Rush Medical College: Mission and Terminal Objectives Rush Medical College: Teacher-Learner Relationship Special Committee on the RMC Environment: Rush Medical College Policies and Procedures Prevention of Faculty-Student Conflicts and Maintenance of Confidentiality Policy and Procedure Rush Medical College: Admissions Process Rush Medical College Diversity and Inclusion Statement

Technical (Non-academic) Standards for Admission and Promotion Rush Medical College: Academic Program Academic Policies Remedial Programs Student Misconduct Student Honor Code and Academic Honesty Advisor Program Student Research Opportunities Graduation Requirements Committees

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I am honored to serve as dean of Rush Medical College, from which I graduated 1979. Following a residency in ophthalmology, I returned to Rush in 1984 and became the third generation in my family to serve on the medical staff here. I hope you will become as much a part of the Rush family as I have.

Chartered in 1837, Rush Medical College has been a part of the Chicago landscape longer than any other health care institution. Since then, some of our educational process has changed, but Rush’s best traditions continue: hands-on learning, an unparalleled commitment to community service and classrooms full of clinical role models. Rush Medical College is a world of over 2,600 faculty and staff, 525 medical students and 620 residents and fellows. Among the most popular aspects of Rush Medical College are our co-curricular opportunities. The Rush Community Service Initiatives Program (RCSIP) is an opportunity to participate in community service projects, including care at free clinics, tutoring and health care teaching. Over 90% of our students are involved. In addition, approximately one-third of our first year students are involved in Dean’s Office Summer Research Fellowships.

Rush has produced skilled leaders in medicine and science and thousands of excellent physicians. Explore our website and that of Rush University Medical Center to discover the myriad opportunities that Rush Medical College offers in medical education, in clinical care and in biomedical research. Please let us know if we can help you in any way.

Thomas A. Deutsch, MD
Henry P. Russe, MD,
Dean of Rush Medical College

Rush Medical College: Mission and Terminal Objectives

The mission of Rush Medical College is to deliver outstanding medical education focused on patient care, research and community service. Our diverse students learn in a practitioner-teacher model, which promotes collaboration, accountability and respect. We graduate physicians who are dedicated to the pursuit of excellence in clinical practice, research and service through continuous learning.

Domains of Terminal Objectives:

1. Patient Care
   In their patient care, students must:
   • Complete comprehensive evaluations of patients
   • Develop appropriate treatment plans
   • Apply the principles of health promotion
2. Medical Knowledge
   Students must:
   • Demonstrate knowledge of the basic, clinical and social sciences related to medical practice
   • Apply the knowledge of basic, clinical and social sciences to patient care
3. Interpersonal and Communication Skills
   Students must:
   • Communicate and collaborate effectively with patients, families and other health care providers
   • Function as a member of the health care team
4. Putting Care in a Practical Context
   Students must:
   • Be respectful of the diversity of patient backgrounds, beliefs and values
   • Analyze the environmental and contextual factors that influence a patient’s health, disease and access to health care
   • Engage the resources of the health care system to enhance patient care
5. Self-Directed and Lifelong Learning
   Students must:
   • Address personal learning needs
   •  Appraise scientific evidence that supports patient care practices
6. Professionalism
   Students must:
   • Display compassion and empathy when interacting with patients and their families
   • Adhere to the professional responsibilities outlined by Rush Medical College
   • Demonstrate the professional values of medical practice

Rush Medical College: Teacher-Learner Relationship

Revisions Approved by Faculty Council, February 4, 2014

Expectations for the Teacher-Learner Relationship

Rush Medical College has a long-standing tradition of valuing and creating a productive and positive learning environment for its students - this environment is an institutional asset that is vital to carrying out our missions in teaching, patient care, and research. The relationship between teachers and learners should be based on mutual trust, respect, and responsibility. The expectations for maintaining a professional teacher-learner relationship are relevant to all faculty, residents, staff, and students who participate in educational activities in the classroom, laboratory, research, or clinical settings where there is a focus on education, patient care, and ethical conduct.

Expectations for Learners

Students are expected to participate in the learning process in an active, respectful and professional manner. Students’ motivation and actions should be appropriately directed at gaining the knowledge, skills, and values that are required to become a competent, ethical, and compassionate physician. This includes the following:

• Being adequately prepared for learning activities in the classroom, laboratory, research, and clinical settings,
• Treating faculty, residents, staff, and fellow students with respect and collegiality,
• Actively and appropriately seeking information to improve their own performance,
• Reflecting on their performance and educational experiences to inform their self-directed learning and study,
• Adhering to the tenets of the “University Statement on Student Conduct” and the “University Statement on Academic Honesty,” as well as the student-authored “Student Honor Code,” Resolving conflict in an appropriate and professional manner, and
• Providing constructive feedback and evaluation about their learning experiences.

