The Independent
Student Analysis
JUNE 2023
ACADEMIC YEAR 2022-2023
Table of Contents
INDEPENDENT STUDENT ANALYSIS COMMITTEE ................................................ 1
EXECUTIVE SUMMARY ................................................................................................ 2
METHODS ......................................................................................................................... 3
STUDENT BODY DEMOGRAPHICS AND SURVEY PARTICIPATION.................... 5
OFFICE OF STUDENT AFFAIRS .................................................................................... 7
OFFICE OF ACADEMIC AND STUDENT PROGRAMS ............................................ 10
OFFICE OF INCLUSION, DIVERSITY, EQUITY, AND ACCESS ............................. 13
OFFICE OF RESEARCH ................................................................................................. 16
STUDENT SPACES......................................................................................................... 20
MEDICAL EDUCATION ................................................................................................ 25
Pre-Clerkship Phase ...................................................................................................... 25
STUDENT SERVICES .................................................................................................... 33
Academic Counseling ................................................................................................... 33
Financial Aid ................................................................................................................. 35
Wellness ........................................................................................................................ 37
Health Services ............................................................................................................. 39
NEW POLICY SUPPORT ............................................................................................... 40
ADMINISTRATION TRANSPARENCY/ORGANIZATION........................................ 42
COMMITTEE PRIORITIES ............................................................................................ 46
1
INDEPENDENT STUDENT ANALYSIS COMMITTEE
Riya Shah
Chair
Class of 2025
AAMC OSR Representative
Ahmed Ayantayo
Class of 2023
Main Campus
Representative
Zoha Qureshi
Class of 2024
Class Representative
Jenna Carter
Class of 2025,
MD/PhD Candidate
Ex-Officio President
Matthew Brennan
Class of 2025
Curriculum Committee
Representative
Aarti Patel
Class of 2025
Class Representative
1
EXECUTIVE SUMMARY
The Independent Student Analysis (ISA) is a student-led survey required by the Liaison
Committee on Medical Education (LCME) during their site visit conducted every eight
years. Wayne State University School of Medicine (WSUSOM) recently completed their
LCME site visit in April 2023. Data from the January 2022-March 2022 ISA was
compiled and presented to the LCME committee during this site visit.
As the LCME site visit occurs every eight years, there is no way to get continual student
feedback on the various aspects of the School of Medicine (SOM). In order to ensure
consistent transparency between administration and students, the WSUSOM Student
Senate created an internal committee called the ISA Committee. This committee is
responsible for developing an annual survey to gauge student feedback. Once feedback
has been analyzed, the committee is responsible for suggesting solutions to improve upon
student concerns from the data.
This report compiles results from the December 2022 ISA survey and compares the
results to the March 2022 ISA survey (required LCME ISA survey). The ISA committee
hopes that this report serves as a foundation for improvement efforts within Wayne State
University School of Medicine moving forward and encourages continuous quality
improvement of the learning environment and medical education provided to students.
The following results are shared with the School of Medicine community, including
administration and the student body, in an effort to promote transparency and continue
supporting the institution that we are proud to represent. The results and summaries
highlight the many strengths of Wayne State University and recommendations for
improvement in support of students.
2
METHODS
This survey was distributed by the Individual Student Analysis (ISA) Internal Committee
of the Wayne State University School of Medicine (WSUSOM) Student Senate. This
committee consisted of six students from different class years (M1-M4 and MD/PhD) as
well as members from the Curriculum Committee and the AAMC Organization of
Student Representatives.
After collaborating with administration, the committee decided to design the survey
questions—remeasuring 27 items from the previous ISA and generating nine new items
to assess student satisfaction. Each question employed a four-point Likert scale ranging
from “Very Satisfied” to “Very Dissatisfied.” A “N/A” option was also provided for each
question so that respondents could indicate “No opportunity to assess/No opinion/Have
not experienced this yet.” No neutral option was provided. In addition to these multiplechoice questions, students were asked one free-response item: “What are some tangible
solutions to issues at the School of Medicine?”
The survey was released on December 1, 2022, and closed on December 22, 2022, on
New Innovations. All students received an email with a link to New Innovations, and
using a secure login system, students could access the survey. Survey collection was
anonymous, but student participation was tracked based on the completion of the survey
on New Innovations. Students were reminded to complete the survey via email.
A total of 967 responses were received on the survey platform (response rate: 79.3%).
Students were provided incentives in the form of Amazon gift cards in return for filling
out the survey. Students who filled out the survey earlier had a higher chance of winning
a gift card.
The committee received de-identified survey data from each class. ISA committee
members cooperated to complete ISA tables for report writing and analyze qualitative
data responses for each section. Trends from the previous ISA were established after
reviewing both sets of data. The Committee established a benchmark of 70% as the lower
3
limit for a satisfactory response rate. Any question that had less than 70%, in total or by
class, was highlighted as an item that needs to be addressed by the College of Medicine’s
Administration. Likewise, the Committee considered a dissatisfaction rate of 20% or
higher for a question item as necessitating attention from administration.
4
STUDENT BODY DEMOGRAPHICS AND SURVEY
PARTICIPATION
For this Independent Student Analysis, students were asked to share their demographic
data at their comfort and discretion. Participants were asked, if comfortable, to share their
age, racial/ethnic identity, gender identity, and if they had taken a leave of absence. Other
identifiers included if the student is a minority in medicine, first-generation physician or
college student, a student with dependents, a student of veteran status, or a dual degree
student. These identifiers were completely optional and asked at the end of the survey.
Questions were asked to gain a better appreciation of the diversity of the student body
and not a definitive demographic breakdown.
