashion.

PCM: Students will demonstrate commitment to lifelong learning and continuous

improvement of knowledge and skills.

Measurement/Eval: Facilitator observations & feedback; Portfolio


333

PCM: Students will demonstrate awareness of the important need to balance professional

and personal issues in one’s life to maintain wellness.

Measurement/Eval: Facilitator observations and feedback; Portfolio; Peer

Evaluation

B. Locate, appraise, and assimilate evidence from scientific and clinical

studies related to patients’ health problems.

C. Obtain and use information about patients they are for and the larger

population from which these patients are drawn.

D. Apply knowledge of study designs and statistical methods to the appraisal

of clinical studies and other information on diagnostic and therapeutic

effectiveness.

E. Use information technology to manage information and access on-line

medical information; and support their own education.



A. Create and sustain a therapeutic and ethically sound relationship with

patients in order to effectively communicate their health care needs,

including situations involving sensitive, technically complex, or distressing

information.


334

PCM: Students will discuss the value of assessing the patient in his/her own environment.


B. Utilize appropriate and effective communication strategies, including

nonverbal, explanatory; questioning and writing skills, to both elicit and

provide health care information to patients and their families.

C. Work effectively with others as members of a health care team, including

peers, residents, faculty and other health care professionals.

V. PROFESSIONALISM

A. Demonstrate respect, compassion, and integrity in interactions with peers,

patients, and other health professionals.

PCM: Demonstrate professionalism, including personal honesty and integrity in all

interactions.

Measurement/Eval: Facilitator observations & feedback; Peer Evaluations;

Professionalism Forms

B. Demonstrate accountability to patients, society and the profession, and a

commitment to excellence and on-going professional development.

PCM: Students will understand the role of the law, the courts, and governmental agencies in

defining parameters and limits to ethical and legal decision-making in patient care and the

standards of behavior of practicing physicians.


335


C. Demonstrate a commitment to ethical principles pertaining to provision or

withholding of clinical care, confidentiality of patient information, and

informed consent.

PCM: Students will relate the origin, history, and contemporary applications of medical

ethical challenges facing physicians in clinical practice.


D. Demonstrate sensitivity and responsiveness to patient individuality

including the role of culture, ethnicity, gender, age, disabilities, and other

aspects of health practices and decisions.




Measurement/Eval: Facilitator observations & feedback; OSCEs; Peer Evaluation

E. Recognize and address personal limitations, attributes or behaviors that

might influence their effectiveness as a physician.



Measurement/Eval: Facilitator observations & feedback; Portfolio; Peer Evaluation



Measurement/Eval: Facilitator observations & feedback; OSCEs; Portfolio; Peer

Evaluation


336


A. Demonstrate effective involvement in a health care team and be able to

recognize how their involvement in patient care may affect other members

of the health care profession.

B. Know how types of medial practice and delivery systems differ from one

another, including their methods of controlling health care costs and

allocating resource.

PCM: Students will provide examples of various payment systems for medical care, and how

the different systems promote or restrict the patient’s access to care.

Measurement/Eval: Facilitator observations & feedback; OSCEs; Portfolio

C. Describe the principles of cost-effective health care and resource

allocation that does not compromise quality of care.

D. Advocate for quality patient care and assist patients in dealing with

system complexities.

E. Be aware of how to partner with health care managers and health care

providers to assess, coordinate, and improve health care and know how

these activities can affect system performance.


337

Patient Centered Medicine II

I. PATIENT CARE

J. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families.

PCM: Students will demonstrate elements of culturally competent patient centered care.

Measurement/Eval: Faculty observations & feedback; OSCEs

PCM: Students will demonstrate proficiency in basic physician/patient communication.





Measurement/Eval: Faculty observations & feedback; OSCEs, Peer evaluations





others.

Measurement/Eval.: Faculty observations & feedback; OSCEs, Peer evaluations;

Professionalism forms


338

K. Gather essential and accurate information about their patients.

PCM: Students will elicit and record a complete medical history which includes

biopsychosocial factors and environmental context.

Measurement/Eval: Faculty observations & feedback; Patient write-ups; OSCEs

PCM: Students will perform and record a mental status examination.


PCM: Students will perform and record a comprehensive physical examination.


PCM: Students will perform and record a patient centered physical examination focusing on

specific organ systems.


PCM: Students will write a succinct and appropriate patient note.

Measurement/Eval: Faculty evaluation and feedback; OSCEs

L. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment.

PCM: Students will demonstrate effective reasoning in solving clinical problems; Suggest

diagnostic studies and give reasons for these suggestions.

Measurement/Eval.: Faculty evaluation and feedback; OSCEs


339

M. Counsel and educate patients and their families.




Measurement/Eval: Faculty observations & feedback; OSCEs; Professionalism Form



Measurement/Eval: Faculty observations & feedback; OSCEs; Professionalism Form


others.

Measurement/Eval: Faculty observations & feedback; Professionalism Form

N. Use information technology to support patient care decisions and patient education.

PCM: Students will utilize library resources/ data bases to identify evidence to support

patient care decisions and patient education.

Measurement/Eval: Faculty observations & feedback

O. Perform required clinical procedures.

P. Work with patients in preventing health problems or maintaining health.

Q. Work as members of multi-disciplinary health care teams to provide patient-focused care.

R. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families.


340

PCM: Students will demonstrate proficiency in physician/patient communication.















PCM: Students will apply an understanding of the role of family systems, community


Measurement/Eval: Faculty observations & feedback; OSCEs; Portfolio


341

PCM: Students will apply a biopsychosocial, environmental, and pathophysiological

understanding of wellness and illness to patient care.



situations.




PCM: Students will demonstrate effective reasoning in solving clinical problems; Suggest

diagnostic studies and give reasons for these suggestions.

Measurement/Eval.: Faculty evaluation and feedback; OSCEs




methodical fashion.



Measurement/Eval: Faculty observations & feedback; Portfolio



Measurement/Eval: Faculty observations and feedback; Portfolio; Peer Evaluation


342






C. Obtain and use information about patients they are caring for and the

larger population from which these patients are drawn.

PCM: Describe the major health and illness problems seen at various stages of the human

life cycle and how these problems vary within and across defined population groups and

different geographic areas, both in the U.S. and abroad.

Measurement/Eval: Faculty observations and feedback; Portfolio



effectiveness.










343






information.

PCM: Students will discuss the value of assessing the patient in his/her own environment.





PCM: Students will demonstrate proficiency in physician/patient communication.






344








PCM: Students will elicit record a complete medical history which includes biopsychosocial

factors and environmental context.


PCM: Students will perform and record a mental status examination.

Measurement/Eval: Facalty observations & feedback; OSCEs

PCM: Students will perform and record a comprehensive physical examination.


PCM: Students will perform and record a patient centered physical examination focusing on

specific organ systems.





345

V. PROFESSIONALISM



PCM: Demonstrate professionalism, including personal honesty and integrity in all

interactions.

Measurement/Eval: Facilitator observations & feedback; Peer Evaluations;

Professionalism Forms



PCM: Students will understand the role of the law, the courts, and governmental agencies in

defining parameters and limits to ethical and legal decision-making in patient care and the

standards of behavior of practicing physicians.




informed consent.

PCM: Students will relate the origin, history, and contemporary applications of medical

ethical challenges facing physicians in clinical practice.



346







Measurement/Eval: Facilitator observations & feedback; OSCEs; Peer Evaluation





Measurement/Eval: Facilitator observations & feedback; Portfolio; Peer Evaluation



Measurement/Eval: Faculty observations & feedback; OSCEs; Portfolio; Peer

Evaluation





PCM: Demonstrate an understanding of the role of family systems, community resources,

and of an interdisciplinary approach to patient care.

Measurement/Eval: Faculty observations & feedback; Portfolios


347

B. Know how types of medical practice and delivery systems differ from one
















PCM: Studernts will demonstrate an understanding of the role of family systems, community


Measurement/Eval: Faculty observations & feedback; Portfolios


348

Pharmacology



By graduation, students will be able to













families.







Pharmacology: Students will describe at the molecular, cellular and human organism level the

mechanisms of agents that stimulate, inhibit or modulate the signal transduction cascades

underpinning diverse physiological and pathophysiological processes.

Pharmacology: Students will describe the relationship between drug structure and the processes

governing the entry of drug into the body from various routes of administration, their subsequent

distribution to tissues and their elimination from the body by renal and metabolic mechanisms.

Pharmacology: Students will describe the principles that govern the rates at which these processes

occur and the skill to use them to predict and design safe and effective drug regimens in patients with

normal or impaired renal function.


349

Pharmacology: Students will describe the molecular and cellular mechanisms underpinning the

growth and replication of normal and transformed cells that serve as the rationale for the targeting of

anticancer agents.

Pharmacology: Students will describe the molecular and cellular mechanisms underpinning the

operation of the autonomic nervous system in the integrated homeostatic control of bodily functions

and the neurotransmitter systems that serve as the targets for drugs that modulate the behavior of this

system.

Pharmacology: Students will describe the molecular and cellular elements of blood that underpin

coagulation and thrombus formation and how they serve as targets for anticoagulants and and anti-

platelet agents.

Pharmacology: Students will describe the cellular and molecular components that control blood flow,

tissue perfusion and oxygen delivery that serve as the targets for agents used to treat hypertension,

angina, and congestive heart failure.

Pharmacology: Students will describe the role of cortisol and aldosterone as well as their synthetic

agonists and antagonists in modulating inflammation as well as the body’s response to stress, the

maintenece of blood pressure and the control of glucose and mineral homeostasis.

Pharmacology: Students will describe the role of endogenous prostaglandins and leukotreines as well

as their synthetic agonists and antagonists as regulators of organ function and as mediators of

inflammation.

Pharmacology: Students will describe the role of the endogenous neurotransmitters histamine and

serotonin and the use of their synthetic agonists and antagonists in the treatment of allergy,

gastrointenstinal disorders, nausea and migraine headache.

Pharmacology: Students will describe the nosology of epileptic disorders and identify the

relationship of drug properties to their efficacy in treatment of specific epileptic disorders.

Pharmacology: Students will identify and describe the mechanisms of anti-hyperlipoproteinemic

drugs and their relation to the treatment of hypercholesterolemia and hyperetriglyceridemia.

Pharmacology: Students will describe the actions of psychopharmacological agents useful for the

treatment of depression, bipolar disorder, anxiety, insomnia and major psychosis.

Pharmacology: Students will describe the actions and mechanisms of agents useful in the treatment

of Parkinson’s disease.

Pharmacology: Students will describe the mechanisms and properties of agents useful in the

treatment of diabetes.

Pharmacology: Students will describe the mechanisms and properties of agents that affect gonadal

function that are useful for fertility control, for modulation of normal and oncogenic breast and

prostate growth, and for endometriosis.


350

Pharmacology: Students will describe the properties of opioid agents, their use for the treatment of

severe pain, the problems of tolerance and physical dependence that complicate their use and

recreational misuse, and the legal restrictions on their dispensation.

Pharmacology: Students will identify and describe the actions of commonly used herbal medications,

the regulations that govern their production, objective sources of evidence for their effectiveness and

their potential to interact with prescription medications.

Pharmacology: Students will describe the actions and properties of agents useful for the treatment of

bone disorders including osteoporosis and Paget’s disease.

Pharmacology: Students will describe the actions and properties of agents used in the treatment of

hypo- and hyperthyroidism.

Pharmacology: Students will describe the mechanisms, actions and properties of aspirin-like drugs

and their use in the treatment of inflammation, pain and fever.

Pharmacology: Students will describe and identify the mechanisms and properties of agents used in

the treatment of tophaceous gout and rheumatoid arthritis.

Pharmacology: Students will describe the principles of toxicology that underpin the management of

the patient acutely intoxicated with substances that include toxic metals, prescription and non-

prescription medications.

Pharmacology: Students will identify and describe the properties of agents that inhibit bacterial

growth by suppressing cell wall synthesis.

Pharmacology: Students will identify and describe the properties of broad spectrum antibiotics and

aminoglycosides that selectively inhibit bacterial protein synthesis.

Pharmacology: Students will describe the properties of anti-mycobacterial agents and their rational

for use in combination for the prevention and management of tuberculosis and related disorders.

Pharmacology: Students will describe and identify the mechanisms and properties of anti-fungal

agents and the issues that guide their selection in immunocompetent and immunocompromised

patients.

Pharmacology: Students will describe and identify the mechanism and properties of agents useful for

the treatment of urinary tract infections including fluoroquinolones and sulfonamides.

Pharmacology: Students will describe the mechanisms and properties of agents effective in the

treatment of retroviral and non-retroviral infections.

Pharmacology: Students will describe the properties of agents useful for the prophylaxis and

treatment of malaria.

Measurement/evaluation Multiple Choice Question exam and faculty observation in small group



351




care.





health problems.


patients are drawn.









colleagues.







families.









352

Pharmacology: Students will demonstrate standards of professionalism, including respect, honesty,


Evaluation/Measurement Professionalism form
























Systems Histology








353










families.







Systems Histology: Students will identify by name important features of the following tissues and

organ systems, as revealed by light and electron microscopy: Muscle and Neuronal Tissues; the

Lymphoid System; Circulatory and Urinary Systems; Visual, Vestibular and Hearing Sensory

Systems; the Digestive System (including the oral cavity, the alimentary canal, and the glandular

components); the Endocrine and Male and Female Reproductive Systems; the Integumentary

System.

Systems Histology: Students will compare and contrast aspects of cellular, tissue and organ structure

and function from among those tissues listed above.

Systems Histology: Students will discuss and integrate the normal histological structure with the

histopathologies (changes in architecture produced by disease), from among those tissues listed

above.

Evaluation/measurement: Multiple Choice Question exam and faculty review of short answer lab

quiz exercises





patient care.


354





health problems.


patients are drawn.









colleagues.







families.





population.




Systems Histology: Students will demonstrate standards of professionalism, including respect,






355












care.











Universal Precautions/Venipuncture












356


Universal Precautions/Venipuncture: Students will list and discuss all the OSHA required

information for Universal Precautions and Standard Precautions to prevent contacting bloodborne

pathogens or spreading them from patient to patient

Universal Precautions/Venipuncture: Students will demonstrate and perform the drawing of blood

using:

1. Needle and syringe.

2. Vacutainer with multidraw needle.

3. Butterfly set-up to a syringe.






families.











care.





health problems.


patients are drawn.




357







colleagues.







families.








Universal Precautions/Venipuncture: Students will demonstrate standards of professionalism,

including respect, honesty, reliability and responsibility, in interactions with faculty, staff, peers, and

patients














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CRITICAL CARE CLERKSHIP

I. PATIENT CARE – Students must be prepared to provide patient care that is compassionate, appropriate, and effective.




Critical Care Clerkship: Students will understand the principles of effective communication

between patients, multiple health professionals, and families. considering both psychosocial and

cultural context when necessary when managing patients in a complex, multi-disciplinary

environment

Measurement/Eval: OSCE, ClinE, LogE, ProfE


Critical Care Clerkship: Students will master the required skills necessary to evaluate and critically

ill patients Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE, ProfE

Critical Care Clerkship: Students will develop skills needed to care for the "acute" patient

Measurement/Eval: OSCE, ClinE, H&PE,

WritE, OCPE, GroupE, LogE, ProfE

Critical Care Clerkship: Students perform emergency and daily physical examination on critically ill

patients and prepare progress notes in the ICU under supervision.

Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE,


359



Critical Care Clerkship: Learn the philosophy, priorities, and techniques of initial resuscitation and

evaluation of patients with injury, operative stress, respiratory failure and shock.

Measurement/Eval: OSCE, ClinE, OCPE, GroupE, H&PE,

Critical Care Clerkship: Implement plans of treatment of patients in shock, acute trauma patients

and post-operative patients in the ICU.

Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE, ProfE


Critical Care Clerkship: Demonstrate the attitudes and attributes that promote good patient

relations and management. These include but are not limited to patient education, emotional

support, rehabilitation, and ethical, legal and financial issues.

Measurement/Eval: ClinE, H&PE, WritE, OCPE, GroupE, LogE, ProfE


Critical Care Clerkship: Students will utilize clinically relevant research, from the basic sciences of

medicine or from patient centered clinical research, to assess the accuracy and precision of

diagnostic tests (including the clinical examination), the power of prognostic markers, and the

efficacy and safety of therapeutic, rehabilitative, and preventive regimens as they pertain to critical

care and decision-making

Measurement/Eval: ClinE, H&PE, WritE, OCPE, GroupE, LogE


Critical Care Clerkship: Gain experience in a critical care environment performing invasive

diagnostic and therapeutic procedures under appropriate supervision

Measurement/Eval: ClinE. ProfE

Critical Care Clerkship: Practice all infection control and universal precaution procedures

Measurement/Eval: ClinE, ProfE.


Critical Care Clerkship: Students will describe regimens for health maintenance aimed at risk

factor reduction

Measurement/Eval: ClinE,


Critical Care Clerkship: Students will perform effectively as members of the critical care service

and work with ancillary personnel (nurses, lab techs, x-ray techs, etc.) in a collaborative fashion


360


II. MEDICAL KNOWLEDGE – Students must demonstrate knowledge about established and evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their application of this knowledge to patient care.




Critical Care Clerkship: Students will understand the pathophysiology, clinical manifestations, and

differential diagnosis of shock.

Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE,

Critical Care Clerkship: Students will understand the principles of preventative ICU monitoring of

unstable or potentially unstable patients (i.e. monitoring for neurologic deterioration, signs of

hemorrhage, cardiac dysrhythmias, impending respiratory failure, etc.).

Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE,

Critical Care Clerkship: Students will demonstrate your knowledge in patient care by recognizing,

treating, and preventing complications of injury, respiratory failure, and shock.

Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE, LogE

Critical Care Clerkship: Students will understand the pathophysiology and clinical manifestations

of pulmonary, cardiac, renal, nutritional, and multi-system organ failure.


Critical Care Clerkship: Students will understand the basic principles and commonly used modes

of mechanical ventilation and be able to prescribe ventilator settings.


Critical Care Clerkship: Students will understand the principles, indications, limitations, and

physiology of invasive monitoring techniques (e.g. arterial & central venous catheters, pulmonary

artery catheters, intracranial pressure monitors) and be able to interpret the information obtained.


Critical Care Clerkship: Students will understand the principles of surgical nutrition, monitoring,

assessment of needs, and be able to write a prescription for total parenteral nutrition and

supplemental enteral feedings.


Critical Care Clerkship: Students will understand the pathophysiology and management of

elevated intracranial pressure.


361

Measurement/Eval: ClinE, H&PE, WritE, OCPE, GroupE, LogE,

Critical Care Clerkship: Students will demonstrate knowledge of basic sterile technique



Critical Care Clerkship: Students will demonstrate knowledge about established and evolving

clinical biomedical sciences and the application of this knowledge to critical care and decision-

making


III. PRACTICE BASED LEARNING AND IMPROVEMENT – Students must be able to engage in self-evaluation regarding their academic & clinical performance, develop plans for personal improvement, and recognize how the application of new learning can be used to improve patient care.


A. Demonstrate strategies to analyze academic and clinical performance over the course of their professional

careers, and develop improvement plans, in a methodical fashion.

Critical Care Clerkship: Students will demonstrate commitment to life-long learning and will identify

strategies to continuously up-date personal clinical knowledge and skills

Measurement/Eval: ClinE, H&PE, WritE, OCPE, GroupE, LogE

Critical Care Clerkship: Students will recognize their limitations and ask for help when needed

Measurement/Eval: ClinE, OCPE, GroupE, ProfE


problems.

Critical Care Clerkship: Students will assess and utilize clinically relevant research, from the basic

sciences of medicine or from patient-centered clinical research, to evaluate critical care and

decision-making relevant to their patients

Measurement/Eval: OSCE, ClinE, H&PE, WritE, OCPE, GroupE,

C. Obtain and use information about patients they care for and the larger population from which these

patients are drawn.

Measurement/Eval: OCPE, ClinE, H&PE, WritE,



Measurement/Eval: ClinE, OCPE, H&PE, WritE


362



Critical Care Clerkship: Students will demonstrate facility with the use of information technology to

meeting learning demands

Measurement/Eval: OCPE, ClinE, LogE, H&PE, WritE



and will share relevant clinical information regarding their patient to facilitate care.

Measurement/Eval: ClinE, ProfE

IV. INTERPERSONAL AND COMMUNICATION SKILLS – Students must be able to demonstrate interpersonal & communication skills, both verbal and written, that results in effective information exchange with patients, patients’ families, peers, and other health professions colleagues.





Critical Care Clerkship: Students will establish an effective therapeutic relationship with patients

on the critical care service, adapting their style to the needs of the patient and the urgency of the

situation


Critical Care Clerkship: Students will recognize and adapt their communication styles with patients

in situations involving sensitive, technically complex or distressing information




Critical Care Clerkship: Students will demonstrate the basic skills required to communicate

effectively, both orally and in writing, with patients, patient’s families, and colleagues

Measurement/Eval: ClinE, OCPE, H&PE, ProfE

Critical Care Clerkship: Students will create and maintain written records of their patient

encounters, including history and physical exams, in-patient encounter notes and case log

information

Measurement/Eval: ClinE, OCPE, H&PE, ProfE


363




Measurement/Eval: H&PE, WritE, ClinE, ProfE.

V. PROFESSIONALISM – Students must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principals & sensitivity to a diverse patient population.



professionals.

Critical Care Clerkship: Students will demonstrate preparedness for class, meetings and patient

care activities.

Measurement/Eval: OSCE, ClinE, ProfE.

Critical Care Clerkship: Students will convey information honestly and tactfully; will engage in

truthful interactions with patients, peers, and in professional work.

Measurement/Eval: OSCE, ClinE, H&PE, LogE, ProfE.

Critical Care Clerkship: Students will act and dress in a professional manner.


Critical Care Clerkship: Students will maintain appropriate boundaries in work/learning/patient

care situations.


Critical Care Clerkship: Students will demonstrate respect for the wishes of patients; will attend to

patient needs for comfort and privacy.


Critical Care Clerkship: Students will demonstrate respect in relationships toward other health

care team members and patients.




Critical Care Clerkship: Students will maintain good attendance and punctuality for scheduled

activities and appointments

Measurement/Eval: GroupE, ClinE, ProfE.


364

Critical Care Clerkship: Students will demonstrate initiative in fulfilling responsibilities to patients,

and responsibility to others on the critical care service

Measurement/Eval: H&PE, WritE, ClinE, LogE, ProfE, GroupE,

Critical Care Clerkship: Students will perform tasks independently as appropriate to current level

of training

Measurement/Eval: ClinE, H&PE, LogE, ProfE.



Critical Care Clerkship: Students will discuss the importance of patient confidentiality

Measurement/Eval: ClinE, OCPE, ProfE, Group E

Critical Care Clerkship: Students will recognize the important elements of informed consent

Measurement/Eval: ClinE, LogE, ProfE.

Critical Care Clerkship: Students will demonstrate knowledge of and discuss the importance of

ethical decision making, including declaration of brain death, withdrawal-of-care, establishment of

DNR status, medical power of attorney and recognition of patient autonomy with regards to

diagnostic and treatment recommendations

Measurement/Eval: ClinE, OCPE,GroupE

Critical Care Clerkship: Students will not discriminate regardless of race, gender, religion, sexual

orientation, age, disability, intelligence and socio-economic status; will react appropriately to other’s

lapses in conduct and performance.




Critical Care Clerkship: Students will demonstrate sensitivity and respect in patient interactions

regardless of race, gender, religion, sexual orientation, age, disability, intelligence, and socio-

economic status.


Critical Care Clerkship: Students will recognize the need for patient involvement in decision-

making and the incorporation of patients’ values and beliefs into management plans.




Critical Care Clerkship: Students will seek help at appropriate times.



365

Critical Care Clerkship: Students will admit to errors of omission and commission and assume



Critical Care Clerkship: Students will maintain responsibility for the physical and mental health of

themselves and their peers.


Critical Care Clerkship: Students will accept constructive criticism in an appropriate manner.

Measurement/Eval: ClinE, OCPE, ProfE.

Critical Care Clerkship: Students will recognize areas that need improvement, seek advice, and

demonstrate that they are able to incorporate feedback in order to make changes in behavior.

Measurement/Eval: ClinE, OCPE, ProfE.

Critical Care Clerkship: Students will recognize the need for and strive to maintain composure

during difficult interactions.


VI. SYSTEMS-BASED PRACTICE – Students will be able to function effectively in teams and within a larger organizational structure. They must demonstrate an awareness of the larger context & system of health care and of the resources available within the system to provide optimal care to individual patients and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the various strategies designed to assist patients in gaining access to care.








Critical Care Clerkship: Students will describe the strengths and shortcomings of the U.S. system

for delivering critical care and recognize the existence of barriers to preventive health care that may

raise risks for critical illnesses for under-represented minorities and patients with poor socio-

economic status.

Measurement/Eval: ClinE, OCPE, GroupE


366


quality of care.

Critical Care Clerkship: Students will recognize appropriate cost effective decision-making and

resource allocation.



Critical Care Clerkship: Students will recognize appropriate consultation resources that can

optimize patient care and management of health behaviors, including different physician specialties,

other health care professionals, and community health agencies, and describe strategies to

enhance collaboration of these resources.

Measurement/Eval: ClinE, H&PE, GroupE



Critical Care Clerkship: Students will outline strategies for effective quality assurance, including

partnership with other health care managers/providers and the utilization of information in order to

prevent critical care complications

Measurement/Eval: ClinE, GroupE

Critical Care Clerkship: Students will recognize the source of common medical errors and discuss


Measurement/Eval: ClinE, OCPE, GroupE.

Measurement/Evaluation Technique: Final OSCE exam (OSCE); Tutor/Preceptor clinical

evaluation (ClinE); Oral case presentation (OCPE); Participation in Didactic Session (GroupE);

Written Focused History and Physical (H&PE); Daily Notes (WritE); Case Log Evaluation (LogE);

Professionalism Form (ProfE).

