ADDITIONAL SCHOOL POLICIES
1. Technical Standards
Every student admitted to the program is asked to affirm their compliance with Technical Standards at admissions and every year thereafter.
The CUNY School of Medicine / Sophie Davis Biomedical Education Program is committed to admitting qualified students without regard to race, color, age, national or ethnic origin, disability, gender, sexual orientation, marital status or religion. Qualified applicants are individuals who demonstrate the academic abilities, intelligence, physical, professional and communication skills required to complete a rigorous curriculum and meet certain technical standards for medical students, physician assistant students, physician assistants, and physicians. Both M.D. and PA degrees signify the acquisition of general knowledge in the fields necessary for the practice of medicine. A graduate of the CUNY School of Medicine / Sophie Davis Biomedical Education Program must have the knowledge and skills to function in various clinical settings and to provide a wide spectrum of care.
In order to acquire the requisite knowledge and skills, students must possess both sensory and motor abilities that permit them to accomplish the activities described in these standards. A student must be able to take in information received by whatever sensory function is employed, consistently, rapidly and accurately. Students must be able to learn, integrate, analyze and synthesize data.
Providing care for patients’ needs is essential to the role of a physician and physician assistant and comprises a significant component of training. A student must be able to tolerate physically challenging workloads and function under stress. The responsibilities of medical students may require their presence and attention during daytime and nighttime hours.
A student in the CUNY School of Medicine / Sophie Davis Biomedical Education Program must be capable to demonstrate observation, communication, motor, intellectual-conceptual, integrative, quantitative, attitudinal, behavioral interpersonal, social and emotional skills.
Observation: Students must have sufficient visual ability to be able to observe patients accurately from a distance and close at hand. They must be able to observe laboratory exercises and demonstrations. They must be capable of viewing and developing the skills needed to interpret diagnostic modalities. Students must be capable to observe, detect and interpret non-verbal communication such as change in posture, body language mood and facial expressions demonstrated by patients.
Communication: Students must be able to communicate effectively, in both written and oral English and must be able to speak with and comprehend patients and other members of the health care team. Students must be capable of establishing rapport with patients and families. Students must be able to compose and record information accurately and clearly.
Motor: Students must have sufficient motor and sensory function necessary to conduct a routine history and physical examination, differentiate normal from abnormal findings, and document the findings. Students must have sufficient motor function in order to conduct movements required to provide general care and emergency treatment to patients according to acceptable medical practices. Students must have sufficient motor ability to access and perform at clinical sites required for mandatory experiences.
Intellectual, Conceptual, Integrative and Quantitative Ability: Students must have sufficient cognitive abilities to master the body of knowledge comprising the curriculum of the CUNY School of Medicine / Sophie Davis Biomedical Education Program. Students must be able to recall large amounts of information, perform scientific measurements and calculations, and understand and learn through a variety of instructional modalities including but not limited to: classroom instruction, small group discussion, individual and self-directed study of materials, preparation and presentation of written and oral reports, peer review and assessment, as well as use of computer- based technologies. Students must demonstrate reasoning abilities necessary to analyze and synthesize information from varying sources. Students must learn, retrieve, analyze, sequence, organize, synthesize and integrate information efficiently and reason effectively. Students must be able to measure and calculate accurately.
Attitudinal, Behavioral, Interpersonal and Emotional Characteristics: Students must have the capacity to learn and understand ethical principles, as well as those state and federal statutes governing the practice of medicine. Students must be able to relate with patients, faculty, staff, colleagues and all members of the health care team with honesty, integrity, non- discrimination, self-sacrifice and dedication. Students must demonstrate the maturity, emotional stability and sensitivity required to form effective relationships with patients. Students must have the capacity to develop the requisite skills needed to identify personal biases, reactions and responses as well as recognize differing points of view and to integrate these into appropriate clinical decision-making. Students must have the capacity to effectively communicate and provide care for, in a non- judgmental manner, individuals whose culture, spiritual beliefs, sexual orientation or gender expression differs from their own. Students must be able to examine the entire patient, male and female, regardless of the social, cultural or religious beliefs of the students.
Students must be of sufficient emotional and mental health to utilize fully their abilities, exercise sound judgment and complete educational and patient care responsibilities with courtesy, compassion, maturity and respect. Students must be capable of modifying their behavior in response to feedback and evaluation. Students must be able to demonstrate a non- judgmental demeanor when caring for a patient and not allow personal attitudes, perceptions or stereotypes to compromise patient care. Students must exhibit adaptability and be able to work effectively under stress and tolerate an often physically taxing workload.