Expectations for Teachers

Teachers are expected to participate in the learning process in an active, respectful and professional manner. Faculty, residents, and staff who work with students and residents are charged with helping these learners to become competent, ethical, and compassionate physicians. This includes the following:

• Being adequately prepared for learning activities in the classroom, laboratory, research, and clinical settings,
• Treating learners and fellow teachers with respect and collegiality,
• Providing learners with clear expectations for performance, and when applicable, a detailed, written outline of course objectives and expectations,
• Providing learners with ongoing, specific and constructive feedback about their performance, Reflecting on their teaching to inform their own self-directed learning and study,
• Actively participating in the development and improvement of courses and their content, Timely completion of fair and accurate evaluation of student performance,
• Holding students accountable to the tenets of the “University Statement on Student Conduct” and the “University Statement on Academic Honesty,” as well as the student-authored “Student Honor Code,”
• Resolving conflict in an appropriate and professional manner, and
• Utilizing feedback and evaluation to improve their teaching.

Behaviors that Undermine Productive Teacher-Learner Relationships

While student mistreatment is rare, any occurrence is unacceptable, and Rush Medical College’s policy is one of zero tolerance of behaviors that undermine productive teacher-learner relationships such as violence, sexual harassment, discrimination, and abuse. Student mistreatment may be verbal, psychological or physical. It includes, but is not limited to, sexual harassment, discrimination due to age, racial and ethnic background, religion, sexual orientation, national origin, or disability.

All personnel will treat students in a collegial and professional manner. Other types of behavior can be inappropriate if the effect interferes with professional development. Behaviors such as making demeaning or derogatory remarks, belittling comments or destructive criticism fall into this category.

Student mistreatment includes but is not limited to treating students in a harmful, injurious or offensive way: attacking in words, speaking insultingly, harshly or unjustly to or about a student¹, reviling or demeaning a student, undermining the self esteem or confidence of a student. Sexual harassment includes but is not limited to: offensive comments to or about the student; unwanted attention or unwelcome verbal advances; unwanted persistent invitations; unwelcome, explicit propositions; offensive displays; offensive body language; unwanted physical advances; and/or sexual bribery². Mistreatment creates a hostile environment in which to work, and is also addressed in the Rush University Medical Center Policies and Procedures. Incidents of mistreatment may cover a spectrum from flagrant to ambiguous. The person responsible for mistreatment may be a member of the faculty, a resident, a nurse, another student, a member of the administration, a hospital employee, or even a patient. Examples of inappropriate behaviors are:

1. physical punishment or physical threats,
2. sexual harassment,
3. discrimination based on race, religion, ethnicity, sex, age, sexual orientation, or physical disabilities,
4. psychological punishment of a student by a superior (e.g. public humiliation, threats and intimidation, removal of privileges),
5. grading used to punish a student rather than to evaluate objective performance,
6. assigning tasks for punishment rather than educational purposes,
7. requiring the performance of personal services,
8. taking credit for another individual’s work,
9. intentional neglect or intentional lack of communication.

Providing critique and receiving feedback are essential components of the learning process. Effective and constructive feedback focuses on observed behavior rather than personal characteristics and should be provided in a way that promotes learning and maintains a positive learning environment.

Procedures for Reporting Allegations of Mistreatment

The reporting and resolution sections of this policy are designed to protect students from retaliation and to protect those charged with mistreatment from unfair accusations. The name of the student, the reporting individual, and the individual(s) responsible for the alleged mistreatment will be held in strict confidence on a need-to-know basis.

The Special Committee on the RMC Environment (SCORE) is charged with the review of student concerns regarding the learning environment and the development of action plans in response to episodes of alleged medical student mistreatment. A committee of students, faculty, and administration, SCORE works with the RMC community to promote a positive learning environment. SCORE represents one process for reporting and dealing with student mistreatment issues at RMC and Rush University. The RMC Dean’s Office, RMC Office of Medical Student Programs (OMSP), RMC faculty and clerkship director offices, Rush University Provost’s Office, and RUMC Department of Human Resources (HR) are also points of contact for student complaints about mistreatment.

An incident of mistreatment may be reported by the student or by an individual who witnessed the incident of mistreatment. SCORE and RMC have several mechanisms or channels for making student mistreatment reports. Mechanisms through which students or others may report frank mistreatment or other behaviors that undermine the learning environment include:

• a web-based reporting tool maintained by SCORE³;
• written reports in course reviews;
• written or oral communication with SCORE members, the Ombudsperson, any faculty members, faculty advisors, peer advisors, any member of the OMSP faculty and staff, any member of the RMC Dean’s Office, any member of Rush University’s Provost’s Office, and RUMC’s Senior Vice President of Human Resources / Equal Opportunity Coordinator; and
• RUMC’s hotline (877-787-4009).

Through several of these mechanisms, particularly the online submission form, students and others have the ability to report complaints anonymously. While anonymous submissions are accepted, reporters are encouraged to identify themselves so that more thorough follow up and action planning can occur. Other individuals may report on behalf of a student, but SCORE will attempt to obtain the consent of the student before proceeding. Some events, however, may require action even if the student does not wish to pursue the complaint.

Procedures for Resolution of Mistreatment Allegations

SCORE is of unique and critical value to RMC, Rush University and RUMC because it directly involves and empowers students to report, review, and resolve mistreatment claims. However, students should be aware that the full resources of RUMC, including RUMC senior leadership, support the process of addressing and redressing allegations of student mistreatment. In fact, the OMSP oversees and provides central management of processes for addressing student mistreatment at RMC, and ultimate investigatory and disciplinary authority is supervised and handled by OMSP and other senior management of RMC and Rush University.

