Weill Cornell Medical College
Student Handbook
Updated August 2023
WEILL CORNELL MEDICAL COLLEGE
Updated August 2023
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Weill Cornell Medical College
Student Handbook
** All policies in the Student Handbook are up to date as of August 18,
2023.
For the most up-to-date details regarding
WCMC policies, please visit:
https://nexus.weill.cornell.edu/display/MECPOLICY/Medical+Education+Policies
WEILL CORNELL MEDICAL COLLEGE
Updated August 2023
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Table of Contents
About the Institution……………………………………………………………....5
Emergencies, Safety, and Security……………………………………………….11
Tuition and Fees………………………………………………………………….19
Opportunities and Employment…………………..…………………...21
Student Health……………………………………………………………………22
Student Mental Health Services………………………………………27
Privacy and Confidentiality……………………...…………………....27
Needle Stick and Bodily Fluid Exposure Policy…………...................28
Substance Use Screening & Counseling…………………………………………31
Student Health Insurance Plan……………………………….…………………..33
Student Disability Services………………………………….…………………...35
Parenting & Family Resources………………………………...………………...38
Academics………………………………………………..…………....................39
Program Core Competencies and Constituent Learning Objectives……………..40
Required Courses in Curriculum……………………………………....................42
Extended Curriculum for Research………………………………………………44
International Educational Programs…..……………..…………………………...44
Clinical Course Add/Drop Policy……………………..……………….................45
Course Materials and Copyright Issues………………...………………………...47
Transportation Guidelines and Policies …………………..……………………...47
Course Directors………………………………………………...………………..50
Clinical Activities……………………………………………………...………....52
Dress Code for Medical Students……..……………………………….................52
Student Course and Duty Hours Policy……………………………………….....52
WEILL CORNELL MEDICAL COLLEGE
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Clinical Supervision Policy……………..………...............................................54
Faculty Evaluator and Students as Patients Policy…………….........................56
Professionalism…………………………………….…………………………..57
Promotion and Graduation Standard and Procedures …………….…………...66
Academic Advancement……………………………………………….67
Student Assessment and Grades……………………………………………….70
Grade Reporting Time Frame…………………………………………………70
Formative Feedback Policy...……………………............................................71
Clinical Grade Reporting Guidelines……………………….............................71
Student Request for a Course Evaluation/Grade Review..................................74
Unsatisfactory Academic Performance in a Course……………......................75
Criteria for Continuation in the Academic Program and Dismissal…………..78
Unsatisfactory Academic Progress Performance and Dismissal……...80
Administrative Hold…………………………………………………………..80
Satisfactory Academic Progress and Financial Aid……………………….….80
Involuntary Student Leave………………………………............................…81
Appeals Process………………………………………………...…………….83
Technical Standards: Admission and Retention……..………………….........84
Attendance Standards……………………………………..……….................86
Leaves of Absence……………………………………..…………………....100
Standards of Conduct…………………………………..…………………....109
Substance Abuse Policy…………………………………………......111
Learning Environment……………………………………………………....115
Anti-Discrimination Policy…………………………………………………115
Sexual Harassment………………………………………………………….115
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Bias and Hate Related Crimes……………………………………………...118
Academics & Advising……………………………………………………..120
Longitudinal Career Advising Policy………………………………………120
Fourth Year Plan of Study and Career Advising Policy……………………121
Medical School Performance Evaluation (MSPE) Policy …………………121
Honors Designation………………………………………………………...123
Academic Counseling and Student Academic Advising…………………...126
Student Records…………………………………………….130
Process for Inspecting Records and Amendment of Records………………130
Information Technology………………………………...………………….133
Guidelines for Use of Computers, Network Systems and Electronic
Communications……………………………………………………………133
Maintaining Security of High-Risk Data in Email…………………………133
IT Policies……………………………………………….............................134
WCMC IT Security Policies……………………………………………….135
WCMC Confidential Data
Policies…….……………………………….................................................135
WCMC IT Operations Policies…………………………………………….135
Copyright Infringement…..………………………………..…………...….136
Libraries………………………………………………………………..….138
Class Officers and Representatives & Student Organizations………….....143
Student Group Governance……………………………………………..…146
Directory…………………………………………………………………..155
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About the Institution
Weill Cornell Medical College
History
An abiding focus on the science which shapes medical knowledge and patient care has been
central at Weill Cornell since the school’s establishment in 1898. Cornell University President
Jacob Gould Schurman, in his address at the Medical College’s opening ceremonies, set the tone
for the decades to come. “What is needed for the training of physicians and surgeons today?”
asked Schurman. “I answer, first, science; secondly, science; thirdly, science.” Delivered with a
missionary’s fervor 105 years ago, these words remain notable not simply for the way they
continue to affirm the emphasis placed by Medical College faculty on the scientific basis of
medical training, but as an indication of how far the field has traveled in the last century, and how
great a part Cornell University Medical College has played in that development.
In 1898, the field of medicine was only beginning to stress a scientific foundation, and most
medical schools in the United States were just starting to resemble medical schools as we
know them today. Through most of the 19th century, many medical schools had lower
entrance requirements than those of a good high school. Once admitted, a medical school
student was taught exclusively by lecture, and had only to sit through two four-month terms
before being given, automatically, an M.D. degree. Few medical students ever touched a
patient or had any clinical experience prior to graduation.
The founding of Cornell University Medical College coincided with a period of momentous
change and strengthening of medical education in this country. Established and generously
endowed through the gifts of Colonel Oliver H. Payne, Cornell University Medical College
quickly became a national leader in medical instruction. One of Colonel Payne’s requirements
was that the Medical College be a university medical school. Admitting men and women from
the outset, Cornell was also one of the country’s first coeducational medical schools.
Cornell’s original faculty, highly regarded as both scientists and teachers, recognized a broad
liberal education as a prerequisite for a successful medical education.
Although Cornell University was founded and continues to flourish in Ithaca, New York, the
University’s Medical College was established in New York City to provide its students with
opportunities for clinical learning and laboratory-oriented instruction that were rare at the
time. This clinical focus remains central to the Weill Cornell experience.
As the scientific pursuit of medicine gained prominence, a new kind of institution arose —
the partnership of university and hospital in an academic medical center. The Medical College
and The New York Hospital first signed a limited affiliation agreement in 1913; formal
affiliation in 1927 joined the facilities of the two institutions. Hospital and college were
brought to one location in 1932 with the opening of The New York Hospital-Cornell
Medical Center, physically confirming the fundamental integration underpinning the
academic medical center and its triple mission of education, research, and patient care.
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Now at the heart of a world-renowned center of medical education, biomedical research, and
health care, Weill Cornell Medical College remains committed to the advancement of medical
knowledge through work done by faculty and students alike. As a pioneer in the early 1950’s in
developing the concept of comprehensive care for patients as well, Weill Cornell investigated
and refined the effective matching of patient needs with medical and community resources,
through its Comprehensive Care and Teaching Program. While the formal program ended in
the 1960’s, the precepts of comprehensive patient care learned from the undertaking continue
to be applied.
The New York Hospital merged with the Presbyterian Hospital in 1997, and the new entity is
known as NewYork-Presbyterian Hospital. However, the medical schools of Weill Cornell and
Columbia remain independent entities.
The Medical College itself changed its name on April 23, 1998. The new designation, “The
Joan and Sanford I. Weill Medical College of Cornell University,” was approved by the Board
of Trustees of Cornell University in recognition of the Weill’s many years of dedicated service
to Cornell and, particularly, to the Medical College. As a result of the merger and name change
described above, the academic medical center (formerly New York Hospital-Cornell Medical
Center) is now known as NewYork-Presbyterian Hospital/ Weill Cornell Medical Center.
In 2001, the Medical College and Cornell University in partnership with Qatar Foundation for
Education, Science and Community Development signed an agreement to establish Weill
Cornell Medical College-Qatar, the first medical school in Qatar.
In 2015, the Medical College was re-named Weill Cornell Medicine to reflect its broader
mission in research and patient care, in addition to educating future physicians.
In 2019, with gifts from the Starr Foundation and Board of Overseer Chairman Emeritus
Sanford I Weill, the Medical College announced that it would make the cost of attendance free
for all students who qualify for financial aid.
From 2020 to 2022, the Medical College continued its operations despite the tremendous
challenges presented by the worldwide COVID-19 pandemic. Many students stepped up
admirably to volunteer in a variety of community service and research activities related to the
pandemic including serving as volunteer vaccinators.
Mission Statement
The following mission statement for Weill Cornell Medical College and Graduate School of
Medical Sciences was adopted by the Faculty Councils in 1996, and revised in 1999, 2003, and
2009.
The Weill Cornell Medical College and Graduate School of Medical Sciences are committed to
excellence in research, teaching, patient care, and the advancement of the art and science of
medicine. To this end, their mission is to provide the finest education possible for medical
students and students pursuing advanced degrees in the biomedical sciences, to contribute to
the lifelong education of physicians throughout their careers, to conduct research at the cutting
edge of knowledge, to improve the health care of the nation and the world both now and for
future generations, and to provide the highest quality of clinical care for the communities they
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serve. Success in any of these contributes to success in the others.
In pursuit of this mission, the Medical College and Graduate School fully embrace the
commitment of Cornell University, to support equality of education and employment
opportunity by affirming the value of diversity and by promoting an environment free from
discrimination. Association with the Medical College and Graduate School, either as a student,
faculty, or staff member involves participation in a free community where all people are
recognized and rewarded on the basis of individual performance rather than personal
convictions, appearance, preferences (including sexual or affectional orientation), or
happenstance of birth. The Medical College and Graduate Schools’ history of diversity and
inclusion encourages all students, faculty, and staff to support a diverse and inclusive
university in which to work, study, teach, research, and serve.
The Medical College and Graduate School recruit faculty and staff who excel in their fields and
provide a creative, stable, intellectually stimulating and supportive working environment
conducive to success in each aspect of their professional endeavors. In the selection of faculty,
significant consideration is given to their potential as role models for the future leaders of
academic medicine whom they will train. The Medical College and Graduate School are
committed to the maintenance and continued development of a community of scientific and
clinical scholarship. Where appropriate to further this mission, they will seek and cultivate
affiliations with other institutions of excellence in clinical and biomedical sciences.
The faculty must be dedicated to the achievement of excellence in educating the physicians and
biomedical scientists of the future, as well as those currently in practice, for leadership in
research, patient care, education and community service. The Medical College and Graduate
School must support this ideal through the development of innovative and stimulating
curricula, and through the provision of appropriate resources to achieve this goal. They must
respond rapidly to changing societal needs and new technologies.
The Weill Cornell Medical College and Graduate School of Medical Sciences are committed to
the delivery of the highest quality health care that serves the needs of the local, regional,
national and world communities. The institution is dedicated to the provision of health
education, prevention, detection and treatment of disease, and the development of a research
agenda and public health policy responsive and sensitive to the needs of these communities.
The leadership of the institution must direct its efforts to ensure the success of the creation,
transmission and application of knowledge.
Health Care Institutional Affiliations of Weill Cornell Medical College
In order to provide its students with a broad experience in patient care, Weill Cornell Medical
College is affiliated with a number of teaching hospitals that provide primary, secondary, and
tertiary care to the Greater New York Community and residents of New York State. Many of
the affiliated institutions are world-renowned leaders in their fields and provide specialized
care to patients from other states and countries. Others are prominent local institutions that
provide vital care to their communities. Weill Cornell is also affiliated with Cayuga Medical
Center in Ithaca, New York and The Methodist Hospital in Houston, Texas.
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New York-Presbyterian Hospital
On December 31, 1997, The New York Hospital and The Presbyterian Hospital merged to
form New York-Presbyterian Hospital (NYPH). The merger combined these two institutions
with long and distinguished histories. The New York Hospital, the second oldest hospital in
the United States, was founded in 1771 by a Royal Charter granted by King George III of
England. In 1927, The New York Hospital affiliated with Cornell University. The merged
NYPH has two principal academic affiliates: Weill Cornell Medical College and the College
of Physicians and Surgeons of the Columbia University. Although the hospitals have merged,
the medical colleges have not. NYPH is the largest hospital in New York City and one of the
largest and most comprehensive health-care institutions in the world, with leading specialists
in every field of medicine. NYPH’s Centers of Excellence are unsurpassed in quality and are
increasingly attracting patients from the extended New York Metropolitan region, as well as
from around the world.
Weill Cornell Medical Center has state-of-the-art inpatient and ambulatory-care facilities. It
offers a full range of primary, specialty, and subspecialty care for children and adults. WCMC
has graduate medical education programs in almost every residency specialty. It has level 1
adult and pediatric trauma center and the nation’s busiest Burn Center. New York-
Presbyterian Hospital is dedicated to serving New York’s diverse populations.
On July 1, 2013, New York Downtown Hospital became a campus of NYPH and was
renamed Lower Manhattan Hospital (LMH). LMH is located near Wall Street, Tribeca,
Chinatown, Little Italy, South Street Seaport, City Hall, and the Foley Square federal
courthouse. LMH together with the Weill Cornell Physician Organization provides a full
range of inpatient services.
The Methodist Hospital, Houston, Texas
The Methodist Hospital, located in Houston, Texas, became a Weill Cornell Medical College
affiliate in 2004. It is also one of the nation’s largest private, non-profit hospitals. Methodist is
the site of numerous medical breakthroughs, such as the world’s first multiple-organ transplant
in the 1960’s, gene therapy for prostatic cancer, and the first islet cell transplantation for
diabetes in Texas. Through the affiliation and the establishment of The Methodist Hospital
Research Institute, multiple research collaborations have developed between investigators at
Weill Cornell in New York City and The Methodist Hospital in Houston, Texas. Methodist has
also built a healthcare system in the greater Houston community consisting of its flagship
hospital and several community hospitals.
Hospital for Special Surgery
The Hospital for Special Surgery (HSS), founded in 1863 by the New York Society for the
Relief of the Ruptured and Crippled, was the first institution in the United States dedicated to
the treatment of orthopedic conditions. Today it is a leader in the fields of orthopedics,
rheumatology and sports medicine. Affiliation with Weill Cornell Medical Center began in
1949. Residents train in its highly regarded program in orthopedic surgery; additionally,
clinical fellows receive training in advanced programs in rheumatic diseases and orthopedic
subspecialties. In addition to patient care and medical education, the hospital maintains the
Philip D. Wilson Research Center. The hospital’s research division investigates the causes,
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prevention, and new treatments for orthopedic, rheumatic and autoimmune diseases. HSS is
the center of numerous clinical trials and the holder of various patents in its field. HSS is
consistently ranked as one of the leading institutions in its specialty in the United States.
Memorial Sloan-Kettering Cancer Center
Memorial Sloan-Kettering Cancer Center (MSKCC) is the world’s oldest and largest privately
operated center devoted to prevention, patient care, research, and education in cancer. The
prototype for the National Cancer Institute-designated comprehensive cancer centers,
Memorial Sloan-Kettering has two operating organizations: Memorial Hospital, which
provides inpatient and outpatient care, specialized and support services, and a broad program
of clinical research; and the Sloan-Kettering Institute, with many laboratories dedicated to
biomedical investigation. Programs of basic and clinical research at Memorial Sloan-Kettering
aim to advance the understanding of cancer, and to improve the means for its prevention,
diagnosis, and treatment. The close collaboration between the Center’s scientists and
clinicians facilitates the rapid translation of results from the laboratory to the patient’s
bedside.
New York-Presbyterian Regional Hospital Network
The New York-Presbyterian Healthcare System (NYP System) was developed in response to
changes in the healthcare marketplace to meet the healthcare needs of employers and patients
throughout the metropolitan New York area. It has also become a major clinical educational
resource for Weill Cornell. In 2015-16, the NYP System changed its name to the New York-
Presbyterian Regional Hospital Network. Today the NYP Network consists of the full
spectrum of healthcare services, including the academic medical centers, specialty institutes,
community hospitals, long-term care facilities, home-health agencies, ambulatory care sites,
and physician groups, providing care to diverse communities in the New York metropolitan
region.
New York-Presbyterian/Queens Hospital
New York-Presbyterian/Queens (NYP/Q) is an acute care teaching hospital providing
primary, secondary and tertiary care to an urban population, which reflects the remarkable
ethnic and cultural heterogeneity of New York. The borough of Queens is one of the most
multiethnic counties in the United States. NYP/Q is a major trauma center.
New York-Presbyterian Brooklyn Methodist (NYP/Brooklyn Methodist)
NYP Brooklyn Methodist Hospital is a acute care teaching hospital, which has provided over
110 years of dedicated service to the Brooklyn community. NYP Brooklyn Methodist joined
the New York-Presbyterian Healthcare System and became a Weill Cornell affiliate in 1993.
Cayuga Medical Center at Ithaca
Situated in the Finger Lakes region of Central New York, Cayuga Medical Center (CMC) at
Ithaca is an acute-care facility that provides high-quality health care (emergency, inpatient and
outpatient) to a rural community. It has been affiliated with Weill Cornell Medical Center
since 1993.
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The Winifred Masterson Burke Medical Research Institute
The Research Institute supports research conducted at Burke in White Plains, NY, including
the Dementia Research Laboratories and the Laboratory of Molecular Neurobiology. The
Institute conducts research into chronic neurological disability. The basic science of head
injury, stroke and other neurological disorders is central to the specific problems of chronic
illness and disability which confront the majority of Burke patients, and with which
rehabilitation is concerned. The Research Institute is staffed by world-renowned scientists and
has received numerous honors and awards of international acclaim.
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Emergencies, Safety, and Security
Student Safety Orientation
Student safety orientation is provided to all incoming first-year student programs by Weill
Cornell Medicine Environmental Health and Safety (WCM EHS). These sessions cover
prevention topics including residential fire safety, emergency and disaster preparedness plans,
WCM emergency website, and communication tools including the WCM Alert system and
emergency information hotline.
Additionally, EHS uses this orientation to conduct OSHA safety training programs with spill
and exposure guidance, along with instructions on seeking medical assistance. Additional
safety training is provided as required, as students advance through the curriculum.
Additional information is available on the EHS website:
• EHS Website: http://ehs.weill.cornell.edu/
• EHS Safety Resources for Students: http://ehs.weill.cornell.edu/forms-resources/we-
offer-services/students
• EHS Safety Trainings: http://ehs.weill.cornell.edu/training
• WCM Emergency Resources for Students: https://emergency.weill.cornell.edu/student
Reporting Crimes, Emergencies, and Suspicious Behavior
Incidents of crime and other serious emergencies which require immediate assistance and
which occur on the Medical College campus should be reported to the New York City Police
Department (“NYPD”) by dialing 911 and the NewYork-Presbyterian Hospital Security
(“NYPH Security”) at 1-212-746-0911. Reports may be made on a confidential basis.
An operator will ask you routine questions such as your name, address, call-back number, and
the nature of the incident you are reporting. Do not hang up until the operator tells you he or
she has all the essential information. Information you can provide may be crucial to the safety
of everyone involved in the call. If you believe you are in a hazardous situation and cannot
remain on the call long, tell the operator this at the beginning of your call. The operator can
then request the minimum information needed to get you help, and you can get to a safe place.
The operator will need to know where you are and what happened so the appropriate help can
be sent quickly.
As difficult as it can be in an emergency, try to remain calm. It can be difficult to understand
what a caller is saying for a variety of reasons, including language barriers and bad telephone
connections. Strong emotions make effective communication even harder.
In addition to reporting off-campus crimes to 911, students should report any crimes or other
security concerns involving the Medical College and its students that occur off campus to
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NYPH Security (212-746-0911). Such information assists the Medical College with reporting
and notification requirements that help ensure the safety of the Medical College community.
All students should be familiar with the web site: https://emergency.weill.cornell.edu/ . A
link to this site is included as an app on all WCMC tagged phones and computers. It
contains quick, easy-to-find, easy-to-read links to medical college policies and resources
for mental health, medical health, sexual assault, weather emergencies, etc.
If for any reason you feel unsafe on the grounds of the hospital or medical college, you may
contact NYPH security and they will provide you with a security escort.
Additional Emergency Contacts
Medical College
Facilities Management & Campus
Operations
(facilities emergencies)
1-212-746-2288
Emergency repairs in campus housing
1-212-746-1001
Monday-Friday,
9AM-5PM
1-212-746-1009
other times
Environmental Health & Safety
(fire, chemical, biological, and radiological
releases)
1-646-WMC-SAFE
1-646-962-7233
any time
New York Presbyterian Hospital-New York Weill Cornell Campus
Security
1-212-746-0911
any time
Fire
1-212-746-FIRE 1-
1-212-746-3473
any time
Facilities Operations
(facilities emergencies)
1-212-746-1920
Environmental Health & Safety
1-212-746-1926
Rape crisis program (emergency department)
1-212-746-5050
Counseling (social work)
1-212-746-4320
Switchboard
1-212-746-5454
any time
Administrator On Call
1-212-746-5020
any time
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Medical College Administrators
Students may also contact these administrators to report a crime or to share a personal
concern:
Associate Dean
(Student Affairs)
In an emergency, Dean Keith LaScalea may also be reached at:
212-746-1058. Evenings and weekends: 646-962-7300
(answering service) or 646-962-4413 (voicemail)
Senior Associate Dean
(Education)
In an emergency, Dean Kang may also be reached at: 646-369-
3591 or 646-962-3487/5556
Emergency Alerting
Emergency alerts are posted to the emergency information web site at
https://emergency.weill.cornell.edu/, and may also be heard by calling 1-212-746-9262.
Response guides for specific types of emergencies are available at the Emergency Information
web site.
In an emergency, the Medical College will notify students using the Weill Cornell Alert
(WCA) emergency notification system. Weill Cornell Alert can send simultaneous
notifications to all students or select groups via email, cell phone, and text messaging. All
students are responsible for ensuring their contact information is accurate in the ENS. Further
information and instructions to update contact information are at
https://emergency.weill.cornell.edu/WCA.
Persons may also receive emergency alerts from New York City by registering for Notify
NYC at http://nyc.gov/notifynyc.
Suspicious Behavior
Students should report suspicious behavior to the NYPD and NYPH Security. It is important
to remember that behavior, not a person, is suspicious. Signs of behavior that might be
suspicious are:
• A person running and looking about furtively, as if he or she were being watched or
chased.
• A stranger carrying property at an unusual hour or location, especially if the items are
stereo equipment, office machinery, or a locked bicycle.
• A person going door-to-door in an office or residential building.
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• Any person forcibly entering a locked vehicle or building.
• Transactions being conducted from vehicles, especially near schools or parks.
• A person or persons sitting in a parked car and closely scanning the area.
• A person exhibiting unusual mental or physical symptoms.
• Unusual noises, including gunshots, screaming, sounds of fighting, barking dogs, or
anything suggesting danger or illegal activity.
Students should report suspicious persons without proper identification in Medical School
facilities to NYPH Security.
Crime Prevention Tips
• Keep yourself, your residence, your office, and your car safe by incorporating safe
behavior into your daily routine.
• When you leave your room or office, even for a moment, always keep your doors and
windows locked.
• Never leave your purse, wallet, book bag, electronic devices, or other property unattended,
even for a moment.
• Be careful when people stop you for directions or money. Always reply from a distance;
never get too close to the car or the person. If you feel uncomfortable about someone near
you, go somewhere with people around and call the police or NYPH Security.
• If you are out after dark, use only well-lit routes and travel in groups when possible.
Avoid construction areas, particularly sidewalks shadowed by scaffolding.
• Walk with the appearance of confidence. Make eye contact with passersby, and keep a
firm grip on your property.
• Have keys ready so you can quickly get into your car or home.
• Although it seems courteous to open doors for others, especially persons carrying
groceries or packages, do not open doors for strangers.
Campus Security Report
In addition to the information contained above, The Medical College and Graduate School of
Medical Sciences annually distribute a campus security report to all students and employees
containing descriptions of policies and procedures for reporting crimes and emergencies and
campus crime data. The report lists telephone numbers and contact information for security in
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campus facilities and residences. Policies and procedures for handling sex offenses and
programs for victims are also described.
On request, prospective and current students and employees can receive the report from the
Admissions Office or the Office of Human Resources. The report is also available at:
https://medicaleducation.weill.cornell.edu/student-resources/sexual-misconduct-campus-
security.
Campus crime statistics can be accessed at https://ope.ed.gov/campussafety . The Advisory
Committee on Campus Security will also provide upon request all campus crime statistics as
reported to the United States Department of Education.
Comments
The Advisory Committee on Campus Security Committee may be reached by e-mail at
Annual Campus Security and Fire Safety Report
The Annual Campus Security and Fire Safety Report includes information on procedures for
reporting data collected from local law enforcement authorities, NYPH Security and the
WCM Housing Department. The report is distributed through an annual broadcast email from
the Chair of the WCM Advisory Committee on Campus Security to WCM students, faculty
and staff; as well as posted on the following WCM web sites:
• WCM Education: http://weill.cornell.edu/education/student/stu_campus_sec.html
• WCM EHS: http://ehs.weill.cornell.edu/safety/fire-safety
• WCM Emergency: https://emergency.weill.cornell.edu/student
A current copy of the Campus Fire Log is maintained in the EHS offices, located at 402 East
67th Street, Room LA‐0020, and is available upon request.
Emergency Preparedness
WCM Emergency Website – Student Resources
Emergency Planning and preparedness resources are available to all students through the
WCM Emergency website. The Student Resources button is located on the main page, and
provides access to the student resources and emergency contact information necessary for
reporting emergencies. The Student Resources and contacts pages can be accessed at:
https://emergency.weill.cornell.edu/student.
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Campus Operating Status
Campus operating status is available through the https://emergency.weill.cornell.edu website
and the Emergency Hotline 646-962-9262. Emergency information is updated as campus
status changes.
Emergency App, Desktop Shortcut
All WCM-supported student, faculty, and staff smartphones, tablets, laptops, and
desktop computers have the WCM Emergency App installed (icon shown to the
right). This app provides direct access to the WCM campus emergency status,
contacts, procedures, and other information readily available on the
http://emergency.weill.cornell.edu website.
Weill Cornell Alert
WCM maintains the Weill Cornell Alert system to provide emergency information and
instructions. Weill Cornell Alert can send simultaneous notifications to all students, faculty,
and staff or select groups via:
• Mobile Phone (voice and text messaging)
• Home Phone
• Work Phone(s)
• Alternate Phone
• Home and Work Email
• Pager
• Fax
Students, faculty, and staff are automatically added and removed from Weill Cornell Alert,
though pre-loaded emergency contact information is limited to the assigned WCM email.
Students are required to update their contact information using the WCM Online Directory.
Instructions for updating emergency contact information are available at:
https://emergency.weill.cornell.edu/UpdateWCA
Fire Safety
The Fire Safety program includes fire alarm activation response, fire emergency response,
emergency evacuation, and fire prevention. WCM develops and reviews guidelines and
procedures addressing these topics, provides training programs and exercises to increase
awareness amongst faculty, students, and staff; and collects data on the effectiveness of the
various fire safety program components.
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Most areas in WCM buildings are monitored by an early-warning fire detection system and
protected by fire sprinklers. Upon the activation of any fire sprinkler, fire or smoke detector,
or alarm-initiating device; there is an audible and visual indication throughout the building
that the fire alarm has activated, while simultaneously notifying the NYC Fire Department of
the potential fire emergency.
Students must respond to all fire alarm activations and assume that each activation is a real
fire emergency. Ignoring a fire alarm activation is against WCM and NYC guidelines
governing fire alarm activation response.
