An institution that offers a medical education program must have in place a system with central oversight to ensure that the faculty define the types of patients and clinical conditions that medical students must encounter, the appropriate clinical setting for the educational experiences, and the expected level of medical student responsibility. The faculty must monitor medical student experiences and modify them as necessary to ensure that the objectives of the medical education program are met.
The institution that offers a medical education program is required to establish a system to specify the types of patients or clinical conditions that medical students must encounter and to monitor and verify the medical students' experiences with patients so as to remedy any identified gaps. The system must ensure that all medical students have the required experiences. For example, if a medical student does not encounter patients with a particular clinical condition (e.g., because it is seasonal), the medical student should be able to remedy the gap by a simulated experience (e.g., a standardized patient experience, an online or paper case) or in another clerkship (or, in Canada, clerkship rotation).
When clerkships/clerkship rotations in a given discipline are provided at multiple instructional sites, compliance with this standard (ED-2) may be linked to compliance with standard ED-8, which requires that the medical education program demonstrate comparability of educational experiences across instructional sites.
Describe the mechanisms used for the initial selection and subsequent revision of the kinds of patients or clinical conditions, along with the clinical setting(s) for each, needed to meet the medical school’s objectives for clinical education. Note if the kinds of patients or clinical conditions were selected by each clinical discipline or by a group (e.g., a clinical clerkship committee) with representation from multiple disciplines. Briefly summarize the role of the curriculum committee or other central oversight body (e.g., a clerkship rotation directors committee) in reviewing the criteria across courses and clerkships (or in Canada, clerkship rotations).
Provide a table summarizing the criteria for patient types or clinical conditions, level of student responsibility, and clinical setting for each required clerkship rotation.
Describe the system(s) used by students to log the clinical experiences required of them.
Summarize the system(s) used by faculty to monitor students’ completion of required clinical experiences. When and by whom are clerkship-specific clinical experiences reviewed and monitored? When and by whom are overall clinical experience data for all students collected and monitored?
List the clinical experience requirements where more than 20% of students used options/alternative experiences to meet the requirement during the prior academic year. Provide this data by discipline. For programs with distributed campuses, provide the data for each campus.
For each required clerkship or clerkship rotation (for Canadian schools), list the options (e.g., simulation, assigned readings, CLIPP cases) for remedying gaps in student clinical experiences.
See also Required Courses and Clerkship Forms.
Comment on the effectiveness of the system in place to ensure that all students encounter the specified types of patients/clinical conditions and perform the identified procedures needed for the objectives of the clinical education program to be met. Have required patient encounters (and appropriate alternatives) been identified and implemented in all required clerkships? Is student completion of required activities being monitored at the departmental level and centrally. Have effective means been created assure that all students have the identified patient encounters and procedures or an appropriate alternative?