2014 – 2015

2014–2015
© 2014 by Thomas Jefferson University

Chapter 1: Missions and Values ...................................................................................................1
Chapter 2: History of Jefferson ...................................................................................................5
Chapter 3: Governance of SKMC ................................................................................................ 7
Chapter 4: Educational Programs ............................................................................................ 11
Chapter 5: Faculty Development ............................................................................................. 19
Chapter 6: Faculty Affairs, Promotion and Tenure ........................................................ 21
Chapter 7: Academic Services .................................................................................................... 25
Appendix: ........................................................................................................................................... 27
The content of this document is provided for the information of faculty. It is accurate at the time of printing but is subject to change from time to time as deemed appropriate by the College in order to fulfill its role and mission or to accommodate to circumstances beyond its control. Any such changes may be implemented without prior notice and without obligation and, unless specified otherwise, are effective when made.
To obtain the latest information and/or Statement of Policy, please consult the online version on Blackboard or contact the
Office of Faculty Affairs: https://jefferson.blackboard.com
Sidney Kimmel Medical College is accredited by the Liaison Committee on Medical Education. The residency programs, for which the College has responsibility, are accredited by the Accreditation Council for Graduate Medical Education.
All of us at Jefferson are committed to educating professionals in a variety of disciplines who will form and lead the integrated healthcare delivery and research teams of tomorrow. Our mission, vision, and values guide our University in all that we do.
“Health is All We Do”
We will reimagine health, health education and discovery to create unparalleled value.
• Innovation : We renew, change or create ideas, services, technologies and/or ways of doing things that provide organizational value.
• Service Excellence : We provide exceptional service to our customers, including students, patients, families and fellow employees.
• Collaboration : We work effectively with others across the Jefferson community to achieve a com- mon purpose and create value.
• Ownership : We take responsibility for achieving excellent results.
• Respect : We demonstrate a consistently open-minded, courteous and compassionate approach to all.
• Empowerment : We take action to control work and decision making to affect positive outcomes.
Sidney Kimmel Medical College at Thomas Jefferson University focuses on the education of outstanding individuals in the art and science of medicine. Through programs at the undergraduate, graduate and continuing medical education levels, Sidney Kimmel Medical College guides the development of medical knowledge; clinical and research skills; and professional values, attitudes and behaviors providing the United States and the world with outstanding physicians.
Our clinical services center on the provision of sophisticated, innovative clinical care to the citizens of the tri-state area and beyond through partnership with Thomas Jefferson University Hospitals and Jefferson University Physicians. Jefferson University Physicians (JUP), the clinical practice arm of Sidney
Kimmel Medical College, provides superior clinical care, outstanding clinical education, conducts clinical research, and develops depth of clinical and translational research in designated areas of concentration.
Faculty Handbook 1

Our research centers on a broad, investigator-initiated effort, but has areas of significant institutionally targeted concentration. Jefferson’s research programs have depth and breath, are marked by excellence, and span the continuum from basic science to bench research through cutting edge translational research programs, to office-based clinical trials and into the community. In all dimensions of our research programs, professional development of outstanding young scientists and clinician scientists is nurtured.
At Sidney Kimmel Medical College, we are committed to the highest principles of professionalism. We aspire to be a community that is not only academically and fiscally successful, but also a community of discovery, learning, caring, and sharing. The core values of professionalism (integrity, respect, compassion, excellence, altruism, collaboration and stewardship) guide our actions.
Professionalism — Faculty Commitment: At this time when the medical profession is beset by an explosion of technology, changes in market forces, serious problems in health care delivery, conflicts of interest, and the threat of bioterrorism, the faculty of Sidney Kimmel Medical College reaffirm their commitment to professionalism. Understanding that at its core, the medical profession places the welfare of the patient above self-interest. We accept our responsibility to educate future physicians in the values and ethical standards of medical professionalism. We acknowledge that we can best achieve this by serving as role models and advocates while maintaining professional relationships based on mutual respect and concern. We must promote an atmosphere of cooperation and learning, of intellectual openness, honesty, and sincerity in order to constantly protect and redefine and make meaningful our core values and covenant of trust with society.
Professionalism — The Teacher-Student Relationship: The faculty of Sidney Kimmel Medical
College is committed to principles of mutual respect and trust between teachers and students. Training future physicians who are entrusted with the lives of others must be based on faculty embodying the values of professionalism. A critical part of the values of professionalism in the teacher-student relationship is that faculty should not use their professional position to engage in romantic or sexual relationships with students. Faculty should be role models and mentors in their interaction with each other, students, nursing staff, allied health professionals, other health personnel, and patients. In all of these relationships, the faculty acts to enhance the learning experience based on shared professional values.
Professionalism — Self-Regulation: As part of its contract with society, Medicine is given the privilege of self-regulation. As part of self-regulation, faculty and students must contribute to the spirit and principles of the Sidney Kimmel Medical College Honor Code. The faculty and students have individual and community responsibility to uphold the Honor Code.
As Jefferson students and faculty, we seek to establish a community based on honor, integrity and awareness of others. Our commitment to this community begins with our first day of professional or educational association with Sidney Kimmel Medical College when we sign a pledge to uphold the values and rules of the Honor Code that follows:
“As faculty, residents, fellows, and medical students, we pledge to embrace the academic and social integrity on which Jefferson was founded, pursuing honesty, equality and fairness in all aspects of our lives. This includes not seeking an unfair advantage over our peers, teachers, students, residents, fellows or any other member of the Thomas Jefferson University community. These goals are dependent on our personal concern for ourselves and one another, as well as our collective concern for the maintenance of the community standards that are reflected in the Code.”
2 Sidney Kimmel Medical College
The Honor Code assumes that all faculty, residents, fellows, and students conduct themselves in an ethical and professional manner. Altruism, accountability, commitment to excellence, duty to serve, honor, integrity and respect for others are essential characteristics of a physician. In addition, the code is dependent on the collective desire of all members of the academic community to prevent and deter violations, rather than on proceedings to impose penalties after violations have occurred. If violations do occur within this system, each member of the community is expected to support and uphold all aspects of the code.
Community: A goal of each member of the College is to foster an environment of trust and cooperation with respect to the work and efforts of others. When we speak of community, we imply the student body, the faculty, the staff, and the administration, each of which contributes to the combined concept of community.
Academic Integrity: We seek to enhance our knowledge of medicine and achieve excellence in our time spent at Jefferson, but not at the cost of honesty, integrity and trust, all integral aspects to the development of a physician.
Social Integrity: Jefferson is dependent on equality among all its members, regardless of race, culture, religion, gender, or sexual orientation. Each individual should be treated with equal respect by his or her peers, faculty, and staff.
Responsibility: All members of the College must be willing and encouraged to discuss with their peers and all members of the community any action or issue that appears to be unacceptable, and take the necessary actions in a timely manner to address the situation. Failure to deal with a breach in professional conduct may not only jeopardize the strength of the code, but also puts the observer in direct violation of the code.
Mediation: Resources exist for students, faculty, and staff to meet with other people within the Jefferson community to work out any differences and disagreements with the help of a third party. If these efforts fail to reach a resolution, further resources through official College channels can be used to review any disagreement and determine the appropriate course of action.
In entering the profession of medicine, and in the process of crafting future physicians as students and educators, we recognize the implicit trust that patients and society have granted us. As such, we must commit to embodying the highest standards of civility, honesty, and integrity in all aspects of our personal and professional lives. This must include our interpersonal relationships, our academic pursuits, and our medical practices. We must treat everyone compassionately, and respect and protect his or her privacy, dignity, and individuality. As part of the trust that society has placed in us, we must advocate for outstanding patient care for all people. Accordingly, we must always recognize those attitudes and values of ours that may limit our ability to do so.
As medical professionals, we must also recognize limitations in our knowledge and skills, and accordingly, we must accept our duty to provide and receive constructive feedback with the goal of improving our ability to care for our patients. This eagerness to improve is central to our commitment to excellence, and will be the foundation upon which we build our practice of lifelong learning.
Thomas Jefferson University is committed to maintaining a culture of understanding and respect among community members and to serving our community and our patients to the best of our ability. This includes ongoing efforts to promote diversity, inclusion and health equity. Jefferson is engaged in ongoing efforts to enhance the diversity of the University’s leadership, faculty, students, and staff and educational efforts to enhance the understanding of gender and cultural influences in the health and healthcare of
Faculty Handbook 3

