STANDARD 2: LEADERSHIP AND ADMINISTRATION
A medical school has a sufficient number of faculty in leadership roles and of senior administrative staff with the skills, time, and
administrative support necessary to achieve the goals of the medical education program and to ensure the functional integration of all
programmatic components.
2.1 SENIOR LEADERSHIP, SENIOR ADMINISTRATIVE STAFF AND FACULTY APPOINTMENTS
The dean and those to whom he or she delegates authority (e.g., vice, associate, assistant deans), department heads, and senior administrative staff and
faculty of a medical school are appointed by, or on the authority of, the governing board of the university.
NARRATIVE RESPONSE
a.
Briefly describe the role of the governing body of the medical school in the appointment of members of the medical school administration, including the dean,
those to whom the dean delegates authority (e.g., vice, associate, assistant deans), department heads, and senior administrative staff and faculty. Note if the
governing body has delegated the responsibility for some or all of these appointments to another individual.
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2.2 DEAN’S QUALIFICATIONS
The dean of a medical school is qualified by education, training, and experience to provide effective leadership in medical education, scholarly activity,
patient care, and other missions of the medical school.
NARRATIVE RESPONSE
a.
Provide one page summary of the dean’s experience and qualifications to provide leadership in each of the missions of the medical school.
b. Note if the dean has ultimate responsibility for all missions of the medical school or if some of these are under the authority of another individual.
c.
Describe the process used to evaluate the dean, including the interval at which this evaluation takes place.
SUPPORTING DOCUMENTATION
a.
Dean’s abbreviated curriculum vitae (no more than 4 pages). (Appendix G)
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2.3 ACCESS AND AUTHORITY OF THE DEAN
The dean of a medical school has sufficient access to the university president or other university official charged with final responsibility for the medical
education program and to other university officials in order to fulfill his or her responsibilities. The dean’s authority and responsibility for the medical
education program are defined in clear terms.
NARRATIVE RESPONSE
a.
Summarize the dean’s access to university and health system administrators.
b. Describe the dean’s authority and responsibility for the medical education program based on the position description provided in the supporting
documentation.
SUPPORTING DOCUMENTATION
a.
Organizational chart illustrating the relationship of the medical school dean to university administration, to the deans of other schools and colleges, and to the
administrators of the health science center and affiliated teaching hospitals (if relevant). (Appendix H)
b. Dean’s position description. If the dean has an additional role (e.g., vice president for health/academic affairs, provost), include that position description, as
well. (Appendix I)
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2.4 SUFFICIENCY OF ADMINISTRATIVE STAFF
A medical school has in place a sufficient number of associate or assistant deans, leaders of organizational units, and senior administrative staff who are
able to commit the time necessary to accomplish the missions of the medical school.
SUPPORTING DATA
Table 2.4-1 | Deanery (Vice, Associate, Assistant Deans and Similar Positions)
Source: School-Reported
Provide the requested information regarding members of the dean’s office (vice, associate deans and similar positions; leaders of organizational units, and senior
administrative staff e.g., CFO). For each interim/acting appointment, provide the date the previous incumbent left office. Add rows as needed.
Date previous
% effort dedicated to
incumbent left
Title
Name of incumbent
administrative role
Date appointed
(if interim)
Table 2.4-2 | Office of the Associate Dean for Educational Programs/Medical Education
Source: AAMC CGQ and AFMC GQ
Provide data from the AAMC Canadian Graduation Questionnaire (CGQ) and the AFMC Graduation Questionnaire (AFMC GQ) on the percentage of students that were
satisfied/very satisfied (aggregated) with the Office of the Associate Dean for Educational Programs/Medical Education.
School %
2014
2015
2016
Accessibility
Awareness of student concerns
Responsiveness to student problems
Includes students on key medical school committees and working groups
Table 2.4-3 | Office of the Associate Dean for Educational Programs/Medical Education
Source: ISA
Provide data from the Independent Student Analysis (ISA), by curriculum year, on the percentage of students that were satisfied/very satisfied (aggregated) with the Office
of the Associate Dean for Educational Programs/Medical Education. Add rows as needed for additional ISA survey questions relevant to the topic.
School %
Year 1
Year 2
Year 3
Year 4
Accessibility
Awareness of student concerns
Responsiveness to student problems
Includes students on key medical school committees and working groups
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Table 2.4-4 | Office of the Associate Dean of Student Affairs
Source: AAMC CGQ and AFMC GQ
Provide data from the AAMC Canadian Graduation Questionnaire (CGQ) and the AFMC Graduation Questionnaire (AFMC GQ) on the percentage of students that were
satisfied/very satisfied (aggregated) with the Office of the Associate Dean of/for Students.