Battery operated carbon monoxide detectors are in each Lasdon House Apartment to meet
NYC Local Law 191 for buildings that contain fossil fuel burning equipment. These devices
are not integrated into the fire alarm system and act independently. When in alarm, residents
must evacuate and notify the housing desk attendant.
Every student is responsible for following WCM guidelines governing Fire Prevention;
including:
• controlling the accumulation of trash and other combustibles,
• complying with the No Smoking policy,
• avoiding the use of unapproved open flames such as candles, canned cooking fuels,
and propane gas; and
• using caution when heating and cooking food, such as using microwaves and toasters.
Fire Safety Rules
Students must follow all WCM requirements and guidelines related to fire safety and fire
prevention. Students may access this information on the Environmental Health and Safety
website: http://ehs.weill.cornell.edu.
The Fire Safety Manual includes comprehensive information on fire safety topics and
building-specific evacuation procedures: http://intranet.med.cornell.edu/ehs/FIRE.pdf.
All students must follow instructions of WCM faculty and staff during fire alarm activations,
fire drills, and other emergency situations.
Residential Fire Safety Plans
Residential Fire Safety Plans are distributed to all incoming students living in WCM
residential buildings, and all students should be familiar with the plan specific to their
building.
Residential Fire Safety Plans are updated annually and re-distributed to residents during
National Fire Prevention Week in October. These plans are also available on the EHS web
site: https://ehs.weill.cornell.edu/safety/fire-safety/residential-fire-plans-notices.
17
Tampering with Fire Alarms and Malicious Alarm Activations
Tampering with fire safety equipment, such as fire extinguishers; or fire protection system
devices, including smoke detectors and sprinkler heads, is unlawful and subject to disciplinary
action by WCM.
Transmission of a false fire alarm is punishable as a Class A Misdemeanor under New York
State Penal Law § 240.50. Violators of this law will also be subject to disciplinary action by
WCM.
Fire Safety Procedure
If you discover fire or visible smoke, immediately follow the RACE procedure:
R.A.C.E. is an acronym for the general procedures all occupants should follow in the
event of a fire, visible smoke, or fire alarm activation.
R – RESCUE: Remove occupants from the affected area. Assist others as
appropriate. For patient care areas, rescue those in immediate danger from fire
or smoke.
A – ALARM: If there is visible fire or smoke, report the fire to the other occupants
in the immediate area by shouting “FIRE”. Activate the nearest fire alarm pull
station to alert building occupants of the fire. Occupants in NYP buildings must
call the NYP fire hotline at 212-746-FIRE (3473).
C – CONFINE: Close all doors, including interior doors, to the area to confine a fire
and minimize the risk of the fire spreading in the building. Place damp towels at
the base of the door to minimize smoke entering an area where occupants or
patients are unable to evacuate.
E – EVACUATE /EXTINGUISH: In the event of a fire or fire alarm activation,
building occupants must evacuate as specified in the Building-Specific Fire
Safety Procedures, or EHS-approved local fire safety plan. Fire extinguishers
should only be used by trained personnel to extinguish small fires, and only
after the other R.A.C.E. procedures have been fully implemented.
Questions
Please contact Environmental Health and Safety with any questions concerning fire and other
safety issues.
18
Tuition and Fees
All fees for instruction and other charges are paid through the Student Accounting Office of
the Medical College in 1300 York Ave. C-114 or via the online Learn Portal.
For full details on how to make payments, please see the ‘Managing Student Account’ section
of our website.
Students will be billed for tuition and fees before the start of the semester and are required to
pay tuition and fees prior to the first day of the semester. The bill and payment dates for the
semester can be found within the Tuition and Fees by Program section of our website.
Tuition charges are waived once a student has paid for eight full semesters (four academic
years). However, students who exceed eight semesters of enrollment will still be required to
pay relevant student fees for each additional semester in which they remain enrolled.
Required student fees include, but are not limited to, the University, Student Health Service,
Class, Transportation and Disability Insurance fees. Health insurance may be waived for
domestic students with proof of comparable coverage. All international students are required
to use Weill Cornell Medicine coverage. Additional information can be found within the
Student Health section of the handbook.
For full details regarding cost of attendance by class year, please see the Tuition and Fees by
Program section of our website.
Incoming First-Year Students: After being notified of their acceptance, admitted students are
given a limited timeframe to decide if they will enroll in the entering class. The deadline for
this decision varies according to the month of acceptance but is clearly stated in the letter of
acceptance in accordance with AMCAS policies. A student’s place in the class is maintained
after April 30 only if a $100 acceptance deposit is paid; this figure is credited towards the
tuition charge. A deposit may be returned if the student withdraws from the class before May
1. After May 1, all deposits are non-refundable.
Students who are neither US citizens nor permanent residents are required to pay tuition in-
full (equal to four academic years) prior to the payment due date of their entering term. This
policy does not apply to a student admitted with DACA status.
Any individual who owes a balance to the Medical College will not be able to enroll, to make
academic progress toward his/her degree, obtain/release of their diploma, to receive a
transcript of his/her record, to have his/her academic credits certified, to apply for or to retain
student housing, or to have a degree certified.
Refund Policy
Students who withdraw from the Medical College will be charged tuition from the first day of
the current term to the effective date of the withdrawal as recorded by the Office of Medical
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Education. The effective date of the withdrawal will be used to determine whether a tuition
refund is applicable and if applicable what the amount of the refund will be.
In accordance with federal financial aid guidelines and the tuition refund policy at Cornell
University, students who withdraw from the Medical College will be charged tuition from the
first day of classes to the effective date of the withdrawal as follows:
Withdrawal Date
Eligible Refund
%
1
st
to 7
th
day of the
term
100% Refund
8
th
to 14
th
day of
the term
90% Refund
15
th
to 28
th
day of
the term
80% Refund
29
th
to 35
th
day of
the term
70% Refund
36
th
to 42
nd
day of
the term
60% Refund
43
rd
to 49
th
day of
the term
50% Refund
50
th
to 56
th
day of
the term
40% Refund
57
th
to 63
rd
day of
the term
30% Refund
64
th
day of the
term to the last
day of the term
0% Refund
The count of days includes all weekdays, weekend days, and holidays that fall within the term.
All student fees are non-refundable. Health insurance and disability insurance fees are charged
at the beginning of each semester and are not refunded once the applicable period to waive has
ended. Additional details can be found on the Student Accounting website.
Withdrawn students who received financial aid will also have their aid reevaluated and may
be required to pay a portion of the financial aid back or otherwise may owe a balance to the
institution after a Return to Title IV Funds calculation is completed with the Department of
Education for all federal funding. The balance due, if any, will be determined by a
combination of the Medical College Tuition Refund Policy and the Return to Title IV Federal
calculation. This calculation is determined based on the number of days within the term that
the student attended.
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Students on Medical/Personal Leave: Students who are on a medical/personal leave prior to
the start of the academic semester, will not be charged applicable tuition for that semester.
However, students will be charged all applicable Medical College fees for the semester.
Students will not be eligible for financial aid while on a medical/personal leave. Students who
are approved for a medical/personal leave after the semester start date will remain responsible
for 100% of the applicable tuition and fees for that semester. The tuition charge will apply
toward one (1) of the required eight (8) semesters of the program tuition. Students who are
approved for a medical/personal leave after the semester start date are not eligible for the
Medical College Refund Policy.
Students enrolled for Extended Curriculum: Students who are enrolled for Extended
Curriculum (formerly referred to as a research LOA) will remain responsible for 100% of the
applicable tuition and fees for that semester(s) defined by the leave dates. The tuition
charge(s) will apply toward the required eight (8) semesters of tuition charges. Students who
are enrolled for Extended Curriculum are not eligible for the Medical College Refund Policy.
Students will remain eligible for financial aid and should apply through the annual process.
Summer Opportunities and Employment
Summer Opportunities
Weill Cornell Medical College students are free during the summer after their first year. There
are many opportunities for medically related experience at the Medical College and its affiliated
institutions. Research fellowships, major health organizations, and an alumni fund offer
opportunities to work with faculty and other investigators in a variety of projects. Cornell
participates in the Federal Work Study Program, so that students with financial need can work
in non-profit institutions with a portion of their stipend covered by the Medical College.
Part-Time Employment
It is assumed that students will not have the time to work regularly during the academic year,
and such earnings are not part of the financial aid budget. However, the Office of Student Affairs
occasionally posts part-time employment opportunities to earn extra money. Generally, there
are postings for work in the hospital and laboratories as well as bartending, typing, babysitting
and tutoring. Job listings are posted on the bulletin boards in Olin Hall.
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Student Health
The Medical College is dedicated to providing the finest medical care to its students. The
following summary highlights Weill Cornell Medicine Student Health Services and the
Student Health Insurance Plan.
All students must have comprehensive health care coverage. The Medical College has
designed a package which should meet the needs of most students and their dependents. The
program consists of 2 integrated components: Student Health Services (SHS) and a Student
Health Insurance Plan (SHP) underwritten by Cornell University and administered through
Aetna Student Health. Enrollment and waiver services are managed through Gallagher
Student Health & Special Risk. In brief, students who use the coordinated program will have
their choice of participating physicians (many faculty members) with modest co-payments. In
this program, students also have the option to go outside the Aetna network but will be
required to meet a deductible and higher out-of-pocket costs.
Student Health Services
With limited exceptions, all students must participate. For details of the annual fee,
please see the Tuition and Fees by Program details here.
Adult dependents and children
under the age of 18 are not seen in the student health center. With the Medical College’s plan
for families, dependents under the age of 18 are covered for care if they are seen by
participating pediatricians.
The SHS Medical Director is the primary care provider for all students and is not involved in
the academic evaluation of students. In conjunction with a registered nurse, all non-emergency
medical problems, occupational health and preventive care are managed at SHS. After hours
and weekends there is limited telephone coverage available for emergencies. The SHS
Medical Director determines the need and appropriateness of referrals to
specialists/subspecialists and should be consulted for referrals.
Services Available at SHS
Most services rendered within the confines of Weill Cornell Medicine Student Health Services
are done so at no additional charge beyond the annual SHS Fee. Services performed outside of
SHS, including consultations, labs and imaging will be billed to insurance.
The Medical Director is a Family Medicine trained physician with broad expertise, and
together with his nurse provides care in many areas including:
• evaluation and management of common conditions in primary care, “sick visits”
• chronic disease management
• contraceptive counseling and management
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• cervical cancer screening
• routine physicals and other preventive services
• primary care mental health screening and treatment
• sports medicine care
• occupational health services (management of body fluid exposures, needle stick
injuries)
• pre-travel consultations
• immunizations
• allergy shots (in consultation with an allergist)
• ancillary services, including phlebotomy; and a limited number of point-of-care
testing, such as urine dipsticks and rapid strep throat tests; completion of elective
rotation requests and other forms
• referrals to other specialists, including mental health services, laboratories and imaging
centers as needed
Student Health Services and Attendance
Student Health Services cannot excuse students for missed educational and rotation activities.
It will, however, evaluate and treat students and provide documentation that a student was
seen at SHS. Faculty will determine the need for making up missed work if appropriate. If a
student has a condition that poses a risk to patients in the clinical setting, Student Health
Services will assist in determining appropriate restriction of duties.
Medical Emergencies
Students experiencing life-threatening emergencies should proceed to the nearest emergency
department for evaluation and treatment. Students with other urgent medical needs are advised
to first call the Student Health Services after-hours number.
1. Call the physician on-call service: (646) 962-6942
2. Leave your name, contact information, and the nature of your problem.
3. If there is available coverage, the physician on-call will return your call. For a true
medical emergency, proceed directly to the nearest Emergency Department.
4. If it is not necessary for you to have immediate medical care, the physician will
recommend appropriate measures.
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If the physician determines that you need immediate attention, the physician may
advise you to proceed to the nearest emergency department.
5. If you visit the emergency department at New York Presbyterian Hospital, bring your
insurance cards and I.D. Identify yourself as a Weill Medical College student at
registration.
6. Students seen in the Emergency Department should contact Student Health Services
the next business day.
Students are financially responsible for care provided outside of Student Health Services
subject to insurance copays, coinsurance, and deductibles.
Immunizations and Other Health Requirements
Measles, mumps, and rubella: New York State Public Health Law requires you to be
immune to measles, mumps and rubella. Our institution prefers demonstration of proof of
immunity by serologic titer but will accept valid immunization records demonstrating receipt
of vaccine per standard U.S. schedule. Any student who is not immune by titer (e.g. negative,
inconclusive or equivocal) may require boosters. There is no fee for required vaccines given
at SHS. Titers may be drawn at Student Health Services for students who have not provided
lab reports prior to matriculation, and billed to your insurance. If you are allergic to any of the
vaccines or vaccine components, you will need to provide documentation from a physician not
related to you. There is no “moral objection” permissible for vaccination for health care
workers. If you have had titers drawn previously, provide copies of the lab reports to Student
Health Services in addition to your immunization record. Clinical history of disease is not
sufficient proof of immunity. Noncompliance with MMR requirements within 30 days of the
start of classes may result in the student's inability to attend classes per NYS Public Health
Law Section 2165.
Hepatitis B: The hepatitis B vaccine will be offered to all students free of charge at Student
Health Services. We recommend that 1st year medical and graduate students begin the multi-
dose series upon arrival at the Medical College if they have not received the vaccine
previously. We require proof of immunity by serologic titer if there is no prior lab report of
immunity. Students who are not found to be immune may need to undergo additional testing
to exclude chronic infection with Hepatitis B, and/or repeat of a multi-dose series.
Meningitis: New York State Public Health Law requires all college and university students to
complete a meningitis information response form. It acknowledges that you have received
information about meningococcal meningitis and the availability of a vaccination. You are not
required to have the vaccination. Students may receive the vaccine from their own healthcare
providers or health department. If you did not receive information on meningococcal
meningitis or the response form in your SHS pre-matriculation information packet, please
contact SHS. Noncompliance with the meningococcal response form within 30 days of the
start of classes may result in the student’s inability to attend classes per NYS Public Health
Law Section 2167.
24
As per the Centers for Disease Control and Prevention’s guideline for infection control in
healthcare personnel, and working agreements with New York Presbyterian Hospital, the
following additional vaccines and screening are required:
Varicella: A positive titer indicating immunity or record of two doses of vaccine at least 30
days apart administered per standard U.S. schedule. Clinical history of disease is not sufficient
proof of immunity for our campus. Titers may be checked at SHS if there is no documentation
provided with registration materials.
Tetanus–diphtheria (Td) or tetanus–diphtheria–acellular pertussis (Tdap): Completion
of the childhood series, and at least one dose of Tdap vaccine since 2005, with Td or Tdap
(preferred) every 10 years after.
Tuberculosis Screening: All students with patient contact matriculating on/after 7/1/2020 are
required to have an interferon gamma release assay (Quantiferon Gold Plus® or T-spot®) as a
baseline screen for tuberculosis as part of their student health onboarding requirements.
Students with a negative baseline will have annual screening in accordance with New York
State or hospital tuberculosis screening guidelines.
Students who matriculated prior to 7/1/2020 have had 2-step and annual tuberculosis skin
testing performed but will be transitioned to interferon gamma release assays for yearly
screens on subsequent annual health reviews.
Students with a positive interferon gamma release assay and no prior history of prior
tuberculosis treatment (latent or active) will need a chest x-ray, symptom evaluation and
should be offered treatment. Students with a prior history of tuberculosis treatment will need
an updated x-ray, symptom review, and should be prepared to provide proof of prior treatment
and will be subject to yearly symptom screening questionnaires
Periodic health assessments: A completed history and physical examination is required at
matriculation for each student. Students with incomplete records may be asked to be evaluated
at SHS, or restricted from classroom activities, or both. Students with patient contact will
undergo a pre-rotation health assessment at the end of their pre-clinical curriculum in
preparation for rotations at New York Presbyterian Hospital and its affiliates. This must be
completed prior to starting the major clinical phase of the curriculum or you may be restricted
from clerkship activities. Subsequent assessments may be repeated on a yearly basis.
Influenza: All students with patient contact are required to receive a flu vaccination when it is
available and if there is no medical contraindication. All other students are strongly advised to
be immunized against influenza. It is provided free of charge during the fall and early winter
(assuming supplies are adequate).
SHS follows all applicable Medical College and New York Presbyterian Hospital
immunization and infection control Policies and Procedures. We will notify you of any
additional screenings, vaccinations, or policies that may be recommended after the printing of
this edition. Other academic and clinical locations/affiliates may have additional requirements
beyond our own that we will help students meet on a case-by-case basis.
25
COVID Vaccination (SARS-CoV2): Inoculation against COVID-19 is required for all Weill
Cornell students. Students must provide documentation of receipt of all doses of a multi-dose
product or single dose of a single-dose product. Exemptions may be obtained for medical or
religious reasons and students unable to be vaccinated may be subject to periodic
testing/screening.
Medical Records
All medical information is documented in the campus enterprise electronic medical record,
Epic, and subject to all applicable local, state and federal laws with regards to medical records
privacy and security. Records generated at SHS are not released to any other party without a
signed, written release of confidential medical information. Immunization records are
provided free to the student while they are still attending WCMC. A charge may be assessed
on medical records and immunization records after a student has graduated.
Students with chronic medical conditions or complex medical backgrounds wishing to
coordinate care at SHS should have medical records sent to the following mailing address:
Weill Cornell Medicine Student Health Services
1300 York Ave Box 258
New York, NY 10065
SHS does not pay for records requests.
E-Mail Communications
Student Health Services sends out periodic e-mails to all student listservs with important
announcements, deadlines and updates. Students utilizing non-WCMC email clients are
advised to set up filters to ensure delivery of these important messages. Blast emails will only
be sent to official Weill Cornell Medicine e-mail addresses.
Limitations of E-mail
SHS is committed to the privacy of the people who rely on us for care and the confidentiality
of their health information. State and federal laws also protect the confidentiality of this
sensitive information.
Students need to be aware that:
• E-mail cannot be considered a confidential mode of communication.
• E-mail should not be considered a replacement for direct, face-to-face contact with a
provider.
26
Guidelines for the Use of E-mail
To help ensure privacy, patients and clients are cautioned against sending sensitive, detailed
personal information to SHS via e-mail.
SHS staff members limit the use of e-mail communication to:
• General questions
• Appointment reminders
• Routine administrative follow-up
A health care provider may recommend that a student make an appointment for more complex
concerns. Please be aware that copies of e-mail communication may be placed in your
confidential medical record.
E-mail should never be used to convey information of an urgent nature to SHS. SHS cannot
guarantee prompt responses to e-mail messages. Students who have an urgent physical or
mental health concern (about yourself or someone else) can call SHS for telephone
consultation with a health care provider.
Student Mental Health Service
Confidential, prompt, and responsive care is the hallmark of the Student Mental Health
Program (SMHP). The service provides confidential and comprehensive evaluation and
diagnosis of mental health/behavioral disorders and substance abuse problems. You may
contact the SMHP directly and you do not need a referral to do so. To request an appointment,
please send an email including your name and contact information
to [email protected]ll.edu Access to the SMHP is included in the annual student
health fee. Students receive high quality and confidential treatment, including various types of
psychotherapy (individual and group therapies), pharmacotherapy, and neuropsychological
assessment.
Students are strongly advised to utilize this resource before pursuing behavioral/mental health
care elsewhere, as (1) this team comprises Weill Cornell psychiatry faculty who have
significant experience and expertise in providing psychiatric care to professional students, (2)
these services will be provided at no cost, and (3) compliance with privacy and confidentiality
regulations can be assured.
For more information see: https://medicaleducation.weill.cornell.edu/student-
resources/student-health-services/mental-health-services
Privacy and Confidentiality
Weill Cornell Medicine Student Health Services staff follow the requirements of the Family
Educational Rights and Privacy Act (FERPA) and the Health Insurance Portability and
Accountability Act (HIPAA) to ensure the privacy and confidentiality of all student medical
27
records. Personal information collected at SHS will be used solely for treatment, payment and
operations and will not be disclosed to any outside parties unless legally obligated to do so.
Students are expected to activate their online patient portal to access all lab test results for
tests performed at Student Health Services. Students who request laboratory results by
telephone must speak to the Nurse Administrator giving their name, date of birth and
identifying the specific laboratory test. Results will not be sent by e-mail.
Laboratory tests are usually performed by New York Presbyterian Hospital laboratories or
Quest Diagnostics and are entered into the computer system by name and medical record
number. This system is able to track who has accessed results. Patients concerned about a
breach in privacy may contact the Privacy Officer at NewYork Presbyterian Hospital.
Requests for student medical information by any individual or organization outside of Weill
Cornell Medicine will be directed to the Director of Student Health for review. Unless so
required by law, no medical information will be released without the approval of the Director
of Student Health, the student, and in rare cases the Office of University Counsel.
If a needle stick injury occurs, students are encouraged to follow the specific guidelines
outlined by the policy in this Handbook. If the student wishes to preserve confidentiality, open
discussions with other students, house staff and staff physicians are discouraged.
Initial Management of Needle Stick and Bodily Fluid
Exposure
All puncture wounds and other exposures to blood and body fluids should be reported
immediately to Weill Cornell Medicine Student Health Services or to the NYPH-Weill
Cornell Center (NYPH WCC) Emergency Department.
This policy applies to all students at the Medical College and the Graduate School of Medical
Sciences
An exposure is defined as contact by: (1) needle stick or sharp puncture wound; (2) open cut,
burn or abrasion contaminated by body fluids or tissues (blood, blood products, bloody fluids,
semen, CSF, amniotic fluid, menstrual discharge, pleural, peritoneal, pericardial fluid,
inflammatory exudates, any other body fluid or tissue contaminated with blood); or (3) splash
to mucous membranes (e.g., eye or mouth) with such materials.
According to the CDC, you should be evaluated and treated within two hours for maximum
benefit of therapy; therefore, this policy has been established.
Instructions for Students Exposed to Blood or Bodily Fluids
1. Wound care should be done immediately at site of accident, if possible.
• Clean wound with soap and water.
28
• Flush mucous membranes with water/saline.
• Give other wound care as dictated by injury or accident.
2. If available, obtain:
• patient’s name and ID #;
• HIV risks and hepatitis status, if known; and
• names and pager numbers of the attending and/or supervising resident physicians.
3. Inform a colleague that you are returning to the Medical College or NYPH-WCC.
Proceed directly to:
Full time WCM students:
Business days between 8:00a.m. and 4:00 p.m.:
Weill Cornell Student Health Services: 230 East 69
th
Street; 646-962-6942
Nights, weekends and holidays:
NYPH Emergency Department: 68
th
Street between York Ave and the East River
Taxi fares from a local affiliate for this purpose will be reimbursed by Student Health
Services with submission of an original receipt and hospital documentation.
Visiting Students:
Business days between 8:00a.m. and 4:00 p.m.:
WHS (Workforce Health & Safety): 1315-1319 York Avenue, Basement; 212-
7464370
Nights, weekends and holidays:
NYPH Emergency Department: 68
th
Street between York Ave and the East River
4. Students seen at SHS or NYPH will undergo a post-exposure evaluation. The post-
exposure confidential medical evaluation and subsequent follow-up will document the
route(s) of exposure, and the circumstances under which the exposure incident
occurred; identification and documentation of the source individual, post-exposure
prophylaxis (when medically indicated), counseling; and evaluation of reported
illnesses.
5. Students seen at NYPH must follow up with Student Health Services the next business
day for reporting.
If a needle stick or exposure occurs while a student is on an away elective or rotation, (non-
local hospital, or hospital setting not affiliated with the Medical College) immediate
evaluation and treatment will be available within the guidelines and policies of that institution
or facility, according to the patient’s wishes and within the confines of his/her insurance
guidelines. Students may be referred to a local emergency department. Students must contact
SHS for reporting and follow-up as soon as they are able to do so.
29
Needlestick and body fluid incident reports are sent to Environmental Health and Safety as
part of the overall campus safety plan.
30
Substance Use Screening &
Counseling
Some clinical clerkships or elective sites may require students to complete and successfully
pass drug screening for “drugs of abuse” as a requirement prior to working in their institution.
A site may make arrangements for on-site testing or require the student to obtain screening on
their own and have that verified by their home institution.
Procedure
Sites offering their own testing program will notify students of their procedures and arrange
for consent, specimen collection and reporting. Records of these tests will be maintained by
the testing institution. Students with positive test results will be restricted from rotating at that
site, and if reported to the Medical College, will be handled like a positive result as outlined
below.
In the event a clerkship or elective site requires drug screening, but does not provide on-site
testing, the Medical College has established a contract with an outside vendor who will
provide testing to meet these requirements. Students must contact Student Health Services for
proper referral and release for the vendor and report to the vendor’s specimen collection
center to submit a urine sample. Students must make those arrangements and provide the
specimen with sufficient time for the vendor to provide clearance documentation to the
Medical College. The cost of this testing is included in your Student Health fee. Students
requiring testing more frequently than once a year may be responsible for fees for additional
testing. The Director of Student Health will advise you of the amount at the time of the
request.
The drug screening provided by the vendor shall include testing for at least the following
substances:
• Amphetamines
• Barbiturates
• Benzodiazepines
• Cocaine Metabolite
• Marijuana (THC) Metabolite
• Methadone
• Methaqualone
• Opiates
• Phencyclidine (PCP)
31
• Propoxyphene (Darvon)
Students with a positive drug screen will have an opportunity to consult with a Medical
Review Officer (MRO) provided by the vendor, to verify whether there is a valid medical
explanation for the screening results. If after review by the MRO there is a valid medical
explanation for the screening result, the vendor will notify the Medical College of a clear
(negative) test. If, after review by the MRO there is not a valid medical explanation for the
positive screen, then the test results will stand and will be treated as a positive result as
outlined below.
Handling of Results
All results from the outside vendor will be forwarded to the Director of Student Health.
Negative results may be forwarded to Academic Affairs, as needed to complete clerkship
applications.
Positive results will be forwarded to the Associate Dean for Student Affairs and the
student will be required to have an administrative consultation with one of our mental
health physicians.
Health Risks
The university recognizes that alcohol abuse and the use of illegal drugs and substances pose a
significant threat to health and condemns alcohol abuse and the use of such drugs and
substances as harmful to the physical and psychological well-being of the user and the well-
being of the Cornell community.
Drug Counseling and Treatment
Cornell provides various awareness and education programs for faculty, staff, and students
about the dangers of illegal drugs and the abuse of alcohol. Confidential support services are
available for those with abuse problems who individually pursue treatment and counseling.
Students are reminded to review the Substance Abuse Policy (which covers illicit drug and
alcohol abuse) set forth in the Student Handbook and that any drug or alcohol abuse violation
may impact a student's fitness or suitability for advancement. Professional staff and advisors
are available to assist and direct students to internal and outside programs. Students may also
obtain assistance by contacting the Weill Cornell Medicine Student Health Services at (646)
962-6942 or the Student Mental Health Service at [email protected] or
(914) 997 8691.
Institutional Review
Weill Medical College will conduct a biennial review of its drug and alcohol abuse policies
and programs to determine the effectiveness of such policies and programs, implement any
necessary changes, and endure consistent enforcement of required sanctions.
32
No Smoking
Smoking is prohibited on the WCMC campus, including buildings, courtyards, entrances,
garages, plazas, sidewalks, and all facilities controlled by WCMC.
Students who observe anyone smoking on campus should courteously notify the person
smoking that smoking is prohibited or alert security officers or Environmental Health &
Safety to the infraction.
Students seeking to quit smoking may contact Student Health Services to receive information
about and referrals to smoking cessation programs.