In the consideration of students for admission and in the training of students for the medical education degree, it is essential that the integrity of the curriculum be maintained, that elements of the curriculum considered necessary for the education of a physician be preserved and that the health and safety of patients be considered vital. While reasonable accommodation is possible for certain disabilities, students must be able to perform in an independent manner with such accommodations. The use of a trained intermediary is not acceptable in many clinical situations as judgment is mediated by someone else’s power of selection, observation and interpretation.
The CUNY School of Medicine / Sophie Davis Biomedical Education Program will consider any candidate who demonstrates the ability to perform the skills specified in these technical standards with or without reasonable accommodation, consistent with the Americans with Disabilities Act. Candidates for the degree will be assessed on a regular basis according to the Academic and Technical Standards of the CUNY School of Medicine / Sophie Davis Biomedical Education Program on their abilities to meet the curricular requirements.
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 address the provision of services and accommodations for qualified individuals with disabilities. Services for students with disabilities are provided to qualified students to ensure equal access to educational opportunities, programs and activities in the most integrated setting possible.
Students requesting accommodations must contact CCNY AccessAbility Center (AAC), located in the North Academic Center Room 1/218. Students will be required to schedule an appointment with an AAC counselor by calling AAC at (212) 650-5913 or by emailing firstname.lastname@example.org
Once accommodations are granted, documentation must be submitted within a sufficient time in advance of an exam, course, program, workshop or activity, in which accommodations are requested, in order to allow for appropriate review and evaluation of materials submitted. The student may be required to provide additional evaluation materials.
The CUNY School of Medicine / Sophie Davis Biomedical Education Program reserves the right to provide services only to students who complete and provide results of evaluations within the specified time frame and who follow the instructions provided by the CUNY School of Medicine / Sophie Davis Biomedical Education Program.
Students attending the CUNY School of Medicine / Sophie Davis Biomedical Education Program are required to comply with the attendance policy in all years of education and training. Students are required to attend and actively participate in all components of the curriculum, including required lectures, small group sessions, laboratories, field work, patient clinics and other course and clerkship activities. The CUNY School of Medicine / Sophie Davis Biomedical Education Program grants the BS and MD degrees to students who meet all academic and professional requirements.
The faculty recognizes three types of official absences: Approved, Discretionary and Unapproved. Approved absences meet the criteria listed below. Reported absences not meeting the criteria are considered Discretionary absences. In all cases, students must notify the course director(s), and submit an absence request to the Office of Student Affairs via the dedicated email address: email@example.com in anticipation of any absences from any component of the curriculum, or as soon as possible when unanticipated (personal or family illness). Discretionary absences are not permitted during examinations, except under extenuating circumstances. Students who accumulate more than 3 Discretionary Absences during a single year will be referred to the Student Academic Progress Committee (SAPC).
Students who accumulate excessive Approved absences may also be referred to SAPC. Failure to request and confirm, or (in case of an emergency) to report an absence from any required course or clerkship session will be considered an Unapproved absence, constituting a failure of professional responsibility. This will be subject to review by the SAPC.
Students are expected to be present for all required curricular activities. Travel arrangements should not be made that conflict with the class schedule. It is the student’s responsibility to confirm with the course/clerkship directors specifics of the course/clerkship schedule, and request and confirm approval of the absence through the course/clerkship director and firstname.lastname@example.org before making plans that could interfere with attendance at required course/clerkship sessions.
Students are responsible for notifying the course/clerkship director(s) and email@example.com when they will be absent from any required activity. If the circumstance is unclear or relates to a medical or family issue, the Office of Student Affairs will determine if the reason for the absence meets the criteria for an Approved absence.
Whenever possible, absence requests should be submitted at least 4 weeks in advance of the anticipated date.
1. Unexpected events outside a student’s control may justify an Approved absence. These include personal or family emergencies. These events must be reported by email to firstname.lastname@example.org and the relevant course/clerkship director (s) as soon as possible.
2. Religious obligations are a recognized reason for an Approved Absence from a class or clerkship activity. Students should use discretion in judging the importance of a particular holiday and in requesting absence around such holidays. Students must inform course/clerkship directors and email@example.com a minimum of four weeks in advance of the beginning of the course/clerkship when they will be absent for a religious obligation. Extended absence beyond the timeframe of the official religious holiday will not be an Approved absence.
