Body
Unit Policy
Title
Offices of Medical Student Education: Policy on Curriculum Evaluation
Introduction
Purpose
This Policy outlines the University of North Carolina at Chapel Hill ("University") School of Medicine's ("SOM") general process for evaluating its Medical Doctorate (MD) degree program curriculum ("Curriculum").
Scope
This Policy applies to the members of the Education Committee and the three (3) Phase Committees.
Policy
In furtherance of its commitment to educational excellence and continuous improvement, the SOM's MD degree program (Program) has established committees and processes to evaluate and set goals for its Curriculum. These evaluations and goals are informed by a variety of outcome data and course input that the Program collects on the extent to which Program students ("Students") are achieving Program objectives.
I. Phase Evaluation
Each Phase Committee is responsible for conducting a Phase Evaluation each year. All components of Phase Evaluations must be reviewed by the Education Committee. The components, frequency, timing, and content of Phase Evaluations for each Phase are specified below:
A. Foundation Phase
a. Prospective Curricular Plans
The Foundation Phase Committee and Education Committee conduct reviews of the Prospective Curricular Plans for the Foundation Phase in:
- June for Fall semester MS1 and MS2 courses
- December for Spring semester MS1 courses
Prospective Curricular Plans include review and/or approval of:
- Syllabi for each Foundation Phase course;
- Annual calendar (reviewed and approved in June only);
- Summary of revisions that are being made to each course based on action steps from a course's previous review; and
- The following data:
- Previous course review;
- Student feedback; and
- Faculty feedback.
b. Course Reviews
The Foundation Phase Committee conducts Course Reviews throughout the year, approximately six (6) weeks after the end of each course. The committee uses Course Reviews to establish goals for each course for the next year.
Course Reviews consist of evaluation and/or consideration of the following:
- Overall Effectiveness of the course and its components;
- The course's Curricular Design and instructional formats;
- Monitoring of Student time during the course;
- The assessment system used for the course;
- Timeliness of the provision of grades during the course;
- Sufficiency of faculty for the course; and
- Review of the previous year's goals for the course.
The Foundation Phase Committee uses the following data measures in conducting Course Reviews:
- One45 form completion;
- One45 course evaluation data;
- Required Student time;
- Exam performance;
- Student performance;
- Competency-Based Assessment (CBA) Evaluation data;
- Learning objectives; and
- Number of faculty members from each department.
c. Phase Review
The Foundation Phase Committee conducts its Phase Review of a completed Foundation Phase in March of each year. The Committee uses its Phase Review to establish goals for the next Foundation Phase cycle.
The Phase Review consists of evaluation and/or consideration of the following:
- Use of Program Objectives;
- The assessment structure used for the Phase;
- Timeliness of grades;
- Horizontal and vertical integration of curricular content;
- Students' achievement of Program competencies;
- Quality of teaching during the Phase;
- Overall effectiveness of courses provided during the Phase;
- Curricular design and teaching strategies used during the Phase;
- Instructional formats used during the Phase;
- Sufficiency of facilities and infrastructure available to Students during the Phase; and
- Review of the previous year's goals for the Phase.
The Foundation Phase Committee uses the following data measures in conducting its Phase Review:
- United States Medical Licensing Examination (USMLE) Step 1 Performance;
- Required Student time;
- One45 form completion;
- One45 course evaluation data;
- Post Foundation Phase Questionnaire;
- Post Application Phase Questionnaire;
- Finish Line Questionnaire;
- Post Year 1 Questionnaire;
- Medical Science exam performance;
- Objective Structured Clinical Examination (OSCE) performance;
- Competency Assessments;
- Association of American Medical Colleges (AAMC) Y2Q Survey;
- AAMC GQ Survey; and
- Final grade distributions and release timeliness.
B. Application Phase
a. Prospective Curricular Plan
The Application Phase Committee and the Education Committee conduct reviews of Prospective Curricular Plans for the Application Phase in November for the next Application Phase cycle.
