Associate Dean of Students Dr. Robert Haynie
mentioned the significant amount of work caused this academic year by
students who had not taken the USMLE Step 2 as of December.
This amounted to four rounds of e-mailings and a registered
letter for each student where necessary.
He does not want to see this situation repeated.
following proposal passed unanimously:
students must pass the USMLE Step 2 in order to graduate, students will
be required to take the USMLE Step 2 by January 15 in the year in which
they expect to graduate.
This way affords students who do not pass the USMLE
Step 2 the opportunity to retake the exam and graduate with their class.
This also eliminates the situation where a CWRU match student has
to drop out of a residency program, because he/she did not pass the
USMLE Step 2. The new
policy requirement will meet the needs of both the students and the
of how best to implement the policy are currently under discussion.
Dr. Malemud acknowledged the Registrar, Mr. Joseph
Corrao, for his help in preparing the annual report.
One hundred sixty-five Type
A electives were listed in the 1999-2000 CWRU School of Medicine
Flexible Program Catalog. Dr.
Malemud’s table listing Type A electives reflects only those where ten
or more students were enrolled. Heavily
subscribed Type A electives include Basics of Critical Care Medicine,
Primary Care Track Seminar, Medical Apprenticeship, Introduction to
Emergency Medicine, The Internist’s Top Ten, Clinical Correlation:
MSI, and Psychiatry Noon Option.
Dr. Malemud mentioned that he and Dr. Tarvez
Tucker, Coordinator for the Flexible Program, are aware that there is no
formal strategy to assess the quality of electives.
They are looking into selectively monitoring the electives.
However, since electives are offered in the afternoon, physicians
busy in practice cannot come to the medical school to assess the
electives. There currently
exist student evaluations of electives; however, their return is
erratic. Dr. Malemud
explained that most of elective registration depends on word of mouth.
We do not have a system in place to help faculty improve in those
electives that are not heavily subscribed.
We need more quantitative data so that we can decide whether or
not to keep the undersubscribed electives in the catalog.
electives are offered during the third and fourth years.
With the exception of the 63 students who are enrolled in the
Radiology elective at University Hospitals, students are broadly
distributed for the remaining Type B electives at University Hospitals,
MetroHealth Medical Center, and the Cleveland VA.
The largest enrollment in Type B electives is among the
“unlisted electives,” which are offered exclusively at other places,
where we have no quality control. We
approve these electives offered by other LCME-approved medical schools.
Third and fourth year elective offerings at Henry Ford are also
currently lumped together under the “unlisted” category.
At the present time, as reflected on our list, we have not
differentiated between electives at unaffiliated LCME-approved medical
schools and at our Henry Ford affiliate.
Dr. Malemud explained that students use the fourth year to take
advantage of opportunities that are not offered here.
of Concentration are listed in the Registrar’s report, dated May
5, 2001, and include the number of students enrolled for the four
classes (2001-2004). The
Area of Concentration is a strong tool for Admissions.
Students enrolled in the Primary Care Track and Family Medicine
represent a duplication in numbers.
A few AoCs have no students enrolled at all.
While the majority of students are not enrolled in more than one
Area of Concentration, some students are enrolled in more than one AoC.
Approximately one-half of our students are in AoCs.
In addition, about 60 students are enrolled in the dual degree
programs. Five heavily
subscribed Areas of Concentration are Emergency Medicine-Clinical Care,
Family Medicine, Neuroscience, Primary Care Track, and Internal
Medicine. These numbers
tell us what our students are doing.
Student interest in the Alternative Medicine AoC indicates their
awareness that they will need to know about this area in their practice
despite its omission from our core curriculum.
Realization that alternative medicine is coming into the
mainstream should cause us to rethink whether it should be offered as a
combination of core and elective material.
The “flexible” nature of the electives program allows
students to “customize” their medical education.
Customized Areas of Concentration are found under the category of
“Student-Initiated AoCs.” Faculty in successful AoCs actively recruit to spur student
enrollment in their offerings. Departments
cannot simply wait to have students come to them.
Dr. Malemud explained that the Dual Degree statistics presented in the handout are taken from the
CME chart presented in the fall of 2000.
For example, the 11 students enrolled in the M.S. in Applied
Anatomy have increased to 20, according to Dr. LaManna. One discussant suggested getting dual degree figures at the
same time each year.
Dr. Malemud referred to Dr. Tucker’s announcement
at the February 2001 Medical Education Retreat at Landerhaven of
opportunities for first year students during the summer preceding
their second year under the sponsorship of the University Hospitals
Research Institute. This is
an ideal way to combine fundamental science with application.
Dr. LaManna mentioned that a program renovation is needed for the fourth year, where we define
1) the goals of the enrichment program, 2) the program, and 3) its
evaluation. He would like concrete
data on how many medical students take graduate courses.
Students earn Flexible Program credit for these graduate courses.
In Dr. LaManna’s opinion, more
formal structure is needed in the electives program across all four
years. Dr. LaManna
welcomed a CME subcommittee plan for the fall to revise the Flexible
Program. Discussion brought
up the perception of the Flexible Program as an “enhancement”
program. However, students
not in good standing are now using “remediation electives” when they
want. We do not have remediation in Year I. Students in academic difficulty are required to complete
electives in Year I. This
is a policy issue. Should
first year students in academic difficulty have to complete their
electives requirement? Dr.
LaManna raised the question: Do
electives always have to be enhancing?
We have a formal policy regarding the dual degree program:
Students not in good academic standing are not allowed in the
dual degree program. However,
we need a policy regarding students not in good standing and the