Student Health Insurance Plan
The Student Health Plan (SHP) is specifically tailored to meet the needs of our students. The
health insurance premium cost details for MD students can be found on our website. To
identify the cost for dependents, please use the table available on the website within the
‘Dependent Health Insurance Rates’ section of our website. Additional details can be found at
https://studentservices.weill.cornell.edu/student-accounting/insurance-information
For coverage and plan benefits please visit Aetna Student Health. Once on the site, select
‘view your insurance plan details’.
While all students must contribute to the Student Health Services fee, participation in SHP is
optional when a student already maintains comparable coverage. Students must provide
evidence of being enrolled in a comparable insurance plan in order to waive coverage.
Students with other health insurance policies are responsible for determining the specific
benefits, limitations and differences of their policies from SHP as well as filling out required
forms and settling financial issues with their insurance company. These students may also be
limited in their choice of specialist referral depending on which of the Weill Cornell Medicine
faculty participate in their specific insurance plan. Health insurance is a complex matter with
stark and subtle differences among policies. Before waiving participation in SHP, students
should carefully review the eligibility, coverage, payment, and restriction features of
individual, parents, or spouse's insurance plan.
Criteria for Waiving Participation in the Student Health Insurance Plan
In order to waive enrollment in SHP students must obtain coverage that is comparable to our
plan. Comparable coverage requires that the alternate plan meet the specifications listed on
our website.
An enrollment waiver must be submitted each year by the posted deadline. Any student who
does not submit a waiver by this deadline will be held responsible for the annual health
insurance charge. Students who cancel SHP after the deadline, will be charged a $150
cancellation fee. See our website for more information.
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Referrals to Specialists/Sub Specialists
Students in Cornell’s Student Health Insurance Plan (SHP: you do not need written referrals
however, we recommend that you obtain a recommendation from the Student Health Service
office as we have long standing relationships with many participating physicians in many
specialties at the Medical Center and outside the medical center. Please understand that if
you choose a specialist who is Out-of-Network, you may have a higher out-of-pocket cost.
Students with other health insurance: you do not need the SHS Director's approval or referral,
but you are encouraged to obtain a recommendation from the SHS Director, as he may know
“student friendly” physicians that may participate in your plan. Students are responsible for
familiarizing themselves with their plan benefits, restrictions, and provider network and
payment procedures. You are responsible for arranging the appointment and for handling
billing and charges.
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Student Disability Services
Disability is defined by the Americans with Disabilities Act of 1990 as "a
physical or mental impairment that substantially limits one or more major
life activities." An individual may also qualify as disabled if he/she has had
an impairment in the past or is seen as disabled based on a personal or
group standard or norm. Such impairments may include physical, sensory,
and cognitive or intellectual impairments. Mental disorders (also known as
psychiatric or psychosocial disability) and various types of chronic disease
may also be considered qualifying disabilities. A disability may occur
during a person's lifetime or may be present from birth. Disability can be
permanent or short-term.
The Student Disability Services of Weill Cornell Medicine (serving both the Medical College
and the Graduate School of Medical Sciences) is dedicated to providing educational
opportunities that are accessible, equitable, and inclusive for all individuals with disabilities.
Federal law states that no qualified student will be excluded, denied participation, or subjected
to discrimination from any program or activity.
Accommodation Requests and Review Process Guidelines
• The student must initiate a formal request for disability accommodations or services. The
school’s obligation to provide accommodations is not triggered until the disabled
individual makes their needs known.
o Students in the Medical School should contact Keith LaScalea, MD, Associate
Dean of Student Affairs: [email protected], 646-962-4940
o Students in the Graduate School should contact Judith Cukor, PhD,
Assistant Dean of Student Affairs: [email protected], 212-746-
4492
• The student will then be referred to the Student Accommodations Coordinator to review
the student’s need for accommodations and services. The student may be asked to provide
to the Student Accommodations Coordinator documentation supporting their need for
accommodations or services from one or more of the following sources:
o A certified medical practitioner
o A previously attended post-secondary institution
o Testing agencies
(Documentation is not accepted from family members.)
• The Student Disability Services has responsibility for determining the acceptability of
documentation and reserves the right to require additional information. The school
maintains the right to deny documentation that does not verify a student’s disability or
justify the need for reasonable accommodations. In certain cases, temporary
accommodations or services may be granted while awaiting sufficient documentation. The
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school also maintains the option of seeking a second professional opinion regarding
documentation presented to verify disabilities.
• Students may appeal accommodations decisions.
• Once the request has been reviewed and approved through the designated office, the Dean
(Student Affairs) in concert with the Disability/Accommodations Coordinator directs
relevant aspects of the student’s academic affairs needs by working with the faculty and
administrators necessary to enact or maintain such accommodations or services.
• Approved need for accommodations or services is valid as long as a student is
continuously enrolled at the school. However, if there is a break in the student's
enrollment, the student may need to renew documentation or provide additional
information.
Confidentiality and maintenance of records
• Documentation is treated as confidential and kept separate from the academic record.
• Generally, no documentation is released by Student Disability Services without the
student's informed and written consent. In certain situations, disclosure of selected
information about the student’s condition(s) to faculty or administration may be necessary
to fulfill the required accommodations or services. Such disclosure would be agreed upon
first between the Dean (Student Affairs) in concert with the Disability/Accommodations
Coordinator and the student.
• Documentation is protected under the Family Education Rights and Privacy Act (FERPA;
https://studentprivacy.ed.gov/), and will only be released from the student’s file in one of
the following circumstances:
with written permission from the student
in the case of a court order
for purposes of legitimate educational interest. In certain situations,
disclosure of selected information about the student’s condition(s)
to faculty or administration may be necessary to fulfill the required
accommodations or services. Such disclosure would be agreed upon
first between the Dean (Student Affairs) in concert with the
Disability/Accommodations Coordinator and the student.
• Documentation is destroyed six years after the date of the last attendance.
STUDENT RESPONSIBILITIES
• The student is responsible for initiating the request for disability accommodations or
services and completing the designated process.
• The student is responsible for providing the required supporting documentation meeting
designated standards.
• The student is responsible for any costs or fees associated with obtaining the necessary
documentation to support their claim.
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• Once the accommodations or services are authorized and a plan for implementation has
been determined, an accommodations and services letter will be granted to the student to
use in communication with instructors or supervisors about the authorized
accommodations or services, where relevant. If implementation requires the assistance of,
or knowledge of, the student’s instructor or supervisor, the student must communicate
with the instructor or supervisor two (2) weeks, or more, in advance of the implementation
of the needed accommodations or services.
• The student is responsible for notifying the Dean (Student Affairs) immediately if any
barriers to receiving accommodations or services are being experienced, or if the student
has concerns about discrimination or unfair treatment as a result of the requested
accommodations or services.
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Parenting & Family Resources
Full-Service Child Care at Weill Cornell Children's Centers
Weill Cornell Children's Centers exclusively serve our faculty, staff, and students. Our two
centers, administered by Bright Horizons, offer childcare services five days a week for infants
through preschoolers, and are located at East 60th Street (between York and 1
st
Ave) and East
62nd Street (between 1
st
and 2
nd
Ave).
To request enrollment information or schedule a tour, please contact Bright Horizons
directly at [email protected] or 212-750-4534.
Complete a pre-registration form here (you must be logged on to the WCM Intranet to access
this form).
Learn more about the centers on the Bright Horizons' website
Back-up Care
Weill Cornell Medical College provides back-up child, adult and elder care services through
Bright Horizons Family Solutions. You can use the service whenever you need to be at work
and your regular arrangements for child or elder care are temporarily unavailable. Back-up
care is available for up to 10 days per employee per calendar year.
Program services include center-based childcare, in-home back-up care for well children, in-
home back-up care for mildly ill children, and in-home back-up adult/elder care.
You must register in advance with Bright Horizons to use this service. You can register by
phone or online, 24 hours a day, 7 days a week. Call 1-877-242-2737, or visit the Bright
Horizons website:
www.brighthorizons.com/family-solutions/back-up-care
https://www.brighthorizons.com/family-solutions/elder-care
Additional resources
Lactation lounges
The Play Area Association
Office of Diversity and Inclusion
38
Academics
Students at the Medical College are required to complete a rigorous academic program that
will enable them to demonstrate a mastery of the substantive fields of study, the technical
skills of a medical practitioner and the personal demeanor and character suitable to the
practice of medicine. The Medical College has developed a set of regulations to govern
academic achievement and fitness to be a doctor. It is the responsibility of each medical
student to be fully familiar with the Medical College’s academic requirements and standards,
the regulations in this document and the procedures that guide the application of these policies
to students.
The faculty of the Medical College is vested with the primary responsibility for developing,
interpreting, and applying these policies and procedures to medical students. In conjunction
with the Medical College’s administrators, the faculty considers how to assist a student who is
not meeting the academic standards and the manner in which the policies of the Medical
College will be enforced.
The policies and procedures apply to students while matriculated as a student in the Medical
College, when at the campus and when engaged in programs or activities related to Medical
College studies and professional experiences even if away from campus. Certain conduct by
members of the Medical College community may be closely connected to academic integrity
and/or fitness for professional duties and may involve more than one of the established
policies; these crossovers can be complex and multifaceted so that from one vantage point the
conduct affects the academic standards, while from a different perspective it is viewed as
pertaining to standards of professional conduct. The Senior Associate Dean (Education), in
such instances, will make the final decision as to which of the relevant procedures is
applicable for adjudicating the matter.
In many cases, and to the extent feasible, the initial approach with a student may be a direct
conversation between the student and an appropriate administrator or faculty member, with
the goal of achieving agreement on a course of action to resolve the situation. When an
informal approach satisfactorily resolves a problem, it may be possible to conclude the matter
at that stage. The Medical College will invoke formal procedures to address unresolved
matters and, in those circumstances, where an informal process is not realistic, or in which a
student incurs breaches of the Standards of Conduct or incurs serious or repeated lapses in
professionalism.
These are the general standards applicable to study at the Medical College and for
professional preparation; they do not and cannot anticipate every issue that may arise, either
substantively or procedurally. The Medical College reserves the right to interpret how these
policies and procedures shall apply in specific situations, has the authority to adjust time
frames as needed, shall determine the staffing of committees, shall designate which bodies
will consider a matter, and will provide guidance on how the review is to be conducted, in
accordance with these rules, the complexity of a case and the resources available.
39
WCMC Program Core Competencies and Constituent Learning
Objectives
Approved by the Executive Faculty Council and the General Faculty Council in 2016.
K-1. Describe the basic scientific principles underlying normal development, structure and
function of genes, cells, organs and the body as a whole throughout the life cycle.
K-2. Describe the etiology and pathophysiology of major diseases and disorders, and their
clinical, laboratory, radiographic and pathologic manifestations.
K-3. Describe the epidemiology of disorders in populations and approaches designed to
screen, detect, prevent, and treat disease in populations.
K-4. Describe the spectrum of therapies of common physical and mental disorders and
recognize the relative efficacies and common adverse effects of those therapies, and
their variations among different patients and populations.
Patient Care (PC)
PC-1. Perform both a focused and comprehensive history and physical examination, develop
diagnostic hypotheses, order and evaluate diagnostic tests, and formulate an
appropriate plan of care.
PC-2. Perform core technical procedures, as would be expected of a beginning intern, and
describe their indications, contraindications, and potential complications.
PC-3. Recognize acute, life-threatening conditions and perform measures to stabilize the
patient.
Interpersonal and Communication Skills (ICS)
ICS-1. Communicate with patients and their families, counsel them in an effective, caring,
and culturally competent manner.
ICS-2. Communicate, consult, collaborate, and work effectively as a member or leader of
healthcare teams.
Professionalism (P)
P-1. Maintain a professional comportment, while demonstrating responsibility, integrity,
empathy, reliability, and attention to personal wellness.
P-2. Demonstrate the ethical principles that govern the doctor-patient relationship, medical
40
decision-making, and healthcare delivery.
P-3. Provide compassionate, unbiased care to patients from diverse backgrounds.
Practice-Based Learning and Improvement (PBLI)
PBLI-1. Utilize information technology for scientific and clinical problem-solving and
decision-making.
PBLI-2. Analyze and critically appraise the medical literature.
PBLI-3. Apply principles of evidence-based medicine, medical ethics, and cost-effectiveness
to diagnosis, prognosis, and therapeutics.
PBLI-4. Demonstrate the ability for lifelong self-directed learning.
Healthcare Systems (HCS)
HCS-1. Discuss the organization, financing, and delivery of healthcare services with
particular awareness of healthcare disparities, the needs of the underserved, and the
medical consequences of common societal problems.
HCS-2. Define the core principles of healthcare quality, patient safety, and
interprofessionalism.
HCS-3. Describe how important societal factors, including racism, impact equitable healthcare
delivery and patient outcomes.
Scholarship (S)
S-1. Define the scientific and ethical principles of biomedical research, including basic,
translational, clinical, and population studies.
S-2. Identify a scholarly area of interest, formulate an investigative question, develop and
implement methods to assess it, and communicate the results.
41
Required Courses in Curriculum
Full-Time Status in Phases of the Curriculum
The Weill Cornell Medical College MD program is intended to be undertaken on a full-time
basis.
The Phase 1 Curriculum (Essential Principles of Medicine-A, Essential Principles of
Medicine-B, Health, Illness and Disease-1A, Health, Illness and Disease-1B, Health, Illness
and Disease-2A and Health, Illness and Disease-2B) is an integrated full-time curriculum and
cannot be taken on a part time basis.
During the Phase 2 and Phase 3 Curricula (Clerkships, Areas of Concentration, Translational
Science, Advanced Clinical Ethics, Sub-Internships, Electives, Health Policy and Transition to
Residency), students are expected to maintain full-time enrollment while fulfilling degree
requirements. Minimally, full-time enrollment during Phase 2 and Phase 3 is eight weeks of
study per academic term; half-time enrollment would be at least four weeks, but less than
eight weeks, of study per academic term.
The Phase 1 Curriculum consists of four consecutive academic terms – Fall (EPOM-A and
EPOM-B), (Winter (HID 1A), Spring (HID-1B) and a second Fall (HID-2A & 2B). The
Phase 2 and 3 Curricula consist of two academic terms per academic year – Fall and Spring.
Generally, the Fall term runs July to December, and the Spring term runs from January to June
(May in the graduating year). However, due to the complexities of the WCM curricula, there
is a distinct calendar for Phase 1, Phase 2 and Phase 3 of the curriculum; in addition, the
begin/end dates for each academic year/phase may vary (See the Academic Calendar for more
information).
Any requests to deviate from full-time status can only be considered on a case-by-case basis
and require approval by relevant education deans. NOTE: minimal enrollment per term does
not guarantee academic progress that allows for completion of all degree requirements in a
four-year period.
First year
• EPOM-A and EPOM-B
• HID-1A and HID-1B
• AOC milestones (longitudinal course; (Tri-Institutional MD-PhD
students exempt)
Second year
• HID-2A and HID-2B
• Clerkships*
• AOC milestones (longitudinal course; (Tri-Institutional MD-PhD
students exempt)
• USMLE Step 1 Study Course
42
Third year
• Clerkships*
• USMLE Step 2CK Study Course (Tri-Institutional MD-PhD
students take this during their 4
th
year)
• Area of Concentration (AOC) Scholarly Project Block 1 (Tri-
Institutional MD-PhD students AOC-exempt)
• Translational Science (Tri-Institutional MD-PhD students exempt)
• Advanced Clinical Ethics (Tri-Institutional MD-PhD students
take this during their 4
th
year)
*required clerkships
Ambulatory Care, Anesthesia/Critical Care, Emergency Medicine,
Medicine, Neurology, Obstetrics & Gynecology, Pediatrics,
Psychiatry, Surgery
Fourth year
• Sub-internship (Emergency Medicine, Medicine, Neurology,
Pediatrics, or Surgery)
• Electives -16 weeks required, 4 of which must be out-of-intended
career specialty (*Tri-Institutional MD-PhD students exempt from
electives)
• Health Policy
• AOC Scholarly Project Block 2 (Tri-Institutional MD-PhD
students AOC-exempt)
• Transition to Residency
Areas of Concentration
The Areas of Concentration (AOC) Program provides students with dedicated time designed
to enrich and personalize their medical school experience. Each student selects an area of
interest in which to obtain in-depth knowledge by participating in the activities of a
community of like-minded medical scholars, including faculty and other trainees. A student is
able to choose from a menu of thematic areas or customize a unique AOC tailored to his or
her personal interest. As soon as a student decides on an AOC, he/she will be invited by
faculty leaders to engage in an informal program of activities and research experiences as time
permits. These may include journal clubs, lecture series, site visits, field trips, online courses,
meeting with visiting professors, grand rounds or lab meetings etc., and will closely bring
together small communities of faculty and students with shared or complementary interests.
The AOC program unfolds in phases over the four years of medical school. In the first
(exploratory) phase during the Foundational Years, the student with the guidance of a
personally assigned Exploratory Adviser and AOC leadership identifies an AOC of choice as
well as a faculty mentor to work with during the Scholarly Project period that begins later in
the 3
rd
year. In the second phase, which occurs during the clinical clerkship year, the student
works with that mentor to formulate a suitable research project proposal. In the third phase,
43
which consists of a dedicated block time in the latter half of the third year and a flexible block
time in the fourth year, the student completes an original scholarly project. The Scholarly
Project is considered the capstone requirement of the AOC program and results in a written
work product that is suitable for publication (although actual publication is not a requirement).
Extended Curriculum for Research
An Extended Curriculum for Research (ECR) provides a defined period, usually following
year 3, during which students pursue an approved research project in depth under the guidance
of a well-qualified research mentor. Participation in ECR should be discussed well in advance
with the Director of Medical Student Research. Students are considered enrolled in the
medical college during the ECR as long as they are formally enrolled in the ECR course and
making degree progress. A student with an existing “Marginal,” “Fail,” or “Incomplete”
course grade is not considered to be in academic good standing and is ineligible to participate
in ECR until a passing grade is obtained in the pertinent course(s). While the terms of the
ECR are generally for 10-12 months, approval may be given for a shorter duration (6 months),
or for a longer period that may not exceed two academic years. Approval of ECR requires a
formal application, details of which may be obtained online from the Office of Medical
Student Research website, or from the Registrar’s Office. The application requires the student
to submit an outline of the proposed research project that will be completed during the ECR
and includes a statement of support from the faculty member who will be the student’s
primary mentor. Completed applications for ECR, with the mentor’s signature, should be
submitted to the registrar’s office by May 1st prior to the anticipated start date of the ECR
ECRs are typically 10, 11, or 12 months in duration and begin on July 1st (for 10, 11 or 12
months) August 1st (10, or 11 months), or September 1st (10 months). Rare exceptions may
be granted with the approval of the Director of Medical Student Research in consultation with
the Associate Dean for Academic Affairs. Please see the ECR policy for more details.
International Educational Programs
Weill Cornell Medicine seeks to offer its students a broad range of clinical and research
opportunities at medical centers around the world. Through its Office of International Medical
Student Education (IMSE), interested students may apply for electives at high caliber medical
centers under the mentorship of the host faculty. IMSE coordinates opportunities and funding
for international clinical and research electives. Applications are reviewed by IMSE and the
International Committee for approval in order for the student to receive funding. Information
about the IMSE program at Weill Cornell can be found at:
https://international.weill.cornell.edu/
IMSE programs are considered a privilege. Students not in academic good standing are
ineligible to participate in IMSE programs.
A student who falls out of academic good standing will not be able to travel abroad, and this
may result in a large financial consequence to the student. IMSE will not reimburse a student
for travel expenses if the travel is not used for the IMSE program.
44
Electives Outside Career Policy
To help ensure that students engage in a broad and diverse range of experiences, at least 4 of
the required 16 weeks of electives must be outside their chosen career area of interest. The
career area of interest is reflected by the sponsoring faculty member’s department.
Monitoring is done by the Associate Dean (Academic Affairs) in conjunction with the
Registrar. Students with exceptional circumstances may discuss this on an individual basis
with the Associate Dean (Academic Affairs) who will confer with the Associate Dean
(Curriculum). If there is further concern by the student, the student may discuss this with the
Senior Associate Dean (Education) who will adjudicate the final decision.
Clerkship Elective Time Policy
Elective time during the clerkship year is intended to bolster career interest, explore broad
areas of interest and/or complement clerkship-level knowledge and skills. It is not geared
towards advanced clinical skills or “audition” courses. Provided any pre-requisites are met,
students may enroll in any regularly offered elective or design an independent elective with a
WCMC faculty member as the course director.
Beginning with the Class of 2025, there is a required two-week intramural elective block
during the clerkship year. Unless a student is required to remediate a course during this time,
a student must use this academic time to enroll in a Weill Cornell elective course.
Elective Evaluation Policy
Each student who takes an elective for course credit is required to complete an evaluation of
that elective. These evaluations help ensure the quality of elective offerings and provide
valuable guidance to future students in elective selection. Each elective evaluation should be
completed no later than two weeks after the course ends.
Completion of all elective course evaluations for which students are issued course credit is a
required academic milestone, and therefore required to academically advance from Phase 3-
Post-Clerkship to Graduation. All elective course evaluations must be completed before the
first day of the last required course of the curriculum, Transition to Residency.
Clinical Course Add/Drop Policy
In the clinical curriculum, students are an integral part of the patient care team, and this makes
the scheduling process complex. To ensure both optimal learning and patient care
environments, clinical courses have minimum and maximum enrollment numbers, and course
directors require advanced planning to appropriately assign students to specific clinical teams.
Clerkships
During the clerkship year, clerkship students should remain enrolled in the following core
clerkships: Medicine, Surgery, Psychiatry, Pediatrics, Primary Care, Obstetrics &
Gynecology, Neurology, and Anesthesia/Critical Care, and Emergency Medicine.
45
Clerkship deferrals may only be made for:
1. compelling personal/medical reasons upon recommendation/approval from the Associate
Dean of Student Affairs
2. compelling academic reasons upon recommendation/approval from the Associate Dean
for Education (Academic Affairs). These typically involve remediation of academic
encumbrances.
Of note, the Medicine and Surgery clerkships, which are pre-requisites to many advanced
courses, need to be completed during the 12-month clerkship period and not deferred beyond
this period. Students cannot advance to Phase 3 until they successfully complete Medicine,
Surgery and their Step 1 Study Course.
Students may switch (DROP/ADD) the order of their clerkships and/or clerkship site provided
that:
1. changes do not affect clerkship or clerkship site minimum/maximum enrollment
numbers
2. changes occur more than 30 days from the start of the course
Any adjustment to clerkship enrollment that occurs within 30 days of the start of the course
requires permission and approval from the Associate Dean for Academic Affairs for academic
considerations and from the Associate Dean of Student Affairs for personal or medical
circumstances.
Required Sub-Internship
Students enrolled in a required sub-internship may DROP or ADD the sub-internship provided
that:
1. changes do not affect the sub-internship minimum/maximum enrollment numbers
2. changes occur more than 60 days from the start of the course
Any adjustment to sub-internship enrollment that occurs within 60 days of the start of the
course requires permission and approval from the Associate Dean of Academic Affairs for
compelling academic considerations and from the Associate Dean of Student Affairs for
personal or medical circumstances.
Electives and Phase 3 Courses
To receive academic credit for an elective, students must be officially enrolled prior to the
course start date. Retroactive academic credit will not be granted for any elective work that
the student has not enrolled in prior to the course start date. This applies to all electives.
Students enrolled in an elective course or Phase 3 Course may DROP or ADD that course up
to 30 days prior to the course start date. Any adjustment to course enrollment that occurs
within 30 days of the start of the course requires permission and approval from the Associate
Dean, Academic Affairs for academic considerations and from the Associate Dean of Student
Affairs for personal or medical circumstances.
46
Course Materials and Copyright Issues
Course materials are available online on the secure CANVAS course website. They can be
downloaded onto iPads for viewing and annotation. Course materials are copyrighted and are
for the exclusive use of WCMC students. In addition, they are not to be posted on social
media or websites, reproduced, or distributed for use by others. Such actions violate the Honor
Code and could result in legal actions with serious consequences.
Communications to Students
To keep apprised of schedule changes, room assignments, exam information, and other course
announcements, it is very important that students check the CANVAS course website and
their WCM e-mail daily. Note that faculty, administrators and staff use official WCM e-mail
to contact students, not student’s personal e-mail accounts. Students may also be contacted by
phone as necessary, particularly for last-minute changes to courses.
Transportation Guidelines and Policies
This document outlines transportation guidelines and policies for WCM medical students.
WCM will provide limited transportation services for medical students commuting to affiliate
hospitals. Any deviation from this policy requires special approval from Medical Education
the allowable ride share option for students with approved car travel; Uber/Lyft/taxi will
no longer be reimbursed for rides in the NYC metropolitan area without prior
permission. Additionally, RideHealth may only be used in those cases as outlined below –
in all other instances, students should utilize public transportation or one of the shuttles.
Any deviation from this policy requires pre-approval from Medical Education.
You are expected to carpool with colleagues, whenever possible, when RideHealth is an
allowable method of transportation.
Please note, this policy only addresses transportation from WCM to/from required clinical
sites; it does not provide for reimbursement or transportation to/from off-campus housing.
Commuting to/from off-campus housing and other transportation needs should be addressed
through financial aid.
Students should exercise every precaution while commuting to ensure health and safety.
Clerkships/Sub-Internships/Electives/Clinical Experiences at Affiliate Sites in the
Greater NYC Area
It is expected that students will be present for all scheduled educational experiences. Unless
specifically outlined below, students should utilize the vast network of public transportation
options available through NYC MTA.
47
NewYork-Presbyterian/Queens
Shuttle-Travel by Superior: A single, WCM provided shuttle is provided leaving WCMC at
5:30 am. This shuttle is meant to service the students in the Surgery and OB-Gyn clerkships.
If space is available, other students may ride the shuttle; otherwise, students are expected to
take public transportation.
Shuttle-NYPQ GME Office: The GME office at NYPQ provides a shuttle traveling between
NYPH and NYPQ. While this shuttle is provided for specific residency programs, WCM
medical students may utilize the shuttle, but only if space permits (refer to the NYPQ GME
Shuttle Schedule located on Canvas in the Travel & Affiliate Site Information section of your
clerkship’s Policies, Processes, & Affiliate Sites page).
NYPQ PM: All students are expected to utilize the NYPQ GME shuttle or public
transportation for return travel back to WCM. Students will be reimbursed for the cost of a
MetroCard. Receipts are required for reimbursements (refer to the Student Reimbursement for
Local Transportation Form located on Canvas in the Travel & Affiliate Site Information
section of your clerkship’s Policies, Processes, & Affiliate Sites page).
NewYork-Presbyterian/Brooklyn Methodist Hospital
Students will be reimbursed for the cost of a MetroCard. Receipts are required for
reimbursements (refer to the Student Reimbursement for Local Transportation Form located
on Canvas in the Travel & Affiliate Site Information section of your clerkship’s Policies,
Processes, & Affiliate Sites page). For students rotating on the OB-Gyn and Surgery
Clerkships, and on the Medicine and Pediatrics Clerkships, students may use RideHealth for
their morning travel – students must carpool with other students, where possible. For end of
day travel back to WCM, students are expected to utilize public transportation.
NewYork-Presbyterian/Lower Manhattan Hospital
Students will be reimbursed for the cost of a MetroCard. Receipts are required for
reimbursements (refer to the Student Reimbursement for Local Transportation Form located
on Canvas in the Travel & Affiliate Site Information section of your clerkship’s Policies,
Processes, & Affiliate Sites page). Students rotating on the Emergency Medicine Clerkship
may utilize RideHealth only for a shift beginning at 7am or ending at 11pm and are expected
to carpool with other students, where possible. Students should use public transportation for
all other shift times.