Measurement/Eval: OSCE, ClinE, OCPE, GroupE, H&PE, WritE, LogE, ProfE.

Family Medicine Clerkship





and their families.


367

Students will establish an effective therapeutic relationship with patients in their family medicine offices,

considering both psychosocial and cultural context when necessary.



Students will perform the appropriate history, physical exam and procedures needed to evaluate the 20-30

most common problems seen by the family doctor.

Measurement/Eval: OSCE, ClinE, H&PE, LogE

Students will relate differential diagnosis to exam findings.

Measurement/Eval: OSCE, ClinE, H&PE, OCPE



Students will develop an appropriate diagnostic plan and treatment rationale for a patient with these

presenting symptoms.

Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE, H&PE, WritE

Students will demonstrate the ability to access and integrate the available evidence in making diagnostic and

treatment decisions and be able to consider the limitations of the scientific database.

Measurement/Eval: ClinE, OCPE, GroupE, WritE.


Counsel patients and families about signs and effects of harmful patient behavior and habits

Measurement/Eval: OSCE,


Students will utilize sites for best evidence to develop management plans and provide patient education.

Measurement/Eval:, ClinE, OCPE, GroupE.


Students will describe and perform the technique of venipuncture.

Measurement/Eval: ClinE.


Students will describe regimens for health maintenance

Measurement/Eval: OSCE, MCQE, ClinE, GroupE.


368


Students will perform effectively as members of a patient centered healthcare team.

Measurement/Eval: ClinE, GroupE, ProfE.







Students will demonstrate an understanding of the pathophysiology behind the 20-30 most common

complaints seen by the family doctor.

Measurement/Eval: OSCE, MCQE, ClinE, GroupE.

Students will demonstrate the use of appropriate screening tools and protocols for health maintenance in

specific populations.

Measurement/Eval: MCQE, ClinE, GroupE, WritE,.


Students will demonstrate knowledge about established and evolving clinical biomedical sciences and the

application of this knowledge to medical care and decision-making

Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE.







Students will demonstrate commitment to life-long learning and will identify strategies to continuously up-

date personal clinical knowledge and skills

Measurement/Eval: ClinE, OCPE, GroupE, LogE.

Students will recognize their limitations and ask for help when needed



369


problems.

Students will assess and utilize clinically relevant research, from the basic sciences of medicine or from

patient-centered clinical research, to evaluate medical care and decision-making relevant to their patients



patients are drawn.

Students demonstrate basic knowledge of protocols and strategies for reducing identified health risks in

patients, families and communities including knowledge of immunization schedules for various age groups.

Measurement/Eval: MCQE, ClinE, GroupE, H&PE.

Students will understand the social, community, cultural and economic factors that affect patient care and

recognize the existence of health and healthcare disparities among various populations.

Measurement/Eval: OSCE, ClinE, GroupE, H&PE, LogE.





Students will demonstrate facility with the use of information technology to meeting learning demands

Measurement/Eval: OCPE, GroupE, LogE.


Students will perform effectively as members of the family medicine service and will share relevant clinical

information regarding their patient to facilitate care









Students will use the initial encounter with the patientto begin to establish an effective relationship with the

patient and family and encourage patients seen for episodic/acute illness to seek continuing medical care.

Measurement/Eval: OSCE, ClinE,


370

Students will recognize and adapt their communication styles with patients in situations involving sensitive,

technically complex or distressing information




Students will demonstrate the basic skills required to communicate effectively, both orally and in writing,

with patients, patient's families, and colleagues

Measurement/Eval: OSCE, ClinE, OCPE, H&PE, WritE, ProfE.

Students will create and maintain written records of their patient encounters, including history and physical

exams, in-patient encounter notes and case log information



Students will be able to describe the role of the family physician as a coordinator of care including

understanding the value of serving as a member of a health care team and understanding the role of other

healthcare team members.






professionals.

Students will demonstrate preparedness for class, meetings and patient care activities.

Measurement/Eval: OSCE, ClinE, GroupE, WritE, ProfE.

Students will convey information honestly and tactfully; will engage in truthful interactions with patients,

peers, and in professional work.

Measurement/Eval: OSCE, ClinE, GroupE, H&PE, WritE, LogE, ProfE.

Students will act and dress in a professional manner.


Students will maintain appropriate boundaries in work/learning/patient care situations.



371

Students will demonstrate respect for the wishes of patients; will attend to patient needs for comfort and

privacy.


Students will demonstrate respect in relationships toward other health care team members and patients.




Students will maintain good attendance and punctuality for scheduled activities and appointments


Students will demonstrate initiative in fulfilling responsibilities to patients, and responsibility to others in the

healthcare team.

Measurement/Eval: ClinE, GroupE, WritE, LogE, ProfE.

Students will perform tasks independently as appropriate to current level of training

Measurement/Eval: ClinE, H&PE, WritE, LogE, ProfE.



Students will discuss the importance of patient confidentiality

Measurement/Eval: ClinE, OCPE, GroupE, WritEProfE.

Students will recognize the important elements of informed consent

Measurement/Eval: OSCE, MCQE, ClinE, GroupE, LogE, ProfE.

Students will not discriminate regardless of race, gender, religion, sexual orientation, age, disability,

intelligence and socio-economic status; will react appropriately to other's lapses in conduct and

performance.

Measurement/Eval: OSCE, ClinE, GroupE, ProfE.



Students will demonstrate sensitivity and respect in patient interactions regardless of race, gender, religion,

sexual orientation, age, disability, intelligence, and socio-economic status.


Students will recognize the need for patient involvement in decision making and the incorporation of

patients' values and beliefs into management plans.

Measurement/Eval: OSCE, ClinE, LogE, ProfE.


372



Students will seek help at appropriate times.


Students will admit to errors of omission and commission and assume responsibility; inform a supervisor

when mistakes occur.


Students will maintain responsibility for the physical and mental health of themselves and their peers.


Students will accept constructive criticism in an appropriate manner.

Measurement/Eval: OSCE, ClinE, OCPE, GroupE, ProfE.

Students will recognize areas that need improvement, seek advice, and demonstrate that they are able to

incorporate feedback in order to make changes in behavior.

Measurement/Eval: OSCE, ClinE, OCPE, GroupE, ProfE.

Students will recognize the need for and strive to maintain composure during difficult interactions.










Students will perform effectively as members of a healthcare team.




Students will describe the strengths and shortcomings of the U.S. system for delivering health care and

recognize the existence of barriers to minorities and patients with poor socio-economic status.



373


quality of care.

Students will recognize the importance of cost effective healthcare, quality assurance and practice guidelines

in today's healthcare market.



Students will recognize appropriate consultation resources that can optimize patient care and management

of health behaviors, including different physician specialties, other health care professionals, and community

health agencies, and describe strategies to enhance collaboration of these resources.

Measurement/Eval: OSCE, ClinE, GroupE, H&PE, WritE, LogE.



Students will outline strategies for effective quality assurance, including partnership with other health care

managers/providers and the utilization of information.

Measurement/Eval: ClinE, GroupE, LogE.

Students will recognize the source of common medical errors and discuss strategies to address them.

Measurement/Eval: ClinE, OCPE, GroupE, WritE, LogE

Measurement/Evaluation Technique: Final OSCE exam (OSCE); NBME subject exam (MCQE), Tutor/Preceptor

clinical evaluation (ClinE); Oral case presentation (OCPE); Participation in Didactic Session (GroupE); Written

Focused History and Physical (H&PE); Daily Notes (WritE); Case Log Evaluation (LogE); Professionalism Form

(ProfE).

Introduction to the Clerkship Experience

I. PATIENT CARE

S. Communicate effectively and demonstrate caring and respectful behaviors when interacting with patients and their families.

ICE: Students will demonstrate elements of culturally competent patient centered care.


374

Measurement/Eval: Formative Clinical Skills Assessment

ICE: Students will demonstrate proficiency in basic physician/patient communication.


ICE: Students will demonstrate humanism: respect, tolerance and civility for others




ICE: Students will demonstrate ethical sensitivity and awareness of the influence of cultural



ICE: Students will communicate respect and caring toward standardized patients.

Measurement/Eval.: Formative Clinical Skills Assessment

T. Gather essential and accurate information about their patients.

ICE: Students will elicit a medical history which includes biopsychosocial factors and

environmental context.


ICE: Students will perform a focussed physical examination .


U. Make informed decisions about diagnostic and therapeutic interventions based on patient information and preference, up-to-date scientific evidence, and clinical judgment.


375

V. Counsel and educate patients and their families.

W. Use information technology to support patient care decisions and patient education.

ICE: Students will complete an online module about library resources and evidence based

medicine.

Measurement/Eval: Completion of online module

X. Perform required clinical procedures.

ICE: Students will learn and practice basic clinical procedures.

Measurement/Eval: Participation in Clinical Procedures workshop

Y. Work with patients in preventing health problems or maintaining health.

Z. Work as members of multi-disciplinary health care teams to provide patient-focused care.

AA. Utilize appropriate and effective communication strategies, including nonverbal, explanatory, questioning and writing skills, to both elicit and provide health care information to patients and their families.





376

ICE: Students will apply a biopsychosocial, environmental, and pathophysiological

understanding of wellness and illness to patient care.



situations.

ICE: Students will learn to utilize library resources/ data bases to identify evidence to

support patient care decisions and patient education.

Measurement/Eval: Completion of online EBM module

ICE: Students will demonstrate clinical reasoning in interpreting radiology images.

Measurement/Eval: Completion of online Radiology Module.




methodical fashion.

ICE: Students will demonstrate commitment to lifelong learning and continuous


Measurement/Eval: Completion of required online modules.




377

ICE: Students will utilize library resources/ data bases to identify evidence to support


Measurement/Eval: Completion of online module

C. Obtain and use information about patients they are caring for and the

larger population from which these patients are drawn.



effectiveness.



ICE: Students will learn about information systems at Robert Wood Johnson University

Hospital.

Measurement/Eval: Attendance at small group session.






information.


378




ICE: Students will demonstrate proficiency in physician/patient communication.


ICE: Students will demonstrate the use of verbal and non-verbal techniques in establishing







ICE: Students will demonstrate ethical sensitivity and awareness of the influence of cultural



ICE: Students will elicit & record a complete medical history which includes biopsychosocial

factors and environmental context.


ICE: Students will perform a focused physical examination.


ICE: Students will practice an oral presentation of a patient.



379

ICE: Students will complete a patient write up, including a summary

statement.




V. PROFESSIONALISM



ICE: Demonstrate professionalism, including personal honesty and integrity in all

interactions.

Measurement/Eval: Faculty observations during Clinical Procedures workshop and

Formative Clinical Skills Assessment; Professionalism Forms





informed consent.


380










ICE: Students will demonstrate the appropriate attitude toward receiving formative

feedback on clinical skills and patient interactions.

Measurement/Eval: Formative Clinical Skills Assessment; Professionalism form





B. Know how types of medical practice and delivery systems differ from one






381










and their families.

Students will establish an effective therapeutic relationship with patients on the obstetric and gynecology

services, while respecting the privacy, autonomy, and comfort of the female patient.



Students will perform an appropriate obstetrical and gynecological history

Measurement/Eval: OSCE, ClinE, H&PE, OCPE

Students will demonstrate and perform a physical exam during pregnancy

Measurement/Eval: OSCE, ClinE, H&PE, OCPE, LogE

Students will demonstrate and perform a routine gynecological exam, collect and interpret a cervical

cytology

Measurement/Eval: OSCE, ClinE, H&PE, OCPE, LogE




382

Students will describe relevant differential diagnoses for patients with common obstetric(*) and gynecologic

(**) conditions

Measurement/Eval: OSCE, ClinE, OCPE, GroupE, H&PE, LogE

Students will develop an appropriate diagnostic plan and treatment for patients with common obstetric(*)

and gynecologic (**) conditions

Measurement/Eval: OSCE, ClinE, OCPE, GroupE, H&PE, Log E

Students will demonstrate an understanding of and basic skills required to order and interpret labs and

radiologic studies pertaining to common obstetric(*) and gynecologic (**) conditions

Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE, H&PE, WritE, Log E



Students will utilize clinically relevant research, from the basic sciences of medicine or from patient centered

clinical research, to assess the accuracy and precision of diagnostic tests (including the clinical examination),

the power of prognostic markers, and the efficacy and safety of therapeutic, rehabilitative, and preventive

regimens as they pertain to obstetric and gynecologic care and decision-making



Students will demonstrate basic skills in performing routine technical procedures commonly required on a

obstetrics and gynecology service

Measurement/Eval: OSCE, ClinE, LogE

Students will demonstrate consistent performance of sterile technique, including successful gowning,

gloving and maintenance of sterile operative field

Measurement/Eval: ClinE


Students will describe regimens for health maintenance designed to prevent gynecologic problems

Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE

Students will describe regimens for health maintenance designed to sustain healthy pregnancies



Students will perform effectively as members of the obstetrics and gynecology service

Measurement/Eval: ClinE, GroupE, ProfE


383







Students will demonstrate basic knowledge of altered structure and function (pathology and

pathophysiology) of the body and its major organ systems that are see in various obstetric and gynecologic

conditions


Students will be able to define and discuss the etiologies of common obstetric(*) and gynecologic (**)

conditions


Students will demonstrate knowledge of basic sterile technique

Measurement/Eval: ClinE


Students will demonstrate knowledge about established and evolving clinical biomedical sciences and the

application of this knowledge to obstetrical and gynecological care and decision-making








Students will demonstrate commitment to life-long learning and will identify strategies to continuously up-

date personal clinical knowledge and skills


Students will recognize their limitations and ask for help when needed



problems.


384

Students will assess and utilize clinically relevant research, from the basic sciences of medicine or from

patient-centered clinical research, to evaluate medical/surgical care and decision-making relevant to their

patients



patients are drawn.

Students will apply concepts of epidemiology and biostatistics for the diagnostic screening of cancers

commonly treated by obstetrician/gynecologists

Measurement/Eval: MCQE, ClinE, GroupE, H&PE.





Students will demonstrate facility with the use of information technology to meeting learning demands



Students will perform effectively as members of the obstetrics and gynecology service and will share

relevant clinical information regarding their patient to facilitate care









Students will establish an effective therapeutic relationship with patients on the obstetrics and gynecology

service, adapting their style to the needs of the patient and the urgency of the situation


Students will recognize and adapt their communication styles with patients in situations involving sensitive,

technically complex or distressing information



385



Students will demonstrate the basic skills required to communicate effectively, both orally and in writing,

with patients, patient's families, and colleagues

Measurement/Eval: OSCE, ClinE, OCPE, H&PE, WritE, ProfE.

Students will create and maintain written records of their patient encounters, including history and physical

exams, in-patient encounter notes and case log information

Measurement/Eval: OSCE, ClinE, OCPE, H&PE, WritE, ProfE









professionals.

Students will demonstrate preparedness for class, meetings and patient care activities.

Measurement/Eval: OSCE, ClinE, GroupE, WritE, ProfE

Students will convey information honestly and tactfully; will engage in truthful interactions with patients,

peers, and in professional work.

Measurement/Eval: OSCE, ClinE, GroupE, H&PE, WritE, LogE, ProfE

Students will act and dress in a professional manner.

Measurement/Eval: OSCE, ClinE, ProfE

Students will maintain appropriate boundaries in work/learning/patient care situations.


Students will demonstrate respect for the wishes of patients; will attend to patient needs for comfort and

privacy.



386

Students will demonstrate respect in relationships toward other health care team members and patients.




Students will maintain good attendance and punctuality for scheduled activities and appointments


Students will demonstrate initiative in fulfilling responsibilities to patients, and responsibility to others on

the obstetrics and gynecology service

Measurement/Eval: ClinE, GroupE, WritE, LogE, ProfE

Students will perform tasks independently as appropriate to current level of training

Measurement/Eval: ClinE, H&PE, WritE, LogE, ProfE



Students will discuss the importance of patient confidentiality

Measurement/Eval: OSCE, ClinE, OCPE, GroupE, WritE, ProfE

Students will recognize the important elements of informed consent

Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE, WritE, ProfE

Students will demonstrate knowledge of and discuss the importance of ethical decision making regarding

sterilization, abortion, and domestic violence


Students will not discriminate regardless of race, culture, gender, religion, sexual orientation, age, disability,

intelligence, personality or socio-economic status; will react appropriately to other's lapses in conduct and

performance.

Measurement/Eval: OSCE, ClinE, GroupE, ProfE



Students will demonstrate sensitivity and respect in patient interactions regardless of race, culture, gender,

religion, sexual orientation, age, disability, intelligence, personality or socio-economic status.

Measurement/Eval: OSCE, ClinE, GroupE, ProfE

Students will recognize the need for patient involvement in decision making and the incorporation of

patients' values and beliefs into management plans.



387



Students will seek help at appropriate times.


Students will admit to errors of omission and commission and assume responsibility; inform a supervisor

when mistakes occur.


Students will maintain responsibility for the physical and mental health of themselves and their peers.


Students will accept constructive criticism in an appropriate manner.

Measurement/Eval: OSCE, ClinE, OCPE, GroupE, ProfE

Students will recognize areas that need improvement, seek advice, and demonstrate that they are able to

incorporate feedback in order to make changes in behavior.

Measurement/Eval: OSCE, ClinE, OCPE, GroupE, ProfE

Students will recognize the need for and strive to maintain composure during difficult interactions.














Students will recognize how social and health policy aspects of women's health issues such as sterilization,

abortion, domestic violence, adolescent pregnancy affects access and delivery of health care.



quality of care.


388

Students will recognize appropriate cost effective decision-making and resource allocation.



Students will recognize appropriate consultation resources that can optimize patient care and management

of health behaviors, including different physician specialties, other health care professionals, and community

health agencies, and describe strategies to enhance collaboration of these resources.

Measurement/Eval: OSCE, ClinE, GroupE, H&PE, WritE



Students will outline strategies for effective quality assurance, including partnership with other health care

managers/providers and the utilization of information in order to prevent complications


Students will recognize the source of common medical errors and discuss strategies to address them.

Measurement/Eval: ClinE, OCPE, GroupE, WritE

*Common Obstetric Conditions: Routine Prenatal Care, Maternal Physiological Changes in Pregnancy,

Normal Labor and Delivery, Postpartum Recovery, Breastfeeding, Complications of Pregnancy such as Early

Pregnancy Loss, Abnormal Embryonic and Fetal Development, Ectopic Pregnancy, Multifetal Pregnancy, and

Early or Complicated Labor

**Common Gynecologic Conditions: Routine Gynecologic Screenings, Contraception, Sexually Transmitted

Diseases, Sexual Dysfunction, Breast Health, Pelvic Relaxation, Abnormalities of the Menstrual Cycle,

Endometriosis, Infertility, Vulvar/Vaginal Disorders, Menopause, Gynecologic Malignancies such as Uterine,

Ovarian, or Cervical Cancer, Evaluation of Acute Pelvic Pain, Evaluation of Acute Lower Abdominal Pain

Measurement/Evaluation Technique: Final OSCE exam (OSCE); NBME subject exam (MCQE), Tutor/Preceptor

clinical evaluation (ClinE); Oral case presentation (OCPE); Participation in Didactic Session (GroupE); Written

Focused History and Physical (H&PE); Daily Notes (WritE); Case Log Evaluation (LogE); Professionalism Form

(ProfE).

Measurement/Eval: OSCE, MCQE, ClinE, OCPE, GroupE, H&PE, WritE, LogE, ProfE.

Pediatric Clerkship Goals and Objectives


389

I. PATIENT CARE - Students must be prepared to provide patient care that is compassionate, appropriate,

and effective.



and their families.

Pediatrics - Students will establish an effective therapeutic relationship with patients on the pediatric

service, considering both psychosocial and cultural context when necessary.

Measurement/Eval: faculty/resident clinical evaluations, faculty mentor/preceptor clinical evaluation, OSCE,

patient encounter log, Gather essential and accurate information about their patients.

Pediatrics - Students will gather a complete or problem-focused history for patients with symptoms that are

common pediatric diseases*

Measurement/Eval: faculty/resident clinical evaluation, OSCE, Written Histories and physical examinations

and progress notes,

Pediatrics - Students will demonstrate and perform a complete pediatric physical exam relevant to the age

and developmental stage of the pediatric patient.

Measurement/Eval: faculty/resident clinical evaluation, faculty mentor/preceptor clinical evaluation, OSCE,

Oral and written patient histories and physical examinations.

B. Make informed decisions about diagnostic and therapeutic interventions based on patient information


Pediatrics - Students will describe relevant differential diagnoses for patients with commonly presenting

pediatric symptoms*

Measurement/Eval: faculty/resident clinical evaluations, faculty mentor clinical evaluation, OSCE, written

and oral patient presentations

Pediatrics - Students will develop an appropriate diagnostic plan and treatment rationale for pediatric

patients who are inpatients or outpatients that will include an assessment of growth and development

Measurement/Eval: faculty/resident clinical evaluations, faculty mentor clinical evaluations, oral and written

patient evaluations

Pediatrics - Students will develop an appropriate health maintenance care plan for the four major pediatric

age groups: newborns, infants and toddlers, school-age child and adolescent


390

Measurement/Eval: faculty/resident clinical evaluations, faculty mentor evaluation, oral and written patient

presentations.

C. Counsel and educate patients and their families.

D. Use information technology to support patient care decisions and patient education.

Pediatrics - Students will utilize clinically relevant research, from the basic sciences of medicine or from

patient centered clinical research, to assess the accuracy and precision of diagnostic tests (including the

clinical examination), the power of prognostic markers, and the efficacy and safety of therapeutic,

rehabilitative, and preventive regimens as they pertain to pediatric care and decision-making.

Measurement/Eval: faculty and resident clinical evaluations, OSCE

E. Work with patients in preventing health problems or maintaining health.

Pediatrics - Students will describe regimens for health maintenance for the different age groups in pediatrics

Measurement/Eval: OSCE, faculty and resident clinical evaluations.

F. Work as members of multi-disciplinary health care teams to provide patient-focused care.

Pediatrics - Students will perform effectively as members of the pediatric service

Measurement/Eval: Clinical evaluations

II. MEDICAL KNOWLEDGE - Students must demonstrate knowledge about established and evolving

basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, & their

application of this knowledge to patient care.




Pediatrics - Students will demonstrate an understanding of altered structure and function (pathology and

pathophsyiology) of the body and its major organ systems involved in the 15 most common problems* seen

by the pediatrician

Measurement/Eval: OSCE, NBME performance, Discussions with preceptors.

Pediatrics - Students will acquire basic knowledge of growth and development (physical, physiologic, and

psychosocial) and of its clinical applications from birth through adolescence.

Measurement/Eval: NBME performance, Discussions with preceptors.

Pediatrics - Students will demonstrate the basic knowledge of protocols and strategies for reducing

identified health risks in patients, families and communities including knowledge of immunization schedules


391

for various age groups.

Measurement/Eval: Performance on final written examination; discussions with preceptor and

documentation of management plans.

Pediatrics - Students will demonstrate basic knowledge of strategies for health promotion as well as disease

and injury prevention

Measurement/Eval: Discussions with preceptor and documentation of management plans.


Pediatrics - Students will demonstrate knowledge about established and evolving clinical biomedical sciences

and the application of this knowledge to pediatric care and decision-making

Measurement/Eval: OSCE, NBME performance, Discussions with preceptors.

III. PRACTICE BASED LEARNING AND IMPROVEMENT - Students must be able to engage in self-






Pediatrics - Students will demonstrate commitment to life-long learning and will identify strategies to

continuously up-date personal clinical knowledge and skills

Measurement/Eval: Preceptor Clinical Evaluations, Didactic Sessions

Pediatrics - Students will recognize their limitations and ask for help when needed

Measurement/Eval: Preceptor Clinical Evaluations, Didactic Sessions, Professionalism Forms.


problems.

Pediatrics - Students will assess and utilize clinically relevant research, from the basic sciences of medicine or

from patient-centered clinical research, to evaluate pediatric care and decision-making relevant to their

patients

Measurement/Eval: OSCE, clinical evaluations from faculty and residents, written and oral patient

assessments,


patients are drawn.

Pediatrics - Students will apply concepts of epidemiology and biostatistics for the diagnostic screening of

cancers commonly treated by pediatricians

Measurement/Eval: Clinical evaluations, written and oral patient assessments


392



Measurement/Eval: Clinical evaluations, written and oral patient assessments



Pediatrics - Students will demonstrate facility with the use of information technology to meeting learning

demands

Measurement/Eval: oral patient assessments, patient logs


Pediatrics - Students will perform effectively as members of the pediatric service and will share relevant

clinical information regarding their patient to facilitate care

Measurement/Eval: Clinical evaluations

IV. INTERPERSONAL AND COMMUNICATION SKILLS - Students must be able to demonstrate







Pediatrics - Students will establish an effective therapeutic relationship appropriate to the age of the patient,

adapting their style to the needs of the patient, their families, and the urgency of the situation

Measurement/Eval: OSCE, Clinical Evaluations, Professionalism Forms

Pediatrics - Students will recognize and adapt their communication styles with patients and patients' families

in situations involving sensitive, technically complex or distressing information

Measurement/Eval: OSCE, Clinical Evaluations, Professionalism Forms



Pediatrics - Students will demonstrate the basic communication skills (both orally and in writing) required to

facilitate the clinical interaction with children, adolescents, and their families to ensure that complete and

accurate data are obtained

Measurement/Eval: Comprehensiveness of progress notes as reviewed by preceptor; discussions with

preceptor; direct observation by resident-faculty of student-patient interactions.


393

Pediatrics - Students will demonstrate the basic skills required to communicate effectively, both orally and in

writing, with colleagues

Measurement/Eval: Comprehensiveness of progress notes as reviewed by preceptor; discussions with

preceptor; oral presentations.

Pediatrics -Students will create and maintain written records of their patient encounters, including history

and physical exams, in-patient encounter notes and case log information

Measurement/Eval: Comprehensiveness of history and physical exam write-ups and daily progress notes as

reviewed by preceptor.