The SCORE process for managing reports of mistreatment is delineated here, but the OMSP and RUMC’s HR and Office of Legal Affairs (OLA) may initiate procedures that supplement or, rarely, even supersede this process for complaints involving RMC or RUMC staff, faculty, employees or students that form a possible violation of law, including sexual harassment; unwanted physical contact; discrimination based on race, ethnicity, gender, national origin, and/or sexual orientation; retaliatory action against a complainant; similar serious misconduct with legal repercussions; or incidents where there is an established pattern of repeated but less serious misconduct.

SCORE Procedure for Managing Reports

1. Reports of student mistreatment from all sources are monitored by and transmitted to the OMSP and collated by the OMSP support person.
2. OMSP support person communicates complaint to the SCORE Co-Chairs who determine whether the report must be addressed immediately or can be addressed at the next regular meeting.
3. SCORE investigates complaint of student mistreatment. OMSP notifies HR and Office of Legal Affairs (OLA) prior to the initiation of an investigation when there are complaints involving RMC or RUMC staff, faculty, employees or students that form a possible violation of law, including sexual harassment; unwanted physical contact; discrimination based on race, ethnicity, gender, national origin, and/or sexual orientation; retaliatory action against a complainant; similar serious misconduct with legal repercussions; or incidents where there is an established pattern of repeated but less serious misconduct.
4. Any investigation that results in a finding that confirms student mistreatment is reported to OMSP.
5. SCORE develops an action plan to address the complaint and finding.
6. Action plan carried out and results are recorded. Any action plan that recommends discipline of RMC faculty, staff, employees, or students is first conveyed to OMSP, which works with HR, OLA and, as appropriate, the Executive Committee of the Medical Staff to ensure uniform and appropriate discipline can be taken.
7. Information regarding the entire report is recorded in the SCORE database by the OMSP support person and is also tracked by OMSP, which collates RMC mistreatment information from all sources.
8. A summary of the activities of SCORE is reported quarterly to the Dean.
9. Final action plans are reported to the Rush University Diversity and Inclusion group for further tracking.

Prohibition Against Retaliation

Retaliatory conduct against an individual who brings a complaint or provides information during an investigation of such a complaint is not tolerated. “Retaliatory conduct” is conduct that adversely and unjustifiably affects the terms and conditions of another’s education status, quality of life, or education experience and that is motivated by intent to cause harm because of the targeted individual’s involvement in the filing or investigation of a complaint about mistreatment. Students who believe that retaliatory actions have been taken against them should communicate their concerns immediately to the Office of Medical Student Programs.

Acknowledgement

Sections of this policy have been adapted from the teacher-learner relationship policies from the UMDNJ New Jersey Medical School, Drexel University School of Medicine, and Georgetown University School of Medicine and from the Rush University Policy and Procedures Concerning Sexual and other Harassment.

Adopted November 2004
Revisions Reviewed by Office of Legal Affairs, January 24, 2014
Revisions Approved by Faculty Council, February 4, 2014

Special Committee on the RMC Environment (SCORE)

The Special Committee on the RMC Environment (SCORE) is a student-led, faculty-supported committee responsible for monitoring all aspects of the learning environment at RMC and addressing any concerns that arise either through routine reviews or a filed report.

If a student experiences or witnesses mistreatment of a student by a member of the faculty, a resident, a member of the staff, or another student, the student should alert SCORE. Although students are encouraged to identify themselves in any report, students always have the right to request that their report remain anonymous. Students who identify themselves will be contacted by SCORE for follow up and to aid in an investigation. Students are encouraged to be specific in their report by including names, times, dates and a description of the event. All reports are reviewed within a few business days of submission.

SCORE can be contacted in any of the ways listed below:

1. Complete the online reporting form: https://www.surveymonkey.com/s/SCORE_Reporting. Students may submit a form at anytime. It is available to all RMC students via links in the Feedback shells in Blackboard and the RMC portal.
2. Contact SCORE’s ombudsman, Dr. David Ansell, the Rush University Medical Center Chief Medical Officer. Dr. Ansell can be reached in any of these ways: Office: 312-942-6706 Pager: 312-942-6000, pager 9024 Email: David_Ansell@rush.edu
3. Contact any member of SCORE or a representative of the Faculty or the Office of Medical Student Programs.
4. Per the RMC Teacher-Learner Relationship document, “An incident can be reported directly to the Office of Medical Student Programs. An incident reported to a trusted faculty member, a class officer, a member of academic administration, or a friend should be reported to the Office of Medical Student Programs.”

¹Silver, HK, Glicken, AD. Medical student abuse, JAMA 263: 527-532, 1990.

²Komaroy, M, Bindman , AB , Haber, RJ, Sande, MA . Sexual harassment in medical training. NEJM 328: 322-326, 1993.

³Currently: https://www.surveymonkey.com/s/SCORE_Reporting

Special Committee on the RMC Environment: Rush Medical College Policies and Procedures

Approved January 14, 2014

Background

While student mistreatment is rare, any occurrence is unacceptable and inconsistent with the RMC policy of zero tolerance of student mistreatment as described in the Rush Medical College Teacher-Learner Relationship. SCORE, the Special Committee on the RMC Environment, is charged with the review of student concerns regarding the learning environment and the development of action plans in response to episodes of alleged medical student mistreatment. A committee of students, faculty, and administration, SCORE works with the RMC community to promote a positive learning environment during all RMC-sponsored educational activities whether on site or off campus.

