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Welcome to campus

Visit Case Western Reserve University's uniquely urban campus, located in the heart of Cleveland's cultural hub, University Circle. Plan your trip:

Core Clinical Rotations (Year 3 & 4 Curriculum)

In all Clerkships (Core Clinical Rotations), students are:

  • Specifically assigned to participation and supervision by an individual attending physician or a team headed by an attending physician. That faculty member has a responsibility to monitor and assess student performance and progress during that clinical rotation.
  • Whenever possible, attending physicians are asked to directly observe student-patient interactions. This activity is monitored through end of rotation student surveys.
  • Provided with regular direct feedback on their performance and progress by an attending physician

In addition, Clinical Assessment System (CAS) log data document faculty or resident oversight of the activities specifically detailed in that patient log.

Example of a student log:

My Role:

  • History Taking: Performed Alone, Performed with Faculty, Performed with Housestaff
  • Physical examination: Performed Alone, Performed with Faculty, Performed with Housestaff
  • Patient education: Performed Alone, Performed with Faculty, Performed with Housestaff
  • Differential Diagnosis: Developed by Student, Reviewed/discussed with Faculty
  • Diagnostic Plan: Developed by Student, Reviewed/discussed with Faculty
  • Treatment Plan: Developed by Student, Reviewed/discussed with Faculty
  • Discharge Planning: Developed by Student, Reviewed/discussed with Faculty
  • Oral Presentation to: Faculty, Housestaff
  • Written Presentation reviewed/ discussed with: Faculty

IQ+ Assessment:

Students work in teams of 3-4 to develop IQ+ teaching sessions for their peers based on a guide for facilitation of a case-based learning session. This guide incorporates key elements relating to:

  1. Setting the tone for the learning environment
  2. Balanced participation of all students hearing the case
  3. Trigger question for reflection
  4. Differential diagnosis generation
  5. Unfolding the rest of the case
  6. Basic science learning
  7. Expert content session
  8. Summarizing the session
  9. Feedback and evaluation

The feedback involves both peer and faculty comments on their cases. Assessment observations are focused on case material, presentation, group function and individual contributions of student presenters. Student groups are encouraged to submit their teaching cases to MedEd Portal for subsequent peer-reviewed publication.