3. Scheduled Conferences. Leadership in extracurricular and extramural activities is encouraged, however, such opportunities must not occur at the expense of a student’s required coursework and attendance responsibilities. Request for permission for such absences must be sought from the Office of Student Affairs at firstname.lastname@example.org at least 4 weeks in advance.
a. Individual students may request permission to attend a scientific conference or meeting for the purposes of presenting a paper or other academic work as first author. An Approved absence is limited to the day of the presentation and any required travel time the day or evening before and after the presentation.
b. Student Professional Associations: Students who are elected officers, who hold or are seeking leadership positions in a professional organization, or presenters at a professional meeting may receive an Approved absence to attend a conference.
c. Decision about an Approved Absence for a scheduled conference rests with the Associate Dean for Student Affairs and is based on the student’s academic record, attendance record, and the course/clerkship director’s estimation of the importance of the specific course/clerkship session(s) that would be missed.
d. Procedures for requesting an Approved absence:
i. Submit a request for approval to email@example.com at least 4 weeks in advance of the planned absence, including information on the event, the student’srole in the event, and any relevant documentation. If approval is granted, students must inform all relevant faculty of the planned absence immediately upon receiving approval.
ii. Students must ensure they have financial resources for all anticipated conference and travel expenses before committing to any travel.
iii. Students should only make travel/conference arrangements after securing permission.
Discretionary absences are absences for reasons other than those enumerated above. These ordinarily include absences for special events (e.g. weddings, graduations, family gatherings). Under no circumstances will a Discretionary Absence relieve a student of meeting all of the academic requirements of the course or clerkship. If the Discretionary Absence request conflicts with a session or sessions that cannot be otherwise made up or completed, the student should understand that the absence may affect the grade received in the course or clerkship.
Consequences of Noncompliance with Attendance Policy:
a. Students who fail to report an absence from any required course or clerkship session will be referred to the SAPC, and their grades may be lowered.
b. Students who accumulate more than three Discretionary absences during an academic year will be referred to the SAPC, and their grades may be lowered.
c. An unreported absence from a clerkship may result in failing the clerkship or require that additional time be spent to complete the clerkship.
d. The SAPC will review attendance noncompliance to determine whether such unprofessional behavior warrants disciplinary action.
e. Summative comments in the evaluations of all courses and clerkships may include descriptions of Discretionary absences and/or unapproved absences or tardiness. Such comments will be included in the Dean’s Letter.
CUNY SOM Clerkship absence policy
Student presence, participation and engagement are a cornerstone of clinical clerkships.
All clerkship activities are mandatory. This includes all educational activities as well as clinical shifts. Clinical shifts may include nights, holiday, and weekend duty.
a. Determination of an absence as approved, discretionary and unapproved is described above.
b. Approved and discretionary absences can be made up at the discretion of the clerkship director.
c. Unapproved absences cannot be made up. Students must meet with the clerkship director after one unapproved absence. Students will be referred to the SAPC for 2 unapproved absences.
d. Competence in clinical work requires a student be present, therefore all absences including excused absences, may affect a student’s grade.
e. For all types of absences (approved, unapproved or discretionary), if a student misses more than 20% of the clerkship or the equivalent of 1 day per clerkship week, the student will need to repeat the clerkship.
i. B.S. Program
The Office of Student Affairs assigns every student an advisor. Advisors will be identified from among faculty and some interested non-instructional staff. The class will be equally divided amongst the advisors. The advisor will meet periodically with individual students and once per month with the whole group. Advising activities are coordinated by the Coordinator of Advising in the Office of Student Affairs. The responsibilities will include the following:
· Meet with individual advisees at least twice per semester.
· Meet once per month with the advising group. These meetings will be semi-structured with one half hour devoted to general discussion about coursework, study demands, study methods and whatever topics the group wants to discuss. The second half-hour will be a discussion of a specific topic to be provided prior to each meeting by the Director of Advising.
Students and their advisors are encouraged to develop good relationships. If, at any time, either the advisor or the student feels that their relationship is unsatisfactory, either or both should contact the Associate Dean for Student Affairs (212) 650-8485.
ii. M.D. Program
At the beginning of the medical school program, every student will be assigned to a medical student advisor. The medical student advisor will meet with students in groups and individually. The medical student advisors will coordinate discussion of careers in medicine, preparation for United States Medical Licensing Exams (USMLE) Steps 1, 2CK and 2CS, elective selection and any other support issues that arise. During the last half of medical school, medical student advisors in coordination with the Associate Dean for Student Affairs will take responsibility for preparation of the Medical Student Performance Evaluation (MSPE) required for residency application
Sometime during the second year of medical school, students will select a clinical advisor from among clinical faculty in their area of interest. The clinical advisor, along with the medical student advisors, will guide students toward adequate preparation for residency in their chosen area of specialization.