SCORE represents one process for reporting and dealing with student mistreatment issues at RMC and Rush University and is one important part of the way in which RMC, Rush University, and Rush University Medical Center (RUMC) all work to address student complaints about mistreatment and optimize the learning environment throughout the institution. The RMC Dean’s Office, RMC Office of Medical Student Programs (OMSP), RMC faculty and clerkship director offices, Rush University Provost’s Office, and RUMC Department of Human Resources (HR) are also points of contact for student complaints about mistreatment. Along with SCORE, all such offices/departments maintain records of student mistreatment complaints, collate and report such complaints to OMSP, and help evaluate complaints for investigatory and disciplinary purposes.

SCORE is of unique and critical value to RMC, Rush University, and RUMC because it directly involves and empowers students to report, review, and resolve mistreatment claims. However, students should be aware that the full resources of RUMC, including RUMC senior leadership, support the process of addressing and redressing allegations of student mistreatment and improving student life. The process of dealing with student mistreatment at RMC has central oversight and coordination provided by the OMSP. Ultimate investigatory and disciplinary authority is supervised and handled by OMSP and other senior management of RMC and Rush University.

A formal investigation will be initiated when there are complaints involving RMC or RUMC staff, faculty, employees or students that form a possible violation of law, including sexual harassment; unwanted physical contact; discrimination based on race, ethnicity, gender, national origin, and/or sexual orientation; retaliatory action against a complainant; similar serious misconduct with legal repercussions; or incidents where there is an established pattern of repeated but less serious misconduct. In such circumstances, RUMC’s HR and Office of Legal Affairs (OLA) shall be notified prior to the initiation of the investigation.

SCORE, the OMSP, and the Dean of RMC work together to assure that students, faculty and staff have a good understanding of SCORE’s purpose and of available mechanisms for reporting. SCORE provides presentations at student meetings including orientations and class-specific Town Halls to describe and review reporting mechanisms and investigative processes. They also offer updates regarding the learning environment to the RMC Student Council as well as RMC’s standing committees and the Dean’s Council. The Dean will provide additional, periodic reports regarding the learning environment to the RMC community.

Mission of SCORE

• To create a welcoming environment for all students, faculty, and staff in order to better serve the educational goals of the medical college and to promote the Rush ICARE values and high quality patient care.
• To address student concerns about all forms of student mistreatment and other behaviors which inhibit the creation and maintenance of an optimal learning environment.
• To promote reporting by students and to eliminate barriers to reporting violations, including fear of retaliation, minimization of violations, or the belief that a report will not be acted upon.
• To provide ongoing education of students, residents, faculty, and staff about the importance of optimizing the learning environment, reporting episodes that undermine the creation of an optimal learning environment, and adhering to the protocols and procedures of SCORE.
• To manage the actions taken in response to reported episodes.
• To analyze data including student surveys, graduation questionnaires, course evaluations, and other data.
• To help maintain a central database tracking events and offenses for ongoing analyses as well as continued awareness and education in cooperation with the OMSP.

Meetings

The members of SCORE shall agree upon a monthly meeting day and time. Additional meetings may be called to address specific complaints or for other purposes of importance to the committee.

Composition and Leadership

SCORE shall include the following members:

• 12 RMC Students: Three students from the M1 and the M3 classes shall be elected by their respective classes to two-year terms in elections facilitated annually by the Office of Student Life.
• 5 Ex-Officio (non-voting) members: the SCORE Faculty Advisor (the Assistant Dean for Academic Development), the Ombudsperson (recommended by the Dean and approved by the committee), the Senior Associate Dean for Education, the Assistant Dean for Accreditation and Continuous Program Improvement, designated support staff from the OMSP.
• Other members may be approved by the members of SCORE.
• Two members of SCORE, one M2 and one M4, will be elected annually by the members of SCORE as Co-Chairs.

Sources of Data

In order to fulfill its mission, the following data shall be made available to SCORE:

• Direct student reports
• Course reviews
• Surveys conducted by the University
• Student focus groups led by students as needed
• The annual GQ (Graduation Questionnaire conducted by the AAMC)
• Other data deemed important by SCORE, the Dean, or the OMSP

Mechanisms for Reporting

SCORE and RMC have several mechanisms or channels for making student mistreatment reports. Mechanisms through which students or others may report incidents to SCORE that undermine development of an optimal learning environment include:

• the web-based tool maintained by SCORE;
• written reports in course reviews;
• written or oral communication with SCORE members, the Ombudsperson, any faculty members, faculty advisors, peer advisors, any member of the OMSP faculty and staff, any member of the RMC Dean’s Office, any member of Rush University’s Provost’s Office, and RUMC’s Senior Vice President of Human Resources / Equal Opportunity Coordinator; and
• RUMC’s hotline (877-787-4009).

Through several of these mechanisms, particularly the online submission form, students and others have the ability to report complaints anonymously. While anonymous submissions are accepted, reporters are encouraged to identify themselves so that more thorough follow up and action planning can occur. Other individuals may report on behalf of a student, but SCORE will attempt to obtain the consent of the student before proceeding. Some events, however, may require action even if the student does not wish to pursue the complaint.

