Scholarly Project
MEDP 810
Handbook
1 4/1/2010 TABLE OF CONTENTS
Introduction
Page
3
Organization of the Scholarly Project course
SP Directors
SP Advisor
SP Mentors
SP Mentor database
4-6
4-5
5
6
6
The Scholarly Project Curriculum
7
Preparing for the Scholarly Project
8
Scholarly Project Prospectus
Abstract
Topic
Question
Methods
Workplan
References
9-10
9
9
9
9
10
10
Institutional Compliance
11
Scholarly Project Funding
11
Statistics Resources
12
Important Dates and Deadlines
13
Student Responsibilities and Assessment
14-15
Appendices
Appendix 1: Scholarly Project Mentor Invitation Letter
Appendix 2: Scholarly Project Survey
Appendix 3: Scholarly Project Preceptor Agreement Form
Appendix 4: Scholarly Project Learning Outcomes
Appendix 5: Scholarly Project Topic and Mentor Selection Form
Appendix 6: Scholarly Project Prospectus Face Page
Appendix 7: Scholarly Project Prospectus Mentor Approval Form
Appendix 8: Scholarly Project Budget Template
Appendix 9: Scholarly Project Progress Report
Appendix 10: Scholarly Project Progress Report Mentor Evaluation
Appendix 11: Scholarly Project Thesis Format
2 4/1/2010 INTRODUCTION
The Scholarly Project (SP) course (MEDP810) is one of the pillars of our curriculum at
The University of Arizona College of Medicine-Phoenix in partnership with Arizona State
University (COM-PHX). Through the SP, students develop advanced inquiry and
problem-solving skills to support clinical practice throughout their careers. Each student
in the COM-PHX takes part in the Scholarly Project Learning Community (SPLC)
throughout their four years, and undertakes independent scholarly activity culminating in
a thesis and final presentation prior to graduation in Year 4. The Learning Community
provides students with the skills required to formulate and resolve important questions
broadly related to medicine. Through the scholarly activity and the SPLC, students
develop proficiency in critical inquiry tools that will remain central to their success as
clinicians for decades to come.
This Handbook will serve as your guide to:
•
•
•
•
•
the Scholarly Project and the Scholarly Project Learning Community.
the roles and responsibilities of students, SP Advisors, SP Mentors and SP
Directors.
how to go about indentifying an SP topic and mentor.
how to prepare a SP prospectus.
milestones and deadlines for the SP.
3 4/1/2010 ORGANIZATION OF THE SCHOLARLY PROJECT COURSE
Figure 1. The organization of the Scholarly Project course at the COM-PHX.
SP Directors
The SP Directors are responsible for the curricular and research aspects of the SP
described in this handbook. They will regularly evaluate student progress, on the basis
of student progress reports, faculty surveys, as well as written and oral presentations.
The SP Director of Education is:
Jason Scott Robert, PhD, Jason.Robert@asu.edu
Associate Professor of Basic Medical Sciences
Department of Basic Medical Sciences
The University of Arizona College of Medicine – Phoenix in partnership with Arizona
State University
650 E Van Buren Street, Room 3268
Tel.: (602) 827-2206
4 4/1/2010 Franca Oreffice Dean's Distinguished Professor in the Life Sciences
Lincoln Associate Professor of Ethics in Biotechnology and Medicine
Director, Bioethics, Policy, and Law Program
Center for Biology and Society, School of Life Sciences, and Consortium for Science,
Policy, and Outcomes
Arizona State University
Tel.: 480-727-8857
The SP Director of Research is:
Paul E. Boehmer, Ph.D.
boehmer@email.arizona.edu
Professor and Interim Head
Department of Basic Medical Sciences
ABC-1, 425 North 5th Street, Room 325
The University of Arizona College of Medicine-Phoenix
In Partnership with Arizona State University
Professor
School of Life Sciences
Arizona State University
Tel.: (602) 827-2104
SP Advisors
In August of your first year, you will be assigned to an advisor who will help you identify
a research area and topic for your SP. The advisors are chosen to cover a large area of
biomedical expertise including clinical and basic sciences, as well as public health, and
ethics/humanities research. Based on your research interests, your SP Advisor will help
you to identify a SP Mentor. As the conduit between you and potential mentors, the SP
Advisor also communicates important information about the SP to potential mentors
(Appendix 1). Since the SP Advisors are well connected in the community, they will
facilitate indentifying those investigators that are most suitable for your area of interest.
The SP Advisors will also contribute to assessing your performance in the SP by
reviewing your prospectus and progress reports, and by periodically completing the SP
survey (Appendix 2). Finally, your SP Advisor is also your primary contact for any
questions or problems that may arise during your scholarly project.
5 4/1/2010 SP Mentors
Your SP Mentor will help guide you through the development of your SP prospectus and
your scholarly inquiry. Your mentor should assist you in narrowing your question and
deciding on suitable methods to approach your investigations. You should consider the
following in choosing your mentor: expertise in the area of investigation and personal
qualities including styles of supervision and availability to meet your needs. Your mentor
should be someone you can trust, to whom you feel comfortable talking, and with whom
you feel at ease. Your choice of mentor will be evaluated by the SP Directors and your
SP Advisor. To ensure quality mentoring we have also limited the number of students
that a given investigators can mentor. Currently, we have set a limit of 2 students per
mentor. So please consider this while making your selection. As stated earlier, your SP
Advisor is instrumental in helping you choose a mentor and has access to all pertinent
details. In case your SP Mentor is not affiliated with the university by means of a faculty
appointment or an affiliation agreement, she/he will be asked to complete a preceptor
agreement form (Appendix 3).
No matter how you meet a prospective mentor, you may want to prepare yourself for
broaching the big question: “Will you be my SP Mentor?” by considering the following:
•
•
•
•
Talk to your SP Advisor about how to engage with a potential mentor. Your SP
Advisor will also communicate with potential mentors to make them aware of SP
requirements and expectations.
Conduct some independent research on institutional websites and using
resources such as Medline or Web of Science to learn more about the
individual’s research program.
Prepare a brief statement of your own particular interests and learning issues,
and what goals you have in regard to the SP.
Prepare a list of questions about her/his ongoing research and/or research
expertise to determine where you might fit in.
You should also be equipped to answer any questions a prospective mentor might have
for you, including questions about your background and preparation, your schedule and
time constraints, and why you might be interested in this particular person as your SP
Mentor. Although your mentor will ultimately receive a formal; invitation from your SP
Advisor, some prospective mentors will have no knowledge of the SP, so be prepared
with this Handbook and a brief description of the purpose of the SP.
SP Mentor Database
A document that lists current and potential mentors including their areas of research
interest is posted on ArizonaMed (http://arizonamed.medicine.arizona.edu/) and is
constantly updated.
6 4/1/2010 THE SCHOLARLY PROJECT CURRICULUM
The SP core curriculum is undertaken through the Scholarly Project Learning
Community (SPLC), a longitudinal seminar with learning objectives related to
information literacy, problem-solving, responsible conduct in research, and lifelong
learning. Please see Appendix 4 for the complete list of SP learning objectives. While
the SPLC inhabits a four-year, longitudinal curriculum, it is weighted heavily toward
Year 1. For Year 1, the primary modalities of the SPLC are team-based and individual
active learning exercises, with assessment based on participation and excellence in a
series of scholarly assignments. These assignments are designed to prepare you to
devise a scholarly activity to complement the rest of the COM-PHX curriculum, and to
provide you with skills and resources to enable lifelong learning in medicine.