Leaves of absence fall into three categories: academic leave of absence, personal leave of absence and administrative leave of absence Each type of leave is described below.
i. Academic Leaves of Absence
The CUNY School of Medicine / Sophie Davis Biomedical Education Program Student Academic Progress Committee may grant a student who has maintained satisfactory progress an academic leave of absence for a period of up to one year. Academic leaves of absence are intended to allow students to take advantage of unique, worthy educational opportunities not available as part of the regular CUNY School of Medicine / Sophie Davis Biomedical Education Program educational program, such as travel, special study, and other comparable experiences. In general, students are not allowed to begin academic leaves of absence in the middle of a semester.
To apply for an academic leave of absence, a student must submit a letter to the Deputy Dean for Medical Education (with a copy to the Associate Dean for Student Affairs) describing in detail what the student plans to accomplish during the leave and hopes to gain as a result. The duration of the leave must be specified.
The Student Academic Progress Committee will then meet to decide whether to grant the student's request. The committee may ask the student to attend the meeting.
The Chair of the Student Academic Progress Committee will notify the Deputy Dean for Medical Education, in writing, of the committee's decision. The Deputy Dean for Medical Education or his/her designee will then notify, in writing, the student, the Associate Dean for Student Affairs, and the student's advisor. If the leave has been granted, the length of the leave and any conditions placed on it will be specified in the approval letter.
Near the end of the academic leave, the student should notify the Deputy Dean for Medical Education, in writing, of his or her intention to return to the program. Failure of a student to register at the end of an academic leave of absence will constitute resignation from the Sophie Davis Biomedical Education Program or the CUNY School of Medicine.
ii. Personal Leave of Absence
Under special circumstances, the CUNY School of Medicine / Sophie Davis Biomedical Education Program Student Academic Progress Committee may grant a student a personal leave of absence for a period of up to one year. It must include one full academic semester and may be granted regardless of academic standing. A personal leave of absence is designed to allow students to take the time to deal with personal matters or matters of physical or mental health so that they can return to the program better prepared to deal with the academic rigors. It is not to be regarded an automatic solution to academic difficulty.
Requests for personal leave during the B.S. portion of the program should be made no later than the tenth week into the semester. This date is in accordance with the College's deadline to drop courses without an academic penalty (assign grade "W” [withdrawal without penalty]). Exceptions may be made under exceptional circumstances, but absolutely not after completion of the course or after having taken a final examination.
To apply for a personal leave of absence, a student must submit a letter to the Deputy Dean for Medical Education (with a copy to the Associate Dean for Student Affairs). The letter must include the length of the leave [i.e., semester(s)], the reason(s) that precipitated the request for the leave and what the student hopes to resolve during the course of the personal leave of absence. For personal leaves related to health issues, students must submit further documentation in the form of supporting letters from a treating physician or therapist.
The Student Academic Progress Committee will then meet to decide whether to grant the student's request. The committee may ask the student to attend the meeting.
The Chair of the Student Academic Progress Committee will notify the Deputy Dean for Medical Education, in writing, of the committee's decision. The Deputy Dean for Medical Education or his/her designee will then notify, in writing, the student, the Associate Dean for Student Affairs, and the student's advisor. If the leave has been granted, the length of the leave and any conditions placed on it will be specified in the approval letter. If a request for a leave is denied, the student may appeal the decision to the Dean of the CUNY School of Medicine (see "Appeals Procedure," below).
Near the end of the leave a student must notify the Deputy Dean for Medical Education, in writing, of his or her intention to return to the program or of a request for an extension to the leave of absence. The letter must detail what steps have been taken to alleviate the personal difficulties which precipitated the personal leave. For personal leaves due to health issues, letters from a treating physician or therapist attesting to the students’ fitness to return to classes must be included. Failure to contact the Deputy Dean for Medical Education at the end of the leave of absence will be considered as resignation from the Sophie Davis Biomedical Education Program or the CUNY School of Medicine.
Following receipt of the written description of the student's plans, the Deputy Dean for Medical Education will then meet with the Student Academic Progress Committee to discuss the student's request. The concerned student may be asked to attend this meeting. The Student Academic Progress Committee will then decide whether to accept the student's request for returning to school or for extending the leave of absence.
