Application + Definitions

This policy applies to faculty, students, trainees and staff of Carle Illinois College of Medicine (Carle Illinois) and supplements other University of Illinois policies.

Faculty: All individuals with a faculty appointment at Carle Illinois, irrespective of rank or classification.

Students: All undergraduate medical students of Carle Illinois.

Staff: Full-time and part-time employees and volunteers working at Carle Illinois.

Administrators: Staff or faculty members with an administrative role at Carle Illinois.

Curriculum Committee: Faculty committee of Carle Illinois that is responsible for oversight of the curriculum, as outlined in the faculty bylaws.

Liaison Committee on Medical Education (LCME): The body that accredits the MD degree. Carle Illinois is required to remain in compliance with the standards that LCME has identified.

Elements: Individual criteria related to each standard.

Course Directors: Faculty members with primary administrative responsibility for a course.

Clerkship Directors: Faculty members with primary administrative responsibility for a clerkship.

Elective Directors: Faculty members with primary administrative responsibility for an elective.

Narrative Assessment: Written comments from faculty that assess student performance and achievement in meeting the objectives of a course or clerkship. (Consistent with the LCME definition.)

Purpose

With this policy, the college aims to provide guidance to those faculty, administrators and staff engaged in establishing the assessment procedures for each course and clerkship, including the curriculum committee and the faculty who are completing the assessments. The goal of this policy is to establish the requirement for narrative assessment whenever possible in order to promote a well-rounded view of a student’s achievement.

The curriculum committee will be the faculty body responsible for oversight of the assessment of the students, including compliance with the narrative assessment requirements in this policy. This policy applies to the LCME element 9.5 (narrative assessment).

Specific Policy Statements

This policy addresses the requirement for narrative assessment.

Narrative Assessment
A narrative description of a medical student’s performance, including their non-cognitive achievement, will be 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.

The types of teacher-student interactions which are considered sufficient to permit this form of assessment include:

  1. Problem-based learning facilitation sessions totaling six or more hours with the same students and facilitator.
  2. Other types of facilitated small group discussions with 12 or fewer students totaling six or more hours with the same students and facilitator.
  3. Preceptorship (clinical or non-clinical) experiences with three or fewer students totaling eight or more hours.

Any required course or clerkship which contains one of the above types of teacher-student interaction will use at least one narrative description of each medical student’s performance, including their non-cognitive achievement, as a component of the assessment. Other courses and clerkships must also include narrative assessment if teacher-student interactions permit it, even if the type of interaction is not listed here.

The course and clerkship directors (or their designee) will be responsible for determining if their course or clerkship:

a. Contains a type of teacher-student interaction listed above and must include narrative assessment.
b. Contains another type of teacher-student interaction that allows for narrative assessment and must include narrative assessment.
c. Does not contain any teacher-student interaction that allows for narrative assessment and will not include narrative assessment.

The curriculum committee is responsible for reviewing and approving the decisions of the course and clerkship directors.