Figure 2. Overview of the four-year curriculum of the Scholarly Project.
7 4/1/2010 PREPARING FOR THE SCHOLARLY PROJECT
What in the general field of biomedicine are you passionate about, what do you want to
know more about, what intrigues you, and where do you see yourself in the future?
Also, think about where and how you want to spend your SP time – in a laboratory, in a
clinic, in an archive, reading, writing, talking to people, imaging, traveling? Your SP
Advisor is charged with helping you to identify your interests and to find a suitable
mentor. Talk openly with him or her. Your choice of project should in part be based on
how much time you believe you can dedicate to the project. Speak with your SP Advisor
and prospective mentors about the potential time-commitment for a given project. It is
also very important that you start reading the relevant literature (particularly Journals
such as: The New England Journal of Medicine, PNAS, Nature, and Science) to
become acquainted with the necessary background and to discover where the field
stands.
As you start figuring out your topic, and deciding on a question, one of the key skills you
will need to master is the ability to conduct a comprehensive and systematic literature
review. One place to start is PubMed
(http://www.ncbi.nlm.nih.gov/sites/entrez?myncbishare=ua_ahsl_lib&dr=abstract&holdin
g=uahslib). A literature review involves identifying and evaluating literature (primarily
journal articles and books) relevant to a particular topic. “Systematic” is used here in
contrast to “random” or “opportunistic” or “lazy”. Basically, a systematic literature review
begins with a well-designed search strategy on key terms within appropriate databases
to find the right sorts of materials; you will then filter your search results to select a
manageable number of articles and books; and then you will read, annotate, and
evaluate the relevant literature in order to provide a detailed map of the scholarly
terrain. Once you have mapped the terrain, you will have a much easier time identifying
a scholarly question and beginning your SP journey. The very first SPLC exercise will
initiate you in the process of evaluating the literature. Moreover, the librarians are
always there to help. There are also plenty of online resources to get you started, for
instance: http://www.library.arizona.edu/help/tutorials/litreviews/index.html,
http://www.unc.edu/depts/wcweb/handouts/literature_review.html, and
http://www.library.cqu.edu.au/tutorials/litreviewpages/index.htm.
Once you have made a decision, please submit your choice of topic and mentor and an
abstract of your proposed project using the SP Progress Topic and Mentor Selection
Form (Appendix 5) by March of your first year (see section on Important Dates and
Deadlines). In addition, at the same time, your mentor is required to approve your
choice of topic and abstract by sending an electronic approval via email to
comphxsp@arizona.edu.
8 4/1/2010 SP PROSPECTUS
The prospectus is the document that describes your research proposal. The SP
prospectus includes the Face Page (Appendix 6), Topic, Question, Methods and
Workplan, Mentor, Budget, and References, as expanded on below. You should aim for
5-8 double-spaced pages, plus references. It is important that you develop the
prospectus in close collaboration with your mentor. Your mentor will also have to
approve the proposal via a separate evaluation form (Appendix 7). In addition, it is
important that you pay close attention to the proposed workplan and time-line. In
subsequent progress reports we will evaluate you in part on how you have progressed
based on your proposed time-line.
Abstract
This is a summary of the proposed project, limited to 200 words.
Topic
This is the general area that you have decided to pursue. Please provide some
background and context to show why it is important and interesting.
Question
Narrow the topic to a specific question or hypothesis that will drive your research.
Importantly, as you focus your thoughts you should also consider feasibility and scope.
You should expect your mentor to assist you with these aspects. Pick a question or
hypothesis that will really guide your research and point you in productive directions. As
you spell out your question or hypothesis, articulate your specific aims, establishing not
only what your question is, but why it is significant and original.
Methods
Questions help determine how to conduct your scholarly inquiry, including what
methods and tools to use. Historical questions will take you to the library and the
archives, policy questions to government documents and health information databases,
experimental questions to the laboratory, and so on. Many questions can be addressed
in different ways with different kinds of methods, so deciding on the question-method
match can be one of the most difficult but important aspects of your SP. Your mentor
might help you decide on methods, or you might decide on methods and then seek an
appropriate mentor. There are many types of methods – quantitative, qualitative,
experimental, quasi-experimental – useful for different kinds of studies. Once you get a
question and decide on appropriate methods, you will have a much better sense of how
to actually go about conducting your inquiry. In your prospectus, you will need to detail
your data collection methodology, analytical methods, statistical methods and needed
numbers (if appropriate), and data entry and management strategy. Note that different
methods will require different sorts of training and approval. For instance, the generation
of new empirical data through interviews or surveys will typically require specific training
about questionnaire design and approval from the Institutional Review Board for human
9 4/1/2010 subjects research; the secondary use of someone else’s collected data contained in
health information databases and registries will typically require specific training and
permission in regard to those databases and registries, general training in biostatistics,
and sometimes approval from the Institutional Review Board.
Workplan
What will you be doing, in what sequence, and when? Be realistic: you have a lot of
other responsibilities as a medical student. Your choice of project should in part be
based on how much time you believe you can dedicate to the project. Speak with your
SP Advisor and prospective mentors about the potential time-commitment for a given
project. It is strongly recommended that you spend the summer between your first and
second year working on your project. In addition, in year 2, one morning a week has
been set aside for SP work in the GIMDO and RGDLS blocks. Depending on your
Doctoring and LCE schedule, this may provide you up to one full day a week that you
can devote to SP research. As detailed below, to ensure satisfactory progression, you
will in part be assessed on your accomplishment as indicated in your time-line. It is
possible that your question (and indeed your whole project and even your mentor) may
evolve and even change dramatically; this happens all the time in research. If this
happens, please speak with your SP Advisor to ensure that you keep on track.
References
You must include a list of relevant references, and you must use an approved reference
style appropriate to your area of inquiry. Examples include Chicago Manual of Style B,
the American Psychological Association (APA) style as used in many social science
journals, and the Uniform Requirements for Manuscripts Submitted to Biomedical
Journals style of the International Committee of Medical Journal Editors (ICJME). You
can learn about these different style guides via the library website, and the librarians
can assist you if necessary.
10 4/1/2010 INSTITUTIONAL COMPLIANCE
There are federal regulations governing research with human subjects, non-human
animals, and radioactive and otherwise hazardous materials. There also are or may be
local, institutional, or state regulations governing your research. Your mentor, the COMPHX Institutional Review Board committee chair and the SP Director of Research will
help you determine the requisite training and certification procedures.
If your SP will or will likely involve human subjects, talk with the chair of the COM-PHX
Institutional Review Board committee, Dr. Diana Petitti (Diana.Petitti@asu.edu) as soon
as possible. This is because you may need specific approval from an Institutional
Review Board to carry out your inquiry. In case your SP work falls in this category the
deadline for submitting the necessary documents is in May of your first year. In
instances where your choice of project might utilize animals, please contact the SP
Director of Research such that any required approval is sought from the Institutional
Animal Care and Use Committee before the May deadline.
Finally, all laboratory based work must meet regulation that are in place in your
laboratory in terms of biosafety and hazardous chemicals including work with radioisotopes. Please contact the SP Director of Research with any questions.