patients. Towards this end, Sidney Kimmel Medical College has established an Office of Diversity and
Inclusion Initiatives. The Office of Diversity and Inclusion Initiatives works collaboratively with other administrative units in the Medical College to attract and retain a diverse student and faculty community and to promote cultural awareness and cultural competence. Jefferson believes a diverse community is essential to achieving its mission.
4 Sidney Kimmel Medical College
Although formally established in 1969, Thomas Jefferson University actually dates back to 1824 when
Jefferson Medical College (JMC) was founded by Dr. George McClellan. At the beginning of the 19th century, only four colleges in the United States possessed medical schools – Columbia, the University of Pennsylvania, Harvard and Dartmouth. For several years, Penn alumni and supporters successfully blocked all efforts to form an additional school. Led by Dr. McClellan, a group of men hit upon a strategy to bypass the situation.
In 1824, McClellan and others petitioned Jefferson College at Canonsburg to add a medical school. While technically part of Jefferson College, Jefferson Medical College was located in Philadelphia with administrative and financial responsibility in the hands of the faculty. Although challenged by the University of Pennsylvania, in 1826 the Pennsylvania Legislature passed a bill that ratified the actions of Jefferson
College. This allowed the College to grant medical degrees — graduating students with experience in supervised participation in the care of patients, a revolutionary approach to medical education at the time.
With the growth of Jefferson Medical College, the school constructed the Ely Building in 1828 – complete with a lecture hall in the lower floor and the “Pit”, a 700-seat amphitheater to allow students to view surgeries. Jefferson’s first free-standing hospital and the second hospital in the nation connected to a medical school, admitted 441 inpatients and treated 4,659 outpatients during its first year of operation.
At mid-century the medical college boasted notable Jefferson alumni and strong college faculty. Professors of the 1841 “famous faculty” included Robley Dunglison (Institutes of Medicine), John K. Mitchell
(Practice of Medicine), Joseph Pancoast (Anatomy), Thomas D. Mütter (Practice of Surgery), Charles
D. Meigs (Obstetrics), Franklin Bache (Chemistry) and Robert Huston (Materia Medica). In 1856, a renowned graduate, Samuel D. Gross, MD (class of 1828), returned to bestow upon his alma mater a reputation that has lasted to this day. Dr. Gross was pre-eminent in the medical profession. The finest surgeon of his time, an educator of the highest distinction, and author of 14 books, Dr. Gross (immortalized in artist Thomas Eakins’ “The Gross Clinic”) considered himself to be first and foremost a physician who devoted much time to family practice.
In 1891, Jefferson created Jefferson Hospital Training School for Nurses. Now known as Jefferson
School of Nursing, it offers a continuum of fully-accredited nursing degree programs, from baccalaureate through doctoral levels.
By 1949, Jefferson Medical College included advanced degrees in anatomy, bacteriology, immunology, etc. in its curriculum. The formation of the School of Allied Health Sciences in 1967 began a move toward the integration of other health professions into the Jefferson curriculum. Now known as the
Faculty Handbook 5

