Independent Student Analysis (ISA) Dashboards

1. New gym hours have been extended to:
   • Monday - Friday | 6:00 am - 2:00 pm and 4:00 - 8:00 pm
   • Saturday and Sunday | 10:00 am - 2:00 pm
2. The new outdoor gym is scheduled to open Spring 2022 and the new indoor gym is scheduled to open Fall 2022.

Rai

Ongoing

1. Adequacy of student relaxation space at the medical school campus
   • Education Building (student commons):
     
     • The student commons has been renovated to include fresh paint, new furniture, updated appliances and a new water station.
     • Lockers are available for MS1 and MS2 students in the Education Building

Rai

Implemented and monitoring

1. Adequacy of relaxation space at hospitals/clinical sites
2. Adequacy of student study space at hospitals/clinical sites
3. Adequacy of educational/teaching spaces at hospitals
4. Access to secure storage space for personal belongings at hospitals/clinical sites 
   • UC Davis Medical Center
     • In partnership with student leaders and Facilities Management, medical students now have access to a lounge in the hospital, room number 2P635 on the second floor right across the locker room, room number 2P635.
     • MS3/4 have the option to keep their locker in the Education Building or transition to a locker in the UCDH Medical Center (hospital)
   • Affiliates
     • We have reached out to every major affiliate and they have ensured us that they will do their best to meet storage, teaching, relaxation and study space, but are limited to some extent due to COVID restrictions.

Rai

Implemented and monitoring

• In an effort to provide you greater access to counseling services with a larger group of diverse providers, the School of Medicine has expanded our relationship with Student Health and Counseling Services (SHCS).  Medical students can now access over 30 counselors through SHCS virtually. 
• Enhance student wellness support: weekly drop-in group for students, Heart of Medicine (Support Group) sessions, Step 1 Support group, bystander training for suicide prevention for Doctoring 4 and MS1 students.
• The School of Medicine has increased Dr. Gonzalez-Doupe (one of the psychologist’s currently providing services for the students) time to 65% to allow for more counseling services.
• Short-Term/Long-Term: Dr. Rea has connected with the Senior Director, Clinical Care Services at Magellan Healthcare, the behavioral health provider with WHA to develop a resource list of large provider groups. Magellan has provided information on several large community-based clinics that can provide counseling and psychiatric services for students.
• Wellness Telehealth Services: Joy of Medicine Resiliency Consultations. SSVMS is providing physicians and medical students up to six wellness sessions with vetted psychologists and/or life coaches.
• Long-Term: Given the Chancellor’s commitment to provide increased mental health services for students, Dr. Jain and Dr. Rea have initiated conversations with Student Health Counseling services to identify if an additional part-time psychologist could be allocated to the School of Medicine.

ISA recommendation: Increase the number of clinical psychologists available or develop infrastructure to help students connect with clinical psychologists who accept their insurance.

Rea

• Students are encouraged to engage in career exploration throughout their time in medical school.  All students participate in a required session to learn about the AAMC Careers in Medicine program; they will complete one assessment from that program and discuss the results with their coach.  Students are encouraged to shadow physicians from various fields and can arrange opportunities through the Career Advisor in conjunction with the specialty advisors.  Students can participate in specialty-related Student Interest Groups (SIGs) to gain more information about various specialties and meet faculty in those areas.  The Student Affairs office arranges panels of faculty leaders who discuss opportunities in their field.  Finally students can reach out to the specialty advisors to arrange individual meetings to learn about career opportunities in those areas.

Jain

• In response to feedback from students in the 2020 AAMC GQ and winter 2020 ISA survey results, a number of initiatives have been implemented to respond to students’ need for financial literacy and debt management counseling – in progress:
  
  • Required financial wellness activities for all students during M1, M2, and M3 intersessions and the M4 Transition to Residency course.
  • Required one on one reviews/meetings for any student that is on track to borrow greater than $200,000 for all classes, M1-M4. These are debt management sessions and students review their borrowing trends and discuss repayment implications and plan.
  • Expanded use of the AAMC Financial Wellness Program in all years, including self-learning opportunities and live and on-demand webinars.
  • Personalized emails to each class to notify them of new webinars and resources relevant to them. These announcements are also included in the weekly OME newsletter email.
  • Optional drop-in office hours for M1, M2, and M3.
  • M1-M4 students are strongly advised to use the AAMC FWP tools in preparation for 1:1 session with a financial aid staff member.

Rai

• Office of Student Affairs sponsors specialty panels with department leaders, education leaders, and residents from various specialty areas to provide information to students about those specialties
• Curricular time is held in the pre-clerkship intersessions and the clerkship intersessions to help students with career decision making.  This includes meetings with coaches to discuss specialty exploration, panels with senior students for peer advising, and meetings with specialty advisors to learn about various fields.