Pediatrics - Students will perform effectively as members of the pediatric service

Measurement/Eval: Preceptor Evaluations; Professionalism Forms; Participation in Didactic Sessions.

V. PROFESSIONALISM - Students must demonstrate a commitment to carrying out professional




professionals.

Pediatrics - Students will demonstrate preparedness for class, meetings and patient care activities.

Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms, Written Focused History and

Physical; Daily Notes..

Pediatrics - Students will convey information honestly and tactfully; will engage in truthful interactions with

patients, peers, and in professional work.

Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms, Written Focused History and

Physical; Daily Notes.

Pediatrics - Students will act and dress in a professional manner.

Measurement/Eval: Preceptor Evaluations, Professionalism Forms.

Pediatrics - Students will maintain appropriate boundaries in work/learning/patient care situations.

Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms

Pediatrics - Students will demonstrate respect for the wishes of patients; will attend to patient needs for

comfort and privacy.

Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms.


394

Pediatrics - Students will demonstrate respect in relationships toward other health care team members and

patients.

Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms.



Pediatrics - Students will maintain good attendance and punctuality for scheduled activities and

appointments


Pediatrics - Students will demonstrate initiative and good work habits in fulfilling responsibilities to patients,

and responsibility to the resident team involved with the care of their patients

Measurement/Eval: Preceptor observation and clinical evaluation

Pediatrics - Students will perform tasks independently as appropriate to current level of training

Measurement/Eval: Preceptor Evaluations, Professionalism Forms, Written Focused History and Physical;

Daily Notes.



Pediatrics - Students will discuss the importance of patient confidentiality

Measurement/Eval: Preceptor Evaluations, Professionalism Forms, Written Focused History and Physical;

Daily Notes.

Pediatrics - Students will recognize the important elements of informed consent

Measurement/Eval: OSCE, NBME exam performance, Preceptor Evaluations, Professionalism Forms, Case

logs.

Pediatrics - Students will demonstrate knowledge of and discuss the importance of ethical decision making,

including declaration of brain death, withdrawal-of-care, and recognition of the interdependent role of

physician experience, patient preference and best available evidence in clinical decision-making.

Measurement/Eval: Case-based lecture presentations; attending rounds; observation of clinical activity

Pediatrics - Students will not discriminate regardless of race, gender, religion, sexual orientation, age,

disability, intelligence and socio-economic status; will react appropriately to other's lapses in conduct and

performance.

Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms; Daily Notes.




395

Pediatrics - Students will demonstrate sensitivity and respect in patient interactions regardless of race,

gender, religion, sexual orientation, age, disability, intelligence, and socio-economic status.


Pediatrics - Students will recognize the need for the involvement of patient and the patient's family in

decision-making and the incorporation of patients' and families' values and beliefs into management plans.

Measurement/Eval: Observation of student-patient interaction; discussions with preceptor, seminar

discussions with faculty.

Pediatrics - Students will accept the individuality, values, goals, concerns, and rights of the patient and the

patient's family

Measurement/Eval: Observation of student-patient interaction; discussions with preceptor, seminar

discussions with faculty.



Pediatrics - Students will seek help at appropriate times.


Pediatrics - Students will admit to errors of omission and commission and assume responsibility; inform a

supervisor when mistakes occur.


Pediatrics - Students will maintain responsibility for the physical and mental health of themselves and their

peers.


Pediatrics - Students will accept constructive criticism in an appropriate manner.

Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms, Case presentations.

Pediatrics - Students will recognize areas that need improvement, seek advice, and demonstrate that they

are able to incorporate feedback in order to make changes in behavior.

Measurement/Eval: OSCE, Preceptor Evaluations, Professionalism Forms, Case presentations.

Pediatrics - Students will recognize the need for and strive to maintain composure during difficult

interactions.

Measurement/Eval: Preceptor Evaluations, Professionalism Forms, Case logs.

VI. SYSTEMS-BASED PRACTICE - Students will be able to function effectively in teams and within a

larger organizational structure. They must demonstrate an awareness of the larger context & system of

health care and of the resources available within the system to provide optimal care to individual patients

and groups. Finally, students must demonstrate an awareness of current barriers to health care and of the

various strategies designed to assist patients in gaining access to care.


396




Pediatrics - Students will describe the role of the pediatrician as a coordinator of care including

understanding the value of serving as a member of a health care team and understanding the role of other

health care team members.

Measurement/Eval: Preceptor observations of student interactions with nurses, pediatric residents, clerks.



Pediatrics - Students will describe the strengths and shortcomings of the U.S. system, specifically with

regards to the delivery of care to children, and recognize the existence of barriers to basic and preventative

care (including immunization) for under-represented minorities and patients with poor socio-economic

status.

Measurement/Eval: Preceptor clinical evaluation; Daily Notes and management plan review; Case Log

Evaluation..


quality of care.

Pediatrics - Students will recognize the importance of appropriate cost effective decision-making and

resource allocation.


Evaluation.


Pediatrics - Students will recognize appropriate consultation resources that can optimize patient care and

management of health behaviors, including different physician specialties, other health care professionals,

and community health agencies, and describe strategies to enhance collaboration of these resources.


Evaluation.



Pediatrics - Students will recognize the importance of quality assurance, including partnership with other

health care managers/providers and the utilization of best practice guidelines, in today's health care market.

Measurement/Eval: Preceptor clinical evaluation; Participation in Didactic Session; Written Case Log

Evaluation.

.


397

Pediatrics - Students will recognize the source of common medical errors and discuss strategies to address

them.

Measurement/Eval: Preceptor clinical evaluations, review of management plans, participation in didactic

sessions

* Fifteen Most Frequent Patient Encounters seen by pediatrician

1 Abdominal Pain

2 UTI

3 GER

4 RSV Bronchiolitis

5 Apnea

6 Status Asthmaticus

7 NAS

8 Pneumonia

9 Cellulitis

10 Croup

11 Diarrhea

12 Fever

13 Sickle Cell Anemia

14 Constipation

15 Seizures

PSYCHIATRY CLERKSHIP

I. PATIENT CARE – Students must be prepared to provide patient care that is

compassionate, appropriate, and effective.



Psychiatry Clerkship: Students will establish an effective therapeutic relationship with patients

on the psychiatry service, considering both psychosocial and cultural context when necessary.

Measurement/Eval: OSCE, preceptor evaluation, professionalism form


398


Psychiatry Clerkship: Students will gather a complete or problem-focused history for patients

with symptoms that commonly require psychiatric referral.


Psychiatry Clerkship: Students will demonstrate and perform a complete mental status exam

relevant to the referring psychiatric symptom.

Measurement/Eval: OSCE, preceptor evaluation


Psychiatry Clerkship: Students will describe relevant differential diagnoses for patients with

commonly presenting psychiatric symptoms.

Measurement/Eval: OSCE, preceptor evaluation, NBME subject exam

Psychiatry Clerkship: Students will develop an appropriate diagnostic plan and treatment

rationale for a patient with symptoms that require a psychiatric referral.

Measurement/Eval: OSCE, preceptor evaluation, NBME Subject exam



Psychiatry Clerkship: Students will utilize clinically relevant research, from the basic sciences of


diagnostic tests (including the clinical examination), the power of prognostic markers, and the

efficacy and safety of therapeutic, rehabilitative, and preventive regimens as they pertain to

psychiatry and decision-making.

Measurement/Eval: Preceptor evaluation


399

F. Work with patients in preventing health problems or maintaining mental hygiene.

Psychiatry Clerkship: Students will describe regimens for health maintenance designed to reduce

mental illness.

Measurement/Eval: NBME Subject exam

G. Work as members of multi-disciplinary health care teams to provide patient-focused care.

Psychiatry Clerkship: Students will perform effectively as members of the psychiatry service

Measurement/Eval: preceptor evaluation


evolving basic and clinical biomedical sciences, including epidemiology and social/behavioral sciences, and



A. Demonstrate knowledge and application of the basic and clinical sciences relevant

and appropriate to the clinical practice of medicine.

Psychiatry Clerkship: Students will demonstrate basic knowledge of altered structure and

function (pathology and pathophysiology) of the brain that are see in various mental illnesses

and how they relate to common presenting psychiatric symptoms.


Psychiatry Clerkship: Students will demonstrate the basic knowledge of strategies to identify,

assess and manage psychiatric emergencies.

Measurement/Eval: OSCE, preceptor evaluation, NBME Subject Exam



400

Psychiatry Clerkship: Students will demonstrate knowledge about established and evolving

clinical biomedical sciences and the application of this knowledge to psychiatric care and

decision-making.


III. PRACTICE BASED LEARNING AND IMPROVEMENT – Students must be able to engage in

self-evaluation regarding their academic & clinical performance, develop plans for personal improvement,

and recognize how the application of new learning can be used to improve patient care.




Psychiatry Clerkship: Students will demonstrate commitment to life-long learning and will

identify strategies to continuously up-date personal clinical knowledge and skills.

Measurement/Eval: preceptor evaluation, professionalism form

Psychiatry Clerkship: Students will recognize their limitations and ask for help when needed.


B. Locate, appraise, and assimilate evidence from scientific and clinical studies related to patients’ health problems.

Psychiatry Clerkship: Students will assess and utilize clinically relevant research, from the

basic sciences of medicine or from patient-centered clinical research, to evaluate psychiatric

care and decision-making relevant to their patients.

Measurement/Eval: OSCE


401

C. Obtain and use information about patients they care for and the larger population from which these patients are drawn.

Psychiatry Clerkship: Students will apply concepts of epidemiology and biostatistics for risk

assessment of violence and suicide.

Measurement/Eval: OSCE, NBME Subject exam

D. Apply knowledge of study designs and statistical methods to the appraisal of clinical studies and other information on diagnostic and therapeutic effectiveness.


E. Use information technology to manage information and access on-line medical information; and support their own education.

Psychiatry Clerkship: Students will demonstrate facility with the use of information

technology to meeting learning demands.

Measurement/Eval: NBME Subject exam, preceptor evaluation


Psychiatry Clerkship: Students will perform effectively as members of the psychiatric service

and will share relevant clinical information regarding their patients to facilitate care.


IV. INTERPERSONAL AND COMMUNICATION SKILLS – Students must be able to demonstrate

interpersonal & communication skills, both verbal and written, that results in effective information

exchange with patients, patients’ families, peers, and other health professions colleagues.



402




Psychiatry Clerkship:Students will establish an effective therapeutic relationship with

patients on the psychiatric service, adapting their style to the needs of the patient and

the urgency of the situation.


Psychiatry Clerkship: Students will recognize and adapt their communication styles with

patients in situations involving sensitive, technically complex or distressing information.


B. Utilize appropriate and effective communication strategies to both elicit and provide health care

information to patients and their families.

Psychiatry Clerkship: Students will demonstrate the basic skills required to communicate

effectively with patients, patient’s families, and colleagues.


Psychiatry Clerkship: Students will create and maintain written records of their patient

encounters, including history and physical exams, in-patient encounter notes and case

log information.

Measurement/Eval: preceptor evaluation, case logs

C. Work effectively with others as members of a health care team, including peers,residents, faculty and other health care professionals.

Psychiatry Clerkship: Students will perform effectively as members of the psychiatry

service.

Measurement/Eval: preceptor evaluation


403






Psychiatry Clerkship:Students will demonstrate preparedness for class, meetings and

patient care activities.

Measurement/Eval: professionalism form

Psychiatry Clerkship: Students will convey information honestly and tactfully; will engage

in truthful interactions with patients, peers, and in professional work.

Measurement/Eval: OSCE, professionalism form

Psychiatry Clerkship: Students will act and dress in a professional manner.

Measurement/Eval: professionalism form

Psychiatry Clerkship: Students will maintain appropriate boundaries in

work/learning/patient care situations.


Psychiatry Clerkship: Students will demonstrate respect for the wishes of patients; will

attend to patient needs for comfort and privacy.



404

Psychiatry Clerkship:Students will demonstrate respect in relationships toward other

health care team members and patients.




Psychiatry Clerkship: Students will maintain good attendance and punctuality for

scheduled activities and appointments.


Psychiatry Clerkship: Students will demonstrate initiative in fulfilling responsibilities to

patients, and responsibility to others on the psychiatry service.


Psychiatry Clerkship: Students will perform tasks independently as appropriate to

current level of training.


C. Demonstrate a commitment to ethical principles pertaining to provision or withholding of clinical care, confidentiality of patient information, and informed consent.

Psychiatry Clerkship: Students will discuss the importance of patient confidentiality.


Psychiatry Clerkship: Students will recognize the important elements of informed

consent.

Measurement/Eval: preceptor evaluation, professionalism form, NBME Subject

Exam

Psychiatry Clerkship: Students will demonstrate knowledge and discuss the importance

of ethical decision making, including competency, medical power of attorney and


405

recognition of patient autonomy with regards to diagnostic and treatment

recommendations.

Measurement/Eval: OSCE, preceptor evaluation, professionalism form, NBME

Subject Exam

Psychiatry Clerkship: Students will not discriminate regardless of race, gender, religion,

sexual orientation, age, disability, intelligence and socio-economic status; will react



Subject Exam



Psychiatry Clerkship: Students will demonstrate sensitivity and respect in patient

interactions regardless of race, gender, religion, sexual orientation, age, disability,



Subject Exam

Psychiatry Clerkship: Students will recognize the need for patient involvement in

decision making and the incorporation of patients’ values and beliefs into management

plans.


Subject Exam

E. Recognize and address personal limitations, attributes or behaviors that might

influence their effectiveness as a physician.

Psychiatry Clerkship: Students will seek help at appropriate times.

Measurement/Eval: preceptor evaluation, professionalism form, NBME Subject

Exam


406

Psychiatry Clerkship: Students will admit to errors of omission and commission and

assume responsibility; inform a supervisor when mistakes occur.


Psychiatry Clerkship: Students will maintain responsibility for the physical and mental

health of themselves and their peers.


Psychiatry Clerkship: Students will accept constructive criticism in an appropriate

manner.


Psychiatry Clerkship: Students will recognize areas that need improvement, seek advice,

and demonstrate that they are able to incorporate feedback in order to make changes in

behavior.


Psychiatry Clerkship: Students will recognize the need for and strive to maintain

composure during difficult interactions.


VI. SYSTEMS-BASED PRACTICE – Students will be able to function effectively in teams and within

a larger organizational structure. They must demonstrate an awareness of the larger context & system of

health care and of the resources available within the system to provide optimal care to individual patients

and groups. Finally, students must demonstrate awareness of current barriers to health care and of the

various strategies designed to assist patients in gaining access to care.





407

Psychiatry Clerkship: Students will perform effectively as members of the psychiatry

service.




Psychiatry Clerkship: Students will understand the strengths and shortcomings of the

U.S. system for delivering psychiatric care and recognize the existence of barriers for

under-represented minorities and patients with poor socio-economic status.




Psychiatry Clerkship: Students will recognize appropriate cost effective decision-making

and resource allocation.


D. Advocate for quality patient care and assist patients in dealing with system

complexities.

Psychiatry Clerkship: Students will recognize appropriate consultation resources that can

optimize patient care and management of health behaviors, including different physician

specialties, other health care professionals, and community health agencies, and

describe strategies to enhance collaboration of these resources.

Measurement/Eval: OSCE, NBME Subject Exam




408

Psychiatry Clerkship: Students will outline strategies for effective quality assurance,

including partnership with other health care managers/providers and the utilization of

information in order to prevent adverse events

Measurement/Eval: OSCE, NBME Subject Exam

Psychiatry Clerkship: Students will recognize the source of common medical errors and

display knowledge of strategies to address them.

Measurement/Eval: preceptor evaluation, NBME Subject Exam

SURGERY

I. PATIENT CARE – Students must be prepared to provide patient care that is

compassionate, appropriate, and effective.


SURGERY: Students will establish an effective therapeutic relationship with patients on the

surgical service, considering both psychosocial and cultural context when necessary.

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Case Log Evaluation,

Professionalism Form


SURGERY: Students will gather a complete or problem-focused history for patients with

symptoms that commonly require surgical referral

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Written focused

history and physical, Oral Case Presentation, Case Log Evaluation

SURGERY: Students will demonstrate and perform a complete physical exam relevant to

the referring surgical symptom


history and physical, Oral Case Presentation, Case Log Evaluation.


409

SURGERY: Students will demonstrate and perform routine pre- and post-operative patient

evaluations


history and physical, Daily Notes, Oral Case Presentation, Participation in didactic evaluation,

Case Log Evaluation, Professionalism Form


SURGERY: Students will describe relevant differential diagnoses for patients with commonly

presenting surgical symptoms*

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Oral Case

Presentation, Participation in didactic evaluation, Written focused history and physical,

SURGERY: Students will develop an appropriate diagnostic plan and treatment rationale for

a patient with symptoms that require a surgical referral

Measurement/Eval: Final OSCE exam, NBME subject exam, Tutor/Preceptor clinical evaluation,

Oral Case Presentation, Participation in didactic evaluation, Written focused history and physical,

Daily Notes.

SURGERY: Students will develop an appropriate care plan and treatment rationale for

patients who are scheduled for or are recovering from surgery

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Participation in

didactic evaluation, Written focused history and physical, Daily Notes.

SURGERY: Students will demonstrate an understanding of and basic skills required to order

and interpret labs and radiologic studies commonly used to evaluate surgical patients


Oral Case Presentation, Participation in didactic evaluation, Daily Notes.




410

SURGERY: Students will utilize clinically relevant research, from the basic sciences of


diagnostic tests (including the clinical examination), the power of prognostic markers, and

the efficacy and safety of therapeutic, rehabilitative, and preventive regimens as they pertain

to surgical care and decision-making

Measurement/Eval: NBME subject exam, Tutor/Preceptor clinical evaluation, Oral Case

Presentation, Participation in didactic evaluation.


SURGERY: Students will demonstrate basic skills in performing routine technical procedures

commonly required on a surgical service

Measurement/Eval: Tutor/Preceptor clinical evaluation.

SURGERY: Students will demonstrate consistent performance of sterile technique, including

successful gowning, gloving and maintenance of sterile operative field

Measurement/Eval: Tutor/Preceptor clinical evaluation, Professionalism Form.


SURGERY: Students will describe regimens for health maintenance designed to reduce

perioperative risk


Participation in didactic evaluation.


SURGERY: Students will perform effectively as members of the surgical service

Measurement/Eval: Tutor/Preceptor clinical evaluation, Participation in didactic evaluation,

Professionalism Form.

II. MEDICAL KNOWLEDGE – Students must demonstrate knowledge about

established and evolving basic and clinical biomedical sciences, including


411

epidemiology and social/behavioral sciences, & their application of this

knowledge to patient care.

A. Demonstrate knowledge and application of the basic and clinical sciences relevant and appropriate to

the clinical practice of medicine.

SURGERY: Students will demonstrate basic knowledge of altered structure and function

(pathology and pathophsyiology) of the body and its major organ systems that are see in

various surgical diseases and how they relate to common presenting surgical symptoms*


Oral Case Presentation, Participation in didactic evaluation.

SURGERY: Students will demonstrate the basic knowledge of strategies to identify, assess

and manage life-threatening surgical emergencies

Measurement/Eval: NBME subject exam, Tutor/Preceptor clinical evaluation, Oral Case

Presentation, Participation in didactic evaluation.

SURGERY: Students will demonstrate the basic knowledge required to assess and treat

pain, and ameliorate suffering

Measurement/Eval: NBME subject exam, Tutor/Preceptor clinical evaluation, Participation in

didactic evaluation, Daily Notes.

SURGERY: Students will demonstrate knowledge of basic sterile technique



SURGERY: Students will demonstrate knowledge about established and evolving clinical

biomedical sciences and the application of this knowledge to surgical care and decision-

making




412

III. PRACTICE BASED LEARNING AND IMPROVEMENT – Students must

be able to engage in self-evaluation regarding their academic & clinical

performance, develop plans for personal improvement, and recognize how the

application of new learning can be used to improve patient care.



SURGERY: Students will demonstrate commitment to life-long learning and will identify

strategies to continuously up-date personal clinical knowledge and skills

Measurement/Eval: Tutor/Preceptor clinical evaluation, Oral Case Presentation, Participation in

didactic evaluation, Case Log Evaluation.

SURGERY: Students will recognize their limitations and ask for help when needed




problems.

SURGERY: Students will assess and utilize clinically relevant research, from the basic

sciences of medicine or from patient-centered clinical research, to evaluate surgical care and

decision-making relevant to their patients




patients are drawn.

SURGERY: Students will apply concepts of epidemiology and biostatistics for the diagnostic

screening of cancers commonly treated by surgeons


413

Measurement/Eval: NBME subject exam, Tutor/Preceptor clinical evaluation, Participation in

didactic evaluation, Written focused history and physical.

SURGERY: Students will apply concepts of epidemiology and biostatistics for peri-operative

risk assessment and to prevent post-operative complications


didactic evaluation, Written focused history and physical, Case Log Evaluation.



Measurement/Eval: Tutor/Preceptor clinical evaluation, Oral Case Presentation, Written focused

history and physical.



SURGERY: Students will demonstrate facility with the use of information technology to

meeting learning demands

Measurement/Eval: Oral Case Presentation, Participation in didactic evaluation, Case Log

Evaluation.


SURGERY: Students will perform effectively as members of the surgical service and will

share relevant clinical information regarding their patient to facilitate care



IV. INTERPERSONAL AND COMMUNICATION SKILLS – Students must be

able to demonstrate interpersonal & communication skills, both verbal and

written, that results in effective information exchange with patients, patients’

families, peers, and other health professions colleagues.


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SURGERY: Students will establish an effective therapeutic relationship with patients on the

surgical service, adapting their style to the needs of the patient and the urgency of the

situation

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Professionalism

Form.

SURGERY: Students will recognize and adapt their communication styles with patients in

situations involving sensitive, technically complex or distressing information


Form.



families.

SURGERY: Students will demonstrate the basic skills required to communicate effectively,

both orally and in writing, with patients, patient’s families, and colleagues


Presentation, Written focused history and physical, Daily Notes, Professionalism Form.

SURGERY: Students will create and maintain written records of their patient encounters,

including history and physical exams, in-patient encounter notes and case log information







415

V. PROFESSIONALISM FORMSSIONALISM – Students must

demonstrate a commitment to carrying out professional

responsibilities, adherence to ethical principals & sensitivity to a

diverse patient population.


professions.

SURGERY: Students will demonstrate preparedness for class, meetings and patient care

activities.


didactic evaluation, Daily Notes, Professionalism Form.

SURGERY: Students will convey information honestly and tactfully; will engage in truthful

interactions with patients, peers, and in professional work.


didactic evaluation, Written focused history and physical, Daily Notes, Case Log Evaluation,


SURGERY: Students will act and dress in a professional manner.


SURGERY: Students will maintain appropriate boundaries in work/learning/patient care

situations.


Form.

SURGERY: Students will demonstrate respect for the wishes of patients; will attend to

patient needs for comfort and privacy.


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Form.

SURGERY: Students will demonstrate respect in relationships toward other health care

team members and patients.


Form.

B. Demonstrate accountability to patients, society and the profession, and a commitment to excellence

and on-going professional development.

SURGERY: Students will maintain good attendance and punctuality for scheduled activities

and appointments


SURGERY: Students will demonstrate initiative in fulfilling responsibilities to patients, and

responsibility to others on the surgical service

Measurement/Eval: Tutor/Preceptor clinical evaluation, Participation in didactic evaluation, Daily

Notes, Case Log Evaluation, Professionalism Form.

SURGERY: Students will perform tasks independently as appropriate to current level of

training

Measurement/Eval: Tutor/Preceptor clinical evaluation, Written focused history and physical,

Daily Notes, Case Log Evaluation, Professionalism Form.



SURGERY: Students will discuss the importance of patient confidentiality


didactic evaluation, Daily Notes, Professionalism Form.

SURGERY: Students will recognize the important elements of informed consent


417


Participation in didactic evaluation, Case Log Evaluation, Professionalism Form.

SURGERY: Students will demonstrate knowledge of and discuss the importance of ethical

decision making, including declaration of brain death, withdrawal-of-care, establishment of

DNR status, medical power of attorney and recognition of patient autonomy with regards to

diagnostic and treatment recommendations


didactic evaluation.

SURGERY: Students will not discriminate regardless of race, gender, religion, sexual

orientation, age, disability, intelligence and socio-economic status; will react appropriately to

other’s lapses in conduct and performance.


didactic evaluation, Professionalism Form.



SURGERY: Students will demonstrate sensitivity and respect in patient interactions

regardless of race, gender, religion, sexual orientation, age, disability, intelligence, and

socio-economic status.


didactic evaluation, Professionalism Form.

SURGERY: Students will recognize the need for patient involvement in decision making and

the incorporation of patients’ values and beliefs into management plans.

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Case Log Evaluation,




SURGERY: Students will seek help at appropriate times.


418

Measurement/Eval: Tutor/Preceptor clinical evaluation, Case Log Evaluation, Professionalism

Form.

SURGERY: Students will admit to errors of omission and commission and assume



SURGERY: Students will maintain responsibility for the physical and mental health of

themselves and their peers.


SURGERY: Students will accept constructive criticism in an appropriate manner.


Presentation, Participation in didactic evaluation, Professionalism Form.

SURGERY: Students will recognize areas that need improvement, seek advice, and

demonstrate that they are able to incorporate feedback in order to make changes in

behavior.


Presentation, Participation in didactic evaluation, Professionalism Form.

SURGERY: Students will recognize the need for and strive to maintain composure during

difficult interactions.

Measurement/Eval: Tutor/Preceptor clinical evaluation, Case Log Evaluation, Professionalism

Form.

VI. SYSTEMS-BASED PRACTICE – Students will be able to function

effectively in teams and within a larger organizational structure. They must

demonstrate an awareness of the larger context & system of health care and

of the resources available within the system to provide optimal care to

individual patients and groups. Finally, students must demonstrate an

awareness of current barriers to health care and of the various strategies

designed to assist patients in gaining access to care.