Procedure for Managing Reports

See the procedure described in the Rush Medical College Teacher-Learner Relationship document.

Approved by SCORE, January 14, 2014
Approved by the Office of Legal Affairs, January 24, 2014
Approved by Faculty Council, February 4, 2014

Prevention of Faculty-Student Conflicts and Maintenance of Confidentiality Policy and Procedure

Policy Statement

Rush Medical College (RMC) health professionals who are involved in the assessment and promotion of Rush medical students have RMC faculty appointments. Rush Medical College requires that health professionals who have provided, or are providing, psychiatric/psychological counseling or other health services to a medical student must have no involvement in the academic assessment or in decisions about promotion or graduation of the medical student receiving those services. In addition, faculty who have any conflict of interest in relation to a student, including but not limited to a prior or current healthcare provider-patient relationship, or a prior or current familial, personal or financial/business relationship, should have no role in evaluating or promoting the student.* Students should not be assigned to work with faculty (attendings or residents) who have provided or are providing these health services or with whom another conflict of interest exists.

* Examples of conflicts of interest that may exist beyond the physician-patient relationship include but are not limited to: any relation between the faculty member and student by blood or marriage, domestic partnership and/or same household residence; a joint interest in a business venture between the faculty member and student or student’s family member; and a close or long-standing personal relationship between the faculty member and student or student’s family member.

Purpose of Policy

It is essential to have a separation of health provider and faculty roles to ensure confidentiality in the provision of health and counseling services to medical students as well as to eliminate conflicts of interest in student assessment and promotion. Similarly, other conflicts of interest, including but not limited to a prior or current familial, personal or financial/business relationship, should preclude faculty from assessing or promoting a student.

Procedure

Members of the Rush Medical College faculty who are involved in the assessment or promotion of a medical student for whom they have provided, or are providing, any health care services, including psychiatric/psychological/personal counseling or other sensitive health services or with whom they have another conflict of interest, including but not limited to a prior or current familial, personal or financial/business relationship, are required promptly to report the existence of a conflict of interest to the course director so that the student or faculty member can be reassigned. Faculty and student members of the Committee on Student Evaluation and Promotion (COSEP) must report to the Committee chairperson the existence of any conflict of interest the committee member has in relation to a medical student, and must recuse themselves from any decisions or discussions regarding the student. Faculty members are annually provided with a list of all students assigned to their course and must execute an attestation annually stating either that no conflict of interest exists with respect to any medical student, or, in the alternative, stating the name or names of students for whom such a conflict does exist. If circumstances change over the course of the academic year and a conflict of interest in relation to a medical student arises, faculty promptly must inform the course director so that the student may be reassigned to another faculty member, or in the case of COSEP, the faculty member promptly must inform the Committee chairperson and recuse himself/herself from any decisions or discussions regarding the student. In addition to the above-referenced annual faculty attestation procedure, prior to completing the student performance evaluation form for a course, faculty must also attest to a conflict of interest and confidentiality statement (which appears on the student performance evaluation form) confirming that no conflicts of interest exist.

Students who have been initially assigned to a pre-clerkship experience or clinical clerkship in which they would be assessed by a member of the faculty who has provided them with, or is providing them with, health care services, or with whom they have another conflict of interest, including but not limited to a prior or current familial, personal or financial/business relationship, should report the conflict of interest to the course director or course coordinator as soon as they receive the assignment. Students are annually provided with a list of all faculty assigned to their courses and must execute an attestation annually stating either that no conflict of interest exists in relation to faculty for the course, or that such a conflict does exist. If circumstances change over the course of the academic year and a conflict of interest in relation to a faculty member arises, students promptly must inform the course director. If a conflict exists, the student will be reassigned to another faculty member.

In the event that the student or faculty is not promptly reassigned after reporting the conflict, the student should immediately report the matter to the Office of Medical Student Programs for resolution.

Rush Medical College: Admissions Process

Applying to Rush Medical College

Rush Medical College utilizes the American Medical College Application Service (AMCAS), for its primary application. Detailed information and application materials are available on the AAMC website at https://www.aamc.org/students/applying/amcas/. Each applicant who submits an AMCAS application to Rush Medical College will receive an application invitation by email. The supplemental application requires a nonrefundable fee of $90.00 and must be submitted in full no later than December 31.

Required Criminal Background Check

As a medical school located in Illinois, Rush Medical College will enforce the Medical School Matriculant Criminal History Records Check Act, which states: a medical school located in Illinois must require that each matriculant submit to a fingerprint-based criminal history records check for violent felony convictions and any adjudication of the matriculant as a sex offender conducted by the Department of State Police and the Federal Bureau of Investigation as part of the medical school admissions process.

Each year beginning January 1st, Certiphi Screening, Inc will procure a background check on applicants at the point of their first acceptance. Upon completion of this process, the report procured during the process will be released to Rush Medical College. A positive result from either the Criminal Background Check and/or the Sex Offender assessment will result in the applicant’s file being presented to the Committee on Student Evaluation and Promotion (COSEP) for review. If COSEP determines that there is a positive result on the Criminal Background Check and/or the Sex Offender assessment, Rush Medical College may rescind the student’s acceptance to Rush Medical College since the acceptance is contingent upon the student having a clean Criminal Background Check and Sex Offender Assessment.