School %
2014
2015
2016
Accessibility
Awareness of student concerns
Responsiveness to student problems
Includes students on key medical school committees and working groups
Table 2.4-5 | Office of the Associate Dean of Student Affairs
Source: ISA
Provide data from the Independent Student Analysis (ISA), by curriculum year, on the percentage of students that were satisfied/very satisfied (aggregated) with the Office
of the Associate Dean of Student Affairs. Add rows as needed for additional ISA survey questions relevant to the topic.
School %
Year 1
Year 2
Year 3
Year 4
Accessibility
Awareness of student concerns
Responsiveness to student problems
Includes students on key medical school committees and working groups
Table 2.4-6 | Department Chairs
Source: School-Reported
Provide the requested information regarding current department chairs. For each interim/acting appointment, provide the date the previous department chair left office.
Add rows as needed.
Date previous
Name of department
Name of department chair
Date appointed
department chair left
Table 2.4-7 | Number of Department Chair Vacancies
Source: School-Reported
Indicate the number of vacant/interim department chair positions for each of the listed academic years (as available). Use January 1st of the given academic year.
AY 2014-15
AY 2015-16
AY 2016-17
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NARRATIVE RESPONSE
a.
If any members of the dean’s office staff hold interim/acting appointments, describe the status of recruitment efforts to fill the position(s).
b. If there are any department chair vacancies, describe the status of recruitment efforts to fill the position(s).
c.
Briefly describe how, how often, and by whom the performance of dean’s office staff and department chairs is reviewed.
SUPPORTING DOCUMENTATION
a.
Organizational chart of the dean’s office. (Appendix J)
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2.5 RESPONSIBILITY OF AND TO THE DEAN
The dean of a medical school with one or more geographically distributed campuses is administratively responsible for the conduct and quality of the
medical education program and for ensuring the adequacy of faculty at each campus. The principal academic officer at each campus (e.g.,
regional/vice/associate/assistant dean or site director) is administratively responsible to the dean.
NOTE: Only schools operating geographically distributed campuses should respond to element 2.5.
SUPPORTING DATA
Table 2.5-1 | Geographically Distributed Campus(es)
Provide the requested information for each geographically distributed campus. Add rows as needed.
Campus
Location
Source: School-Reported
Name and title of principal academic officer
(e.g., regional/vice/associate/assistant dean or site director)
NARRATIVE RESPONSE
a.
Describe the role of the medical school dean/designated chief academic officer in monitoring the conduct and quality of the medical education program at all
geographically distributed campuses. Describe how this individual monitors the adequacy of faculty at distributed campus(es) and works with the principal
academic officer(s) (e.g., regional/vice/associate/assistant dean or site director) at each campus to remedy any deficiencies.
b. Referring to the organizational chart requested in the supporting documentation, describe the reporting relationship between the medical school dean/chief
academic officer and the principal academic officer (e.g., regional/vice/associate/assistant dean or site director) at each geographically distributed campus.
Also include a description of the reporting relationship(s) of other campus administrators.
c.
Describe the ways in which the principal academic officer(s) (e.g., regional vice/associate/assistant dean or site director) at geographically distributed
campus(es) are integrated into the administrative and governance structures of the medical school.
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SUPPORTING DOCUMENTATION
a.
Organizational chart illustrating the reporting relationship of each campus(es) principal academic officer (e.g., regional/vice/associate/assistant dean or site
director) and other campus administrators to the medical school dean/chief academic officer and/or other members of the central medical school
administration. (Appendix K)
b. Position description for the principal academic officer (e.g., regional/vice/associate/assistant dean or site director) at each geographically distributed campus.
(Appendix L)
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2.6 FUNCTIONAL INTEGRATION OF THE FACULTY
At a medical school with one or more geographically distributed campuses, the faculty at the departmental and medical school levels at each campus are
functionally integrated by appropriate administrative mechanisms (e.g., participation in shared governance; regular minuted meetings and/or
communication; periodic visits; review of student required clinical learning experiences, performance, and evaluation data; and review of faculty
performance data related to their educational responsibilities).
NOTE: Only schools operating geographically distributed campuses should respond to element 2.6.
NARRATIVE RESPONSE
a.
Describe any medical school policies or faculty bylaws that assure the participation of faculty based at geographically distributed campuses in medical school
governance (e.g., committee membership).
b. Provide examples from the past two years of how faculty members at the departmental and medical school level are functionally integrated across
geographically distributed campuses.
c.
Provide examples of faculty members including regional/vice/associate/assistant deans or site directors based at geographically distributed campuses serving
on the medical school’s curriculum committee (see element 8.1).
d.
Provide examples of faculty members including regional/vice/associate/assistant deans or site directors based at geographically distributed campuses serving
on the medical school’s admissions committee.
e.
Provide examples of faculty members including regional/vice/associate/assistant deans or site directors based at geographically distributed campuses serving
on the medical school’s executive committee.
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SUPPORTING DOCUMENTATION
a.
Organizational chart(s) for each year of the MD program illustrating the relationship of the site directors of all required learning experiences to the directors of
the corresponding required learning experiences at the main campus. (Appendix M)
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