LCME standards and elements are listed below
Table of Contents
- Element 1.0 - Regional Campus and Affiliated Hospitals Map
- Element 1.1 - Strategic Planning and Continuous Quality Improvement
- Element 1.2 - Conflict of Interest Policies
- Element 1.3 - Mechanisms for Faculty Participation
- Element 1.4 - Affiliation Agreements
- Element 1.5 - Bylaws
- Academic Freedom
- Appointment to Positions
- Conditions of Employment
- Faculty Council Operating Paper
- Admissions Committee Operating Document
- Educational Policy Council (EPC) Operating Paper
- Executive Committee Operating Paper
- Graduate Medical Education Committee Operating Paper
- Promotion and Tenure Committee Operating Paper
- Promotion and Tenure Committee Guidelines
- Research Policy Committee (RPC) Operating Paper
- Student Progress Committee Operating Document
- Year 1 Curriculum Advisory Committee (Y1CAC) Operating Paper
- Year 2 Curriculum Advisory Committee (Y2CAC) Operating Paper
- Year 3 Curriculum Advisory Committee (Y3CAC) Operating Paper
- Year 4 Curriculum Advisory Committee (Y4CAC) Operating Paper
- Element 1.6 - Eligibility Requirements
- Element 2.1 - Administrative Officer and Faculty Appointments
- Element 2.2 - Dean’s Qualifications
- Element 2.3 - Access and Authority of the Dean
- Element 2.4 - Sufficiency of Administrative Staff
- Dean's Office Organizational Chart
- Element 2.5 - Responsibility of and to the Dean
- Element 2.6 - Functional Integration of the Faculty
- Element 3.1 - Resident Participation in Medical Student Education
- Element 3.2 - Community of Scholars/Research Opportunities
- Element 3.3 - Diversity/Pipeline Programs and Partnerships
- Element 3.4 - Anti-Discrimination Policy
- Element 3.5 - Learning Environment/Professionalism
- Element 3.6 - Student Mistreatment
- Element 4.1 - Sufficiency of Faculty
- Element 4.2 - Scholarly Productivity
- Element 4.3 - Faculty Appointment Policies
- Element 4.4 - Feedback to Faculty
- Element 4.5 - Faculty Professional Development
- Element 4.6 - Responsibility for Medical School Policies
- Element 5.1 - Adequacy of Financial Resources
- Element 5.2 - Dean’s Authority/Resources
- Element 5.3 - Pressures for Self-Financing
- Element 5.4 - Sufficiency of Buildings and Equipment
- Element 5.5 - Resources for Clinical Instruction
- Element 5.6 - Clinical Instructional Facilities/Information Resources
- Element 5.7 - Security, Student Safety, and Disaster Preparedness
- Element 5.8 - Library Resources/Staff
- Element 5.9 - Information Technology Resources/Staff
- Element 5.10 - Resources Used by Transfer/Visiting Students
- Element 5.11 - Study/Lounge/Storage Space/Call Rooms
- Element 5.12 - Required Notifications to the LCME
- Element 6.0
- Getting Real: Aligning the Learning Needs of Clerkship Students With the Current Clinical Environment
- Getting Real: Embracing the Conditions of the Third-Year Clerkship and Reimagining the Curriculum to Enable Deliberate Practice
- Catalog of Clinical Practice Resources (CPR) by Department
- Curriculum Sequence
- Feedback Form
- Parallel Curriculum
- Element 6.1 - Program and Learning Objectives
- Element 6.2 - Required Clinical Experiences
- Element 6.3 - Self-Directed and Life-Long Learning
- Element 6.4 - Inpatient/Outpatient Experiences
- Element 6.5 - Elective Opportunities
- Element 6.6 - Service-Learning/Community Service
- Element 6.7 - Academic Environments
- Element 6.8 - Education Program Duration
- Element 7.1 - Biomedical, Behavioral, Social Sciences
- Element 7.2 - Organ Systems/Life Cycle/Prevention/Symptoms/Signs/Differential Diagnosis, Treatment Planning
- Element 7.3 - Scientific Method/Clinical/Translational Research
- Element 7.4 - Critical Judgment/Problem-Solving Skills
- Element 7.5 - Societal Problems
- Element 7.6 - Cultural Competence and Health Care Disparities
- Element 7.7 - Medical Ethics
- Element 7.8 - Communication Skills
- Element 7.9 - Interprofessional Collaborative Skills
- Element 8.0 Student Evaluations
- Academic Year 2019-2020, Class of 2023 (Year 1)
- Academic Year 2019-2020, Class of 2022 (Year 2)
- Academic Year 2020-2021, Class of 2024 (Year 1)
- Academic Year 2020-2021, Class of 2023 (Year 2)
- Academic Year 2019-2020, Year 3 Core Clerkship Report, Class of 2021
- Academic Year 2020-2021, Year 3 Appraisal Core Clerkship Report, Class of 2022
- Summary of first year feedback about the preclerkship year for the Classes of 2024 and 2025
- LSP Year 1 Unit Evaluation
- LSP Year 2 Clerkship Appraisal
- LSP Year 2 Unit Evaluation (data)
- Element 8.1 - Curricular Management
- Element 8.2 - Use of Medical Educational Program Objectives
- Element 8.3 - Curricular Design, Review, Revision/Content Monitoring
- Element 8.4 - Evaluation of Educational Program Outcomes
- Element 8.5 - Medical Student Feedback
- Element 8.6 - Monitoring of Completion of Required Clinical Experiences
- Element 8.7 - Comparability of Education/Assessment
- Element 8.8 - Monitoring Student Time
- Element 9.1 - Preparation of Resident and Non-Faculty Instructors
- Element 9.2 - Faculty Appointments
- Element 9.3 - Clinical Supervision of Medical Students
- Element 9.4 - Assessment System
- Element 9.5 - Narrative Assessment
- Element 9.6 - Setting Standards of Achievement
- Element 9.7 - Formative Assessment and Feedback
- Element 9.8 - Fair and Timely Summative Assessment
- Element 9.9 - Student Advancement and Appeal Process
- Element 10.1 - Premedical Education/Required Coursework
- Element 10.2 - Final Authority of Admission Committee
- Element 10.3 - Policies Regarding Student Selection/Progress and Their Dissemination
- Element 10.4 - Characteristics of Accepted Applicants
- Element 10.5 - Technical Standards
- Element 10.6 - Content of Informational Materials
- Element 10.7 - Transfer Students
- Element 10.8 - Visiting Students
- Element 10.9 - Student Assignment
- Element 11.1 - Academic Advising
- Element 11.2 - Career Advising
- Element 11.3 - Oversight of Extramural Electives