Prospective Curricular Plans include review and/or approval of:
- Course syllabi;
- Annual calendar;
- Summary of revisions that are being made to each course based on action steps from a course's previous review; and
- The following data:
- Previous course review;
- Student feedback;
- Faculty feedback; and
- Mid-Year Check-In data.
b. Mid-Year Check-Ins
The Application Phase Committee and Education Committee conduct Mid-Year Check-Ins approximately six (6) weeks after the end of block three (3) (mid-October).
Mid-Year Check-Ins consist of evaluation and/or consideration of the following:
- Overall effectiveness of a course and its components;
- Monitoring of Student time during the course;
- The assessment system used for the course;
- Clinical supervision of Students during the course;
- Timeliness of the provision of grades during the course;
- Any Learning Environment and/or Student Mistreatment issues that took place during the course;
- Students' performance on Summative and formative assessments during the course; and
- Campus Comparability.
The Application Phase Committee uses the following data measures in conducting Mid-Year Check-Ins
- One45 form completion;
- One45 course evaluation data;
- Timeliness of grades;
- Final Grade distribution;
- Mid-block formative assessment completion;
- Clinical Log completion, including alternative methods used; and
- Completion rate of narrative feedback.
c. Course Reviews
The Application Phase Committee conducts Course Reviews in April and May of each year, approximately six (6) weeks after the end of each course. The committee uses Course Reviews to establish goals for each course for the next year.
Course Reviews consist of evaluation and/or consideration of the following:
- Overall Effectiveness of the course and its components;
- Curricular Design and Teaching Strategies used for the course;
- Students' achievement of learning objectives during the course;
- Monitoring of Student time during the course;
- The assessment system used for the course;
- Clinical Supervision of Students during the course;
- Timeliness of the provision of grades during the course;
- Any Learning Environment and/or Student Mistreatment issues that took place during the course;
- Students' performance on Summative and Formative Assessments during the course;
- Campus Comparability; and
- Review last year's goals for the course.
The Application Phase Committee uses the following data measures in conducting Course Reviews:
- One45 form completion;
- One45 course evaluation data;
- Shelf Exam performance;
- Timeliness of grades;
- Final Grade distribution;
- Mid-block formative assessment completion;
- Clinical Log completion, including alternative methods used;
- Completion rate of narrative feedback;
- OSCE Performance;
- Common Assessment Form data; and
- Current learning objectives.
d. Phase Review
The Application Phase Committee conducts its Phase Review of a completed Application Phase in July of each year. The committee uses its Phase Review to establish goals for the next Application Phase cycle.
The Phase Review consists of evaluation and/or consideration of the following:
- Use of Program Objectives;
- The assessment structure used for the Phase;
- Timeliness of the provision of grades during the Phase;
- Horizontal and vertical integration of curricular content;
- Students' achievement of competencies during the Phase;
- Quality of teaching provided to Students during the Phase;
- Overall effectiveness of courses provided during the Phase;
- Curricular design and teaching strategies used for the Phase;
- Sufficiency of facilities and infrastructure available to Students during the Phase;
- Monitoring Student time throughout the Phase;
- Any Learning Environment and/or Student Mistreatment issues that took place during the Phase; and
- Review of the previous year's goals for the Phase.
The Application Phase Committee uses the following data measures in conducting its Phase Review:
- Enabling Competencies, Teaching and Assessment Methods;
- Common Assessment Form Performance;
- USMLE Step 2 Performance;
- NBME Shelf Exam Performance;
- Post Application Phase Questionnaire;
- AAMC GQ Survey;
- OSCE Performance;
- One45 form completion;
- One45 course evaluation data;
- Any Learning Environment and/or Student Mistreatment reports;
- Finish Line Questionnaire; and
- Final grade distributions and release timeliness.
C. Individualization Phase
a. Prospective Curricular Plan
The Prospective Curricular Plans for the Individualization Phase are reviewed by the Individualization Phase Committee and Education Committee in December for the upcoming Individualization Phase cycle.