Response Rates
Class
2026 (M1)
2025 (M2)
2024 (M3)
2023 (M4)
Total
Number of
Respondents
300
290
206
171
967
Age
Total Number
of Students
307
364
271
278
1220
Response
Rate
97.7%
79.7%
76.0%
61.5%
79.3%
Race and/or Ethnicity
Black or African
American
Latinx
Class
2026 (M1)
White
Asian
122
80
21
2025 (M2)
104
53
2024 (M3)
81
2023 (M4)
Class
2026 (M1)
Average Age
2025 (M2)
23.8
2024 (M3)
24.7
2023 (M4)
25.7
23.9
ME/NA
Multiple
Other
5
22
24
9
10
10
15
30
6
37
12
3
12
15
3
72
21
5
6
5
20
5
Total
379
191
48
24
54
89
23
Percent
39.2%
19.8%
5.0%
2.5%
5.6%
9.2%
2.4%
5
Gender Identity
Class
Male
Female
Non-binary /
non-conforming
Other
M1
136
146
1
M2
118
120
M3
85
M4
Minority in
Medicine
M1
92
0
M2
80
1
0
M3
48
89
1
0
M4
54
70
72
1
1
Total
274
Total
409
427
4
1
Percent
42.3%
44.2%
0.4%
0.1%
Veteran
Dual Degree Students
Class
MD/PhD
MD/MS
MD/MPH
M1
0
M1
5
0
1
M2
1
M2
5
2
0
M3
0
M3
4
0
1
M4
2
M4
1
3
2
Total
3
Total
15
5
4
First-Generation Physician
First-Generation College Student
M1
45
M1
194
M2
43
M2
173
M3
20
M3
130
M4
28
M4
107
Total
136
Total
604
Leave of Absence
Class
Academic Non-Academic
Research /
Additional Degree
M1
0
8
0
M2
2
5
1
M3
5
7
2
M4
7
2
2
Total
14
22
5
6
OFFICE OF STUDENT AFFAIRS
1. The Office of the Associate Dean of Student Affairs (Office of Student Affairs) is
accessible
The Office of the Associate Dean of Students Affairs (i.e. Office of Student Affairs)
is accessible.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
N
%
M1
299.0
99.7
M2
289.0
M3
Number and % of
Number and
Combined
% of N/A
Dissatisfied and
Responses Very Dissatisfied
Responses
N
%
Number and %
of Combined
Satisfied and
Very Satisfied
Responses
N
%
N
%
113.0 37.8
6.0
2.0
180.0
60.2
99.7
95.0
32.9
16.0
5.5
178.0
61.6
204.0
99.0
45.0
22.1
20.0
9.8
148.0
72.5
M4
170.0
99.4
33.0
19.4
3.0
1.8
134.0
78.8
Total
962.0
99.5
286.0 29.7
45.0
4.7
640.0
66.5
Overall, there is low satisfaction (66.5%) with the accessibility of the Office of Student
Affairs. This is a large drop in satisfaction rate from the March 2022 ISA results showing
an overall satisfaction percentage of 77.2%. One way to improve the accessibility of this
office would be to send out a monthly/quarterly newsletter to the student body, with
office hours for different staff in the office, so that students can set up times to meet with
them. Students have also mentioned that the current website is difficult to navigate, so
any investment into creating a more intuitive web interface would also improve
accessibility.
7
2. The Office of the Associate Dean of Student Affairs (Office of Student Affairs) is
aware of student concerns
The Office of the Associate Dean of Students Affairs (i.e. Office of Student Affairs)
is aware of student concerns.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and % of
Number and
Combined
% of N/A
Dissatisfied and
Responses Very Dissatisfied
Responses
Number and %
of Combined
Satisfied and
Very Satisfied
Responses
N
%
N
%
N
%
N
%
M1
298.0
99.3
84.0
28.2
18.0
6.0
195.0
65.4
M2
290.0
100.0
65.0
22.4
37.0
12.8
188.0
64.8
M3
205.0
99.5
34.0
16.6
15.0
7.3
156.0
76.1
M4
170.0
99.4
31.0
18.2
6.0
3.5
133.0
78.2
Total
963.0
99.6
214.0 22.2
76.0
7.9
672.0
69.8
There is low satisfaction (69.8%) with the awareness of student concerns by the Office of
Student Affairs. This is a significant drop in the satisfaction rate from the March 2022
IS,A with an 85.9% satisfaction rate. One solution is to create a centralized database to
show students what current projects are being undertaken by administration and their
progress/updates. This can be done with software like Notion or Asana. Additionally,
there needs to be a point person (ombudsperson) that students can go to regarding
concerns who will eventually direct those concerns to the appropriate departments. This
will create a more organized system for student concerns and hold administration
accountable for the projects that they are undertaking.
8
3. The Office of the Associate Dean of Student Affairs (Office of Student Affairs) is
responsive to student problems.
The Office of the Associate Dean of Students Affairs (i.e. Office of Student Affairs)
is responsive to student problems.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and % of
Number and
Combined
% of N/A
Dissatisfied and
Responses Very Dissatisfied
Responses
Number and %
of Combined
Satisfied and
Very Satisfied
Responses
N
%
N
%
N
%
N
%
M1
297.0
99.0
98.0
33.0
25.0
8.4
174.0
58.6
M2
289.0
99.7
73.0
25.3
44.0
15.2
172.0
59.5
M3
206.0
100.0
36.0
17.5
21.0
10.2
149.0
72.3
M4
171.0
100.0
31.0
18.1
11.0
6.4
129.0
75.4
Total
963.0
99.6
238.0 24.7
101.0
10.5
624.0
64.8
As seen with the previous tables regarding the Office of Student Affairs, there is low
satisfaction with responsiveness to student concerns. As mentioned before, creating a
transparent database with the student concerns that administration is currently addressing
would show students that their concerns are being acted upon. Additionally, followthrough by the Office of Student Affairs would also be appreciated. This could be in the
form of the “You Said We Did” newsletters or Town Halls. This will improve
communication between administration and students, especially by responding to student
concerns.
9
OFFICE OF ACADEMIC AND STUDENT PROGRAMS
4. The Office of the Associate Dean for Medical Education (Office of Medical
Education) is accessible
The Office of the Associate Dean for Medical Education (i.e. Office of Academic
and Student Programs) is accessible.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
N
%
M1
297.0
99.0
M2
290.0
M3
Number and % of
Number and
Combined
% of N/A
Dissatisfied and
Responses Very Dissatisfied
Responses
N
%
Number and %
of Combined
Satisfied and
Very Satisfied
Responses
N
%
N
%
136.0 45.8
6.0
2.0
155.0
52.2
100.0
94.0
32.4
25.0
8.6
171.0
59.0
204.0
99.0
55.0
27.0
14.0
6.9
135.0
66.2
M4
171.0
100.0
38.0
22.2
5.0
2.9
128.0
74.9
Total
962.0
99.5
323.0 33.6
50.0
5.2
589.0
61.2
There is low satisfaction (61.2%) with the accessibility of the Office of Academic and
Student Programs. Compared to the previous ISA, the satisfaction percentage between all
4 classes was 69.7%. One of the issues with this office is that its name is not well-known.
The School of Medicine has rarely introduced the faculty as part of the Office of
Academic and Student Programs. An improved organizational chart would be helpful in
delineating all the different offices and departments at the School of Medicine, so
students are aware of where to go with any particular concerns.
10
5. The Office of the Associate Dean for Medical Education (Office of Medical
Education) is aware of student concerns
The Office of the Associate Dean for Medical Education (i.e. Office of Academic
and Student Programs) is aware of student concerns.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
N
%
M1
296.0
98.7
M2
287.0
M3
Number and % of Number and %
Number and
Combined
of Combined
% of N/A
Dissatisfied and
Satisfied and
Responses Very Dissatisfied Very Satisfied
Responses
Responses
N
%
N
%
N
%
108.0 36.5
16.0
5.4
172.0
58.1
99.0
75.0
26.1
35.0
12.2
177.0
61.7
206.0
100.0
46.0
22.3
16.0
7.8
144.0
69.9
M4
171.0
100.0
36.0
21.1
7.0
4.1
128.0
74.9
Total
960.0
99.3
265.0 27.6
74.0
7.7
621.0
64.7
Students have low satisfaction (64.7%) with the Office of Academic and Student
Programs with their awareness of student concerns. This is a decrease in satisfaction
compared to the March 2022 ISA satisfaction rate of 71.7% on this item. As mentioned
before, a transparent chart of current projects that the school is working on would help
students see what actions the school is taking on their concerns. This would create more
transparency and increase trust between students and admin.
