SYLLABUS: Course/Clerkship Title
Number & Section
Term & Year
Course Meeting Time(s)
Course Meeting Location(s)
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IMPORTANT: Italics denote suggestions, examples, comments or references.
Remove all italicized items before distribution.
CONTACT INFORMATION:
Use this area to provide students with the various means by which they may contact you.
Examples of information you might include in this area:
Course/Clerkship Director
Your Name & Title
Office Number/Building
Office Hours (both
asynchronous & synchronous)
Office Phone & Fax Number
Email Address
Class URL
Coordinator
Name & Title
Office Number/Building
Office Hours (both
asynchronous &
synchronous)
Office Phone & Fax
Number
Email Address
Class URL
Department Chair
Name & Title
Office Number/Building
Office Hours (both
asynchronous &
synchronous)
Office Phone & Fax Number
Email Address
Class URL
COURSE MATERIALS:
Use this area to provide your students with required and optional materials to complete
the course successfully.
Examples of items to include in this area:
Text(s):
Author, Title, Edition, Publisher, ISBN
Other Materials:
(e.g., Required Readings/Texts, Suggested Reading, E-mail Account and other
Instructional Technologies, Course packs)
Resources, web-based, and other types of help.
(e.g., library reserves, URLs, etc.)
COURSE DESCRIPTION:
Provide a description and rationale for the course indicating where it fits into the overall
intellectual area.
Goal/Rationale of the Course
How the course will benefit the student; how the course relates to the content, primary
concepts and principles of the discipline (where it fits into the overall intellectual area)
• Type of knowledge and abilities that will be emphasized
• How and why the course is organized in a particular sequence
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Tulane University School of Medicine Syllabus
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COURSE OBJECTIVES:
Learning Objectives [written objectives of each course and course outlines to students.
University policy requires that an outline of the course contents are distributed at the
beginning of the semester along with the written objectives. The evaluation of each
instructor’s teaching effectiveness will begin with the written objectives of the instructor’s
course.] These objectives must be aligned with the institutional goals/learning objectives.
• What the students will gain from your course
• Why you chose these objectives as the most important skills/knowledge
(It is helpful to include objectives for each of the class meetings or topics)
List course/clerkship learning objectives: (please add rows as needed)
1.
2.
3.
TEACHING PHILOSOPHY:
What is your approach for teaching this course? What do you think students should do to
best benefit from the course? You may include your expected teaching methods and a
statement regarding students’ responsibility for expected teaching methods and a statement
regarding students’ responsibility for learning and your responsibilities as their instructor.
COURSE POLICIES:
Use this area to provide the student with your class policies (e.g., policies dealing with
attendance, final exams, missed tests, late papers, make-up classes).
Essential Policy Information (Accompanying each item should be a statement on how each
will impact grades.)
Attendance /Lateness Policy
Policy for Late Work
Policy for Missed Tests
Policy for Extra Credit
Copy Statement [Suggested language]:
Some of the materials in this course are possibly copyrighted. They are intended for use
only by students registered and enrolled in this course and only for instructional activities
associated with and for the duration of the course. They may not be retained in another
medium or disseminated further. They are provided in compliance with the provisions of
the Teach Act (Section 110(1) of the Copyright Act)
http://www.copyright.gov/docs/regstat031301.html.
GRADING/EVALUATION:
Use this area to provide grading standards for the course. Evaluation (Grading) Standards
and Methods – A clear explanation of evaluation, including a clear statement on the
assessment process and measurements. Be explicit! You may include format, number,
weight for quizzes and exams, descriptions of papers and projects, as well as how they will
be assessed and the overall grading scale and standards.
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Tulane University School of Medicine Syllabus
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ASSIGNMENTS/RESPONSIBILITIES:
This area should detail specific course assignments (e.g., exams, papers, and special
projects).
COURSE CONTENT AND OUTLINE:
University policy requires that an outline of the course content be distributed at the
beginning of the semester along with the written objectives. The outline could be
presented in a variety of formats (e.g., by topic, lecture, unit, date, calendar,
Holiday/Other Non-Meeting Dates, Due Dates for Reading, Assignments, Tests, Projects
etc). (please add rows as needed)
Date
Topics and Activities
Readings (due on this date)
Assignments (due on this date)
RESOURCES:
Use this area to add information for additional resources:
Web-based resources
Labs
Study Groups/Halls
Other Types of Help
TULANE SCHOOL OF MEDICINE HONOR POLICY:
The Office Student Affairs suggests:
The Tulane University School of Medicine Honor Policy outlines the School of Medicine
expectations for the integrity of students’ academic work, the procedures for resolving
alleged violations of those expectations, and the rights and responsibilities of students and
faculty members throughout the process. Students are responsible for reading the Honor
Policy and for living up to their pledge not to violate the Honor Code.
I.
II.
III.
IV.
V.
VI.
VII.
It shall be a violation of this Honor Code for a student to cheat.
It shall be a violation of this Honor Code for a student to knowingly circumvent
any course requirement.
