Curriculum Management - Education Committee Structure

CURRICULUM MANAGEMENT AND INTEGRATION OVERVIEW

The Curriculum Committee and the Medical School’s Basic Science and Clinical Departments share responsibility for the quality and excellence of our educational program.

  • The Curriculum Committee provide centralized oversight of the curriculum and is responsible for ensuring that it is integrated, coordinated, and designed to achieve the school's overall educational objectives.
  • The Departments, through their faculty, provide the expertise needed to inform the content of the specific components in the curriculum (design) and to teach it to the students (implementation).
  • Both the Curriculum Committee and the Departments have a role in reviewing, assessing, and modifying the curriculum.
    • The Curriculum Committee, through its review committee structure, comprehensively reviews each component of the curriculum and the curriculum as a whole on a regular basis in order to inform, monitor, update, and improve the curriculum.
    • Departments, through their education leaders and teaching faculty, review data about the quality and effectiveness of their curricular and teaching efforts and make adjustments as needed to improve teaching and ensure consistency with the overall goals and guiding principles of the curriculum.

EDUCATIONAL POLICY COMMITTEE

Purpose
The Educational Policy Committee (EPC) considers policy issues of school-wide importance, including matters related to admissions, curriculum and graduation requirements, progress of students, joint-degree programs, student research and thesis, and multicultural affairs.  The deliberations and recommendations of the EPC are guided by the school’s Educational Mission and the Overarching Goals of the Curriculum as well as the principles embodied in the Yale System of Education.  For example, the EPC might examine and advise the Deputy Dean for Education about the impact of curriculum proposals and other medical school issues that:

  • affect, modify or change school policy regarding education
  • fundamentally change or potentially disrupt the current curriculum’s structure, schedule, content or allocation of time
  • potentially impact, challenge or change the school’s fundamental principles and core values as embodied in the Yale System of Education, the Overarching Goals of the Curriculum or the Educational Mission Statement
The Deputy Dean for Education, as Chair, makes final decisions on behalf of the committee, taking into account the opinions and recommendations that emerge from discussion and deliberation among committee members.

Membership

Deputy Dean for Education, Chair (1)
Appointed Members (11)
Associate Dean for Admissions and Financial Aid
Associate Dean for Multicultural Affairs
Associate Dean for Student Affairs
Associate Dean for Educational Scholarship/Director, Teaching and Learning Center (TLC)
Director, International Medical Student Education
Director, Student Research
Director, MD/PhD Program
Director, Physician Associate Program
Chair, Progress Committee
Alumni Representative
Elected students: (5)
One representative from each year
Medical Student Council Officer

Frequency of Meetings
The committee meets once a month.

CURRICULUM COMMITTEE

Purpose
The Curriculum Committee (CC) considers issues related to the central oversight of the curriculum, including the review process. The CC acts on recommendations for curriculum change made by its review committees as well as suggestions from students, faculty and departments. The Committee Chair makes final decisions based on discussion and recommendations of committee members. The CC improves the curriculum by considering new ideas, developing specific proposals, setting priorities, and implementing changes that promote:

  • integration and coordination across and throughout the curriculum
  • attention to the Overarching Goals of the Curriculum
  • formative assessment that provides students with frequent, reliable and actionable feedback that can be used as a basis for improvement
  • effective assessment of the curriculum based on analysis of reliable outcome measures
  • use of new teaching approaches and effective use of technology that enhance and improve learning
  • adherence to existing and new accreditation standards

The Associate Dean for Curriculum, as Chair, makes final decisions on behalf of the committee, taking into account the opinions and recommendations that emerge from discussion and deliberation among committee members.