11
6. The Office of the Associate Dean for Medical Education (Office of Medical
Education) is responsive to student problems
The Office of the Associate Dean for Medical Education (i.e. Office of Academic
and Student Programs) is responsive to student problems.
Number and % of Number and %
Medical
School
Number of Total
Number and
Combined
of Combined
Responses/Response
% of N/A
Dissatisfied and
Satisfied and
Rate to this Item
Responses
Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
Class
N
%
N
%
M1
295.0
98.3
116.0 39.3
21.0
7.1
158.0
53.6
M2
290.0
100.0
47.0
16.2
80.0
27.6
163.0
56.2
M3
205.0
99.5
47.0
22.9
23.0
11.2
135.0
65.9
M4
171.0
100.0
39.0
22.8
9.0
5.3
123.0
71.9
Total
961.0
99.4
249.0 25.9
133.0
13.8
579.0
60.2
Students have low satisfaction (60.2%) with the responsiveness of the Office of
Academic and Student Programs to student problems. The satisfaction rate is especially
low in the pre-clinical years (M1/M2 student average satisfaction rate: 54.9%). From free
response comments, pre-clinical students feel as if administration “does not listen” to
their concerns. Revival of the “You Said We Did” newsletter would improve this
perception and continual transparency on current projects at the SOM would improve
communication with students.
12
OFFICE OF INCLUSION, DIVERSITY, EQUITY, AND
ACCESS
7. There are adequate resources and support for members of the LGBTQ+
community
There are adequate resources and support for members of the LGBTQ+
community.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
N
%
M1
296.0
98.7
M2
290.0
M3
Number and % of
Number and
Combined
% of N/A
Dissatisfied and
Responses Very Dissatisfied
Responses
N
%
Number and %
of Combined
Satisfied and
Very Satisfied
Responses
N
%
N
%
202.0 68.2
15.0
5.1
79.0
26.7
100.0
158.0 54.5
20.0
6.9
112.0
38.6
206.0
100.0
106.0 51.5
13.0
6.3
87.0
42.2
M4
171.0
100.0
86.0
50.3
7.0
4.1
78.0
45.6
Total
963.0
99.6
552.0 57.3
55.0
5.7
356.0
37.0
Overall, students expressed low satisfaction with the adequacy of resources and support
for members of the LGBTQ+ community (37.0%). The M1 class, in particular, expressed
low satisfaction (26.7%). The proportion of students who responded “N/A” to this
question was high (57.3%), with the M1 class registering the highest number of such
responses (68.2%). In the free responses, students cited a need for hiring more LGBTQ+
faculty as well as LGBTQ+ mentors. The ISA committee recommends the school connect
LGBTQ+ students with mentors who identify as members of this community, potentially
partnering with the LGBTQ+ People in Medicine student organization to implement the
program.
13
8. There is a diversity of faculty mentors (based on race/ethnicity, gender identity,
sexuality, religion, etc.)
There is a diversity of faculty mentors (based on race/ethnicity, gender identity,
sexuality, religion, etc.).
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and % of
Number and
Combined
% of N/A
Dissatisfied and
Responses Very Dissatisfied
Responses
Number and %
of Combined
Satisfied and
Very Satisfied
Responses
N
%
N
%
N
%
N
%
M1
297.0
99.0
32.0
10.8
30.0
10.1
235.0
79.1
M2
290.0
100.0
42.0
14.5
38.0
13.1
210.0
72.4
M3
205.0
99.5
21.0
10.2
23.0
11.2
161.0
78.5
M4
171.0
100.0
16.0
9.4
11.0
6.4
144.0
84.2
Total
963.0
99.6
111.0 11.5
102.0
10.6
750.0
77.9
Overall, students were generally satisfied with the diversity of faculty mentors (77.9%).
The M4 class expressed the highest satisfaction rate (84.2%), while M2s expressed the
lowest (72.4%). In their free responses, students cited the need for more LGBTQ+
faculty. Students also expressed a need for professors from marginalized backgrounds
who can serve as role models and mentors for students. The ISA committee recommends
establishing a system by which students from backgrounds underrepresented in medicine
are able to connect with diverse faculty mentors.
14
9. The Office of Inclusion, Diversity, Equity, and Access (IDEA) is responsive to
student concerns
The Office of Inclusion, Diversity, Equity, and Access (IDEA) is responsive to
student concerns.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
N
%
M1
297.0
99.0
M2
289.0
M3
Number and % of
Number and
Combined
% of N/A
Dissatisfied and
Responses Very Dissatisfied
Responses
N
%
Number and %
of Combined
Satisfied and
Very Satisfied
Responses
N
%
N
%
139.0 46.8
7.0
2.4
151.0
50.8
99.7
110.0 38.1
24.0
8.3
155.0
53.6
206.0
100.0
70.0
34.0
12.0
5.8
124.0
60.2
M4
171.0
100.0
56.0
32.7
5.0
2.9
110.0
64.3
Total
963.0
99.6
375.0 38.9
48.0
5.0
540.0
56.1
Overall, students were not satisfied with the responsiveness of the Office of Inclusion,
Diversity, Equity, and Access (IDEA) to student concerns (56.1%). The proportion of
N/A responses was high for this question (38.9%). The M1 and M2 classes reported
lower satisfaction rates (50.8% and 53.6%, respectively) than the M3 and M4 classes
(60.2% and 64.3%, respectively). In their free responses, several students sought an
increase in funding for this office to fund events for students underrepresented in
medicine (e.g., a weeklong bridge program, study groups). The ISA committee
recommends the IDEA office spearhead a near-peer learning coach program directed
specifically at students who are underrepresented in medicine. This would both
strengthen students’ sense of community and improve their academic outcomes.
15
OFFICE OF RESEARCH
10. There is access to research opportunities
There is access to research opportunities.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and
% of N/A
Responses
Number and % of Number and % of
Combined
Combined
Dissatisfied and
Satisfied and
Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M1
298.0
99.3
70.0
23.5
41.0
13.8
187.0
62.8
M2
290.0
100.0
29.0
10.0
58.0
20.0
203.0
70.0
M3
206.0
100.0
14.0
6.8
36.0
17.5
156.0
75.7
M4
171.0
100.0
8.0
4.7
10.0
5.8
153.0
89.5
Total
965.0
99.8
121.0 12.5
145.0
15.0
699.0
72.4
Overall, students are fairly satisfied (72.4%) with the access to research opportunities at
WSUSOM. This is a decrease in satisfaction compared to the March 2022 ISA, which
reported an 81.5% satisfaction rate with research opportunities. Of note, satisfaction was
lowest in the M1 and M2 class, with rates of 62.8% and 70.0%, respectively. A solution
to increase access to research opportunities may include creating a formalized research
mentorship program that pairs students with experienced faculty members and physicians
who can guide them through various research opportunities. Furthermore, allowing
students access to a centralized database with a list of research mentors and having
networking events with potential research mentors.