SP FUNDING
While we expect your mentors to provide an environment and resources that will allow
you to complete your projects, students are eligible to apply to the COM-PHX for up to
$1500 for the entire four year period. These funds are available for certain allowable
out-of-pocket expenses, such as costs associated with printing and mailing a survey.
These funds are not meant to cover items including but not limited to: stipends, salaries,
data-entry, conference travel and registration costs, laboratory supplies and reagents or
expenses incurred by travel between your home and the primary performance site.
There will be a SPLC session devoted to the topic of “Funding” in the spring. Students
who seek COM-PHX funds are requested to submit an application with a detailed
budget (Appendix 8). The initial application for funding should be coincident with
submission of the prospectus in May of your first year. Students need not request the
maximum amount at one time. Subsequent applications for funds may be made
coincident with the deadlines for progress reports. Applications for funding will be
reviewed by a group including the SP Directors and SP Advisors. Once funds have
been awarded, students will be reimbursed for approved expenses. Requests for
reimbursement and all applicable original receipts should be submitted to the SP
Director for Research. Please direct further question regarding funding to the SP
Director of Research.
In addition to the COM-PHX funds, you are encouraged to obtain funding from other
appropriate extramural sources. For instance, the American Medical Association
provides seed grants for medical student research projects. Other examples of funding
opportunities will be presented in the SPLC funding session.
11 4/1/2010 STATISTICS RESOURCES
Many projects will require statistical analysis of the data. At this time two resources are
available:
1. Statistics packages offered online through ASU. To use these applications, log in to
https://my.asu.edu/ and click on “my apps” in the left margin. Once you log in again, you
will be able to search for specific applications or look for appropriate programs in
different categories.
2. The ASU Statistics Hotline (http://graduate.asu.edu/statistics/hotline). The Statistics
Hotline is a joint effort between the ASU Committee on Statistics, the ASU Department
of Mathematics and Statistics, and the ASU Graduate College. To inquire whether the
ASU Statistics Hotline can assist you with your statistics needs please call: (480) 965STAT; (965-7828). There is no email contact.
12 4/1/2010 IMPORTANT DATES AND DEADLINES
Below are the major deadlines that you will encounter during the Scholarly Project
course, organized by year of enrollment. Exact dates will vary from year to year and will
be communicated via email.
MS1
August
Pairing of student with SP Advisor
March
Declaration of topic and mentor & approval from SP Mentor
May
Submission of mentor approved SP prospectus
May
Submission of compliance approval applications (IRB etc)
June
SP Director of Education, SP Mentors and SP Advisors
complete SP survey
MS2
October
Submission of progress report I
December – January
Works in progress presentations
May
Submission progress report II
June
SP Director of Research and SP Mentor complete SP survey
MS3
August – September
Individual meetings with SP Director of Research
October
Submission progress report III
May
Submission progress report IV
June
SP Director of Research and SP Mentor complete SP survey
MS4
August – September
Individual meetings with SP Director of Research
October
Submission progress report V
January
Submission of mentor approved SP Thesis
March
Poster and oral presentations
13 4/1/2010 STUDENT RESPONSIBILITIES AND ASSESSMENT
You have a variety of responsibilities in regard to your SP. These include but are not
limited to:
•
•
•
•
•
•
•
regular attendance and participation in the SPLC.
regular meetings with your SP Advisor, in the first year.
developing a SP prospectus.
identifying a SP Mentor.
setting aside time throughout all four years of medical school to design and
undertake your scholarly inquiry, and to prepare a final SP thesis including a
poster for public exhibition.
completing all relevant paperwork, including but not limited to documents
required for institutional management of Scholarly Projects.
notifying your SP Advisor, SP Mentor and/or the SP Directors of any obstacles
interfering with your progress toward completing the Scholarly Project.
Please use the appropriate forms shown in the appendices to submit the required
information. These forms are available for download from ArizonaMed
(http://arizonamed.medicine.arizona.edu/). Please submit all material electronically to:
comphxsp@arizona.edu.
In March of your first year, please ask your mentor to indicate their willingness to serve
in this capacity by emailing their consent to comphxsp@arizona.edu including the
students name, project title and a statement indicating concurrence with the project.
Similarly, in May of your first year, we ask that your mentor send an email to
comphxsp@arizona.edu including the students name, project title and a statement
approving your prospectus.
During the first year, you will be assessed as follows:
(1) The SP Director of Education will evaluate your performance on a series of
assignments, and will also evaluate your overall participation and performance in
the SPLC based on a faculty survey (Appendix 2).
(2) Your SP Advisor will also complete a faculty survey (Appendix 2).
(3) Your prospectus, which will have been approved by your mentor prior to
submission, will be reviewed by a panel consisting of the SP Directors and SP
Advisors.
In subsequent years, your progress will be assessed as follows:
(1) Your progress reports (Appendix 9) which will be reviewed by a panel consisting
of the SP Directors and SP Advisors.
(2) Your SP Mentor who will evaluate your progress (Appendix 10) and complete a
faculty survey (Appendix 2).
14 4/1/2010 Failure to meet the SP deadlines and satisfactory evaluation via the faculty surveys in a
given year will lead to a failing grade for the SP course. Remediation will be offered at
the discretion of the SP Directors.
For third year students, in case of unsatisfactory progress after evaluating Progress
Report III, and in consultation with your mentor, the SP Directors will recommend to the
Associate Dean for Student Affairs that you enroll in the SP Research Elective in the
spring of the MS3 year. This will provide you with dedicated time to progress with the
aims of the project as specified in your prospectus. You will be expected to submit
Progress Report IV after completion of the elective to document your progress. Your
performance will be evaluated by the SP Directors and your mentor using an evaluation
matrix specific for your project including Progress Report IV and the SP Survey.
In January of your fourth year, you are expected to submit a written report (SP Thesis),
that describes the findings of your scholarly project. Please format and submit your SP
Thesis as described in Appendix 11. Co-incident with the submission of your thesis,
your mentor is expected to lend her/his approval by notifying the SP Director of
Research. This should be done electronically by sending an email to
comphxsp@arizona.edu including the students name, project title and a statement
indicating concurrence with the thesis. Subsequently, your thesis will be evaluated by a
panel including the SP Directors and SP advisors. To obtain a final passing grade for
the SP course you must submit a thesis that satisfies the evaluators. Finally, you are
expected to attend the SP presentations that will be scheduled in March of your fourth
year. This event will include both poster and oral presentations for all the scholarly
projects in your class.
15 4/1/2010 Date
Dear Dr . XXX,
I am writing to you as the Director of Research for the Medical Student Scholarly Project
at the University of Arizona College of Medicine-Phoenix, in partnership with Arizona
State University (COM-PHX).
One of our students, XXX, has identified you as their mentor for their Scholarly Project.
Thank you very much for your willingness to function in this important role.
I would like to take a few moments to explain the Scholarly Project (SP) and your role:
The Scholarly Project is a formal requirement at the COM-PHX and occupies all four
years of the curriculum. Prior to graduation the students must satisfactorily complete their
specific research investigations. In addition, primarily in year one of the curriculum, the
students also participate in the didactic part of the SP, directed by Dr. Jason Robert,
which provides them with the necessary tools to engage in independent research
investigations.
