Assessment and Grading
Philosophy and Guiding Principals
- Academic and Professional Standing
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Assessment and Grading
- Core Clinical Experiences and Mid-Clerkship Feedback
- Examination Policies
- Examination Procedures
- Grade Appeals Policy
- Medical Student Performance Evaluation (MSPE)
- Narrative Assessment Policy
- Phase 1 Grading Policy - Pre-Clerkship
- Phase 2 Grading Policy - Core Clerkships
- Phase 3 Grading Policies - Discovery, Electives & LCE
- United States Medical Licensing Examination (USMLE) Requirements
- Building Policies and Room Scheduling
- Committees, Leadership, and Medical Education Offices
- Curricular Expectations, Policies, and Requirements
- Definitions
- Global Policies and Procedures
- Graduation Requirements and Objectives
- Handbook and Policy Archives
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Learning Environment, Mistreatment, and Professionalism
- Accessibility and Accommodations
- Clinical Supervision Policy
- Covered Affiliates
- Cultural North Star Values
- Duality of Interest Statements
- Medical Student Honor Code
- Medical Student Mistreatment Policy
- Medical Student Professionalism Policy
- Reporting Options & Resources
- UCLA Additional Conduct Codes
- UCLA Environment, Health, and Safety
- Weather, Public Health, and Safety Emergencies
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Onboarding Compliance Resources and Requirements
- Affiliate Hospital Requirements
- Background Checks
- Computing and Encryption Requirements
- Disability Insurance Information
- Health Insurance Requirement
- Identification (ID) Cards
- Immunization Requirements
- Mednet Email Requirement
- Occupational Risk Training, Prevention, and Protocols
- Required Trainings
- Respiratory Fit Testing Requirement
- Social Media Policy and Best Practices
- UCLA Communication and Photograph Waiver
- UCLA Health Confidentiality Statement
- Program Evaluation
- Registration and Student Records
- Research Opportunities and Industry Interaction
- Student Life Policies and Resources
- Student Travel
Assessment Philosophy
Research shows that self-regulated individuals achieve more, persist longer, report more satisfaction and enjoyment, and experience less stress and burnout than those who use fewer self regulated learning strategies. The HEALS curriculum and assessment system at DGSOM were specifically designed around the principles of the self-regulated learner to assess competency attainment in affective, cognitive, and psychomotor domains.
Guiding Principals
- Self Regulated Learning: The education and practice of physicians is self-regulated. We teach fundamental skills to ensure proficiency at employing self regulated learning skills while earning and maintaining credentials and provide multiple opportunities to close knowledge gaps.
- Competency-Based: Frequent low-stakes assessments are used to benchmark performance with time to make adjustments in strategies before summative assessment. Feedback, coaching, and calibration of one's own performance assessment is utilized.
- Equity-Minded: Assessment for learning is practiced at DGSOM. Multiple sources of evidence are used to demonstrate that learning has occurred and to provide a final course grade. Continuous learning is expected as everyone has gaps to close. We want to normalize error analysis and continuous incremental improvement.
Expectations of DGSOM Students
- Professionalism
- Active Engagement in Class and Timely Completion of Assignments and Assessments
- Progressive Development of Knowledge, Skills and Attitudes
- Reflection on Data and Feedback to Adjust Learning Strategies
- Utilization of DGSOM Resources to Close Knowledge, Skill, and Mindset Gaps