419




Measurement/Eval: Tutor/Preceptor clinical evaluation, Participation in didactic

evaluation, Professionalism form.



SURGERY: Students will describe the strengths and shortcomings of the U.S. system for

delivering surgical care and recognize the existence of barriers to index surgical procedures

for under-represented minorities and patients with poor socio-economic status.

Measurement/Eval: Tutor/Preceptor clinical evaluation, Oral Case Presentation,

Participation in didactic evaluation, Case Log Evaluation.


quality of care.

SURGERY: Students will recognize appropriate cost effective decision-making and resource

allocation.


Participation in didactic evaluation, Case Log Evaluation.


SURGERY: Students will recognize appropriate consultation resources that can optimize

patient care and management of health behaviors, including different physician specialties,

other health care professionals, and community health agencies, and describe strategies to

enhance collaboration of these resources.

Measurement/Eval: Final OSCE exam, Tutor/Preceptor clinical evaluation, Participation

in didactic evaluation, Written focused history and physical, Daily Notes, Case Log

Evaluation.


420



SURGERY: Students will outline strategies for effective quality assurance, including

partnership with other health care managers/providers and the utilization of information in

order to prevent surgical complications**

Measurement/Eval: Tutor/Preceptor clinical evaluation, Participation in didactic

evaluation, Case Log Evaluation.

SURGERY: Students will recognize the source of common medical errors and discuss



Participation in didactic evaluation, Daily Notes, Case Log Evaluation.

* Common Presenting Surgical Symptoms: Abdominal Masses, Abdominal Pain, Abdominal Wall

and Groin Masses, Altered Neurological Status, Back Pain, Breast Problems, Ear and Nose

Problems, GI Hemorrhage, Jaundice, Leg Pain, Lung Nodule, Neck Mass, Non-healing Wounds,

Peri-Anal Problems, Scrotal Pain and Swelling, Shock, Skin and Soft Tissue Lesions, Swallowing

Difficulty and Pain, Trauma, Urinary Complaints, Vomiting, Diarrhea and Constipation

**Surgical Complications: Venous Thromboembolism, Surgical Site Infection, Post-operative

bleeding, Peri-operative Cardiac Event, Nosocomial Pneumonia, Urinary tract infection


421

USAT MONTSERRAT

RECOGNITION AND VALIDITY OF DEGREES


422

Status of Recognition and Validity of Official Degrees and Awards granted by authority vested by The

Government of Montserrat on the Board of directors of the University

The UNESCO agreement and other relevant Laws.

GOVERNMENT OF MONTSERRAT LICENSE AGREEMENT TO THE UNIVERSITY OF SCIENCE, ARTS AND

TECHNOLOGY, U.S.A.T. – MONTSERRAT

Under applicable Law, the Government of Montserrat and the University signed a LICENSE AGREEMENT

dated in Montserrat on 26th, September , 2003.

The school permit was issued by the government of Montserrat authorizing the formation and operations of

the University of Science, Arts and Technology Montserrat Ltd.

Between other, The Medical School is authorized to award Degrees including but not limited to THE

BACHELOR OF MEDICINE AND SURGERY (MBBS), DOCTOR OF MEDICINE (MD), MASTER OF PUBLIC HEALTH

(MPH), and DOCTOR OF PHILOSOPHY (PhD) in different areas and specialties.

Therefore, and based on such agreement and license and specifically on the article 8, section 14, where it

states the authority of the University to grant DEGREES, all the degrees and titles awarded legally by the

USAT under such article and specifically those contained in should be considered OFFICIAL, LEGAL AND

VALID UNIVERSITY DEGREES conferred by and under the authority vested on the University and in execution

of its autonomy as competent authority to award degrees, as stated by our Laws and in accordance with this

applicable and other relevant Montserratian, UK and EU Law, full force an faith should be given to them

whenever and wherever it will appear and correspond as it is ordered by the appropriate legislation cited.


423

USAT degrees and awards are therefore entitled to be recognized in all EU Member States, and the countries

and territories conforming the EU, EEA or included in any form in the EC Treaty as well as in other

subscribers of international agreements and/or conventions on the matter.

As a UK OTC´, (Overseas Territories and Countries), Montserrat is included in those agreements signed and

ratified on the matter by the UK unless specific declaration or exclusion and based on such, the

Qualifications, Diplomas, Awards, Degrees, and other authorized educational and professional certifications

and credentials should be recognized and those agreements enforced.

Montserrat is also listed in the Annex II of the EC Treaty within the group of Overseas Territories and

Countries where dispositions of the title 4 of the Chapter 3 of the Treaty is applicable.

The Residents of Montserrat have full British citizenship rights and freedom of movement within the UK and

the EU.

USAT – MONTSERRAT VALIDITY AND RECOGNITION OF USAT DEGREES IN THE EU

M.K. Kavannaugh, LLB, MBA, LLD

HEAD LEGAL COUNSEL (USAT INTERNATIONAL OFFICE)

THE EU AND MEMBER STATE ISLAND TERRITORIES

Introduction

Many of the 15 EU Member States have autonomous or semi-autonomous territories, most of which are

islands. When the Member States concerned decided to join the EU, their territories, because of their

constitutional links with the Member States, negotiated their own special relationships with the EU. These

relationships, which are determined by primary Community law (generally the EC Treaty), vary significantly.

Thus, some territories are formally part of the EU, others are not. All have particular arrangements or

derogations under EU law. Moreover, in some cases, these initial arrangements have changed or are in the

process of changing. This article will attempt to show the dynamic and evolving nature of the EU/Member

State island territory relationship. It will also briefly examine EU policy on island regions.

Which territories?

Those territories which are constitutionally linked to a Member State and whose relationships with the EU

are governed by primary Community law are: the so-called "ultra peripheral regions"1, the Overseas

Countries and Territories (OCTs)2, the Åland Islands, the Faroe Islands, the Channel Islands, the Isle of Man,

Gibraltar, Ceuta and Melilla. Of these, only the ultra peripheral regions, the Åland Islands, Gibraltar, Ceuta

and Melilla are formally part of the EU. The remainder are not part of the EU territory. All of these Member

State territories are islands with the exception of Gibraltar, French Guiana, Ceuta and Melilla.

The nature of the EU/Member State island territory relationship


424

There are two particular points worthy of note as regards the nature of the EU/island territory relationship –

- first, the relationship between the EU, on the one hand, and each island territory, on the other, is unique;

second, the initial arrangement is not carved in stone and in respect of certain island territories has changed.

The unique nature of the relationship between the EU and each island territory can be illustrated by

comparing territories which share broad similarities but which have chosen sometimes very different

arrangements with the EU.

(i) The Åland Islands and the Faroe Islands

The Åland Islands and the Faroe Islands are both constitutionally linked to Nordic countries -- the Ålands

with Finland and the Faroes with Denmark. Both enjoy a large degree of autonomy as regards internal

matters. Whilst the Åland Islands are, however, part of the EU, the Faroe Islands chose to remain outside the

EU.

The relationship between the Åland Islands and the EU is governed by Protocol No.2 to the Finnish Accession

Act. Article 1 of Protocol No.2 permits restrictions on the right of individuals to hold regional citizenship and

on the right to hold or acquire real property. Article 2 of Protocol No.2 provides for a derogation from EU

indirect taxes. This derogation was permitted in view of the fact that the Islands' economy depended in large

measure from income from the ferry crossings between the Islands and Sweden and Finland. The EU,

however, inserted a safeguard provision in Article 2 which provides that the objective of the derogation is to

maintain a "viable local economy in the islands" and should not have any adverse effects on the EU. Should

such adverse effects occur, the Commission may submit proposals to the Council which shall act in

accordance with relevant Treaty articles. The latter presumably refers to the adoption of tax harmonization

measures under Article 93 of the EC Treaty. Finally, Article 3 of Protocol No.2 requires the Åland Islands to

accord the same treatment to both Finnish and other EU nationals.

In contrast to the Ålands, Article 299(6)(a) of the EC Treaty states briefly that "the Treaty shall not apply to

the Faroe Islands". Originally, Denmark hoped that the Faroes would become part of the EU upon Danish

accession. The Faroes, wary of the EU's long term aim of having unlimited access to the Islands' fishing

waters, rejected membership of the EU. Instead, the Faroe Islands negotiated two agreements with the EU,

one on fisheries –- which provides for access by the EU and the Faroes to each others' coastal waters to fish3

–- and the other on trade -– which broadly provides for the abolition of customs duties and quantitative

restrictions in trade between the EU and the Faroe Islands4.

(ii) The French Overseas Departments and the French Overseas Territories

The French Overseas Departments (the so-called "DOMS"5) and the French Overseas Territories (known as

the "TOMs"6) are, of course, both constitutionally linked to France and both suffer the physical and

economic disadvantages of being underdeveloped and remote.

Both the DOMs and the TOMs have a special status under EU law. The DOMs are recognized as

"ultraperipheral regions" under Article 299(2) of the EC Treaty along with the Azores, Madeira and the

Canary Islands. The TOMs are part of the group of Overseas Countries and Territories ("OCTs") whose

relationship with the EU is determined under Part Four of the EC Treaty (Articles 182–188).

http://www.upei.ca/iis/art_fm_1#top

http://www.upei.ca/iis/art_fm_1#top


425

When France became part of the EU, the DOMs also automatically became part of the EU by virtue of their

being part of France. The TOMs, on the other hand, unlike the DOMs, enjoy a large measure of legislative

autonomy and may adapt their own legislation to implement Community acts relating to them.

As the DOMs are part of the EU, all EC Treaty provisions apply. In 1989, the Community adopted

"programmes of options specific to their remote and insular nature" in relation to the DOMs. The so-called

POSEIDOM programme provided both funding for the DOMs under the EU Structural Funds and the

adaptation of the EU's common policies to deal with the specific problems of these regions7.

As an OCT, the TOMs' relationship with the EU is governed by Articles 182-188 of the EC Treaty. Article 182

establishes the basic aim of this relationship which is "to promote the economic and social development of

the overseas countries and territories and to establish close economic relations between them and the

Community as a whole". Article 184 provides for duty-free access for OCT products to the EU. Article 187

provides that the Council shall adopt detailed rules and procedures for the EU-OCT association. These

detailed rules have been set out in a succession of Council Decisions.

The current applicable Decision is Decision 91/482/EEC8, as amended by Decision 97/803/EC9. These

Decisions govern the EU-OCT, and specifically the EU-TOMs relationship providing for both technical and

financial assistance, the latter under the European Development Fund.

The EU/Member State island relationship is an evolving one, as is evidenced by the following examples of

island territories which have altered their initial status with the EU.

(i) Greenland

Greenland was originally a Danish colony but became part of the Kingdom of Denmark in 1953. When

Denmark joined the EU in 1973, Greenland, too, became part of the EU. In 1979, Greenland acquired home

rule status. As a result of its new status, the EC Treaty was amended in 1984 and Greenland became part of

the EU-OCT arrangement.

Unlike the other OCTs, however, Greenland was granted OCT status only on condition that it entered into a

fisheries agreement with the EU. Instead of receiving financial and technical assistance like the other OCTs,

Greenland receives financial compensation from the EU in return for fish.

(ii) Canary Islands

The Canary Islands –- one of Spain's autonomous communities –- are also one of the Community's "ultra-

peripheral regions" to which all of the EC Treaty provisions apply by virtue of Article 299 (2) of the Treaty.

Until July 1, 1991, the Canary Islands shared the same status vis a vis the EU as Ceuta and Melilla which are

also Spanish autonomous communities. The relationship of these regions with the EU was governed by

Protocol 2 of the Spanish Accession Act. This broadly provided that the Canary Islands were part of the EU

but were excluded from the Community's Common Customs Tariff (CCT) and from the Common Agricultural

Policy (CAP).

In 1991, the Canary Islands took the view that it would be more economically viable to be part of the CCT.

This was particularly because Spain was approaching the end of its transitional period following its accession

to the EU in 1986 and would also become fully part of the CCT. The EC Council therefore, in 1991, adopted a

Regulation providing for the gradual incorporation of the Canary Islands into the CCT10.


426

EU/Member State island territories – the future

The Amsterdam Treaty, which has been in force since May 1999, introduced a number of important

provisions to the EC Treaty relating to islands. Although these provisions apply specifically only to islands

which are formally part of the EU, indirectly at least they have implications for the EU's relations with islands

generally. Specifically:

- Article 158 of the EC Treaty, which now forms the legal basis for the Community's economic and social

cohesion policy, makes specific mention of reducing the backwardness of least-favoured island regions.

Article 158 provides:

"In order to promote its overall harmonious development, the Community shall develop and pursue its

actions leading to the strengthening of its economic and social cohesion.

In particular, the Community shall aim at reducing disparities between the levels of development of the

various regions and the backwardness of the least favoured regions or islands, including rural areas"

(emphasis added).

- Declaration No. 30 on island regions defines the Community's obligations in respect of island regions as set

out in Article 158 of the EC Treaty. Declaration No. 30 provides:

"The Conference recognizes that island regions suffer from structural handicaps linked to their island status,

the permanence of which impairs their economic and social development.

The Conference accordingly acknowledges that Community legislation must take account of these handicaps

and that specific measures may be taken, where justified, in favour of these regions in order to integrate

them better into the internal market on fair conditions".

- Article 299(2) of the EC Treaty, as we have seen, concerns the Community's ultra-peripheral regions. Article

299(2) requires the EC Council to adopt specific measures for these regions taking account of their "special

characteristics and constraints" including their "insularity".

- Article 154 of the EC Treaty deals with trans-European networks. It provides that in developing trans-

European networks the Community "shall take account in particular of the need to link island, landlocked

and peripheral regions with the central regions of the Community" (emphasis added).

In response to Article 158 of the EC Treaty and to Declaration No. 30 in particular, the European Commission

is to oversee a study entitled "The Analysis of Island Regions". The study, which will commence in September

2001 and will take approximately one year to complete, will be in two parts. Part one will consist of the

creation of a statistical database of all the islands forming part of the EU. The database will include criteria

for each of the islands relating to geography, demography, infrastructure, environment and socio-economic

structure. Part two of the study will, on the basis of the statistical material collected, compare the situation

of the islands to the Community and Member State references.

The objectives of the study will be, inter alia, to ascertain any particular problems connected with being an

island region and the specific needs of islands. Any obstacles which could prevent island-based companies

from benefiting fully from the EU's Single Market will be considered. Finally, the study will include an

analysis of measures and policies taken by Member States and the Community to remedy the backwardness

in development caused by being an island and to propose future steps to be taken, if any.


427

Conclusion

The EU has always implicitly recognized the special nature and needs of islands. This is shown by the

diversity of its relationships with Member State island territories and from the special derogations and

arrangements negotiated with these territories. A more explicit recognition by the EU of the particular

situation of islands has only emerged in recent years. The references to islands introduced by the

Amsterdam Treaty, in particular by Article 158, now provide a sound legal basis for the Community to take

particular account of islands in the adoption of EU policy.

Notes

1. The ultra peripheral regions consist of the Portuguese Azores and Madeira, the Spanish Canary Islands and

the French Overseas Departments (Guadeloupe, Martinique, French Guiana and Reunion).

2. The OCTs are made up of 12 British territories (Anguilla, Cayman Islands, South Georgia and South

Sandwich Islands, Montserrat, Pitcairn, St. Helena, British Antarctic Territory, British Indian Ocean Territory,

Turks and Caicos Islands, British Virgin Islands and Bermuda); 6 French territories (New Caledonia, French

Polynesia, French Southern and Antarctic Territories, Wallis and Futuna Islands, Mayotte, St. Pierre and

Miquelon); 2 Dutch territories (Aruba and the Netherlands Antilles) and 1 Danish territory (Greenland).

3. The fisheries agreement is contained in Council Regulation 2211/80 (EEC), OJ L226/11, 29.8.1980.

4. The trade agreement is contained in Council Decision 97/126/EC, OJ L53/1, 22.2.1997.

5. From the French "Departments d'outre-mer".

6. From the French "Territoires d'outre-mer".

7. The POSEIDOM programme is set out in Council Decision 89/687/EEC , OJ L 399/39, 30.12.1989. The POSEI

programme was extended in 1991 to the Canary Islands (POSEICAN -- Council Decision 91/314/EEC, OJ L

171/5, 29.6.1991) and to the Azores and Madeira (POSEIMA -- Council Decision 91/315/EEC, OJ L 171/10,

29.6.1991).

8. Council Decision 91/482/EEC of 25 July 1991 on the association of the overseas countries and territories

with the European Economic Community, OJ L 263/1, 19.9.1991.

9. Council Decision 97/803/EC of 24 November 1997 amending mid-term, Decision 91/482/EEC on the

association of the overseas countries and territories with the European Economic Community, OJ L 329/50,

29.11.1997.

10. Council Regulation 1911/91 on the application of the provisions of Community law to the Canary Islands,

OJ L171/1, 29.6.1991.


428

USAT has also been favorably reviewed by UNESCO and by the ISO 9001/2002 committee in Europe.

UNESCO

Convention on the Recognition of Studies, Diplomas and Degrees concerning Higher

Education in the States belonging to the Europe Region 1979

Paris, 21 December 1979

Depositary - Opened for Signature - Entry into force - Authoritative texts - Registration at the UN - States

Parties - Declarations and Reservations - Territorial Application -

Preamble

The States of the Europe Region, Parties to this Convention,

Recalling that, as the General Conference of UNESCO has noted on several occasions in its resolutions

concerning European co-operation, `the de-velopment of co-operation between nations in the fields of education,

science, culture and communication, in accordance with the principles set out in UNESCO Constitution, plays an

essential role in the promotion of peace and international understanding',

Conscious of the close relationship that exists between their cultures, despite their diversity of languages and

the differences in economic and social systems, and desiring to strengthen their co-operation in the field of

education and training in the interests of the well-being and lasting prosperity of their peoples,

Recalling that the States meeting in Helsinki expressed, in the Final Act of the Conference on Security and Co-

operation in Europe (1 August 1975), their intention `to improve access, under mutually acceptable conditions,

for students, teachers and scholars of the participating States to each other's educational, cultural and scientific

institutions ... in particular by ... arriving at the mutual recognition of academic degrees and diplomas either

through governmental agreements, where necessary, or direct arrangements between universities and other

institutions of higher learning and research', and also by `promoting a more exact assessment of the problems

of comparison and equivalence of academic degrees and diplomas',

Recalling that, with a view to promoting the attainment of these objectives, most of the Contracting States

have already concluded bilateral or subregional agreements among themselves concerning the equivalence or

recognition of diplomas ; but desiring, while pursuing and intensifying their efforts at the bilateral and

subregional levels, to extend their co-operation in this field to the whole Europe Region,

Convinced that the great diversity of higher education systems in the Europe Region constitutes an

exceptionally rich cultural asset which should be preserved, and desiring to enable all their peoples to benefit

fully from this rich cultural asset by facilitating access by the inhabitants of each Contracting State to the

educational resources of the other Contracting States, more especially by authorizing them to continue their

education in higher educational institutions in those other States,

Considering that, to authorize admission to further stages of study, the concept of the recognition of studies

should be employed, a concept which in a context of social and international mobility, makes it possible to

evaluate the level of education reached bearing in mind knowledge acquired, as attested by diplomas and

degrees obtained and also the individual's other relevant qualifications, so far as these may be deemed

acceptable by competent authorities,

http://www.unesco.org/

http://www.iso.org/iso/home.htm

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http://portal.unesco.org/en/ev.php-URL_ID=13516&URL_DO=DO_TOPIC&URL_SECTION=201.html#DEPOSITORY

http://portal.unesco.org/en/ev.php-URL_ID=13516&URL_DO=DO_TOPIC&URL_SECTION=201.html#ENTRY

http://portal.unesco.org/en/ev.php-URL_ID=13516&URL_DO=DO_TOPIC&URL_SECTION=201.html#ENTRY

http://portal.unesco.org/en/ev.php-URL_ID=13516&URL_DO=DO_TOPIC&URL_SECTION=201.html#REGISTRATION

http://portal.unesco.org/en/ev.php-URL_ID=13516&URL_DO=DO_TOPIC&URL_SECTION=201.html#REGISTRATION

http://portal.unesco.org/en/ev.php-URL_ID=13516&URL_DO=DO_TOPIC&URL_SECTION=201.html#RESERVES

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429

Considering that the recognition by all the Contracting States of studies, certificates, diplomas and degrees

obtained in any one of them is intended to' develop the international mobility of persons and the exchange of

ideas, knowledge and scientific and technological experience, and that it would be desirable to accept foreign

students into establishments of higher education on the understanding that recognition of their studies or

diplomas shall at no time confer on them greater rights than those enjoyed by national students,

Noting that this recognition constitutes one of the conditions necessary for:

1. Enabling means of education existing in their territories to be used as effectively as possible,

2. Ensuring that teachers, students, research workers and professional workers have greater mobility,

3. Alleviating the difficulties encountered on their return by persons who have been trained or educated abroad,

Desiring to ensure that studies, certificates, diplomas and degrees are recognized as widely as possible, taking

into account the principles of the promotion of lifelong education, the democratization of education, and the

adoption and application of an education policy allowing for structural, economic, technological and social

changes and suited to the cultural context of each country,

Determined to sanction and organize their future collaboration in these matters by means of a convention

which will be the starting point for concerted dynamic action taken in particular by means of national, bilateral,

subregional and multilateral machinery already existing or that may be deemed necessary.

Mindful that the ultimate objective set by the General Conference of the United Nations Educational, Scientific

and Cultural Organization consists in `preparing an International Convention on the Recognition and the Validity

of Degrees, Diplomas and Certificates issued by establishments of Higher Learning and Research in all

Countries',

Have agreed, as follows:

I. Definitions

Article 1

1. For the purpose of this Convention, the `recognition' of a foreign certificate, diploma or degree of higher

education means its acceptance as a valid credential by the competent authorities in a Contracting State and the

granting to its holder of rights enjoyed by persons who possess a national certificate, diploma or degree with

which the foreign one is assessed as comparable.

Recognition is further defined as follows:

(a) Recognition of a certificate, diploma or degree with a view to undertaking or pursuing studies at the higher

level shall enable the holder to be considered for entry to the higher educational and research institutions of any

Contracting State as if he were the holder of a comparable certificate, diploma or degree issued in the

Contracting State concerned. Such recognition does not exempt the holder of the foreign certificate, diploma or

degree from complying with the conditions (other than those relating to the holding of a diploma) which may be

required for admission to the higher educational or research institution concerned of the receiving State.

(b) Recognition of a foreign certificate, diploma or degree with a view to the practice of a profession is

recognition of the professional preparation of the holder for the practice of the profession concerned, without

prejudice, however, to the legal and professional rules or procedures in force in the Contracting States

concerned. Such recognition does not exempt the holder of the foreign certificate, diploma or degree from

complying with any other conditions for the practice of the profession concerned which may be laid down by the

competent governmental or professional authorities.

(c)Recognition of a certificate, diploma or degree should not, however, entitle the holder to more rights in

another Contracting State' than he would enjoy in the country in which the certificate, diploma or degree was


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awarded.

2. For the purposes of this Convention, `partial studies' means periods of study or training which while not

constituting a complete course are such that they add significantly to the acquisition of knowledge or skills.

II. Aims

Article 2

1. The Contracting States intend to contribute through their joint action both to the promotion of the active co-

operation of all the countries of the Europe Region in the cause of peace and international understanding, and to

the development of more effective collaboration with other Member States of UNESCO with regard to a better

use of their educational, technological and scientific potential.

2. The Contracting States solemnly declare their firm resolve to co-operate closely within the framework of their

legislation and constitutional structures, as well as within the framework of existing intergovernmental

agreements, with a view to:

(a) Enabling, in the interest of the Contracting States, and consistent with their general policy for educational

provision and administrative procedures, the best use of their available education and research resources, and

for this purpose

(i) to make their higher educational institutions as widely accessible as possible to students or researchers from

any of the Contracting States;

(ii) to recognize the studies, certificates, diplomas and degrees of such persons;

(iii) to examine the possibility of elaborating and adopting similar terminology and evaluation criteria which

would facilitate the application of a system which will ensure the comparability of credits, subjects of study and

certificates, diplomas and degrees;

(iv) to adopt a dynamic approach in matters of admission to further stages of study, bearing in mind knowledge

acquired, as attested by certificates, diplomas and degrees, and also the individual's other relevant

qualifications, so far as these may be deemed acceptable by competent authorities ;

(v) to adopt flexible criteria for the evaluation of partial studies, based on the educational level reached and on

the content of the courses taken, bearing in mind the interdisciplinary character of knowledge at the higher

educational level;

(vi) to improve the system for the exchange of information regarding the recognition of studies, certificates,

diplomas and degrees;

(b) Constantly improving curricula in the Contracting States and methods of planning and promoting higher

education, on the basis of not only the requirements for economic, social and cultural development, the policies

of each country and also the objectives that are set out in the recommendations made by the competent organs

of the United Nations Educational, Scientific and Cultural Organization concerning the continuous improvement of

the quality of education, the promotion of lifelong education and the democratization of education, but also the

aims of the full development of the human personality and of understanding, tolerance and friendship among

nations and in general all aims concerning human rights assigned to education by the Universal Declaration of

Human Rights and the United Nations International Covenants on Human Rights and the UNESCO Convention

Against Discrimination in Education.

(c) Promoting regional and world-wide co-operation for the solution of the `problems of comparison and

equivalence between academic degrees and diplomas'. .. as well as for recognition of studies and academic

diplomas.

3. The Contracting States agree to take all feasible steps at the national, bilateral and multilateral levels, in


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particular by means of bilateral, subregional, regional or other agreements, arrangements between universities

or other higher educational institutions and arrangements with the competent national or international

organizations and other bodies, with a view to the progressive attainment by the competent authorities

concerned of the goals defined in the present article.

III. Undertakings for immediate application

Article 3

1. The Contracting States in addition to any obligations of governments, agree to take all feasible steps with a

view to encouraging the competent authorities concerned to give recognition, as defined in Article 1, paragraph 1

to secondary school leaving certificates and other diplomas issued in the other Contracting States that grant

access to higher education with a view to enabling the holders to undertake studies in institutions of higher

education situated in the respective territories of the Contracting States.