Membership
Associate Dean for Curriculum, Chair (1)
Appointed Members (13)
Associate Dean for Student Affairs
Associate Dean for Educational Scholarship/Director, Teaching and Learning Center (TLC)
Associate Dean for Graduate Medical Education
Associate Director for Curriculum and Educator Assessment, TLC
Associate Director for Student Assessment, TLC
Director of Courses
Director of Modules
Director of Clerkships
Director of Electives
Director of the Clinical Skills Program
Director, MD/PhD Program
Academic Advisor (rotating)
Curriculum Support Librarian
Elected Faculty (4)
Course Director*
Module Director*
Clerkship Director*
Elective Director*
*elected by the respective course, module, clerkship, and elective directors group
Elected Students (5)
One representative from each year
Medical Student Council Officer


Frequency of Meetings
The committee meets twice a month.

CURRICULUM REVIEW COMMITTEES

The four curriculum review committees are subcommittees of the Curriculum Committee and report the findings and recommendations of their reviews to the Curriculum Committee on a bi-annual basis.  The four review committees are the:
  • Course Review Committee
  • Module Review Committee
  • Clerkship Review Committee
  • Elective Review Committee
Purpose

The Curriculum Review Committees work collaboratively with departments, faculty, and students to review and improve individual courses, modules, clerkships, and electives.  These committees analyze and discuss student and faculty generated data and provide a summary report that includes recommendations for improvement and recognition of "best practices."  Data for these reviews include student surveys, student focus (Advisory) groups, peer review of teaching, and review committee research.  In addition, the course, module, clerkship, or elective structure, educational innovation, changes since the last full review and other relevant information regardig the delivery of content and student assessment.

Among the areas of focus are the:

  • Use of student evaluations and performance outcome data to improve the curriculum
  • Use of reliable outcome measures to evaluate student achievement of the learning objectives
  • Congruence of course, module, and clerkship/elective objectives with the Overarching Goals of the Curriculum
  • Application of  effective teaching methods to achieve the learning objectives
  • Effective use of formative and summative assessment methods

COURSE REVIEW COMMITTEE

Purpose
The Course Review Committee is charged with assessing each course in the curriculum at least once every four years. The reviews provide the Course Director with an evaluation of their course based on student feedback, analysis of course material and instructional sessions, alignment of assessment questions with learning objectives, and comparison of course goals with national standards. The committee also examines integration of course content with other courses within the curriculum and ensures that we are meeting LCME standards for accreditation.

The course review is a constructive process to help stimulate discussion between courses/modules on topics of intended and unintended content overlap and any omissions in content areas that may not be apparent when viewing courses in isolation. The process will also identify methods of curriculum delivery that are particularly effective and to provide information on these practices to other courses.

Membership
Directors of Courses, Chair (1)
Manager of Courses, Administrator (1)
Appointed Members (5)
Course Directors (4)
Clinical Faculty (1)
Elected Students: (4-8) 1-2 per class
Teaching and Learning Center Representative (1)


Frequency of Meetings
At least once a month or more frequently as needed.

MODULE REVIEW COMMITTEE

Purpose
The Module Review Committee is charged with assessing each module in the curriculum at least once every four years. The reviews provide the Module Director with an evaluation of their module based on student feedback, analysis of module material and instructional sessions, alignment of assessment questions with learning objectives and comparison of course goals with national standards. The committee also examines integration of module content with other courses and modules within the curriculum and ensures that we are meeting LCME standards for accreditation.

The module review is a constructive process to help stimulate discussion between modules/courses on topics of intended and unintended content overlap and any omissions in content areas that may not be apparent when viewing courses in isolation. The process will also identify methods of curriculum delivery that are particularly effective and to provide information on these practices to other modules.

Membership
Directors of Modules, Chair (1)
Manager of Modules, Administrator (1)
Appointed Members (5)
Module Directors (4)
Clinical Faculty (1)
Elected Students: (4-8) 1-2 per class
Teaching and Learning Center Representative (1)


Frequency of Meetings
At least once a month or more frequently as needed.