- Element 11.4 - Provision of MSPE
- Element 11.5 - Confidentiality of Student Educational Records
- Element 11.6 - Student Access to Educational Records
- Element 12.1 - Financial Aid/Debt Management Counseling/Student Educational Debt
- Element 12.2 - Tuition Refund Policy
- Element 12.3 - Personal Counseling/Well-Being Programs
- Element 12.4 - Student Access to Health Care Services
- Element 12.5 - Non-Involvement of Providers of Student Health Services in Student Assessment/Location of Student Health Records
- Element 12.6 - Student Health and Disability Insurance
- Element 12.7 - Immunization Requirements and Monitoring
- Element 12.8 - Student Exposure Policies/Procedures
Standard 1: Mission, Planning, Organization, and Integrity
A medical school has a written statement of mission and goals for the medical education program, conducts ongoing planning, and has written bylaws that describe an effective organizational structure and governance processes. In the conduct of all internal and external activities, the medical school demonstrates integrity through its consistent and documented adherence to fair, impartial, and effective processes, policies, and practices.
Element 1.1 - Strategic Planning and Continuous Quality Improvement
A medical school engages in ongoing strategic planning and continuous quality improvement processes that establish its short and long-term programmatic goals, result in the achievement of measurable outcomes that are used to improve educational program quality, and ensure effective monitoring of the medical education program’s compliance with accreditation standards.
Read the SIU School of Medicine Strategic Plan
Element 1.2 - Conflict of Interest Policies
A medical school has in place and follows effective policies and procedures applicable to board members, faculty members, and any other individuals who participate in decision-making affecting the medical education program to avoid the impact of conflicts of interest in the operation of the medical education program, its associated clinical facilities, and any related enterprises.
SIU School of Medicine conflict of interest policies for the following committees:
Other SIU School of Medicine conflict of interest policies:
- SIU Carbondale
- SIU Board of Trustees
- SIUSOM Conflict of Interest Policy
- SIUSOM Policies on Industry Relations
Element 1.3 - Mechanisms for Faculty Participation
A medical school ensures that there are effective mechanisms in place for direct faculty participation in decision-making related to the medical education program, including opportunities for faculty participation in discussions about, and the establishment of, policies and procedures for the program, as appropriate.
SIU School of Medicine has several formal faculty committees related to the medical education program:
Element 1.4 - Affiliation Agreements
In the relationship between a medical school and its clinical affiliates, the educational program for all medical students remains under the control of the medical school’s faculty, as specified in written affiliation agreements that define the responsibilities of each party related to the medical education program.
This information is addressed in both the School of Medicine Strategic Plan.
- Affiliation Template
- Decatur Memorial Hospital
- Fairfield Memorial Hospital
- Ferrell Hospital
- HSHS St. Johns
- Memorial Health
Element 1.5 - Bylaws
A medical school promulgates bylaws or similar policy documents that describe the responsibilities and privileges of its administrative officers, faculty, and committees.
SIU School of Medicine bylaws
- Academic Freedom
- Appointment to Positions
- Conditions of Employment
- Faculty Council Operating Paper
- Admissions Committee Operating Document
- Educational Policy Council (EPC) Operating Paper
- Executive Committee Operating Paper
- Graduate Medical Education Committee Operating Paper
- Promotion and Tenure Committee Operating Paper
- Promotion and Tenure Committee Guidelines
- Research Policy Committee (RPC) Operating Paper
- Student Progress Committee Operating Document
- Year 1 Curriculum Advisory Committee (Y1CAC) Operating Paper
- Year 2 Curriculum Advisory Committee (Y2CAC) Operating Paper
- Year 3 Curriculum Advisory Committee (Y3CAC) Operating Paper
- Year 4 Curriculum Advisory Committee (Y4CAC) Operating Paper
Element 1.6 - Eligibility Requirements
A medical school ensures that its medical education program meets all eligibility requirements of the LCME for initial and continuing accreditation, including receipt of degree-granting authority and accreditation by a regional accrediting body by either the medical school or its parent institution.
Following a full accreditation survey visit DATES HERE FOR SIU, LCME granted full accreditation to the medical education program at the Southern Illinois University School of Medicine for a five-year term. The next accreditation survey is scheduled DATES HERE.
About the LCME accreditation process at SIU School of Medicine.
Standard 2: Leadership and Administration
A medical school has a sufficient number of faculty in leadership roles and of senior administrative staff with the skills, time, and administrative support necessary to achieve the goals of the medical education program and to ensure the functional integration of all programmatic components.
Element 2.1 - Administrative Officer and Faculty Appointments
The senior administrative staff and faculty of a medical school are appointed by, or on the authority of, the governing board of the institution.
Read about guidelines for faculty administrative appointments.
Read about guidelines for staff administrative appointments.
Element 2.2 - Dean’s Qualifications
The dean of a medical school is qualified by education, training, and experience to provide effective leadership in medical education, scholarly activity, patient care, and other missions of the medical school.
See the biography of the Dean and Provost Jerry Kruse.