Jain

Several new, innovative efforts to engage medical students in research have been implemented or planned:

• New research pathway: ARC-MD was implemented 3 years ago and has enrolled 18 students. This 5-year program provides a pre-matriculation course (in conjunction with MD/PhD students) directed toward building a research community, providing mentorship, and building skills to engage in research and academic careers.
• UC Profiles: A new effort was implemented to build the UC Profiles database to specifically identify researchers who would engage students in research projects.  This was done in conjunction with the UC Davis library staff and UCSF IT.
• A Research Opportunities Expo was started in 2019 (suspended in 2020 due to COVID) to expose students to research opportunities.  This will be re-instituted this year either live or virtually.
• The Mentor Research Series, which brings research Faculty and students together for lunchtime sessions will continue this year, either live or virtually.
• Third- and fourth-year research selectives have been started this year, expanding the research opportunities for our students
• Support for student research projects (MSRF, MSRS, SPO) has been expanded and includes more than half the medical school class in research
• The Research Area of Specialized Concentration (ASC) is in active planning stages and will provide opportunities for “live” learning activities during the intersessions and a wide array of research-training activities in an asynchronous mode.  These activities will expose students to research methodology and skills, developing an academic research career, key issues in research ethics and responsible conduct of research, and critical review of the literature.

ISA Recommendation: Encourage faculty to reach out to fourth-year medical students interested in their field with possible research opportunities to further promote scientific curiosity.  The above methods for participating in research activities are available during the fourth-year, in particular the SPO.  Faculty will be encouraged to maintain and update their UC Profile to identify projects for fourth year students, participate in the Research Mentor Series (which will be open to all students, including fourth year students), and participate in the Research Opportunities Expo.  Fourth-year students will also be informed of the research opportunities via announcements and live noon sessions.

Schaefer

• Standard language during communication about mistreatment reports to faculty: Consequences for retaliation are communicated through the mistreatment policy which is reiterated as standard language during all introductory and ongoing communication about specific mistreatment reports to faculty and residents: “threats, other forms of intimidation, poor evaluations, and retaliation against a student from bringing a complaint of mistreatment or assisting another in bringing a complaint are in themselves considered mistreatment and expressly prohibited.  All complaints of retaliation are thoroughly investigated and if found to be substantiated, may lead to serious disciplinary action including dismissal.”  This language will be added to all surveys that students can complete to report mistreatment.
• Faculty may be asked to recuse themselves from conducting further student evaluations: Upon completion of an investigation and depending on the nature and seriousness of the incident, faculty may be asked to refrain from completing any further student evaluations if deemed necessary to proactively avoid conflicts of interest or retaliatory behavior for the safety of the student and others.  When possible, arrangements will be made with the IOR, Course Director, or Program Director for alternative assignments, transfer to another work location, or alternative evaluators. In addition, IORs, course directors, and program directors, in consultation with the LCC, may choose not to include evaluations from faculty involved in student mistreatment in a student’s final assessment.
• Retaliation education for faculty: Retaliation and its’ consequences are taught to faculty and residents during Mandatory Annual Training through the Learning Management System.  These modules explain the definition of retaliation, legal prohibitions, reporting obligations, and consequences to the victim and perpetrator of retaliation.
• Recommendations for students to avoid retaliation: Students who believe that they have experienced retaliation after reporting mistreatment should reach out to the Associate Dean for Students and/or the chair of the Learning Climate Committee immediately to discuss the situation.

In cases of mistreatment that involve multiple victims and observers of mistreatment, it is recommended that all individuals lodge a complaint.  The perception of safety in numbers may encourage reporting when complainants are worried about retaliation.  If there are multiple complainants reporting as a group, it is less likely that one person will be targeted as the individual responsible for any negative consequences to the perpetrator¹.

1 – Sexual Harassment in Medical Schools:  The Challenge of Covert Retaliation:  Academic Medicine, 2018.

ISA recommendation: Leadership should continue to emphasize the confidentiality of the reporting process and the severe disciplinary actions outlined for any retaliatory behavior.