Jefferson School of Health Professions (JSHP), it is comprised of six health professions programs – Bioscience Technologies, Couple & Family Therapy, Occupational Therapy, Physical Therapy, Physician Assistant Studies, and Radiologic Sciences – and the Professional & Continuing Studies department, which offers general education courses, including associate and bachelor degree programs. JSHP students earn degrees ranging from Bachelor of Science through clinical doctorate.
The Jefferson Graduate School of Biomedical Sciences (JGSBS) offers courses and programs across a wide field of basic and translational biomedical sciences leading to the PhD degree, the MS degree, and to graduate certificate programs.
The Jefferson School of Pharmacy was founded in 2008. It has an innovative curriculum that effectively advances health through teaching, research and service. Its Doctor of Pharmacy program is accredited by the Accreditation Council for Pharmaceutical Education.
As the first designated School of Population Health in the country, the Jefferson School of Population
Health (JSPH), also founded in 2008, is dedicated to the exploration of policies and forces that determine the health and quality of life of populations locally, nationally, and globally. Accordingly, the JSPH mission is to prepare leaders with global vision to develop, implement, and evaluate health policies and systems that improve the health of populations and thereby enhance the quality of life.
In 2014, Thomas Jefferson University received a $110 million gift – the single largest in its history – from the Sidney Kimmel Foundation. The donation was made to Jefferson Medical College; and the College was renamed the Sidney Kimmel Medical College (SKMC) at Thomas Jefferson University on June 17,
2014.
Today, we are the largest free-standing health sciences university in Philadelphia. Thomas Jefferson
University, along with its clinical partner, Jefferson University Hospitals treats more than 46,000 inpatients and 1,000,000 outpatients every year.
6 Sidney Kimmel Medical College
The Dean of Sidney Kimmel Medical College at Thomas Jefferson University is the Chief Executive
Officer of the College. Subject to the supervision of the President, the Dean is responsible for the management and development of the administrative affairs and the academic programs of the College. The
Dean supervises the execution of the By-Laws, rules and regulations of the College, and all policies of the Board of Trustees applicable to the College.
The Dean’s supervision of the conduct of the academic programs of the College extends to all areas of
Thomas Jefferson University. The Dean supervises the conduct of such programs in the other hospitals and institutions with which the College has official academic affiliation. The Dean is the only representative of the College authorized to establish such affiliations on behalf of the University. The Dean is responsible for maintaining proper relationships with accrediting agencies and with professional organizations and associations, which are related to medicine and medical education.
The Dean may make interim appointments to the faculty on recommendation of the department chairperson and may appoint a member of the Professorial Faculty to serve as Acting Dean in his/her absence. After consultation with the President, the Dean may appoint an acting chairperson of an academic department, and engages other employees to serve the College under the Dean’s supervision.
The Dean reports annually to the President on the state of the College. Copies of the report are made available to the Trustees and the General Faculty.
The Dean attends meetings of the Board of Trustees and reports all acts and decisions of the Professorial Faculty and the Executive Council.
The Dean is a Senior Officer and a member both of the President’s Council and of the Senior Officers’
Planning Committee. Through the President, the Dean recommends to the Board of Trustees such policies or actions as the Dean may deem desirable for the proper conduct and development of the College and its programs. The Dean also assists in maintaining effective college relations with the alumni.
The Faculty is organized as a General Faculty, a Professorial Faculty, and an Executive Council. (Functions are described in the Bylaws of the College) The General Faculty consists of all persons who hold academic appointments to the Faculty of the College. The Professorial Faculty includes the President of the University, the Dean, Officers of the Medical College, and all members of the faculty who hold academic rank of professor and associate professor. A traditional strength of the College in the past and an essential component of its continuing success has been the contribution of its volunteer faculty. The volunteer faculty work primarily in clinical departments, and make valued contributions to the clinical instruction of medical students and residents at the University hospital and at affiliated hospitals. The contributions of volunteer faculty to the education programs are evaluated, annually, in the same way as for other faculty members.
Faculty Handbook 7

The Executive Council consists of the Dean of the Medical College and the President, ex officio, the chairs of the departments and two elected representatives from the Professorial Faculty, one from the basic science departments and one from the clinical departments.
The Executive Council has primary academic authority and responsibility for the Bylaws and Rules of the College, faculty affairs such as appointments, promotions and welfare, College related tenure issues and all other academic matters not specifically delegated to the Professorial Faculty.
The Executive Council is delegated by the Professorial Faculty to act on its behalf as to any matter in which the Professorial Faculty has academic authority and responsibility.
The Executive Council receives reports from the committees of the College and from the Professorial
Faculty and takes appropriate action. Committee chairpersons and appropriate associate and assistant deans and other guests may be invited to present the reports of their respective committees to the
Executive Council.
The Executive Council may consider any other matters brought to its attention by the Officers of the
College or its own members.
The Executive Council establishes college policies and prescribes changes in policy in all matters not specifically delegated to the Officers or to the Professorial Faculty.
The Executive Council reports to the Professorial Faculty by prompt distribution of its minutes, which includes summaries of committee reports. If the Board of Trustees has not yet acted upon the matter, action of the Executive Council on matters within the jurisdiction of the Professorial Faculty may be considered and recalled at the next regular meeting of the Professorial Faculty or at a special meeting.
Each academic department has a chairperson, who is appointed by the Board of Trustees and is the chief executive officer of the department. Each division of an academic department has a head, which is the administrative officer of that division and is responsible to the department chairperson.
Responsibilities are defined in the Bylaws. Each academic department has a chairperson appointed by the Board of Trustees. The chair is the chief executive officer of that department, and as such is eligible for membership on the Executive Council. Department chairs are subject to the supervision of the
Dean, and are responsible to the Dean for the management and development of the administrative affairs and academic programs of their departments. The chair’s authority as to the department includes assignment of space, expenditure of funds, and appointment of academic and nonacademic personnel.
The Chair’s authority as to academic affairs extends to the conduct of educational and research programs and the promotion of the best interests of the faculty in the department.
In order to provide its medical students and resident physicians with the requisite clinical training and experience, the University has established affiliations with various hospitals in the surrounding area.
Pursuant to these affiliations, medical students and resident physicians serve clinical rotations in various departments within the affiliated hospitals.
The Standing Committees of the Medical College are a primary means by which faculty contribute to the governance of the Medical College. In some areas (admissions and student promotions), faculty have primary decision making authority. In other areas, faculty recommend actions to the Dean or
8 Sidney Kimmel Medical College other governing body as appropriate. The Committee on Committees appoints members of the Standing Committees of the Medical College. The Standing Committees are: Academic Protocol, Admissions,
Affiliations, Alumni and Public Affairs, Bylaws and Rules, Professionalism, Continuing Medical Education, Curriculum, Departmental Review, Faculty Affairs, Faculty Appointments and Promotions, Judicial
Board, Nominating Committee, Research, Student Affairs, and Student Promotion. Requirements for membership and responsibility of each Standing Committee are described in the Bylaws of the College.
Faculty interest in serving on the standing committees of the Medical College is solicited in January of each calendar year by the Office of Faculty Affairs. The Committee on Committees considers requirements for membership, faculty interest, and recommendations from Department Chairs and Committee
Chairs when appointing committee members. The composition of the Committee on Committees is described in the Bylaws of Sidney Kimmel Medical College.
The Professorial Faculty Advisory Committee (PFAC) consists of representatives of the professorial faculty, elected by their peers, who serve in an advisory capacity to the Dean of the Medical College.
This committee provides for bidirectional communication between the faculty of the Medical College and the Dean on matters of importance to the faculty.
At the University level, the elected faculty body which serves in an advisory capacity to the Provost and consists of faculty representatives from all of the schools including the Medical College is the Faculty Senate. The Senate focuses on issues that transcend a particular school and are of importance to the larger University faculty community. The Medical College ensures continuity of faculty representation between the PFAC and Senate by requiring that election to the PFAC is a prerequisite for serving on the
Senate.
Faculty Handbook 9