16
11. There is support for participation in research
There is support for participation in research.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and
% of N/A
Responses
Number and % of Number and % of
Combined
Combined
Dissatisfied and
Satisfied and
Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M1
297.0
99.0
65.0
21.9
43.0
14.5
189.0
63.6
M2
288.0
99.3
30.0
10.4
65.0
22.6
193.0
67.0
M3
206.0
100.0
13.0
6.3
41.0
19.9
152.0
73.8
M4
171.0
100.0
12.0
7.0
13.0
7.6
146.0
85.4
Total
962.0
99.5
120.0 12.5
162.0
16.8
680.0
70.7
Students are slightly satisfied (70.7%) with support for participation in research. This is a
decrease in satisfaction rate from the March 2022 ISA, which reported a 79.2%
satisfaction. A solution to this may include providing more one-on-one support for
students who are participating in research, such as regular meetings to provide assistance
with IRB protocols, data analysis, and manuscript preparation. Furthermore, encouraging
and promoting student participation in research through awards, recognition, and other
incentives may increase satisfaction for support for participation in research.
17
12. There are sufficient opportunities to conduct research in an area of interest
There are sufficient opportunities to conduct research in an area of interest.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and
% of N/A
Responses
Number and % of Number and % of
Combined
Combined
Dissatisfied and
Satisfied and
Very Dissatisfied Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M1
299.0
99.7
90.0
30.1
35.0
11.7
174.0
58.2
M2
289.0
99.7
40.0
13.8
61.0
21.1
188.0
65.1
M3
206.0
100.0
14.0
6.8
37.0
18.0
155.0
75.2
M4
170.0
99.4
13.0
7.6
13.0
7.6
144.0
84.7
Total
964.0
99.7
157.0 16.3
146.0
15.1
661.0
68.6
Overall, student’s expressed low satisfaction in the number of opportunities to conduct
research in an area of interest (68.6%). Satisfaction rates increased steadily by class, with
M1s reporting the lowest satisfaction (58.2%) and M4s the highest (84.7%). The overall
satisfaction rate in research opportunities represents a decline in satisfaction from last
year’s students (80.3%). Many students addressed issues with research in their free
responses. Overall, students noted the increasing importance of research as a
differentiating factor when applying for residency programs. All classes cited a need for
research opportunities, stating that cold emailing has been ineffective. They offered
solutions such as providing a list of faculty willing to conduct research with students,
networking events with potential principal investigators, and emails notifying students of
projects they could get involved in. Some students pointed out that while some of these
resources are available to those taking the research elective, they were not available to all
students. Students also identified a need for increased funding for research conferences to
make them possible for students from every financial background. They noted the current
amount of research funding is insufficient. The ISA committee noted that the WSUSOM
research elective is open to all interested students. The research elective does provide
18
students with a list of potential research mentors and hosts a networking event. The ISA
committee recommends WSUSOM host an optional Research 101 seminar early in the
M1 year, instructing students on the process of beginning research. The committee also
recommends doubling the research conference funding per student per year (to $1000)
and increasing the number of excused absences for students to attend research
conferences during their clerkship years. Finally, the ISA committee recommends
expanding the availability of Research funding to non-traditional research opportunities
(e.g., organized medicine, volunteering).
19
STUDENT SPACES
13. The study space at the medical school campus is adequate
The study space at the medical school campus is adequate.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and
% of N/A
Responses
Number and % of Number and % of
Combined
Combined
Dissatisfied and
Satisfied and
Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M1
298.0
99.3
14.0
4.7
87.0
29.2
197.0
66.1
M2
290.0
100.0
18.0
6.2
48.0
16.6
224.0
77.2
M3
204.0
99.0
11.0
5.4
24.0
11.8
169.0
82.8
M4
170.0
99.4
9.0
5.3
11.0
6.5
150.0
88.2
Total
962.0
99.5
52.0
5.4
170.0
17.7
740.0
76.9
The satisfaction rate of adequacy of study spaces at the medical school reflects a general
satisfaction at 76.9%. There is an overall increase in satisfaction for the second, third and
fourth year medical students; however, the first year medical students reported low
satisfaction with the study spaces at the medical school. It is possible that they have not
been made aware of all the changes made to the School of Medicine recently when it
comes to study spaces, so increasing information about these changes in the form of
newsletters and social media may be a solution. Furthermore, students have expressed
extending the hours of the library, which may increase satisfaction with the study spaces
as well.
20
14. The study space at hospitals/clinical sites is adequate
The study space at hospitals/clinical sites is adequate.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and
% of N/A
Responses
Number and % of Number and % of
Combined
Combined
Dissatisfied and
Satisfied and
Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M3
205.0
99.5
3.0
1.5
37.0
18.0
165.0
80.5
M4
171.0
100.0
4.0
2.3
22.0
12.9
145.0
84.8
Total
376.0
38.9
7.0
1.9
59.0
15.7
310.0
82.4
M1
M2
Students are very satisfied (82.4%) with the study spaces at the hospitals and clinical
sites. This is likely because of the new study spaces that have opened, such as the
University Health Center 6E space. This satisfaction is an increase from the March 2022
ISA, which reported a 73.9% satisfaction. Continuing to promote the hospital and clinical
site study spaces will hopefully continue to increase satisfaction among medical students.
21
15. The student relaxation space at the medical school campus is adequate
The student relaxation space at the medical school campus is adequate.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and
% of N/A
Responses
Number and % of Number and % of
Combined
Combined
Dissatisfied and
Satisfied and
Very Dissatisfied Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M1
298.0
99.3
43.0
14.4
64.0
21.5
191.0
64.1
M2
290.0
100.0
28.0
9.7
43.0
14.8
219.0
75.5
M3
205.0
99.5
32.0
15.6
14.0
6.8
159.0
77.6
M4
169.0
98.8
18.0
10.7
6.0
3.6
145.0
85.8
Total
962.0
99.5
121.0 12.6
127.0
13.2
714.0
74.2
Overall, the satisfaction with the student relaxation spaces at the medical school campus
is general satisfaction, at 74.2% satisfaction. Again, this data reflects a trend where first
year medical students show under satisfaction with the student relaxation spaces.
Increasing information about student relaxation spaces may be one solution to this.
Another solution is having wellness events or free food on occasion in the student
relaxation spaces so that they can be utilized more often; with the association between
wellness events and relaxation, students can understand that these spaces are for
improving their wellness. Furthermore, a quarterly newsletter should be sent out with
information about the codes for the relaxation spaces so that students are continuously
reminded of these spaces.
22
16. Relaxation space at hospitals/clinical sites is adequate
Relaxation space at hospitals/clinical sites is adequate.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and
% of N/A
Responses
Number and % of Number and % of
Combined
Combined
Dissatisfied and
Satisfied and
Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M3
206.0
100.0
14.0
6.8
49.0
23.8
143.0
69.4
M4
171.0
100.0
7.0
4.1
31.0
18.1
133.0
77.8
Total
377.0
39.0
21.0
5.6
80.0
21.2
276.0
73.2
M1
M2
Students are generally satisfied (73.2%) with the relaxation spaces at hospitals/clinical
sites. This is likely because most students are not aware of the wellness space within the
clinical sites. For example, there is a wellness room in the UHC 6E space, but many
students do not know about it. To make this space more welcoming, we can provide
comfortable seating, lighting, music, books, and more in this space and promote the space
on social media and newsletters. Furthermore, the medical school can collaborate with all
main hospitals to improve the medical school-specific relaxation spaces and renovate
existing ones as well.