2. Without prejudice to the provisions of Article 1, paragraph 1(a), however, admission to a given higher

educational institution may also be dependent upon the availability of places and the qualifications concerning

linguistic knowledge required in order profitably to undertake the studies in question.

Article 4

1. The Contracting States, in addition to any obligations of governments, agree to take all feasible steps with a

view to encouraging the competent authorities concerned to:

(a) give recognition as defined in Article 1, paragraph I to certificates, diplomas and degrees with a view to

enabling the holders to pursue advanced studies and training and undertake research in their institutions of

higher education ;

(b) define, so far as possible, the procedure applicable to the recognition, for the purpose of the pursuit of

studies, of the partial studies pursued in higher educational institutions situated in the other Contracting States.

2. The provisions of Article 3, paragraph 2 above shall apply to the cases covered by this article.

Article 5

The Contracting States, in addition to any obligations of governments, agree to take all feasible steps with a view

to encouraging the competent authorities concerned to give recognition to the certificates, diplomas or degrees

issued by the competent authorities of the other Contracting States for the purpose of practicing a profession

within the meaning of Article 1, paragraph 1(b).

Article 6

Where admission to educational institutions in the territory of a Contracting State is outside the control of that

State, it shall transmit the text of the Convention to the institutions concerned and use its best endeavours to

obtain the acceptance by the latter of the principles stated in Sections II and III of the Convention.

Article 7

1. Considering that recognition refers to the studies followed and the certificates, diplomas or degrees obtained

from institutions approved by the competent authorities concerned in the Contracting State in which the

certificates, diplomas, or degrees were obtained, any person, of whatever nationality or political or legal status,

who has followed such studies and obtained such certificates, diplomas or degrees shall be eligible for

consideration to benefit from the provisions of Articles 3, 4 and 5.

2. Any national of a Contracting State who has obtained in the territory of a non-Contracting State one or more

certificates, diplomas or degrees comparable to those defined in Articles 3, 4 and 5 may avail himself of those

provisions which are applicable, on condition -that his certificates, diplomas or degrees have been recognized in


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his home country and in the country in which he wishes to continue his studies.

IV. Machinery for implementation

Article 8

The Contracting States shall undertake to work for the attainment of the objectives defined in Article 2 and shall

make their best efforts to ensure that the undertakings set forth in Articles 3, 4, 5 and 6 above are put into

effect by means of:

(a) national bodies;

(b) the Regional Committee defined in Article 10;

(c) bilateral or subregional bodies.

Article 9

1. The Contracting States recognize that the attainment of the goals and the execution of the undertakings

defined in this Convention will require, at the national level, close co-operation and co-ordination of the efforts of

a great variety of national authorities, whether governmental or non-governmental, particularly universities,

validating bodies and other educational institutions. They therefore agree to entrust the study of the problems

involved in the application of this Convention to appropriate national bodies, with which all the sectors concerned

will be associated and which will be empowered to propose appropriate solutions. The Contracting States will

furthermore take all feasible measures required to speed up the effective functioning of these national bodies.

2. The Contracting States shall co-operate with the competent authorities of another Contracting State especially

by enabling them to collect all information of use to them in their activities relating to studies, diplomas and

degrees in higher education.

3. Every national body shall have at its disposal the necessary means to enable it either to collect, process and

file all information of use to it in its activities relating to studies, diplomas and degrees in higher education, or to

obtain the information it requires in this connection at short notice from a separate national documentation

center.

Article 10

1. A regional committee composed of representatives of the governments of the Contracting States is hereby set

up. Its Secretariat is entrusted to the Director-General of the United Nations Educational, Scientific and Cultural

Organization.

2. Non-Contracting States of the Europe Region which have been invited to take part in the diplomatic

conference entrusted with the adoption of this Convention shall be able to participate in the meetings of the

Regional Com-mittee.

3. The function of the Regional Committee shall be to promote the application of this Convention. It shall receive

and examine the periodic reports which the Contracting States shall communicate to it on the progress made

.and the obstacles encountered by them in the application of the Convention and also the studies carried out by

its Secretariat on the said Convention. The Contracting States undertake to submit a report to the Committee at

least once every two years.

4. The Regional Committee shall, where appropriate, address to the Contracting States recommendations of a

general or individual character concerning the application of this Convention.

Article 11

1. The Regional Committee shall elect its Chairman for each session and adopt its Rules of Procedure. It shall


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meet in ordinary session at least every two years. The Committee shall meet for the first time three months after

the sixth instrument of ratification or accession has been deposited.

2. The Secretariat of the Regional Committee shall prepare the agenda for the meetings of the Committee, in

accordance with the instructions it receives from the Committee and the provisions of the Rules of Procedure. It

shall help national bodies to obtain the information needed by them in their activities.

V. Documentation

Article 12

1. The Contracting States shall engage in exchanges of information and docu-mentation pertaining to studies,

certificates, diplomas and degrees in higher education.

2. They shall endeavour to promote the development of methods and machinery for collecting, processing,

classifying and disseminating all the necessary information pertaining to the recognition of studies, certificates,

diplomas and degrees in higher education, taking into account existing methods and machinery as well as

information collected by national, regional, subregional and international bodies, in particular the United Nations

Educational, Scientific and Cultural Organization.

VI. Co-operation with international organizations

Article 13

The Regional Committee shall make all the appropriate arrangements for associating with its efforts, for the

purpose of ensuring that this Convention is applied as fully as possible, the competent international

governmental and non-governmental organizations. This applies particularly to the intergovernmental institutions

and agencies vested with responsibility for the application of sub regional conventions or agreements concerning

the recognition of diplomas and degrees in the States belonging to the Europe Region.

VII. Institutions of higher education under the authority of a Contracting State but situated outside

its territory

Article 14

The provisions of this Convention shall apply to studies pursued at, and to certificates, diplomas and degrees

obtained from, any institution of higher education under the authority of a Contracting State, even when this

insti-tution is situated outside its territory, provided that the competent authorities in the Contracting State in

which the institution is situated have no objections.

VIII. Ratification, accession and entry into force

Article 15

This Convention shall be open for signature and ratification by the States of the Europe Region which have been

invited to take part in the diplomatic conference entrusted with the adoption of this Convention as well as by the

Holy See.

Article 16

1. Other States which are members of the United Nations, of one of the Specialized Agencies or of the

International Atomic Energy Agency or which are Parties to the Statute of the International Court of Justice may

be authorized to accede to this Convention.


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2. Any request to this effect shall be communicated to the Director-General of the United Nations Educational,

Scientific and Cultural Organization who shall transmit it to the Contracting States at least three months before

the meeting of the ad hoc committee referred to in paragraph 3 of this article.

3. The Contracting States shall meet as an ad hoc committee comprising one representative for each Contracting

State, with an express mandate from his government to consider such a request. In such cases, the decision of

the committee shall require a two-thirds majority of the Contracting States.

4. This procedure shall apply only when the Convention has been ratified by at least 20 of the States referred to

in Article 15.

Article 17

Ratification of this Convention or accession to it shall be effected by depositing an instrument of ratification or

accession with the Director-General of the United Nations Educational, Scientific and Cultural Organization.

Article 18

This Convention shall enter into force one month after the fifth instrument of ratification has been deposited, but

solely with respect to the States which have deposited their instruments of ratification. It shall enter into force

for each other State one month after that State has deposited its instrument of ratification or accession.

Article 19

1. The Contracting States shall have the right to denounce this Convention.

2. The denunciation shall be signified by an instrument in writing deposited with the Director-General of the

United Nations Educational, Scientific and Cultural Organization.

3. The denunciation shall take effect twelve months after the instrument of denunciation has been received.

However, persons having benefited from the provisions of this Convention who may be pursuing studies in the

territory of the State denouncing the Convention will be able to complete the course of studies they have begun.

Article 20

The Director-General of the United Nations Educational, Scientific and Cultural Organization shall inform the

Contracting States and the other States mentioned in Articles 15 and 16 and also the United Nations of the

deposit of all the instruments of ratification or accession referred to in Article 17 and the denunciations provided

for in Article 19 of this Convention.

Article 21

In conformity with Article 102 of the United Nations Charter, this Convention shall be registered with the

Secretariat of the United Nations at the request of the Director-General of the United Nations Educational,

Scientific and Cultural Organization.

IN WITNESS WHEREOF the undersigned representatives, being duly authorized, have signed this Convention.

Done at Paris, this 21st day of December 1979, in the English, French, Russian and Spanish languages, the four

texts being equally authoritative, in a single copy which shall be deposited in the archives of the United Nations

Educational, Scientific and Cultural Organization. A certified copy shall be sent to all the States referred to in

Articles 15 and 16 and to the United Nations.


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Depositary :

UNESCO

Opened for Signature :

21 December 1979, without time-limitation.

The Convention was signed by the following States:

Austria 21 August 1985

Belgium 21 December 1979

Bulgaria 21 December 1979

Byelorussian Soviet Socialist Republic 21 December 1979

Cyprus 19 March 1985

Czechoslovakia 6 May 1988

Denmark 21 December 1979

Finland 21 December 1979

France 21 December 1979

German Democratic Republic 21 December 1979

Germany Federal Republic 21 December 1979

Greece 21 December 1979

Holy See 21 December 1979

Hungary 21 December 1979

Israel 21 December 1979

Italy 10 June 1980

Luxemburg 21 December 1979

Malta 24 March 1983

Netherlands 24 November 1981

Norway 21 December 1979

Poland 21 December 1979

Portugal 21 December 1979

Romania 21 December 1979

San Marino 21 December 1979

Spain 21 December 1979


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Sweden 21 December 1979

Switzerland 16 May 1991

Turkey 21 December 1979

Ukrainian Soviet Socialist Republic 21 December 1979

Union of Soviet Socialist Republics 21 December 1979

United Kingdom 21 December 1979

United States of America 21 December 1979

Yugoslavia 21 December 1979

DECLARATIONS AND RESERVATIONS:

United Kingdom [at the time of signature]

„The United Kingdom makes a reservation in respect of Article 7, paragraph 1, to the effect that the

academic awards concerned will be taken to cover those of recognized institutions in the United

Kingdom. (For many of these, including the universities, there are no “competent approving

authorities”. Such institutions exercise their academic autonomy with regard to the award of

degrees, diplomas and certificates with the assistance of external examiners).‟

United Kingdom [at the time of ratification]

‘The United Kingdom Government declares that it ratifies the Convention on behalf of: The United

Kingdom of Great Britain and Northern Ireland, Bermuda, British Virgin Islands,

Gibraltar, Hong Kong, Montserrat and undertake faithfully to perform and carry out all the stipulations

therein contained subject to the reservation that Article 7.1 will be taken to apply to all certificates, diplomas and

degrees which are related to a course of study provided by a recognized institution. (For many institutions,

including the Universities, there are no competent approving authorities”, the institutions exercising

academic autonomy with the assistance of external examiners. In the case of other institutions, the

award is made by a separate validating body.)’ (See letter LA/Depositary/1985/34 of 27 January 1986).

Territorial Application :

Notification by Date of receipt of notification Extension to Netherlands 16 January 1986 Aruba (see note 1)

United Kingdom 22 October 1985 Bermuda, British Virgin Islands, Gibraltar, Hong-Kong,

Montserrat (see letter LA/Depositary/1985/34 of 27

January 1986)


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1.-European Union (EU)

2.-European Economic Area (EEA)

Overview: Liberalized Movement of Persons Agreements

EU

-European Union-

BACKGROUND INFORMATION

Current signatory countries: Austria, Belgium, Bulgaria, Czech Republic, Cyprus, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Netherlands, Malta, Poland, Portugal, Romania, Slovakia, Slovenia, Spain, Sweden, United Kingdom (UK).

Date of entry into force: The Treaty of Rome establishing the European (Economic) Community entered into force on 01 January 1958. The Treaty on European Union was signed in Maastricht and entered into force on 01 November 1993. In 1999, the Amsterdam Treaty amended and renumbered the Treaty on European Union and the Treaty Establishing the European Community. With the Treaty of Nice, which entered into force on 01 February 2003, consolidated versions of the EU and EC Treaties have been produced.

Year when mobility of persons was first introduced: The Treaty of Rome (1958) foresaw the free movement of workers as a fundamental right and included specific provisions; however, the free movement of workers was not implemented until the adoption of secondary legislation in 1968 and in the early 1970s. In 1985, the Schengen Agreement provided for the elimination of systematic border controls between participating countries (Benelux States, France and Germany). This was implemented through a subsequent agreement adopted in 1990. In 2006, the „Directive on Services in the Internal Market‟ also facilitated the freedom of establishment for service providers and the free movement of services.


439

Relevant chapters/articles for mobility of persons: Art.18 of the Treaty of Nice grants the right of EU citizens to move and reside freely in any EU country. Art. 39 grants the freedom of movement for workers. Art. 43 grants the freedom of establishment of EU nationals and Art. 49 grants freedom for EU nationals to provide services within the Community.

MOBILITY PROVISIONS FOR CITIZENS OF PARTICIPATING STATES

Entry: Every EU national shall have the right to move to the territory of another Member State. No visa is required.

Residency: Every EU national shall have the right to reside freely within the territory of another Member State for three

months without any formalities. Right of residence for more than three months is accorded in the case of workers,

students, self-employed persons or those with sufficient resources and comprehensive health insurance for themselves

and their family members.

Employment: Categories of persons: The EC Treaty allows for movement of workers, establishment of self-employed

persons and presence of service suppliers. Limitations over a transitional period exist for nationals, particularly with

respect to workers, of the newly-admitted EU Member States from Central and Eastern Europe, excluding Cyprus and

Malta.

MOBILITY PROVISIONS FOR NON-CITIZENS

Entry: Citizens of third countries may enter and travel within the EU for a period of up to three months provided they fulfill

entry conditions. Special favorable rules apply to non-EU national family members of EU citizens. Non-EU family

members of EU citizens who are assuming employment in another Member State have the right to enter the respective

host state and to take up employment. Where visas are required of third country national family members, their issuance

is to be facilitated. A valid residence permit issued by an EU Member State applying the Schengen provisions can permit

a non-EU national to travel to other Member States without a visa.

ADDITIONAL INFORMATION

Ancillary policies: Member States have coordinated social security policies, and a system that mutually recognizes

diplomas.


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Other relevant issues: EU Member States, with the exception of the United Kingdom and Ireland, which maintain

autonomous border and visa policies, cannot unilaterally determine visa rules related to short-term stays for nationals of

any third country.


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EEA

-European Economic Area-

BACKGROUND INFORMATION

Current signatory countries: European Union Member States, Liechtenstein, Norway, and Iceland.

Date of entry into force: 1994; European Economic Area (EEA) Agreement.

Year when mobility of persons was first introduced: 1994; the EEA Agreement includes provisions for the free movement of workers.

Relevant chapters/articles for mobility of persons: Part 3 of the EEA Agreement is dedicated to the free movement of persons, services and capital. The Annex to the EEA Agreement contains additional provisions on the free movement of workers.

MOBILITY PROVISIONS FOR CITIZENS OF PARTICIPATING STATES

Entry: EEA citizens have the right to move freely between Member States. No visa is required for entry.

Residency: The EEA residence permit entitles EEA nationals and their dependants to the right of residence within other

EEA Member States. The right of residence accords EEA nationals and their dependants the right to reside and work and

entitles them to accept offers of work, manage a company, set up a business or set up a local branch of a company.

Persons with an EEA residence permit visa are not required to work; however, they must be in a position to support

themselves without recourse to public funds.

Employment: Categories of persons: The EEA agreement allows a citizen of an EEA Member State and the members

of his/her family to enter another Member State for the purposes of work as an employed person; establishment, including

self-employment; and the provision of services. Limitations over a transitional period exist for nationals of the newly-

admitted EU Member States from Central and Eastern Europe, excluding Cyprus and Malta. The same employment and

working conditions are granted to EEA nationals as to nationals of specific Member States.

MOBILITY PROVISIONS FOR NON-CITIZENS

Entry: Citizens of third countries may enter and travel within the EEA provided they fulfill the entry conditions, among

others to be in possession of a valid travel document or a visa if required for a period of up to three months. Special

favorable rules apply to non-EEA national family members of EU citizens: non-EEA family members of EEA citizens who


442

are assuming employment in another Member State have the right to enter with them and to take up employment. Where

visas are required of third-country national family members, their issuance is to be facilitated. In addition, a valid residence

permit issued by an EEA Member State applying the Schengen provisions can permit a non-EU national to travel to other

Member States in the Schengen area without a visa.

ADDITIONAL INFORMATION

Ancillary policies: The European portability scheme coordinates the different national social security systems of Member

States and applies to all nationals of the EEA. In particular, the portability scheme applies to employed and self-employed

persons who are or have been insured under the legislation of an EEA Member State. Such persons include civil

servants, students, pensioners and members of the family of the said persons, irrespective of their nationality. The EEA

Agreement also envisions the mutual recognition of diplomas.


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USAT REPRESENTATIVES

PRESIDENT OF THE BOARD

__________

DEAN OF THE COLLEGE of MEDICINE


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ORIEN L. TULP, Ph.D., M.D., F.A.C.N., C.N.S.

President, University of Science Arts and Technology, Montserrat.

Professor Orien L Tulp is a graduate of Carnegie College and the University of Vermont and University of Vermont College Technology (honors), the Graduate College, and of the College of Medicine, classes of 1968, 1970, and 1974 respectively, followed by 4 years of Post graduate study in the Clinical Research Center, Department of Medicine, where he specialized in Nutrition, Endocrinology, and Metabolism. He was awarded an individual NIH National Research Service Award for continued study in Vermont, where he conducted original research in Nutrient Endocrine interactions. He elucidated the mechanism of nutrient induced modulation of thyroid function and its contributions to adaptive thermogenesis and energy balance, and has published extensively on the nutritional and environmental regulation of thermogenesis and brown adipose tissue. Professor Tulp has also served as Research Associate Professor (Medicine), University of Vermont; Associate Professor of Biochemistry at Colby College, Maine; Professor of Biological Sciences, University of Maryland in Europe; Lecturer, Cambridge and Kings College, UK; Professor of Industrial Hygiene, Environmental Studies Institute, Drexel University, and, Professor of Nutrition, Drexel University, from where he retired in 2004. Professor Tulp has been guest lecturer at numerous Universities and colleges worldwide.

Professor Tulp has also had extensive military experience, retiring in the grade of Colonel, AMEDD, US Army. He served in the US and South America, where he conducted numerous medical civic action missions, in addition to command and Staff Positions at all levels of command.

Among his citations and awards are Presidential Citation (William Jefferson Clinton); the USA Legion of Merit, the Meritorious Service Medal, the Medal of Military Medical Merit, the Garde Nationale Trophy, the Citizenship Medal, US Army Commendation Medal with 7 Oak Leaf Clusters, the National Defence Service Medal w/oak leag cluster, and numerous numerous others. He has been cited for his pioneering work on the diet and pathophysiology of


445

disease among native populations of the altiplano while conducting humanitarian medical support missions. He is a graduate of the Vermont Military Academy, The US Army Medical Field Service School, the USA Academy of Health Sciences, the USA Command and Staff College, the National Defence University, and others.

Professor Tulp serves as a member of the Oxford Educational Network, International Higher Education Council; Fellow and Certified Nutrition Specialist, American College of Nutrition, USA; Fellow, Royal College of Complementary and Alternative Medicine, Dublin; and Diplomat, National Naturopathic Board of Examiners, 2008 Dr Tulp was invested and appointed as a Knight of Grace, Ancient Sovereign Order of Hospitaliers of St John of Jerusalem, by the Romanoffs. Professor Tulp is a Fellow of the American College of Nutrition, and a Fellow of the Royal College of Complementary and Alternative Medicine [Dublin]. He assumed his present position as Professor of Pharmacology and Nutritional Sciences and President and Chief Executive Officer of USAT and Director of the Mayfield Clinic for Regenerative Research in 2003.

He received between innumerable distinctions and awards the US Presidential Volunteer Service Award in 2010, for its numerous contributions to the volunteer service and health care of The Americas.


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DEAN OF THE MONTSERRAT COLLEGE of MEDICINE

DR.PERRY,B. HUDSON, MD, PhD (Hon), FACS

Dr Perry Hudson has joined our esteemed faculty as the Dean of the College of Medicine. Dr Hudson earned his MD degree from Johns Hopkins University, followed by residencies in General Surgery and Urology. He has served as Professor of Surgery, Professor of Urology, and Professor of Biological Sciences at Columbia University College of Physicians and Surgeons, New York, and more recently as Professor of Surgery at the University of South Florida. He has also served as Chief of Urology at the Veterans Administration Medical Center, Bay Pines, and at VAMC Biloxi, MS priot to assuming his present position. A veteran of the US Navy, Dr Hudson saw extensive distinguished active service in the Pacific theater, where he earned 3 purple hearts and a silver star for bravery in combat. Professor Hudson has published extensively in his areas of specialization, including a widely used text in Urologic Surgery based largely on his own experience and contributions to the specialization. Dr Hudson is an active member in numerous professional societies in his field, including the American Medical Association, the NY Cancer Society, the BY Academy of Sciences, the American Urological Association, the American College of Surgeons (Fellow), the American Association for the Advancement of Science, the NY Association of Surgeons, the NY Academy of Medicine, the Johns Hopkins Medical and Surgical Association, the Tampa Bay Urological Institute, Inc., and others, and is an active and often plenary speaker at the annual conferences of the American College of Surgeons and other professional organizations. USAT is deeply pleased to recognize the appointment of Dr. Perry Hudson as Dean of the College of Medicine, University of Science Arts and Technology, Montserrat.


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USAT – MONTSERRAT

COLLEGE OF MEDICINE

FACULTY LIST


448

FACULTY LIST,

UNIVERSITY OF SCIENCE ARTS AND TECHNOLOGY, MONTSERRAT

(PARTIAL LIST)

ORIEN L. TULP, Ph.D., M.D,, F.A.C.N., C.N.S. Professor of Pharmacology and Nutritional Sciences, and President, USAT

Education: B.S. Bachelor of Science (Honors). College of Technology, University of Vermont, Burlington, VT, , 1963-1968

Major: Medical Technology University Honors for academic excellence, 1968; College of Technology Honors for academic excellence, 1968 (GPA 4.0 in major). Awarded May 31, 1968.

M.S. Master of Science, University of Vermont, Burlington, VT, 1968-1970. awarded May 30, 1970.

Major : Physiology & Biophysics

Thesis: “The metabolism of 15a-hydroxyprogesterone in the human placenta” This thesis discovered the mechanism and process of Ring-D hydroxylation in human placenta, using both in vitro and in vivo techniques. Academic Advisors: Samuel Solomon, PhD (McGill Univ), C. Irving Meeker, MD (Vermont), and Albert Chambers, Ph.D. (Vermont)

Ph.D.., University of Vermont, Burlington, VT, 1968-1974. Ph.D. Major: Pharmacology and Medicine, Feb 17, 1973

Ph.D. Thesis: “Characteristics of Estrogen Formation in Placental Cell Suspensions” This thesis research was conducted jointly with McGill University, Department of Biochemistry and Experimental Medicine, and the Department of Obstetrics and Gynaecology, University of Vermont College of Medicine. The research discovered the mechanism of estrogen biosynthesis and hormonal regulation of steroidal metabolism in the human placenta via both in vitro and in vivo


449

techniques. Academic Advisors: Samuel Solomon, PhD (McGill Univ), C. Irving Meeker, MD (Vermont), and Joseph Gans, Ph.D., V.M.D. (Vermont)

Ph.D. Alternative Medicines Research Institute, Armstrong-Clark University, (Kuwait), Post Graduate Doctor of Philosophy in Nutritional Medicines, with distinction, 2005. Specializing in Nutritional Needs of Developing nations, based on original research on dietary habits and nutritional needs of indigenous peoples of the Altiplano and Amazon River Basin, Republic of Bolivia, South America. Major: Nutritional Medicine.

Post Doctoral Study: University of Vermont College of Medicine/Clinical Research Center, Medical Center

Hospital of Vermont, Burlington, VT, July 1, 1973- June 30, 1977. Major area of study: Internal Medicine, with emphasis

on Nutrition, Endocrinology, and Metabolism. Trained under Dr. Edward S. Horton, M.D. , Dr. Elliot Danforth, Jr., M.D.,M.S., and Dr. Ethan A. H. Sims, M.D. Major: Internal Medicine

PGY 2-4: NIH/NIDDK NRSA Fellow. NIH Post Doctoral Study, University of Vermont College of Medicine: Awarded Individual National Research Service Award, National Institutes of Health, Bethesda, MD, USA. Post-doctoral Fellowship in Nutrition, Endocrinology, and Metabolism, Department of Medicine, Medical Center Hospital of Vermont and Clinical Research Center, July 1, 1974- June 30, 1977. Trained under Dr. Edward S. Horton, M.D. , E. Danforth, Jr., M.D., and Ethan A.H. Sims, M.D. Major: Internal Medicine, with emphasis on Nutrition, Endocrinology, and Metabolism

M.D. Doctor of Medicine, Faculty of Postgraduate Medical Studies, International University of Fundamental Studies, st Petersburg, Ukraine, January 2007. . Major: Medicine, Dermatology


450

M.D. Doctor of Medicine. California University, Los Angeles, US Foreign Degree Evaluation Agency and Award of US Equivalency

Degree, 2004. Major: Medicine.

MD[AM]Doctor of Medicine in Alternative Medicine (MD[AM], Hons): Open International University, Columbo, Sri Lanka, India,

2004.

Major: Alternative Medicine.

MD[AM] Doctor of Medicine in Alternative/Integrated Medicine: Medicina Alternativa, Indian Board of Alternative Medicine, Calcutta,

India, Doctor of Medicine in Alternative Medicine, (MD [AM]), 2004. Major: Alternative Medicine.

