i. Years 1 and 2 Contact Hours Policy

The general structure of each year 1 and 2 course is defined by the course directors in collaboration with the Central Curricular Authority. The content in the year 1 and 2 curriculum may be delivered via lecture, small group or team-based learning activities, simulation activities, skill exercises, laboratory-based activities, and on-line modules. The total duration of these activities should not exceed 25 hours per week when averaged over the length of the course. This includes both in-class activities, required activities assigned to be completed outside of scheduled class time and clinical preceptor time.

The Central Curricular Authority will evaluate the contact hours and trends for the year 1 and 2 courses annually.  The Curricular Year Directors will also assess changes in student contact hours via the course inventories annually.

ii. Clinical Duty Hours Policy

Please refer to the SSOM Academic Policy Manual.

iii. Year 1 and 2 Narrative Descriptions:

Narrative descriptions provide students with documented feedback about their performance in a course, as well as opportunities for academic and professional growth and development.  Students will review their narratives. Course directors will review narratives, support students in areas needing improvement, and forward concerns to the Academic Review and Intervention Committee (ARIC).  Narratives will be included as part of the students’ permanent Competency Report but are not for inclusion in the Dean’s Letter that is submitted as part of the residency application process.

The narratives are generally short paragraphs. They are required in courses whose structure provides longitudinal observation of student participation and performance by consistent faculty in small group and\or laboratory sessions. The competencies for comment will be based on course goals and session objectives and may include Interpersonal and Communication Skills, Professionalism, Personal and Professional Development, and Practice Based Learning and Improvement. The decision of a course director to not include narrative assessment despite accommodating small groups/laboratory session structure will require review and assent by the CCA.

iv.  Clerkship Narratives

A narrative assessment is provided as a required component of the student’s final evaluation in each of the required clerkships.  The narrative assessment may be included in the Dean’s Letter.

v. Mid-clerkship Feedback Policy

All students must receive formal mid-clerkship feedback. Feedback should be provided by faculty and/or resident(s) who is/are familiar with the student’s progress to date.  The mid-clerkship feedback should contain, but is not limited to, information on the student’s clinical progress, review of the required clinical encounter list, relevant observations by faculty/residents and any concerns about professional behavior.

Each clerkship director may determine the format and precise timing for the mid-clerkship feedback, which must allow for appropriate time for correction of any deficiencies.

vi. Medical Student Supervision Policy

 The Stritch School of Medicine (SSOM) requires that medical students participating in clinical activities be supervised at all times.

All medical students engaged in a clinical experience must be assigned to an SSOM faculty member who then has primary responsibility for their supervision.

SSOM faculty members to whom medical students are assigned may engage resident physicians, fellows and other healthcare team members in educational activities but are responsible for (1) ensuring that the level of supervision is appropriate for the student level of responsibility; (2) ensuring that the supervision is within the supervisor’s scope of practice;  (3) ensuring ready availability to the student to address any issues or concerns that might arise; (4) monitoring the quality of medical student supervision on the given clinical activity to ensure student and patient safety; (5) ensuring that SSOM educational objectives are met.

Medical students must identify themselves to patients as “Medical Student” or “Student Doctor” working under an identified supervising physician. Medical students must wear a SSOM identification badge obtained through the Medical Education office at all times.

Students may perform History & Physical examinations at the supervising physician’s discretion. Any order authored by a medical student can only be carried out when signed by a supervising physician. All procedures performed by medical students require supervision by a physician.  

Clerkship directors are responsible for monitoring the quality of supervision of students within their discipline-specific clerkship.

All medical students will be provided information regarding the Medical Student Supervision Policy and will be required to complete Loyola University Health System and Trinity Health Mandatary Annual Compliance Requirements.

Third year medical students will not be allowed to start clinical clerkship activities without first completing third-year orientation and documentation required by the Medical Education Office.

vii. Policy on Preparing Residents as Teachers

Use the following link to view details of this policy: Policy on Preparing Residents as Teachers.

Review of the SSOM Curriculum as a Whole

The systematic review of the curriculum as a whole will be performed by the CCA every 4 years. The process occurs over 1 academic year with a report issued at the end of the academic year.

The overarching goal of the review is to evaluate the adequacy of the SSOM medical education program objectives (Competencies and Competency Domains) and their underlying linked curricular components and assessments in preparing our students to be successful resident physicians.  In order to achieve this goal we will undertake a deliberate and documented process of critical analysis of relevant internal and external outcome measures (listed in the Appendix) for each individual objective in order to evaluate the extent to which we are achieving our desired outcomes.  

As part of this process, the review will critically re-evaluate the continuing relevance of our program objectives as expectations of our graduates; determine the sufficiency of our curricular content in supporting these objectives; review the logical sequencing, organization, integration and coordination of curricular components and phases; and consider the appropriateness of methods of curricular pedagogy and assessments.

The CCA will be charged with planning and completing the review of the curriculum as a whole. In addition, other perspectives will be included and considered vital to the quality improvement process. This will include invoking the expertise and perspectives of key stakeholders, including course and clerkship directors, faculty and student representatives.

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Continuous Quality Improvement: Standards/Elements monitored by the CCA


Review Timeline

6.2: Review of list of patient types/clinical conditions and skills across courses and clerkships



6.2D: Define “alternatives” to remedy gaps for required encounters/skills


6.3: Monitor academic workload of medical students and their time for independent study in pre-clerkship phase of the curriculum


6.4: Review of time in inpatient and ambulatory settings to meet the objectives for clinical education


(Incorporated into clerkship inventory)

8.2: Ensure that course and clerkship learning objectives are linked to medical education program objectives


8.6: Review of data on students completion of clerkship specific required clinical encounters

Every 6 months

8.6: Review of clinical encounters where alternative methods used by 25% or more of students

Every 6 months

8.8: Monitor academic and clinical workload of medical students, in the context of formal policies and/or guidelines

Every 6 months

9.7: Monitor provision of mid-course/clerkship feedback is monitored within individual departments and at the curriculum management level

Every 6 months

9.8: Review timing of course and clerkship grades