23
17. Secure storage space for personal belongings at hospitals/clinical sites is adequate
Secure storage space for personal belongings at hospitals/clinical sites is adequate.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and
% of N/A
Responses
Number and % of
Combined
Dissatisfied and
Very Dissatisfied
Responses
Number and %
of Combined
Satisfied and
Very Satisfied
Responses
N
%
N
%
N
%
N
%
M3
206.0
100.0
6.0
2.9
41.0
19.9
159.0
77.2
M4
171.0
100.0
7.0
4.1
45.0
26.3
119.0
69.6
Total
377.0
39.0
13.0
3.4
86.0
22.8
278.0
73.7
M1
M2
Students are fairly satisfied (73.7%) with secure storage space for personal belongings at
hospitals/clinical sites. This is likely due to the variation in clinical sites offered for
WSUSOM students throughout the metropolitan Detroit area. Students are often rotating
at different clinics and hospitals that change weekly, requiring adjustments and
accommodations to different storage spaces. This can be improved by communicating
with the various sites to confirm their storage areas and attempting to standardize them
for Wayne State students.
24
MEDICAL EDUCATION
Pre-Clerkship Phase
18. Unscheduled time for self-directed learning in the pre-clerkship phase is adequate
Unscheduled time for self-directed learning in the pre-clerkship phase is adequate.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and % of
Number and
Combined
% of N/A
Dissatisfied and
Responses Very Dissatisfied
Responses
Number and %
of Combined
Satisfied and
Very Satisfied
Responses
N
%
N
%
N
%
N
%
M1
298.0
99.3
11.0
3.7
158.0
53.0
129.0
43.3
M2
289.0
99.7
18.0
6.2
81.0
28.0
190.0
65.7
M3
205.0
99.5
5.0
2.4
34.0
16.6
166.0
81.0
M4
170.0
99.4
3.0
1.8
12.0
7.1
155.0
91.2
Total
962.0
99.5
37.0
3.8
285.0
29.6
640.0
66.5
Overall, students report low satisfaction (66.5%) with unscheduled time for self-directed
learning in the pre-clerkship phase, with the M1 class reporting the least satisfaction
(43.3%). This is in stark contrast to the previous ISA reporting 79.3%. This can largely
be explained by changes made to the pre-clerkship curriculum since 2018, when
WSUSOM implemented the Highways to Excellence curriculum and changes made
especially since the start of the COVID-19 pandemic. This also explains the variance in
responses by class (namely, the M4 class reported a 91.2% satisfaction with the preclerkship curriculum), as adjustments have been made to the curriculum since its
inception. Many students report not having enough time before exams for dedicated
studying as days are inundated with lectures and required classes, many of which occur
virtually with back-to-back Zoom sessions. Beginning in July 2022, the M1 curriculum
has included a dedicated study week before each exam without any other required
25
classes, which has been received well by the Class of 2026. In order to standardize the
experience between all our classes, the School of Medicine should conduct an in-depth
analysis of which curricular sessions are actually helpful to student academic
performance based on student feedback and performance data.
26
19. The quality of the pre-clerkship phase is adequate
The quality of the pre-clerkship phase is adequate.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and
% of N/A
Responses
Number and % of Number and % of
Combined
Combined
Dissatisfied and
Satisfied and
Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M1
298.0
99.3
12.0
4.0
45.0
15.1
241.0
80.9
M2
290.0
100.0
15.0
5.2
80.0
27.6
195.0
67.2
M3
205.0
99.5
4.0
2.0
38.0
18.5
163.0
79.5
M4
171.0
100.0
3.0
1.8
17.0
9.9
151.0
88.3
Total
964.0
99.7
34.0
3.5
180.0
18.7
750.0
77.8
Students are generally satisfied (77.8%) with the quality of the pre-clerkship phase. The
M2 class reported less satisfaction with the quality, however (67.2%). Students also
reported inconsistencies in the quality of instruction, including discrepancies in material,
lack of clarification, and variances in professors’ expertise. Furthermore, the quality of
lectures can be improved by integrating third-party resources for Step 1 more seamlessly
into the lecture content. For example, for each lecture, there should be supplemental
material listed in the form of UWorld question IDs or Board and Beyond videos to watch
on the lecture topic. Lastly, students reported a need for research to be integrated in the
pre-clerkship curriculum, which can be improved by increasing the reach of the Office of
Research for M1 and M2 students.
27
20. The medical school is responsive to student feedback on courses/clerkships
The medical school is responsive to student feedback on courses/clerkships.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and % of Number and % of
Number and
Combined
Combined
% of N/A
Dissatisfied and
Satisfied and
Responses Very Dissatisfied Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M1
298.0
99.3
25.0
8.4
32.0
10.7
241.0
80.9
M2
289.0
99.7
17.0
5.9
54.0
18.7
218.0
75.4
M3
205.0
99.5
6.0
2.9
39.0
19.0
160.0
78.0
M4
171.0
100.0
12.0
7.0
17.0
9.9
142.0
83.0
Total
963.0
99.6
60.0
6.2
142.0
14.7
761.0
79.0
Overall, students are fairly satisfied (79.0%) with the school’s responsiveness to student
feedback on courses and clerkships. Since the Highways to Excellence curriculum was
implemented in 2018, it has gone through numerous changes, which have largely
occurred due to student feedback. To improve student awareness of these changes, the
ISA committee recommends the revival of a quarterly “You Said, We Did” newsletter.
Additionally, if there can be a visual representation of quality improvement measures the
school is taking to respond to student concerns, that include a timeline and the
office/administrator in charge of that particular item. Moreover, there has been a
relatively low attendance at Town Halls that are not required. In order to improve
participation, we recommend that administration host focused Town Halls instead of
generic Town Halls. This could include Town Halls on specific topics like Financial Aid,
Wellness, and Curriculum.
28
21. Overall student workload in the pre-clerkship phase is adequate
Overall student workload in the pre-clerkship is adequate.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and
% of N/A
Responses
Number and % of Number and % of
Combined
Combined
Dissatisfied and
Satisfied and
Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M1
297.0
99.0
7.0
2.4
112.0
37.7
178.0
59.9
M2
287.0
99.0
13.0
4.5
57.0
19.9
217.0
75.6
M3
206.0
100.0
4.0
1.9
25.0
12.1
177.0
85.9
M4
171.0
100.0
3.0
1.8
14.0
8.2
154.0
90.1
Total
961.0
99.4
27.0
2.8
208.0
21.6
726.0
75.5
Students are generally satisfied (75.5%) with overall student workload in the preclerkship phase. Most student concerns regarding workload were related to the number of
required events and lectures that students in the pre-clerkship phase had, especially in the
week before exams. A change implemented in 2021 was the inclusion of a dedicated
study week before each exam with no required events. Furthermore, students reported
that the number of miscellaneous assignments were often overwhelming; a reduction of
these in favor of more flexible study time would be beneficial for learning and student
wellness. For example, many students mentioned that having a note-writing component
in both CEC and Clinical Skills was redundant. Instead, keep the note-writing portion of
clinical skills due to the peer feedback and eliminate this requirement from the CEC
course.