Element 2.3 - Access and Authority of the Dean
The dean of a medical school has sufficient access to the university president or other institutional official charged with final responsibility for the medical education program and to other institutional officials in order to fulfill decanal responsibilities; there is a clear definition of the dean’s authority and responsibility for the medical education program.
Jerry Kruse, MD, MSPH is the Dean and Provost, of SIU School of Medicine, CEO, SIU Medicine. Dean Kruse meets regularly with University leadership to address issues relevant to the medical school and to all schools and colleges at SIU.
Read more about SIU campus leadership.
Element 2.4 - Sufficiency of Administrative Staff
A medical school has in place a sufficient number of associate or assistant deans, leaders of organizational units, and senior administrative staff who are able to commit the time necessary to accomplish the missions of the medical school.
Meet our leadership team.
See the directory of SIU School of Medicine employees.
- Dean's Office Organizational Chart
Element 2.5 - Responsibility of and to the Dean
The dean of a medical school with one or more regional campuses is administratively responsible for the conduct and quality of the medical education program and for ensuring the adequacy of faculty at each campus. The principal academic officer at each campus is administratively responsible to the dean.
SIU School of Medicine has no geographically distributed campuses.
Element 2.6 - Functional Integration of the Faculty
At a medical school with one or more regional campuses, the faculty at the departmental and medical school levels at each campus are functionally integrated by appropriate administrative mechanisms (e.g., regular meetings and/or communication, periodic visits, participation in shared governance, and data sharing).
SIU School of Medicine has no geographically distributed campuses.
Standard 3: Academic and Learning Environments
A medical school ensures that its medical education program occurs in professional, respectful, and intellectually stimulating academic and clinical environments, recognizes the benefits of diversity, and promotes students’ attainment of competencies required of future physicians.
Element 3.1 - Resident Participation in Medical Student Education
Each medical student in a medical education program participates in one or more required clinical experiences conducted in a health care setting in which he or she works with resident physicians currently enrolled in an accredited program of graduate medical education.
Element 3.2 - Community of Scholars/Research Opportunities
A medical education program is conducted in an environment that fosters the intellectual challenge and spirit of inquiry appropriate to a community of scholars and provides sufficient opportunities, encouragement, and support for medical student participation in the research and other scholarly activities of its faculty.
Read more about research opportunities at the SIU School of Medicine
SIU School of Medicine's Policy on Medical Student Research
Element 3.3 - Diversity/Pipeline Programs and Partnerships
A medical school has effective policies and practices in place and engages in ongoing, systematic, and focused recruitment and retention activities, to achieve mission-appropriate diversity outcomes among its students, faculty, senior administrative staff, and other relevant members of its academic community. These activities include the use of programs and/or partnerships aimed at achieving diversity among qualified applicants for medical school admission and the evaluation of program and partnership outcomes.
Read more about the SIU School of Medicine’s programs.
SIU School of Medicine’s diversity policy.
SIU School of Medicine's Policy on Diversity, Equity, and Inclusion
Element 3.4 - Anti-Discrimination Policy
A medical school has a policy in place to ensure that it does not discriminate on the basis of age, disability, gender identity, national origin, race, religion, sex, sexual orientation or any basis protected by federal law.
Learn about SIU equity advisors.
SIU School of Medicine Nondiscrimination Statement
Element 3.5 - Learning Environment/Professionalism
A medical school ensures that the learning environment of its medical education program is conducive to the ongoing development of explicit and appropriate professional behaviors in its medical students, faculty, and staff at all locations. The medical school and its clinical affiliates share the responsibility for periodic evaluation of the learning environment in order to identify positive and negative influences on the maintenance of professional standards, develop and conduct appropriate strategies to enhance positive and mitigate negative influences, and identify and promptly correct violations of professional standards.
The SIU School of Medicine Student Handbook describes how the medical school supports a positive learning environment by promoting professionalism among all medical students, residents, faculty, and staff members. Three professionalism committees jointly maintain the professional standards of all SIU medical students. The Student Code of Conduct and Honor Code address how violations of professional standards are corrected.
Faculty Code of Conduct
School of Medicine Code of Conduct
- Graduation Objectives
- Honor Code
- Year 3 Appraisal
- Year 3 Clerkship Feedback
- Year 3 PEP Feedback
- Year 4 Elective Feedback
Element 3.6 - Student Mistreatment
A medical school develops effective written policies that define mistreatment, has effective mechanisms in place for a prompt response to any complaints and supports educational activities aimed at preventing mistreatment. Mechanisms for reporting mistreatment are understood by medical students, including visiting medical students, and ensure that any violations can be registered and investigated without fear of retaliation.
The School of Medicine Student Affairs Office has multiple processes to prevent and report mistreatment. All members of the medical school community receive the SIU School of Medicine policy on medical student mistreatment and are encouraged to report any concerns so that these can be addressed as promptly as possible:
Student Grievance Committee - EMAIL - PHONE
Student Affairs Office - PHONE
Standard 4: Faculty Preparation, Productivity, Participation, and Policies
The faculty members of a medical school are qualified through their education, training, experience, and continuing professional development and provide the leadership and support necessary to attain the institution's educational, research, and service goals.
Element 4.1 - Sufficiency of Faculty
A medical school has in place a sufficient cohort of faculty members with the qualifications and time required to deliver the medical curriculum and to meet the other needs and fulfill the other missions of the institution.
See SIU School of Medicine faculty rosters.
Element 4.2 - Scholarly Productivity
The faculty of a medical school demonstrates a commitment to continuing scholarly productivity that is characteristic of an institution of higher learning.
Explore research centers at the SIU School of Medicine
Element 4.3 - Faculty Appointment Policies
A medical school has clear policies and procedures in place for faculty appointment, renewal of appointment, promotion, granting of tenure, remediation, and dismissal that involve the faculty, the appropriate department heads, and the dean and provides each faculty member with written information about term of appointment, responsibilities, lines of communication, privileges and benefits, performance evaluation and remediation, terms of dismissal, and, if relevant, the policy on practice earnings.