10 Sidney Kimmel Medical College
The academic calendar for Sidney Kimmel Medical College at Thomas Jefferson University is published annually and is included in the College Catalog and Student Handbook.
The school colors for Sidney Kimmel Medical College of Thomas Jefferson University are blue and black. Academic costume is required for Commencement for faculty participating in the academic procession.
In order for faculty members to have access to student records, they must fill out a form and review the record(s) in the University Office of the Registrar. Student notification regarding the Family Educational Rights and Privacy Act is contained in the Student Handbook, available from the University Office of the Registrar.
The College offers a four-year educational program leading to an MD degree. Its faculty conducts biomedical, health services, and educational research. Clinical faculty provide patient care within the
Jefferson Health System and at other clinical teaching affiliates. Faculty are also involved in teaching activities for residents (graduate medical education), colleagues (continuing education and faculty development) and other health professionals. Teaching and mentoring our undergraduate medical students is a role all of our faculty share.
The curriculum at Sidney Kimmel Medical College has been developed to provide learning opportunities enabling medical students to acquire fundamental knowledge, develop basic skills, and appreciate principles relevant to healthcare in the context of the community. We strive to foster in each student the lifelong desire and expertise of seeking and evaluating new information in the pursuit of the solutions to medical problems, and educating those in need of medical care. Our aim is to enable each student, as part of a larger healthcare team, to practice with clinical competence and effectively utilize healthcare resources. We welcome our students into the profession of medicine, and our goal throughout the four years of education and training is to facilitate their own professional growth and development. We commit to embodying the highest standards of civility, honesty, and integrity in all aspects of our personal and professional lives.
In recent years, curricular changes have been introduced to keep pace with the rapid expansion in scientific knowledge and dramatic changes in our healthcare delivery system. These changes seek to achieve a balance between acquisition of a ‘core’ of scientific and factual information and development of demonstrable skills in interacting with patients and colleagues.
Faculty Handbook 11

The primary goals of the curriculum at Sidney Kimmel Medical College are to: (1) provide each student with a core curriculum that contains the sine qua non that should pertain to all physicians; (2) provide each student with advanced curriculum opportunities in order to explore in greater depth areas of basic and clinical medical sciences; and (3) enable the future physician to develop a humanistic as well as a scientific approach toward prevention and the care of people with medical problems.
Additional goals are: (1) to have students understand the tentative nature of scientific conclusions; (2) to encourage students to assume responsibility for their own education and to diminish their dependence on the teacher as a sole source of information; (3) to encourage students to think critically and independently within the framework of social responsibility; and (4) to encourage students to develop a logical approach to the analysis and management of clinical problems. Recognizing that entering students have multiple backgrounds and goals and will pursue varied careers, the curriculum at Jefferson incorporates sufficient breadth and flexibility to address individual educational needs. A timeline and description of our curriculum can be found in the most recent Sidney Kimmel Course Catalog.
Faculty at Jefferson are teachers, mentors and role models for our undergraduate medical students. We strive to demonstrate professionalism and professional values as we contribute to the overall teaching, research and clinical care missions of the institution. Teaching and evaluation skills are integral to the success of our work with students, researchers and trainees. Medical school is the first formal step in the lifelong process of medical education.
Professionalism and Altruism: By the time of graduation, all students must demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles. This includes:
1. An understanding of the ethical theory and the major ethical dilemmas/conflicts in medicine includ- ing those faced by students.
2. A commitment to compassionate treatment of patients, and respect for their privacy, dignity, and individuality. This includes basic courtesies such as wearing professional attire and timeliness.
3. A commitment to honesty and integrity in all aspects of professional life (clinical, decision making, scientific pursuits, and interpersonal interactions).
4. An understanding of the need to collaborate in individual patient care as demonstrated by respect for the unique cultures, values, roles, responsibilities and expertise of other health professionals.
5. A commitment to advocate for quality patient care for all people, with sensitivity to diversity in gen- der, ability, age, culture, race, religion, and sexual orientation.
6. An understanding of the challenges to medical professionalism posed by the conflicts of interest inherent in various financial and organizational arrangements within the practice of medicine.
7. An understanding of the responsibility to provide fiscally –responsible health care.
8. A commitment to provide care to patients who are unable to pay and to be advocates for access to health care for the traditionally underserved populations.
Medical Knowledge: By the time of graduation, all students must demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and social-behavioral sciences, as well as the application of this knowledge to patient care. This includes:
1. Knowledge of the normal structure and function of the body (as an intact organism) and each of its major organ systems.
2. Knowledge of the molecular, cellular, biochemical, and physiologic processes that are important in maintaining the body’s homeostasis.
12 Sidney Kimmel Medical College
3. Knowledge of the multiple causes (e.g. genetic, developmental, metabolic, toxic, microbiologic, autoimmune, neoplastic, degenerative, psychogenic, and traumatic) of maladies and the ways in which they affect the body (pathogenesis).
4. Knowledge of the altered structure and function (pathology and pathophysiology) of the body and its major organ systems that are seen in various diseases and conditions.
5. An understanding of the power of the scientific method in establishing the cause of disease, and in evaluating the efficacies of traditional and nontraditional therapies.
6. Knowledge of the important environmental, economic, psychological, social, and cultural factors that contribute to the development, chronicity and mitigation of maladies.
7. Knowledge of the natural history and epidemiology of common/important illnesses within defined populations, and the individual and systematic strategies for health promotion and disease preven-
tion.
8. The knowledge and ability to identify factors that place individuals at risk for disease, injury, or dis- ability and to select appropriate methods for screening or early detection, and to determine strate- gies for responding appropriately.
9. The ability to explain the roles and responsibilities of other care providers, and how the team works together to provide optimal care.
10. Knowledge of the process and value of research in the basic and clinical sciences.
Patient Care: By the time of graduation, all students must be able to provide patient care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health. This includes:
1. The ability to obtain an accurate, relevant medical history that covers all essential aspects of the his- tory, including information related to age, gender, functional status, and socioeconomic status.
2. The ability to perform both a complete and focused physical examination, including a mental status
examination.
3. The ability to perform routine technical procedures.
4. The ability to appropriately select and interpret diagnostic tests used for screening and diagnosis of common/important illnesses, taking into account the cost and availability.
5. The ability to reason deductively in solving clinical problems.
6. The ability to care for patients with common conditions (acute, chronic and terminal), taking into consideration benefits, risks, functional status and patient preferences.
7. The ability to recognize patients with immediately life-threatening (e.g. cardiac, pulmonary, or neu- rological) conditions regardless of etiology and to institute appropriate initial therapy.
8. The ability to relieve pain and ameliorate the suffering of patients, including the provision of end-of- life care.
9. The ability to recognize ethical dilemmas and develop a framework for resolution.
10. The ability to identify medico-legal risks and resources.
Interpersonal and Communication Skills : By the time of graduation, all students must demonstrate interpersonal and communication skills that result in the effective exchange of information and facilitate collaboration. These include:
Faculty Handbook 13