NewYork-Presbyterian – Westchester Division
Shuttle-Travel by Superior: A WCM provided shuttle is provided leaving WCM at 7:30 am. A
return shuttle will depart Westchester at 5:00 pm (refer to the Site Addresses & Shuttle
Schedule located on Canvas in the Travel & Affiliate Site Information section of your
clerkship’s Policies, Processes, & Affiliate Sites page).
Extended/Weekend Clerkship Hours at Affiliates in the Greater NYC Area
We recognize that in many instances students are afforded important educational opportunities
outside of normal clerkship hours (i.e., Call, special educational discussions, clinical
48
opportunities) and/or outside the hours when shuttle service is available. In order to
accommodate these educational needs, students may use RideHealth back from the affiliate.
Students will need documentation from their supervising resident or attending that they did
participate in the activity; where possible, students should always try to carpool with their
colleagues.
Houston Methodist Hospital Clerkships
Students assigned to clerkships at Houston Methodist Hospital in Houston, TX will be
reimbursed for travel costs to/from Houston. Students on all services will be reimbursed for
taxi/Uber transportation to/from the hospital. If possible, you should carpool with a colleague.
An email will be sent prior to your travel to Houston with detailed instructions regarding
required documentation for reimbursement.
Note: Housing in Houston is provided at no cost to the student.
Note: Students will not be reimbursed for rental cars while on rotation in Houston.
Office Preceptorships during Phase I
As much as possible, sessions during EPOM and HID will be located at sites within walking
distance of the main campus. The Medical College continually assesses and explores options
that ensure students have safe, adequate access to public transportation. There is an
expectation that students utilize the abundant public transportation options in NYC. For
students assigned to a site within NYC that requires travel, reimbursement will be made for
the cost of MetroCard charges – receipts are required and should be submitted with the
Student Reimbursement for Local Transportation Form.
49
Course Directors
Course name Course Director Contact
First year
Essential Principles of Medicine
Health Illness & Disease 1
Areas of Concentration Dr. Philip Katz [email protected]
Director (AOC)
MD/PhD Frontiers Course I Dr. Randy Longman [email protected]
Second year
Health Illness & Disease 2
HID 2 Course Directors: Dr. Teresa Milner tmilner@med.cornell.edu
Areas of Concentration Dr. Philip Katz [email protected]
Director (AOC)
MD/PhD Frontiers Course II Dr. Randy Longman [email protected]ornell.edu
Third and Fourth year
Ambulatory Care Dr. Brian Eiss [email protected]
Dr. Emily Taylor eot9001@med.cornell.edu
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Anesthesiology and Critical Care
Dr. Joe Bryant-Huppert jeb9230@med.cornell.edu
Emergency Medicine Dr. Mark Curato [email protected]
Dr. Tina Mathew [email protected]
Medicine Dr. Bryan Leppert [email protected]
Dr. Katherine Penziner ksf9003@med.cornell.edu
Neurology Dr. Rajiv Magge [email protected]
Obstetrics/Gynecology Dr. Lona Prasad [email protected]
Pediatrics Dr. Thanakorn [email protected]
Jirasevijinda
Psychiatry Dr. Susan Samuels sus[email protected]
Dr. Dimitry Francois [email protected]
Surgery Dr. Demetri Merianos [email protected]
Translational Science Dr. Henry Murray [email protected]
Advanced Clinical Ethics Dr. Barrie Huberman [email protected]
Health Policy Dr. Nathaniel Hupert [email protected]
Transition to Residency Dr. Kevin Ching [email protected]
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Clinical Activities
Dress Code for Medical Students in the Clinical Setting
Formal Dress Code
• Students are expected to be clean, well groomed, and dressed in a manner appropriate
to their academic and clinical responsibilities.
• Recommended acceptable attire includes: collared shirts, ties, slacks, skirts, blouses,
sweaters, and dresses.
• Students must wear a short white coat (unless otherwise specified) with their name
badge and university identification visible at all times.
• In environments that include contact with patients, the following are NOT appropriate
for the workplace: jeans, overalls, sweatshirts, sweatpants, shorts, leggings, halter or
tank tops, non-collared T-shirts, workout clothes, sandals or open-toe shoes, caps,
bandanas, baseball hats.
• When in the OR, students must follow proper OR attire, including no long-sleeved
undershirts or nail polish, and must use all protective gear to follow universal
precautions.
Scrubs
• Only burgundy scrubs MUST be worn to enter restricted areas (OR, Labor &
Delivery) as per Weill Cornell Medicine’s Medical Student Scrubs Guidelines &
Policies, which can be read here.
• Per NYPH policy, burgundy scrubs may be worn outside of the designated restricted
areas (OR, L&D), but within the hospital, ONLY if a white coat is worn over them,
but they may NEVER be worn (or laundered) outside of the hospital.
Student Course and Duty Hours Policy
The Liaison Committee on Medical Education (LCME) established the following standard for
all medical schools: "The committee responsible for the curriculum, along with medical
school administration and educational program leadership, must develop and implement
policies regarding the amount of time students spend in required activities, including the total
required hours spent in clinical and educational activities during clinical clerkships."
The Executive Curriculum Committee (ECC) and its subcommittees undertook a review of the
time spent by students in both required, scheduled activities in the classroom and clinic as
well as other class preparation activities (e.g., vodcasts, online modules) during both the
foundational and post-clerkship phases of the curriculum. Based on this review, the ECC
voted and approved adding additional language to the Student Duty Hours Policy, now
renamed Student Course and Duty Hours Policy.
The amended language was voted on and approved by the MEC in November 2016.
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Policy for Hours in Required Activities in the Foundational and Scholarship Phases
• "Required Activities” in foundational and scholarship phases refers to time spent in
classroom, clinical, laboratory, or required preparatory activities. It does not include
time devoted to the MD/PHD program or electives nor time needed to complete
homework assignments, papers, case write-ups, optional reading or self-assessment
activities.
• In the foundational phase, course directors are expected to schedule most required in-
class activities to occur before 1:00pm, Monday through Friday.
• Some clinical activities and laboratory exercises will be scheduled after 1:00pm,
Monday through Friday.
• The curriculum also requires students to complete certain assignments in preparation
for subsequent in-class activities (e.g., vodcasts and online modules).
• The maximum number of hours that a student is required to spend in classroom,
clinical, laboratory, or required vodcast/online modules should ideally be less than 30
hours and not exceed 35 hours per week, on average, over the duration of a course.
• Although scheduled time in required activities is limited by this policy, students are
expected to spend considerable additional time studying, reviewing material, preparing
for class and engaging in a scholarly pursuit of extracurricular activities that contribute
to the formation of their professional identity as physicians.
Policy for Student Duty Hours During the Clerkships, Sub-Internships, and Clinical
Electives
• "Duty Hours" refers to time when a student is scheduled to participate in patient care
or educational events, such as seminars, lectures, and rounds. It does not refer to
academic reading, study time, off-site skills practice, off-site preparation time, or
travel time.
• The maximum number of hours that a student may be on duty in one week is 80 hours,
averaged over 4 weeks.
• In the ED, the maximum number of shift hours per week is 60 hours, with an
additional 12 hours permitted for education.
• The maximum continuous on-site shift length is 16 hours.
• Work in any ED is limited to 12 continuous hours followed by a minimum of 12
continuous hours off duty.
• Students may not be scheduled for more than 6 consecutive night shifts.
• The minimum time off between scheduled shifts is 10 hours after a day shift and 12
hours after a night shift,
• As a minimum, a student must have off duty 1 day (24 consecutive hours) per week.
Student Role in Monitoring Duty Hours
Students are instructed to report violations of the Student Duty Hours policy, and such
reporting may be done in several ways. In the case of clerkships, where residents, attending
physicians, or other hospital team members create the violation of the Student Duty Hours
policy, students may make a direct report to the course/clerkship director. Students may also
make a direct report to an Associate/Assistant Dean (Academic Affairs, Curricular Affairs,
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Student Affairs). In addition, all students will be asked about course or clerkship compliance
with the Student Course and Duty Hours Policy via a question on the course/clerkship
evaluation form. Although student reporting on the course evaluation is anonymous, the
evaluation survey is reviewed by course leaders and will allow them to identify whether a
potential violation may be occurring during the course.
If a student reports the violation directly to the course or clerkship director, the course or
clerkship director is required to investigate the situation and attempt to remedy it. If the
situation is not remedied, the student must report the situation to an Associate Dean. Evidence
of violation of the Student Duty Hours policy by direct student report to an Associate Dean
will be brought to the attention of the course or clerkship director. The course or clerkship
director will be required to investigate the situation and provide a report to the Associate Dean
who filed the report of the violation with a copy to the Senior Associate Dean (Education)
indicating how the situation has been remedied.
Monitoring and Enforcement of the Duty and Course Hours Policy
The course and clerkship directors are responsible for disseminating the policy to course
faculty, residents, and students, and regularly monitoring time spent in required activities as
outlined above. The monitoring will be done by the review of schedules and required
preparatory activities, direct input from student course surveys and student course
representatives and in the case of duty hours, reports of violations by students themselves.
Course and Clerkship directors are expected to regularly review the number of required
assignments in their courses including write-ups, required readings, essays, preparing for
formal in-class presentations etc. The subcommittees of the ECC will report their findings to
the ECC annually. Based on the findings, the ECC will make a determination as to the
ongoing effectiveness of the policy and its enforcement, and take appropriate action.
The policy and its reporting requirements will be published annually in the Weill Cornell
Medical College Student Handbook.
Clinical Supervision Policy
In accordance with clinical supervision policies outlined by NYPH and its affiliates, during
required clinical experiences students require supervision for all activities as defined below. In
order to align expectations of the students and clinical teams, this policy is reviewed as part of
annual and course level orientations (i.e., live sessions and required online educational
modules) for teaching faculty, residents and students, and is posted on the Canvas learning
management system for each clinical course.
Dissemination and orientation to expected clinical experiences and associated levels of
responsibility for any given clerkship are included as part of orientation to the “Clinical
Supervision” policy.
Definition of Supervisor
Credentialed Attending at site where clinical activity or rotation is occurring Credentialed
Resident or Fellow at site where rotation is occurring.
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Indirect Supervision with Direct Immediate Available
Definition: Supervisor is physically within the location of the patient and student (i.e., the
hospital or off-site location) and is immediately available to provide direct supervision.
Activities:
•
History and Physical exams.
•
Discussion with Patients regarding conditions and plans
Direct Supervision
Definition: Direct supervision means that the supervisor is physically present with the student
and patient and can visualize and direct the care.
Activities:
•
Advanced patient care discussions
•
Sensitive parts of the physical exam, e.g., pelvic exam
•
Consents for procedures
•
Invasive procedures
•
All orders are cosigned by a supervisor prior to them being active and available to be
acted upon
Supervisors
•
The chain of command for patient care decisions should be clear to the student,
including the attending physician for each patient.
•
Students must be aware of who direct supervisors are for every clinical experience
and understand how to contact them.
•
Supervisors must ensure that students are aware how to contact them. If the
supervisor is not available, alternative supervisors should be designated and made
known to the students.
Reporting and Monitoring related to Clinical Supervision
•
Students are expected to seek immediate consultation or supervision from their
clinical team or clerkship leadership in any situation where they feel they have a lack
of knowledge or experience.
•
Students may discuss issues related to and/or give feedback on supervision to course
leadership or relevant education deans through direct, i.e., face to face, and indirect
mechanisms, i.e., anonymous course evaluations.
•
Students must be provided with contact information for the site director of the clinical
experience, as well as the course director. In addition, students may reach out to the
Associate Deans of Student Affairs or Academic Affairs, and/or the student
ombudsperson or the Teacher Learner Committee to confidentially discuss issues of
supervision.
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•
All concerns about clinical supervision are reviewed by course leaders, relevant
education deans and clinical departmental leadership. Individual feedback and/or
needed, occurs at the level of the clinical department.
Faculty Evaluator and Students as Patients Policy
Weill Cornell Medicine is committed to promoting a positive learning environment and to
avoiding actual or potential conflicts which may arise if a faculty member were to provide
health services to a medical student or physician assistant student and were
involved in that
student’s assessment or academic promotion.
Medical school faculty must disclose and recuse themselves from participating in activities
which involve any assessment of a student’s academic performance if they have
previously
treated or are currently treating that student as a patient. If faculty are assigned to serve as a
small group, clinical preceptor or oral examiner for a student whom they are
treating or have
previously treated, they must notify the course or clerkship director for reassignment.
All course and clerkship directors participating in standing or ad hoc committees related to
academic standing or advancement and career advisors involved in the residency advising
system must recuse themselves from discussions and assessments of a student’s academic
performance if they are currently treating or have previously served as that
student’s
physician. Faculty members serving on ad hoc committees must recuse
themselves if they
are treating or have previously treated the student being evaluated by the committee.
Students who perceive a conflict with a faculty member serving in an instructional
capacity
with whom there is a current or prior treatment may report this conflict to the
course or
clerkship director or Associate Dean of Student Affairs. If a student perceives a
conflict with
a faculty member serving on an ad hoc committee with whom there is a
current or prior
treatment relationship, the student may report that conflict to the
Associate Dean of Student
Affairs.
All faculty are required to attest knowledge of this policy when undergoing their periodic
teaching credentialing.
The Director of Student Health, the Director of the Student Mental Health Program and
clinicians who see patients at Student Health Services and/or in the Student Mental
Health
Program must not participate in any activities related to grading, academic
advancement or
promotion of medical students. They are not eligible to serve on any standing or ad hoc
committee related to academic standing, promotion, or advancement. They do not have any
direct role in academic decisions or those related to technical
standards. These individuals
are notified of this policy at the time of hire and attest to understanding/complying with this
policy during the annual faculty review.
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Professionalism
Professionalism and Protocols for Handling Lapses
Professionalism in medicine is essential for medical students, physicians and all members of
the health care team. Professionalism is broader than just “ethical behavior” or “personal
comportment.” It includes a larger overarching “construct” that includes other elements.
However, central to any construct of professionalism are responsibility, integrity and respect
for others. WCM expects that its students, faculty, staff and administrators will foster an
environment characterized by professionalism at all times in all settings.
The Weill Cornell Medical College Program in Medical Education has two core competencies
with constituent learning objectives that comprise the construct of professionalism:
Professionalism (P)
P-1. Maintain a professional comportment, while demonstrating responsibility, integrity,
empathy, reliability, and attention to personal wellness.
P-2. Demonstrate the ethical principles that govern the doctor-patient relationship, medical
decision-making, and healthcare delivery.
P-3. Provide compassionate, unbiased care to patients from diverse backgrounds.
Interpersonal and Communication Skills (ICS)
ICS-1. Communicate with patients and their families, counsel them in an effective, caring,
and culturally competent manner.
ICS-2. Communicate, consult, collaborate, and work effectively as a member or leader of
healthcare teams.
For purposes of assessment, WCMC defines professionalism as demonstrated competency in
the following four domains that derive from the learning objectives:
• Responsibility, Integrity and Ethics
• Self-improvement
• Relationships with patients
• Relationships with the healthcare team and systems
These domains can be further parsed into the attributes that students are expected to
demonstrate as part of each domain in all settings*.
Responsibility includes such attributes as attendance at required classes and clinical
encounters; reliable and timely performance of educational and clinical responsibilities,
including completion of required course evaluations and health screening surveys and
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requirements; accurate, honest reporting of information; adhering to all medical college
policies and personal comportment that includes proper dress, grooming, hygiene and ethical,
emotionally-modulated conduct.
Self-Improvement includes the ability to accept constructive criticism and modifying behavior
appropriately.
Relationships with patients includes a sensitivity to patient needs and perspectives that is a
cornerstone for building rapport, patient advocacy (including putting the patient’s needs above
one’s own) and maintenance of confidentiality and decorum.
Relationships with colleagues, the health care team and systems include respect for and
cooperation with colleagues from different health care professions and the appropriate use of
medical records and the internet.
Professional Codes Students Are Expected to Follow
Students are also expected to follow a number of policies that set the standards for
professionalism in various settings that students pass through during the medical education
program. Students should familiarize themselves with these policies as described below.
Classroom and Learning Environments
• Academic Policies (see relevant section of Student Handbook)
• The Standards of Conduct (see relevant section of Student Handbook)
• The Teaching-Learning Environment and Student Mistreatment Policy (see relevant
section of Student Handbook)
• Technical Standards (see relevant section of Student Handbook)
Patient Settings
• HIPAA regulations governing confidentiality of patient information (see relevant
section of Student Handbook)
• The NewYork-Presbyterian Credo
Research Settings
• The Standards of Conduct (see relevant section of Student Handbook)
• Research Integrity information (see relevant section of Student Handbook)
Internet and Patient/Research Data
• Policies governing the use of information technologies
Students are expected to adhere to any new policies of the medical college that are designed to
address new situations or circumstances, e.g., public health emergencies such as COVID or
safety concerns such as political unrest or criminal activity.
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Assessing Professionalism
WCMC expects that all medical students will demonstrate professional behavior in all four
domains at all times. The faculty will evaluate student professionalism in each of the four
domains at every course assessment, as pertinent to the course goals and objectives. The
faculty who are typically in the best position to evaluate professionalism are those who work
closely with students in small group or preceptor sessions in the foundational years, in health
care teams during the clerkships and as mentors on research projects during the AOC. There
are specific sections on many rating forms in each required course where faculty are asked to
assess a student’s professionalism either by rating, narrative comments or both. In addition,
faculty and residents are also asked four ‘screening’ questions about a student’s
professionalism based on the four domains described above. These questions are designed to
identify any lapses in professionalism as defined below.
Did the student demonstrate professional and ethical behavior, as defined below, at all times?
Y = Yes N = No U = Unable to Assess
• Responsibility: attendance, reliability, reporting, personal comportment Y/N/U
• Self-improvement: accepting constructive criticism Y/N/U
• Relationships with patients: rapport, sensitivity, advocacy, confidentiality Y/N/U
• Relationships with colleagues, the healthcare team and systems Y/N/U
Identifying Lapses in Professionalism
A lapse in professionalism is defined as:
• A breach of professional conduct; OR
• Insufficient demonstration of professional attributes
Breaches typically refer to a student’s failure to adhere to policies that govern
professional standards as describes above (e.g., academic policies in the Student Handbook or
the “Honor Code”, HIPAA etc.)
Insufficient demonstration of professional attributes is typically noted on faculty or
resident rating forms and indicates that a student has not met a competency standard for
medical education program learning objectives (“Professionalism” and “Interpersonal and
Communication Skills”
A lapse in professionalism might be observed or suspected by anyone in the WCMC
community. This could include a faculty member, resident, staff, administrator, other health
professional, patient, or fellow student. Likewise, a lapse may occur in classroom, clinical,
research or social settings, including the use of the internet.
While any single incident may have greater or lesser importance, WCMC also
identifies four levels of lapses in professionalism, with increasing degrees of significance:
• Isolated incident
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• Pattern of incidents
• Continued pattern of incidents despite specific intervention
• Continued pattern of incidents; unable to correct behavior reliably
Protocols for Student with an Observed or Suspected Lapse in Professionalism
A. If a lapse is observed or suspected within a course:
1. The course director assesses the incident
2. If initial assessment suggests that a lapse may have occurred, the course director
meets with the student
3. If after meeting with a student the course director confirms a lapse in
professionalism has occurred, the course director completes a “Professionalism
Evaluation Report (PR)” (see below)
4. The course director plans remedial action. This could include:
a. Monitoring the student’s future behavior more closely
b. Input into the student’s course assessment and grade
*Note that a single egregious instance of unprofessionalism or an unremediated
pattern of unprofessionalism are grounds for a non-passing (“Marginal or
“Fail”) grade, and, if severe may be grounds for dismissal from the Medical
College. When remediating a grade of “Marginal” or “Fail” due to
professionalism issues, additional professionalism issues are grounds for a non-
passing (“Marginal” or “Fail”) grade.
c. Direct observation of the student
d. Standardized patient assessment
e. Requiring a written reflection essay or literature review
f. Assignment to a faculty coach
g. Referring the student to the pertinent Student Evaluation Committee
i. Essential Principles of Medicine SEC
ii. Health, Illness and Disease 1 SEC
iii. Health, Illness and Disease 2 SEC
iv. Clerkship and Post-Clerkship SEC
h. Referring the student to the Associate Dean, Academic Affairs or the
Senior Associate Dean (Education)
i. Referring the student to medical or mental health services
5. The completed form is submitted to the Office of Academic Affairs.
See other sections for more description of the protocol for lapses in attendance, and for
unexcused late submission of assignments.
B. If a lapse is observed or suspected outside a course:
1. The relevant Education Dean* assesses the incident
2. If initial assessment suggests that a lapse may have occurred, the Education Dean
may meet with the student.
3. Not all lapses will result in student-Dean meetings. For example, failure to
complete routine compliance requirements in a timely manner (e.g., course
60
evaluations, Student Health Screens) may result in automatic Professionalism
Reports.
4. If a lapse has occurred, the Education Dean completes a “Professionalism
Evaluation Report” (see below)
5. The Education Dean plans remedial action. This could include:
a. Monitoring the student’s future behavior more closely
b. Direct observation of the student
c. Standardized patient assessment
d. Requiring a written reflection essay or literature review
e. Assignment to a faculty coach
f. Referring the student to the pertinent Student Evaluation Committee
i. Semester 1: Essential Principles of Medicine SEC
ii. Semester 2: Health, Illness and Disease 1 SEC
iii. Semester 3: Health, Illness and Disease 2 SEC
iv. All other: Clerkship and Post-Clerkship SEC
g. Referring the student to the Associate Dean, Academic Affairs or the
Senior Associate Dean (Education)
h. Referring the student to medical or mental health services
6. The completed form is submitted to the registrar.
*Education Deans include Deans for Academic and Student Affairs and Student Life/Diversity, Curriculum, and
Admissions.
Professionalism reports are based on observations made by faculty or staff and confirmed by
the relevant course director or education dean. As such, they are not subject to an appeal
process. Once a course director or education dean decides to file a PR during his or her
meeting with the student, the student is permitted to write comments about the incident or
describe what he or she believe to be mitigating circumstances. PRs become part of a
student’s official academic record and are reviewed by the Student Evaluation Committee
(SEC) and Promotions and Graduation (P&G) Committees. An accumulation of PRs for
recurring lapses in professionalism or an egregious incident of unprofessional behavior may
result in a notation in the student’s Medical School Performance Evaluation (MSPE, aka
“Dean’s Letter”). See section on MSPE Committee which adjudicates these notations.
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Professionalism Evaluation Report (PR) (Course)
Student name
Course
Course Director
Date
We have found that the student has not demonstrated competency in the element(s) of
professionalism indicated below.
1. Responsibility, Integrity and Ethics
□ Attendance at required classes and clinical encounters
□ Reliable, timely performance of educational and clinical responsibilities
□ Accurate, honest reporting of information
□ Personal comportment: dress, grooming, hygiene, conduct
2. Self-improvement
□ Accepting constructive criticism
□ Modifying behaviors appropriately
3. Relationships with patients
□ Establishing rapport
□ Sensitivity to patient needs and perspectives
□ Advocacy
□ Confidentiality and decorum
4. Relationships with colleagues, the healthcare team and systems
□ Respect for, and cooperation with, all colleagues
□ Appropriate use of medical records
Comments (required)
Remedial Action
Student Comments (optional)
I have read this evaluation and discussed it with the course director
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Student signature Date
Course Director signature Date
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Professionalism Evaluation Report (Outside a Course)
Student name
Date
We have found that the student has not demonstrated competency in the element(s) of
professionalism indicated below.
1. Responsibility, Integrity and Ethics
□ Attendance at required session(s)
□ Reliable, timely performance of educational and clinical responsibilities
□ Accurate, honest reporting of information
□ Personal comportment: dress, grooming, hygiene, conduct
2. Self-improvement
□ Accepting constructive criticism
□ Modifying behaviors appropriately
3. Relationships with patients
□ Establishing rapport
□ Sensitivity to patient needs and perspectives
□ Advocacy
□ Confidentiality and decorum
5. Relationships with colleagues, the healthcare team and systems
□ Respect for, and cooperation with, all colleagues
□ Appropriate use of medical records
Comments (required)
Remedial Action
Student Comments (optional)
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I have read this evaluation and discussed it with the Associate Dean for Student Affairs
Student signature Date
Education Dean signature Date
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Promotion and Graduation
Standard and Procedures
The Medical College curriculum represents the academic standards students are required to
achieve. There is a single set of policies for promotion and graduation-The Promotion and
Graduation Standard-and this Standard applies across all instructional sites.
The curriculum is divided into successive academic
courses across three phases over four
years, each course building on the subject material and experiences of preceding years. The
courses are: Essential Principles of Medicine Parts A & B (EPOM A & B), Health Illness
and Disease Part 1A & 1B (HID 1A & 1B), Health, Illness, and Disease Part 2A & 2B (HID
2A & 2B) (collectively Phase 1-Foundations); the Clerkships, including two Step Study
courses (collectively Phase 2-Clerkships); and the final
courses of the program including the
Area of Concentration, Translational Science course, Advanced Clinical Ethics course, sub-
internships, Healthcare Policy course, electives and Transition to Residency Course
(collectively Phase 3-Post-Clerkship.)
A student is expected to exhibit mastery of learning unit or course objectives and to
complete required clerkships and rotations as determined by faculty. A student’s progress is
assessed and monitored on an on-going basis. If a student does not demonstrate an
acceptable level of proficiency or has not
made timely progress toward the satisfactory
completion of the curricular requirements, the
Promotion and Graduation Committee, using
information supplied by the Student Evaluation Committees, will determine a student’s
continued status in the Medical College.
Students are assessed on academic performance and must also demonstrate professionalism
as set forth in the curriculum, satisfactorily meet the Technical Standards and conform to
the Standards of Conduct, adhere to the Attendance Standards, and follow all other policies
set forth in the Student Handbook to successfully complete the educational program for the
MD degree. Compliance with all policies of the Medical College, and where relevant, with
affiliated hospitals of the Medical College and with the institutions that sponsor approved
away electives and is expected across all instructional sites and throughout the duration of
the educational program and is a requirement for advancement and graduation. Failure to
meet academic standards, including professional standards of conduct, and compliance with
Medical College policies may be grounds for disciplinary action, including dismissal, from
the Medical College.
Student Evaluation Committees review students’ academic progress and performance within
Learning Units and Courses with the purpose of making recommendations for improving
student performance during each course and determining if remediation of a course or portion
of a course is necessary. There are four Student Evaluation Committees: Essential Principles
of Medicine (EPOM); Health Illness and Disease (HID) Part 1; Health Illness and Disease
(HID) Part 2; and the Clerkship and Post-Clerkship Curriculum, and each committee covers
the courses in the curriculum for which they are named. Progress in meeting milestones for the
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longitudinal Area of Concentration (AOC) course is monitored across all four years by each
Student Evaluation Committee.
The Promotion and Graduation (P&G) Committee reviews students’ final course
performance and academic progress longitudinally across all courses of the curriculum to
determine if students may advance to the next course of the curriculum. The P&G
Committee will identify patterns of poor performance across courses of the curriculum, as
well as serious breaches of professionalism and make decisions regarding global
remediation or counseling interventions. If the issues regarding a student’s performance or
behavior are sufficiently serious as to potentially result in suspension or dismissal, the P&G
committee may recommend to the Senior Associate Dean (Education) the appointment of
an ad hoc committee to review the student’s suitability for the practice of medicine.