In cooperation with their SP advisor, a student identifies a particular area of interest. With
the help of the advisor, the student is then paired up with a suitable mentor who guides
the student through a specific research project. In the first instance, the student proposes a
particular research problem by writing a prospectus that addresses the research question
and methodology. The prospectus will go through an approval process. In addition, the
students are required to submit semi-annual progress reports which are also evaluated.
The research project culminates with the submission of a written report some of which
may be selected for presentation. Importantly, as a mentor, we will seek your input in the
assessment of the SP, including evaluations of the initial proposal as well as the progress
reports and final project.
We ask mentors to provide the necessary infrastructure and resources to allow the
students to undertake their projects. In certain circumstances the COM-PHX may provide
funds on a competitive basis to support particular expenses, for instance costs to conduct
a survey.
In cases where the project requires Institutional Review Board (IRB) approval or any
other compliance requirements, we expect that you assume the responsibility of those
requirements being met at your institution and that any formalities have been completed
prior to the student’s engagement in any pertinent research activities.
Finally, please appreciate that the SP is only one part of their curriculum and that the
students have many other commitments. There are times during the curriculum that are
conducive to pursuing SP activities. A major period is the summer between the first and
second years. Students may also choose to dedicate one of their electives towards the SP.
Please do not hold the students to impossibly high standards in terms of the amount of
work that must be accomplished. Obviously this will vary greatly from project to project.
Clearly, we cannot expect the output to be equivalent to a Ph.D. or even a Masters thesis.
Therefore, the scope of the project is an important element when you work with the
student to prepare the initial prospectus.
You can find detailed information on all aspects of the SP by navigating to the following
website and clicking on the Scholarly Project Handbook link:
http://www.medicine.arizona.edu/education/Phoenix_Track/required_Courses.cfm#scholar
For our records, please complete the attached form which requests some basic
information that will help us to build a database of current and future mentors. In
addition, please submit a copy of your curriculum vitae.
Please do not hesitate to contact me with any questions that you may have.
Thank you very much.
Sincerely,
Paul E. Boehmer, Ph.D.
Scholarly Project Director of Research
Professor and Interim Head
Department of Basic Medical Sciences
University of Arizona College of Medicine-Phoenix
In Partnership with Arizona State University
ABC-1, Room 325
425 North 5th Street
Phoenix, AZ 85004-2157
Tel.: (602) 827-2104
Fax: (602) 827-2127
E-mail: boehmer@email.arizona.edu
FACULTY EVALUATION OF STUDENTS: Scholarly Project
NAME/ROLE OF EVALUATOR: ______________________________
Evaluator Instructions:
1. Evaluate the student’s competence considering what is expected based on their level of training; please also assess students’ progress in the Scholarly
Project.
2. Base your evaluation on students’ participation in the Scholarly Project Learning Community, engagement with mentors and advisors, written
submissions, and other contact with students.
3. For unsatisfactory and exemplary ratings, provide examples and a justification at the end of the form, as well as any additional comments for the students.
Unsatisfactory
Marginal
Interpersonal and Communication Skills ( ) Insufficient contact to judge
The student rarely:
• Establishes even minimally effective
consultative relationships with
faculty, peers, staff;
• Demonstrates ability to build
relationships through listening,
narrative or nonverbal skills;
• Communicates effectively through
written skills;
• Provides education or information to
colleagues;
• Is interpersonally engaged.
The student inconsistently:
• Establishes even minimally effective
consultative relationships with faculty,
peers, staff;
• Demonstrates ability to build
relationships through listening, narrative
or nonverbal skills;
• Communicates effectively through
written skills;
• Provides education or information to
colleagues;
• Is interpersonally engaged.
Satisfactory
Exemplary
The student consistently:
• Establishes even minimally effective
consultative relationships with faculty,
peers, staff;
• Demonstrates ability to build
relationships through listening,
narrative or nonverbal skills;
• Communicates effectively through
written skills;
• Provides education or information to
colleagues;
• Is interpersonally engaged.
The student always:
• Establishes even minimally effective
consultative relationships with
faculty, peers, staff;
• Demonstrates ability to build
relationships through listening,
narrative or nonverbal skills;
• Communicates effectively through
written skills;
• Provides education or information to
colleagues;
• Is interpersonally engaged.
The student consistently:
• Respects confidentiality of peers,
patients, and faculty;
• Attends meetings and small groups;
• Prepares for group activities;
• Credits sources and admits errors;
• Shows respect for peers and roles in
groups;
• Respects the authority of faculty and
mentors;
• Displays good listening skills (is not
disruptive);
• Participates actively in group activities
and evaluation.
The student always:
• Respects confidentiality of peers,
patients, and faculty;
• Attends meetings and small groups;
• Prepares for group activities;
• Credits sources and admits errors
• Shows respect for peers and roles in
groups;
• Respects the authority of faculty and
mentors;
• Displays good listening skills (is not
disruptive);
• Participates actively in group
activities and evaluation.
Professionalism ( ) Insufficient contact to judge
The student rarely:
• Respects confidentiality of peers,
patients, and faculty;
• Attends meetings and small groups;
• Prepares for group activities;
• Credits sources and admits errors;
• Shows respect for peers and roles in
groups;
• Respects the authority of faculty and
mentors;
• Displays good listening skills (is
disruptive);
• Participates actively in group
activities and evaluation.
The student inconsistently:
• Respects confidentiality of peers,
patients, and faculty;
• Attends meetings and small groups;
• Prepares for group activities;
• Credits sources and admits errors;
• Shows respect for peers and roles in
groups;
• Respects the authority of faculty and
mentors;
• Displays good listening skills (frequently
interrupts others);
• Participates actively in group activities
and evaluation.
1
Unsatisfactory
Marginal
Medical Knowledge ( ) Insufficient contact to judge
The student rarely:
• Lists and/or recalls simple or
foundational facts;
• Analyzes, synthesizes and evaluates
knowledge;
• Displays resourcefulness; usually
relies on others to research
problems.
• Asks appropriate questions and
pursues avenues of discovery to
solicit additional useful information;
• Reassesses hypotheses as more
information becomes available;
• Bases statements or decisions on
appropriate reasons and is able to
offer adequate justifications.
The student inconsistently:
• Lists and/or recalls simple or
foundational facts;
• Analyzes, synthesizes and evaluates
knowledge;
• Displays resourcefulness; often relies
on others to research problems;
• Asks appropriate questions and
pursues avenues of discovery to
solicit additional useful information;
• Reassesses hypotheses as more
information becomes available;
• Bases statements or decisions on
appropriate reasons and is able to
offer adequate justifications.
Satisfactory
Exemplary
The student consistently:
• Lists and recalls simple or
foundational facts;
• Analyzes, synthesizes and evaluates
knowledge;
• Displays resourcefulness;
independently researches problems;
• Asks appropriate questions and
pursues avenues of discovery to
solicit additional useful information;
• Reassesses hypotheses as more
information becomes available;
• Bases statements or decisions on
appropriate reasons and is able to
offer adequate justifications.