For additional information, visit the RMC Admission website at.www.rushu.rush.eduunderserved.

Rush Medical College Diversity and Inclusion Statement

Rush Medical College (RMC) embraces the Rush University Medical Center (RUMC) Diversity Leadership Council vision for diversity and the American Association of Medical Colleges’ commitment to increasing diversity in medical schools. Recognizing that diversity and inclusion enhance the medical education environment and ultimately the overall health of our community, RMC seeks to create and support an environment in which faculty, staff, and medical students combine their differing backgrounds, diverse perspectives, and unique skills as they work with peers to solve problems, enhance their ability to work with patients, and develop new, effective ways to manage health, conduct research, and deliver care.

RMC strives to enroll a highly qualified and richly diverse student body through holistic review and individual consideration of the potential contributions that applicants with different backgrounds, cultures, perspectives, races, ethnicities, characteristics, and personal experiences would make to the educational experience of all students and to the school’s cultural, social, and learning environment. RMC seeks to attain a learning environment that better reflects its community through increased representation of groups that are underrepresented in medicine in RMC’s surrounding communities. Along with remaining committed to applicants from backgrounds traditionally underrepresented in medicine, RMC considers diversity in economic, geographic, gender, age, sexual orientation, racial and ethnic backgrounds as important factors in not only creating a diverse community but also influencing an applicant’s potential to succeed as a physician in our rapidly changing and diverse society.

To this end, the RMC Committee on Admissions annually identifies factors for consideration in building a diverse student body. Further, RMC’s Faculty Council, utilizing information provided by the Committee on Admissions and other data, is committed to implementing programs and initiatives designed to meet these stated diversity goals.

Technical (Non-academic) Standards for Admission and Promotion

The following document was reviewed by the COA in 2012, reviewed by Legal Affairs in 2012 and this revised version was reviewed and approved by the COSEP may2, 2012. Final document reviewed by COA May 9, 2012.

Technical (Non-Academic) Standards for Admission and Promotion: Rush Medical College

The following technical guidelines have been adopted by Rush Medical College Committee on Admissions. A candidate for the MD degree must have abilities and skills in the areas of observation; communication; sensory and motor coordination and function; intellectual-conceptual, integrative, and quantitative abilities; and behavioral and social attributes as described below.

Observation. Students should be able to observe demonstrations and experiments in the basic sciences. Students should be able to observe a patient accurately at a distance and close at hand. Observation necessitates the functional use of vision, auditory, and somatic sensation. It is enhanced by the functional use of the sense of smell.

Communication. Students should be able to speak and hear English and to observe patients in order to elicit information, describe changes in mood, activity, and posture, and perceive nonverbal communications. Students should be able to communicate effectively and sensitively with patients, their family, healthcare team members, their peers, faculty and the public. Communication includes not only speech but also reading and writing. Students should be able to communicate effectively and efficiently in oral and written forms of English with all members of the health care team.

Motor. Students should have sufficient motor function to elicit information from patients by palpation, auscultation, percussion, and other diagnostic maneuvers. Students should be able to perform basic laboratory tests, carry out diagnostic and therapeutic procedures, and read graphic images. Students should be able to execute motor movements required to provide general care to patients, and to either provide, or direct the provision of emergency treatment of patients. Such actions require coordination of both gross and fine muscular movements, and functional use of the senses of touch and vision.

Intellectual, Conceptual, Integrative, and Quantitative Abilities. Students should be able to engage in problem solving, the critical skill demanded of physicians, which requires the intellectual abilities of measurement, retrieval, calculation, reasoning, analysis, and synthesis. In addition, students should be able to comprehend three-dimensional relationships and to understand the spatial relationships of structures and to adapt to different learning environments.

Behavioral and Social Attributes. Students should possess the emotional health required for full utilization of their intellectual abilities, the exercise of good judgment, the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and the development of mature, sensitive, and effective relationships with patients, fellow student, faculty, and staff. Students should be able to tolerate physically taxing workloads and to function effectively under stress. They should be able to adapt to changing environments, to display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of many patients. Compassion, integrity, concern for others, interpersonal skills, interest, and motivation are all personal qualities that are assessed during the admissions and education processes.

Ethics and Professionalism. Students should maintain and display ethical and moral behaviors commensurate with the role of a physician in all interactions with patients, faculty, staff, and students, and the public. Students should understand the legal and ethical aspects of medical practice and strive to abide by these principles throughout their time in training.

Requests for accommodation by individuals with a disability as defined by the Rehabilitation Act of 1973 or the Americans with Disability Act will be considered on the basis of their abilities and the extent to which reasonable accommodation, if required, can be provided. The Rush University Policy for Students with Disabilities describes the process for requesting an accommodation and is available on the University’s web site.

Rush Medical College: Academic Program

Organization

The RMC curriculum is based on establishing a foundation in the basic sciences and clinical medicine through required preclinical and clinical courses and electives.

Academic Policies

Please refer to the policies of the Committee on Student Evaluation and Promotion (COSEP) for detailed academic policies.

Course Credit

Rush Medical College assigns no credit hour value to its courses. First- and second-year courses are recorded on the transcript according to the semester in which the courses are given; clinical courses/clerkships are recorded on the transcript according to the dates when the course is taken.

Notification of Grades

Please see the COSEP policies and procedures for details about notification about grades.