CLERKSHIP REVIEW COMMITTEE

Purpose
The Clerkship Review Committee is charged with assessing each clerkship in the curriculum at least once every four years.  The goals of the review committee are threefold: 1) to ensure educational quality, innovation, and a supportive learning environment in each of the core clerkships, 2) to provide the clerkship director information regarding themes of student feedback and the integration of clerkship content with other components of the curriculum, and 3) to ensure compliance with LCME standards for accreditation.

The clerkship review is a constructive process that aims to stimulate productive discussion among clerkship directors, faculty, staff, and students in order to support the highest quality educational experience. The review covers multiple aspects of the clerkship: organization, clinical and didactic teaching, patient care, the learning environment, and the clerkship director’s analysis and outlook. The process also identifies methods of curriculum delivery that are particularly effective, which can then be provided to other clerkship directors for continuous clerkship improvement.

Membership
Directors of Clerkships, Chair (1)
Manager of Clerkships, Administrator (1)
Clerkship Director/Associate Director (1)
Appointed Members (5):
Clinical Faculty (2)
Basic Science Faculty (1)
Curriculum Support Librarian (1)
Clerkship Administrator/Coordinator (1)
Teaching and Learning Center Representative (1)
Physician Associate Program Faculty (1)
Elected Students: (4-8) 1-2 per class


Frequency of Meetings
At least once a month or more frequently as needed

ELECTIVE REVIEW COMMITTEE

Purpose
The Elective Review Committee is charged with assessing each elective in the curriculum at least once every four years.  The goals of the review committee are threefold: 1) to ensure educational quality, innovation, and a supportive learning environment in each of the core electives, 2) to provide the elective director information regarding themes of student feedback and the integration of elective content with other components of the curriculum, and 3) to ensure compliance with LCME standards for accreditation.

The elective review is a constructive process which aims to stimulate productive discussion among elective directors, faculty, staff, and students in order to support the highest quality educational experience. The review covers multiple aspects of the elective: organization, clinical and didactic teaching, patient care, the learning environment, and the elective director’s analysis and outlook. The process also identifies methods of curriculum delivery that are particularly effective, which can then be provided to other elective directors for continuous elective improvement.

Membership
Directors of Electives, Chair (1)
Manager of Electives, Administrator (1)
Registrar (1)
Appointed Members: (8)
Elective Directors (3)
Clinical Faculty Members (2)
Elective Coordinators (3)
Teaching and Learning Center Representative (1)
Office of Education Associate Director (1)
Medical Curriculum Administrator (1)
Elected Students: (4-8) 1-2 per class

Frequency of Meetings
At least once a month or more frequently as needed.

THESIS COMMITTEE

Purpose
The Thesis Committee provides oversight of and recommends policy for all aspects of the medical student thesis program.
This includes:

  • setting rules and regulations for the thesis requirement
  • establishing thesis deadlines
  • determining the guidelines and processes for the awarding of thesis honors and graduation prizes, and choosing the recipients
  • determining the selection of oral presentations given on Student Research Day

The Thesis Committee regularly reviews the curriculum to assure that there is adequate time available for thesis research, evaluates the participation and effectiveness of faculty mentors, assesses the quality of the student’s research experience and makes stipend-supported research fellowships available.

Membership
The Thesis Committee is chaired by the Director of Student Research, and includes approximately eighteen faculty from both basic science and clinical departments as well as the section of the history of medicine. There are no term limits. Changes in membership of the Committee are made by the chair in consultation with the other members of the committee.

Frequency of Meetings
The committee meets at least once a year and may meet more often as needed.

PROGRESS COMMITTEE

Purpose
The Progress Committee reviews the academic performance of each student to determine suitability for continued advancement in the curriculum and for graduation.  This review includes decisions about graduation, promotion,
leaves of absence, special study, remediation, academic probation, suspension, and dismissal. The Progress Committee uses a single and uniform standard for the promotion and graduation of students.