The student always:
• Lists and recalls simple or foundational
facts;
• Analyzes, synthesizes and evaluates
knowledge;
• Displays resourcefulness; independently
researches problems;
• Asks appropriate questions and pursues
avenues of discovery to solicit additional
useful information;
• Reassesses hypotheses as more
information becomes available;
• Bases statements or decisions on
appropriate reasons and is able to offer
adequate justifications;
• Demonstrates a knowledge and
understanding at a level which allows
student to educate and/or mentor peers.
Practice-Based Learning Improvement ( ) Insufficient contact to judge
The student rarely:
• Self evaluates or seeks input from
others;
• Accepts and acts on feedback or seeks
sources of information for practice
improvement;
• Recognizes or acts on deficits in
knowledge and skills.
The student inconsistently:
• Self evaluates or seeks input from
others;
• Accepts and acts on feedback or seeks
out sources of information for practice
improvement;
• Recognizes or acts on deficits in
knowledge and skills.
The student consistently:
• Self evaluates and seeks input from
others;
• Accepts and acts on feedback or
seeks out sources of information for
practice improvement;
• Recognizes or acts on deficits in
knowledge and skills.
The student always:
• Self evaluates and seeks input from
others;
• Accepts and acts on feedback or
seeks out sources of information
for practice improvement;
• Recognizes or acts on deficits in
knowledge and skills;
• Makes suggestions that lead to the
improvements in the overall group
performance.
2
Comments (attach additional pages as necessary):
3
UNIVERSITY OF ARIZONA COLLEGE OF MEDICINE
PRECEPTOR AGREEMENT
Agreement made by and between [insert name & address] , hereinafter called the "Preceptor”, and the
Arizona Board of Regents acting on behalf of The University of Arizona, College of Medicine, 1501
North Campbell Ave., Tucson, Arizona 85724, pursuant to Arizona Revised Statutes Title 15, Chapter 13,
Article 2, Section 1625.B.2, hereinafter called the "University", collectively the “Parties”. WITNESSETH:
WHEREAS, the University wishes to participate with the Preceptor in providing coordinated clinical,
educational, research, and public service programs for the education and training of health sciences students,
classified as either externs, interns, residents and/or fellows from the University, hereinafter called "Program
Participants"; and
WHEREAS, the Preceptor wishes to cooperate in the development of settings for coordinated clinical,
educational, research, and public service programs of interest to the University.
NOW, THEREFORE, AND IN CONSIDERATION OF THE MUTUAL COVENANTS AND
AGREEMENTS AS SET FORTH HEREIN, the Parties agree as follows:
General Provisions
1. Term and Termination. The term of this Agreement shall be effective from April 3, 2009 through April 22,
2014, and thereafter may be renewed and extended upon mutual agreement of the Parties, except that
either Party may, at any time, with or without cause, cancel this Agreement, or any renewal and extension
thereof, by providing the other Party with ninety (90) days advance notice in writing. Such termination shall
not become effective with respect to the Program Participants then participating in a rotation at Preceptor’s
facility until the Program Participants’ scheduled rotation is complete, provided that Preceptor continues to
have sufficient staffing and other resources to continue the program until that date.
The continuation and renewal of this Agreement shall be subject to the Preceptor's ability to provide
the Program Participants with the supervision required by this Agreement. In the event that the
Preceptor is unable to provide such supervision of the Program Participants, or for any other reason
the Preceptor can not practically or economically participate in this Agreement, the Preceptor may
cancel this Agreement at any time by delivering written notice to the University.
2. Agreement Limitation.
Each Party will retain complete control over such programs of its own that are
outside of this Agreement. This Agreement shall apply to all of the Preceptor’s worksites in the State of
Arizona. This Agreement covers the University of Arizona College of Medicine and as such will include
language and set out responsibilities which are in compliance with its accreditation agencies.
3. Scope of Training.
A.
By signing this Agreement, the Preceptor is not obligated to accept Program Participants on
continuous basis or more than one Program Participant at any time. Scheduling of Program
Participants training rotations are subject to approval of the Preceptor and the appropriate college
program director/administrator. Acceptable schedules and training assignments for the Program
Participants will be developed jointly to ensure non-interference with the primary mission of the
Preceptor.
B.
Training activities performed by Program Participants covered by this Agreement will be within the
established and written requirements of the degree, certification, or training being pursued and as
required of every candidate for that degree, or certification, if applicable. Services rendered by
Program Participants covered by this Agreement are considered to be educational in nature, and
therefore, no monetary compensation shall be paid to the Program Participants by the Preceptor
or the patients of the Preceptor. Any salary, stipend, and/or benefits, due a Program Participant
shall be the sole responsibility of the University.
Rev 4-3-09
2
C.
Program Participants shall not have implied, presumptive or apparent authority or independent
health care responsibilities for patients and are not to be considered as ostensible agents,
independent health care providers, patient's advocates, Preceptor's employees or agents, or
individuals practicing in an extended role when it involves providing health care pursuant to
the terms of this agreement.
D.
Program Participants shall not share in either allocation of the duty of care responsibilities,
determination of service utilization, or establishment of criteria for standard of care for
Preceptor’s patients. Each patient’s attending physician shall maintain control of his/her
patient admissions, clinical diagnosis, treatment and prescriptions, and patient disposition, as
well as informed consent.
E.
Patients shall not be billed for services rendered to the patients of the Preceptor when rendered
solely by Program Participants or as a separate cost component when serving as an assistant to
attending medical personnel. Program Participant’s involvement in the patient care activities of the
Preceptor shall not result in increased costs to the patient or third-party payors, in any overutilization of services or procedures, or impact on the patient’s quality of care, freedom of choice
and informed consent, or affect competition in any manner.
F.
Nothing in the execution of this Agreement, or in its performance, shall be construed to establish
an employer-employee, an agency, a partnership or a joint venture relationship between the
Program Participants individually or collectively, and the Preceptor or the Parties of this
Agreement. This Agreement is not applicable to Preceptor’s personal lecture, research, publishing
or public education activities.
G.
Pursuant to Section 5, Paragraph H, the withdrawal, dismissal or removal of a Program
Participant, in accordance with the provisions of this Agreement, shall not affect continuation
of this Agreement or the continued training of other Program Participants.
4. Accreditation Compliance.
This agreement covers the University of Arizona College of Medicine and as such the
accreditation agencies (“Accreditation Agencies”) responsible for the accreditation of the
academic programs within the College of Medicine are as follows:
• the Liaison Committee on Medical Education (LCME) for the medical student curriculum;
and
• the Accreditation Council for Graduate Medical Education (ACGME) for the graduate
medical education (residency) programs.
5. University Responsibilities.
A.
Provide qualified faculty and a structured educational experience to Program Participant pursuant
to LCME, ACGME or board specific standards.
B.
Maintain accreditation by the nationally recognized accreditation entities pursuant to Section 4;
including, the LCME for medical students and the ACGME for medical residents/fellows.
C.
Operate and manage the College of Medicine and its associated medical student and residency
programs pursuant to LCME and ACGME guidelines.
D.
Assume overall responsibility for the core clinical educational programs at the University and
evaluation of Program Participants’ participation in the training activities as set out herein through
the appropriate College of Medicine Department Head and faculty. The ultimate responsibility for
the academic education of Program Participants rests with the University. University faculty shall
be responsible for communicating to the Program Participant and the Preceptor the learning goals
and objectives.
E.