Individuals who have been found to commit Title IX violations will promptly be reviewed
by an ad hoc committee. Procedures will be followed as indicated in the Student Handbook
and Title IX procedures. The P&G Committee will hear and take action on the report of the
ad hoc committee. In addition, the P&G Committee will review each student’s cumulative
performance to nominate them as candidates for graduation to the Executive Medical
Education Committee, Faculty Councils and the Dean.
Faculty Principles
The following general principles guide the faculty
during consideration of a
student’s status:
A student must successfully complete all of the foundational course work (curricular Phase I)
before he or she can advance to the next phase of the curriculum, i.e., the clerkships, except
as otherwise
specified in these standards.
Remedial work and re-examination may be offered to a student who fails a course, as
provided for in these standards.
A student will have access to a review process, and an appeal, in cases where a denial of
academic advancement or dismissal from the Medical College is at issue.
Any student who, in the judgment of the faculty, lacks suitability to enter the medical
profession, can, pursuant to an applicable policy or procedure, be dismissed from the Medical
College.
Academic Advancement (Progression through the Curriculum) and Graduation
Students must achieve a passing grade, (defined as either “Pass”, “High Pass”, or “Honors”)
in all required courses prior to graduation. Any student who is unsure how this policy applies
in a given situation should contact the Office of Academic Affairs for clarity. Any
adjustments made in the academic advancement of students must be approved by the
appropriate Associate Dean(s) and the Senior Associate Dean (Education).
Foundational Courses
Students must satisfactorily complete, i.e., receive a grade of “Pass”, in each of the
foundational year courses, EPOM Parts A & B, HID 1 Parts A & B and HID 2 Parts A & B
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prior to beginning the clerkship year. Students are expected to complete the foundational
courses sequentially.
Students must pass each learning unit within each of the foundational courses (described
above) to achieve a “Pass” grade for the course.
If a student receives a non-passing grade of either “Marginal” (M), or “Incomplete” (I) in any
foundational course, the Associate Dean (Curriculum) in consultation with the Associate
Dean (Academic Affairs) may permit a student to progress to the next foundational course
and remediate at a time agreed upon by the Associate Dean (Curriculum) and the course
director. This is to ensure that a student’s education is not unduly interrupted or extended
since each foundational course is held only once a year and there is the potential opportunity
for remediation between the first and second year of medical school.
Students must place their highest priority on remediating any failed learning units ahead of
summer research fellowships/programs, electives or travel plans. Accordingly, students are
ineligible to participate in summer research electives, fellowships or programs between Year
1 and 2 if they have not yet passed EPOM Parts A & B, and HID 1 Parts A & B prior to the
start date of these fellowships, programs or electives. This is to ensure ample remediation
time prior to the HID 2 start date so that a student’s education is not unduly interrupted or
extended.
If a student has a grade of “Fail” in a foundational course, the student may advance to the
next foundational course, but will have to retake that course when it is offered again. This
may prolong a student’s time to graduation.
Area of Concentration (AOC) Milestones
The AOC is a single longitudinal course with interim required milestones throughout the
curriculum. A final grade is given after the end of the six-month Scholarly Project (typically
completed during Year 4).
Students ordinarily are not permitted to advance to the curricular Phase 2 (Clerkships), until
the AOC milestones within the first 1.5 years, curricular Phase 1 (Pre-Clerkships), have been
completed. Students ordinarily are not permitted to advance to the curricular Phase 3 (Post-
Clerkships), which includes the four-month AOC Scholarly Project (SP) Block 1, until the
AOC milestones within the curricular Phase 2 (Clerkships), have been completed.
MD-PhD Students
Tri-Institutional MD-PhD students are permitted to begin a portion of Phase 2 (Clerkships)
prior to entering the PhD portion of training. They must be in good academic standing in the
medical school (i.e., no outstanding “Marginal”, “Fail” or “Incomplete” grades) upon
entering the PhD portion of training.
MD-PhD students re-enter the medical school portion of training after they have successfully
defended their thesis and submitted the final, approved copy of their thesis to the relevant
graduate school office, and they are held to the same standards for assessment, advancement,
and promotion as the medical students.
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Clerkships
Students ordinarily will complete all required clerkships prior to beginning the initial Area of
Concentration (AOC) Scholarly Project (SP) Block 1. The Medicine and Surgery clerkships,
which are pre-requisites to many advanced courses, must be taken during the clerkship year
and cannot be deferred to curricular Phase 3-Post-Clerkship. Students must also successfully
complete the Step 1 Study Course during their Clerkship year in order to advance to Phase 3.
There may be individual circumstances in which a student does not complete all clerkships
(i.e., achieve a passing grade) prior to the initial AOC SP Block 1, but is allowed, with
Associate Dean-level permission, to progress to the AOC SP Block. For compelling
academic reasons, typically involving remediation of academic encumbrances, these
circumstances need to be discussed and approved by the Associate Dean of Academic
Affairs. For compelling personal/medical reasons, the circumstances need to be discussed
and approved by the Associate Dean of Student Affairsin consultation with the Associate
Dean of Academic Affairs.
A student who has not yet taken, or who has taken but has not achieved a passing grade in a
clerkship or clerkships (including “Marginal”, “Fail” and “Incomplete” grades), except for
Medicine and Surgery clerkships as noted above, may be permitted to progress to curricular
Phase 3, beginning with the AOC SP Block 1/ Translational Science (TS) and Advanced
Clinical Ethics (ACE) Courses, as permitted by the Associate Dean of Academic Affairs with
the expectation that the student will achieve a passing grade at a future opportunity to do so.
Area of Concentration, Translational Science (TS), and Advanced Clinical Ethics (ACE)
Courses
Students may fulfill the AOC SP during a regularly scheduled block in a subsequent year of
training based on the approval of the AOC course leadership. These students are permitted to
complete Phase 2 courses or take other Phase 3 courses during their original AOC SP Block
in consultation with the Associate Dean of Academic Affairs for academic reasons or the
Associate Dean of Student Affairs for personal/medical reasons. Students who have non-
passing (“Marginal”, “Fail” or “Incomplete”) grades in the AOC, TS, and ACE courses may
be permitted to progress in the curriculum, based on the approval of the Associate Dean of
Academic Affairs or in cases of personal/medical reasons, in consultation with the Associate
Dean of Student Affairs. However, students need to achieve a passing grade in these
course(s) prior to graduation.
Electives
Students who have a non-passing (“Marginal”, “Fail” or “Incomplete”) grade in an elective
course may be permitted to progress in the curriculum, based on the approval of the
Associate Dean of Academic Affairs, or in cases of personal/medical reasons, in consultation
with the Associate Dean of Student Affairs.
Students who have non-passing grades in any required course may be permitted to enroll in
WCMC-sponsored electives, to enhance specific knowledge and skills to address academic
deficiencies. The elective enrollment requires the approval of the Associate Dean of
Academic Affairs. Students must meet any elective pre-requisites to enroll in the course.
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Students who have non-passing grades in any required course are not permitted to enroll in
international electives or non-WCMC sponsored electives until a passing grade in that course
is obtained. Exceptions may be made by the Associate Dean of Academic Affairs.
Required Sub-Internship and Transition to Residency Course
Students who have non-passing “Marginal” or “Fail” grades in any prior required course will
not be allowed to progress to the required sub-internship. Students who have an “Incomplete”
grade in any prior course may be allowed to progress to the required sub-internship, based on
the approval and recommendation of the Associate Dean ofAcademic Affairs. The Transition
to Residency course must be taken during the same calendar year as the student’s graduation.
Exceptions may be made by the Associate Dean ofAcademic Affairs for instances in which,
for example, the MD degree is anticipated to be conferred off-cycle.
Registering a Score for USMLE Step 1 and Step 2CK
Students who will graduate after May 2024 are required to take the the United States
Medical Licensing Exams (USMLE) Step 1 by December 31 of their third year and Step 2
CK prior to March 15 of the year in which they are graduating. Note: passing these exams is
not a graduation requirement.
Conferral of M.D. Degree
Satisfactory completion of all required courses and required academic milestones must be
achieved prior to the conferral of the M.D. degree.
Student Assessment and Grades
Each course director determines the final grade of a student after evaluation of the student's
performance in all aspects of the course work. This should include results of examinations
if applicable as well as narrative descriptions of student performance
and non-cognitive
achievement in all required learning units, courses and clerkships where
teacher – student
interaction permits this form of assessment.
Faculty members are also expected to evaluate each student early enough during a course to
allow time for improvement. Students will be required to be present at the time of a
regularly scheduled examination or other course activities in order to complete the learning
unit or course unless they have made previous arrangements with the learning unit or course
director, as detailed in the section herein entitled “Attendance Standards.”
Grade Reporting Time Frame
Faculty members are expected to submit grades promptly after a course or curricular unit is
completed. To meet the LCME benchmark that final grades are available within six weeks of
course completion, WCMC encourages grade submission, which includes narrative
comments, for all courses and clerkships as soon as possible, ordinarily before four weeks
from course end date. It requires that grades must be submitted and available to students no
later than six weeks from the end of a course or clerkship. The Registrar regularly monitors
the timeliness of grade submissions and reminds all course directors if they have not
submitted grades after four weeks, informing the Associate Dean of Curriculum for all
phases of the curriculum. Any leader of a foundational course or clerkship not submitting
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grades after four weeks after a course ends may have an individual meeting with the pertinent
Associate/Assistant Dean and the Registrar. For any outstanding grades at post-course Week
5 and Week 5.5, to ensure compliance, the Registrar also notifies the Senior Associate Dean
(Education).
Formative Feedback Policy
It is the expectation of the medical college that faculty will provide students with formative
feedback on their overall performance during required courses and clerkships. The purpose
of the feedback is to provide the student with a sense of relative strengths and areas needing
improvement in meeting the learning objectives of the course. Formative feedback should
be delivered at a timepoint that allows the student to make substantive changes in the
trajectory of their performance, ideally around the course midpoint.
The content of the feedback should align with areas that are included in summative
assessments. At a minimum, feedback should include an assessment and/or discussion of
medical knowledge and where relevant clinical, research or participation skills, and if
necessary, concerns about professionalism or teamwork.
Formative feedback may include quizzes, case analysis exams, self-assessment questions,
narrative written feedback from small group sessions, “practice” non-graded write-ups,
formative patient simulation sessions, and/or one-on-one meetings with course faculty, as
needed. Overall student performance is also monitored on an ongoing basis by the course
directors. For students whose performance during the course is not satisfactory,
individualized feedback is provided from the course director by email, telephone, or an in-
person meeting and may also include referral for additional academic support.
During the clerkships, mid-clerkship feedback is provided at a scheduled meeting
between the student and the clerkship director, associate director or relevant clerkship
faculty. The feedback session is listed on the Canvas course calendar, and both the
student and relevant faculty member document its successful completion.
Similarly, during the AOC’s, the AOC faculty, research mentor and/or designee, provide
feedback at a scheduled meeting. In the AOC/SP required block time, both the student
and
relevant faculty member will document that feedback has been provided in the mid-block
progress check.
Monitoring:
The provision of feedback to students is monitored during each course or rotation by course
leadership and curriculum coordinators and annually by the relevant curriculum
subcommittees, and by the education deans.
Clinical Grade Reporting Guidelines
Narrative comments, in the form of official summative assessment, should be included as
part of the final grade for each clinical course. Additional narrative comments as formative,
constructive feedback should be provided to students for core clinical clerkships of more
than two weeks in length.
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All clinical courses should adopt a consistent narrative format. This is to ensure consistency
in grading information and feedback to students across all clinical courses. In addition,
official, summative comments from core clerkships are used for the Medical School
Performance Evaluation (MSPE), also known as “the Dean’s Letter.” Consistency in the
narrative summative comments portion of the final grade gives the MSPE a more
professional and uniform look, making it a more effective document in the residency
application process.
Guidelines for Writing the Summative Narrative Assessment (to be used in the MSPE):
1. For the official, summative comments section, write 1-2
paragraphs that are edited to eliminate redundancy and proofed for
typos.
2. The comments should represent a synthesis of the principal points
raised in the individual evaluations and NOT a “cut-and-paste”
aggregation of individual comments.
3. The comments should describe the performance of the student and
not just be a listing of adjectives, e.g., “The student wrote notes
that were accurate, thorough, yet concise.” Not “The student wrote
wonderful notes.”
4. Use whole sentences in proper English in the same tense (past) with
correct
spelling.
5. Write in the third, not first, person.
6. Do not number sections.
7. Use the student’s formal first name; do not use nicknames.
8. Do not enter grading rubrics in the summative assessment section. These should
be
delineated on the course site.
9. For courses with exams, do not routinely report the exam score or national
percentile.
For the constructive/formative comments section, follow all guidelines as described under
summative narrative assessments and enter helpful and constructive suggestions for areas of
improvement.
In the first year and a half of the curriculum, students may receive the following grades:
“Pass”, “Marginal” (a non-passing, interim grade based on less than satisfactory
performance in one
or more components and/or activities comprising the final grade), or
“Fail” (below satisfactory performance in all or a preponderance of the components
and/or activities comprising the final grade). In the evaluation of clinical clerkships, an
additional grade of “Honors” (outstanding performance) and “High Pass” (excellent
performance) can be
assigned. For students who fail the NBME clinical subject exam,
the clerkship director should report to the Associate
Dean of Academic Affairs and to the
student: the failed grade, the minimum
passing grade, and the remediation
recommendation. Electives and all Phase 3 courses are graded only on a “Pass/Fail”
basis.
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The temporary grade “Incomplete” may be assigned to a student in any course in which
the student has been unable, due to an emergent event or a planned and excused activity,
to attend and/or complete a required component or activity that the course director has
agreed may be
completed at a subsequent agreed-upon date. The grade “Incomplete” is
not available if the failure to attend and/or complete a required component or activity
results from
unexcused absences or activities. Students must complete at least half of the
required course meetings to be eligible to receive a grade of “Incomplete.” In rare
circumstances in which a student but has not completed at least half of the course, a
grade of “Withdrawal” is assigned.
If a student receives a non-passing interim grade of “Marginal” or “Incomplete,” the learning
unit or course director will discuss the performance with the student and will notify the Office
of Academic Affairs (see Section below, entitled “Faculty Determinations Regarding
Unsatisfactory Academic Performance”). The opportunity to do remedial work, or complete
necessary work, generally will be presented to the student, in accordance with the procedures
described in these regulations. The work that is necessary to address an “Incomplete,”
“Marginal” or “Fail” grade should take place at the first available opportunity (as determined
by the
course director in consultation with the student and the Associate Dean ofAcademic
Affairs, but may not conflict with any other scheduled required course or activity. In the
case
of a “Marginal” grade, if a student completes the remedial or missing work satisfactorily, a
“Marginal” interim grade will revert to a grade of “Pass”; if not, the grade
will convert to
“Fail.” In the case of an “Incomplete” grade, if a student completes the
missing work
satisfactorily within the time extension period specified a priori, the
“Incomplete” interim
grade can convert to either a “Pass,” “High Pass” (if available) or “Honors” (if available)
grade; if not, the grade may convert to either a “Marginal” or a “Fail”
grade. If a student
receives a grade of “Fail,” the learning unit or course director will notify the Office of
Academic Affairs and will discuss with the student the need to repeat the course
or other
remediation if appropriate. In the event a student’s performance is deemed unsatisfactory, the
Medical College may follow other procedures, also described in these
regulations, to assess
continued participation in the M.D. program.
“Incomplete” Grade Reporting Guidelines
1. The course director should submit in the narrative comments a description of what
portion of the course:
a. has already been completed
b. is left to complete upon return, including the number of weeks needed
2. For coursework credit to be awarded prior to time of the student’s leaving the course
and to assess the final course grade when completed, there needs to be documentation
of the quality of the work the student has already completed.
a. Foundational courses: course directors should keep on file any completed Unit
grades and quiz scores.
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b. Clerkship and other courses: clerkship/course directors should obtain and keep
on file Student Performance Evaluations (SPEs) and any other grading forms
for that portion of the clerkship/course the student has completed.
3. The plan for completion, including timing and scheduling should be discussed with:
a. the Associate Dean ofStudent Affairs, for “Incomplete” grades due to
personal/medical issues
b. the Associate Dean ofAcademic Affairs, for “Incomplete” grades due to
academic issues
4. Once a student has completed the course, in addition to submitting the final grade, the
clerkship/course director should update all narrative comments, eliminating any
mention of the initial “Incomplete” grade in the summative comments section.
Student Request for a Course Evaluation/Grade Review
If a student believes that there is a credible basis to assert that a course evaluation, including
examination and narrative assessment, or grade awarded does not reflect the student’s
objective course performance, the student must first seek the guidance of the Course Director
before filing an appeal in writing for a formal Grade Review. This must be done within 30
calendar days of the posting of the grade. If a discussion with the Course Director (or
designee if unavailable) does not resolve the issue, the student must present the concerns in
writing to the Associate Dean of Curricular Affairs for a request for a formal Grade Review
or evaluation no later than 45 calendar days following the posting of the grade. Grades may
not be appealed after this 45-day deadline has passed. The student should set forth the
reasons for his or her request for review of the grade. In consultation with the faculty
involved, the Associate Dean ofCurricular Affairs, or his/her representative, has discretion to
request documents and relevant information that would be needed to conduct a full and fair
assessment of the evaluation or grade under review. The Associate Dean, Curricular Affairs
shall determine a final resolution, and communicate this to the student and to the appropriate
Course Director within 30 calendar days of the request for course evaluation/grade review.
The decision of the Associate Dean of Curricular Affairs shall be considered final and is not
subject to further appeal.
Grade Review Timeline Process and Checklist
1. Student grade posted
2. Student emails Course Director within 30 calendar days of grade posting
3. The Course Director (or designee if unavailable) meets with the student as soon as
possible to address concerns and review applicable data. The meeting must happen
within 45 days of the grade posting to allow student time to file an appeal to the
Associate Dean of Curricular Affairs for a formal grade review.
4. Course Director (or designee, if unavailable) promptly communicates decision in
writing to student- grade upheld or grade changed.
• If grade is changed, the Course Director also submits a grade change form to
the Registrar’s Office
5. If grade upheld (i.e., not changed), the student has 45 calendar days from grade
posting to email the Associate Dean of Curricular Affairs of the outcome of the
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meeting with the Course Director to file a request a formal Grade Review. (The
request for a formal Grade Review can be filed only after the course director’s
decision following his or her review of the student’s concerns.)
6. The Associate Dean of Curricular Affairs has 30 calendar days from student request
for a formal Grade Review to adjudicate and communicate in writing to student and
Course Director the final decision.
Unsatisfactory Academic Performance in a Course
Actions During a Course
Any student who is having academic difficulty with a learning unit or course (or his or her
overall academic performance) should consult with faculty or administrators at the Medical
College. Depending upon the problem, a student may wish to seek advice or assistance from
a learning unit or course director, the Assistant Dean of Academic Achievement and/or
another Medical Education Dean. Early intervention with academic difficulties may provide
a wider range of solutions and is in the student’s best interest. It is the responsibility of a
student to seek advice or assistance when such student is having difficulty with a learning
unit or course.
If a student exhibits unsatisfactory performance during a learning unit or course, and
generally before a non-passing grade is assigned, the learning unit or course directors shall
make an effort to notify the student, the Assistant Dean for Academic Achievement and the
relevant Curriculum Dean. Faculty in the learning unit or course may meet with the student
and outline a program to address deficiencies in the student’s performance. The Assistant
Dean of Academic Achievement and/or relevant Curriculum Dean also may make an effort
to address this with the student.
Submission of Assignments After the Designated Deadline (“Late Submissions”)
All written assignments are due on the date and time as specified by the faculty. Written
assignments typically include essays, papers, case write-ups, problem sets, required self-
assessment quizzes or web-based modules, mentor declarations and research proposals or
reports. Students who incur personal emergencies or illnesses that would preclude their
timely submission of a written assignment should notify the course director immediately to
describe the nature of the situation and request a reasonable time extension. Students who
submit a report past the deadline who have not received an extension will fall under the
following operational protocol with the relevant sanctions. In addition, in some courses
students may have their scoring of their assignment adjusted for late submission, which may
be reflected in the final grade assigned to the student for that course.
Missed Major Deadlines for Submission of Reports (all curricular phases)
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(essays, case write-ups, required self-assessment quizzes or modules, or other written assignments OR 3
major AoC milestones*: 1) mentor/AoC declaration; 2) submission of proposal; 3) submission of final
report)
FIRST missed deadline
+
• Warning e-mail from course director and notification of
deadline extension
SECOND missed deadline
• Either a missed deadline extension, OR a
second incident of a missed initial deadline in
the same course
•
Meeting with course director to discuss new deadline
• Professionalism report issued (signed by student and
director)
THIRD missed deadline
• Either a missed new arranged deadline, OR a
missed deadline extension and a second
incident of a missed initial deadline in the
same course, OR a third incident of a missed
initial deadline in the same course.
• Meeting with course director to discuss new deadline
and remedial assignment (e.g., reflective essay, etc.)
• Professionalism report issued (signed by student and
director)
• Marginal grade assigned (removed upon successful
remediation and successful completion of original
assignment)
• Letter issued by Associate Dean, Academic Affairs to
discuss consequences
*AoC Director handles AoC related deadlines
+Course directors can also “dock” points for late assignments in addition to, but not in lieu of, above sanctions
Missed Minor AoC Deadlines (8 progress checks)
Missed initial deadline
Exploratory advisor contacts student to inquire
Nonresponsive to exploratory advisor
AoC Director contacts to inquire/remind
Nonresponsive to AoC Director
Meeting with AoC director to include warning about
subsequent missed deadlines for progress checks.
Professionalism report issued (signed by student and
director)
Actions Upon Completion of a Course
The Committee on Promotion and Graduation (the “Committee”) is responsible for assessing
the overall performance of students in the Medical College on an ongoing basis. In the event
of unsatisfactory work (“Marginal,” “Incomplete,” or “Fail”), the grade will be reported in
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writing to the Office of Academic Affairs upon the completion of a course. At his or her
discretion, the Senior Associate Dean,Education, or his or her designee, will meet with a
student who has earned non-passing grades to discuss the reasons for the student’s
unsatisfactory work. The Senior Associate Dean, Education, or his or her designee, shall
assemble and present information to the Committee about the students with non-passing
grades to assist the Committee in its deliberations. Generally, a student will not have an
opportunity to appear before the Committee during this stage of the process, unless requested
by the Committee.
Faculty Determinations Regarding Unsatisfactory Academic Performance
Remedial work, re-examination or repetition of a course are not to be regarded as a right for a
student who has an unsatisfactory record in a course but are options which may be offered to
individual students, in the judgment of the faculty, based on the student’s academic record
and consideration of circumstances related to completion of the course. The Student
Evaluation Committees will review each student’s performance, and will make decisions, in
consultation with the learning unit or course director, about an opportunity for remedial work
within a course. When there is a pattern of poor performance longitudinally across courses or
failure of remediation at the Student Evaluation Committee level, the Committee on
Promotion and Graduation will make decisions about whether to permit a student to have an
opportunity for remedial work, re-examination, repetition of a course, or other appropriate
alternatives.
Academic Good Standing
A student with a “Marginal,” “Fail,” or “Incomplete” course grade is not considered to be a
student in good academic standing and is ineligible to go on an academic leave of absence,
participate in the Extended Curriculum for Research, or go on an international elective, until
a passing grade is obtained in the pertinent course(s).
Remedial Course Work
Remedial work, including re-examination, will ordinarily be offered at times which do not
conflict with regularly scheduled required academic activities. Generally, remedial work,
including re-examination, will be available only if the student has successfully completed the
majority of course work required for a passing grade in the course. Remedial work and any
re-examination needed in first year courses generally will be scheduled during winter or
spring break or during the following summer. Remediation of a failed unit in EPOM Parts A
or B or HID 1 Parts A or B that was not remediated during a recess break must start
immediately after HID 1 Part B has ended. Remediation of more than one failed unit must be
done sequentially, not concurrently, and may extend throughout the summer. All non-passing
course grades must be remedied before entering Phase 2 of the curriculum (clerkship
year). Students should review the academic calendar for the pre-set foundational remediation
dates. Students must recognize that remediation of failed units takes priority over their
summer plans (i.e., research, travel, jobs, work-study, fellowships, electives abroad, vacation,
etc.), as failed remediation can result in more serious academic consequences and/or delays
to graduation.
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A non-passing grade in a required foundational science course in the second year will have to
be remedied prior to the beginning of the clerkships. A clerkship that is failed usually will be
repeated as soon as possible. In the case of a “Marginal” grade, the remedial work may be
targeted in scope, as determined at the discretion of the learning unit or course director in
consultation with the learning unit or course faculty. A student who successfully completes
remediation for a “Marginal” grade is eligible only for a grade of “Pass.” However, if the
first attempt by a student at remediation of a “Marginal” grade is not satisfactory, the course
grade converts to a “Fail” and remediation for a grade of “Fail” must ensue. In the case of an
“Incomplete” grade, completion within the period specified by the faculty can result in a
grade of “Honors” (if available), “High Pass” (if available), “Pass,” “Marginal” or “Failure.”
An “Incomplete” grade not successfully addressed within the specified period shall revert to
either a “Marginal” or “Fail” grade, and appropriate remediation must be undertaken. In the
case of a “Fail” grade in any course, the course must be retaken in its entirety when it is
offered again or as scheduled by the Associate Dean of Academic Affairs and must result in
the satisfactory demonstration of competence in all aspects of the course. The nature of the
remediation lies solely in the province of the course director in consultation with the learning
unit leader. The grades of “Honors” or “High Pass” are not awarded when a student has
repeated a course.
Criteria for Continuation in the Academic Program and Dismissal*
In the Foundational Years (the first 1.5 years of the curriculum) faculty use a wide array of
formats to assess a student’s performance including quizzes, essay exams, laboratory
practicals, clinical write-ups, and case analyses. Students must complete satisfactorily all
required learning units of the major foundational year courses, before advancing to the
Clinical Clerkships. Students who fail fewer than half the units comprising a course will
receive a “Marginal” grade for the relevant course and must then undergo a structured
remediation program, as prescribed by the course leadership. Failure of the structured
remediation program of one or more units results in the student receiving a “Fail” grade for
the course. The failed course ordinarily must be retaken in class in its entirety when that
course is offered again or at a time specified by the Associate Dean ofAcademic Affairs.
Failure to pass any one unit in a course that is retaken results in a second “Fail” grade in that
course, and results in automatic dismissal from the Medical College, subject to confirmation
by the Promotion and Graduation Committee.
Students who fail half or more of the units constituting a foundational course will receive a
“Fail” grade in that course. The student must retake the failed foundational course in its
entirety when it is offered again. Failure to pass any unit in a course that is retaken results in
a second “Fail” grade in that course, and results in automatic dismissal from the Medical
College, subject to confirmation by the Promotion and Graduation Committee.
Students must satisfactorily complete all required clerkships, which use several methods to
assess performance. A student who receives a “Marginal” grade in a required clerkship will
ordinarily be given an opportunity for remediation, as arranged by the clerkship leadership
and the Associate Dean of Academic Affairs. If the remediation is successful, the “Marginal”
grade will convert to a “Pass” grade. If the remediation is unsuccessful, the “Marginal” grade
will convert to a “Fail” grade and will require that the student re-take the entire clerkship. A
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student who receives a “Fail” grade in a required clerkship will not be offered remediation
and must re-take the failed clerkship. Any student who must repeat a clerkship and does not
initially achieve a passing grade, will receive a second “Fail” grade in that clerkship, without
opportunity for remediation, and will automatically be dismissed from the Medical College
subject to confirmation by the Promotion and Graduation Committee.