Prospective Curricular Plans include review and/or approval of:
- Course syllabi;
- Annual calendar;
- Summary of revisions to each course based on action steps from a course's previous review; and
- The following data:
- Previous course review;
- Student feedback;
- Faculty feedback; and
- Mid-Year Check-In data.
b. Mid-Year Check-Ins
The Individualization Phase Committee and Education Committee conduct Mid-Year Check-Ins approximately six (6) weeks after the end of block six (6) (mid-November).
Mid-Year Check-Ins consist of evaluation and/or consideration of the following:
- Overall Effectiveness of a course and its components;
- Quality of teaching provided for the course;
- Monitoring of Student time during the course;
- Assessment system used for the course;
- Clinical Supervision of Students during the course;
- Timeliness of the provision of grades during the course;
- Any Learning Environment and/or Student Mistreatment issues that took place during the course; and
- Students' performance on Summative and Formative Assessments.
The Individualization Phase Committee uses the following data measures in conducting Mid-Year Check-Ins:
- One45 form completion;
- One45 course evaluation data;
- Timeliness of grades;
- Final Grade distribution;
- Mid-block formative assessment completion; and
- Completion rate of narrative feedback.
c. Course Reviews
The Individualization Phase Committee conducts Course Reviews in April and May of each year, approximately six (6) weeks after the end of each course. The committee uses Course Reviews to establish goals for each course for the next year.
Course Reviews consist of evaluation and/or consideration of the following:
- Overall Effectiveness of the course and its components;
- Curricular Design and Teaching Strategies used for the course;
- Students' achievement of learning objectives during the course;
- Monitoring of Student time during the course;
- Assessment system used for the course;
- Clinical Supervision of Students during the course;
- Timeliness of the provision of grades during the course;
- Any Learning Environment and/or Student Mistreatment issues that took place during the course;
- Students' performance in Summative and Formative Assessments; and
- Review of the previous year's goals for the course.
The Individualization Phase Committee uses the following data measures in conducting Course Reviews:
- One45 form completion data;
- One45 course evaluation data;
- Timeliness of grades;
- Final Grade distribution;
- Mid-block formative assessment completion;
- Completion rate of narrative feedback;
- Common Assessment Form data; and
- Current learning objectives.
d. Phase Review
The Individualization Phase Committee conducts its Phase Review of a completed Individualization Phase in July of each year. The committee uses its Phase Review to establish goals for the next Individualization Phase cycle.
The Phase Review consists of evaluation and/or consideration of the following:
- Use of Program Objectives;
- The assessment structure used for the Phase;
- Timeliness of the provision of grades during the Phase;
- Horizontal and vertical integration of curricular content;
- Students' achievement of competencies during the Phase;
- Quality of teaching provided to Students during the Phase;
- Overall effectiveness of courses provided during the Phase;
- Curricular design and teaching strategies used for the Phase;
- Sufficiency of facilities and infrastructure available to Students during the Phase;
- Monitoring Student time throughout the Phase;
- Any Learning Environment and/or Student Mistreatment issues that took place during the Phase; and
- Review of the previous year's goals for the Phase.
The Individualization Phase Committee uses the following data measures in conducting its Phase Review:
- Enabling Competencies, Teaching and Assessment Methods;
- Common Assessment Form Performance;
- Finish Line Questionnaire;
- AAMC Graduation Questionnaire (GQ) Survey;
- One45 form completion;
- One45 course evaluation data;
- Any Learning Environment and/or Student Mistreatment reports;
- Finish Line Questionnaire; and
- Final grade distributions and release timeliness.
II. Curriculum Evaluation
The Education Committee is responsible for conducting a holistic review of the Curriculum ("Curriculum Evaluation") in August of each year. The committee uses the Curriculum Evaluation to establish goals for the Curriculum for the next academic year.