Denial for reentry may include a recommendation for either a one year extension of the personal leave of absence or dismissal from the Sophie Davis Biomedical Education Program or the CUNY School of Medicine. Students have the right to appeal any adverse decisions to the Dean of the CUNY School of Medicine (see "Appeals Procedure," below).
If reentry to the program is approved, the Chair of the Student Academic Progress Committee will notify the Deputy Dean for Medical Education of the Committee's decision including any special conditions attached to the approval. The Deputy Dean for Medical Education or his/her designee will then notify the student, the Associate Dean for Student Affairs, and the student's advisor.
iii. Administrative Leave of Absence
Students who have failed to complete certain non-academic requirements may be placed on Administrative Leave of Absence for a specified period of time in order to complete these requirements. This involuntary leave of absence may be imposed under some circumstances such as failure to pay tuition and fees, failure to submit proof of insurance, failure to submit mandatory medical clearance documents or failure of USMLE Step 1. The SAPC will consider imposing such a leave based on recommendation by the Deputy Dean for Medical Education. The length of an administrative leave and the conditions for reentry to the school will be determined on a case-by-case basis.
5. Policy of Professional Behavior
As a student in the CUNY School of Medicine / Sophie Davis Biomedical Education Program you are expected to know, understand, and practice appropriate professional behaviors in all educational settings (classroom, hospital, clinic, fieldwork site). Your practiceof these behaviors is critical to your professional development. Professional behavior will be assessed throughout your courses and unprofessional behavior can be the basis for course failure. (For example: continued chronic lateness after a warning; failure to submit material on the due date without prior notification and permission.) Faculty and staff are expected to adhere to the same standards of professional behavior.
CATEGORIES AND BEHAVIORS FOR ASSESSMENT OF PROFESSIONALISM*
• Offers to help team members who are busy
• Contributes to the profession
• Does not use altruism as an excuse to misprioritize or to rationalize certain behaviors ("I can't be with my family because my patients need me.")
5. Responsibility Autonomy, self-evaluation, motivation, insight
2. Honor and Integrity Honesty
• Forthcoming with information; does not withhold and/or use information for power
• Admits errors
• Deals with confidential information discreetly and appropriately
• Does not misuse resources (e.g., school computers)
6. Accountability Commitment, dedication, duty, legal/policy compliance, self-regulation, service, timeliness, work ethic
• Demonstrates awareness of own limitations, and identifies developmental needs and approaches for improvements
• Cares for self appropriately and presents self in a professional manner (i.e., demeanor, dress, hygiene)
• Recognizes and reports errors/poor behavior in peers
• Informs others when not available to fulfill responsibilities and secures replacement
• Takes responsibility for appropriate share of team work
• Arrives on time
• Accountable for deadlines; completes assignments and responsibilities on time
• Answers letters, pages, e-mail, and phone calls in a timely manner
3. Caring and Compassion Sensitivity, tolerance, openness, communication
• Treats the patient as an individual, taking into account lifestyle, beliefs, personal idiosyncrasies, support system
• Communicates bad news with sincerity and compassion
• Deals with sickness, death, and dying in a professional manner with patient and family members
• Supports a balance in personal and professional activities for peers and subordinates
7. Excellence and Scholarship
• Masters techniques and technologies of learning
• Is self-critical and able to identify own areas for learning/practice improvement
• Has internal focus and direction, setting own goals
• Takes initiative in organizing, participating, and collaborating in peer study groups
4. Respect for patient's dignity and autonomy, respect for other health care professionals and staff including teamwork, relationship building
• Respects institutional staff and representatives; respects faculty during teaching sessions
• Respects patient rights/dignity (privacy/confidentiality, consent); knocks on door, introduces self, drapes patients appropriately, and shows respect for patient privacy needs
• Demonstrates tolerance to a range of behaviors and beliefs
• Does not disturb small group sessions
8. Leadership Management, mentoring
• Teaches others
• Helps build and maintain a culture that facilitates professionalism
• Does not provide disruptive leadership (e.g., organizing pranks, inappropriately confronting authority figures)
*Adapted from: EMBEDDING PROFESSIONALISM IN MEDICAL EDUCATION: Assessment as a Tool for Implementation Baltimore, Maryland. May 15-17, 2002, Report from an Invitational Conference Cosponsored by the Association of American Medical Colleges and the National Board of Medical Examiners® Copyright © 2003 National Board of Medical Examiners® (NBME®). All rights reserved.