Recording of Grades

Please see the COSEP policies and procedures for details about how grades are recorded and disseminated.

Definition of Student Status

The status of a student shall be determined in accordance with these rules by the OMSP or the COSEP. All statuses shall be recorded on the transcript. Please see the COSEP policies and procedures for additional details about student status.

Dismissal. Dismissal is the permanent administrative termination of a student.

Suspension. Suspension is the administrative termination of the enrollment of a student for a specific period of time.

Withdrawal. Withdrawal is the voluntary termination of enrollment by a student.

1. A student who withdraws from the college and subsequently seeks reinstatement must submit a written petition for reinstatement to the Committee on Admissions of the College if withdrawal took place before the completion of the student’s first term of enrollment. If the student withdrew subsequent to the first term, the student must submit a written petition to the COSEP for reinstatement.
2. A student who fails to engage In registration for courses or who fails to engage in a course according to the policies of the College will be considered to have withdrawn. A student withdrawing under this provision may submit a written petition to the OMSP for reinstatement. The OMSP shall determine whether special circumstances existed which justified the student’s failure to engage or whether the student’s petition should be forwarded to the COSEP.

Grades and Examinations

The grading system for Rush Medical College shall be established by the COSEP and adhered to by course directors. Please see the COSEP policies and procedures for details about course grading.

Student Performance Assessment in a Course

Please see the COSEP policies and procedures for details on the following:

• Performance evaluation
• Absences from Examinations
• Failed courses in first and second years
• Status of students with course failures

Academic Dismissal

Grounds for dismissal are outlined in the COSEP policies and procedures.

Remedial Programs

COSEP establishes requirements for remedial work for students with more than one outstanding course failure in the first or second year. Remedial work requirements in all years of the curriculum will be reasonably related to the seriousness of the student’s deficiencies. Such requirements may include but need not be limited to the following: study with re-examination, retaking failed courses during the next academic year and retaking all courses including those satisfactorily passed. A failure in a required clerkship must be remediated in a manner prescribed by the course director in consultation with the Office of Medical Student Programs and approved by COSEP, consistent with the reasons for the student’s failure. A student required to repeat any component(s) of a required clerkship must complete the failed course prior to beginning another core rotation. In developing requirements, COSEP will consider the needs of the individual student and will endeavor to develop a program that, if successfully completed, will strengthen the student’s prospects for successfully completing the remainder of his or her college program.

Failure to Pass Step 1 of United States Medical Licensure Examination

All students must take Step 1 of the USMLE at the completion of their second year. Permission to defer taking this examination must be granted by the Office of Medical Student Programs. Students who defer Step 1 beyond the established deadline must defer clinical rotations. Students must successfully complete USMLE Step 1 within nine months of completing the M2 year. Students who fail the USMLE Step 1 three times will be automatically dismissed.

Student Misconduct

Rush Medical College’s Honor Code Council and the Committee on Student Evaluation and Promotion (COSEP) are charged with investigating and adjudicating charges of student misconduct of a nonacademic nature including but not limited to violation of commonly accepted ethical standards of an academic community, such as cheating and plagiarism; falsification of student records, transcripts, financial aid forms or applications; unlawful use or possession of controlled substances; conviction of a crime deemed serious enough to render the student unfit to pursue his or her profession; or other conduct inconsistent with generally accepted standards of behavior within an academic community or the medical profession.

Professionalism Standards

Standards of professionalism standard are included in the 1) Physicianship Course Fact Sheet, 2) the Common Syllabus for the Clerkships and the Sub internships, and 3) the Common Syllabus for the Electives.

Please see the COSEP policies and procedures for additional details about professionalism standards including a description of the Narrative Evaluation Form.

Student Honor Code and Academic Honesty

Rush Medical College students affirm their commitment to the Rush University Honor code. This code is consistent with student aspirations as future physicians to uphold values of responsibility, professional behavior, and honesty in dealing with academics, patients and colleagues.

The Honor Code sets the standards for expected behavior and professionalism at Rush Medical College. Commitment to these standards is expected of all matriculating students and represents students’ commitment to their future as successful physicians. This commitment is a shared responsibility of students, faculty, and staff in the Rush University community to ensure the highest standards of behavior, whether in the classroom or in the clinical setting.

In recognition of the responsibility to uphold these standards, any student, faculty member or staff who becomes aware of or suspects a violation of the Honor Code should follow these guidelines in addressing:

1. Either approach the individual who possibly violated the Honor Code directly with regard to the particular concern in order to eliminate misunderstandings or report it to the Chair of the Honor Code Council who will investigate the incident.
2. Allegations with merit should be documented by the individual who suspected the violation via the Honor Code Alleged Violation Form, which is submitted to the Honor Code Council. The Honor Code Council will consist of eight elected students (two students from each class), who serve 3½ years, as long as the elected student remains in good academic standing. The Honor Code Council will elect one student chair by majority vote in September of each year. The Assistant Chairman of COSEP and a member of OMSP will serve as nonvoting faculty mentors for the Honor Code Council.
3. It is the right of all individuals alleged to have violated this Honor Code to contest the accusation(s) in a meeting with the Honor Code Council. After the Honor Code Council has met with the person(s) who initially presented the concern, the individual said to have violated the Honor Code will be interviewed separately in order to document all perspectives on this issue.
4. Based on majority vote, the Honor Code Council will prepare a written statement on the validity of the charge(s) and a proposed resolution, which will then be submitted to the COSEP. A copy of this written statement will also be provided to the student who was accused of violating the Honor Code.
5. The COSEP will verify whether appropriate procedures were followed and determine the appropriate action based on the items submitted.