A student who accumulates a “Fail” grade in three of the required clerkships will not be
given an opportunity for additional remediation for the third failed clerkship, and will be
automatically dismissed from the Medical College subject to confirmation by the Promotion
and Graduation Committee.
Students are strongly advised to consult the specifics of assessment/remediation processes
and policies for their individual foundational year’s courses, clerkships, and other core
curriculum activities on the course websites.
Students are also required to complete the Step Study courses, Area of Concentration course,
a series of elective courses, a sub-internship, Translational Science course, Advanced
Clinical Ethics course, Healthcare Policy course and Transition to Residency course.
Students who fail an elective course may repeat that course or, with the approval of the
Associate Dean of Academic Affairs, enroll in another elective course, as needed, to
complete the number of elective weeks required for graduation. A student may not take
elective courses concurrently with any other courses to satisfy the required elective weeks.
Students in the M.D.-Ph.D. program who have successfully completed the Ph.D. are exempt
from the elective week requirement, the Translational Science course, and the Area of
Concentration course.
Students who will graduate after May 2024 are required to take the United States Medical
Licensing Exams (USMLE) Step 1 by December 31 of their third year and Step 2 CK prior to
March 15 of the year in which they are graduating. . Passing these exams is not a graduation
requirement.
Students who accumulate three or more grades of “Marginal” or “Fail” in different courses
may be at risk for further “Marginal” or “Fail” grades which could result in unsatisfactory
overall academic performance as defined in the section below. The performance of students
who receive three or more grades of “Fail” or “Marginal” in different courses over the course
of their study, even if those grades have been successfully remediated, shall be reviewed at
the next scheduled meeting of the Committee on Promotion and Graduation to determine if a
formal review of the student’s suitability for the practice of medicine for continued study in
the Medical College is warranted. The Committee on Promotion and Graduation may specify
the nature of the intervention(s) recommended based on its evaluation of the student’s
performance.
Completion of the Medical College Curriculum within Six Years (“4-in-6 rule”)
Students may repeat no more than the equivalent of two academic years and, except for
students in the M.D.-Ph.D. program, students must complete the academic work of the first
three years in five academic years. Students must complete the entire Medical College
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curriculum in six academic years (“4-in-6 rule”). Students in the M.D.–Ph.D. Program must
complete the M.D. portion of the program within the six-year time period as well (excluding
the time in the Ph.D. portion of the program). Students who are in good academic standing
and who are seeking to engage in a unique or exceptionally enriching experience that may
prolong the length of time it will take to complete the M.D. degree may petition the Senior
Associate Dean, Education for an exemption from the “4-in-6 rule.” In these rare cases, the
petition must be submitted in writing no later than three months prior to the planned
experience. The Senior Associate Dean, Education will review the petition. If the petition is
granted, the rules of notification pertaining to leaves of absence will remain in effect.
Unsatisfactory Academic Progress Performance and Dismissal
In addition to the academic performance standards that lead to dismissal from the Medical
College described in the previous section, unsatisfactory overall academic performance will
also be grounds for dismissal. Unsatisfactory overall performance is defined as a
combination of multiple “Fail” or “Marginal” grades in a significant number of different
courses, clerkships, electives or the sub-internship (even if the non-passing grades are
remedied). Generally, a cumulative total of six (6) non-passing grades in different courses
rendered on the first taking of that course will result in dismissal subject to confirmation by
the Promotion and Graduation Committee. Similarly, failure to complete the curriculum
within six (6) years will be deemed unsatisfactory performance, resulting in dismissal,
subject to confirmation by the Promotion and Graduation Committee.
The faculty of the Medical College takes the position that an overall failing performance as
described above constitutes a quality of work unsatisfactory for admission to the medical
profession.
Administrative Hold
When a student is being considered for dismissal from the Medical College, the Senior
Associate Dean (Education) will place that student on an Administrative Hold from some or
all activities at his or her discretion (e.g., educational, clinical, or extracurricular) while the
dismissal decision is being adjudicated by the Promotions and Graduation Committee.
Satisfactory Academic Progress and Financial Aid
Satisfactory academic progress (SAP) is a financial aid term. To be eligible for financial
assistance at the Medical College, a student must be making satisfactory progress according
to the Promotion and Graduation Standard and Procedures, posted annually in the Student
Handbook. Students who fail to achieve passing grades in courses (i.e., who receive
Incomplete, Withdrawal, Marginal, or Fail grades) are urged to consult the Office of
Financial Aid and Student Accounting as soon as possible to understand the ramifications of
their failure to make satisfactory academic progress.
Unsatisfactory Academic Progress and Financial Aid
Satisfactory academic progress is reviewed for each student receiving financial aid from the
institution at the end of every payment term. If a student exhibits unsatisfactory academic
performance as determined by the Committee on Promotion and Graduation, they receive
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notification in writing from the Associate Dean (Academic Affairs), which includes a
Financial Aid warning for the subsequent payment term. If a student fails to make
satisfactory progress after a warning period, they are placed on probation and are ineligible
for subsequent financial aid payments. Under the circumstance, a student may be offered an
individual academic plan in accordance with the committee’s criteria to reestablish
satisfactory progress and is permitted to receive financial aid for an additional payment term.
Failure after one warning and probation period may be grounds for academic dismissal
subject to confirmation by the Promotion and Graduation Committee.
Leave From Academic Program
Consequences of unsatisfactory academic performance can include, but are not necessarily
limited to, dismissal from the M.D. program, involuntary leave of absence, and/or other
remedial work, in the discretion of the Senior Associate Dean (Education) and/or Committee
on Promotion and Graduation.
Involuntary Student Leave
When there is an actual, or the threat of, community disruption of the Medical College or
learning environment, including, for example, risk of harm to patients or others, the Medical
College may place a student on an involuntary leave of absence. The Medical College is
committed to protecting the learning environment. Separation of a student from the Medical
College and its facilities may be necessary if there is sufficient evidence that the student is
engaging in, or is likely to engage in, conduct and behavior that disrupts the learning
environment of others.
Placing a Student on
Involuntary Leave of
Absence
The Senior Associate Dean, Education may be alerted to a student’s disruptive or unsafe
behavior from a variety of sources on campus. The Senior Associate Dean (Education) can
identify a designee to act on his/her behalf under this policy. If the Senior Associate Dean
for Education deems it appropriate, these procedures will be initiated:
1.
The Senior Associate Dean,Education will notify the student that an involuntary
leave is under consideration and the reason(s) why. The student will have the
opportunity to respond.
2.
The Senior Associate Dean, Education will discuss with the student the
implications of and procedures relating to an involuntary leave of absence.
3.
The Senior Associate Dean, Education will gather information necessary to make
an individualized assessment of the student’s ability to safely participate in the
Medical College program and to meet the Medical College’s requirements for
professionalism and adherence to technical standards. The Senior Associate
Dean, Education may confer as feasible and when appropriate in a particular
matter with other administrative units regarding the need for a leave of absence.
4.
During these consultations, these individuals will pay particular attention to
the
criteria for invoking an involuntary leave, specifically whether the
student’s
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behavior is disruptive of the Medical College’s learning environment and whether
the behavior poses a direct threat to the safety of others. Consideration will also be
given to accommodations that may reasonably be provided that will mitigate the
need for the involuntary leave.
5.
The Senior Associate Dean, Education may require a mental or physical
evaluation if he or she believes it will facilitate a more informed decision.
6.
Following these consultations, the Senior Associate Dean, Education will make a
decision regarding the involuntary leave of absence and must provide written
notice of this decision to the student.
7.
Within five days of receiving the decision of the Senior Associate Dean,
Education, the student may submit an appeal of the decision in writing to the
Dean of the Medical College-Provost for Medical Affairs or designees. After
reviewing the matter fully, the Dean-Provost for Medical Affairs or designees will
issue a written decision, which shall be final.
8.
When safety is an immediate concern, the Senior Associate Dean, Education or
designee may remove a student from the Medical College pending final decision
on involuntary leave. If this action is deemed necessary, the student will be given
notice of removal. An opportunity to be heard by the Senior Associate Dean,
Education) and appeal the decision will be provided at a later time.
If Involuntary Leave Is Imposed
The Senior Associate Dean, Education will inform the student, along with the notice of
the decision, as to the steps that must be taken when the student wishes to re-enroll (see
“Request for Re-enrollment”).
If Involuntary Leave Is Not Imposed
The Senior Associate Dean, Education may impose other conditions and/or
requirements under which the student is allowed to remain at the Medical College.
Implications of an Involuntary Student Leave of Absence for Reasons of Personal or
Community Safety
Leave is in effect Until the student complies with the pre-requisites to enrollment
mandated by the Senior Associate Dean, Education. An
individualized assessment will be made for the student to
determine if the pre-requisites have been satisfied.
Duration of leave To be determined by the Senior Associate Dean, Education
based on the facts and circumstances leading to the imposition
of the involuntary leave.
Student must leave campus Within the time frame set forth by the Senior Associate Dean,
Education.
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Student may visit campus Only as authorized in writing by the Senior Associate Dean,
Education, for the duration of the leave.
Notification The Senior Associate Dean, Education reserves the right to
notify a parent, guardian, or other person, if notification is
deemed appropriate. In addition, the parent, guardian, or other
person may be asked to make arrangements for the safe removal
of the student from the university environment.
Transcript Notation Would read “Leave of Absence.”
Financial Obligation A student taking a leave of absence will continue to have certain
financial obligations.
Request for Re-enrollment for Students on Involuntary Leave of Absence
A formal request for re-enrollment must be submitted to the Dean of the Medical College,
with a copy sent to the Senior Associate Dean, Education. The student’s re-enrollment request
will be reviewed by the Senior Associate Dean, Education, who, in consultation with the Dean
of the Medical College, must approve the re-enrollment.
The Senior Associate Dean, Education may consult with other units or individuals as
appropriate regarding the re-enrollment decision and may impose such conditions as they may
recommend to ensure the student’s successful return to medical college.
Appeals Process and Related Procedures
When a student’s academic performance and progress is under review, the Medical College
is committed to providing a fair process of review and, when requested, appeal.
Determinations are based on review of the record as a whole by the decision-making entity.
The standard of proof that underlies a decision is a preponderance of the credible information
or evidence. A student may appeal a decision by the P&G Committee and decisions by the
Senior Associate Dean, Education that have serious adverse action such as an involuntary
leave of absence, repetition of a year, or dismissal. A decision regarding a student’s
dismissal, an involuntary leave of absence or repetition of a year is final unless overturned
after an appeal.
The student must make the appeal of a decision in writing within fourteen (14) calendar days
from written notification to the student of the decision that the student is appealing and
deliver it by hand or email to the office of the Senior Associate Dean, Education. If the
appeal is by overnight delivery company (such as Federal Express), it must be postmarked by
the date it is due to be submitted by hand to the Senior Associate Dean’s office. The appeal is
heard by the Appeals Committee within thirty (30) calendar days of receipt of the appeal
statement. The Appeals Committee will provide the student with at least seven (7) calendar
days’ advance written notice of the date, time, and place of the meeting of the Appeals
Committee which will consider the appeal. Prior to the meeting, the student may submit a
written response and provide additional evidence to the Appeals Committee that was not
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available to the student at the time of the Promotion and Graduation Committee’s review and
decision. The student may attend the Committee meeting and may be accompanied by an
advisor or counsel. Any such advisor or counsel shall be an observer of the proceeding but
must not expect to be able to participate in or speak at the Committee meeting. The student or
the Committee may invite other persons to appear and provide information. The student will
have access, upon request, to the written minutes of the meeting with the Appeals Committee
that pertain to the student appeal. The Appeals Committee will decide if the prior decision is
to be upheld or overturned and will report their decision within fourteen calendar (14) days
of the last Committee meeting to the Dean of the Medical College who will make a final
determination in the matter. Prompt written notice of the final decision will be sent to the
student.
Reserved Rights/Changes to Policy
The Medical College reserves the right to determine whether existing policies and procedures
address a particular situation, or whether circumstances are of such magnitude to require
additional actions. It is recognized that the faculty at large reserves the authority to intervene
in the application of these standards and procedures, although it is not anticipated that the
Faculty will exercise this inherent authority unless the Faculty determines that existing
policies and procedures do not address the situation; or circumstances are of such magnitude
as to require the action of the Faculty by a ruling by both Faculty Councils.
Technical Standards: Admission and Retention
Introduction
The WCMC faculty believes that our educational mission is to graduate physicians
who are broadly capable and skilled in general medicine, and ready to start residency
training. This principle applies irrespective of any future plans for specialization or non-
clinical careers. To this end, graduates of WCMC must demonstrate certain essential
abilities, attributes and characteristics in order to fulfill our overall program learning
objectives. As medical education differs from many other forms of higher education, in that
graduates must be able to practice medicine and to care for patients, candidates for
admission, retention, promotion and graduation must possess not only intellectual but also
physical, emotional and interpersonal abilities.
For the purpose of this document, the term “candidate” applies both to applicants to
medical school and to matriculated students who are under consideration for retention,
promotion or graduation. The faculty has identified five essential domains in which
candidates must demonstrate ability. A student may receive reasonable accommodation to
demonstrate these abilities. However, the use of an intermediary, a person performing a task
on the candidate’s behalf in a manner that compromises the candidate’s independent
judgement, is not permitted.
Technical Standards
I. Observation. The candidate must be able to observe required demonstrations
in the basic and clinical sciences. The candidate must also be able to observe
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patients accurately and to perform a complete medical interview and physical
examination. These skills require the use or functional equivalent of vision,
hearing, and touch.
II. Communication. The candidate must be able to communicate effectively
with all persons, including faculty, staff, colleagues, patients, and families.
The candidate must be able to speak, listen, read and write effectively in
English, and to interpret non-verbal communication.
III. Motor Function. The candidate must be able, after appropriate training, to
perform anatomic dissection, a complete physical examination, and basic
clinical procedures. The candidate must be able to respond promptly to
clinical situations. These skills require a degree of physical mobility and
neuromuscular coordination.
IV. Cognitive, Intellectual and Quantitative Abilities. The candidate must be
able to assimilate the vast knowledge required of physicians, to solve complex
problems, and to analyze and integrate information.
V. Behavioral and Social Attributes. The candidate must demonstrate the
maturity and emotional stability required for scientific learning, capable and
compassionate patient care, and interaction with the healthcare team. The
candidate must be able to contribute to collaborative learning environments, to
accept constructive feedback, and to take responsibility for learning and
improvement. The candidate must also be able to tolerate demanding
workloads, to function effectively under stress, to display flexibility, and to
adapt to changing environments.
The candidate must also possess the general physical and mental health necessary for
performing the duties of a physician-in-training capably and safely.
All candidates must meet the goals and objectives of WCMC, with or without
accommodations.
Ability to Meet Technical Standards
All candidates are informed of WCMC’s technical standards and policies. Before
matriculation, every candidate must sign a document indicating that he or she has read the
technical standards policy and meets WCMC’s technical standards. WCMC students must
continue to meet the Medical College’s technical standards throughout their enrollment. All
matriculated students must affirm annually that they continue to meet WCMC’s technical
standards, with or without accommodations.
Equal Access to the Educational Program
WCMC has a history of providing equal educational opportunities to qualified
applicants and enrolled medical students with disabilities. WCMC is committed to complying
with the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and federal
and state regulations, which require institutions such as WCMC to provide reasonable
accommodations for students with diagnosed and documented disabilities. These acts cover
applicants, students with disabilities, and students who develop disabilities throughout their
education at WCMC.
Candidates with disabilities are reviewed individually, on a case-by-case basis in
order to determine whether they satisfy the technical standards with or without reasonable
accommodation.
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Accommodation Process (see Disability Services section in the Student Handbook)
Admission and promotion at WCMC is conditional on the candidate’s willingness
and ability to satisfy the technical standards, either with or without reasonable
accommodation. Candidates are required to accept ongoing responsibilities for planning,
managing, and expressing accommodation needs. They must immediately contact the
Associate Dean (Student Affairs) if they wish to request accommodation.
It is the responsibility of the candidate to provide current documentation of the
general nature and extent of the disability, and the specific functional limitations that are
proposed to be accommodated. WCMC reserves the right to request new or additional
information.
Once the Associate Dean (Student Affairs) gathers the appropriate documentation, he
or she will work in consultation with Disability Services and the Promotions and Graduation
Committee to determine whether the candidate meets WCMC’s technical standards, with or
without accommodations.
Effects of Infectious and Environmental Disease or Disability on Medical Student
Learning Activities
Students exposed to infectious or environmental disease or who develop a disability
after matriculation must continue to meet the Medical College’s attendance and technical
standards and not pose a hazard to the public and to the Medical College.
If after infectious or environmental exposure the student develops a disability or
disease posing a potential hazard the student will be referred to the Associate Dean (Student
Affairs) in accordance with WCMC Policies in the Student Handbook on “Disability
Services” and “Members of the Medical College Community Who Potentially Represent a
Hazard to the Public and to the Medical College” and the Policy on “Academics” section on
Technical Standards Admission and Retention.
Attendance Standards
Medical Education Council approved edits to policy on June 16, 2016 (to better align foundational and
clerkship years, and include AOC program)
Medical Education Council approved edits to policy on May 19, 2016 (to including new unexcused absence
reporting method in Clerkship Years)
Introduction and Background
Students at the Medical College are physicians-in-training who are expected to carry out all
academic responsibilities in a professional manner. Professional comportment is an essential
and required component of becoming an effective physician. Students must handle absences
from required Medical College activities in a manner that reflects a standard of professional
responsibility for practicing physicians. At the same time the faculty of the Medical College
recognize that students learn in different ways that include in-class and clinical experiences,
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independent study, digital media, scientific investigation and presentations, to name a few -
many of which may compete for a student’s time. A central concept to the attendance policy
is that students provide the faculty with a timely and valid request and/or notification for
absences from any required curricular activities. The faculty considers a student’s honesty in
presenting a reason for an absence to be the core principle that underlies all professional
communication regarding the absence policy. Likewise, the student can expect that the
faculty will apply the attendance policy in a way that is both fair and consistent, but which
also considers a student’s individual situation. When a student does not attend a required
session and has not provided in advance an appropriate request for permission or explanation
of the absence, as described below, the student is in violation of the standards of conduct
required for students at the Medical College. This policy on student absences sets out the
criteria and process for handling absences from academic duties; it also applies to students
taking courses at the Medical College who are from other medical schools.
Rationale
The integrated curriculum of the Medical College in the foundational years (first year and
half) is designed to promote an engaging, collegial interchange of ideas among students and
faculty in all sessions including large group formats such as lectures. Students are expected
to attend all sessions and to participate. In some formats that involve collaborative work,
attendance and participation will be assessed and both comprise an important element in the
satisfactory demonstration of competence. The faculty have identified small groups that meet
one or more of the following rationales as those learning formats in which attendance and
participation will be assessed: 1) sessions that involve collaborative teamwork (e.g., anatomy
dissection, case-based formats such as PBL or its equivalent, etc.) 2) sessions that involve
interactive discussion (e.g., seminars that depend on student analysis, presentations, or
discussion such as PBL, journal club, problem-solving, clinical case or ethics case analysis,
etc.) or 3) demonstration of a skill (e.g., microbiology or physiology lab activities,
interviewing, patient examination, OSCEs, simulations, first responder training etc.).
Because respect for patients’ time and participation in the learning process is tantamount,
attendance will be assessed at all sessions, in large groups or small group formats that
involve patients. In addition, students shall attend, on time, all sessions that specifically
involve written or oral examinations. A student who arrives late will not ordinarily be
allowed additional time on an examination. The faculty leadership of each foundational
course (i.e., Essential Principles of Medicine Parts A & B; Health, Illness, and Disease Parts
1A and B; and Health, Illness, and Disease Parts 2A & 2B) will inform students in advance
of which sessions meet the above rationale and involve the assessment of student attendance
and participation.
The clinical phase of the curriculum mandates the full-time commitment of the student in all
patient-care and didactic activities. The student’s presence on the clinical floors of the
hospital, clinics and physician offices is critical to the learning experience because it provides
opportunities to observe and to participate in medical management decisions. Students are
required to attend lectures, rounds, case presentations, conferences, clinics, on-call periods,
and other experiences as designated by the course director.
The AOC Scholarly Project block time (i.e., Block 1 - of the third year and another two-
month block period in the fourth year) requires that students engage full-time in work related
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to their scholarly project at an officially approved primary site. During this time, the
student’s schedule will be largely shaped by the needs of their research project, including the
requirement that they attend all activities (e.g., lab or research meetings) directed by their
research mentor. In addition, students are required to attend all required AOC-related
sessions as specified by the AOC Program leadership.
Similarly, during the Translational Science, Advanced Clinical Ethics, and Transition to
Residency Courses, attendance will be assessed in small groups that involve collaborative
teamwork, interactive discussions, or demonstrations of a skill, and in large group or small
group formats that involve patients, and in any session as specified by the course director
Operational Issues
Students have the right to speak with the Associate Dean (Academic Affairs) at any time
about questions they may have about the attendance policy itself or concerns about the
fairness in the application of the attendance policy.
Responsibilities of Students Regarding the Attendance Policy
Students are expected to have read the attendance policy, to abide by it, inquire in advance of
the course leaders if they are uncertain how it might apply in their situation, handle all
inquiries and evaluations by the faculty in a timely and honest manner, and follow through
with counseling and/or satisfactory completion of missed course work. Attendance is
expected unless excused.
Responsibilities of the Faculty Regarding the Attendance Policy
Faculty course and clerkship leaders are expected to implement the attendance policy as
described above in a way that is fair, transparent, consistent and measured in consequences
for any violations. Faculty are expected, a priori, to indicate to students enrolled in their units
how the policy will be implemented in their units. This should be done by a clear statement
in the course, clerkship or AOC website and supplemented, if necessary, through class
orientations, email clarifications, or other means.
Faculty leaders responsible for implementing the policy are expected to respond to student
inquiries about the policy in a timely manner, consult with education deans as needed for
advice, and evaluate student absences fairly and without preconceived assumptions or
judgments.
Types of Absences
Excused Absences: Planned (Brief)
These are absences that can be anticipated and planned for in advance. These may include
(but are not limited to):
1. Major family events or celebrations such as weddings involving immediate family,
graduations, other family events of significance
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2. Professional events and academic activities- presenting at a professional meeting,
remediation of an academic encumbrance, NBME exam, residency interviews
3. Scheduled medical appointments
4. Religious holidays
The student should request permission from the course director at least 30 days in advance of
the beginning of the course, clerkship or sub-internship or as soon as the event is known.
Students are also asked to request to be excused for scheduled medical appointments and to
observe religious holidays. Since religious holiday dates are known well in advance, the 30-
days or more advanced request process, as above, applies. In the case of scheduled medical
appointments, students should request an excused absence as soon as the date of the event is
known.
This same process of advanced notification applies for the AOC Scholarly Project block
time, during which students are expected to work full-time during weekdays on their
scholarly projects at the primary site. Students must notify and/or request permission of the
AOC program director for all absences from work on their scholarly projects in addition to
their faculty mentor; notification/request of the faculty mentor alone is NOT sufficient. In the
rare case that a student needs to work on his or her project away from the primary site, he or
she must obtain permission from the AOC Program Director in advance.
Excused absences: Emergent (Brief)
Generally, the Medical College recognizes that emergent absences due to illness, personal
emergency, or family emergency are not under the control of students and that it may be
impossible for students to consult with course leaders prior to being absent for these reasons
(“unplanned absences”). Nevertheless, it is incumbent upon the student to notify the
designated faculty or course leader or the Associate Dean of Student Affairs as soon as these
events occur or are known and no later than 24 hours after the missed session so that the
Medical College may be assured of the student’s well-being and may make plans with the
student regarding the resumption of regular activities.
Students with emergent absences must notify course directors as soon as the event is known.
The “no later than 24 hours” clause does not mean that a student routinely has up to 24 hours
after an emergent missed activity to notify the course director; rather it allows a feasible time
frame for those students who are in a serious emergency that precludes immediate
notification.
In addition, students with a recurrent pattern of excused absences, whether for illness or
personal emergencies, will be referred to the Associate Dean of Student Affairs by the course
director for evaluation and/or counseling.
Excused Absences: Emergent (Extended)
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Emergent extended excused absences (EAb) are granted at the discretion of the Associate
Dean of Student Affairs in cases in which the student has had to be out on an Emergent
(Brief) absence, and – given the circumstances – is expected to remain absent for more than 5
consecutive work/class days. An EAb will also be designated after a student has missed 6 or
more work/class days within a 2-week period. It is important that a student be in contact with
the Associate Dean of Student Affairs after 2 days of continuous absence if additional time
will be needed. An EAb may not exceed 20 continuous work/class days (“4 weeks”), which
includes the first five days of the EAb, for courses in Phases 1, 2 or scheduled periods of
Phase 3. Students who need to be excused for more time should consult the Associate Dean
of Student Affairs about a formal medical or personal leave of absence.
The student on EAb should consult with the Associate Dean (Student Affairs) on a regular,
usually weekly, basis to review the status of the student’s situation. If the EAb was granted
for a medical reason, for a student to return to the curriculum, the Associate Dean of Student
Affairs must be given documentation from the student’s provider confirming that the student
is able to resume the curriculum requirements. If the EAb was granted for a personal reason,
the student should confer with the Associate Dean of Student Affairs before the EAb is to
expire about his or her readiness to resume curricular requirements.
The student on an extended absence is not considered to be on formal leave of absence (see
Leave of Absence section, below). In Phase 1 the student remains enrolled in courses in the
curriculum. In many cases the nature of the emergent reason for the EAb may permit the
student to complete some required course work. The nature of the academic work that can be
undertaken during the EAb should be negotiated with the student and the Associate Dean of
Student Affairs in consultation with the course director. If after the EAb ends, the student
was not able to make up missed sessions/ work requirements during the time period of the
remaining course, the student will receive the grade of “Incomplete” when the course is
finished and must make up missed excused workdays to the satisfaction of the course director
within a specified time frame for the incomplete grade to convert to a passing grade (see
section in handbook on grades). In phase 2 or 3 courses, the student may be withdrawn
before the mid-point of the course or receive an incomplete grade if the student had already
completed more than half of the course time. Ordinarily, students who are withdrawn from a
course must retake the entire course at a later time to be scheduled by the Registrar; students
who receive an “Incomplete” make up the time missed at a future time to be scheduled by the
Registrar. The student is encouraged to consult with the Associate Dean of Student Affairs
and/or the Associate Dean of Academic Affairs to so as to plan the optimal timing of the
rescheduled course. Whenever possible, student on EAb should consult with the Offices of
Financial Aid and Student Accounting to be apprised of any financial ramifications for the
EAb and in the event that the EAb will need to convert to a Leave of Absence.
Unexcused Absences
Absences without proper notification, including planned absences without prior request for
permission or unplanned (emergent) absences without proper notification within 24 hours of
the missed required session are considered “unexcused absences.” In the clinical curriculum,
requests for permission for planned absences must be made at least 30 days in advance of the
beginning clerkship or sub-internship or as soon as the event is known. Unexcused absences
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will result in sanctions that may include, but are not limited to, receiving a zero grade for the
activity missed, receiving an official citation for unprofessionalism, receiving a “Marginal”
grade in the learning unit or course or in serious cases, such as those affecting or interfering
with patient care, receiving a “Fail” grade. Some voluntary absences are not considered
reasonable by the Medical College. Actions such as purchasing tickets for travel to leave
early or return later, or solely to obtain discounted fares or engaging in other elective
activities on course instruction days are not acceptable practice. Students who engage in
such conduct must assume full responsibility for whatever ramifications in their performance
assessment result from their actions, as described above, since these actions result in
unexcused absences. Course leaders are not required to administer make-up examinations,
equivalent or extra sessions to accommodate these voluntary unexcused absences.