Policy for Clinical Rotation Duty Hours:
1) Duty hours are limited to 80 hours per week averaged over the length of the rotation. This includes all clinical care, in-house call activities, and departmental and medical school sponsored core educational sessions including rounds, lectures, and seminars. Duty hours do not include time spent at home reading or studying.
2) No duty shift (such as a call day) may exceed 24 hours, plus 3 hour sign out.
3) Students are required to have one 24 hour period off in seven days, averaged over the length of the rotation.
4) Students may not have more than 12 consecutive hours on duty in the Emergency Department.
Clerkship directors, elective course directors, and the Assistant Dean for Clinical Science curriculum will monitor this policy for compliance. Students will be advised to report violations to this policy by one of several ways. The student may directly report the violation to the clerkship/elective course director. Students may also directly report the violation to the Assistant Dean for Clinical Science curriculum. At the end of each clerkship and elective course, students will be asked about course compliance with the student duty hours policy on the course evaluation form. The responses to the course evaluation form will be anonymous, and they will be reviewed by the Assistant Dean for Clinical Science Curriculum and the clerkship director. Additionally, students may anonymously report duty hour violations at any time through an on-line reporting system that will be reviewed by the Assistant Dean for Clinical Science Curriculum.
If the duty hour violation is reported directly to the clerkship or course director, the course or clerkship director must investigate the report and attempt to resolve the situation. If the situation is not resolved, the student must report the violation to the Assistant Dean for Clinical Science Curriculum. The Assistant Dean will address these and any other reports of duty hour violations that were directly reported to him/her by meeting with the specific clerkship or course director. The clerkship director will be required to submit a final report to the Assistant Dean for Clinical Science Curriculum and the Deputy Dean to summarize how the compliance issue was resolved.
The clerkship lottery will take place in the spring of the M2 year. Students will rank their preference for the order in which they prefer to do their clerkships, as well as their preference for the site at which they want to undertake the clerkship.
ii. Lottery Oversight
The clerkship lottery is overseen by the Office of Student Affairs. After students are apprised of the lottery results, they will be allowed a three week period of time in which they can seek alternatives through one of two primary mechanisms: either switching sites with other students or requesting a change through the administrative mechanism.
iii. Post-lottery Changes of Site
After students receive their lottery results, they have a three week period in which they can switch sites with their classmates. Both students must notify the Office of Student Affairs in writing of their 1:1 switch. The switch must be completed during this open period, and student switches cannot be done once clerkships begin.Students can request a site reassignment before or during an assigned clerkship for a compelling reason. The student must submit a clearly articulated statement to the Office of Student Affairs regarding his/her rationale for seeking a change.
iv. Administrative Mechanisms
Before the clerkship begins:
If the request for a site change is made before the clerkship begins, the student must make the request in writing to the Medical Student Advisor in the Office of Student Affairs, and copy the Clinical Clerkship Coordinator in the Office of Medical Education. The Medical Student Advisor will make the first assessment regarding appropriateness of the request, and if appropriate, work to find an alternative site. If the Medical Student Advisor finds that the request is not appropriate, the situation will be discussed with the Associate Dean for Students Affairs and the Assistant Dean for Clinical Curriculum.
After the clerkship begins: If the request for a site change is made after the clerkship begins, the student must notify both the Clinical Clerkship Director and the Medical Student Advisor. The Clinical Clerkship Director and the Medical Student Advisor, in concert with one another, will determine the appropriateness of the request. If these two individuals find the request to be inappropriate, the student may solicit the input of the Associate Dean for Students Affairs and the Assistant Dean for Clinical Curriculum.
Students must have a compelling reason to make a change. Before the clerkship begins, compelling reasons include major life events, health or disability issues, and/or conscientious objections. After the clerkship begins, compelling reasons include some of the former and as well as concerns about team dynamics or the learning environment. In the end however, each request is decided on a case-by-case basis.
Individuals tasked with making the decision include the Medical Student Advisor in the Office of Student Affairs, and, at times, the appropriate Clerkship Directors. Requests that are initially disallowed may be adjudicated by the Associate Dean for Student Affairs and the Assistant Dean for Clinical Curriculum in concert with one another.