N.D. Doctor of Naturopathy: Brighton International University, Faculte de L‖Education, Minitere de L‖Education, Senegal, Doctor of Naturopathy, cum laude, 2005 Major: Naturopathy.

N.M.D. Doctor of Naturopathy, California University, US Foreign Degree Evaluation Agency and award of US Equivalence Degree, 2005; Major: Naturopathic Medicine.

O.M.D. Doctor of Acupuncture and Traditional Oriental Medicine, Major: TCM; California University, US Foreign Degree Evaluation Agency and award of US Equivalence Degree, 2005.

DIPLOMAS (Military Education[Partial List]): Vermont Military Academy, 1960, Basic AMEDD Officers Course, US Army Medical Field Service School, Fort Sam Houston, Texas, 1964;


451

Advanced AMEDD officer course, 1968; USA Command and General Staff Course, 1976; USA; AMEDD Theater Operations, 1985; AMEDD Current Trends, 1975; AMEDD Executive Management, Pentagon, 1885; AMEDD joint service Advanced course in clinical nutrition (Faculty), 1990.

Diplomat: Diplomat in Naturopathic Medicine, American Naturopathic Association, 2004. USA. Certified: Naturopathic Medicine

C.N.S. Certified Nutrition Specialist: American College of Nutrition, USA, by examination, 1987.

Certified: Human/Clinical Nutrition

Certificate: Oxford Educational Network, International Higher Education Council (IHEC), International University of Fundamental

Studies, St Petersburg. Appointed as faculty of Pharmacology, International studies, for Graduate & post graduate level (post PhD) studies, Certificate number MVAK 06-40, effective Sept 2, 2006 to indefinite.

Fellow Royal College of Alternative Medicine (Dublin), Certificate 000 000 000 010 and Wellness Consultant, Royal College of

Alternative Medicine, Evidence Based Alternative Medicine [Dublin], certified to 10152031.

Fellow, American Society for Clinical Nutrition, 1975 to present.

Fellow: Fellow and Emeritus, American Naturopathic Medical Association, 2005 USA


452

Fellow: Fellow in Nutrition, American College of Nutrition, 1985; Certified Nutrition Specialist, ACN, 1985.

Fellow American Association of HIV Medicine (AAHIVM), 2006

Life Member, Association of Military Surgeons of the US.

Professional Memberships: AMSUS, American Society for Clinical Nutrition, American College of Nutrition, Federation for Experimental Biology, and many others.

Professor of Medicine, NY College of Podiatric Medicine, 2006 to present.

Professor, Drexel University, Sept 1, 1983- Aug 30, 2004

Professor, University of Maryland in Europe, 2002-2004;

Visiting Professor, University of Delaware (USA), 1983-1995.

Associate Professor, Colby College, Waterville Maine, Sept 1, 1981-Aug 30, 1983

Lecturer: Clare College, Univ of Cambridge (UK); University of London; Kings College London; and University of Greenwich (Chatham Campus),UK. (1985 to 2004)

Research Assistant Professor to Research Associate Professor, University of Vermont, July 1, 1973- August 30, 1983.


453

Colonel, US Army AMEDD, Commander, 108th Combat Support Hospital, Pennsylvania (PAARNG); Commander, D 50th Medical Battalion, (Vermont), VTARNG; 7 January 1954 to 26 May 1997. Recommended and nominated to Grade of Brigadier General prior to Retirement.

Medical Registrations: India (Certificate number IBM/C/011204300; USA (Idaho, Cert 2004000313), West Virginia Cert 96185); and California, Allied Health Professional (Clinical Pathology), 1995[temp while on sabbatical]. Certified Nutrition Specialist, American College of Nutrition, 1985 to present. District of Columbia, USA, Naturopathic Medicine; Certificate Number NAT-1000779 (expiry 10/29/2008).St Petersburg, Ukraine Certificate SPb 039585, Registration Number 71894, dated 16 June 2006. Republic of Liberia, West Africa (Medicine and Surgery, SLSOM/P1/MD/DA/110/120/RL, indefinite; Controlled Substances Certificate, US DEA, Certificate RT 01202206;

National Board Examinations (USA), completed in 1970.

Publications Over 400 abstracts, book chapters, and manuscripts in peer reviewed literature.

Invited Lectures: Over 500 invited lectures and scientific research presentations in the areas of Nutrition, Diabetes, Obesity and metabolism, from 1973 to present. Lectures in nearly all Continents, virtually worldwide.


454

POELLMANN, ADOLF MD, PROFESSOR OF OPHTHALMOLOGY, AND DEAN, COLLEGE OF MEDICINE

EDUCATION

BSc PHYSICS, University of Ehrlangen, Germany, 1973

Attended Veterinary Medicine, University of Munich, 1973-1974

Internship I Internship, University of Munich, Opthalmology, 1976-7

Internship II Internship, Medicine and Ophthalmology, Silliman University Medical Center, Philippines, 1977-1979

MD University of Munich, Nov 2, 1979; Medical Certification, Nov 4, 1979.

PGY I House Officer, Department of Surgery, County Hospital, Tegernsee, 1980

PGY II, III House Officer, Ducal Bavarian Eye Clinic, Herzog-Karl-Theodor, Munich, 1980-1982

PGY IIV, V Residency and Registrar, Eye Department, City Hospital, Nuremburg, Germany

Private Practice Opthalmologic Practice, Partnership with Dr. Koebl, Landshut 1984-1985

Private Practice, Weiden, Germany

Locum Consultant, Eye Department, Royal Hospital Haslar, England , 1985 to present,

Training for Master Optician, parallel to Medical Training

1973-1975 Technical School, Munich Germany

1976 Passed exam for Journeyman Status 16 Jan 1976


455

1977 Chamber of Trade, Nuremburg, Gedrmany

1978 Training in refraction and fitting of contact lenses, 22 May – 9 June 1978, Academy of Optics, Munich

1979 Master Piece for title of Master Optician, 16 Nov 1979.

REGISTRATIONS

General medical Council UK; General medical Council of EU

PUBLICATIONS

Numerous publications in the field of optometry, opthalmalogy, and physics.

Extensive teaching experience in the UK, Germany, and elsewhere.


456

BEN S. JOHNSON, DO., M.D., Professor of Family Medicine and Associate Dean, College of Medicine.

DO Kansas City College of Osteopathic Medicine, University of Kansas, May 17, 1981

M.D United States School of Naturopathy, Washington DC, May 13, 2001.

NMD United States School of Naturopathy, Washington DC, Nov 11, 2001.

MS Psychology, University of Science Arts and Technology, Montserrat. Dec 15, 2006

Post Graduate Training:

Medical Internship, Phoenix general hospital, Phoenix, AZ, July 1 1981-Uune 30 1982.

Family Practice, Doctors Hospital, Phoenix, AZ, July 1 1984-June 30, 1985.

US Public Health Corps,

Diplomat, National board of Medical Examiners, July 1, 1982. cert 8126

American osteopathic Board of General Practice, cert 4487, march 28, 1991.

US Army Flight Surgeon, Fort Rucker, AL ,designation of Flight Surgeon, Aviation Medical officer, 23 March 1985.

Federal Aviation Flight Examiner, Dec 6, 1985.

Medical Licensure: Arizona Board of osteopathic Examiners, July 14, 1982

Colorado Board of Medical Eximiners, (Medicine), January 10, 1986.

Georgia Medical Practitioner Controlled Substances, BJXXXX7702, current to 12/31/2008.

Georgia Board of Medical Examiners, license in Medicine and Surgery, Cert 023999, Aug 11, 1982 (current)


457

Over 15 years of military US duty, retiring in the rank of Major, Medical Corps, AUS

Publications:

Numerous medical publications, including one full length movie entitled ―Secrets‖,

Dr Johnson discovered a form of stress reduction therapy that has proven a highly successful to the traditional treatment of serious, degenerative diseases.

Professor Johnson has extensive experience in clinical medicine, teaching of medical students, and in creative media production.


458

HOLT, STEPHEN, M.D., M.B.B.S., DNM, FRCP(C ), FACN, FAGG, MRCP (UK). FACAM, Distinguished Professor of Medicine and Dean College of Complimentary and Alternative Medicines

Education

BSc (Honors) University of Liverpool, 1970, biomedical sciences

MBChB University of Liverpool, UK, Medicine, 1972 (with honors)

Post Graduate(MD) Internal Medicine and Gastroenterology, Therapeutics, and Clinical Pharmacology,

University of Edinburgh, Scotland, UK MD by thesis.”Measurement of Gastric emptying in Humans‖

NMD Doctor of Natural Medicine, Pan American Institute, Nevis, WI, 2006.

Post Graduate Board Certified in Internal Medicine, USA and UK, 1985.

Doctor of Humane Letters New York College of Podiatric Medicine, NY, NY

Congressional Medal Distinction, National Republican Committee, 2006

Medical Licensure: General Medical Council of UK, No 1552670; New York State, USA, Dec 29, 1993; no 194529.

Professional Certification by Examination:

Diplomate, ABIM, USA, subspecialty Gastroenterology, No 84644, Nov 10, 1987

Diplomate, Internal Medicine, AMIM, 15 Sept 1983

Member, Royal College of Physicians, UK, MRCP-UK, 1975

Joint Committee of Higher Medical Training Certification, 1979, 1984


459

Licentiate, Medical Council of Canada, 1981

Fellow, Royal College of Physicians of Canada, Internal Medicine, 1981

Fellow, Royal college of Physicians of Canada, Gastroenterology, 1981

FLEX, ECFMG, USA, 1981

VQE, National Board of Medical Examiners, 1981

Editorial Boards: Current Opinions in Gastroenterology, Current Science (UK), Current Issues in Gastrointestinal Motility, Practical Gastroenterology, Modern Medicine, J of Alternative and complimentary Medicine, natural Pharmacy, and others.

Professional Memberships

American Gastroenterological Society, British Society of Gastroenterology, American College of Gastroenterology, American Society of Nuclear Medicine, Royal Society of Physicians (UK), Royal College of Physicians and Surgeons of Canada, British Medical Association, NY Academy of sciences, American College of nutrition, Pan American medical Association, American Society fo parenteral and enteral Nutrition, American Sopciety of Internal medicine, American Federation for Clinical; Research, American Medical Association.

Publications:

Over 20 books and 500 scientific publications in medicine, CAM, and related areas, over 1,000 citations


460

CARLA M. KONYK, AB, MBBS, MD[AM]. Director of Administration.

EDUCATION:

AB Associate in Specialized Business / Business Administration, Philadelphia Institute of the Arts,

Philadephia, PA USA 1991

California College of the Health Sciences, Hospital Administration Management 1998-2000

Temple University, Philadephia, PA, 1996-1998. Medical courses in Anatomy, Medical Physiology and related subjects.

University of Delaware, Newark, DE, 1998-2000, Courses in Premedical and Medical Sciences.

Shenandoah University, Shenandoah, Virginia, USA, 1989-1990. Major: Performing Arts

BSc. Bachelor of Science (Hons), Biomedical Sciences, 1992; MSc, Medical Sciences, 1993., London College of Medicine, Technology, and Research, Cambridge, UK,

Diploma: US Army AMEDD, Fort Sam Houston, Texas and subsequent assignements, 1992-2000.

Surgical Specialist, medical administrative specialist

Diploma: US Army Academy of the Health Sciences, Fort Sam Houston, TX 1993, 1998: Surgical

Specialist (1993), Medical Administration specialist, 1998.


461

MBBS Medical College of London, London, UK, 2004.

MD Doctor of Medicine, California University, Los Angeles, CA, 2004

MD[AM] Doctor of Medicine in Alternative Medicine, Open International University, Sri Lanka, 2005. Major: Complimentary & Alternative Medicine

Certified Surgical Assistant , National Association for Surgical Assistants, 1993-present.

EXPERIENCE

University of Science, Arts and Technology, Montserrat, Director of Administration, 1003-present.

Walter Reed Institute of Medicine, US Army AMEDD, Washington, DC, Surgical Assistant, 1993-1994

108th Combat Support Hospital, PAARNG AMEDD, Surgical Assistant,. 1993- 1997

STARC Medical Detachment, HQ, PAARNG, AMEDD, Medical Administrative Specialist, 1997-2001

Grand View Hospital, Sellersville PA USA, Surgical Assistant, 1993-1995

Temple University Hospital, Philadelphia, PA USA, Surgical Assistant, 1995-1997

Christiana Hospital Medical Center, Christiana, Delaware, USA, 1997-2000

Military Awards and Decorations:


462

US Army Commendation Medal, 1996; US Army Achievement Medal (2 awards) 1996, 1999; US Army Certificate of Achievement (3 awards), 1994, 1995, 1997, Army Reserve Components Achievement Medal, (ARCAM), 1996; National Defense Service Medal, 1993.Army PA BG TW Stewart Medal, 1995; PA TR White Medal, 1995; Basic Training Ribbon, PAARNG, 1996; US Army Professional Development Ribbon, 1996; Certificate of Affiliation, US Army Medical Department Regiment, Fort Sam Houston, Texas, 1993.


463

MILANICK, JOHN MD, MPH; Adjunct Professor of Emergency Medicine

Education

BA, Chemical Engoneering, Yale University, USA, 1983

MD, University of Pennsylvania College of Medicine, 1987

MPH, Yale University School of Medicine, 1997.

Certifications:

Board certified, Emergency Medicine

Certified Medical Review Officer

Advanced Cardiac Life Support, Instructor

American Association of Physician Specialists

Florida Association of EMS medical Directors

Florida Association of Rural EMS Directors

Oral Examiner, AAPS Board Cewrtification in Emergency Medicine

Selection Committeee for Florida State EMS Medical Directors


464

GRAMAZIO, MICHAEL, PhD, Associate Professor of Physiology

Education

AA National Health care, Summit University, Louisana, 11975, 1975, NATL HEALTHCARE);

BA USAF INSTITUTE Germany, Health Care, 1978, CONFIRMED);

MS, PhD UNIV OF BERKLEY (MS, PhD, [Physiology/Electrobiology], CONFIRMED);

NMD Doctor of Naturopathy, NMD, HAHNEMANN INST [HEALTH SCIENCES], NYC, 1984.

NMD First National University of Naturopathy & Allied Health Sciences, Washington DC, 2003 CONFIRMED);

MBBS Manual and Integrative Medicine 2005, CONFIRMED).

ScD University of Science Arts and Technology, Montserrat, Major: Medical Physiology (neurophysiology), 2005

Certifications:

Electrobiology, 1996 to present

Naturopathic Medicine, Idaho and District of Columbia, current.

Certified instructor, BCLS

Publications

Dr Gramazio has over 20 publications and over 50 invited presentations in the areas of electrobiology and disease, and basic life saving skills (BCLS), where he has been a certified instructor for many years.


465

ASHA PAL, MBBS, ASSOCIATE PROFESSOR OF PAEDIATRICS

Education

MBBS ALL INDIA INSTITUTE, INDIA 1992

PGY 1-IV OXFORD University, Oxford UK 1996

Licensure:

India UK


466

RALPH DEAN (JACK) LAUSA, PROFESSOR OF MEDICAL ETHICS AND FAMILY MEDICINE, MONTSERRAT

EDUCATION

BA Zoology, Ohio State University, Columbus Ohio, 1949

MD Medicine, Ohio State University College of Medicine, 1953

PGY-I Tripler UA Army Hospital, Honolulu, HI, rotating internship, July 1, 1953-June 30 1954

PGY II, III Chicago Lying In Hospital, University of Chicago Clinics, Obstetrics and Gynaecology, 1956-1967

PGY IV Cleveland Clinic Hospitals, Frank E Burns Institure, Obstetrics and Gynaecology, 1959-1961

CERTIFICATIONS AND LICENSURE

Ohio State Medical Board, # 35-01-8809, current

West Virginia, # 7987

Montserrat Medical Board, current since 2006

Physicians Recognition Award, American Medical Association

Diplomat, American Board of family Practice, 1971

Professional Organizations

American Medical Association

Columbus Academy of Medicine

Ohio State Medical Association


467

Central Ohio Academy of Family Physicians

Charter Fellow, American Academy of family Physicians

Charter Diplomat of the American Board of Family Practice

Military Service

Major MC AUS, 1949-1961.(active and reserve component)


468

ROBERTO GUIBERT, ASSOCIATE PROFESSOR OF PSYCHIATRY

Education

BS Biology, University of Miami, Miami Florida, Premedical Sciences 1975

MD Escuella de Medicina, Universidad CETRC, Dominican Republic, May 15, 1980

PGY I-III University of Louisville and VAMC hospital, , Louisville KY July 1 1981-Dec 31, 1983, specializing in Adult Psychiatry

Certifications

Board certified, Adult Psychiatry

Publications and Grants

Numerous local, regional and National research grants to support clinical studies in psychiatry

23 publications in the field of adult psychiatry


469

JOHN GLOSSOP, Ph.D., Adjunct Professor of Maths and Biostatistics

Education:

BSc, Certificate in Education, Sheffield University, UK, 1958-1959

Research Scholar Manchester University, 1961-1962

MA London School of Economics, MA in Sociology, by thesis 1963-1966

OFSTED Training and registration as Schools Inspector, 1995-1996

PhD London School of economics, PhD, Economics, by thesis, 1966-1969.

Academic Appointments: Numerous, including thesis inspector for MS, MA and PhD thesis ar numerous Universities.

Professor Glossop is a retired professor from the University of Surrey who currently resides in Montserrat.

Research and Publications:

PI of major funded Research grants in Social Sciences, Carnegie trust, West Riding Local Education Authority, Social Science Research Council, and Department of Education and Science, UK.

Over 20 publications and invited presentation in Education, Social Sciences, and Biostatistics.


470

HANDRE HURWITT, MD, CLINICAL ASSOCIATE PROFESSOR OF CARDIOLOGY

EDUCATION

Attended Biological Sciences, Miami Dade Community College, 1973-1974

BS Premedical Sciences, University of Miami, FL 1975-1978

Attended University of Central Este, Dominican Republic (UCE), 1979-1980

MD Ross University, West Indies, January, 1982

PGY-I Internship, Family Medicine, St. Joseph‖s Hospital, Syracuse NY, Jan 1, 1982-Dec 31, 1982

PGY-II Internship, Internal Medicine, Huron Road Hospital, Cleveland, OH, 1983

PGY IIB Chief Medical Resident, Huron Road Hospital, Cleveland, OH, Jan 1 1983-June 30 1983

PGY III Residency, Internal Medicine, Huron Road Hospital, Cleveland, OH, Jan 1 1983-June 30 1985

Fellowship Cardiology, Mount Sinai Medical Center, Miami Beach, Florida, July 1, 1985-June 30, 1987

Certifications

American Board of Internal Medicine, 1991

ECFMG certification, 33-76225, 1980

Board Eligible, ABIM Cardiovascular disease, 1995

Medical Licensure

MD, State of Florida, # ME 44357


471

DEA # AH 2997940

Over 30 invited presentations in the field of cardiology and internal medicine, nationwide (US)


472

RAWLINGS, LAWRENCE C, ADJUNCT PROFESSOR OF SURGERY

Education:

MD Howard University, Washington DC 1980

PG 1-4 Howard University School of Medicine and Affiliated hospitals, General Surgery

PG 5,6 Kings College Hospital, London, General Surgery

Registrations UK, General Medical Council, 1990

USA, USMLE, steps I-III, 1978-1980


473

DAVID EHERTS, PhD, Asjunct Associate Professor of Toxicology and Industrial Hygiene

Education

BS Chemistry, Rutgers University New Jersey,

MS Industrial Hygiene, Drexel University, Philadelphia PA, 1994

PhD Toxicology and Environmental Sciences, Drexel University, Philadelphia PA 2002

Special Qualifications: Discovered and validated in vitro Technology to reduce the needs for live animals in pharmacology and other scientific research.

Certifications

American Public Health Association, American Society for Industrial Hygeine, Fellow

Publications

Over 100 publications including books, chapters, manuscripts, and special reports in toxicology


474

DISTEPHANO, JOSEPH , CLINICAL PROFESSOR OF COMPLIMENTARY AND ALTERNATIVE MEDICINE,

Education:

DOM Ottawa School of Acupuncture and Traditional Chinese Medicine, distinguished graduate, 2004; Master of Oriental Medicine, 2003; diploma in Oriental Medicine, 2001.

NMD Southern Graduate Institute, Major Nutrition and Naturopathic Medicine, 2002

BS University of Ohio, 1964: Major: Nutrition.

MD Doctor of Medicine, USAT, Montserrat, 2005

Diploma USAF Aerospace Academy, pilot Training, C-130 aircraft, 1965

Licensure: Nutrition Consultant, , Florida, Cert # 00006. Oriental Medicine, West Virginia, 2006.


475

OFFICER, GARTH, Adjunct Clinical assistant Professor of Complimentary Medicine / Adjunct Clinical assistant Professor of Dental Technology

Education

MSc University of Bridgeport, CT Major : Nutrition. 1992

MD Virgin Milagrossa Educational Institure of Medicine, Philippines, May 1992

DC Doctor of Chiropractic, Canadian Memorial Chiropractic College, Toronto, Canada, 1979

BSc Dental Technology, Borough Polytechnic, England, 1969.

Diploma Dental prosthetics, Univesity College Hospital. London, 1973

Diploma NY School of Dental Technology, NY, NY 1982

Diploma All Dent Health center, Long Island, NY 1984.

Appointments

Dept of Dental Sciences, Norwood technical College, London UK 1972-1974

Dental technology, University College Hospital, London, 1970-1972

Dental prosthetics, Chiswick Polytechnic, London UK 1974-1976

Dental technology, Brown College, Toronto Canada 1980-1982

Debtal Prosthetics, Techno-Dent School of Dental Technology, NYNY, 1984-1987.

1996-present. Private Practitioner, Chiropractic and Integrated Medicine, Kingston and st Mary, Jamaica

Casualty Officer, Kingston Public Hospital, Jamaica, 1994-1996

Intern in Surgery and Medicine, Kingston Public Hospital, Jamaica, and St Josephs Hospital, Jamaica, 1993-1994


476

Intern, Virgin Milagrosa Hospital, St Carlos, Philappines, Medical and Surgical Intern, 1989-1990.

Medical Licensure: Chiropractic medicine, Jamaica.


477

DOROTHEA HAZEL, MS, INSTRUCTOR IN EPIDEMIOLOGY AND PUBLIC HEALTH

Education:

BS Microbiology, University of Ottawa, Ottawa Canada

MS Epidemiology & Public Health, University of Ottawa, Ottawa Canada

Certifications:

Ms Hazel is the State Epidemiologist for the Government of Montserrat.


478

KATHY L. ANDERSON, DO, FAAAM, FAOCD, CLINICAL ASSOCIATE PROFESSOR OF DERMATOLOGY

[ON LEAVE 2010-2011]

Education

BS (Honors) Northeastern University, Boston MA, Major: Health Sciences1985

MA Northeastern University, Boston MA Major: Medical Sciences, 1987

DO University of New England, Osteopathic Medicine, Biddeford, Maine, 1991

Internship Deaconess North-Deaconess West Hospitals, St Louis, MO 1991-1992

Residency Malden Hospital, Medford, MA, specializing in Dermatology, 1992-1995

Subspecialty Carbon Dioxide lasers for skin resurfacing, 1998

Cutaneous lasers for vesicular, pigmented, and tattoo lesions, 1993

Schlerotherapy, via North American Society of Plebodogy, 1992

Cutaneous surgery including flaps, dermabrasion, and liposuction, Scrips clinic, CA, June 1994

Research with pulsed light device for primary technology, Tampa FL, 1997-2000.

Medical Licensure: Florida (0S007994; New York (199789), Nevada (979), Massachusetts (76470), Rhode Island (425), Oregon (DO24674.

Professional Memberships


479

American Medical Association, American Osteopathic Association, American Society of Dermatologic Surgeons, American Academy of Dermatology, American Academy of Anti Aging Medicine, Massachusetts Medical Society.

Publications/presentations

Numerous scientific publications and scientific presentations in the field of Dermatology.


480

HUMPHREYS, JOSE‖ PhD, NMD, MD, Adjunct Clinical Associate Professor of Naturopathy.

Education:

NMD Pan American University, Naturopathic Medicine, Nevis, West Indies, 1992

PhD Yamuni Institute, Louisana USA, 1993 Thesis: a description of 600 medicinal plants of the

Caribbean (600 pp).

MD University of Science Arts and Technology, Montserrat, West Indies, 2005.

Certifications

Professor Humphreys is an expert in medicinal properties of Caribbean herbs as applied to natural medicine, and is director of Optimum Health Center in St Johns, Antigua. He is a regular lecturer in herbology and clinical naturopathic medicine, and the leading Naturopathic Physician in the Eastern Caribbean. .


481

IAN TOLAN, PhD, Assistant Professor of Biochemistry and Cell Biology

Education

BSc Chemistry, University of the West Indies, Jamaica

PhD Biochemistry, University of the West Indies, Jamaica

Post Graduate Training: Biochemistry of Natural products, 2 years, University of the West Indies, Mona Campus.

Publications: Dr Tolan has numerous publications in the area of nutraceuticals and antidiabetic natural products.


482

JAMES F. DEBOUNO, PhD, ADJUNCT PROFESSOR OF MEDICAL BASIC SCIENCES

EDUCATION

BS Biological Sciences, Rutgers University, 1977

MS Food Sciences and Nutrition, Drexel University, 1980 (with thesis)

Basic Sciences NJ College of Medicine and Dentistry, Rutgers University, completed basic medical sciences for medicine, 1980-1981

PhD Nutritional and Environmental Sciences, Drexel University, 1983 Thesis: ―Metabolic Effects of Miglitol administration in Obese-Diabetic rats‖

PGY-! University of Texas College of Medicine at Galveston, Medicine / Molecular Biology, 1983-1984.

Certifications

Environmental Sciences, New Jersey

Special Qualifications

Over 25 years of teaching experience in several Philadelphia area universities including Pennsylvania state University, Drexel University, University of Pennsylvania, Temple University, Thomas Jefferson University, and others.