29
22. Clinical skills instruction in the pre-clerkship phase is adequate
Clinical skills instruction in the pre-clerkship phase is adequate.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and
% of N/A
Responses
Number and % of Number and % of
Combined
Combined
Dissatisfied and
Satisfied and
Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M1
297.0
99.0
7.0
2.4
53.0
17.8
237.0
79.8
M2
290.0
100.0
13.0
4.5
35.0
12.1
242.0
83.4
M3
206.0
100.0
6.0
2.9
34.0
16.5
166.0
80.6
M4
171.0
100.0
4.0
2.3
12.0
7.0
155.0
90.6
Total
964.0
99.7
30.0
3.1
134.0
13.9
800.0
83.0
Overall, students are very satisfied (83.0%) with clinical skills instruction in the preclerkship phase. With the Kado Clinical Skills Center, students are able to learn and
practice clinical skills well before they start their rotations. Each clinical skills session is
correlated with lecture and course content, which improves student learning. Many
students reported that they would appreciate more instruction and peer (M4 student)
teaching of physical examination maneuvers, rather than just being tested on their ability
to perform a physical exam. This can be implemented by having more frequent clinical
skills sessions, including more formative teaching sessions along with assessment
sessions. Other suggestions to improve clinical skills instruction would be to include
lessons on suturing, medicine administration, and other skills important to practice in the
hospital wards and clinics.
30
23. The amount of formative feedback in the pre-clerkship phase is adequate
The amount of formative feedback in the pre-clerkship phase is adequate.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and % of Number and % of
Number and
Combined
Combined
% of N/A
Dissatisfied and
Satisfied and
Responses Very Dissatisfied Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M1
295.0
98.3
13.0
4.4
19.0
6.4
263.0
89.2
M2
290.0
100.0
14.0
4.8
40.0
13.8
236.0
81.4
M3
205.0
99.5
3.0
1.5
25.0
12.2
177.0
86.3
M4
171.0
100.0
3.0
1.8
11.0
6.4
157.0
91.8
Total
961.0
99.4
33.0
3.4
95.0
9.9
833.0
86.7
Overall, students are very satisfied (86.7%) with the amount of formative feedback in the
pre-clerkship phase. Despite changes in the curriculum between classes, there was little
variation in this satisfaction (M1: 89.2%, M2: 81.4%, M3:86.3% and M4: 91.8%). In the
classes with the lower percentages of satisfied students, there was slightly higher
dissatisfaction, but overall dissatisfaction remained low at 9.9%. Compared to the 2022
ISA, which also had high satisfaction with pre-clerkship formative feedback (81.1%), this
is slightly increased. Formalized feedback following each curricular component and
opportunities to engage with the feedback is suggested to maintain student satisfaction.
31
24. The quality of formative feedback in the pre-clerkship phase is adequate
The quality of formative feedback in the pre-clerkship is adequate.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and % of Number and % of
Number and
Combined
Combined
% of N/A
Dissatisfied and
Satisfied and
Responses Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M1
297.0
99.0
14.0
4.7
25.0
8.4
258.0
86.9
M2
290.0
100.0
15.0
5.2
45.0
15.5
230.0
79.3
M3
206.0
100.0
4.0
1.9
33.0
16.0
169.0
82.0
M4
169.0
98.8
3.0
1.8
12.0
7.1
154.0
91.1
Total
962.0
99.5
36.0
3.7
115.0
12.0
811.0
84.3
WSUSOM students are also highly satisfied with the quality of formative feedback in the
pre-clerkship phase (84.3%). The class with the highest satisfaction was the M4 class
(91.1%) and the class with the lowest percentage of satisfied students was the M2 class
(79.3%). The percentage of dissatisfied students was an average of 12.0% with the M2
and the M3 class having the highest percentage of dissatisfaction (15.0-16.0%). In order
to determine the root cause of this satisfaction, we suggest that further inquiries be made
into how the quality of feedback could be improved in a systematic approach.
32
STUDENT SERVICES
Academic Counseling
25. Career counseling is adequate
Career counseling is adequate.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
N
%
M1
298.0
99.3
M2
290.0
M3
Number and
% of N/A
Responses
N
%
Number and % of Number and % of
Combined
Combined
Dissatisfied and
Satisfied and
Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
114.0 38.3
27.0
9.1
157.0
52.7
100.0
88.0
30.3
79.0
27.2
123.0
42.4
206.0
100.0
9.0
4.4
56.0
27.2
141.0
68.4
M4
170.0
99.4
7.0
4.1
21.0
12.4
142.0
83.5
Total
964.0
99.7
218.0 22.6
183.0
19.0
563.0
58.4
Students are less satisfied with the adequacy of career counseling with an average of
58.4% (M1: 52.7%, M2: 42.4%, M3: 68.4%, M4: 83.5%). However, there is also a large
percentage of M1 (38.3%) and M2 (30.3%) who responded with N/A, but dissatisfaction
is still high at 19.0%. This is similar to reports in the 2022 ISA, where M1 and M2 had
higher N/A reporting and satisfaction increased with progression through the curriculum.
To address this, we suggest that career advising be incorporated throughout the
curriculum and supplemented in M1 and M2 to promote specialty and career exploration
early on in addition to formal advising that is offered in M3 and M4. Last year there was
a session where students could meet with recently graduated alumni in different
specialties, and this was positively reviewed and should be incorporated into annual
career exploration opportunities. Other suggestions include “speed dating” night for
specialties, a pointed research and career advising point person, and increased shadowing
opportunities during clinical years.
33
26. Counseling about elective choices is adequate
Counseling about elective choices is adequate.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and
% of N/A
Responses
Number and % of Number and % of
Combined
Combined
Dissatisfied and
Satisfied and
Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M1
298.0
99.3
97.0
32.6
61.0
20.5
140.0
47.0
M2
287.0
99.0
75.0
26.1
106.0
36.9
106.0
36.9
M3
205.0
99.5
19.0
9.3
51.0
24.9
135.0
65.9
M4
170.0
99.4
9.0
5.3
29.0
17.1
132.0
77.6
Total
960.0
99.3
200.0 20.8
247.0
25.7
513.0
53.4
Overall satisfaction with counseling on elective choices was low in all classes with an
average of 53.4%. There was similarly high dissatisfaction reported by all classes
(25.7%) and high N/A responses by the M1 and M2 classes (32.6% and 26.1%). The
especially high dissatisfaction and N/A response in pre-clerkship cohorts may be related
to issues with clarity on elective policies for future scheduling of 4th year electives.
These results are very similar to the the results seen in the 2022 ISA with higher
satisfaction in M3 and M4 students and higher N/A responses in M1 and M2 students. To
address this, we suggest formalized policies on electives be given to students at the
beginning of each segment and separate sessions be scheduled to give more
comprehensive elective counseling prior to enrollment. It would be beneficial if there was
a career counseling/point person who is knowledgeable about all electives to help
disseminate and deliver information during these sessions. We also suggest including
student feedback as information provided during these sessions or even including older
students as participants to reflect and answer questions about elective experiences.