10. Policy on taking electives at other institutions.
Students may take no more than 20 weeks of electives at other institutions of the 24 weeks of elective time in total in years M3 and M4. Students must have prior approval of all electives from the clinical elective coordinator, and away electives will be monitored/overseen by their clinical advisers and the Associate Dean for Student Affairs to ensure student safety and suitability of the elective. Required M4 clerkships (Critical Care, Emergency Medicine, a Sub-Internship and Introduction to Internship) must be completed at CUNY School of Medicine clinical affiliates.
11. Mistreatment policy
Definition of Mistreatment
Certain behaviors are clearly antithetical to a productive learning environment and are classified as mistreatment of students. Mistreatment of students includes but is not limited to disclosing confidential student information; public humiliation and other actions that can be reasonably interpreted as demeaning or humiliating; sexual harassment (including unwelcome sexual remarks or jokes); inappropriate comments about student’s dress, ethnicity or sexual orientation; physical aggression (including pushing, shoving, or other intentional inappropriate physical contact) or the threat of physical aggression; unjustified exclusion from reasonable learning opportunities; and other unfair treatment of students. Mistreatment of students can result in disciplinary action of the offender. These policies as outlined are in compliance with the CCNY Academic Affairs Integrity Process and are not meant to supersede or supplant CUNY policy.
Policy and Procedure for Reporting Alleged Mistreatment and Unprofessional Behavior
The Office of Student Affairs will track and monitor all reports of alleged mistreatment according to the procedures articulate below:
Contemporaneous allegations of mistreatment/unprofessional behavior
If students encounter mistreatment and/or unprofessional behavior, it must be addressed immediately. Students have both non-anonymous and anonymous mechanisms to report mistreatment/unprofessional behavior.
Non-Anonymous reporting: Students may talk to the course/clerkship director, who will try to resolve the issue. The course or clerkship director will report the issue to the associate dean of student affairs in the Office of Student Affairs. If the course/clerkship director is unable to resolve the issue, the student and/or the course/clerkship director will report it to the associate dean of student affairs in the Office of Student Affairs. The student always has the option to report directly to the faculty (e.g., associate dean of student affairs, or the medical student advisors) in the Office of Student Affairs, either in person or via email at the address firstname.lastname@example.org The associate dean of student affairs in the Office of Student Affairs will report issues to the appropriate course/clerkship director, the department chair, and the assistant dean charged with that area of the curriculum to investigate and address. When the issue is resolved, a report will be made to the associate dean of student affairs in the Office of Student Affairs.
Anonymous reporting: Students may report instances of mistreatment via an online reporting system (https://www.ccny.cuny.edu/csom/mistreatment-policy). They will have the option to provide their name, or they may report anonymously. The associate dean of student affairs in the Office of Student Affairs monitors and reports issues to the appropriate course/clerkship director, the department chair, and/or the assistant dean charged with that area of the curriculum to investigate and address. When the issue is resolved, a report will be made to the Office of Student Affairs.
Course/clerkship directors must report allegations of mistreatment/unprofessional behavior the associate dean of medical students as soon as possible, but no more than five working days after the student initially reports the event.
Allegations of mistreatment/unprofessional behavior reported in end-of-experience evaluations
Students are asked explicitly about their experiences of mistreatment and unprofessional behavior in every course, clerkship, and clinical experience evaluation. Reported instances are highlighted and given immediately to the course/clerkship director, appropriate personnel at the site of the mistreatment/unprofessional behavior, the assistant dean charged with that area of the curriculum, the department chair and the Office of Student Affairs. The associate dean of student affairs in the Office of Student Affairs is charged with ensuring the issue is addressed in a timely fashion.
Resolutions of allegations of mistreatment/unprofessional behavior
Those individuals engaging in mistreatment/unprofessional behavior may be disciplined, including removal from teaching responsibilities at the CSOM. Determination of consequences that may arise from mistreatment will be the responsibility of the course or clerkship directors, assistant dean charged with that area of the curriculum, site directors at clinical sites, and/or the department chair. Students who engage in mistreatment/unprofessional behavior will be referred to the Office of Student Affairs, and may face disciplinary proceedings through the Student Academic Progress Committee.
CUNY Policy for Student Complaints about Faculty Conduct
Students may always use the CUNY Policy for complaints about faculty conduct in academic settings, found here: https://www.cuny.edu/about/administration/offices/la/PROCEDURES_FOR_HANDLING_ST UDENT_COMPLAINTS.pdf
12. Policies and Practices to ensure the confidentiality of sensitive health, psychological and/or psychiatric information
1. Psychological and psychiatric counselors who provide counseling services to Medical Students will not be faculty members, and will have no responsibility for teaching or involvement in the academic assessment, evaluation or promotion of students.