Designate a member of the University’s faculty to arrange for supervision, provide coordination,
oversight and direction of Program Participant training activities and assignments while with the
Preceptor.
3
F.
Ensure each Program Participant shall be (1) duly certified and/or licensed pursuant to
requirement of the State of Arizona, or shall be deemed exempt from such requirement by the
Arizona State Board of Medical Examiners, and (2) shall comply with all applicable laws and
rules established by the State of Arizona, the United States of America, and any such state or
federal agency governing the medical profession and (3) shall have successfully completed
the academic training necessary for participation and be in good standing with the University.
The University agrees to promptly remove a Program Participant from the rotation at the
Preceptor’s site if he/she is no longer in good standing with the University.
G.
Furnish Preceptor, upon execution of this Agreement and separate written request, certification of
worker's compensation coverage for eligible University Program Participants who are University
employees. University also agrees to provide Preceptor with documentation, upon execution of
this Agreement and written request, that the Program Participants have completed: (a) training in
Human Blood and Body Fluid Precautions, per Occupational Safety and Health Administration
(OSHA) Regulations; (b) immunization for Hepatitis B or have signed the OSHA declination; (c) an
annual Tuberculosis skin test, chest x-ray or other appropriate health test or survey; and,
(d) immunization for Measles and Rubella.
H.
Ensure that the Program Participants agree to comply with all applicable policies, procedures,
rules and regulations of Preceptor and Preceptor’s worksites. Upon Preceptor’s request, the
University shall remove any Program Participant from the training program covered by this
Agreement for unsatisfactory performance or failure to follow Preceptor's administrative and
patient care policies, procedures, rules and regulations, or any applicable laws of the State of
Arizona.
I.
Affirm that all Program Participants have received all mandatory training required by Federal
Rules and Regulations for the protection of patients' protected health information (PHI) and
that departmental records of completion of such training shall be available to Preceptor upon
written request.
J.
Affirmation of Good Standing.
i. University affirms that it has complied with Arizona law and its internal policies related to preemployment screening for its Resident Physicians, and that its Resident Physicians and
health sciences students participating in clinical rotations are in good standing with the
University.
ii. University also affirms that it requires its health sciences students and Resident Physicians to
obtain fingerprint clearance cards as a condition of their admission or participation in clinical
rotations and in accordance with A.R.S. §§ 15-1649 and 15-1881, University Handbook for
Appointed Personnel 2.23, and Arizona Board of Regents policy 6-709.
6. Preceptor Responsibilities.
A.
Preceptor will cooperate with the University and acknowledge the University’s sole authority with
respect to academic affairs.
B.
Preceptor has complete and total authority and rights to control the details and means for the
patient care training activities of each Program Participant and hereby agrees to provide each
Program Participant with immediate and direct supervision of such activities.
C.
All patient orders, staff instructions, methods, techniques and procedures initiated and/or
performed by Program Participants shall be subject to prior review, approval and counter
signature by the Preceptor. Preceptor agrees to maintain exclusive control over its patients
and to initiate all decisions related to such health care and treatment.
D.
Preceptor shall be proactive in informing his or her patients concerning the training role of the
Program Participants in order to prevent any mistaken impression by the patients or others.
Preceptor shall provide personal, identifiable, actual, complete, direct and immediate control,
guidance and supervision over all patient care activities of the Program Participants covered
by this Agreement.
4
E.
The administration of all professional services, clinical training and patient care at the facilities of
the Preceptor, and at the facilities where the Preceptor has authorized professional staff privileges,
shall be the sole responsibility of, and under the complete and immediate direction, control and
professional supervision of the Preceptor.
F.
The Program Participants covered by this Agreement shall be furnished emergency medical care
and treatment in a life-threatening situation, while in training at the facilities of the Preceptor;
however, if the Preceptor does not provide Emergency Room care in such facilities, the Preceptor
shall provide for the prompt and appropriate transfer of the Program Participant to such a facility.
In such case, the associated expenses for such medical treatment, including costs of transfer and
further treatment shall not be the responsibility of the Preceptor.
G.
Preceptor agrees and understands that should any other professional be appointed to
temporarily attend to Preceptor's clients while Preceptor is unavailable, such appointed
professional shall agree to additionally assume all of Preceptor's supervisory responsibilities
of Program Participants covered by this Agreement. This temporarily assumed supervisory
role will include, but not be limited to, serving in an on-call status for Preceptor regardless of
whether the substitute professional establishes a professional-patient relationship, initiates
contact with the patient or has never personally met and provided care to Preceptor's patients
in any of Preceptor's or substitute's various worksites. If such substitute professional refuses
to assume Program Participant supervisory responsibilities, Preceptor will notify the Program
Director/Administrator of this refusal and absolve and remove Program Participant of any
further patient care contact and activities until Preceptor returns.
H.
Pursuant to Section 5, Paragraph G, Preceptor agrees to provide Program Participants with
any additional training in Human Blood and Body Fluid Precautions as pertains to Preceptor’s
facilities and programs.
I.
Pursuant to Section 5, Paragraph H, Preceptor agrees to provide the University a statement in
writing of the reason, or reasons, for the removal of the Program Participant following such
withdrawal.
J.
Assurance of proper billing practice is solely the duty of the Preceptor.
K.
Preceptor in executing this Agreement certifies to the Arizona Board of Regents that Preceptor
currently has in effect general public liability insurance and professional errors and omissions
liability insurance pursuant to the amounts identified in paragraph 7B. Preceptor further certifies
that said insurance will be kept in full force and effect during the term of this Agreement.
L.
In accordance with LCME and ACGME guidelines Preceptor shall comply with, at a minimum, the
following:
i.
Ensure responsibility for the control and operation of Preceptor’s facilities and its’
programs.
ii.
Cooperate with the University and acknowledge its sole authority with respect to academic
affairs.
iii.
Provide the clinical facilities and equipment reasonably necessary for the Program
Participants’ clinical training and allow reasonable use of medical libraries, classrooms and
conference rooms, as mutually agreed.
7. Insurance.
A.
The University shall furnish the Preceptor, upon execution of this Agreement and separate written
request, certification of comprehensive general liability insurance coverage and certification of
professional errors and omissions liability (medical malpractice) insurance coverage in an amount
of not less than $1,000,000 (1 million) per occurrence and $3,000,000 (3 million) annual
aggregate for protection of assigned Program Participants as established in accordance with
Arizona Revised Statutes § 41-621 et seq., or amendments thereof, or other pertinent statutes.
5
Provision of such proof of insurance coverage shall not constitute acceptance of Preceptor’s
tender of defense of allegations of negligence against Program Participants to the University.
Proof of said insurance coverage does not designate Preceptor as an additional insured.
B.
Preceptor shall furnish The University of Arizona, upon execution of this Agreement and separate
written request, certification of comprehensive general liability insurance coverage, premises
liability coverage, and certification of professional errors and omissions liability (professional
liability) coverage in amounts of not less than $1,000,000 (1 million) per occurrence and
$3,000,000 (3 million) annual aggregate.
C.
Each Party shall notify the other thirty (30) days prior to any discontinuance of professional
and/or general liability insurance coverage. It is also understood and agreed upon that said
coverage is excess over any other valid and collectible insurance available from any other
source. PRECEPTOR IS NOT INSURED BY THE ARIZONA BOARD OF REGENTS IN THE
PERFORMANCE OF HIS OR HER OBLIGATION HEREUNDER.