34
Financial Aid
27. The quality of financial aid administrative services is adequate
The quality of financial aid administrative services is adequate.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and % of Number and % of
Number and
Combined
Combined
% of N/A
Dissatisfied and
Satisfied and
Responses Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M1
298.0
99.3
79.0
26.5
75.0
25.2
144.0
48.3
M2
290.0
100.0
63.0
21.7
61.0
21.0
166.0
57.2
M3
204.0
99.0
23.0
11.3
56.0
27.5
125.0
61.3
M4
170.0
99.4
22.0
12.9
37.0
21.8
111.0
65.3
Total
962.0
99.5
187.0 19.4
229.0
23.8
546.0
56.8
Students are generally dissatisfied with the quality of financial aid and administrative
services with the average satisfaction percentage at 56.8% and the average dissatisfaction
percentage at 23.8%. Satisfaction increased slightly from M1 to M4 while N/A responses
were decreasing from M1 to M4. These results are very similar to the 2022 ISA results,
where the average satisfaction was 61.7%. To best address this, we suggest that there be
continued efforts to improve these services including increased personnel to attend to
student needs, reduced wait time on financial aid inquiries, improved communications
(such as continuing quarterly financial aid newsletter), and increased appointment times
for student needs. Additionally, we request there be more transparency in scholarship
application processes including deadlines, prompt notifications of awards and rejections,
and an accessible timeline or calendar to detail these opportunities.
35
28. Debt management counseling is adequate
Debt management counseling is adequate.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
N
%
M1
298.0
99.3
M2
290.0
M3
Number and
% of N/A
Responses
N
%
Number and % of Number and % of
Combined
Combined
Dissatisfied and
Satisfied and
Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
146.0 49.0
59.0
19.8
93.0
31.2
100.0
116.0 40.0
55.0
19.0
119.0
41.0
205.0
99.5
53.0
25.9
45.0
22.0
107.0
52.2
M4
170.0
99.4
49.0
28.8
38.0
22.4
83.0
48.8
Total
963.0
99.6
364.0 37.8
197.0
20.5
402.0
41.7
There was low satisfaction with the adequacy of debt management counseling (41.7%),
high dissatisfaction (20.5%), and very high N/A response (37.8%). N/A response was
slightly higher in M1 and M2 classes and dissatisfaction was higher in M3 and M4
classes. These results were very similar to the results received in the 2022 ISA. With such
a high percentage of students either unaware of debt management counseling or
dissatisfied with its adequacy, we would like to suggest that debt management counseling
be a mandatory part of M1 orientation, be offered frequently as information sessions and
as one-on-one counseling appointments throughout the curriculum and be mandatory
again prior to the end of M4. In addition, we request that the content of these sessions be
evaluated prior and student feedback be gathered after sessions for quality improvement.
36
Wellness
29. Mental health services are available
Mental health services are available.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
N
%
M1
298.0
99.3
M2
290.0
M3
Number and
% of N/A
Responses
N
Number and % of Number and % of
Combined
Combined
Dissatisfied and
Satisfied and
Very Dissatisfied
Very Satisfied
Responses
Responses
%
N
%
N
%
104.0 34.9
47.0
15.8
147.0
49.3
100.0
91.0
31.4
74.0
25.5
125.0
43.1
204.0
99.0
42.0
20.6
33.0
16.2
129.0
63.2
M4
205.0
119.9
68.0
33.2
16.0
7.8
121.0
59.0
Total
997.0
103.1
305.0 30.6
170.0
17.1
522.0
52.4
The combined satisfaction rate for all 4 classes was subpar with the average of 52.4%.
This was a drop from the 58% satisfaction rate from the previous year’s survey. This
depicts a paucity of resources or information about the resources among the classes.
Students recommend having more than 1 counselor per class (with mental health training)
to support their well-being by providing their expertise. Long waiting period/schedule
conflicts with on-campus CAPS. The School of Medicine is currently in the process of
hiring 2-3 new counselors. We recommend that these new counselors be dedicated to
providing mental health services exclusive to the SOM, while our current class
counselors can take on more of a career counselling role. Students also recommend
continuing Dr Waineo’s wellness seminars, especially during the dedicated STEP1
period. Students also denounce the numerous assignments in their CEC and P4 courses
which strains their focus on their clinical experience.
37
30. Student well-being programs are available
Student well-being programs are available.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and
% of N/A
Responses
Number and % of Number and % of
Combined
Combined
Dissatisfied and
Satisfied and
Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M1
298.0
99.3
84.0
28.2
49.0
16.4
165.0
55.4
M2
287.0
99.0
60.0
20.9
68.0
23.7
159.0
55.4
M3
204.0
99.0
26.0
12.7
33.0
16.2
145.0
71.1
M4
170.0
99.4
22.0
12.9
10.0
5.9
138.0
81.2
Total
959.0
99.2
192.0 20.0
160.0
16.7
607.0
63.3
The combined satisfaction rate is averaged low at 63.3%. This was also a drop from the
past year’s result of 72.1%. It should be noted that the preclinical students had lower
satisfaction with their well-being as compared to the clerkship students’ rate. Preclerkship students recommend more time for self-directed studying, such as one day
without required activities per week, since required events strain their study time and
reduce in-person events or allow students to choose sessions they find beneficial to their
learning. Pre-clerkship students recommend making the lectures more concise as too
much detail can hinder our long-term learning of key concepts. Boards and Beyond are
an example of concise supplementary material that is effective at helping retain
information. This could help the self-studying and well-being of students. Students
should be made aware of why certain events are required and/or in-person.
38
Health Services
31. Student health services are accessible
Student health services are accessible.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and % of Number and % of
Number and
Combined
Combined
% of N/A
Dissatisfied and
Satisfied and
Responses Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M1
298.0
99.3
91.0
30.5
34.0
11.4
173.0
58.1
M2
290.0
100.0
73.0
25.2
43.0
14.8
174.0
60.0
M3
205.0
99.5
39.0
19.0
20.0
9.8
146.0
71.2
M4
169.0
98.8
18.0
10.7
13.0
7.7
138.0
81.7
Total
962.0
99.5
221.0 23.0
110.0
11.4
631.0
65.6
The combined satisfaction rate averaged low at 65.6%. This was down from last year’s
rate of 77%. It should also be noted the satisfaction rate for “Student Health Services”
trended low for the preclinical students but was high for the clerkship students. It could
be deduced that the orientation to the student health resources was not adequate for the
new students. International Students request adequate information on policies for health
insurance and PCP procurement. Timely disclosure of insurance rates with discounted
rates, as well as ways of obtaining Federal-covered services like Medicaid for lowincome students. We also recommend an in increase in transparency of costs at the
Student Health Center.
39
NEW POLICY SUPPORT
32. I would support a new religious holiday policy that allocated 3 days/year, outside
of wellness days, that students can use for religious/spiritual holidays that are not
covered by the school calendar
Support for religious accommodation policy
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and % of Number and % of
Number and
Combined
Combined
% of N/A
Dissatisfied and
Satisfied and
Responses Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M1
298.0
99.3
15.0
5.0
4.0
1.3
279.0
93.6
M2
290.0
100.0
17.0
5.9
6.0
2.1
267.0
92.1
M3
205.0
99.5
6.0
2.9
1.0
0.5
198.0
96.6
M4
170.0
99.4
11.0
6.5
3.0
1.8
156.0
91.8
Total
963.0
99.6
49.0
5.1
14.0
1.5
900.0
93.5
The combined satisfaction rate for all classes and the averaged rates are over 91%.