1. The ability to communicate effectively, both orally and in writing, with patients, patients’ families, colleagues, and others with whom physicians interact in the professional setting.
2. The ability to maintain comprehensive, timely, and legible medical records
3. The ability to work within a patient care team to provide safe and effective care by striving for a common understanding of information, treatment, and care decisions. This is accomplished by: a. Listening actively b. Communicating effectively c. Encouraging ideas and opinions of other team members and d. Expressing one’s knowledge and opinions with confidence, clarity and respect.
4. The ability to use understanding of the patient-doctor relationship in a therapeutic, supportive and culturally sensitive way for patients and their families.
5. The ability to critically evaluate the medical literature and to seek opportunities to expand under standing and appreciation of scientific discoveries and their applications.
6. The ability to effectively teach patients, families, colleagues and other health professionals.
Lifelong Learning: Medical school is the first formal step in the lifelong process of medical education.
To build and sustain professional competence, by the time of graduation, all students must have:
1. The capacity to recognize limitations in one’s own knowledge and clinical skills, to seek advice and to use constructive feedback to improve performance.
2. The capacity to recognize one’s own attitudes, including personal strengths, limitations, and vulner- abilities, to employ appropriate coping strategies and seek assistance when needed.
3. An understanding of the need to be continuously setting personal learning and achievement goals and to engage in lifelong learning to stay abreast of relevant advances in medical care.
4. The ability to retrieve (from electronic databases, electronic health records, and other resources), manage, and use biomedical information for solving problems and making appropriate clinical deci- sions for individuals and populations.
5. The ability to use “lessons learned” in the classroom and patient care setting (from patients, families, staff, peers, residents, faculty, etc) to guide one’s own professional development.
Systems-based Practice: Students must demonstrate a basic understanding of the impact that health care delivery systems have on patient care. This includes:
1. Basic knowledge of the various approaches to the organization, financing and delivery of health care at the national and state levels.
2. Basic knowledge regarding the impact of regulatory bodies (ACGME, Joint Commission) on medical
practice.
3. An understanding of the impact of system-based errors on patient care and of methods available to identify and address these errors.
4. An understanding of the impact of cost on patient care in the hospital and outpatient settings from the individual and population perspectives.
5. The skills to work effectively in various health care delivery settings and systems.
14 Sidney Kimmel Medical College
6. An understanding of the attributes of highly functioning teams and the responsibilities and practices of effective team membership and effective team leadership.
The above competencies were developed and adopted in 2000 with reference to the AAMC Medical
School Objectives Project Guidelines (2000); revised 2006; revised in 2009 with reference to the ACGME
Common Program Requirements (2007); revised in 2012 with reference to the AAMC Core Competencies for Inter-professional Collaborative Practice (2011).
Sidney Kimmel Medical College recognizes that it has obligations not only to its students, but also to the faculty of the institution, to the medical profession, and to society in general. The function of the Committee on Student Promotion is to help ensure that each graduate of Sidney Kimmel Medical College meets essential requirements of medical knowledge, skills, and attitudes.
The Committee on Student Promotion also ensures that each student demonstrates the appropriate professional and ethical conduct and personal attributes that are crucial to the practice of medicine.
As students progress through the College, the Committee on Student Promotion ensures that students meet those overall requirements to move from one level of instruction to another. Through the Committee on Student Promotion, Jefferson seeks to ensure that each student fulfills all requirements for every course included within their program of medical education as well as all non-cognitive requisites for pursuing a medical career.
Student evaluation is described in the Student Handbook, including the grading system, general statement of policies concerning promotion and graduation, class attendance, approved absences, and failure to meet requirements for graduation by the scheduled time of commencement. The Jefferson Longitudinal Study of Medical Education records each student’s premedical background; admission test scores; test scores and clinical ratings during medical school; and scores on licensing examinations. Career tracking for the students begins with their plans and aspirations as freshmen, continuing through the senior year of medical school.
The Policy for the Clinical Supervision of Medical Students has been developed to assist clinicians at
Sidney Kimmel Medical College (SKMC) at Thomas Jefferson University and its affiliated hospitals in the supervision of medical students. In its efforts to ensure effective learning, professionalism, and quality patient care, SKMC has developed the policy with the goal of providing guidance for faculty physicians and residents when supervising medical students in clinical learning contexts. To this effect, the policy defines the graded supervision of medical students by faculty physicians in clinical environments at all sites where medical students rotate and/or participate in learning activities throughout all four years of medical training.
The policy describes the clinical learning environment and defines: a) supervision and roles; b) appropriate supervision during clinical experiences; c) the graded responsibility of medical students during their progression through SKMC; and d) procedural supervision. The statement also describes when faculty members should recuse themselves from the supervisory role. The policy is available in the Appendix of this document.
Students may review and obtain “student copies” of their clinical evaluations and may obtain “student copies” of their transcripts from the University Office of the Registrar. If an official copy is requested by an external agency, written permission must be obtained from the student in order for the information
Faculty Handbook 15