Over 20 years experience as Environmental Impact expert for the State of New Jersey

Publications

Over 25 publications in medical literature, determined the mechanism of action of Miglitol, an anlalog of Precose


483

PERRY.B HUDSON,. MD, Professor of Surgery.

MD, Johns Hopkins School of Medicine, May 30, 1943.

USArmy Medical Corps. 1943-1947

Assistant/Instructor in urology, Johns Hopkins School of Medicine, Baltimore Maryland 1947-1950

Associate Professor of Urology, Columbia University College of Physicians & Surgeons, NYC, 1950-1960

Professor of Biological Sciences, Columbia University, NY, NY, 1960-1962

Diplomat American Board of Urology, February, 1955

Fellow. American College of Surgeons, 1967

Chief of Urology, Montefiore Hospital NYC, 1960-1978

Chief of Urology, Veterans Administration Medical Center, Biloxi/Gulfport, Mississippi, 1982-1984

Chief of Urology, Bay Pines Veterans Administration Medical Center, Bay Pines, FL 1982-2006.

Medical Licensure: # G877, North Carolina (Current)

Medical Licensure, # 12505, Arizona (Current)

Over 100 Publications in the field of urology.

CRAIG ETHERIDGE, MD, Professor of Urology


484

MD: University of California, 1984.

Residency: Medical College of Virginia, 1984-1989. General Surgery, 1984-1986; Urology, 19886-1989.

Licensure:

DEA certificate, XXXX3723, current

Licensure, Florida, ME 0054879 (Current)

Publications: numerous manuscripts and one text book (Prostate Brachytherapy Made Complicated: a guide to Iodine -125 and Palladium 103 Implants,Smart Medicine Press, 1977);

Academic Positions University of California Los Angeles, University of Pittsburg, Drew University, John Carroll University, and others.

American Naturopathic Medical Certification and accreditation board, Board Certified in Naturopathic Medicine, Feb 4, 19,98.


485

GOPAL, KRISHMAMURTHY, MBBS, MD, Professor of Tropical and Internal Medicine and Senior Physician, Glendon (Government) Hospital Montserrat.

EDUCATION

MBBS All India Institute, India

Post Graduate Training: 3 years Internal Medicine, followed by 3 years of Tropical Medicine in India.

MD University of Science Arts and Technology, Montserrat, 2004

Diplomat in International Medicine, University of Science Arts and technology, Montserrat, 2004

Licensure:

Indian Board of Medicine

General medical Council UK

Montserrat Medical Board

Publications

Professor Gopal has authored numerous publications in the Indian medical literature while a faculty member in India.


486

BHATTI, MOBASHIR AHMED, MBBS, Adjunct Associate Professor of Family Medicine.

EDUCATION

BSc Premedical Sciences,University of Punjab, Lahore, Pakistan, 1982

MBBS Allama Igbal Medical College, Lahore 20, Pakistan, 1\Ju 21, 1984 – Dec 16, 1989.

Medical Licensure Pakistan Medical and Dental Council, Jan 30, 1990, current to Dec 31, 2009

(Confirmed)

MPH University of Science, Arts, and Technology, Montserrat, 2006.

Post Graduate training in Public Health: 2006: Hospital surgeon, established mobile hospital in earthquake zone, monitored public health and medical issues, maintained liason with Government of Pakistan regarding medical aspects of a major earthquake.


487

BONAFFINI, VITORIO G, Ph.D., Adjunct Professor of Immunology and Naturopathy

EDUCATION

BS University of Hersiau, Appenzell, Switzerland, Major Field o Study: Biology

PhD University of Hersiau, Appenzell, Switzerland, Major field of study:

Phytopharmacology, 1976-1979

Ph.D. Fribourg Institute, Freiberg, Switzerland, 1984. Major field of study: Immunology

Post Doctoral study Aldermaston College, Reading, Sussex UK, 1979 Major Field: Human Biology

MD Fundacao University Cesar Vernancio, (FUNCEVE), Brazil, 1985

Post Graduate Lehrgang fur Heilpractikar, Munchner Heilpractikar, Kolleg

Professional Organizations

American naturopathic Medical Association, American Association for the Advancement of science, American Scientist Association, American medical Writer Association, Sigma Xi, the Smithsonian association, Italian Board of Professional Writers, Brazilian Society of Immunology, Federation of American Scientists, NY Academy of Science, Florida Writers Association, Brazil Board of Phytotherapeutics.

Publications: over 100 publications, book chapters, and invited presentations in the field of immunology and naturopathic Medicine..

Medical Licensure: Senegal, West Africa, Internal Medicine


488

RAY, SCOTT LAURY, D.O., ADJUNCT CLINICAL ASSOCIATE PROFESSOR OF FAMILY MEDICINE.

EDUCATION:

B.S. Biology, University of Illinois, Urbana, Illinois, 1974.

D.O. Doctor of Osteopathic Medicine, Chicago College of Ostopathic Medicine, Madison Heights ILL, .

Internship PGY-1, Rotating Internship, Oakland general hospital, Madison Heights MI, July 1, 1980-June 30, 1981

Residency PGY 2, Internal medicine, Oakland General hospital, Madison Heights MI, Aug 2, 1981, -Aug 1, 1982.

Board Certifications: American Osteopathic Board of general Practice, Cert # 4904, Dec 30, 1991

American Osteopathic Board of Family Physicians, Certification added to include Geriatrics, #4904, april 26, 1996 to Dec 31, 2006. Renewed to 12/31/2009.

Medical Licensure: Florida # OS4600, 22 Sept 1983 to present.

Professional Memberships:

Pinellas County Osteopathic Medical Association

American osteopathic Medical Association

Florida Osteopathic Medical Association

American Medical Association.


489

SCHRORER, CORRETTA ALICE, BSC, MSC. INSTRUCTOR IN CLINICAL RADIOLOGY.

EDUCATION:

Diploma Mallincrodt Graduate Institute of Radiology, Barnes Hospital, Washington University

School of Medicine, St Louis, MO, USA, 1970

Diploma Mallincrodt Graduate Institute of Radiology, Barnes Hospital, Washington University

School of Medicine, St Louis, MO, USA, 1971. Specializing in Gastroenterology, Gastrointestinal Teaching

BSc University of Science Arts and Technology, Montserrat, specializing in Radiographic Medicine, 2005

MSc University of Science Arts and Technology, Montserrat, specializing in Radiographic Medicine, 2007 with thesis: Validation of Radiology Practice in an Island Hospital.

REGISTRATIONS: American Registry of Radiologic Technology (ARRT), St Louis, MO 1971 to present; American Society of Radiologic Technologists (ASRT), 1971 to present; Missouri Society of Radiologic Technologists (MSRT), 1971 to present; Society of Gastroenterologic Nurses and associates (SGNA), 1973 to present; Gateway Society of Gastroenterologic Nurses and Associates (GSGNA), 1973 to present.

Faculty: Department of Education, American Society of Radiologic Technology, 1971 to present

Instructor, Radiologic Technology, Malinkrodt Institute of Medicine, Washington Univesity School of Medicine, 1975-2004; Infectious Disease Specialist, 1990-2004.

Publications: over 100 publications and invited presentations in the field of gastrointestinal radiology.


490

SHIELDS, STEPHEN J. M.D., P.A. Assistant Clinical Adjunct Professor of Internal Medicine,

Education:

MD Universidad Central del Estes, San pedro de macouris, Dominican Republic, 1980.

PGY-1 Internal Medicine, Memorial Hospital, Johnstown PA 1981-1982.

PGY 2-3 Internal Medicine, St Francis Hospital, Pittsburg, PA, 1982-1984

PGY-3 Internal Medicine, Chief Resident, St Francis Hospital, Pittsburg, PA, 1982-1984

Certifications and Medical Licensur4e

American Board of Internal Medicine, Cert 100304

ECFMG Cert 322-671-9 (indefinite)

Licensure: Florida Medical Board # ME 0053720. 1980 to present


491

RAYMOND H LOHIER, MD, CLINICAL PROFESSOR OF FAMILY MEDICINE

EDUCATION

MD Faculte; de Medicine et de Phamacie, d‖Etat d‖Haiti, 1975

PGY 1-IV Montreal General Hospital , General and transplant surgery, 1980

PGY V Thomas Jefferson Hospitals, Philadelphia, PA, Liver Transplant Surgery, 1985

Medical Licensure

Medical Council of Haiti, 1975 to present

Pennsylvania, 1985 to present

Bord certified in general Surgery, 1986

Board Certified in Family Practice, 1985

Steps I-III, USMLE, completed 1980

Military: Retired from US Military AMEDD in 20012 in the grade of COLONEL, MC, AMEDD with 25 years of service.


492

DUNHAM, DOUGLAS A, Clinical Professor of Family Medicine

Education:

BA Ohio State University, Chemsitry, 1963

DO Ohio College of Osteopathic Medicine, 1967

PGY-I Rotating Internship, Cleveland Osteopathic Hospital, Cleveland OH, 1968

PGY II Medical Internship, Doctors Hospital, Nelsonville, OH, 1969

PGY III Aneshtesology Residency, 1970-1972

PGY IV Family Medicine, 1973-1975

PGY V US Army Aviation Medicine, Ft Rucker, AL, 1980

Medical Licensure

Ohio. 1968 to present

Pennsylvania 1975 to present

West Virginia 1969 to present

Arizona, 1980 to present

Certifications and special skills

Aviation Medicine, Federal Aviation Examiner, 1986 to present

Military Medicine, 1975 to present: attained rank of Brigadier General, MC, AMEDD, US Army

Clinical Research, where he has directed over 20 clinical trials of new pharmaceuticals.

Dr. Dunham is an expert in the implantation of Cardiovascular stents


493

Fellow, American Academy of family practice

Member, American Medical Association

Member, American osteopathic Medical Association

Physicians Recognition Award, American Medical Association

National Guard Association of Pennsylvania

Member, National Guard Association of the US


494

CHRISTOPHER UMIOGOBE, MD, Clinical Associate Professor of Medicine

Education

MD Medical College of Georgia, 1990

PGY I-III Atlanta Medical Center, Internal Medicine, 1991-1994

Licensure:

Medical Board of Georgia

Florida Medical Board

Current Professional Appointment

Assistant Medical Director, Miami gardens Medical Center, Miami FL

DENNIS A NUTTER, M.D., Adjunct Associate Professor of Psychiatry.

Education:

BA, Psychology, Davidson College, Davidson North Carolina, 1987

MD Medicine, Wake Forest University, Bowman Grey School of Medicine, Winston-Salem, North Carolina, 1996

PGY-1 Internship, Medicine / Psychiatry, Wilford hall Medical Center, Laskland AFB, Texas 1 Jul 1996-30 Jun 1997

PGY-2, 3 Residency, general Psychiatry, Wilford hall Medical Center, Laskland AFB, Texas 1 Jul 1997-30 Jun 1999


495

PGY-4, 5 Fellowship, Child & Adolescent Psychiatry, Wake Forest University, Bowman Grey School of Medicine/Baptist Medical Center, Winston-Salem, North Carolina, July 1, 1999-June 30, 2001.

AWARDS: American Academy of Child and Adolescent Psychiatry & Pfizer Outstanding Child and Adolescent Psychiatry Resident, Oct 2000; officer of the year, USAF, Spring Quarter 2002.

Licensures and certifications

Medical Licensure, North Carolina

Board Certified, American Board of Psychiatry and Neurology,

Certifies and Current, Advanced cardiac Life Support

Publications:

Over 25 publications and invited presentations in the field of psychiatry.


496

LORN SCOTT MILLER, DC, MD, Clinical Associate Professor of Neurology

Education

AA University of Florida, Biomedical Sciences, June 14, 1980

DC Doctor of Chiropractic Medicine, Life Chiropractic College, Marietta Georgia, Sept 30, 1983

MD University of South Alabama, Mobile, AL June 5, 1994

PGY 1 Internal Medicine, Wilford Hall Medical Center, Lackland USAF Base, Texas, uly 1 1994 to June 30, 1995.

PGY 2-5 Resident in Neurology, Wilford Hall Medical Center, Lackland AFB, Texas, July 1,1995- March 31, 1999.

Certifications and Licensure

Board Certified, Chiropractic Medicine, National College of Chiropractic, Lombard Illinois, Nov 20, 1988

Board Certified, Chiropractic Neurology, NY Chiropractic College, Old Brookville, NY Feb. 25, 1990

USMLE Steps I – III, 1992-1994

Diplomat, American College of Chiropractic Medicine, 1990

Diplomat, National board of Medical Examiners, 1997

Diplomat, National board of Chiropractic Examiners, 1983

Diplomat, American Board of Psychiatry and Neurology, April 2000.

Medical Physician, Commonwealth of Pennsylvania, 1996

Medical Physician, Alabama, 1997


497

Chiropractic Physician, Alabama, 1990

Chiropractic Physician, Florida. 1983

ACLS Certified Instructor, February 2002

Professional Affiliations

American Academy of Neurology

Southern medical association

Southern Clinical Neurology Assciation

American Medical Association

International Chiropractic Association

American Chiropractic association

Florida Chiropractic Association, Councils on Diagnostic imaging and Neurology

American college of Chiropractic Neurology

Publications and Invited Lectures

Over 30 publications and invited lectures in areas of specialization.


498

DONNA H MUELLER, PH.D, R.D., F.A.D.A., Diplomat in Nutrition, Adjunct Professor of Clinical Nutrition,

Education

BS, MS Dietetics, Drexel University, Philadelphia, PA 1972, 1974

PhD Health Sciences, Temple University, 1980

Post Graduate Children‖s Hospital of Philadelphia, Philadelphia. Nutrition Support of Inborn

Errors of Metabolism, specializing in Cystic Fibrosis


American Dietetic Association, 1975 to present

Pennsylvania Dietetic Association, 1975 to present

Fellow, American Dietetic Association

Diplomat, International Nutrition


Over 100 published books, text books, chapters manuscripts and other publications in the field of clinical nutrition, specializing in clinical nutrition.


499

ARA DER MARDEROSIAN, PhD, Professor of Pharmacognosy and Natural Products

Education

BS (Honors) Pharmacy, Philadelphia College of Pharmacy, 1967

MS Medicinal Chemistry, Philadelphia College of Pharmacy, 1969

PhD Pharmacognosy, University of the Sciences, 1971

Certifications

Registered Pharmacist, Pennsylvania, 1967 to present

Member, Sigma Xi

NY Academy of Sciences

American Society of Pharmacology and Therapeutics (ASPET)

Federation for American Societies for Experimental Biology (FASEB)

American Pharmaceutical Association

American Chemical Society

Appointments

Professor of Pharmacognosy, University of the Sciences, Philadelphia

Research Professor of Medicinal Chemistry, University of the Sciences, Philadelphia

Publications and Invited Presentations

Over 300 books, book chapters, abstracts and manuscripts in the fields of medicinal chemistry and pharmacognosy


500

UK FACULTY,

ATTENDED MONTSERRAT FOR SPECIAL TOPICS AS SCHEDULED

FAROUK BERDAWOUD OREG, PhD., Professor of Physiology and Associate Dean of Basic Sciences, (UK).

Education:

BS. Bachelor of Science, Microbiology, Mousel University, Iraq, 1968

M.Phil. Physiology, University of Leeds, UK, 1974

Ph.D. Physiology, University of Leeds, UK, July 18, 1977

Post Doctoral Department of Physiology, University of Leeds, UK, 1977-1978.

Faculty Positions

1978-1980 Assistant Professor, Physiology, Kerman Institute of Medical Sciences, Kerman, Iran

1991-1993 Assist Professor, Medical Physiology, and Department Head (Physiology), Faculty of Medicine, Shaeed Sadoghi Medical Science University, Yzad, Iran, 1981-1993

1993-2002. Assistant Professor of Medical Physiology, faculty of Medicine, Shaheed Beheshti

University of Medical Sciences, Tehran, Iran

2002 to pres Professor of Physiology, Medical College of London, University of Science Arts and

Technology, Montserrat, West Indies.

Societies


501

British Endocrinology Society, Iranian Physiology and Pharmacology Society; Jury committee, to assess PhD thesis, and MSc thesis, various Universities in UK and Iran.

Publications

Over 20 published works in Physiology in peer reviewed literature in the field of endocrinology

MOHAMMAD KERAMATIPOUR, PhD, MD, Associate Professor of Molecular Biology

Education

MD Medicine, Bashad Medical University, Iran, 1995

PhD Molecular Genetics, Cambridge University, Cambridge UK, 2002

PGY-I Bashad Medical University Hospitals, 1996

PGY II-III Internal Medicine, University of Teheran Hospitals, Teheran, 1998

Appointments

Associate Professor of Molecular Biology, Cambridge University, UK

Associate Professor of Medicine, Bashad Medical University, Iran

Registrations

PMCD, Iran, registered medical practitioner

GMC, UK, registered medical practitioner


502

Publications and Invited Presentations

Over 50 authored publications in the field of molecular genetics. Dr Keramatipour is an accomplished scientist and author and an experienced lecturer for medical students at all levels.

GEORGE VARUGHESE, MBBS, CLINICAL PROFESSOR OF MEDICINE (UK)

MBBS India, 1975, specializing in internal medicine

Post graduate Medicine, All India Institute

Post Graduate ENT, Kings College Hospital, London

Clinical Director, Parkside Medical Center, Parkside London UK

Certifications

Medical Licensure, Indian Medical and Dental Council, 1976

Medical Licensure, General Medical Council of UK, 1980

Clinical Faculty of Kings College, London

Marie-Luise Gross, MD, Clinical Associate Professor of Pathology

Education

MD University of Erhlengen, 1994

PGY I – V University if Heidleberg, Germany, Pathology, 1995-2000


503

Appointments:

Associate Professor of Pathology, University of Heidleberg


German Medical Board, 1995 to present.


Dr Gross is an Internationally acclaimed research physician in the field of diabetic nephropathy, with over 100 published works and approximately 100 invited lectures worldwide to date.

USAT has had PhD research students assigned to her laboratory in a collaborative arrangement.

BAKHTAWAR SHAH KATTAK, FACP, FCCP, FRS, Adjunct Professor of Medicine (UK)

BSc. Punjab University, Lahore, Pakistan, 1970

MBBS. Punjab University, Lahore, Pakistan, 1975

Fellow: College of Physicians and Surgeons, GMC of Pakistan, 1985

NB Certified Iran Medical Board, Tehran, 1984

DTM&H NB specialization (Int Med), Univ of Liverpool, UK, 1985


504

MRCP Pakistn Medical Board, Pakistan, 1985

MCCEE Medical Council of Canada, Ottawa, 1980

MCFP College of Family Physicians, Ottawa, 1981

LNCC Medical Council of Canada, Ottawa, 1962

ECFMG ECFMG, Philadelphia PA 1979

FACP American College of Physicians, USA, 1988.

Medical Registrations:

United Kingdom, No. 4685302

Iran, Internal Medicine, since 1984, No 39444

Pakistan, Internal Medicine, since 1985, No 10447-P

Canada, since 1981, No 103/81

EXPERIENCE

Research Professor, Iran and Kuwait, 1984-1996, in area of pulmonary medicine

Assistant to Associate Professor of Medicine, Univ of Medical Sciences, Tehran, 1984-2001

Publications

Numerous publications and invited presentations in the field of Pulmonary Medicine from 1979 to present

FAHMI, AHMED ISMAT, Assistant Professor of Molecular Biology


505

Education

PhD Selwin College, Univ of Cambridge, UK, Molecular Biology, 2000

BSc Imperial College, London UK, Biology, 1996

Experience

Post Doctoral Research Fellow, Rayne Institute, Univ of London, 1997-2000

Research Fellow, Kings College London, 2003 to present

Post Doctoral Research Assistant, Biochemistry, University of Cambridge, Cambridge, 2000-2002

SIDDIQUE, FAISAL, MBBS, Assistant Professor of Medicine (UK)

Education:

MBBS Dow University, Pakistan, 1998.

PGI 1-11 Internal medicine, Dow University Hospitals, Karachi, Pakistan, 2002

PG III. IV Internal medicine, St Georges Hospital, Tooting, UK

Medical Registrations

General Medical and Dental Council of Pakistan, 1998

General Medical Council of UK, 2003


506

Completed USMLE Steps I-III, 2003.

Professional activities

Dr Siddiqui has extensive teaching experience to medical students in both Pakistan and UK.

ZAFAR MUHAMMAD CHAWDHERY, MB, ChB, Adjunct Professor of Surgery (UK)

Education

MB,ChB Medicine, University of Dundee, 1984

PGY 1 University of Dundee, Ninewells Hospital, Dundee Internship, 1985

PGY II-IV University of Dundee, Ninewells Hospital, Dundee, General Surgery, 1989

PY V-VI University of Dundee, Ninewells Hospital, Dundee Transplant Surgery, 1994-1996

Current Appointments:

Royal London Hospital, UL, Chair of Renal Transplant Surgery.


Provisional Registration, General Medical Council (UK), 1984; Full registration 1985.

Specialty registration (Surgery, Transplant surgery), 1996.



507

Over 25 invited lectures and research publications in the field of renal transplant surgery

SAYED MOHAMMADAHI SHAHAMIRI, MD, LECTURER IN MEDICINE

Education

MD University of Teheran

PGI University of Teheran hospitals, Teheran

PG II, IV St Georges Hospital Tooting, UK

Licensure

PMDC, Pakistan Medicine; GMC, UK, Medicine

Dr Shahamiri is an experienced medical lecturer both in the UK and Iran

SARAH ASRAF, MD, LECTURER IN BEHAVIOURAL SCIENCES, (UK).

EDUCATION

BSc St Joseph‖s College, Karachi, paksitan, 1996

MBBS Medicine, Dow Medical College, Karachi, Pakistan, 1999- 2003

PGY I Lucile Salter Packard Children‖s Hospital, California, USA, 1998

PGY II-IV Civil Hospital, Karachi, Medicine, 1999-2002


508

Registrations and certifications

Pakistan Medical and Dental Council,

General Medical Council (UK)

ECFMG, passed all parts

NAJIA HASSAN, MBBS, ADJUNCT ASSISTANT PROFESSOR OF MEDICINE (UK)

EDUCATION

MBBS Sindh Medical College, Karachi, Pakistan, 2001

Internship Jinnah Postgraduate Medical Centre, Karachi, Nov 1, 2001-October 30, 2002.

SSC, HSC Karachi Pakistan, 1995

Distinction in Ophthalmology, University of Pakistan, Karachi, 2001

Merit number 9 (of 500) for final examinations, PMDC, Pakistan

Senior House Officer, Ziauddin Medical University, Karachi, 2003

Senior House Officer, Urology, the Kidney Centre, Karachi, Pakistan, 2002-2003

REGISTRATIONS, CERTIFICATIONS, AND SPECIAL INTERESTS

General Medical and Dental council of Pakistan, 2001

General Medical Council, UK, 2002

USMLE Steps I, II, III, ECFMG, 2004


509

NAUSHEEN IQBAL, Lecturer in Medicine (UK)

Education

HSC Karachi, Pakistan, 1996

MBBS DOW Medical University, Karachi, 2001

PGY-I Civil Hospital Karachi, 2001

PGY II-III Whipps Cross University Hospital, London, 2001-2003

PGY IV Hematology, Whipps Cross University Hospital, London, 2004

Distinction in ENT, Surgery, and Ophthalmology, Dow Medical College

Merit rank 9 out of 500, Dow Medical Council final examinations, 2001; academically ranked at 1st in medical class all 5 years.

Registrations

PMDC, Pakistan, current

General Medical Council, UK, current, 6058994

Completed ECFMG, 2003

Publications and Presentations

Over 20 invited lectures and professional presentations since 2001.


510

ADNAN HUSSAIN, LECTURER IN MEDICINE, (UK)

Education

HSC Karachi, Pakistan 1995

MBBS Dow Medical College, Karachi, Pakistan, 2001, 1st division

PGY-I Medical Unit 2, Civil Hospital, Dow Medical College, Karachi, 2001

PGY II-III Civil Hospital, Karachi, 2001-2003

PGY III Remedial Hospital, Karachi, 2003

PGY IV Elder care, Fairfield hospital, Bury (UK), 2003-2004

Registrations and Certifications

PMDC, Pakistan, current since 2001

GMC, UK, current since 2004

Completed USMLE I-III, 2005

RAVINDRANATHAN GIRISH, MBBS, CLINICAL ASSOCIATE PROFESSOR OF MEDICINE (UK)

EDUCATION

BSc University of Pune, Pune India, 1993


511

MBBS Armed Forces Medical School, University of Pune, India, 1997

PGY I KN Hospital & Cantonment, Pune, 1997

PGY II Primary health care Centre, Pune, 1998

PGY III Inlaks Budhrani Hospital and MNB Cancer institute, Pune, 1999

PGY IV Inlaks Budhrani Hospital and MNB Cancer institute, Pune, 2000

PGY V Senior House Officer, NM Wadia Institure of Cardiology, Pune, 2001

PGY VI ICU Registrar, Intensive care Unit and Cardiac Care Unit, DM Hospital, Pune, 2002

PGY VII Senior house officer, Franbortough Hospital, Bromley Acute NHS Trust, UK, 2002 to present.

Licenses and registrations

Medical Defence Union, 438795J

ECFMG Certified 2002

General Medical Council UK, 6033205

MRCP, Part I (2002), Part II (2003)

Publications

Numerous publications, including books, manuscripts, research reports, and invited presentations, including authoring Part I of the new PLAB examination..