Duration
Generally, the time frame for an Emergent (Brief) excused absences is expected to be no
more than five work/class days (including a Friday-Monday sequence). Emergent (Brief)
absences expected to last more than two days and no more than five days require that the
student notify the Associate Dean ofStudent Affairs.
Emergent (Extended) absences of more than 5 days fall under the Extended Absence policy
as described above.
Planned absences of more than two days require that the student first obtain the permission of
the Associate Dean of Academic Affairs, or if unavailable, the Associate Dean of Curricular
Affairs, before requesting permission of the designated faculty or course leader. When a
student is uncertain about whether an absence will be considered potentially excusable, he or
she should consult one of the education deans (student affairs, academic affairs, curricular
affairs) for advice.
Request and Notification
Permission to be excused from a scheduled activity is to be sought by the student in writing
(e-mail is acceptable). Students must ask for permission individually for themselves; they
may not request permission for absences on behalf of other students. Emergent absences
require written notification and planned absences require both permission and written
notification in order to be considered excused. To ensure that the attendance policy is
implemented fairly and consistently, students must notify and request permission of the
course director or his/her designee (small group leader, preceptor, curriculum office staff, etc.
are not sufficient). In the clinical curriculum, this means that students must notify and request
permission of the Clerkship Director (e.g., Site Director, Clerkship Coordinator are not
sufficient) or Sub-Internship Director. Students may not negotiate an absence with the
teaching faculty (e.g., a small group facilitator, office preceptor, ward attending, etc.), nor are
the teaching faculty permitted by the policy to negotiate or arrange such absences (see
“Faculty Observation and Reporting of Absences” below).
During the AOC Scholarly Project block time, students are expected to work full-time during
weekdays on their scholarly projects at the primary site. Students must notify and/or request
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permission of the AOC program director for all emergent (“unplanned”) and planned
absences from work on their scholarly projects; that is, notification/request of the faculty
mentor alone is NOT sufficient. In the rare case that a student needs to work on his or her
project away from the primary site, he or she must obtain permission from the AOC Program
Director in advance.
Students who will be absent emergently (or are absent for reasons beyond the student’s
control), i.e., falling under the rubric of an Emergent (Brief) absence are expected to notify
the course director or his/her designee before missing the required activity and no later than
24 hours of the missed session. In the case of anticipated absences, i.e., Planned (Brief),
students are expected to request permission of the designated faculty or course director at
least 30 days in advance of start of course or as soon as the date of the event is known in
order to have the absence up for consideration as an excused absence. In the notification or
permission discussion with the student, the course director will determine how the
appropriate faculty or administrators are to be notified and the role of the student in this
process.
In any discussion of a requested absence, the student must include an explicit discussion of:
• the reason for the absence;
• the student’s plan to acquire the information missed;
• the arrangement by the student for coverage of all clinical or course responsibilities;
• the student’s arrangements to identify and notify all teaching and clinical faculty,
house staff, and students affected by the absence (typically those involved in a team
effort or presentation); and
• the duration of the absence.
If the course director or their designees to be notified are not available in a timely fashion,
are on vacation, or are away from the Medical College for other professional duties, the
student should notify the Office of Academic Affairs in writing (e-mail).
Once a student has received an excused absence from the designated course directors, he or
she should inform all teaching and clinical faculty, house staff, and students affected by the
absence (typically students involved in a joint presentation). In the case of unplanned,
emergent absences, notification of all affected faculty and students may not be possible in
advance.
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Request and Notification by Categories of Absences
Illness/Medical issues: Emergent (Brief) and Planned (Brief)
In the case of an individual’s emergent illness, the student must notify the designated faculty
or course director as soon as the student feels the illness will interfere with attendance ideally
before the required activity and no later than 24 hours after the missed session. The student
must discuss the points included under Request and Notification. If the student is unable to
reach the course director or designated faculty member, the student must notify the Associate
Dean of Student Affairs. If the student is too ill to attend scheduled educational activities, the
faculty member may recommend that the student consult with the Associate Dean of Student
Affairs or be seen in Student Health. Students should see Student Health (or their designated
medical provider) for evaluation after 2 consecutive days of illness if they need to remain out
for subsequent days. This is to ensure proper diagnosis and treatment and to avoid cases of
under-treatment for serious illness. Making up the missed work to the satisfaction of the
learning unit or course leadership is mandatory.
Students should make every effort to schedule non-emergent medical appointments for times
that do not conflict with class sessions or required clinical activities. The medical college
recognizes that this may not always be possible. For scheduled non-emergent medical
appointments, students must notify the course director or his/her designee as soon as the
student is aware of the appointment date in order for this to qualify as an excused absence.
Course directors and faculty are not permitted to penalize students who miss class or required
clinical activities as a result of attending to medical appointments. If the student knows of
more than one medical appointment that will take place over a period of 4 weeks, the student
may choose to first confer with the Associate Dean of Student Affairs about their scheduled
appointments to discuss best practices for requesting these absences.
Personal/family emergency
In the case of personal or family emergency, i.e., Emergent (Brief), the student must notify
the designated faculty or course director(s) as soon as the student is aware of the emergency
and no later than 24 hours after the missed session. The student must discuss the anticipated
length of the absence as fully as possible with the designated faculty or course director and
must arrange for a way to be in communication with the Medical College to monitor the
course of events. As noted above, if the absence exceeds or is expected to exceed two days
the student must notify the Associate Dean of Student Affairs. In cases where the time frame
is not clear, the student must discuss a plan to provide periodic updates on the situation.
Making up the missed work to the satisfaction of the designated faculty or course leadership
is mandatory.
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Planned Major family events
Absences from class to attend major family events (which are scheduled by others without
consideration of the student’s schedule), i.e., Planned (Brief) require permission of the
designated faculty or course leader(s), at a minimum of 30 days in advance of the absence or
start of the course or clerkship, or as soon as the event is known; see Types of Absences –
Excused absences: Planned (Brief). If the activity extends for more than two days, the student
must consult with the Associate Dean (Student Affairs). Making up the missed work to the
satisfaction of the course leadership is mandatory and the course director’s decision is final.
Professional off-campus events
Academic activities (professional meetings, paper/research presentations) that interfere with
course instruction days must be discussed with the designated faculty or course leader(s). In
the clinical curriculum, there should be a request for permission a minimum of 30 days in
advance of the beginning of the course or clerkship or as soon as the event is known. The
discussion, which is a request for permission to attend the academic activity, must include a
statement of the student’s exact role in the academic activity, the mechanism for making up
missed course content, the student’s plan for covering all responsibilities, and notifications as
discussed above. With timely notification and permission a student will ordinarily be excused
if he or she is presenting a poster or oral session or attending as a designated representative of
an approved Student Educational/Professional Development conference (for clarification,
course leadership may reach out to the Office of Student Diversity/Student Affairs). In the case
of professional conferences, the student should describe how the conference would provide
added value above that of the required curriculum to the student’s learning and/or career plans.
In the foundational science curriculum, in addition to discussion with the designated faculty or
course leader(s), the student must also obtain permission from any learning unit leaders or
small group leaders that will be impacted by the absence. The course leadership may take into
account the student’s academic standing in the course in the decision to grant permission for
these types of absences. Excused absences will be limited to no more than a total of two (2)
research and/or professional development conferences. If the activity extends for more than
two (2) days, the student must consult with the Associate Dean of Academic Affairs. Making
up the missed work to the satisfaction of the course leadership is mandatory and the course
leadership decision is final.
Other off-campus events
The College recognizes that students may wish to participate in many off-campus events
such as charity fundraisers, political campaigns, athletic competitions, etc. The faculty
understands that these activities may be rewarding and valuable, but considers that a
student’s first priority is his or her immediate scholarly preparation to become a competent
physician. Accordingly, attendance at events such as these on instructional days in which
attendance and participation is assessed (e.g., specified small groups, clinical work, exams
etc.) will not be considered excused absences.
Residency interviews
It is not recommended that students schedule required course work during the time that they
will be interviewing for residency programs. There should be a request for permission as
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soon as the interview event is known, and any absences attributed to interviews for residency
programs must be discussed with and approved by the course/clerkship director prior to their
occurrence.
Sub-Internships
Because of the high level of responsibility on sub-internships, sub-interns are expected to
work every assigned day for the entire rotation. Medical College holidays are not
automatically excused and the student may be assigned to work on these days. If the student
must miss clinical responsibilities for any reason, the request for permission or notification
should be made as soon as the event is known and, following approval, the student must be
willing to help in making coverage arrangements. The sub-internship director has full
discretion to determine if the work performed by the student satisfies the course
requirements.
Religious Holidays
The Medical College recognizes that the members of its community, including students,
observe a variety of religious faiths and practices. Few of the various religious days of
observance are part of the Medical College’s holiday calendar. However, the Medical
College recognizes and respects the religious beliefs and practices of its students and will
accommodate them reasonably within the requirements of the academic schedule. As a result,
the Medical College will not penalize a student who must be absent from a class,
examination, study, or work requirement for religious observance. Students who anticipate
being absent because of religious observance must, as early as possible and in advance of an
anticipated absence of a day, days or portion of a day, request permission for the absence
from the designated faculty or course leader(s).
Whenever feasible, faculty will attempt to avoid scheduling examinations and assignment
deadlines on religious holidays. A student absent from a class because of religious
observance shall not be penalized for any class, examination, or assignment deadline missed
on that day or days.
In the event an examination or assignment deadline is scheduled on a day of religious
observance, a student unable to attend class shall be permitted the opportunity to make up an
examination or to extend any assignment deadline missed. No fees of any kind shall be
charged by the Medical College for making available an opportunity to make up an
examination or assignment.
No adverse or prejudicial effect shall result to any student taking advantage of this policy's
provisions. If a student believes that they are not being granted the full benefits of the policy
and has not been successful resolving the matter with the course director, the student may
confer with the Associate Dean of Academic Affairs. In the event a student continues to
believe that they are not receiving the benefits of this policy, the student may file an appeal
under the appeal provision of the policy on Promotion and Graduation.
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Jury Duty
New York State has rigorous regulations regarding service on juries and does not allow
students to be excused from jury duty.
A student who receives a jury duty notice should contact the Associate Dean (Student
Affairs) and the Office of the Registrar as soon as they receive the jury notice. If the student
cannot make the dates assigned because they are scheduled for a class, clerkship, or elective,
they request a letter from the Office of the Registrar asking that they be excused from service
due to their academic schedule. The student may be required to go to the court clerk to
discuss the situation in person. There is no guarantee that students will be allowed to
postpone or be excused from jury service, but one’s willingness to make oneself available
during the next break or vacation may aid the request. Students who repeatedly postpone jury
service eventually will be required to serve, regardless of their academic schedule. Students
should complete their jury service if they are not scheduled for class during the dates on their
original jury summons.
Students who receive a notice for Grand Jury service should contact the Associate Dean
(Student Affairs) and the Office of the Registrar as soon as they receive the jury notice.
Time Conflicts between Classroom and Clinical Activities
In the Phase 1 curriculum (first 1.5 years of the curriculum) classroom sessions and clinical
activities are usually not scheduled simultaneously. In the longitudinal patient program
known as LEAP, in which students in teams follow a panel of patients over time, but do not
have primary patient care responsibilities, some patient activities may conflict with
classroom activities, including examinations. The leadership of the LEAP program sets forth
a hierarchy of specific clinical scenarios in which students may be asked to weigh these
competing demands. In all cases in which attendance at a patient-facing activity conflicts
with attendance at an in-class session in which attendance is part of the academic assessment,
students are expected to a provide timely request and notification to the designated course
leaders. Students who have questions about the attendance policy as it pertains to LEAP
should contact the LEAP faculty leadership.
In Phase 2 and 3 of the curriculum (clerkships, sub-internships, and clinical electives) when
students are part of a patient care team, as a general rule, the care of one’s patient takes
precedence over attendance at in-class didactic sessions or conferences. However, because
these conflicts can never be totally free of ambiguity, students are advised to follow the
directives of their course directors and their faculty supervisors.
Faculty Observation and Reporting of Student Absences
To ensure that the attendance policy is fairly and consistently implemented, the teaching
faculty in learning units and clerkships are not allowed to excuse students from class or
clinical sessions. All requests for an absence should be referred to the course directors or
their designee for evaluation. Faculty members who note that a student is absent from a
session in which attendance is being assessed and is not known to have the permission of the
course director should notify either the course director directly or the curriculum office in
Phase 1; the clerkship course director in the Phase 2 and 3; and the AOC program director, or
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the course director of the required courses in the AOC Scholarly Project block 1 time (i.e.,
Advanced Clinical Ethics and Translational Science). Faculty mentors of students in the
AOC Scholarly Project should notify the AOC program director of any mentees who are
absent from required activities specified by the research mentor (e.g., lab meetings, team
research presentations, etc.). These course directors, in turn, should notify the Office of
Academic Affairs of any unexcused absences of more than one day’s duration. To track
absences longitudinally and for potential P&G purposes, both excused and unexcused
absences should be reported by the course directors to the Basic Science Manager in the
foundational science curriculum and to the Clinical Curriculum Manager for the clerkships
and sub-internships.
Making Up Absences and Reporting
The work or activities that are missed from academic programs, regardless of the reason for
the absence, must be made up. In the Phase 1 curriculum, the student is required to make up
all course assignments and may be required to make up additional activities at the discretion
of the unit and/or course director. If there is an issue with resolving an absence or with the
process for making up missed course work that is not resolved with the learning unit or
course leadership, the student may confer with the Associate Dean of Academic Affairs.
In the Phase 2 and 3 curriculum, for Emergent (Brief) absences, i.e., related to health or
urgent personal matters, and Planned (Brief) absences related to professional events or
academic activities, students will be responsible only for making up required coursework up
to 10% of the total time of the clerkship/clinical course. For any Planned (Brief) absence
related to major family events that has been approved as excused, any unexcused absence,
and when total time for excused absences exceeds 10% of the total time of the
clerkship/clinical course, both required coursework and clinical time must be made up. The
clerkship/course director has the discretion to ask a student to make up clinical time even if
the 10% mark is not reached, based on the manner in which the student’s absences affect the
student’s ability to fully meet the learning objectives of the course. The clinical activities that
constitute the make-up time are at the discretion of the clerkship/clinical course directors and
should be scheduled during the timeframe of the clerkship/clinical course.
Consequences of Unexcused Absences
In the foundational years, students who incur their first unexcused absence in a course (i.e.,
Essential Principles of Medicine, all parts or Health, Illness and Disease, all parts) will
receive an email message from the course director advising them of their violation of the
attendance standards. In addition, the absence will be noted in the student performance
profile on record in the Office of Curriculum and Educational Development. A second
unexcused absence in that course will result in mandatory meeting between the student and
the course director and the filing of an official report of unprofessional behavior known as a
professionalism report (PR), and a notation in the student’s official academic record in
Academic Affairs. A third unexcused absence in the same course will result in the student’s
receiving a grade of “Marginal” for that course which will remain in the student’s official
academic record, but which will not be recorded on the student’s transcript. In addition, the
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student will receive another professionalism report and may be required to complete an
appropriate remedial assignment such as a reflective essay on professionalism. The student
will be required to meet with the Associate Dean (Academic Affairs) or other designated
education dean for further evaluation of the reasons for persistent absences. Upon a
satisfactory completion of mandatory meeting, and/or any other additional recommended
meetings or counseling sessions or remedial assignments, the grade of “Marginal” will be
converted to a grade of “Pass” for the purposes of the transcript, but a notation will remain in
the student’s record of the absences. Students who incur an additional unexcused absence
may be required to participate in additional evaluation and investigation as deemed
appropriate by the Senior Associate Dean, Education. Students who accrue three grades of
“Marginal” on the official academic record may be subject to review by the Promotion and
Graduation Committee. (See “Promotion and Graduation Standards and Procedures”)
In the clinical years, where patient care responsibilities are the primary focus of the student,
any unexcused absence will result in immediate evaluation and investigation by the clerkship
director, followed by a warning e-mail from the Assistant Dean of the Clinical Curriculum.
Each unexcused absence will be reported to the Assistant Dean of the Clinical Curriculum)
and the Clinical Curriculum Manager who will track these across clerkships and sub-
internships. In keeping with the policy for the foundational science curriculum, 2 unexcused
absences across clerkships (i.e., during the clerkship years) will result in the filing of a
professionalism report by the clerkship director in which the second unexcused absence was
incurred. Three unexcused absences across clerkships will result in a “Marginal” in the
clerkship during which the third unexcused absence occurs, the filing of a professionalism
report and a remedial assignment such as a reflective essay or additional clinical activities as
appropriate. During the Sub-internships, one unexcused absence will result in a “Marginal”
grade, the filing of a professionalism report and remedial assignment. Depending on the
scope and circumstances of unexcused absences and clinical activities missed, a student may
also receive a “Marginal” or “Fail” in either a clerkship or sub-internship. This is at the
discretion of the course director in consultation with the Associate Dean of Academic Affairs
and other relevant Medical Education Deans.
Remediation may include reflective essays and/or appropriate educational activities,
meetings and/or counseling by the Senior Associate Dean, Education or the Associate Deans
of Academic or Student Affairs. All missed assignments and clinical activities must be made
up and may include the possibility of repeating a clerkship or sub-internship in part or in its
entirety and this plan will be at the discretion of the Associate Dean , Academic Affairs in
consultation with other relevant Medical Education Deans and the course director.
In the period devoted to Areas of Concentration, the student’s research mentor will notify the
course leadership of the AOC program, typically a pathway director or the AOC program
director, of any persistent unexcused student absences. The course leadership of the AOC
will evaluate the reasons for the absences and, if warranted, depending on the pattern and
types of missed activities, record such absences in the student’s official academic record
and/or require that missed sessions be made up. The consequences of unexcused absences
from required sessions of courses that occur during AOC Scholarly Project block time (i.e.,
AOC SP-related required sessions, Translational Science, and Advanced Clinical Ethics are
identical to those as specified for unexcused absences incurred during the foundational years
(see above). For continued persistent absences, the AOC director will consult with the
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Associate Dean of Academic Affairs about additional evaluations, stipulations or sanctions.
The course directors of electives that students take as part of the required course for the
completion of the MD degree program, after appropriate determination that an absence is
unexcused, should report such absences to the Associate Dean of Academic Affairs for
further evaluation and/or measures.
Students who take electives or pursue degree programs at institutions other than WCMC are
expected to comply fully with the absence policy as set forth by that institution and to incur
consequences of its violation as determined by that institution. Evaluations/grades received
from the institution will become part of the student’s official academic record at WCMC.
A summary of the procedures for lapses in attendance is shown in the table below:
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Content missed must be made up to satisfaction of course director. Assignments to remediate professionalism might include a reflective essay on responsibility to patients,
professional colleagues, etc.
Footnotes
1
Unexcused absences from multiple required activities on the same day count as one absence.
2
Phase 1 courses include EPOM and HID 1 and 2
Phase 3 courses include AOC (Work in Progress groups or other required didactics),TS, ACE, HCP, TTR, electives
3
Absences accrue across Phase 2, i.e., are not “reset to zero” for each clerkship. The sanction relevant to the accrued number of absences are issued by clerkship director in
which that absence occurs
(e.g., a student incurs a first unexcused absence in pediatrics, a second in neurology, and a third in surgery → the “sanctions” for a third
unexcused absence would be administered by the surgery director)
Phase 1 or 3 Course or Phase 2
as a Whole
2,3
Sub-Internship
First Unexcused
Absence
1
• Warning e-mail from course
director (Phase 1) or ADCC
(Phase 2)
• Professionalism report issued
(signed by student and
director)
• Meeting with course director
to discuss remedial
assignment and
consequences for subsequent
unexcused absences
• Marginal grade assigned
(removed upon successful
remediation)
• Associate Dean, of Academic
Affairs issues letter
Second Unexcused
Absence
• Meeting with course director to
include warning about
consequences for next
unexcused absence
• Professionalism report issued
(signed by student and director)
Third Unexcused
Absence
• Meeting with course director to
discuss remedial assignment
(e.g., reflective essay, etc.), and
consequences for subsequent
unexcused absences
• Professionalism report issued
(signed by student and director)
• Marginal grade assigned
(removed upon successful
remediation)
• Associate Dean ofAcademic
Affairs issues letter
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Leaves of Absence
A leave of absence is defined as “a temporary period of non-enrollment,” and may be granted for
several reasons, including due to academic, personal or medical needs. The standards for, and the
process of, each type of leave is described below (Types of Leaves). All leaves of absence will be
entered on the Transcript as “Leave of Absence” with no distinction among the different types of
leave.
Obligations and Implications
The leave of absence does not relieve the student of obligation to comply with the policies and
procedures of the Medical College, including, but not limited to, those standards governing course
remediation and repetition, completion of academic work and time frames for completion of the
Medical College curriculum. Taking a leave of absence may have implications for student loan
deferment/repayment status, housing, healthcare coverage, or financial aid eligibility. Students
should investigate these implications, where relevant to the students’ personal situations, prior to
applying for a leave of absence. The Senior Associate Dean, Education has discretion regarding a
leave status and the continuation of Medical College benefits or services, such as housing,
healthcare coverage, and utilization of Medical College facilities. All students who are approved
for any type of leave of absence will be charged a fee in order to continue their student status with
the Medical College. Students on leave may also be charged other fees to continue to receive
Medical College benefits or services.
During a Leave of Absence a student is not enrolled in a WCMC Medical College course and is
not permitted to undertake College course assignments, or participate in its classes or exams. The
student is also not required to complete required academic milestones that are not part of the
course but which may fall during the time period of the leave. Per the policy of the National
Board of Medical Examiners, the registrar may certify that student on leave can take a USMLE
step examination.
Timeframe
Leaves generally are granted for a defined period. The endpoint of the leave is ordinarily at the
end of the Spring semester (June 30) or the Fall semester (Dec 31). Students may not return from
a leave of absence during the same semester during which they went out on leave; in effect, the
student returns at the start of a semester, i.e., July 1 (Fall) or January 1 (Spring). Students may
request an extension of their leave of absence. An extension can only be granted after consultation
with the designated medical education dean, i.e., Associate Dean of Student Affairs or Associate
Dean of Academic Affairs for personal/medical and academic leaves of absence, respectively.
The designated Dean will then, if approving the student’s request, make the formal
recommendation to the Senior Associate Dean, Education, who may grant the extension. Any
request for an extension should be made at least thirty (30) calendar days before the date of
expected return. Students who do not return to full-time status at the end of an approved leave,
and who have not applied for and been approved for continuation of their leave of absence status,
will be considered to have withdrawn from the Medical College. Under certain circumstances, a
student who wishes to return from a leave may have to satisfy previously set conditions for return.
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Types of Leaves
Academic
Students who have been granted admission to pursue a different course of study or degree at
another institution may request an academic leave of absence for the period they are matriculated
at the institution for the course of study (for example, one academic year). To apply for an
academic leave, a student must submit a copy of the letter of admission to the degree program,
along with a written request for a leave, to the Associate Dean of Academic Affairs who may
recommend it to the Senior Associate Dean, Education. The request must include the beginning
and ending dates of the program to which the student has been admitted. Students are expected to
return to the medical school curriculum as full-time students after the end date of the academic
leave. Academic leaves will not exceed two academic years.
Medical
A medical leave of absence is granted by the Senior Associate Dean, Education upon the
recommendation of the Associate Dean of Student Affairs, the student’s treating physician and/or
an administrative physician consultant appointed by the Medical College. Documentation from a
medical provider is not required for initiating a medical leave. The purpose of the medical leave is
to enable students to seek treatment for a health-related condition that interferes with the student’s
ability to undertake the curriculum or that poses a threat to the health and safety of the student or
others. The term of the leave is for a period up to one year, based upon the recommendation of the
treating physician and/or administrative physician consultant. Ordinarily, the leave of absence
will terminate at the end of either the Fall or Spring semesters and exceptions may be made only
in extreme cases by the Associate Dean of Student Affairs. The leave may be extended for up to a
second and final year based upon the recommendation of the treating physician and/or an
administrative physician consultant. To return from a medical leave, the Associate Dean of
Student Affairs must be given documentation from the student’s provider confirming that the
student is able to resume the curriculum requirements. Student medical issues are confidential and
not maintained as a part of the academic record.
Personal
The Senior Associate Dean (Education), upon the recommendation of the Associate Dean of
Student Affairs, grants a personal leave of absence. A personal leave enables a student to take
time off, in extenuating circumstances, to address issues of a personal nature, including those
related to the health and well-being of a family member or partner. Personal leaves may not
exceed one year; however, requests by students to extend their personal leave into a second year
will be considered under exceptional circumstances. Ordinarily, the leave of absence will
terminate at the end of either the Fall or Spring semesters and exceptions may be made only in
extreme cases by the Associate Dean of Student Affairs. To apply for a personal leave of absence,
students are required to discuss their needs with the Associate Dean of Student Affairs.
Leaves Initiated by the Medical College (Administrative Leave)
Under certain circumstances, a student experiencing difficulty in the medical school program may
be permitted, or required, to take a leave of absence. The process for the leave is explained in the
Promotion and Graduation Standard and Procedures.
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Return to the Curriculum Following a Medical Absence
Medical clearance is required for a return to the curriculum from an excused medical absence that
exceeds five consecutive class days. The purpose of medical clearance is to ensure that a student
who has been excused from curricular requirements due to medical illness and wishes to return to
the curriculum has obtained medical care and, in the best clinical judgment of the student’s medical
provider, is able to function safely and effectively in the learning environment.
Standard Medical Clearance
Standard Medical Clearance documentation is required for students who wish to return to
curriculum from a(n):
1. Emergent Medical Absence (Extended)
2. Medical Leave of Absence of any duration
Standard Medical Clearance is written signed documentation from the student’s health care
provider. The health care provider is a licensed health care professional, i.e., physician, clinical
psychologist, licensed social worker who is familiar with the student’s current medical condition
and who attended to the student during the medical condition for which the student received an
excused absence. The provider may be the long-term care provider or in the case of an acute medical
illness, may be the treating medical provider or hospital attending who is most familiar with the
student’s recent condition. The provider may be a WCMC Student Health provider in the case
where the student is under the care of the Student Health Care service.
Students should obtain the Request for Medical Clearance document from the Student Affairs
website and have their healthcare provider submit it as soon as they decide the student is ready to
return. Per the Leave of Absence policy (pp 100-102), a student wishing to return to the curriculum
while on a medical leave of absence must obtain the medical clearance document at least 30 days
prior to the expected end date of the leave.
Students who have difficulty obtaining medical clearance from the provider in a timely manner
should inform the Student Affairs Dean who may be able to facilitate the process or suggest an
alternative such as the use of WCM Student Health Services.
Upon receipt of the medical clearance documentation, the Associate Dean of Student Affairs will
convene a meeting with the student and Associate Dean of Academic Affairs to review the medical
clearance documents and discuss issues related to return to the curriculum. Based on this meeting,
the following may occur:
1. The Associate Dean of Student Affairs decides that the student is ready to return to the curriculum
and will inform the registrar and the student’s course director that the student has been medically
cleared to re-enter as of a specified date, copying the student of this notice. Per the attendance policy
(pp 96-97), students who return to the curriculum following a medical absence are required to make
up all work or activities that had been missed, to the satisfaction of the course director.