Guidelines on Faculty Appointments, Promotion and Tenure
View the SOM Faculty Handbook
Element 4.4 - Feedback to Faculty
A medical school faculty member receives regularly scheduled and timely feedback from departmental and/or other programmatic or institutional leaders on academic performance and progress toward promotion and, when applicable, tenure.
Learn more about advancement and promotion for SIU School of Medicine faculty
Tenure Policies and Procedures
Element 4.5 - Faculty Professional Development
A medical school and/or its sponsoring institution provides opportunities for professional development to each faculty member in the areas of discipline content, curricular design, program evaluation, student assessment methods, instructional methodology, and research to enhance his or her skills and leadership abilities in these areas.
See information on faculty development and upcoming events:
Element 4.6 - Responsibility for Medical School Policies
At a medical school, the dean and a committee of the faculty determine the governance and policymaking processes within their purview.
See medical school policies on the SIU Office of Academic Affairs website
Standard 5: Educational Resources and Infrastructure
A medical school has sufficient personnel, financial resources, physical facilities, equipment, and clinical, instructional, informational, technological, and other resources readily available and accessible across all locations to meet its needs and to achieve its goals.
Element 5.1 - Adequacy of Financial Resources
The present and anticipated financial resources of a medical school are derived from diverse sources and are adequate to sustain a sound program of medical education and to accomplish other programmatic and institutional goals.
See the staff contact list for SIU School of Medicine Finance & Administration
SIU School of Medicine Strategic Plan, click here.
- Annual Financial Questionnaire on Medical School Financing
- Financial Audit
- LCME Part I-A Overview 2021-2022
- School Contact Information & Signature Sheet
- Revenues and Expenditures History
Element 5.2 - Dean’s Authority/Resources
The dean of a medical school has sufficient resources and budgetary authority to fulfill the dean’s responsibility for the management and evaluation of the medical curriculum.
The dean of the SIU School of Medicine has ultimate accountability for the medical education program. Under the dean’s direct supervision, the senior associate dean for medical education serves as the chief academic officer (CAO) for the medical school. Together, the dean and CAO participate in institution-level planning to ensure that the education program has the resources it requires to deliver the highest quality M.D. education program.
Read more about SIU campus leadership
See the Dean’s faculty profile
See faculty profile for the senior associate dean for medical education
Learn more about the Office of Undergraduate Medical Education
Element 5.3 - Pressures for Self-Financing
A medical school admits only as many qualified applicants as its total resources can accommodate and does not permit financial or other influences to compromise the school’s educational mission.
Element 5.4 - Sufficiency of Buildings and Equipment
A medical school has or is assured the use of, buildings and equipment sufficient to achieve its educational, clinical, and research missions.
The SIU School of Medicine has ample dedicated space to support its educational, clinical and research missions.
CAMPUS VIDEO
DEANS LOBBY RENO
MEMORIAL LEARNING CENTER
Element 5.5 - Resources for Clinical Instruction
A medical school has, or is assured the use of, appropriate resources for the clinical instruction of its medical students in ambulatory and inpatient settings and has adequate numbers and types of patients (e.g., acuity, case mix, age, gender).
SIU medical students benefit from many resources for teaching and learning. They and their clinical instructors serve diverse patient populations throughout central and southern Illinois and surrounding areas. In addition to SIU Medicine facilities and campus-based resources for clinical instruction, are medical students rotate at multiple clinical affiliate sites including:
PARTNER HOSPITALS HERE
Element 5.6 - Clinical Instructional Facilities/Information Resources
Each hospital or other clinical facility affiliated with a medical school that serves as a major location for required clinical learning experiences has sufficient information resources and instructional facilities for medical student education.
See SIU School of Medicine's instructional facilities in a virtual tour.
See information technology resources for instruction.
Information technology at our clinical affiliate sites:
Element 5.7 - Security, Student Safety, and Disaster Preparedness
A medical school ensures that adequate security systems are in place at all locations and publishes policies and procedures to ensure student safety and to address emergency and disaster preparedness.
The SIU Office of Emergency Management maintains a preparedness plan for all campus communities. Click any of the links below for additional student safety and security resources:
Element 5.8 - Library Resources/Staff
A medical school provides ready access to well-maintained library resources sufficient in breadth of holdings and technology to support its educational and other missions. Library services are supervised by a professional staff that is familiar with regional and national information resources and data systems and is responsive to the needs of the medical students, faculty members, and others associated with the institution.
Visit the SIU School of Medicine Library
Access the SIU-SOM Clinical Faculty Library Guide
Element 5.9 - Information Technology Resources/Staff
A medical school provides access to well-maintained information technology resources sufficient in scope to support its educational and other missions. The information technology staff serving a medical education program has sufficient expertise to fulfill its responsibilities and is responsive to the needs of the medical students, faculty members, and others associated with the institution.
School of Medicine Office of Information Technology
Information Technology Solutions
Element 5.10 - Resources Used by Transfer/Visiting Students
The resources used by a medical school to accommodate any visiting and transfer medical students in its medical education program do not significantly diminish the resources available to already enrolled medical students.
Read about the SIU School of Medicine admissions process.
Element 5.11 - Study/Lounge/Storage Space/Call Rooms
A medical school ensures that its medical students have, at each campus and affiliated clinical site, adequate study space, lounge areas, personal lockers or other secure storage facilities, and secure call rooms if students are required to participate in late night or overnight clinical learning experiences.
Read more about SIU Facilities and Space Planning
Element 5.12 - Required Notifications to the LCME
A medical school notifies the LCME of any substantial change in the number of enrolled medical students; of any decrease in the resources available to the institution for its medical education program, including faculty, physical facilities, or finances; of its plans for any major modification of its medical curriculum; and/or of anticipated changes in the affiliation status of the program’s clinical facilities. The program also provides prior notification to the LCME if it plans to increase entering medical student enrollment on the main campus and/or in one or more existing regional campuses above the threshold of 10 percent, or 15 medical students in one year or 20 percent in three years; or to start a new or to expand an existing regional campus; or to initiate a new parallel curriculum (track).