to be sent to the authorized institution. While copies of transcripts can be obtained, the original transcript is the sole property of the University.
The Family Educational Rights and Privacy Act (FERPA) is a federal law which provides each student with the right to inspect educational records maintained on him/her by the University, the right to a hearing to challenge their contents and to make explanation for challenged information. The law also provides that the University will maintain confidentiality of student records except with respect to special cases noted in the legislation or regulations.
Graduate Medical Education is that phase of the continuum of education which follows medical school.
The purpose of these programs is the transmission of the knowledge, skills, attitudes, behaviors, research skills, and professional and ethical deportment required to practice a specialty or subspecialty of medicine. Each Clinical Department of Sidney Kimmel Medical College at Thomas Jefferson University sponsors residency programs in their respective discipline, and many Departments or Divisions of Departments sponsor fellowship programs. The traditional nomenclature of internship and residency has been replaced by the term resident, with the year of training described as Post-Graduate-Year (PGY) 1 or beyond. Residency training in a specialty is of three to eight years in duration. Fellowship training follows residency for those wishing to develop further depth in diagnosis, therapy, procedures, research, and education in a narrow area of a primary discipline. For instance, a physician wishing to become a
Cardiologist will spend three years in Internal Medicine residency, followed by three to five years of further training in Cardiology and its areas of special competence prior to entering independent practice.
Supervision by the faculty requires scrupulous attention to detail while permitting the resident or fellow to assume an increasing role in patient care decisions and treatment. Further, the faculty must comply with all external requirements for documentation of supervision and services rendered. For more information, contact the Division of Graduate Medical Education.
Information about Graduate Medical Education standards, accreditation requirements and other areas of interest may be found on the Web site of the Accreditation Council for Graduation Medical Education.
(www.acgme.org)
Residency is that phase of the continuum when the physician learns, in depth, the application of principles of patient care, teaching and research in his or her chosen specialty. The core concept in all residency training is graded responsibility under close supervision of the supervising faculty. The resident, through a series of structured educational clinical experiences (curriculum), is given progressively more responsibility for clinical diagnosis and therapy under the careful eye of the faculty. Through structured and informal formative evaluation and feedback, as well as demonstration by the faculty, the resident learns implementation of the principles of diagnosis, therapeutics, procedural skills, humanism, ethics, communications and professionalism in their chosen discipline. Residents are also given progressive responsibility for teaching junior residents and medical students. This facilitates the organization and development of sophistication of thought which is so important to the specialist physician. Faculty members are required to complete summative feedback evaluation of each trainee, documenting their impression of their fitness for practice. Residents, in turn, evaluate the faculty and effectiveness of the curriculum. This feedback loop is important in the achievement of excellence in education at all phases of the continuum. Similar degrees of graded responsibility are delegated in the conduct of research, although most research conducted by residents is often limited by the demands of the patient care dimensions of their residency curriculum.
16 Sidney Kimmel Medical College
Subspecialty residency programs permit the physician to concentrate on a subspecialty area, facilitating the development of sophisticated medical knowledge, clinical skills, procedural techniques and research expertise which prepare the trainee for independent practice or the pursuit of an academic career in that discipline. Typically, subspecialty residency programs are highly selective, attracting highly motivated individuals upon completion of their initial residency who wish to focus their efforts and who enhance the educational environment of the division, department and institution. Research is an integral component of the curriculum with at least six months of a two-year program and often up to 50% of the time of the trainee spent in developing skills which will be utilized to develop new knowledge in basic pathophysiology, diagnosis or therapeutics. Evaluation is both formal and informal; formative feedback is essential to the development of sophistication of thought and action while summative feedback is required to establish the faculty’s opinion of the trainee’s ability to function as a consultant in that discipline.
The Division of Graduate Medical Education within the office of the Dean of the Medical College monitors the clinical programs. Evaluation of senior residents and junior residents are tabulated, analyzed, and then shared with departmental chairmen and program directors in order to improve the educational programs. The information is shared with the University and affiliated hospitals at special sessions attended by departmental chairmen and educational coordinators. The Jefferson Longitudinal Study of
Medical Education is used to record and analyze evaluations of residents’ performance and how residents’ training has aided them in the practice of their particular specialties.
All residency programs and fellowships are regularly evaluated by site visits by a fact finding group composed of a representative from the Dean’s office (Associate Dean for Graduate Medical Education), the Head of the House Staff Affairs Office of Thomas Jefferson University Hospital, and a representative from the house staff. The data gathered is presented to the Graduate Medical Education Committee for review and recommendations. All recommendations require timely responses targeting action taken.
The SKMC Office of Continuing Medical Education (CME), which is accredited by the ACCME, is dedicated to developing, delivering and evaluating quality educational experiences/opportunities that stimulate, educate and empower physicians to provide the highest standard of care throughout a lifetime of professional practice. Drawing upon its combined educational, research and clinical expertise and strength, the SKMC Office of CME endeavors to equip physicians with the knowledge, skills and attitudes necessary to remediate, maintain and/or enhance their ability to deliver world class medical service across the continuum of care to patients.
Faculty Handbook 17

18 Sidney Kimmel Medical College
With the support of the Dean, the Office of Faculty Affairs is pleased to offer its multifaceted faculty development program. Faculty Development sessions are offered continuously across the academic year, and feature content across three thematic areas to assist faculty members in their career advancement: effective teaching; building research skills; and leadership and management development.
Curricular content for the program in Faculty Development is carefully curated by an interdisciplinary and interprofessional cadre of faculty members across the six schools of Thomas Jefferson University.
Content represents domains of expressed need for faculty skills, with a particular focus on pedagogical, leadership, and research skills. Course facilitators are champions across the Jefferson community, as well as invited content experts and leaders in their respective fields.
Workshops and classes are live sessions, typically held on weekday mornings and early afternoons across the academic year. Session dates are shared with the Jefferson community well in advance to allow for ample registration time. Program registration is completed on-line via the faculty member’s campus key. Faculty members in attendance are eligible to earn continuing medical education credits
(CME) credits for live participation. Many sessions are recorded and archived, allowing those faculty members unable to attend sessions the ability to view content remotely at their convenience.
A series of modules in pedagogy and teaching are also available for faculty for remote access. These modules represent popular, high-yield workshops, previously offered as live sessions that have been converted to a modular and interactive format.
The Office of Faculty Development is also pleased to support two additional and distinct programs: the Leadership Academy and the TJU Faculty Days Program. The Leadership Academy is an intensive
10-month program that provides select faculty and administrative leaders with the skills and opportunity to impact the future of Jefferson. The Academy helps faculty become the change agents who will collaboratively help drive the new business strategy of One Jefferson.
The Faculty Days Program is a one-and-a-half day interprofessional and multidisciplinary event that consists of presentations by and for Jefferson faculty who share their knowledge and strategies to improve teaching and learning. The Program is offered annually in June.
Faculty Handbook 19