The Curriculum Evaluation consists of evaluation and/or consideration of the following:
- The use of Program objectives across each Phase of the Curriculum;
- The assessments and teaching methods used across each Phase of the Curriculum;
- Horizontal and Vertical integration of curricular content;
- Students' achievement of competencies across each Phase of the Curriculum;
- The effectiveness of Basic Science Coils across each Phase of the Curriculum;
- The quality of teaching provided to Students across each Phase of the Curriculum;
- Any Learning Environment and/or Student Mistreatment issues that took place across the Curriculum; and
- Review of the previous year's goals.
The Education Committee uses the following data measures in conducting the Curriculum Evaluation:
- Curriculum map including objectives, teaching, and assessment methods;
- Exam performance (including Foundation Phase and Shelf NBME exams);
- OSCE performance;
- USMLE Step 1 and 2 performance;
- Application and Individualization Phase common assessment form performance;
- Post Year 1 Questionnaire;
- Post Foundation Phase Questionnaire;
- Post Application Phase Questionnaire;
- Finish Line Questionnaire;
- AAMC Year 2 Questionnaires;
- AAMC Graduation Questionnaire;
- Student advancement statistics (step 1 delays, failures, remediations, MATCH statistics); and
- One45 evaluation data, including Learning Environment and Student Mistreatment reports, overall Student feedback, and teaching evaluations.
Definitions
Phase Committees (Foundation Phase, Application Phase and Individualization Phase): The three standing Curriculum committees that represent the three phases of the TEC curriculum: Foundation, Application, and Individualization Phases, all of which report directly to the Education Committee.
Phase Evaluations: Evaluations that each Phase Committee conducts of its respective Phase of the curriculum each year. Phase Evaluations consist of periodic review of Prospective Curricular Plans, Mid-Year Check-Ins (if applicable), Course Reviews, and the respective Phase as a whole.
Mid-Year Check-In: A brief, structured review conducted during the academic year in which a Phase Committee monitors course or curriculum performance, identifies emerging issues, and makes timely adjustments.
Foundation Phase: The first eighteen (18) months of the MD degree program curriculum comprised of:
- Nine (9) Medical Science courses (three per semester)
- Three (3) semesters of Patient Centered Care (PCC)
- Three (3) semesters of Social and Health Systems (SHS)
Application Phase: The thirteen (13)-month phase of the MD degree program curriculum dedicated to core clinical experiences, beginning in March and ending in February of the following year, consisting of:
- Six (6) clinical courses:
- Obstetrics and Gynecology
- Internal Medicine
- Community-Based Primary Care
- Pediatrics
- General Surgery
- Psychiatry
- One (1) Conclusion of Application Phase (CAP) Course
- One (1) longitudinal course:
- Social and Health Systems 4
Individualization Phase: The final fourteen (14) months of the MD degree program curriculum dedicated to the completion of graduation requirements and electives tailored to a student's career interest, beginning in March and ending in May of the following year, consisting of:
- Two (2) Acting Internships
- One (1) Critical Care Selective
- One (1) Advanced Clinical Selective
- Four (4) Electives
- Two (2) Longitudinal Courses:
- Science of Medicine
- Social and Health Systems 5
- Transition to Residency (to be completed at the end of the phase)
Basic Science Coil: A longitudinal curricular element in which a basic science topic is taught and managed by a singular coil director to ensure the basic sciences relevant to any course are addressed consistently and in a way that builds on prior teaching and learning in the Curriculum.
Related Requirements
External Regulations
Unit Policies, Standards, and Procedures
Contact Information
Primary Contact
Title: Associate Dean for Preclinical Curriculum
Name: Kathleen Barnhouse
Email: kathleen_barnhouse@med.unc.edu
Publication Details
- Issuing Officer: Heather Tarantino, Associate Dean for Curricular Affairs
- Effective Date: March 1, 2025
- Review Cycle: The Education Committee will review this Policy in odd-numbered years.
- Next Review Date: February 28, 2027