Following a full accreditation survey visit DATES, LCME granted full accreditation to the medical education program at Southern Illinois University School of Medicine for a five-year term. The next accreditation survey is scheduled DATES
About the LCME accreditation process at SIU.
Standard 6: Competencies, Curricular Objectives, and Curricular Design
The faculty of a medical school define the competencies to be achieved by its medical students through medical education program objectives and is responsible for the detailed design and implementation of the components of a medical curriculum that enable its medical students to achieve those competencies and objectives. Medical education program objectives are statements of the knowledge, skills, behaviors, and attitudes that medical students are expected to exhibit as evidence of their achievement by completion of the program.
- Getting Real: Aligning the Learning Needs of Clerkship Students With the Current Clinical Environment
- Getting Real: Embracing the Conditions of the Third-Year Clerkship and Reimagining the Curriculum to Enable Deliberate Practice
- Catalog of Clinical Practice Resources (CPR) by Department
- Curriculum Sequence
- Feedback Form
- Parallel Curriculum
Element 6.1 - Program and Learning Objectives
The faculty of a medical school defines its medical education program objectives in outcome-based terms that allow the assessment of medical students’ progress in developing the competencies that the profession and the public expect of a physician. The medical school makes these medical education program objectives known to all medical students and faculty. In addition, the medical school ensures that the learning objectives for each required learning experience (e.g., course, clerkship) are made known to all medical students and those faculty, residents, and others with teaching and assessment responsibilities in those required experiences.
SIU Clerkship Faculty and Staff:
Element 6.2 - Required Clinical Experiences
The faculty of a medical school define the types of patients and clinical conditions that medical students are required to encounter, the skills to be performed by medical students, the appropriate clinical settings for these experiences, and the expected levels of medical student responsibility.
SIU School of Medicine's policy on monitoring comparability of completion of required clinical experiences
Critical Clinical Competencies (CCC) Curriculum
Element 6.3 - Self-Directed and Life-Long Learning
The faculty of a medical school ensure that the medical curriculum includes self-directed learning experiences and unscheduled time to allow medical students to develop the skills of lifelong learning. Self-directed learning involves medical students’ self-assessment of learning needs; independent identification, analysis, and synthesis of relevant information; appraisal of the credibility of information sources; and feedback on these skills.
Additional resources:
Explore SIU’s faculty development resources for promoting active learning.
See how the SIU Office of Faculty Development promotes self-directed learning
Element 6.4 - Inpatient/Outpatient Experiences
The faculty of a medical school ensure that the medical curriculum includes clinical experiences in both outpatient and inpatient settings.
See outpatient and inpatient clinical experiences for SIU medical students.
Element 6.5 - Elective Opportunities
The faculty of a medical school ensure that the medical curriculum includes elective opportunities that supplement required learning experiences and that permit medical students to gain exposure to and expand their understanding of medical specialties, and to pursue their individual academic interests.
SIU medical students can choose from dozens of elective opportunities in every medical specialty, both within and outside of SIU.
Read about the SIU School of Medicine’s Year 4 curriculum.
Element 6.6 - Service-Learning/Community Service
The faculty of a medical school ensure that the medical education program provides sufficient opportunities for, encourages, and supports medical student participation in service-learning and/or community service activities.
As a community-based medical school, the SIU School of Medicine provides ample opportunities for medical students to give back to their community through service activities.
Read about SIU medical students’ community service projects:
Element 6.7 - Academic Environments
The faculty of a medical school ensure that medical students have opportunities to learn in academic environments that permit interaction with students enrolled in other health professions, graduate and professional degree programs, and in clinical environments that provide opportunities for interaction with physicians in graduate medical education programs and in continuing medical education programs.
Element 6.8 - Education Program Duration
A medical education program includes at least 130 weeks of instruction.
Standard 7: Curricular Content
The faculty of a medical school ensure that the medical curriculum provides content of sufficient breadth and depth to prepare medical students for entry into any residency program and for the subsequent contemporary practice of medicine.
SIU Faculty and Staff: Click here to access password protected portal on curriculum mapping.
Element 7.1 - Biomedical, Behavioral, Social Sciences
The faculty of a medical school ensure that the medical curriculum includes content from the biomedical, behavioral, and socioeconomic sciences to support medical students' mastery of contemporary medical science knowledge and concepts and the methods fundamental to applying them to the health of individuals and populations.
Element 7.2 - Organ Systems/Life Cycle/Prevention/Symptoms/Signs/Differential Diagnosis, Treatment Planning
The faculty of a medical school ensure that the medical curriculum includes content and clinical experiences related to each organ system; each phase of the human life cycle; continuity of care; and preventive, acute, chronic, rehabilitative, and end-of-life care.
Element 7.3 - Scientific Method/Clinical/Translational Research
The faculty of a medical school ensure that the medical curriculum includes instruction in the scientific method and in the basic scientific and ethical principles of clinical and translational research, including the ways in which such research is conducted, evaluated, explained to patients, and applied to patient care.
SIU medical students learn about research throughout all four years of the curriculum.
See the research curriculum for SIU medical students.
Explore research opportunities for students.
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Element 7.4 - Critical Judgment/Problem-Solving Skills
The faculty of a medical school ensure that the medical curriculum incorporates the fundamental principles of medicine, provides opportunities for medical students to acquire skills of critical judgment based on evidence and experience, and develops medical students' ability to use those principles and skills effectively in solving problems of health and disease.
Explore the SIU Library’s evidence-based medicine resources.
Element 7.5 - Societal Problems
The faculty of a medical school ensure that the medical curriculum includes instruction in the diagnosis, prevention, appropriate reporting, and treatment of the medical consequences of common societal problems.