20 Sidney Kimmel Medical College
The faculty of Sidney Kimmel Medical College at Thomas Jefferson University is composed of scientists and physicians holding appointments in a department of the College. The officers of the College are members of the faculty by virtue of their offices.
There are four academic ranks of the faculty in all departments of the College:
1. Professor
2. Associate Professor
3. Assistant Professor
4. Instructor
A faculty member’s title refers to faculty rank and to the department(s) to which the faculty member is appointed. Special titles and prefixed titles are described in the Bylaws of the College.
There are three categories of faculty: Tenured, Tenure Track, and Non-Tenure Track. Only SKMC fulltime employed faculty are eligible for tenure and the designation “tenure track”. Faculty designated
“Non-Tenure Track” may be fully salaried, partly salaried, or volunteer. At the time of initial appointment, the track will be designated in the faculty member’s contract. In the event contracts or agreements do not specify a category, it is understood that the designation is Non-Tenure Track.
Tenure may be awarded at the Associate Professor or Professor level after rigorous external review.
The recommendation for the award of tenure is made by the University Tenure Committee to the President who makes a recommendation to the Board of Trustees for final decision regarding the award of tenure. The process to award tenure is separate and distinct from the appointment and promotions process. Tenure is defined in the Bylaws of the College (Article IV, Section 8) as assurance of continuous faculty employment subject to the provisions of Sections: 10A, Termination of Appointment; 10B, Retirement; 10D, Dismissal for Cause; 11 Corporate Compliance, and the Tenure Policy. Faculty with prefixed titles (except “Distinguished”) are in a non-tenure track. Faculty without tenure are awarded contracts according to the Bylaws.
There are four tracks for academic appointment and promotion in the Medical College: Research (nontenure eligible) Track; Academic Investigator (tenure eligible) Track; Clinical and Educational Scholarship Track (tenure eligible) and Clinician Educator Track (non-tenure eligible). Tracks designated as tenure eligible are tenure eligible only for full-time, employed faculty of Sidney Kimmel Medical College. For faculty who are not full-time employees of the Medical College, all tracks shall be designated as non-tenure eligible. Guidelines for appointment and promotion at the ranks of instructor, assistant
Faculty Handbook 21

professor, associate professor and professor in these tracks can be found at the faculty website: www.
jefferson.edu/jmc/faculty.
Change of assigned track is allowable as outlined in the SKMC Bylaws, however, once a faculty member’s assigned track changes from a tenure eligible track to a non-tenure eligible track, the faculty member may not return to a tenure eligible track.
Faculty are encouraged to familiarize themselves with the expectations for appointment and promotion within their assigned track. Faculty Development sessions devoted to helping faculty understand the criteria for advancement in each track are offered annually by the Office of Faculty Affairs.
The Office of Faculty Affairs conducts an orientation program for new faculty members. New faculty receive information about the organization and administration of the Medical College, the terms and conditions of faculty appointments, an overview of promotion tracks and guidelines for promotion within the tracks, and an overview of resources available for the professional development of faculty.
SKMC Department Chairs are required to conduct annual performance evaluations of faculty members.
In large departments, this activity may be delegated to Division Chiefs or Vice Chairs. Annual performance evaluations should include a discussion of the Chair’s expectations of faculty performance including expectations for the coming year and an assessment of the degree to which expectations were met for the preceding year. The annual performance evaluation should also include advice about career development, and an assessment of the faculty member’s progress towards promotion.
Several resources are available to assist faculty with disputes or concerns related to their employment.
Faculty members may contact the Vice Dean for Faculty Affairs and Professional Development or the
University Ombudsperson. If an issue or dispute cannot be resolved informally, faculty may avail themselves of the Grievance Policy for a formal hearing of the grievance by a committee of their faculty peers. As described in Chapter 3 of the Faculty Handbook, the Professorial Faculty Advisory Committee is an elected committee of SKMC faculty that can receive issues of broad concern to faculty. Faculty should contact the Chairperson of the Professorial Faculty Advisory Committee with issues or concerns.
Faculty achievements are recognized through a portfolio of awards including awards in which faculty are selected by the students and awards in which faculty are selected by their peers.
Faculty Awards selected by students
• Dean’s Award for Distinguished Teaching
• Blockley-Osler/Dean’s Teaching Award
• Leon A. Peris Memorial Award
• The Leonard Tow Humanism in Medicine Award
• James B. Erdmann Award for Excellence in Interprofessional Practice
• James B. Erdmann Award for Excellence in Interprofessional Education
22 Sidney Kimmel Medical College
Faculty Awards selected by peers:
• SKMC Career Educator Award
• SKMC Community Service Award
• SKMC Early Career Investigator Award for Distinguished Achievements in Biomedical Research
• SKMC Faculty Team Achievement Award
• SKMC Research Career Achievement Award
• SKMC Outstanding Clinician Award
• SKMC Dean’s Award for Excellence in Education
• SKMC Dean’s Award for Faculty Mentoring
• The Marjorie A. Bowman, M.D. ’76 Early Career Investigator Award for Primary Care
• The Michael and Melina Pellini Award for Innovation in the Biomedical Sciences
For more information about each of these awards, contact the Office of Faculty Affairs.
The senior class annually selects a faculty member to be painted by a well-known artist. The portrait is presented to the Medical College at appropriate ceremonies in the spring of the year.
Faculty Handbook 23

24 Sidney Kimmel Medical College
Faculty and staff of the Center for Research perform research on a broad range of issues in medical education, health services and related policy. In addition to externally funded research, the Center supports the College’s education and patient care missions through ongoing projects such as longitudinal studies of students and house staff, testing and evaluative services of students and programs, student clerkship and clinical experiences data bases, and studies of patient satisfaction and patterns of care in collaboration with clinical departments. Faculty and staff of the Center have expertise in educational evaluation, psychometrics, epidemiology, health services and outcomes research, and analysis of large scale health care data bases.
CTL & Scott Library
1020 Walnut Street
Philadelphia, PA 19107
Jefferson Alumni Hall Classrooms
1020 Locust Street, M13
Philadelphia, PA 19107
CTL & Scott Library Administration
Scott Library Service Desk
Jefferson Alumni Hall Classrooms
AV & Production Services
(215) 503-8848
(215) 503-6994
(215) 503-7563
(215) 503-7841
The Center for Teaching and Learning serves as a central location for faculty, staff, and students to access teaching and learning services at Jefferson. The Scott Memorial Library (SML) is the largest component of the CTL and a campus hub for access to print and non-print resources, study space, and learning technologies.
All floors of SML are open to the Jefferson community 24 hours a day, 7 days a week. The Service Desk on the second floor is staffed 100 hours per week. The Library’s collection reflects the University’s focus on health care, health care education, health research, and the history of the health sciences. It includes approximately 80,000 books and bound print journals; over 5,000 electronic journal subscriptions; 1,000 plus e-books; the University Archives; and significant holdings of rare books dating to the 15th century.
A large collection of study resources--such as skeletons, bone boxes, videos, and other course materials-
-is available from the second floor Service Desk. SML also manages the computer classrooms (M13 JAH and 306/307 Scott), a video editing suite that includes Articulate Storyline, Camtasia, and Captivate software (M12 JAH), the 10 small-group collaboration suites (2nd floor Scott), 6 private study rooms (3rd floor Scott), and computers available throughout the library.
The Center for Teaching and Learning offers additional services to help faculty achieve their goals in class and in practice by:
Faculty Handbook 25