Membership
The Progress Committee is chaired by a senior faculty member, and includes approximately twelve faculty from both basic science and clinical departments.  The associate dean for students affairs, senior registrar and registrar are ex-officio (non-voting) members. Faculty serving on the Committee are familiar with the curriculum and graduation requirements and have demonstrated a deep interest in the well-being of the students. There are no term limits. Recommendations for changes in membership of the Committee are made by the chair in consultation with the deputy dean for education and other members of the Progress Committee. Those recommendations are submitted to the dean who has final authority for Committee membership.

Frequency of Meetings
The Progress Committee meets approximately monthly.  When a question arises which cannot wait for the next full meeting of the Progress Committee, the Chair may call an emergency meeting, convene a subcommittee, or poll the members of the Progress Committee for their opinions by phone or email.

Review of Students
Each student’s academic progress is reviewed annually, or more frequently as needed, as specified in the Yale School of Medicine Satisfactory Academic Progress Policy.  In addition, the Progress Committee considers other relevant information in order to determine if the student is developing the professional attributes needed to become a safe and effective physician, including moral and ethical character, professional behavior, good judgment, sense of responsibility, sensitivity and compassion for individual needs, and emotional stability. In making its decisions, the Committee takes into account the academic record of the student, including but not limited to information such as qualifier performance, standardized skills assessments, course commentaries, clerkship evaluations, performance on board exams, as well as letters and reports regarding incidents of unprofessional behavior, personal testimony and special circumstances.

Committee Decisions and Notification
In reviewing the academic progress of students, the Progress Committee makes one of the following determinations:

  • Meeting the requirements for satisfactory academic progress
  • Not meeting the requirements for satisfactory academic progress, whereby actions may include one of the following:
    • Remediation
    • Academic Probation
    • Suspension
    • Dismissal
Students who are making satisfactory progress will not hear directly from the Progress Committee.

If the Progress Committee determines that a student has not demonstrated satisfactory progress or performance in any aspect of the medical school curriculum, remediation will be required.  This remediation is designed to provide the student with a structure to address any deficits with the goal of helping the student improve his or her performance to a satisfactory level. When remediation is required, the student will be notified in writing, including the specifics of the required remediation and of the consequences of not successfully completing the remediation according to a specified timeline.

If there is a pattern of poor performance or serious violation of the School’s code of conduct or professionalism standards, the student may be placed on academic probation concurrent with the remediation, or suspended.  The student will be notified in writing of the terms of the academic probation or suspension, including the requirements for having the academic probation or suspension removed as well as the consequences of not meeting these requirements according to a specified timeline.

If a student is unable to meet the academic requirements of the School despite remediation efforts, he or she may be dismissed.Additionally, if at any time a student behaves in a manner that is considered incompatible with the ideals of a physician, he or she may be dismissed. If dismissal occurs, the student will be notified in writing of the decision.

A summary of the actions taken by the Progress Committee may appear in the student's dean's letter and the student will be notified of this in writing.

Appeal Process
A student may appeal the decision of the Progress Committee.

The appeal process includes two steps: 

Step 1:

To begin the appeal process, the student must notify the chair of the Progress Committee in writing of his or her intention to appeal within seven (7) days from the date the student receives notification of the Progress Committee's decision. The student has the right to appear before the Committee, and for support may bring an advisor who is a member of the School of Medicine community. The student may not bring legal representation. The Committee will consider any additional information brought to its attention by the student in reaching a final decision.

Step 2:

Final decisions of the Progress Committee may be appealed to the dean of the School of Medicine.

A student wishing to take this step in the appeal process must submit to the dean (or the dean's designate) a written request describing the basis of the appeal within seven (7) days from the date the student receives notification of the Progress Committee's final decision. Appeals may be based on a claim that some pertinent evidence was not taken into account or that the Progress Committee's consideration was unfair, and must describe the basis for such a claim.

The dean (or the dean's designate) will review the appeal, and at his/her discretion may invite the student to meet.  The dean (or the dean's designate) may either issue a final decision, or may remand the case back to the Progress Committee for reconsideration. The dean (or the dean's designate) shall communicate his/her decision in writing to the student and to the Progress Committee. The dean's decision is final.