Element 7.6 - Cultural Competence and Health Care Disparities
The faculty of a medical school ensure that the medical curriculum provides opportunities for medical students to learn to recognize and appropriately address biases in themselves, in others, and in the health care delivery process. The medical curriculum includes content regarding the following:
Element 7.7 - Medical Ethics
The faculty of a medical school ensure that the medical curriculum includes instruction for medical students in medical ethics and human values both prior to and during their participation in patient care activities and require medical students to behave ethically in caring for patients and in relating to patients' families and others involved in patient care.
Read about professionalism standards for medical students in the Student Handbook.
See the Student Code of Conduct and Honor Code.
- Doctoring Mentor Evaluation
- Non-Cognitive Academic Performance
- Professional Behavior Form
- Year 2 SP/Patient Satisfaction Scale
- Year 3 SP/Patient Satisfaction Scale
Element 7.8 - Communication Skills
The faculty of a medical school ensure that the medical curriculum includes specific instruction in communication skills as they relate to communication with patients and their families, colleagues, and other health professionals.
Element 7.9 - Interprofessional Collaborative Skills
The faculty of a medical school ensure that the core curriculum of the medical education program prepares medical students to function collaboratively on health care teams that include health professionals from other disciplines as they provide coordinated services to patients. These curricular experiences include practitioners and/or students from the other health professions.
Learn about the SIU Graduate Program.
Read about the SIU third-year medical school curriculum.
Standard 8: Curricular Management, Evaluation, and Enhancement
The faculty of a medical school engage in curricular revision and program evaluation activities to ensure that medical education program quality is maintained and enhanced and that medical students achieve all medical education program objectives and participate in required clinical experiences and settings.
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Element 8.0 - Student Evaluations
- Academic Year 2019-2020, Class of 2023 (Year 1)
- Academic Year 2019-2020, Class of 2022 (Year 2)
- Academic Year 2020-2021, Class of 2024 (Year 1)
- Academic Year 2020-2021, Class of 2023 (Year 2)
- Academic Year 2019-2020, Year 3 Core Clerkship Report, Class of 2021
- Academic Year 2020-2021, Year 3 Appraisal Core Clerkship Report, Class of 2022
- Summary of first year feedback about the preclerkship year for the Classes of 2024 and 2025
- LSP Year 1 Unit Evaluation
- LSP Year 2 Clerkship Appraisal
- LSP Year 2 Unit Evaluation (data)
Element 8.1 - Curricular Management
A medical school has in place an institutional body (i.e., a faculty committee) that oversees the medical education program as a whole and has responsibility for the overall design, management, integration, evaluation, and enhancement of a coherent and coordinated medical curriculum.
Learn more about the SIU Medical Education Committee
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Element 8.2 - Use of Medical Educational Program Objectives
The faculty of a medical school, through the faculty committee responsible for the medical curriculum, ensure that the medical curriculum uses formally adopted medical education program objectives to guide the selection of curriculum content and to review and revise the curriculum. The faculty leadership responsible for each required course and clerkship link the learning objectives of that course or clerkship to the medical education program objectives.
See the SIU School of Medicine’s core competencies and educational program objectives.
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Element 8.3 - Curricular Design, Review, Revision/Content Monitoring
The faculty of a medical school, through the faculty committee responsible for the medical curriculum, are responsible for the detailed development, design, and implementation of all components of the medical education program, including the medical education program objectives, the learning objectives for each required curricular segment, instructional and assessment methods appropriate for the achievement of those objectives, content and content sequencing, ongoing review and updating of content, and evaluation of the course, clerkship, and teacher quality. These medical education program objectives, learning objectives, content, and instructional and assessment methods are subject to ongoing monitoring, review, and revision by the responsible committee.
- Year 1 Cardiovascular/Respiratory/Renal Unit (CRR) Overview 2020
- Curriculum Inventory content on Inflammatory Bowel Disease and Palliative Care
- Responses to End of Clerkship Feedback and Year Three Appraisal
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Element 8.4 - Evaluation of Educational Program Outcomes
A medical school collects and uses a variety of outcome data, including national norms of accomplishment, to demonstrate the extent to which medical students are achieving medical education program objectives and to enhance the quality of the medical education program as a whole. These data are collected during program enrollment and after program completion.
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Element 8.5 - Medical Student Feedback
In evaluating medical education program quality, a medical school has formal processes in place to collect and consider medical student evaluations of their courses, clerkships, and teachers, and other relevant information.
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Element 8.6 - Monitoring of Completion of Required Clinical Experiences
A medical school has in place a system with central oversight that monitors and ensures completion by all medical students of required clinical experiences in the medical education program and remedies any identified gaps.
SIU-SOM Required Clinical Experiences
Policies:
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Element 8.7 - Comparability of Education/Assessment
A medical school ensures that the medical curriculum includes comparable educational experiences and equivalent methods of assessment across all locations within a given course and clerkship to ensure that all medical students achieve the same medical education program objectives.
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Element 8.8 - Monitoring Student Time
The medical school faculty committee responsible for the medical curriculum and the program’s administration and leadership ensure the development and implementation of effective policies and procedures regarding the amount of time medical students spend in required activities, including the total number of hours medical students are required to spend in clinical and educational activities during clerkships.
Policies
Duty Hours
Planned, Emergency, Unexcused and Extended Absences
Pre-Clerkship phase Scheduled Time
- Critical Clinical Competencies
- Year Three Policies and Procedures / Clerkship Time
- IHI Open School Online Courses
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Standard 9: Teaching, Supervision, Assessment, and Student and Patient Safety
A medical school ensures that its medical education program includes a comprehensive, fair, and uniform system of formative and summative medical student assessment and protects medical students’ and patients’ safety by ensuring that all persons who teach, supervise, and/or assess medical students are adequately prepared for those responsibilities.