Servis, Molla & Jain

• Please see metric 2 on the 2020 Administrative Action Plan to Address Racial Justice Report Card Metrics & Further Promote Racial Justice

Ton

• SEED Faculty Development Curriculum for faculty to better support a diverse and inclusive learning environment (SEED) – in progress
  I. Train all IORS and Program Directors for AY 21-22 – 94% Trained
  II. Train teaching faculty – 91% Trained

Online DEI and Anti-Racism Training for all staff and faculty at health system.  Current Progress:

• Working with vendor to develop 60 min module

ISA recommendation: We recommend that that Health Office of HEDI continue to develop the SEED curriculum and expand access of this training to all faculty regardless of their role at UC Davis. Furthermore, we recommend that there be greater student representation (elected class representatives) on the Committee on Student Promotions (CSP). This committee is responsible for evaluating the performance of students and their eligibility for advancement or possible dismissal. During the dismissal process, elected representation could provide insight on how best to support a student being considered for dismissal. 

Ton/SEED Training

Moshiri/CSP

Ongoing

• Strategic Recruitment Efforts:
  • Create and implement Tribal Health Community Health Scholars Program. With our proven track record of success in rural pathway programs we are uniquely positioned to integrate our efforts to focus on CA tribal communities.
  • Continued outreach and recruitment of learners who want to served underserved areas of CA and OR. Our collaboration and leadership in COMPADRE uniquely serve as an established system to ensure connection from UME to GME, reducing barriers for entry to residency that support longitudinal care to communities that have physician shortage.
  • Development and launch of mission-focused longitudinal pathway programs that bridge community college pre-medical students to undergraduate to medical school to residency.
  • Participate in strategic outreach opportunities that focus on our school’s diversity categories: Rural, Disadvantaged, and UIM (Black/African American, American Indian/Native American, and Latinx/Hispanic).
• Systemic and Missions-Driven Policies and Practices:
  • Requirement of all admissions process participants to complete Implicit Bias Mitigation each year.
  • Access for admissions process participants to engage in function-specific training that details guidelines for evaluation equity, attribute prioritization, and internal/external considerations.
  • Access to guidelines and policies related to the admissions selection process.
  • Annual retreat for admissions participants and the UC Davis Health community at-large to be informed of updates, data outcomes, strategic plan, and areas of focus for the cycle.
• Stakeholder Programmatic Partnerships:
  • Continued partnerships with community-based organizations, CHCs/FQHCs, and national entities to prepare and train future physicians focused on our regional healthcare workforce needs.

ISA recommendation: Continue with ongoing efforts discussed in earlier sections.

Henderson

Ongoing

13. Curriculum:

a. Utility of the pre-clerkship (first/second years) as preparation for clinical clerkships

• A1. Greater integration between biomedical science and clinical science in I-EXPLORE increases student understanding of how scientific principles underlie the clinical manifestations of health and disease.
• A2. Increased emphasis on health systems science in I-EXPLORE better prepares students to be “systems thinkers” who more effectively advocate and care for patients during the clerkship year and beyond.
• A3. The new longitudinal clinical experience beginning in week 9 of the MS1 year provides students an opportunity to practice their clinical skills and apply learned biomedical and clinical science content to patient care.
  
• A4. Clinical skills continue to be emphasized in I-EXPLORE and are coordinated and integrated with the surrounding curricular content, beginning with medical scribe training in the pre-matriculation period.
• A5. Problem-based learning facilitators establish long-term relationships with students and provide frequent feedback on communication skills, professionalism, and teamwork/leadership skills to better prepare students for clerkship expectations.
  
• A6. The incorporation of problem-based learning emphasizes student autonomy in learning and enhances lifelong learning skills that are highly applicable to the clerkships and beyond.
  
• A7. The pre-clerkship intersessions allow students time for exploration of specialties of interest (e.g., shadowing) and clinician mentorship.
  
• A8. The transition to clerkship course becomes a 2-week experience beginning in AY21-22 for the Class of 2024, with a greater emphasis on the “nuts and bolts” of the clerkship experience.
  

Olson

b. Quality of the curriculum in addressing LGBTQIA in medicine

• B1. The School of Medicine has just added 2 new leadership positions: Associate Dean for Diverse and Inclusive Learning Communities (Dr. Jorge Garcia) and Associate Dean for Diverse and Inclusive Education (Dr. Ruth Shim). Both are now active in equity work in the medical school.
• B2. Health equity faculty leaders for I-EXPLORE are being recruited and will be announced in April 2021, and will take a lead role in designing and teaching LGBTQIA in medicine content.
• B3. Care for Vulnerable Populations is a new “thread” led by Dr. Serena Yang and integrated throughout the I-EXPLORE curriculum, incorporating important topics such as caring for the LGBTQIA community and anti-racism in medicine.
• B4. Health Systems Science (HSS) is one of the 3 pillars of the I-EXPLORE curriculum, and in part covers social and structural determinants of health. An HSS co-course director contributes to leading each pre-clerkship course, and HSS discipline leaders integrate HSS content across the entire curriculum.
• B5: Faculty educators in the I-EXPLORE curriculum are undergoing Supporting Educational Excellence in Diversity (SEED) training.