8. Confidentiality/HIPAA.
A.
For purposes of the Health Insurance Portability and Accountability Act (HIPAA), University
and Preceptor acknowledge that Program Participants are part of Preceptor’s “work force”, as
defined in the HIPAA Privacy Regulations at 45 C.F.R. 160.103, and as such, no Business
Associate agreement is required between the University and Preceptor.
B.
In keeping with all federal and state rules and regulations regarding patient confidentiality, the
University shall notify the Program Participants that they are responsible for maintaining the
confidentiality of patient information. Program Participants shall not have access to, or have
the right to review, any medical record, except where necessary in the regular course of the
training program covered by this Agreement or in furtherance of any litigation arising out of
Program Participant's affiliation. Additionally, because of the University's potential reliance
upon Preceptor for information required by federal, state and/or accreditation requirements,
Preceptor agrees to provide University access to that information for those purposes. The
discussion, transmission, or narration, in any form, by Program Participants of any patient
information of a personal nature, medical or otherwise, obtained by the Program Participants
is forbidden except as a necessary part of the training programs covered by this Agreement.
University shall affirm that all Program Participants have received mandatory training required
by Federal Rules and Regulations for the protection of patients' protected health information
(PHI) and that departmental records of completion of such training shall be available to
Preceptor upon written request. University acknowledges that Preceptor may require Program
Participants to undergo additional training conducted by Preceptor as members of its work
force. University agrees to notify Program Participants of such requirement and Preceptor
shall provide University with records of such attendance.
9. Bloodborne Pathogens. Preceptor agrees that, upon report of a blood/body fluid exposure by a
Program Participant, Preceptor shall provide assessment and initial prophylactic treatment if
applicable, within the time limits articulated, in compliance with the most recent Centers for Disease
Control (CDC) Guidelines and consistent with the Occupational Safety and Health Administration
(OSHA) Bloodborne Pathogen Standards. In addition, Preceptor shall immediately make available to
the affected Program Participant a copy of all records of such treatment and follow up if available
regarding the HIV, HBV and HCV status of the source, to the extent permitted by law. Finally,
Preceptor shall provide copies of all incident reports documenting the circumstances of the exposure
to: University of Arizona Risk Management & Safety, PO Box 210300, Tucson, AZ 85721-0300, Attn:
Associate Director. Post exposure testing and further prophylactic drug treatment will not be the
responsibility of the Preceptor. The University of Arizona College of Medicine agrees that it will
reimburse Preceptor for the cost of providing the initial prophylactic treatment, upon reasonable
demand for payment sent to the UA College of Medicine Administration, P.O. Box 245017, Tucson,
Arizona 85724-5017. Preceptor shall not bill Program Participant for the initial prophylactic treatment.
10. Compliance. The Parties shall comply with all federal, state and local laws, rules, regulations, standards
and Executive orders, without limitation to those designated within this Agreement.
6
If any provision of this Agreement is held invalid or unenforceable, the remaining
11. Severability.
provisions shall continue valid and enforceable to the full extent permitted by law.
12. Indemnity. To the fullest extent permitted by law, Preceptor agrees to indemnify and hold harmless
the University and its agents and employees from and against all claims, damages, losses and
expenses, including but not limited to attorneys’ fees, arising out of or resulting from the activities of
Program Participants carried out in furtherance of the terms of this Agreement, including alleged
losses caused in part or whole by any passive or active negligent act or any omission by the Program
Participants. Such obligation shall not be construed to negate, abridge, or otherwise reduce any
other right or obligation of indemnity which would otherwise exist as to any party or person articulated
in this paragraph. Preceptor obligation under this paragraph shall not extend to any liability caused by
Program Participants acting outside the course and scope of the duties as set out within the
Agreement.
13. Non-Discrimination. The Parties shall comply with all applicable state and federal statutes and
regulations governing Equal Employment Opportunity, Non-Discrimination and Immigration.
Additionally, in the course of carrying out duties pursuant to this Agreement, Preceptor agrees that, if a
Program Participant makes an allegation or complaint either to Affiliate or to University that s/he has
been subjected to unlawful discrimination by Preceptor, Preceptor agrees to cooperate with University
to investigate and resolve such allegations or complaints.
14. State Obligation. The Parties recognize that the performance by the Arizona Board of Regents for and
on behalf of the University of Arizona may be dependent upon the appropriation of funds by the
Legislature of the State of Arizona. Should this Legislature fail to appropriate the necessary funds or if
the University's appropriation is reduced during the term of this Agreement, the Arizona Board of
Regents may reduce the scope of the University's involvement in this Agreement, if appropriate, or
cancel this Agreement without further duty or obligation by delivering written notice to the Preceptor as
soon as reasonably possible after the unavailability of said funds comes to the Board's attention.
15. Conflict of Interest. This Agreement may be canceled pursuant to Arizona Revised Statutes §38-511 as
amended, without penalty or further obligation, if any person significantly involved in initiating, negotiating,
creating, drafting, or obtaining this Agreement on behalf of the Arizona Board of Regents is at any time
while this Agreement or any renewal and extension of this Agreement is in effect, an employee or agent of
any other Party to this Agreement in any capacity or a consultant to any other party to this Agreement with
respect to the subject matter of this Agreement. Cancellation shall be effective when written notice is
received, unless the notice specifies a later time.
16. Arbitration. The Parties agree that they will make use of arbitration in any disputes arising under this
Agreement subject to mandatory arbitration pursuant to rules adopted under A.R.S. 12-133 and A.R.S.
12-1518.
17. Assignment. Neither Party may assign any rights or obligations under this Agreement without written
notice provided to the other Party.
18. Notices. Service of all notices under this Agreement shall be sufficient if mailed to the party involved
at its respective address set forth herein, by naturally recognized overnight courier service or by
certified or registered mail, return prepaid, addressed to the appropriate party as follows:
Preceptor:
[ insert name & address]
University:
Health Sciences Contracting Office
University of Arizona
1501 N. Campbell Avenue, Room 1104
PO Box 245171
Tucson, AZ 85724-5171
Attention: Director, Health Sciences Contracts
7
Notices given in the manner described above shall be deemed received by the addressee party on the
third business day after the date of mailing.
19. Additional Features. The right is reserved by each Party to request any additional features to be included
in the programs covered by this Agreement which such Party may deem necessary, provided that such
additional features are consistent with the policies of both Parties. Both Parties hereby agree to give
reasonable consideration to all requests, but no additional feature shall be added until mutually approved
in writing, by authorized signatories for both Parties. In addition, all understandings, interpretations,
decisions and acts resulting from, or in the performance of, this Agreement shall be construed and
governed solely by the provisions of this Agreement.
20. Special Provisions.
A. The Special Provisions, which may be attached, shall set forth additional particular responsibilities
of the Parties hereto and, are, by this reference, made for all purposes a part of this Agreement.
They are not intended to limit the Parties to this Agreement from developing Special Provisions for
other programs covered by this Agreement. In cases where the representations of the Special
Provisions differ from those in the General Provisions, the representations in the General
Provisions shall control.