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Element 9.1 - Preparation of Resident and Non-Faculty Instructors
In a medical school, residents, graduate students, postdoctoral fellows, and other non-faculty instructors in the medical education program who supervise or teach medical students are familiar with the learning objectives of the course or clerkship and are prepared for their roles in teaching and assessment. The medical school provides resources to enhance residents’ and non-faculty instructors’ teaching and assessment skills and provides central monitoring of their participation in those opportunities.
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Element 9.2 - Faculty Appointments
A medical school ensures that supervision of medical student learning experiences is provided throughout required clerkships by members of the school’s faculty.
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Element 9.3 - Clinical Supervision of Medical Students
A medical school ensures that medical students in clinical learning situations involving patient care are appropriately supervised at all times in order to ensure patient and student safety, that the level of responsibility delegated to the student is appropriate to the student’s level of training, and that the activities supervised are within the scope of practice of the supervising health professional.
SIU School of Medicine's Policy on Clinical Supervision of Medical Students during Curricular Activities
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Element 9.4 - Assessment System
A medical school ensures that, throughout its medical education program, there is a centralized system in place that employs a variety of measures (including direct observation) for the assessment of student achievement, including students’ acquisition of the knowledge, core clinical skills (e.g., medical history-taking, physical examination), behaviors, and attitudes specified in medical education program objectives, and that ensures that all medical students achieve the same medical education program objectives.
See forms the SIU School of Medicine uses to assess medical students’ performance.
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Element 9.5 - Narrative Assessment
A medical school ensures that a narrative description of a medical student’s performance, including non-cognitive achievement, is included as a component of the assessment in each required course and clerkship of the medical education program whenever teacher-student interaction permits this form of assessment.
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Element 9.6 - Setting Standards of Achievement
A medical school ensures that faculty members with appropriate knowledge and expertise set standards of achievement in each required learning experience in the medical education program.
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Element 9.7 - Formative Assessment and Feedback
The medical school's curricular governance committee ensures that each medical student is assessed and provided with formal formative feedback early enough during each required course or clerkship to allow sufficient time for remediation. Formal feedback occurs at least at the midpoint of the course or clerkship. A course or clerkship less than four weeks in length provides alternate means by which medical students can measure their progress in learning.
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Element 9.8 - Fair and Timely Summative Assessment
A medical school has in place a system of fair and timely summative assessment of medical student achievement in each course and clerkship of the medical education program. Final grades are available within six weeks of the end of a course or clerkship.
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Element 9.9 - Student Advancement and Appeal Process
A medical school ensures that the medical education program has a single set of core standards for the advancement and graduation of all medical students across all locations. A subset of medical students may have academic requirements in addition to the core standards if they are enrolled in a parallel curriculum. A medical school ensures that there is a fair and formal process for taking any action that may affect the status of a medical student, including timely notice of the impending action, disclosure of the evidence on which the action would be based, an opportunity for the medical student to respond, and an opportunity to appeal any adverse decision related to advancement, graduation, or dismissal.
Policies:
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Standard 10: Medical Student Selection, Assignment, and Progress
A medical school establishes and publishes admission requirements for potential applicants to the medical education program and uses effective policies and procedures for medical student selection, enrollment, and assignment.
Element 10.1 - Premedical Education/Required Coursework
Through its requirements for admission, a medical school encourages potential applicants to the medical education program to acquire a broad undergraduate education that includes the study of the humanities, natural sciences, and social sciences, and confines its specific premedical course requirements to those deemed essential preparation for successful completion of its medical curriculum.
Admission requirements for the SIU School of Medicine include:
Read more about SIU School of Medicine admission requirements
Element 10.2 - Final Authority of Admission Committee
The final responsibility for accepting students to a medical school rests with a formally constituted admission committee. The authority and composition of the committee and the rules for its operation, including voting privileges and the definition of a quorum, are specified in bylaws or other medical school policies. Faculty members constitute the majority of voting members at all meetings. The selection of individual medical students for admission is not influenced by any political or financial factors.
See SIU School of Medicine Admissions Committee policies and procedures
Element 10.3 - Policies Regarding Student Selection/Progress and Their Dissemination
The faculty of a medical school establish criteria for student selection and develop and implement effective policies and procedures regarding, and make decisions about, medical student application, selection, admission, assessment, promotion, graduation, and any disciplinary action. The medical school makes available to all interested parties its criteria, standards, policies, and procedures regarding these matters.
Element 10.4 - Characteristics of Accepted Applicants
A medical school selects applicants for admission who possess the intelligence, integrity, and personal and emotional characteristics necessary for them to become competent physicians.
Element 10.5 - Technical Standards
A medical school develops and publishes technical standards for the admission, retention, and graduation of applicants or medical students in accordance with legal requirements.
Admission, Retention & Graduation Technical Standards
Element 10.6 - Content of Informational Materials
A medical school’s academic bulletin and other informational, advertising, and recruitment materials present a balanced and accurate representation of the mission and objectives of the medical education program, state the academic and other (e.g., immunization) requirements for the MD degree and all associated joint degree programs, provide the most recent academic calendar for each curricular option, and describe all required courses and clerkships offered by the medical education program.
Element 10.7 - Transfer Students
A medical school ensures that any student accepted for transfer or admission with advanced standing demonstrates academic achievements, completion of relevant prior coursework, and other relevant characteristics comparable to those of the medical students in the class that he or she would join. A medical school accepts a transfer medical student into the final year of a medical education program only in rare and extraordinary personal or educational circumstances.
Element 10.8 - Visiting Students
A medical school does all of the following:
- Verifies the credentials of each visiting medical student.
- Ensures that each visiting medical student demonstrates qualifications comparable to those of the medical students the visiting student would join in educational experiences.
- Maintains a complete roster of visiting medical students.
- Approves each visiting medical student’s assignments.
- Provides a performance assessment for each visiting medical student.
- Establishes health-related protocols for such visiting medical students.
- Identifies the administrative office that fulfills each of these responsibilities.