Olson

c. Adequacy of unscheduled time for self- directed learning

• C1. Beginning with the Molecular & Cellular Medicine course, the I-EXPLORE pre-clerkship curriculum has a standardized, fixed weekly schedule of 8 hours of lectures, 12 hours of active learning sessions, and 4 hours of clinical skills or clinical experiences each week. Students have unstructured time Tuesday and Thursday mornings and four afternoons per week to allow for consistent self-directed learning and personal wellness needs.
• C2. In I-EXPLORE, students are provided resources and guidance on how to engage in independent self-directed learning. The use of problem-based learning as a primary pedagogy ensures that students regularly practice these skills in preparation for lifelong learning as physicians.

Olson

Implemented and monitoring

d. Coordination/integration of content in the pre-clerkship (first/second years)

• D1. I-EXPLORE includes several new collaborative educator roles, including thread leaders, discipline leaders, and co-course directors. Thread and discipline leaders ensure their content is horizontally and vertically integrated within the curriculum, and co-course directors represent each of the 3 Pillars of I-EXPLORE to assist with course coordination and ensure integration is maximized within their courses.
• D2. The I-EXPLORE curriculum moves from a traditional two-pass curriculum with numerous different single-department courses to a more modern integrated, one-pass, systems-based curriculum with multi-department courses.
• D3. The USMLE content outline has been mapped to different pre-clerkship courses in the I-EXPLORE curriculum to identify themes around which content is integrated and taught.
• D4. I-EXPLORE incorporates the new “UCD 43,” which encompass common patient chief concerns that are more deeply explored through clinical reasoning-focused sessions; these are revisited in an integrated, spaced learning fashion throughout the pre-clerkship and clerkship curriculum.
• D5. Elentra, our new learning management system, now provides detailed curricular mapping of learning objectives and graduation competencies, as well as search functionality to help faculty limit unintended curricular redundancies and gaps.
• D6. The new CEP subcommittees are structured around vertical integration of curricular content to maximize committee member knowledge of the curriculum when reviewing and recommending changes to curricular content.
• D7. Faculty development is being provided on the crafting of integrated learning objectives, cases, and assessment.

Olson

e. Quality of the pre-clerkship (first year/second year)

• E1. The USMLE content outline has been mapped to different pre-clerkship courses in the I-EXPLORE curriculum to identify themes around which content is integrated and taught; this is in part to maximize student preparedness for USMLE examinations.
• E2. I-EXPLORE incorporates the new “UCD 43,” which encompass common patient chief concerns that are more deeply explored through clinical reasoning-focused sessions to better prepare students for patient encounters.
• E3. The faculty workgroups developing the I-EXPLORE curriculum are referencing recommendations of national organizations/societies in developing their course content.
• E4. The new longitudinal clinical experience beginning in week 9 of the MS1 year in I-EXPLORE provides students an opportunity to practice their clinical skills and apply learned biomedical and clinical science content to patient care.
• E5. Problem-based learning facilitators provide students with frequent feedback on communication skills, professionalism, and teamwork/leadership skills.
• E6. Faculty development is being provided on best practices in the use of different pedagogical methods (e.g., problem-based learning, team-based learning, peer teaching).
• E7. CEP has now assumed responsibility for the selection and annual review of educators, resulting in direct, centralized educator oversight.
• E8. The new CEP subcommittees place significant emphasis on curricular quality, as evidenced in part by the establishment of the Curricular Evaluation and Outcomes subcommittee and its partnership with the new OME Assessment, Evaluation, and Scholarship unit.
• E9. The Associate Dean of Medical Education and Curriculum transitioned curriculum discussions from town halls to monthly Curriculum Conversation Hours between medical students and teaching faculty in October 2020; this allows for faculty to obtain prompt feedback and make real-time improvements.

Olson

Implemented and monitoring

f. Quality of curriculum in addressing anti-racism in medicine

• F1. The School of Medicine has just added 2 new leadership positions: Associate Dean for Diverse and Inclusive Learning Communities (Dr. Jorge Garcia) and Associate Dean for Diverse and Inclusive Education (Dr. Ruth Shim). Both are now active in equity work in the medical school.
• F2. Health equity faculty leaders for I-EXPLORE are being recruited and will be announced in April 2021, and will take a lead role in designing and teaching anti-racism in medicine content.
• F3. Care for Vulnerable Populations is a new “thread” led by Dr. Serena Yang and integrated throughout the I-EXPLORE curriculum, incorporating important topics such as anti-racism in medicine and caring for the LGBTQIA community.
• F4. Health Systems Science (HSS) is one of the 3 pillars of the I-EXPLORE curriculum, and in part covers social and structural determinants of health. An HSS co-course director contributes to leading each pre-clerkship course, and HSS discipline leaders integrate HSS content across the entire curriculum.
• F5. Faculty educators in the I-EXPLORE curriculum are undergoing Supporting Educational Excellence in Diversity (SEED) training.