Please see the “University Statement on Academic Honesty” in the “Academic Resources and Policies section of the catalog.

Advisor Program

All Rush Medical College students are assigned to several types of advisors throughout their academic career. At matriculation they are assigned to a transition advisor, selected from faculty and staff who teach in the first and second years. Students meet with their transition advisors throughout the first two years of medical school in group and individual settings to facilitate their adjustment to all aspects of medical school. In their third year students are assigned a clinical advisor. These advisors are clinical faculty who meet individually with student to assist with development of plans for residency specialty choice and preparing for the residency match.

Students are also assigned a group of Peer Advisors from the second, third, and fourth years who work with the faculty advisors to provide advice, a student perspective about life, ensure student success and enhance student learning. All advisors are informed of current policies, procedures and trends affecting students’ participation in curricular and non-curricular aspects of medical school.

Student Research Opportunities

Students are encouraged to have some additional research experience beyond their work on their capstone project. Research opportunities range from laboratory experiences in the biomedical sciences to clinical investigation and fieldwork in epidemiology, preventive medicine and primary care. Such research can be carried out during the summer between the M1 and M2 years or during the time allotted for elective experiences.

First-year medical students have the opportunity to enroll in the elective course, Introduction to Biomedical Research. This is a year-long course consisting of lectures, journal club and one-on-one work with a faculty mentor to develop a research proposal.

The Dean’s Office Summer Research Fellowships are offered on a competitive basis to students between the M-1 and M-2 years to work on research projects with Rush faculty in basic science, clinical research and community service arenas. Students accepted in the program are provided a paid position to work full-time during the summer before the M2 year on their research project. Many students continue on and participate in these projects after the summer.

For students who are interested in a more in-depth research experience, a leave can be granted from the medical college curriculum to pursue an MS or PhD degree.

Graduation Requirements

The following are prerequisites to the granting of the degree of Doctor of Medicine by Rush University: The level of achievement required by the faculty for the degree of Doctor of Medicine (MD) must be attained in a minimum of 35 months. Each student’s progress in each year of the Rush Medical College curriculum will be evaluated by the Committee on Student Evaluation and Promotion.

• Successful completion of the studies of each year of the medical college curriculum or its equivalent in accordance with the requirements of the medical college.
• Pass USMLE Step 1, Step 2 Clinical Knowledge, and Step 2 Clinical Skills per the dates set by the OMSP guidelines.
• Attain the level of achievement required by the faculty for the degree of Doctor of Medicine within 60 months from matriculation.
• Successfully complete all additional weeks of instruction required by the COSEP depending upon the progress made by the student.
• Pass all required M3 clerkships and be scheduled for completion of all elective clerkship requirements by December 31 in order to graduate in the next calendar year.
• Successfully complete the Clinical Skills Assessment.
• Successfully complete the Capstone Project

Note: The OMSP will immediately notify future residency program directors where the student has matched if the student does not fulfill or achieve the graduation requirements or is not expected to by graduation. If the inability to graduate is determined prior to the match, the student and the OMSP must immediately notify the National Resident Matching Program (NRMP) that the student is withdrawing from the match. The student must notify all of the programs to which he or she said he or she applied that he or she is withdrawing from the match.

Committees

Committees exist within the structure of Rush Medical College to assure the appropriate involvement of faculty and students in the various activities of the college. Except for the Rush Medical College Student Council, each committee includes representation from both faculty and students.

Faculty Council

This committee is the senior representative body within Rush Medical College. The membership includes nine professors, three associate professors, three assistant professors, three instructors or assistants and one student from each of the four classes, each chosen by vote of the corresponding constituency.

Committee on Committees

This committee has as its primary responsibility the nomination of individuals to serve on the various standing committees of Rush Medical College. The committee is also responsible for dealing with grievances presented by members of the Rush Medical College community.

Committee on Admissions (CoA)

Members of this committee are responsible for admissions to the Rush Medical College. The duties of the committee members include but are not limited to setting the admissions criteria that will enhance academic excellence, interviewing candidates and selecting the applicants who will be offered acceptance to Rush Medical College.

Committee on Curriculum and Evaluation (CCE)

This committee is responsible for the design, content and evaluation of the courses and curriculum. With the assistance of course directors, the committee administers surveys to the students that evaluate course content, delivery and faculty performance.

Committee on Senior Faculty Appointments and Promotions (COSFAP)

The function of this committee is to review recommendations submitted by chairpersons for appointments or promotions of faculty members to academic ranks of indefinite terms in Rush Medical College. Recommendations for appointments or promotions are then submitted to the Office of the Dean for further action.

Committee on Student Evaluation and Promotion (COSEP)

This committee is responsible for developing policies concerning student status, evaluation and promotion; reviewing the academic performance of Rush Medical College students; making recommendations to the Faculty Council and Dean concerning promotion, graduation and dismissal of students; and determining requirements for remedial action for students who have failed medical college courses.