It shall be a violation of this Honor Code for a student to steal.
It shall be a violation of this Honor Code for a student to purposely impair
another student's educational opportunity.
It shall be a violation to act in a manner which is detrimental to the moral and
ethical standards of the medical profession.
It shall be a violation for a student to knowingly deceive another student, faculty
member, or professional associate with the intent to gain advantage, academic
or otherwise, for said student or for any other student.
It shall be a violation for any student to fail to report any infraction of the Honor
System to an appropriate representative.
Tulane University School of Medicine Honor Policy can be found at:
http://www.som.tulane.edu/student/honorcode/new.htm
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Tulane University School of Medicine Syllabus
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AMERICANS WITH DISABILITIES ACT:
The SOM OFFICE OF STUDENT AFFAIRS suggests:
Students with disabilities needing academic accommodation should: (1) register with and
provide documentation to the Student Disability Resource Center; (2) bring a letter to the
instructor indicating the need for accommodation and what type. This should be done
during the first week of class. This syllabus and other class materials are available in
alternative format upon request. http://erc.tulane.edu/AccomDefs.html
For more information about services available to TUSOM student with disabilities, contact:
The Goldman Office of Disability Services
Center for Educational Resources and Counseling
1st floor Mechanical Engineering Building
Tulane University
New Orleans, LA 70118-5698
(504) 862-8433
(504) 862-8435
SOM INSTITUTIONAL LEARNING GOALS/OBJECTIVES:
From the list below, select the goals/objectives that apply to your course/clerkship in the
following learning domains. Please delete those that do not apply to your course/clerkship
and is not listed with your course/clerkship objectives above. This can easily be done by
placing the number of the learning objective that applies to the Institutional
goals/objectives and listing how you plan to assess students' K,AB,Ss by filling in the
assessment method column (see CurrMIT checklist).
http://tulane.edu/som/ome/upload/Tulane_SOM_Learning_Objectives_Phase_1_-_2.pdf
Knowledge (K=KNOWLEDGE)
Aligned with Course
Learning Objective
Assessment Method
Aligned with Course
Learning Objective
Assessment Method
K1: basic scientific principles of cellular and molecular medicine
K2: normal structure, function and pathophysiology of all organ systems
K3: scientific basis of modern therapeutics
K4: all components of the medical interview and physical examination
K5: fundamental issues of environmental health
K6: principles and application of scientific literature
K7: foundations of evidence-based medicine
K8: use of modern information technology
K9: basic principles and practice of medical ethics
K10: usefulness of community resources
K11: apply the basic science principles of normal and abnormal structure and
function to clinical medicine
K12: apply the principles of clinical reasoning
K13: recognize and manage common medical problems
K14: recognize and respond to acute life-threatening problems
K15: provide patient care based on the human life cycle stages
K16: apply the principles of evidence-based medicine
K17: develop the clinical competencies expected in each of the core medical
specialties
K18: describe the organization and systems of health care delivery and financing
K19: apply principles of preventive and population-based medicine including
environmental health issues
K20: provide patient care with regard for psychosocial issues
K21: apply the principles of clinical epidemiology, medical ethics, and alternative
medicine in clinical medicine
Attitude/Behavioral
(AB=ATTITUDES/BEHAVIORS)
AB1: act with integrity, honesty and candor
AB2: treat the patient as a person
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Tulane University School of Medicine Syllabus
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AB3: view medicine as a service profession
AB4: maintain confidentiality about patients, colleagues, faculty, etc.
AB5: practice humanism, courtesy, and social decorum
AB6: exhibit teamwork and collegiality
AB7: respect diversity
AB8: promote equity
AB9: work through ambiguity and uncertainty
AB10: altruism, honesty, ethical behavior, caring and compassion
AB11: use of adaptive mechanisms for dealing with stress
AB12: commitment to excellence in patient care
AB13: commitment to the patient's welfare and advocacy
AB14: respect for and cooperation with all participants of the health care system
AB15: sensitivity to diversity
AB16: appreciation of medicine as a service profession
AB17: commitment to equity
AB18: responsibility for preventive care
AB19: participation in providing public health education
AB20: engagement in life-long learning and adaptability to the changing health
care environment
AB21: commitment to civic responsibilities
Skills (S=SKILLS)
Aligned with Course
Learning Objective
Assessment Method
S1: apply basic knowledge in a clinical setting
S2: establish rapport with patients
S3: perform a reliable history and physical exam
S4: generate a basic "problem list" based on the history and physical exam
S5: communicate effectively in oral and written form
S6: work collaboratively in problem-solving
S7: navigate biomedical information resources
S8: use critical thinking
S9: apply BLS training
S10: use effective learning techniques
S11: use learning resources, including mentors, effectively
S12: evaluate and remedy personal deficiencies
S13: develop effective test-taking skills
S14: manage time effectively
S15: balance personal and professional life
S16: perform a comprehensive or focused history and physical examination, and
recognize the appropriateness of when to perform each of these exams.