Olson & Shim

Implemented and monitoring

g. Adequacy of counseling about elective choices

• Coaches will have a faculty development session with the curriculum manager so they understand School and residency requirements and can assist with 4th year elective planning.
• Coaches will meet individually with each clerkship student to assist in planning 4th year elective schedule
• Curriculum manager will organize sessions with post-match students to share information with clerkship students to assist with 4th year planning 
• Office hours in winter with curriculum manager
• On-line documents developed by specialty advisors that provide information for 4th year planning for each core specialty area, included recommended electives. These documents will complement the information sessions organized by the specialty advisors to help with 4th year planning.

ISA student recommendation: As the coaching program appears to be having a positive impact on career advising, faculty who are part of the coaching program could also be prepared to provide guidance on choosing electives. Furthermore, specialty advisors could develop and release a list of courses that would best enhance their preparation for residency in that specialty. Lastly, OME should disseminate feedback from previous learners so prospective students can better understand the experience previous students had. - Ongoing

Jain

Implemented and monitoring

h. Adequacy of adaptation of online curriculum in response to COVID-19

• H1. The Associate Dean of Medical Education and Curriculum transitioned curriculum discussions from town halls to monthly Curriculum Conversation Hours between medical students and teaching faculty in October 2020; this allows for faculty to obtain prompt feedback and make real-time improvements.
• H2. The Committee on Educational Policy (CEP) approved and disseminated an “Expectations of Instructors” document in February 2021 (drafted based on student concerns expressed during the Jan 28, 2021, Curriculum Conversation Hour); instructors have adapted to meet the expectations.
• H3. CEP will review and consider actions based on the results of an MS1 class survey regarding potential online/COVID-19 instructional improvements.
• H4. An expert instructional designer was hired in the summer of 2020 and has been assisting UME faculty and staff in adapting to online learning.
• H5. An institutional subscription to AMBOSS was obtained for MS1 and MS2 students to augment the curriculum and assist in USMLE Step 1 preparation.
• H6. Regular modifications are being made to Elentra, our learning management system, to address student, faculty, and staff requests.

Olson

Implemented and monitoring

i: Adequacy of guidance for residency application (the actual process)

• Student Affairs continues to have oversight of the residency application process and an understanding of each graduating student’s plans for applying to residency
• Develop “best practices” in specialty advising so that there is consistency in advising around the residency application process across departments
• Ensure that specialty advisors keep track of all students applying in their field throughout the residency application process in conjunction with Student Affairs
• Specialty advisors hold information sessions to provide guidance on applying to residency in that specialty area.  They are also available for individual meetings to support students throughout the residency application process.
• Coaches provide additional support to students, helping them in specialty selection, connecting them with specialty advisors, and supporting students through the residency application process.
• All students will meet individually with the Associate Dean for Students at the end of the clerkship phase to discuss their specialty choice selection and the residency application process.

ISA recommendation: We recommend exploring further which specialty departments are well-reviewed by students and determining how their advising approach could be implemented by other specialties.

Jain

Ongoing

j. Adequacy of interprofessional education experiences

Olson

Implemented and monitoring

k. Clinical skills instruction in the pre-clerkship (first year/second year) 

Olson

Implemented and monitoring

l. Opportunities for self-directed learning in the pre-clerkship (first year/second year) 

Olson

Implemented and monitoring

OME is working closely with the Curriculum Implementation Team, CEP, CEP subcommittees, and the HEDI and OSRD offices to develop and improve our systems science content in the new I-EXPLORE curriculum that addresses the care of patients from different backgrounds.  We are also launching mandatory anti-racism training for all employees of the SOM, as well as SEED training for IORs, to better equip our faculty, residents and staff to care for diverse patients at UCDH, and by extension provide better clinical teaching and role modeling to students on clinical rotations.

Servis

Ongoing

The new Committee on Evaluation and Outcomes Subcommittee of CEP is improving the collection, analysis and use of feedback data from students, including closing the loop and ensuring action is taken based on information obtained.  CEOS and OME are also using information and data from other surveys (AAMC GQ, MSQ, annual OME satisfaction survey, student focus groups) as part of a new centralized Education CQI process with quarterly meetings, action plans, and measured outcomes.

Servis

Ongoing