SALMAN AHMED ABBASIMD, MSc, , BSc,, Adjunct Assistant Professor of Family Medicine (UK)


512

Education

BSc Zoology and Botany, Jinnah College, Karachi, Pakistan, 1992

MSc Medical Biochemistry, University of Westminster, London 2003

MD Medicine, Grodno State Medical Institute, Belarus Republic, 1999

Certifications and registrations

Paksitan Medical and Dental Council

General Medical Council, UK

Professional affiliations

British Medical association

Extensive teaching experience to medical students in Pakistan and UK

KRISHNAMURTHY K GUPTA, MBBS, FRCS, FFAEM, Adjunct Professor of Emergency Medicine and Clinical Radiology (UK)

EDUCATION

MBBS INDIA, 1972

FRCS GLASGOW, 1981

DIPLOMA IN UROLOGY LONDON, 1986

FFAEM LONDON, 1997


513

Registrations

Medical Council of India (current)

General medical Council (UK), current

Registrations

British medical Association, UK 6474530

Medical Protection Society 100930

Indian medical Association 00765

General Medical Council, UK 1748448

Medical Specialty: Accident and Emergency Medicine, Clinical Radiology.

Lead Clinician, Consultant in Accident and Emergency Medicine, Good Hope Hospital NHS Trust, West Midlands, UK

Author of numerous medical student texts on clinical radiology

TENDAI GILBERT MASHAPURE, MSc, Instructor in Maths and Biostatistics (UK)

Education

BSc Maths, University of Zimbabwe, Harare, Zimbabwe, 1996

BSc Chemistry, University of Zimbabwe, Harare, Zimbabwe, 1996


514

MSc Science Education, Medical College of London, University of Science, Arts and technology, in cooperation with Cambridge University, Cambridge, UK., with thesis: ―Assessment of Science Education‖


515

USAT ENROLLMENT AGREEMENT


516

USAT

MONTSERRAT

UNIVERSITY OF SCIENCE ARTS AND TECHNOLOGY

MONTSERRAT OLVESTON CAMPUS, FLORIDA MD TRANSITION PROGRAM Enrollment Agreement and Academic Regulations for the Students of University of Science, Arts and Technology,

Montserrat Regulations approved by the Governing Body on: 09 September 2009 Mission Statement The University of Science, Arts and Technology, Montserrat is dedicated to the advancement of the learning, knowledge and understanding of

medicine, science and fine arts. To help establish the highest standards in private education and prepare our students for the challenges they’ll face in

this increasingly complicated world. Equal Opportunities Statement The University’s Equal Opportunities statement makes clear the University’s commitment to equality of opportunity in all its activities and is consistent

with the aims, which its Race Equality policy makes clear. The University’s Equal Opportunities statement is as follows: University of Science, Arts and Technology, Montserrat is committed in all its activities to promoting and developing equality of opportunity in all

areas of its work. In order to achieve this aim, the University seeks to:

- make every effort to ensure that prospective and current students, job applicants and members of staff are treated on the basis of their merits, abilities and potential without and unjustified discrimination on grounds of age, sex. disability, race, color, nationality, ethnic origin, social and economic status, religious belief, sexual orientation, marital status or other irrelevant distinction; - work toward good relationships between individuals from different groups; - observe and develop the diversity of skills and talents within its current and potential staff and student body; - build an environment based on trust and mutual respect; - undertake a plan of action to make enforce equality procedures - regularly monitor the effectiveness of equal opportunity policies - communicate to staff, students’ associates and others the support of equal opportunities and University policies in place to implement it.

Academic Regulations General Academic Regulations Conduct of Students in all Programs Equal Opportunity in Education All students must submit application and supporting documents along with the required fees in order to be considered for acceptance. Upon issuance of

the letter of acceptance, students are required to attend orientation for new students and agree to adhere to the Academic Regulations of the University. Registration and matriculation of students takes place at orientation. Students must read and understand Academic Regulations of the University. The

University will document reception of the regulations by requiring the student’s signature of such reception and keeping the same on file. No student shall be permitted to attend classes until properly registered. All students are expected to adhere to the University’s attendance policy as follows: University of Science, Arts and Technology, Montserrat requires an attendance in all programs of 80%. All students are expected to arrive on time to all

classes and examinations. Lateness may also accrue to represent possible absence at the discretion of the instructor. Daily attendance lists will be used to track attendance. These lists shall be monitored on a monthly basis and held on file in the Administration Office

and made available for inspection as necessary. Students in violation of the attendance policy shall be required to appear for the following disciplinary procedures:

1. Student shall be verbally counseled by the instructor to determine the reasons for non-attendance, lateness, etc. 2. Student shall be given a written counseling if the situation does not resolve after verbal counsel. 3. Student shall be given an academic suspension notice if the situation is still unresolved after a verbal and a written counseling. 4. Student shall be required to withdraw from the program and no longer permitted to sit examinations as a final resort after all of the

former procedures have been implemented without resolution. International Students


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Students from other Nations will be given the appropriate documentation to prepare application for student visas. Once the necessary visa is obtained,

the student will be instructed on travel and arrival arrangements into Montserrat. Any student who has been accepted to the University is required to register and matriculate into their program no later than two weeks after their arrival

is confirmed. In the event of non-arrival, the student’s next of kin shall be contacted to verify the student’s whereabouts. If it is determined that the

student is not planning to attend the University after being given documentation to join the program the student will be issued a letter of non-acceptance and the proper authority shall he alerted to the potential fraudulent activity. Under the authority of the Government of Montserrat, the Honorable Chief Minister has granted The University of Science, Arts and Technology, Montserrat the authority for its constituent Colleges to award first and higher degrees. The following regulations have been made in accordance with those provisions. (These Regulations apply to all students of the University irrespective of their program of study,)

Have complete to the satisfaction of the relevant teaching staff the program of study prescribed in the regulations for the award for which

the student is registered; Have successfully completed all pans of the examination prescribed for the award and shown a competent knowledge in the examination

as a whole; Where a degree is classified, have shown evidence of sufficient work at or above the pass murk for all classes awarded. b. A student who has not made satisfactory arrangements to settle, in accordance with the relevant Regulations, all outstanding debts or

other financial obligations to the College, or to any central body of the University of Science. Arts and Technology, Montserrat will not be:

I.) Informed of the results of any examination taken; II.) Awarded any degree or other qualification.

D. Withdrawal from examinations 1.) A student who is registered for an award, has completed satisfactorily the prescribed period of study and any other conditions as given in

Regulation D above, will be regarded as eligible for admission to the relevant examination of examinations unless he/she provides satisfactory evidence of illness or other good cause to the Dean of the relevant program not less than seven days before the date of the examination as published by the

College, which the student is expected to sit at the discretion of the Dean of the relevant program. The student maybe permitted to be examined as if foe the first time normally at the next occasion when the examination is offered. 2.) A student who is eligible to sit an examination and who is absent from that examination without having been permitted to withdraw

according to the provisions of Regulation above, will be regarded as having attempted the examination, and will be awarded a mark of zero for that examination. Such a student may be permitted to attempt the examination again if the regulations for the award permit such reassessment and at the

discretion of the relevant Dean. 3.) At the discretion of the Chairman of the relevant Dean, a student who is eligible to sit an examination who is absent from that examination without having been granted permission to withdraw according to the provisions of Regulation above, or a student who is present at the examination

but unable to complete the examination, nay submit, evidence of illness or other good cause which affected his/her ability to sit the examination at the

required time and which he/she was unable, for reasons found acceptable to the Dean of Academic Affairs, to present in advance of the examination. 4.) Schools may define circumstances in which a student may continue to attend a course or other clement of a program of study after having been permitted to withdraw from the examination-for that course or program element. 5.) The Dean of Academic Affairs of the relevant College will advise the Head of School in cases where a student who is permitted to be examined as if for the first time after having been permitted to withdraw from the examination (or the second/third time if the examination in question is itself a second/third attempt) is not considered to be eligible to sit the examination without further attendance on the program of study. E. Reassessment/failure I.) A student who fails an examination at the first attempt may be permitted, at the discretion of the relevant Dean, to attempt the examination again on not more than two occasions. Any conditions attaching to reassessment will be specialized in examination must be made at the next occasion

when the examination is offered. When such reassessment requires further attendance, the Dean of the relevant College will advise the appropriate

Head of School. F. Illness 1.) Special provision for illness of other good cause is given in individual program regulations, including provisions for undergraduate programs

based on course units. Where illness has affected a student’s ability to sit the examination, see Regulation D above. G. Methods & timing of assessment I.) The timing of examination shall be specified in individual program regulations; however, the timing on examination held for the purpose of

reassessment may be determined by the relevant Dean of Academic Affairs. Assessment methods may included the following: Written examinations; Practical examinations; Essays and/or reports; Dissertations; Written accounts of laboratory experiments or of fieldwork; Multiple-choice questions; Oral examinations; Assessment of laboratory, fieldwork or clinical practice or of other aspects of a candidate ‘s performance during a course. 1.) The venues for formal written examinations will be designated by the College and published in advance of the examination. 2.) Candidates arc required to present themselves at the designated venue for the examination(s) for which they are required. Candidates unable to present themselves for examination at the designated venue due to exceptional circumstances may be considered by the Dean of Academic Affairs for

the relevant College for alternative arrangements. Requests for alternative venue arrangements should be submitted to the Dean of Students, with the

details of the request written, signed and submitted within seven days of the date of the examination.


518

3.) On application to the Dean of Students special arrangements may be made for student who are timetabled for two examinations which overlap or

coincide. 4.) Where a candidate has been granted alternative examination arrangements, the The Dean of Students will determine timing of the alternate arrangements. All alternative arrangements will be scheduled for the earliest opportunity following the published examination date and in no case shall a candidate be permitted to sit an examination before the normal scheduled time. 5.) The use of examination answer books or other examination stationery by students for any purpose or any occasion other than participation in a recognized college examination may constitute misconduct under the College regulations and be liable to disciplinary procedures. H. Representations concerning decisions of the Board of Examiners Except as provided below, no decision of a properly convened and constituted Board of Examiners, acting in accordance with these and any other

relevant College regulations may be modified. Representations concerning decisions of Boards of Examiners, which are based solely upon a challenge to the academic judgment embodied in any such decision will not be considered. A Board of Examiners may, at its discretion, reconsider a decision in the following circumstances: a) Where a candidate requests such reconsideration and provides adequate evidence which is acceptable to the Board of Examiners that the candidate’s

examination was adversely affected by illness or other factors which the candidate was unable, or for valid reasons unwilling, to divulge before the

Board of Examiners reached its decision; b) Where there is clear evidence produced by the candidate or any other person of administrative error or that the examination was not conducted in

accordance with the Instructions/Regulations. 1 AWARDS 1.1 Awards of the University of Science, Arts and Technology, Montserrat conferred by Medical College of London, University of Science and

Medicine (hereinafter referred to as “the College”) 1.2 A) UNDERGRADUATE DEGREES

Bachelor of Science (BSc) Bachelor of Arts (BA) Bachelor of Medicine and Bachelor of Surgery (MBBS) Bachelor of Dental Surgery (BDS)

B) GRADUATE DEGREES Master of Science (MSc) Master of Arts (MA) Master of Public Health (MPH) Doctor of Public health (DPII) Medical Doctor (MD) Doctor of Dental Medicine and Surgery (DDS) Doctor of Philosophy (PhD)

C) OTHER The Faculty and Board of Directors of the University may establish other-related degrees and diplomas. II. General Regulations for Examinations A. General A student taking an examination leading to an award conferred by the College either under its own authority or that delegated to it to confer awards of the University of Science, Arts and Technology, Montserrat, whether at a first or subsequent attempt, shall be examined in accordance with such

regulations as are current when the student enrolls. B. Admission to Examinations a. Annual enrollment for a program of study and its constituent courses includes registration for the relevant examinations. b. In order to be eligible for admission to an examination, a student must complete to the satisfaction of teaching staff the prescribed period of study

and satisfy any other conditions which may be prescribed by the College in the Regulations or otherwise, including making full payment of College

fees or other charges and settling all outstanding financial obligations including confirming at the specified time to the School where the student is registered the details of the examination or exanimations which he/she expects to sit. B. Admission to a degree or other award

To be admitted to a degree or other award a student must: 6.) The use of examination answer books or other examination stationery by students for any purpose or any occasion other than participation in a

recognized college examination may constitute misconduct under the College regulations and be liable to disciplinary procedures. H. Representations concerning decisions of the Board of Examiners Except as provided below, no decision of a properly convened and constituted Board of Examiners, acting in accordance with these and any other relevant College regulations may be modified. Representations concerning decisions of Boards of Examiners, which are based solely upon a challenge to the academic judgment embodied in any such decision will not be considered.


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A Board of Examiners may, at its discretion, reconsider a decision in the following circumstances: a) Where a candidate requests such reconsideration and provides adequate evidence which is acceptable to the Board of Examiners that the candidate’s examination was adversely affected by illness or other factors which the candidate was unable, or for valid reasons unwilling, to divulge before the Board of Examiners reached its decision; b) Where there is clear evidence produced by the candidate or any other person of administrative error or that the examination was not conducted in accordance with the Instructions/Regulations. II. General Regulations for Examinations A. General A student taking an examination leading to an award conferred by the College either under its own authority nr that delegated to it to confer awards of the University of Science, Arts and Technology, Montserrat. whether at a first or subsequent attempt, shall be examined in accordance with such regulations as are current when the student enrolls. B. Admission to Examinations a. Annual enrollment for a program of study and its constituent courses includes registration for the relevant examinations. b. In order to be eligible for admission to an examination, a student must complete to the satisfaction of teaching staff the prescribed period of study and satisfy any other conditions which may be prescribed by the College in the Regulations or otherwise, including making full payment of College

fees or other charges and settling all outstanding financial obligations including confirming at the specified time to the School where the student is registered the details of the examination or examinations, which he/she expects to sit. All students must adhere to the following USAT University Policies while enrolled in all programs: Behavioral Policies Alcoholic Beverages, Narcotics, and Drugs USAT does not permit the use, possession, or serving of alcoholic beverages, narcotics, or drugs in or around any college building/property or at any college sponsored event held off campus. This policy applies to all social

functions or events that are held in or around college buildings. Any student or group of students who are under the influence of intoxicants and fail to

conduct themselves in a reasonable manner by violating recognized standards of conduct are subject to disciplinary action and/or dismissal from the school. Campus Disruptions and Violence Any act of violence or intimidation, any seizing of any portion of property, or any unauthorized activity

which prevents the normal operation of the college in any way by any individual or group will be considered in direct opposition to the necessary

operation of the college. Action will be taken immediately, including the probability of expulsion, regardless of the number involved. Similar action will be taken against those who advocate such described activities. Discipline Appeal: USAT will establish a committee composed of students, faculty, and staff to deliberate student discipline appeals. The entire appeal process is focused on fairness and "due process" for students. NOTE: All discipline appeals must be formally submitted to the College no later than 10

working days after the discipline has been imposed. Firearms and Fireworks: Possession of firearms on the college campus at any time will result in immediate dismissal from the college and/or

expulsion from the campus. Law enforcement officers may have firearms in their possession while on campus. Students or visitors arriving on campus

with firearms in their possession must check them in at Campus Security and may pick them up when leaving campus. Campus Security must approve

any exception. Possession and use of fireworks on the college campus is prohibited. Occupants of off-campus housing are subject to city, county, and state ordinances governing the use of firearms and fireworks. Gambling: Gambling of all sorts is prohibited on campus. The privilege of playing card games is given on the assumption that no gambling takes

place. However, if gambling does take place and is detected, this privilege will be unconditionally withdrawn. Harassment: USAT is committed to maintaining a working and educational environment, which fosters appropriate and respectful conduct and

communication between all persons within the college community. Conduct that is deemed inappropriate, offensive, or disrespectful toward others will not be tolerated.

Honesty: Students are expected to be honest in all aspects of their college education. All work is evaluated on the assumption that the work presented is the student's own. Anything less is unacceptable. Students are subject to disciplinary action at the teacher’s discretion. For student appeal, refer to

Discipline Appeal. Examples of dishonest practice include but are not limited to: Cheating - The improper use of books, notes, other students' tests, or

other aids during an examination. It is the responsibility of the student to obtain approval for the use of such aids prior to the time of the examination; otherwise, they will be considered improper. An "examination" is defined as "any testing situation in which the score will be used for credit in a

course." Plagiarism - Submission or presentation of a student assignment as one’s own in which substantial portions are paraphrased without

documentation or are identical to published or unpublished material from another source (including another student’s work). An assignment is defined

as "any materials submitted or presented by a student for credit in a course." Initiations and/or Hazing: The College does not approve of any form of hazing. Hazing is defined as any action taken or situation created intentionally to provide mental or physical discomfort or in any way to degrade the dignity of the individual student. Mandatory Behavioral/Medical Withdrawal: It is the responsibility of the College to order a medical examination or behavioral evaluation if the

director has reason to believe that a student has a serious medical or behavioral disability that substantially threatens or interferes with the welfare of the student, other members of the college community, or the educational process of the college. The director shall notify the student and appropriate

agency (counselor, medical consultant, etc.) that such an evaluation is to be conducted. Any member of the Student Services division may initiate this

process for students who are under his/her care or counseling. In this case, the student must be notified and the request submitted to the College. The student will have 24 hours before beginning the evaluation process. When appropriate, parents, guardians, or spouses will be notified of the process for

the protection of the student. If the student refuses to consult with the evaluating agency, the College will, if practical, seek the help of the student's


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family in persuading the student to undergo the evaluation. If unsuccessful, the College will summarize the steps taken to secure the needed information

and the reasons for withdrawal and then begin the withdrawal process. A copy of this order will be sent to the student. Evaluation Conference - The

student will be provided written notice of a time and place at which the student, the evaluating agency, and the College will confer on the final

determination for mandatory withdrawal. The student has the option to have representation at this meeting, such as his/her own doctor, counselor,

parents, or spouse. The director will refer to recommendations, reports, and evaluations as they relate to the case being considered. Power of Contract - If it is determined that mandatory withdrawal is not appropriate, the College in consultation with other appropriate college

personnel, doctor, or other resource person's) will provide a contract outlining the terms by which the student may remain enrolled at USAT. All parties involved will sign this document, including the student. If the terms of the contract are followed, the student may continue the educational process at

USAT. If the terms are not followed, the College may then process the mandatory withdrawal. Appeal - As with other college policies, the student may

appeal mandatory withdrawal through the Information Office and may have the evaluation process reopened. Finality - Decisions made by the College are final. Refund Policy: A pro-rated refund policy applies to all tuition payments and fees, with the exception of the application fee and the

matriculation fee which are NON-Refundable. If credit card payments are refunded, a 3% processing fee may be charged to the student or

applicant.

Smoking/Use of Tobacco: Smoking is prohibited inside all college buildings.

Soliciting: any student, solicitor, agent, or salesperson operating in his/her own interests and for purposes not directly connected with college interests is not permitted to advertise on campus or participate in any college function without approval. Student Health Insurance: The College does not provide health insurance for students. While it is not mandatory for students to have health

insurance, it is strongly advised. I hereby understand and agree to the foregoing regulations and policies stated in this enrollment agreement and I acknowledge reading them

and receiving a copy. Student Signature: ________________________________________________________________________________________________ Printed Name: _________________________________________________________________________________ Date: __________________________________________________________________________


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USAT UNIVERSITY

RELEVANT NEWS 2010-2011


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USAT STUDENTS ELIGIBLE FOR V.A. BENEFITS IN THE U.S.A.

USAT received notification today that it has been deemed eligible for Veterans Administration benefits for students, effective retroactively to January 28, 2010. Veterans who are eligible for VA benefits must submit Form VA 22-1009 to the University. Forms may be submitted to the Colorado office, 8470 East 29th Ave., Denver Colorado, 80238. Dr Konyk has the required VA form. Once authenticated, USAT will then submit to the appropriate VA funding office.


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USAT WELCOMES PROF. GEORGE EINSTEIN

Prof. George Einstein, a world recognised figure in the research and development areas and a

leading authority in Biophotonics and other cutting -edge technology has been incorporated to our

roster of distinguished Faculty.

Prof. Einstein is commited with the medical and technology field and his extensive research has

been valued by many US and International Agencies

from NASA to ESA, and the Pentagon.

From the Alumni Association we want to give him our warmest welcome.

A historic moment :

Prof. George Einstein, PhD

Prof. Orien L.Tulp, President of The University USAT

2011


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USAT . MONTSERRAT COLLEGE OF MEDICINE

CLASS OF 2010

Awards for Excellence in Academic Achievement

Jose A Barrios, top 1% Nationwide for USMLE Step I. top USAT score to date 99%; top 1% in

USA

Remberto Lopez, MD Completion of USMLE Steps I, II and ECFMG Certificate; top 5% in USA

Michael Tomor, Completion of USMLE Steps I, II and ECFMG Certificate, Top Quintile.

Matilda Real, Completion of USMLE Steps I, II and ECFMG Certificate, Top quintile.

Maria de la Puente, achievement of a cumulative 4.0 GPA


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AAHEA LETTER OF ACCREDITATION TO USAT

Prof. Dr. Orien Lee Tulp, President of USAT is accepting the AAHEA letter of Accreditation from the hands of Dr. Stephen R. Barnhart, during the USAT Commencement 2011 in a ceremony

held at Miami, Florida, on June, 11, 2011. Dr. Barnhart is the Chairperson of the American Association for Higher Education Accreditation (AAHEA) the oldest organization for Higher

education accreditation in The United States of America. This is another milestone in the consolidation of an Educational Project, a Family, and an example of good job done!

Thanks to all that made this possible, on behalf of the USAT family!


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UNITED STATES OF AMERICA

THE PRESIDENT´S CALL TO SERVICE AWARD 2010

DR. ORIEN L. TULP

Tuesday, 26

th April, 2011.

Dr. Orien Tulp, President of the University of Science Arts and Technology, was the honored guest at a special

dinner presentation ceremony held at the historic Olveston House, on Tuesday, April 26th

, 2011. Dr. Tulp was presented

with the President’s Volunteer Service Award, in recognition of his longstanding humanitarian contributions of

medical services totaling over 4,000 hours to numerous communities in the United States and abroad throughout

his professional career. Established in the USA in 2003, this prestigious National award is given by the President’s

Council on Service and Civic Participation by The President of the United States, and honors individuals, families,

and groups who have demonstrated a sustained commitment to lifetime volunteer service.

During his career, Professor Tulp has conducted over 250 humanitarian medical civic action missions in the

USA and in remote areas of South America, predominantly Bolivia and Ecuador, where he established over 40 rural

medical clinics. In 1992, as Chief of Preventive Medicine, he played a significant role in assisting the Ministry of Health

of Bolivia in the creation and distribution of educational materials during the cholera epidemic in neighboring Peru. On

numerous occasions, he has provided medical assistance to Special Olympians at both the regional and International

level, including the International Winter Special Olympics and the Summer Special Olympics. In addition, he has

provided medical assistance to countless high school athletic teams, thereby enabling their students to participate in

competitive sports, and thereby enhancing their academic experiences.

The award and accompanying congratulatory letter from the White House was presented by Dr. Stephen R.

Barnhart, President of the International Business & Educational Consultants, of Grandview, MO, USA, who

represented President Barack Obama and the Council at the ceremony. Professors (Drs) Perry Hudson, Dean of the

USAT College of Medicine, Professor (Dr) Bruce Robinson, Associate Dean and Mrs Robinson, Dr. George Einstein,

USAT Professor of Biomedical Sciences, and Dr Tulp’s son David Tulp and daughter Anjé Tulp were present for the

award ceremony.

Dr Tulp has previously been awarded a Presidential Citation in 1996 by then President William Jefferson

Clinton, the USA Legion of Merit, authorized by the US Congress and numerous other awards in recognition of

his longstanding Community and US military service.


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Blue lapel pin (+4.000 hours Service)

Congratulatory letter from The White House bearing presidential signature.

Dr Stephen Barnhart, Left presents the President’s Volunteer Service award to Dr. Orien Tulp, right. Stephen R. Barnhart, President of IBEC and member of The President’s Council on Service and Civic Participation, and Dr. Orien L. Tulp.

(USAT Publishing Co. Will provide electronic copies or translations of this press release to virtually every language in the world, under request) © USAT Publishing Co. © Images, under license from the owners.


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HIPPOCRATHIC OATH

The Hippocratic Oath (Modern Version)

I SWEAR in the presence of the Almighty and before my family, my teachers and my peers that according to my ability and judgment I will keep this Oath and Stipulation.

TO RECKON all who have taught me this art equally dear to me as my parents and in the same spirit and dedication to impart knowledge of the art of medicine to others. I will continue with diligence to keep abreast of advances in medicine. I will treat without exception all who seek my ministrations, so long as the treatment of others is not compromised thereby, and I will seek the counsel of particularly skilled physicians where indicated for the benefit of my patient.

I WILL FOLLOW that method of treatment which according to my ability and judgment, I consider for the benefit of my patient and abstain from whatever is harmful or mischievous. I will neither prescribe nor administer a lethal dose of medicine to any patient even if asked nor counsel any such thing nor perform the utmost respect for every human life from fertilization to natural death and reject abortion that deliberately takes a unique human life.

WITH PURITY, HOLINESS AND BENEFICENCE I will pass my life and practice my art. Except for the prudent correction of an imminent danger, I will neither treat any patient nor carry out any research on any human being without the valid informed consent of the subject or the appropriate legal protector thereof, understanding that research must have as its purpose the furtherance of the health of that individual. Into whatever patient setting I enter, I will go for the benefit of the sick and will abstain from every voluntary act of mischief or corruption and further from the seduction of any patient.

WHATEVER IN CONNECTION with my professional practice or not in connection with it I may see or hear in the lives of my patients which ought not to be spoken abroad, I will not divulge, reckoning that all such should be kept secret.

WHILE I CONTINUE to keep this Oath inviolate may it be granted to me to enjoy life and the practice of the art and science of medicine with the blessing of the Almighty and respected by my peers and society, but should I trespass and violate this Oath, may the reverse by my lot.


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© USAT Publishing Co. 2011 All rights reserved. No part of this publication will be transmitted, reproduced, printed, photocopied or copied and/or altered and distributed by any mean, including but not limited to Electronic, Photostatic, Mechanical or Digital unless written permission from the property of the Copyright.

The information contained in this report is for information purposes only. No part of this information should be taken as offer,

negotiation or invitation to treat or commercial character.

usat general report 2011

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