Students have overwhelming support for a new religious holiday policy that allocates 3
days/year, outside of wellness days, that they can use for holidays not present in the
calendar. The ISA Committee suggests that students work with pre-clerkship and
clerkship coordinators to reach an agreement on this new policy without clashing with the
academic coursework and learning requirements.
40
33. Parental accommodations: I would support a parental accommodations policy that
would allow for excused time off for medical students who are experiencing the
birth or adoption of a child and increase resources, such as lactation rooms,
childcare spaces, test-taking accommodations, etc., for medical student parents.
Support for parental accommodations policy
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and
% of N/A
Responses
Number and % of Number and % of
Combined
Combined
Dissatisfied and
Satisfied and
Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M1
295.0
98.3
17.0
5.8
2.0
0.7
276.0
93.6
M2
289.0
99.7
19.0
6.6
5.0
1.7
265.0
91.7
M3
206.0
100.0
11.0
5.3
2.0
1.0
193.0
93.7
M4
171.0
100.0
12.0
7.0
1.0
0.6
158.0
92.4
Total
961.0
99.4
59.0
6.1
10.0
1.0
892.0
92.8
The combined satisfaction rate for all classes and the averaged rates are over 91%.
Students have overwhelming support for the parental accommodations policy that would
allow for excused time off for medical students who are experiencing the birth or
adoption of a child and increase resources, such as lactation rooms, childcare spaces, testtaking accommodations, etc., for medical student parents. The ISA Committee
recommends that students work with admin to provide the above necessary resources
including test-taking accommodations for our students with dependents without
disrupting one's graduation timeline. We also would like to see increased funding to the
Student Affairs office and facilities to provide these resources for students.
41
ADMINISTRATION TRANSPARENCY/ORGANIZATION
34. There is adequate student feedback in the scheduling process
There is adequate student feedback in the scheduling process.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and
% of N/A
Responses
Number and % of Number and % of
Combined
Combined
Dissatisfied and
Satisfied and
Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M1
298.0
99.3
37.0
12.4
83.0
27.9
178.0
59.7
M2
289.0
99.7
34.0
11.8
78.0
27.0
177.0
61.2
M3
204.0
99.0
15.0
7.4
39.0
19.1
150.0
73.5
M4
171.0
100.0
12.0
7.0
24.0
14.0
135.0
78.9
Total
962.0
99.5
98.0
10.2
224.0
23.3
640.0
66.5
There is a low satisfaction rate with the preclinical students (60%) as opposed to the
clerkship student (75%). This was a general drop in the combined rate from 76.9% in the
past year. As such, we recommend a transparent report detailing one-for-one changes if
any, being made based on major complaints/feedback being submitted by students versus
broad change statements. Additionally, we request continual feedback from students on
whether certain required sessions are beneficial to maintain in the curriculum (1 year
post, 2 years post, etc.)
42
35. There is trust between students and administration
There is trust between students and administration.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and % of Number and % of
Number and
Combined
Combined
% of N/A
Dissatisfied and
Satisfied and
Responses Very Dissatisfied
Very Satisfied
Responses
Responses
N
%
N
%
N
%
N
%
M1
297.0
99.0
19.0
6.4
51.0
17.2
227.0
76.4
M2
288.0
99.3
15.0
5.2
122.0
42.4
151.0
52.4
M3
206.0
100.0
6.0
2.9
66.0
32.0
134.0
65.0
M4
170.0
99.4
5.0
2.9
35.0
20.6
130.0
76.5
Total
961.0
99.4
45.0
4.7
274.0
28.5
642.0
66.8
Overall students reported low satisfaction in trust with administration (66.8%). However,
this represents a considerable increase from the satisfaction rate in last year’s survey
(41.9%). Notably, the satisfaction rates of the M1 and M4 classes this year (76.4% and
76.5%, respectively) dwarfed those seen among M1s and M4s last year (28.2% and
28.8% respectively). These results signify a substantial increase in the trust between
students and administration in the past year.
All students, but particularly M2s, addressed trust issues with administration extensively
in their free responses. Their issues fell into three buckets: communication, personnel,
and organization. First, students felt administration didn’t effectively communicate how
they were addressing student concerns and hence students did not feel listened to. The
ISA committee recommends a quarterly email or newsletter from administration detailing
top student concerns and how they’re being addressed. Second, students did not feel the
number of administrative personnel was sufficient to manage the curriculum. They cited
unanswered emails and logistic mishaps. Several M2 students also found the need for an
administrator with whom they could address more broad concerns about the course. The
ISA committee recommends hiring both an assistant dean of curriculum affairs and a
director of the pre-clerkship phase. Third, students felt the administration was
43
disorganized. They referenced haphazard communications and competing information
from administrators leading to logistical frustrations (e.g., that electives would count
toward a free month for the fourth year). The ISA committee recommends regular
meetings among administration, by class, to ensure consistent communication.
44
36. There is clarity on whom/which office to reach out to for course-specific concerns
There is clarity on whom/which office to reach out to for course-specific concerns.
Medical
School
Class
Number of Total
Responses/Response
Rate to this Item
Number and % of
Number and
Combined
% of N/A
Dissatisfied and
Responses Very Dissatisfied
Responses
Number and %
of Combined
Satisfied and
Very Satisfied
Responses
N
%
N
%
N
%
N
%
M1
298.0
99.3
31.0
10.4
64.0
21.5
203.0
68.1
M2
287.0
99.0
25.0
8.7
89.0
31.0
173.0
60.3
M3
204.0
99.0
4.0
2.0
47.0
23.0
153.0
75.0
M4
170.0
99.4
6.0
3.5
29.0
17.1
135.0
79.4
Total
959.0
99.2
66.0
6.9
229.0
23.9
664.0
69.2
Overall, students were not satisfied with the clarity on whom to reach out to regarding
course-specific concerns (69.2%). The M2 class experienced the lowest satisfaction rate
(60.3%), while M4s reported the highest satisfaction (79.4%). Free responses did not
signal a struggle with who to reach out to for concerns about the course material itself.
Students did note, however, that they were unsure of who to speak to regarding broader
course-related issues (e.g., scheduling conflicts, workload burden). The ISA committee
recommends hiring both an assistant dean of curriculum affairs and a director of the preclerkship phase to provide students with more curricular and logistical clarity,
respectively.
45
COMMITTEE PRIORITIES
The ISA Committee has come up with the following list of priorities for administration to
respond to in the short-term (within the next 6-8 months):
1. Centralized database for current project updates and timelines
2. Updated research database for mentors/projects
3. An in-depth analysis of required events for the pre-clerkship curriculum
4. Integration of third-party resources into the pre-clerkship curriculum
5. Increase career development opportunities (shadowing, mentorship, etc.)
6. Separating the role of academic and mental health counselors
7. Major improvements to the IDEA office (events, accessibility, mentorship, etc.)
We will be following up with administration to collaborate on these priorities as well as
other solutions that were mentioned in this report. Our future plans include scheduling a
Town Hall to present updates/improvements based on the ISA results as well as an
opportunity for more unstructured student feedback.
46