B. Special Provisions shall be added or amended as necessary to reflect changes including, but not
limited to, payment, personnel or supervisor changes, and will be attached to and become a part
of this Agreement when such Special Provisions have been mutually agreed to and signed by the
appropriate and authorized persons from each Party.
21. Entire Agreement. This document constitutes the entire agreement between the Parties. This Agreement
may not be modified, amended, altered, or extended except through a written amendment signed by the
authorized signatories for each Party.
22. Supersedes.
This agreement, upon its execution, shall supersede the previous agreement between the
Parties (effective [enter date]).
The persons executing this Agreement represent and warrant that they have the full power and authority to
enter into this Agreement on behalf of the entities for which they are signing.
IN WITNESS HEREOF, the Parties hereto have executed this Agreement in duplicate by proper persons
thereunto duly authorized.
APPROVAL:
PRECEPTOR
APPROVAL:
ARIZONA BOARD OF REGENTS on
behalf of THE UNIVERSITY OF ARIZONA
By: _______________________________
Name:
Title:
By:_____________________________
Name: Judy L. McElroy
Title: Director, Health Sciences Contracts
Date: _____________________________
Date: ___________________________
8
Special Provisions
NONE
SPECIAL PROVISIONS to the
Preceptor Agreement between John Doe, MD and The University of Arizona College of Medicine
These Special Provisions are intended to cover, but not be limited to, the Duties and Responsibilities
required of the Scholarly Projects Mentor (“Preceptor”) for medical students enrolled in the College of
Medicine Phoenix Campus.
1.
Effective Date:
2.
Services Required by University: Scholarly Project Mentor
3.
Position Overview:
4.
University Oversight to be Provided by:
5.
Assigned Duties Preceptor will be performing on behalf of UA for the Scholarly Project Program:
6.
Goals and Objectives of the Scholarly Project ?Learning Objectives?
SCHOLARLY PROJECT LEARNING OUTCOMES
The Scholarly Project is designed to meet a range of learning outcomes related to
critical inquiry, information literacy, communication, lifelong learning, and responsible
conduct in research. Through the Scholarly Project, students will:
1. Demonstrate the ability to identify and frame a scholarly question and to design
an appropriate strategy to address that question.
2. Demonstrate the ability to search for information in the scientific and other
appropriate literature to help answer a scholarly question.
3. Execute a plan to collect and analyze data to evaluate a hypothesis related to a
scholarly question.
4. Use an evidence-based approach to interpret and evaluate information, and
demonstrate the ability to understand and critically assess articles in professional
journals.
5. Review the potential sources of bias and demonstrate the ability to recognize and
to minimize bias.
6. Exhibit a wide range of information literacy skills, including:
a. knowledge of the information resources and tools available to support lifelong learning.
b. information retrieval and management;
c. information filtering, evaluation, and reconciliation;
d. good “information habits”, reflecting attitudes that support the effective use
of information technology.
7. Identify and describe ethical and legal dimensions of scholarly research, with
particular attention to:
a. The governance and oversight of research with non-human animals and
human subjects.
b. Research integrity and the responsible conduct of research.
8. Demonstrate the skills necessary for lifelong learning, critical thinking, and
constructive skepticism.
9. Demonstrate superior verbal and written communication skills.
10. Demonstrate an in-depth understanding of the field addressed by the scholarly
question.
Scholarly Project Topic and Mentor Selection Form
Date: Student Name: Class of: Student E-mail: Proposed Project Title: Proposed Mentor Name: Proposed Mentor E-mail: Proposed Mentor Phone: Proposed Performance Site: Abstract of Proposed Project (maximum 200 words):
1
Scholarly Project Prospectus Face Page
Date:
Student Name:
E-mail:
Class of:
Title of Project:
Performance Site:
Mentor Name:
Mentor E-mail:
Mentor Phone:
Abstract (maximum 200 words)
Scholarly Project Prospectus Evaluation Form
Mentor Evaluation
Date:
Student Name:
Class of:
Project Title:
Mentor Name:
Please evaluate the prospectus based on the following criteria:
1. Originality: The prospectus should clearly describe the novel aspects of the proposed research, i.e. how will the proposed work
advance the field over what is already published?
Unsatisfactory
Satisfactory
Exemplary
Comments:
2. Significance: The prospectus should clearly state the significance of the proposed studies, i.e. how will the findings of the study
contribute to our understanding of the problem?
Unsatisfactory
Satisfactory
Exemplary
Comments:
3. Independence: While close cooperation with the mentor is key to the successful completion of the Scholarly Project, the prospectus
should be produced by the student, i.e. was the prospectus developed with an adequate level of independence by the student?
Unsatisfactory
Satisfactory
Exemplary
Comments:
4. Approach: The prospectus should clearly state the methodology that will be used to address the problem and describe what tools
will be used to analyze data gathered during the study. A clear description of the approach will also illustrate the feasibility of the
proposed studies within the scope of the Scholarly Project.
Unsatisfactory
Comments:
Satisfactory
Exemplary
5. Feasibility: The investigations proposed in the prospectus must be realistic both from a technical perspective and in scope, i.e. what
is the overall feasibility of the project?
Unsatisfactory
Satisfactory
Exemplary
Comments:
6. Overall assessment: Do you approve of the prospectus?
Yes
No
Comments:
7. Compliance: Does this project require Institutional Review Board (IRB) approval or any other compliance requirement at your
institution?
Yes
No
If yes, please understand that it is your responsibility to ensure that any compliance requirements are met prior to the student’s
engagement in pertinent research activities.
By signing below, I indicate that I have read the prospectus named on this form and that I am in agreement with the procedures and
methods proposed. I understand that I take primary responsibility for the project.
_________________________________________________________________
2
Scholarly Project Budget Template
Scholarly Project Progress Report Form
Date: Student Name: Class of: Project Title:
Mentor Name: Progress
1. State the original aims/question of the project:
2. Have there been any changes to the original aims of the project?
Yes
No
If yes, what are the new aims/questions?
3. Has there been a change in mentor since the original proposal?
Yes
No
If yes, please justify: 1
Progress
4. Describe the progress towards your aims/question (use additional space if necessary):
5. Describe your future plans (use additional space if necessary): 2
3
Scholarly Project Progress Report
Mentor Evaluation
Date:
Student Name:
Class of:
Project Title:
Mentor Name:
Please evaluate the prospectus based on the following criteria:
1. Progress: Please rate the progress made by the student to date.
Unsatisfactory
Satisfactory
Exemplary
2. Please provide a brief justification of your rating. In case of unsatisfactory progress, please indicate how you will work with
the student to achieve the goals of the project.
_________________________________________________________________
Mentor Signature
Scholarly Project Thesis format
Please prepare your SP Thesis using the following sections and
submit the document as a Word file (not a PDF)to:
comphxsp@arizona.edu
Please ensure that your document has the following margins:
Top and bottom: 1”; Left: 1.5”; Right: 1”
1. Title Page including:
• Project Title
• “A Thesis submitted to the University of Arizona College
of Medicine Phoenix in partnership with Arizona State
University in partial fulfillment of the requirements for the
Degree of Doctor of Medicine”
• Author & Year
2. Dedication
3. Acknowledgements
4. Abstract
5. Table of contents
6. List of Figures and Tables
7. Introduction including:
• Aims and hypothesis
8. Research Methodology
9. Results
10. Discussion
11. References