- The SIU School of Medicine does not accept transfer students or students with advanced standing into the medical education program.
Policy on Advanced Standing/Transfer and Visiting Medical Students
Element 10.9 - Student Assignment
A medical school assumes ultimate responsibility for the selection and assignment of medical students to each location and/or parallel curriculum (i.e., track) and identifies the administrative office that fulfills this responsibility. A process exists whereby a medical student with an appropriate rationale can request an alternative assignment when circumstances allow for it.
Standard 11: Medical Student Academic Support, Career Advising, and Educational Records
A medical school provides effective academic support and career advising to all medical students to assist them in achieving their career goals and the school’s medical education program objectives. All medical students have the same rights and receive comparable services.
Element 11.1 - Academic Advising
A medical school has an effective system of academic advising in place for medical students that integrates the efforts of faculty members, course and clerkship directors, and student affairs staff with its counseling and tutorial services and ensures that medical students can obtain academic counseling from individuals who have no role in making assessment or promotion decisions about them.
Element 11.2 - Career Advising
A medical school has an effective career advising system in place that integrates the efforts of faculty members, clerkship directors, and student affairs staff to assist medical students in choosing elective courses, evaluating career options, and applying to residency programs
Element 11.3 - Oversight of Extramural Electives
If a medical student at a medical school is permitted to take an elective under the auspices of another medical school, institution, or organization, a centralized system exists in the dean’s office at the home school to review the proposed extramural elective prior to approval and to ensure the return of a performance assessment of the student and an evaluation of the elective by the student. Information about such issues as the following are available, as appropriate, to the student and the medical school in order to inform the student’s and the school’s review of the experience prior to its approval:
- Potential risks to the health and safety of patients, students, and the community.
- The availability of emergency care.
- The possibility of natural disasters, political instability, and exposure to disease.
- The need for additional preparation prior to, support during, and follow-up after the elective.
- The level and quality of supervision.
- Any potential challenges to the code of medical ethics adopted by the home school.
- Student Handbook section on patient care
- Student Handbook section on travel
- Policy on International Co- and Extra-Curricular Travel
- Year 4 Policies and Procedures
- Checklist for Foreign Travel
Element 11.4 - Provision of MSPE
A medical school provides a Medical Student Performance Evaluation required for the residency application of a medical student only on or after October 1 of the student's final year of the medical education program.
Element 11.5 - Confidentiality of Student Educational Records
At a medical school, medical student educational records are confidential and available only to those members of the faculty and administration with a need to know, unless released by the student or as otherwise governed by laws concerning confidentiality.
SIU Policies Applying to the Disclosure of Information from Student Records
Element 11.6 - Student Access to Educational Records
A medical school has policies and procedures in place that permit a medical student to review and to challenge the student’s educational records, including the Medical Student Performance Evaluation if the student considers the information contained therein to be inaccurate, misleading, or inappropriate.
Standard 12: Medical Student Health Services, Personal Counseling, and Financial Aid Services
A medical school provides effective student services to all medical students to assist them in achieving the program’s goals for its students. All medical students have the same rights and receive comparable services.
Element 12.1 - Financial Aid/Debt Management Counseling/Student Educational Debt
A medical school provides its medical students with effective financial aid and debt management counseling and has mechanisms in place to minimize the impact of direct educational expenses (i.e., tuition, fees, books, supplies) on medical student indebtedness.
Read more about financial aid at the SIU School of Medicine
Element 12.2 - Tuition Refund Policy
A medical school has clear policies for the refund of a medical student’s tuition, fees, and other allowable payments (e.g., payments made for health or disability insurance, parking, housing, and other similar services for which a student may no longer be eligible following withdrawal).
SIU Carbondale Withdrawal Refund Deadlines
Element 12.3 - Personal Counseling/Well-Being Programs
A medical school has in place an effective system of personal counseling for its medical students that includes programs to promote their well-being and to facilitate their adjustment to the physical and emotional demands of medical education.
Element 12.4 - Student Access to Health Care Services
A medical school provides its medical students with timely access to needed diagnostic, preventive, and therapeutic health services at sites in reasonable proximity to the locations of their required educational experiences and has policies and procedures in place that permit students to be excused from these experiences to seek needed care.
SIU Student Health Services
Policies:
Planned, Emergency, Unexcused, and Extended Absences
Exposure Policy
Element 12.5 - Non-Involvement of Providers of Student Health Services in Student Assessment/Location of Student Health Records
The health professionals who provide health services, including psychiatric/psychological counseling, to a medical student have no involvement in the academic assessment or promotion of the medical student receiving those services, excluding exceptional circumstances. A medical school ensures that medical student health records are maintained in accordance with legal requirements for security, privacy, confidentiality, and accessibility.
Policy on Medical Treatment of Students by Faculty
Read about the rights and responsibilities of SIU medical students as patients.
Element 12.6 - Student Health and Disability Insurance
A medical school ensures that health insurance and disability insurance are available to each medical student and that health insurance is also available to each medical student’s dependents.
Read about health and disability insurance in the SIU School of Medicine Student Handbook
Element 12.7 - Immunization Requirements and Monitoring
A medical school follows accepted guidelines in determining immunization requirements for its medical students and monitors students’ compliance with those requirements.
See immunization requirements in the SIU School of Medicine Student Handbook
Element 12.8 - Student Exposure Policies/Procedures
A medical school has policies in place that effectively address medical student exposure to infectious and environmental hazards, including the following:
- The education of medical students about methods of prevention.
- The procedures for care and treatment after exposure, including a definition of financial responsibility.
- The effects of infectious and environmental disease or disability on medical student learning activities.
- All registered medical students (including visiting students) are informed of these policies before undertaking any educational activities that would place them at risk.
SIU Medical Students: Access COVID-19 Guidelines and Critical Resources
Policies:
Medical Student Exposure to Infectious and Environmental Hazards
Impact of Disease or Disability on Medical Student Learning