• Developing and sharing best teaching practices and promoting innovation: The Center of- fers workshops and lectures on evolving educational theories, new methods of instruction and educational technologies. To help faculty develop new skills and create engaging learning materials,
CTL has software design studios, presentation practice rooms, and meeting spaces for learning
communities.
• Supporting the design of faculty work: Center services include instructional design, graphics and medical illustration, medical writing, software development, photography, and video production.
• Building professional skills: CTL staff will work with faculty to build the educational experienc- es desired for learners, to create the presentation that best reflects faculty ideas, and to write the manuscript that provides broad exposure to faculty work.
26 Sidney Kimmel Medical College
This policy statement has been developed to assist clinicians at Sidney Kimmel Medical College (SKMC) at Thomas Jefferson University and its affiliated hospitals in the supervision of medical students. In its efforts to ensure effective learning, professionalism, and quality patient care, SKMC has developed the following policy statement with the goal of providing guidance for faculty physicians and residents when supervising medical students in clinical learning contexts. To this effect, the following statement defines the graded supervision of medical students by faculty physicians in clinical environments at all sites where medical students rotate and/or participate in learning activities throughout all four years of medical training.
In its effort to uphold the ethical standards and professional values of the medical profession, the
Thomas Jefferson University community is committed to bringing the core values outlined by the
American Medical Association (i.e., advocacy, leadership, excellence, and integrity) to its clinical learning environments for undergraduate medical student education. Appropriate, adequate, graded, and progressive faculty supervision in clinical learning environments at SKMC and its affiliated sites will provide for the efficacious guidance, observation, and assessment of students’ clinical activities.
It is the responsibility of the supervising faculty member to ensure policy standards are followed for all students participating in clinical rotations. It is also expected that supervising faculty will provide for a learning environment that is free from mistreatment, including, but not limited to, exploitation of the power differential in the faculty-student relationship; intimidation; harassment (i.e., physical, emotional, or sexual); embarrassment; and humiliation.
Medical students participating in patient care must be supervised at all times. It is understood that the primary supervising physician will be an attending physician employed by Thomas Jefferson University
(TJU) or a volunteer/affiliated/community attending physician provider with a SKMC faculty or adjunct faculty appointment, practicing within the scope of his/her discipline as delineated by the credentialing body of the physician’s respective clinical site and/or department. Faculty supervising medical students will have their credentials verified by the Office of Faculty Records of SKMC at the time of their initial faculty appointment.
During instances in which a medical student is participating in a clinical setting where resident/fellow physicians or other healthcare professionals are actively involved in medical student education, it is the responsibility of the supervising faculty physician to assure all personnel are appropriately prepared for their roles for teaching and supervision of medical students within the scope of their practices. When the attending physician is not physically present in the clinical area, the responsibility for supervising
Faculty Handbook 27

medical students will be delegated to the appropriately-prepared resident/fellow physician at the discretion of the primary attending physician.
It is expected that supervising physicians will be involved in the education of medical students. Supervising faculty will set a model of professionalism, collegiality, compassion, and quality cost-conscious care; demonstrate an ethical approach to patient care and health delivery; maintain professional relationships with medical students and all members of the clinical team; and uphold the SKMC Code of
Professional Conduct.
Clinical supervision is designed to foster progressive responsibility. Supervision will be based on the medical student’s level of training, demonstrated competence, and the objectives for the clinical experience.
The amount of supervision required for each medical student will vary according to the circumstance of each clinical encounter, and will be commensurate with the level of training, education, and experience of the student that is involved with the patient’s care. Course directors and clerkship directors will provide specific guidance for each clinical experience, including the student’s level of responsibility and scope of approved activities and procedures that are permitted and/or expected during the rotation.
Faculty and clinical preceptors will have SKMC Competencies, rotation-/experience-specific objectives, supervisory recommendations, and access to educational resources, including assessment instruments.
Resources will be emailed to faculty prior to the start of the medical student’s clinical experience, and will also be available remotely on New Innovations.
To facilitate student education, supervising physicians are expected to provide opportunities for students to demonstrate ownership for patient care responsibilities; these opportunities may be in the form of taking patient histories; performing complete and/or focused physical examinations; reporting and entering findings in the patient’s medical record with the explicit approval of the patient’s supervising attending physician. The supervising physician will be responsible for reviewing student documentation, countersigning progress notes, and providing constructive feedback.
Supervising physicians, faculty or residents, must provide medical students with regular, periodic, timely, and specific [reinforcing and/or redirecting] feedback. The clerkship or course director will be expeditiously contacted if there is concern for any potential academic and/or professional gaps in student performance. Should there be any concern regarding clinical, administrative, professional, educational, or safety issues during their rotation, students will be encouraged to immediately contact the supervising physician, clerkship/course director, or Dean for Student Affairs.
Clinical supervision of medical students is designed to foster progressive responsibility across the four years of training.
• MS-1 and MS-2 Students: In the clinical setting, first- and second-year medical students will be directly supervised with the supervising physician present or with the supervising physician im- mediately available. Under the direct supervision of the supervising physician, first- and second-year students may participate in history taking, physical examinations, critical data analysis and disposi- tion, and may have access to the medical record.
• MS-3 and MS-4 Students: Third- and fourth-year medical students will be directly supervised with the supervising physician available. Students may participate in the care and management of patients, including procedures (discussed below), under the auspices/direct supervision of the su- pervising physician at all times with patient permission. Findings may be noted in the medical record by third- and fourth-year medical students only with the approval of the patient’s supervising physi-
28 Sidney Kimmel Medical College cian. It is the responsibility of the supervising physician to review medical student documentation, and provide feedback for educational purposes. Clinical interventions are never to be executed by medical students without a supervising physician’s awareness and permission.
Medical student participation in invasive and non-invasive procedures requires direct supervision by the supervising attending physician or credentialed resident physician at all times of the procedure. The supervising physician must have the privileges and authorization to perform the procedure being supervised. According to standard protocol, patient consent must be obtained prior to the procedure. In addition, assisting in procedures may only be performed when the supervising attending physician agrees that the student has achieved the required level of competence, maturity, and responsibility to perform the procedure. Occasionally, the student may perform first-assistant duties when judged competent by the attending physician, and permission is granted by the patient.
A SKMC faculty physician who provides medical and/or psychiatric care, psychological counseling, or other sensitive health services to a medical student must recuse himself/herself from the supervisory role. In such cases, the faculty physician must have no involvement in assessing or evaluating the medical student’s academic performance, or participate in decisions regarding his/her promotion and/or graduation. Medical student privacy is to be preserved at all times.
The faculty physician and the medical student are advised to immediately contact the appropriate clerkship/course director and/or Dean for Student Affairs should the potential for this conflict of interest arise.
Faculty Handbook 29