2. The psychological/psychiatric counselors keep all individual patient information confidential, and the Counseling Office adheres to the APA General Guidelines for Providers of Psychological Services and HIPAA regulations. In addition, student records are kept by the counselor, and are not a part of the student’s academic record.
3. Students with other health sensitive medical needs will be referred to medical professionals who have no administrative or teaching roles at the medical school. The City College student health service will not have contact with SDSBE faculty regarding students, nor will be involved in teaching/assessing SDSBE students. In the event that a student seeks treatment at the St. Barnabas Health Center, the School will assure that the treating doctor or resident will have no responsibility for the assessment or grading of the student.
4. Faculty who provide healthcare services to students will not be involved in the supervision, academic evaluation, or promotion decisions of students receiving such services. If a student finds him/herself in a situation where they are supervised and/or will be evaluated by a faculty member who is also providing healthcare services to them, they may request immediate reassignment. Such requests should be made to the Course or Clerkship Director. Similarly, if a faculty member finds that he/she has been assigned a student, who is also their patient, to supervise and/or evaluate, he/she must request that the student be assigned to another faculty member.
Policies on Teaching and Evaluation by Members of The Medical School Administration
In recognition of the conflicts of interest that can occur when students learn from and are assessed by members of the Medical School administration (who, in their role, may have access to sensitive health, psychiatric, or psychological information about individual students), the following policies are in place to ensure the confidentiality of such sensitive information. Such members of the medical school administration include, but are not limited to, the Dean of the Medical School, the Deputy Dean for Medical Education, the Associate Dean for Student Affairs, the Executive Director of Admissions, Wellness and Counseling, the Director and staff of the Counseling Office and the Chair of the Student Academic Progress Committee. These members of the Medical School Administration are:
a. Allowed to teach students in the context of large group sessions such as lectures or large group discussions that involve the entire class
b. Allowed to teach students in electives/selective experiences
c. Not allowed to supervise students during any clinical rotations
d. Not allowed to teach students in any small group sessions or activities that are graded
e. Not allowed to participate in the assessment or evaluation of student performance
f. Not allowed to serve as voting members on the Promotions Committee
g. Not allowed to share or discuss health, psychiatric, or psychological information about individual students with members of the Promotions Committee.
All other members of the medical school administration are:
a. Allowed to teach and evaluate students in the context of large group sessions such as lectures or large group discussions that involve the entire class
b. Allowed to teach and evaluate students in electives/selective experiences
c. Allowed to teach and evaluate students in small group sessions or activities
E-mail correspondence policy
Every student is required to activate his or her CCNY email account upon enrollment.
Instructions are posted in the CCNY website: http://citymail.ccny.cuny.edu/index.html
In the event that a student’s email address is changed, the student must notify the Office of Academic Records in Room 102 of the Harris Building (telephone: 650- 7156/7160) so that the CUNY School of Medicine / Sophie Davis Biomedical Education Program records can be updated.
Email is an official means for communication within the CUNY School of Medicine / Sophie Davis Biomedical Education Program community - faculty, staff and matriculated students. It is expected that such communications will be received, read and responded to [if applicable] in a timely fashion. Failure to do so may be considered an act of unprofessional behavior. Official email communications are intended only to meet the academic and administrative needs of the CUNY School of Medicine community.
Change of name, phone number, address, social security number
Any BS or MD student who changes his or her name, address, telephone number, or social security number must promptly notify the CCNY Office of the Registrar or the CUNY School of Medicine respectively. A list of required documents is available in the Registrar’s webpage,
In addition, all students must also notify the Office of Academic Records in Room 102 of the Harris Building (telephone: 650-7156/7160) so that the CUNY School of Medicine / Sophie Davis Biomedical Education Program records can be updated. If the student does not notify the Office of Academic Records of these changes, it can lead to problems in directing important mail regarding academic decisions. The CUNY School of Medicine / Sophie Davis Biomedical Education Program is not responsible for problems that are due to the failure of a student to notify the School of changes in personal information (i.e., student's name, address, etc.).
i. Teacher-Learner expectations
The AAMC has articulated a set of expectations that underlie interactions between teachers and learners. These can be found within the AAMC Uniform Clinical Training Affiliation Agreement document, in the following link:
ii. Affirmative Action, Compliance, and Diversity
- Equal Opportunity Policy
- Sexual Harassment Policy
- Title IX Sexual Assault Policy