S17: order and interpret appropriate laboratory and diagnostic studies
S18: integrate history, physical examination and laboratory results
S19: perform routine and simple procedures necessary for patient care
S20: tailor treatment to individual patients
S21: recognize normal and abnormal findings across the life cycle
S22: generate appropriate differential and working diagnoses
S23: use information and knowledge seeking skills necessary for life-long
learning
S24: cope with ambiguity and uncertainty
S25: recognize and differentiate between emergent, urgent, and routine health
conditions
S26: coordinate or arrange appropriate intervention
S27: interact in a confidence-inspiring manner with patients and their families
S28: provide informed consent
S29: recognize and manage personal limitations in treating patients, evaluate and
remediate personal deficiencies
S30: listen to and communicate information effectively to patients, families, and
colleagues
S31: exercise conflict resolution
S32: work effectively with others on the healthcare team
S33: advocate for community needs
S34: apply population knowledge to patient management
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Tulane University School of Medicine Syllabus
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SOM INSTITUTIONAL COMPETENCIES:
From the list below, select the competencies that apply to your course/clerkship in the
following outcome areas. Please delete those that do not apply to your course/clerkship.
This can easily be done by placing the number of the learning objective that applies to the
competency and listing how you plan to assess the outcome of the competency, by filling in
the assessment method (see CurrMIT checklist).
PC=Patient Care
Aligned with Course Learning
Objectives
Assessment Method
PC1: Communicate effectively and demonstrate caring and respectful behaviors
when interacting with patients and their families.
PC2: Gather essential and accurate information about their patients.
PC3: Make informed decisions about diagnostic and therapeutic interventions
based on patient information and preferences, up-to-date scientific evidence, and
clinical judgment.
PC4: Develop and carry out patient management plans.
PC5: Counsel and educate patients and their families.
PC6: Use information technology to support patient care decisions and patient
education.
PC7: Perform competently all medical and invasive procedures considered
essential for the area of practice.
PC8: Provide health care services aimed at preventing health problems or
maintaining health.
PC9: Work with health care professionals, including those from other disciplines,
to provide patient-focused care.
MK=Medical Knowledge
MK1: Demonstrate an investigatory and analytic thinking approach to clinical
situations.
MK2: Know and apply the basic and clinically supportive sciences, which are
appropriate to their discipline.
PBL=Practice-based Learning and
Improvement
PBL1: Practice-based Learning and Improvement: Analyze practice
experience and perform practice-based improvement activities using a
systematic methodology.
PBL2: Practice-based Learning and Improvement: Locate, appraise, and
assimilate evidence from scientific studies related to their patients’ health
problems.
PBL3: Practice-based Learning and Improvement: Obtain and use
information about their own population of patients and the larger population from
which their patients are drawn.
PBL4: Practice-based Learning and Improvement: Apply knowledge of study
designs and statistical methods to the appraisal of clinical studies and other
information on diagnostic and therapeutic effectiveness.
PBL5: Practice-based Learning and Improvement: Use information
technology to manage information, access on-line medical information; and
support their own education.
PBL6: Practice-based Learning and Improvement: Facilitate the learning of
students and other health care professionals.
ICS=Interpersonal and Communication Skills
ICS1: Create and sustain a therapeutic and ethically sound relationship with
patients.
ICS2: Use effective listening skills and elicit and provide information using
effective nonverbal, explanatory, questioning, and writing skills.
ICS3: Work effectively with others as a member or leader of a health care team
or other professional group.
P=Professionalism
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Tulane University School of Medicine Syllabus
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P1: Professionalism: Demonstrate respect, compassion, and integrity; a
responsiveness to the needs of patients and society that supercedes selfinterest; accountability to patients, society, and the profession; and a
commitment to excellence and on-going professional development.
P2: Professionalism: Demonstrate a commitment to ethical principles pertaining
to provision or withholding of clinical care, confidentiality of patient information,
informed consent, and business practices.
P3: Professionalism: Demonstrate sensitivity and responsiveness to patients’
culture, age, gender, and disabilities.
SBP=Systems-based Practice
SBP1: Systems-based Practice: Understand how their patient care and other
professional practices affect other health care professionals, the health care
organization, and the larger society and how these elements of the system affect
their own practice.
SBP2: Systems-based Practice: Know how types of medical practice and
delivery systems differ from one another, including methods of controlling health
care costs and allocating resources.
SBP3: Systems-based Practice: Practice cost-effective health care and resource
allocation that does not compromise quality of care.
SBP4: Systems-based Practice: Advocate for quality patient care and assist
patients in dealing with system complexities.
SBP5: Systems-based Practice: Know how to partner with health care managers
and health care providers to assess, coordinate, and improve health care and
know how these activities can affect system performance.
SYLLABUS CHANGE POLICY:
Suggestion:
Except for changes that substantially affect implementation of the evaluation (grading)
statement, this syllabus is a guide for the course and is subject to change with advanced
notice.
NOTE: Remember to delete all italicized instructions before sending your completed syllabus to
the Office of Medical Education. Thank you!
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Tulane University School of Medicine Syllabus
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