2. The Associate Dean of Student Affairs decides the student is ready to return to the curriculum
with certain modifications/provisos and will inform the Registrar and the student’s course director
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that the student has been medically cleared to re-enter as of a specified date, copying the student of
this notice. Per the attendance policy (pp 96-97), students who return to the curriculum following a
medical absence are required to make up all work or activities that had been missed, to the
satisfaction of the course director.
3. The Associate Dean of Student Affairs decides the student is not ready to return to the curriculum.
The student has the option to take a medical leave of absence or extend an existing one. If the
student does not wish to take a medical leave of absence or extend an existing one, the Associate
Deans of Student Affairs and Academic Affairs will recommend to the Senior Associate Dean,
Education an administrative medical consultation (described below).
Administrative Medical Consultation (AMC)
An administrative medical consultant serves as an officially designated medical consultant to the
Medical College. The selection of the appropriately qualified and relevant administrative medical
consultant is the purview of the Senior Associate Dean, Education. The consultant may not have an
assessment role in the curriculum nor a personal or family conflict of interest with the student or
the student’s health care provider.
An Administrative Medical Consultation (AMC) may be called in one or more of the following
circumstances:
1. When the student fails to provide medical clearance documentation.
2. When, based on recommendations from the Associate Deans of Student Affairs and
Academic Affairs, the Senior Associate Dean, Education, deems the need for additional
medical clearance.
3. When a student wishes to return from a Medical Leave of Absence that has continued
beyond ONE semester in duration for any reason AND has received medical clearance from
a health care provider.
4. When in rare cases, requested by the Promotions and Graduation Committee (P&G).
Ordinarily, the administrative medical consultation, signed and provided in writing, will address
the same topic areas as that indicated in a standard medical clearance document, plus any additional
items the Senior Associate Dean, Education, the Promotion and Graduation (P&G) Committee, or
the Associate Dean of Student Affairs deem should be addressed.
Once an AMC is indicated, the Senior Associate Dean, Education will make every effort to obtain
an AMC within one week. Prior to the review of the AMC, the student will remain on their current
excused absence status (i.e., emergent extended absence, medical leave of absence). The Senior
Associate Dean, Education will review the AMC documentation and discuss it with the appropriate
Medical College official(s), e.g., Associate Dean of Student Affairs, the P&G or Appeals
Committee, or an Administrative Medical Consultant.
Once the Senior Associate Dean, Education confirms the student is medically cleared to return, the
Senior Associate Dean, Education will convene a meeting with the student and the Associate Deans
of Student Affairs and Academic Affairs to discuss the terms of re-entry and continued enrollment.
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Notices will be sent to the Registrar and the relevant course director that the student has been
medically cleared to re-enter the curriculum as of a specified date and copy the student of this
notice.
If the student has NOT been medically cleared, the student will not be able to return to the
curriculum. The “return from medical leave” process would again be repeated in the future when
the student wishes to return from medical leave.
If the student wishes to return to the curriculum but a) refuses to cooperate with obtaining the
Administrative Medical Consultation, or b) refuses to comply with the stipulations set forth by the
Senior Associate Dean, Education based on the AMC for return, or c) contests the findings of the
AMC (i.e., “non-clearance”), the student will remain on an excused absence from the curriculum.
The Associate Dean of Academic Affairs will then convene an emergency meeting of the P&G
Committee to discuss the matter and share the results of the AMC with the committee. The P&G
Committee may decide to request that the student extend their leave of absence and undergo a future
AMC; may suspend the student from the curriculum and/or school privileges for a specified time
period, pending the student’s compliance with obtaining an AMC or with the AMC
recommendations; or may dismiss the student from the Medical College.
The student has the right to appeal the decision of the P&G that denies their return to the curriculum
to the Appeals Committee, in which case the appeals policy, procedures and time frame would take
effect.
Return to Medical Studies from Leaves of Absence
Prior to returning, the student should be in communication with the Medical College to notify the
relevant offices of their anticipated return. The student should confirm with the Associate Dean of
Student Affairs that they are returning from leave on the pre-scheduled date of return no less than
30 days before that pre-scheduled date. As part of the confirmation, the student should submit all
required documentation that was stipulated in the LoA agreement (e.g., medical clearance from
provider, registrar forms, the WCMC Intent to Return form). The student should also review their
status with respect to student loan deferment/repayment status, housing, healthcare coverage, or
financial aid eligibility.
At the time a leave of absence is granted, the Medical College determines the length of the leave
and the conditions, if any, for a return from the leave of absence. Extensions of a leave of absence
are not automatic, even if within the time frame permitted for the category of leave. A student
who determines that he or she is not returning at the time scheduled for a leave to end should
notify their intent to extend by emailing the Associate Dean (Student Affairs) as early as possible
before the scheduled return date and no later than thirty (30) calendar days prior to the scheduled
return date. This will allow time for the student to confer with the Associate Dean of Student
Affairs if needed about any extension request. The Associate Dean will request that the Senior
Associate Dean, Education review the extension request no less than two (2) weeks before the
date of scheduled return. These time periods will enable a student to learn whether or not an
extension of the leave of absence can be granted, or if the student needs to make other
arrangements.
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If a student does not return from a leave at the conclusion of the set time period, and has not
received an extension in writing, the individual will be administratively withdrawn from the
Medical College. Similarly, if a student has not satisfied the criteria to return, if any, and has not
received an extension in writing, he or she will be administratively withdrawn from the Medical
College. No further action will be necessary to finalize the withdrawal.
Specific Policies Relevant to Tri-Institutional MD-PhD Students
Jurisdictional Authority Concerning MD-PhD Students
Both the enrollment status of the student and curricular requirements of the respective programs,
MD and PhD, govern which school has jurisdictional authority over policies and procedures.
When a student is enrolled in the Medical Education program, the policies and procedures
pertaining to medical students would apply; when the student is enrolled in a graduate program,
the policies and procedures specific to that graduate school would apply. For curricular
requirements or processes, the policies and procedures of the relevant curriculum mandating a
specific requirement would apply. For instance, for USMLE exam requirements and deadlines,
which are part of the medical college curriculum, the medical college’s policies would apply.
Similarly, for requirements related to qualifying examinations (ACE), thesis proposals, thesis
defense etc., the policies and procedures of the relevant graduate school would apply. MD-PhD
students are expected to comply with all Weill Cornell Medicine institution-wide policies as well
as policies relevant to other entities in which they participate, for example, WCM housing,
Rockefeller University housing or institution-wide policies at the respective graduate schools.
Violations of a policy, issuance of sanctions and right to appeal would be handled according to
the policies of the entity that holds jurisdiction, as defined above.
Access of WCM to MD-PhD Students’ Graduate School Records
1. Before matriculating into the PhD portion, each MD-PhD student is required to sign a
FERPA release to allow WCM to access all their academic and disciplinary records from
the relevant graduate school.
2. This policy is effective for classes entering in Fall 2022 and onwards.
Withdrawal of an MD-PhD Student from the PhD Program to Receive an MD degree only
Return to the MD degree curriculum should not be considered a “right” but rather a “privilege”
and is contingent upon a satisfactory record in the medical curriculum prior to the student’s
leaving for the PhD program as well as professional behavior during both the prior MD and PhD
portions of training. The Senior Associate Dean (Education) has the right to review all requests of
students seeking transfer back into the MD program. Ordinarily, upon receiving the request for
transfer, the Senior Associate Dean (Education) shall request that the student’s record in the
medical college and the relevant graduate program be reviewed at the next meeting of the
Promotions and Graduation Committee. This committee may make a non-binding
recommendation(s) to the Senior Associate Dean as to whether the transfer should be permitted
and any stipulations that may apply. The final decision regarding re-entry and/or special
conditions, if any, that may apply will lie with the Senior Associate Dean, Education based on the
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recommendation of the P&G Committee. The following specifies the general terms for a student
who is permitted to return to the MD Program.
1. Procedure for Withdrawing from the PhD program for an MD (only) degree: Students who
wish to withdraw from the PhD portion of the MD/PhD program should first consult with
the MD-PhD Tri-Institutional Director. The Tri-I Director informs the Senior Associate
Dean of Education who consults with Associate Deans of Curriculum and Student Affairs
as necessary. The Associate Dean of Academic Affairs meets with the student to review
the terms of return to facilitate the timing and feasibility. Depending on the timing of the
student’s notification of withdrawal from the PhD program and the putative resumption of
the medical curriculum, the student may be placed on an administrative hold for a short
interval or a personal leave of absence, which is issued by either the Medical College or
the relevant graduate school (for longer intervals).
2. Medical Curriculum Courses completed prior to entry into the PhD program: It is expected
that students who are enrolled in the PhD portion would have successfully completed all
foundational courses and achieved a score in the USMLE Step 1 exam as well as have
taken several clerkships.
3. Curricular requirements after withdrawal from the PhD program: Students would be
expected to satisfy all graduation requirements for the MD degree. These include:
a. All remaining clerkships as they apply to the class of the expected graduation year
b. Area of Concentration Blocks 1 and 2 (NOTE: work done in the PhD program
does not count toward fulfilling this requirement)
c. Translational Science and Advanced Clinical Ethics courses
d. Registering a score for USMLE Step 2CK exam (in addition to registering a score
for the USMLE Step 1 exam); ordinarily, the student would be expected to sit for
the Step 2CK exam in the designated Step 2 CK study course at the end of the
clerkship year or when otherwise specified.
e. A 1-month sub-internship in an approved discipline; ordinarily this will be in
internal medicine, surgery, pediatrics, neurology or emergency medicine.
f. 16 weeks of electives, at least four of which must be outside the department of the
student’s declared career specialty
g. Health Care Policy course
h. Transition to Residency course
i. Any other courses that the Medical College may deem as required for students
enrolled in the MD program relevant to the graduating year of the returning MD-
PhD student.
4. Completion of the full required 4-year medical curriculum within six years while enrolled
in the medical college curriculum (“4-in-6” rule).
a. Note that for purposes of calculating the “six years” the period of time spent in
active enrollment in the PhD portion or on an approved leave of absence from the
graduate school program is NOT counted.
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5. Timing of Entry into the Medical Curriculum
a. Ordinarily, the student would be expected to resume the medical curriculum at the
start of the Phase 2 curriculum (i.e., required clerkships), which is Spring
semester of year 2 (January). Note that the student would be required to
participate in the clerkship lottery in the Fall prior to re-entry. Exceptions to the
expected start date require the approval of the Senior Associate Dean, Education.
6. Other Issues
a. Regular policies pertaining to WCM housing, health care insurance, tuition and
fees apply.
If the decision of the P&G Committee/Senior Associate Dean, Education is to deny return of the
student to the MD program, the student shall be automatically dismissed from the Medical
College, subject to the usual policies and procedures of appeal to the Appeals Committee as
specified in the Student Handbook.
Dismissal of an MD-PhD Student from a Graduate Program (Rockefeller University,
Gerstner-MSKCC Graduate School, Weill Cornell Graduate School of Medical Sciences)
1. When a student is dismissed from a graduate school, the graduate school shall:
a. immediately inform the Medical College (Tri-I Director and Senior Associate
Dean, Education) of the dismissal or disenrollment.
b. transfer to the Medical College all academic and disciplinary records and appeals
documents relevant to the student, per the FERPA release.
2. Upon notification of dismissal from the graduate school:
a. The Senior Associate Dean, Education will inform the student of the
receipt of the dismissal/disenrollment notice and that the student has 7
calendar days to inform the Medical College of their decision to petition
the Promotion and Graduation Committee (P&G) to hear the case for
continued enrollment in the MD program.
b. The Senior Associate Dean, Education at this time also places the student
on “administrative hold” until a final determination is made as to the
student’s final status, i.e., re-instated/dismissed by the Promotion and
Graduation committee or withdrawn.
c. If the student petitions for re-instatement as a medical student, the P&G
process with appeal would unfold as usual. Ordinarily, the P&G Committee
would be convened to expeditiously hear the student’s petition.
d. A student may voluntarily withdraw at any time prior to a final decision of
the P&G committee.
e. If a student fails to respond to the Medical College within 7 calendar days
described above, the student would be considered withdrawn from the
Medical College.
3. MD-PhD Students who are dismissed from the MD program BEFORE the start of the
Graduate School program (PhD portion) will be automatically dismissed from the MD-
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PhD Program. A student will ultimately need to petition the Graduate School to enroll as
a PhD (only) student.
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Standards of Conduct
Standards of Conduct
The Medical College requires that faculty, students, and staff abide by fundamental standards of
conduct expected of the members of the medical college community in their interactions with
each other. Membership in the Medical College community for students is more than an academic
commitment; it connotes a willingness by the student to act as a responsible medical professional.
Participation in the medical college community by faculty is more than instructing the next
generation of medical professionals; it is a commitment to serve as mentor and role model of the
standards of the medical profession. Inherent in the concept of a medical professional is an
underlying integrity and ethical foundation that defines the tone and culture of the teacher-learner
environment at the Medical College.
It shall be the responsibility of the students and faculty of the Medical College to uphold the
integrity and ethical standards of the community to the fullest extent possible. The standards of
conduct listed below set forth general responsibilities of students and faculty in a teacher learner
environment. The full range of responsible conduct cannot be set forth in any policy document.
Accordingly, students and faculty should view these enumerated responsibilities as an illustration
and should strive to comply with both the letter and the spirit of these standards of conduct.
This section also describes the guidelines and policies that will apply when there has been a
failure to comply with the standards.
For students to be permitted to continue their studies at the Medical College, students must
demonstrate a range of skills and abilities, such as good judgment, the ability to synthesize and
apply knowledge, and evidence that they are capable of becoming safe and effective physicians.
Students must also demonstrate professionalism. Weill Cornell defines Professionalism as
demonstrated competency in the following four domains: responsibility, self-improvement,
relationships with patients, and relationships with the healthcare team and systems. Specific
areas/examples of competency in each of these four domains are listed below.
1. Responsibility, Integrity and Ethics
Attendance at required classes and clinical encounters
Reliable, timely performance of educational and clinical responsibilities
Accurate, honest reporting of information
Personal comportment: dress, grooming, hygiene, conduct
2. Self-improvement
Accepting constructive criticism
Modifying behaviors appropriately
3. Relationships with patients
Establishing rapport
Sensitivity to patient needs and perspectives
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Advocacy
Confidentiality and decorum
4. Relationships with colleagues, the healthcare team and systems
Respect for, and cooperation with, all colleagues
Appropriate use of medical records
The following are examples of conduct that are not suitable for students at the Medical College:
• knowingly or carelessly representing the work of others as one’s own;
• using or giving unauthorized assistance in any academic work;
• restricting the use of material used to study in a manner prejudicial to the interest of other
students;
• purposely misleading or giving false information; falsifying or fabricating
information/data;
• cheating; committing a breach of academic and/or professional integrity;
• repetitively or egregiously failing to fulfill professional requirements and responsibilities
during one’s medical school tenure;
• committing an act of physical abuse or violence of any kind;
• sexual or other prohibited forms of harassment;
• sharing confidential or inappropriate information (including but not limited to, photos,
images, text or video) on the internet or any form of electronic media;
• accessing confidential or protected information without proper authorization;
• being repeatedly absent, unexcused, from a required course;
• failing to respond in a timely way to communications (phone calls, emails or other
correspondence) from the administration, faculty, course leadership or their
representatives.
A student, or group of students, knowing of any situation in which a violation of any of the
standards of conduct set forth above may have occurred is responsible for providing any such
information in writing to the Senior Associate Dean (Education). Faculty are similarly required to
report a violation to the Senior Associate Dean (Education). Each student shall be bound by
standards of conduct described above and shall be presumed to be familiar with the above
provisions.
When a student’s conduct while matriculated at the Medical College raises a question about
his
or her suitability for the practice of medicine, upon the recommendation of the Promotions &
Graduation (P&G) Committee, the Senior Associate Dean (Education), shall appoint an ad hoc
committee of faculty to review the
matter. The ad hoc committee (Committee) is composed of
not less than two senior faculty members, and is appointed by the Dean at the request of the
Senior Associate Dean. The ad hoc committee is charged and briefed on the circumstances of the
case by the Senior Associate Dean (Education). The ad hoc committee determines the scope,
manner and extent of its review, consistent
with the information provided by the Senior Associate
Dean (Education) and the P&G Committee. The Committee conducts a thorough investigation
of the facts of the case with the assistance of the relevant WCMC administrative offices and
prepares a report with its findings and recommendations.
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The student involved receives, in writing, a notice of the request for the appointment of the ad
hoc committee, the membership of the ad hoc committee, and the details of the concerns under
consideration by the ad hoc committee regarding the student’s suitability for the practice of
medicine.
The student has the right to appear before the ad hoc committee to present his or her position on
the claims raised and his or her continued suitability. The student may be accompanied by an
advisor (such as a family member, faculty member and/or counsel) who may assist the
student
but will not be a participant in the proceeding before the ad hoc committee; the
student will
remain responsible for acting on his or her behalf in the process.
The ad hoc committee provides the Senior Associate Dean with a report of its findings and
recommendations.
These recommendations are reviewed and acted on by the P&G Committee which may adopt,
reject or modify the ad hoc committee’s recommendations, or request that the ad hoc committee
conduct further review. The Senior Associate Dean (Education) informs the student of the
decision of the P&G Committee. The student has the right to appeal the decision to the Appeals
Committee.
Interim Substance Abuse Policy
It is the policy of Medical College to comply with federal, state and local laws to prevent the
unlawful possession, use, or distribution of illicit drugs and alcohol by all students and employees
on school premises or as part of any of its activities. The Medical College recognizes that
substance abuse is detrimental to an individual’s health and may jeopardize an individual’s health
and safety.
Programs and Services Available
The Medical College offers aid and provides on-campus support services to students who seek
help for a drug or alcohol problem. Support services are available for students at Student Health
Services, (646) 962-6942. Drug-free awareness and alcohol treatment programs available in New
York City are:
• 1-888-NYC-WELL (1-888-692-9355), text “WELL” to 65173, or visit nyc.gov/nycwell,
New York City’s 24/7 mental health crisis and access line;
• National Drug and Alcohol Treatment Referral Routing Service, (212) 662-4357;
• New York & Presbyterian Hospital OTP Opioid Outpatient Treatment, (212) 746-1252;
• Alcoholics Anonymous NYC, (212) 870-3400;
• Marijuana Anonymous, (917) 525-3653.
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Additionally, Weill Cornell expects that those who plan to use alcohol as part of their activities
will do so responsibly and lawfully and in compliance with Weill Cornell’s policies.
Standard of Conduct and Sanctions
The Medical College recognizes the importance of maintaining the safety and well-being of all
individuals in the community and to that end, we require adherence to the following guidelines
and rules concerning unlawful possession, use and distribution of drugs and controlled
substances:
• Illegal possession of, distribution of, or trafficking in any drugs, or the abuse of drugs
or illicit use of mind-altering drugs, or the abuse of drugs or alcohol are violations of
Medical College policy.
• Such violations are not in accord with the Medical College’s requirements of fitness or
suitability for medicine as stated in the section on Qualifications for Admission and
Advancement in the Weill Cornell Medical College Announcements and the section
on Student Suitability for Medicine in the Student Handbook.
• Alleged violators of these policies will be reviewed according to the procedures
employed to determine a student’s fitness or suitability for medicine.
• Upon finding evidence of the unlawful possession, use, or distribution of drugs on its
campus, non-campus controlled property or in its activities, a student may be subject
to appropriate disciplinary action, including, but not limited to, probation, suspension,
or dismissal.
• Observation of this policy is a condition of enrollment. Students may also be required
to complete an appropriate rehabilitation or re-entry program as a condition of re-
enrollment or continued enrollment in the Medical College.
Legal Sanctions
Federal and New York State laws provide many legal sanctions for the unlawful possession
or distribution of controlled substances. These sometimes include severe criminal penalties
such as fines and/or imprisonment. The severity of the penalty depends upon the nature of
the criminal act and the identity and amount of the illicit drug involved. Some examples are:
(1) Possession of LSD with intent to sell can result in up to seven years in prison; (2) sale
of marijuana to a person under the age of 18 years can result in up to five years in prison;
(3) the possession of four or more ounces of cocaine, or the sale of two or more ounces, can
result in a minimum of 15-25 years, and a maximum of life in prison.
Alcohol: It is illegal in New York:
• For anyone under the age of 21 to possess with the intent to consume alcohol. A
violation can mean up to a $50 fine.
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• For anyone of any age to give or sell alcohol to anyone under the age of 21, to
anyone who is already drunk, or to anyone who is habitually drunk. A violation
can mean three months in jail and up to a $500 fine.
• To practice medicine when impaired by alcohol (or any mind-altering drug), or for
a licensed physician to be a habitual alcohol or drug abuser. A violation can mean
loss of professional license and up to a $10,000 fine.
Associated Health Risks
The Medical College recognizes the convincing medical evidence that the use of illegal drugs and
substances poses a significant threat to health and condemns the use of such drugs and substances
as harmful to the physical and psychological well-being of the user and the well-being of the
Weill Cornell community. Associated health risks with drugs and alcohol abuse include, but are
not limited to: malnutrition, brain damage, heart disease, pancreatitis, cirrhosis of the liver, mental
illness, death, low birth weight babies, and babies with drug addictions.
The Medical College will not condone criminal activity on its property, or on property under its
control, and will take appropriate action whenever such conduct is discovered to enforce the law
and its own internal regulations.
Statement on Drug and Alcohol Abuse
Federal and New York laws and University regulations prohibit the illegal possession, use and
distribution of illicit drugs and alcohol.
The unlawful manufacture, distribution, dispensation, possession, use of an illicit drug, alcohol or
controlled substance by any member of the Weill Cornell Medical College community, including
employees, faculty members, students and visitors, is prohibited at all Cornell facilities (including
residences) and activities. Appropriate action including termination and/or dismissal will be
taken for violations of the foregoing prohibition.
The University will not condone criminal conduct on its property, or at Cornell or student
sponsored activities, and will take appropriate action whenever such conduct is discovered to
enforce the law and its own internal regulations. Violators of Federal and state laws may also be
referred to appropriate civil and criminal authorities for prosecution.
Drug-Free Workplace Policy and Statement
The Drug-Free Workplace Act of 1988 requires Weill Cornell Medical College, as a Federal grant
recipient and contractor, to certify that it will provide a drug-free workplace by, among other
actions, requiring that each person engaged in a Federal grant or contract (including personnel and
consultants) be given a copy of this Statement and notifying such person that as a condition of
participation in such grant or contract, the person will:
• abide by the terms of this Statement; and
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• notify the person’s supervisor, department chairperson, or dean of any criminal drug
statute conviction (including acceptance of a guilty plea by a judicial authority) for a
violation occurring in the workplace no later than five (5) days after such conviction.
Weill Cornell Medical College shall, within thirty (30) days after receipt of notice, take
appropriate action against such person up to and including termination or dismissal, and/or
require such person to satisfactorily participate in a drug assistance or rehabilitation program.
Research
For the official policy and procedures governing research integrity at Weill Cornell Medical
College and Weill Cornell Graduate School of Medical Sciences, please visit:
https://research.weill.cornell.edu/research-integrity-officer-rio
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Learning Environment
Anti-Discrimination Policy Statement
Cornell University has an enduring commitment to support educational equity and equal
employment opportunities by affirming the value of diversity and by promoting an environment
free from discrimination. Cornell University Policy 6.4 applies to Weill Cornell Medical College
and Graduate School of Medical Sciences (hereinafter “Weill Cornell”),
https://www.dfa.cornell.edu/sites/default/files/vol6_4.pdf
Association with Cornell University, either as a student, faculty, or staff member, involves
participation in an inclusive community where all people are valued, and each person is
recognized and rewarded on the basis of individual performance and contributions to the Cornell
community.
Cornell University’s history of diversity and inclusion encourages all students, faculty, and staff
to support a diverse and inclusive community in which to work, study, teach, research, and serve.
No person shall be denied admission to any educational program or activity or be denied
employment on the basis of any legally protected category including, but not limited to, race,
color, creed, religion, national or ethnic origin, marital status, citizenship, gender, sex, sexual
orientation, gender identity or expression, age, disability, or protected veteran status. The
requirement not to discriminate on the basis of sex in the education program or activity that
Cornell University and Weill Cornell are subject to is Title IX and 34 CFR Part 106, as well as
relevant city and state laws. Weill Cornell is an affirmative action/equal opportunity employer.
See, Weill Cornell’s Policy 206, Prohibited Discrimination, Harassment, Retaliation and Sexual
Misconduct, https://hr.weill.cornell.edu/policies/206-prohibited-discrimination-and-harassment.
For medical students: https://medicaleducation.weill.cornell.edu/student-resources/teaching-
learning-environment-and-student-mistreatment.
For graduate students: https://gradschool.weill.cornell.edu/WCGSTLC.
Sexual Harassment
Sexual harassment is sex discrimination and is therefore illegal. Weill Cornell’s Office of
Institutional Equity is available to assist all members of the Weill Cornell community with sexual
harassment complaints or questions. Weill Cornell also provides training on the prevention of
sexual harassment.
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Title IX and Sexual Misconduct
The U.S. Department of Education’s Office for Civil Rights (OCR) enforces Title IX of the
Education Amendments of 1972 prohibiting discrimination on the basis of sex in education
programs and activities. Title IX protects people from discrimination based on sex in education
programs or activities that receive Federal financial assistance. Title IX states that:
No person in the United States shall, on the basis of sex, be excluded from
participation in, be denied the benefits of, or be subjected to discrimination
under any education program or activity receiving Federal financial assistance.
Weill Cornell is subject to and in compliance with the Title IX statute and regulations. The
regulations nevertheless require that you be informed of their provisions, which are summarized
below:
For students, the regulations prohibit any act or policy which discriminates on the basis of sex, or
which has the effect of causing such discrimination. Specifically, the regulations prohibit
discrimination in admissions, quality of housing, overall administration of financial aid, and
access to curricular and extra-curricular activities. A student or applicant may not be
discriminated against because of pregnancy and parental status, childbirth, or other conditions
relating to pregnancy. Childbirth and other conditions relating to pregnancy must be treated as
any other temporary medical condition (or other disability) for purposes of leaves of absence.
Policy and Procedures Against Prohibited Discrimination and Harassment
Cornell University and Weill Cornell Medicine are committed to providing a safe, inclusive, and
respectful learning, living, and working environment for the University community. Cornell
University’s Policy 6.4 and Weill Cornell Policy 206 address issues of bias, discrimination,
harassment, and sexual and related misconduct, including gender-based harassment, sexual
harassment, sexual assault, domestic and dating violence, stalking, and sexual exploitation. Weill
Cornell will respond promptly and appropriately to all reports of sexual misconduct.
To ensure that all students understand the policy and its applicable procedures, new graduate and
professional students must complete training when they arrive on campus. Leaders of student
organizations must also complete training annually. The training is designed to increase your
awareness of sexual harassment, assault and related misconduct, help prevent this misconduct,
and provide you with information about resources available to you.
Information on Weill Cornell’s Title IX resources and student procedures may be viewed here:
https://diversity.weill.cornell.edu/policies/title-ix
New York State Student Bill of Rights
Note: The Student Bill of Rights is set forth in New York State Educational Law Article 129-B.
All students have the right to:
• Make a report to local law enforcement and/or state police;
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• Have disclosures of domestic violence, dating violence, stalking, and sexual assault
treated seriously;
• Make a decision about whether or not to disclose a crime or violation and participate in
the judicial or conduct process and/or criminal justice process free from pressure by Weill
Cornell;
• Participate in a process that is fair, impartial, and provides adequate notice and a
meaningful opportunity to be heard;
• Be treated with dignity and to receive courteous, fair, and respectful health care and
counseling services from Weill Cornell, where available;
• Be free from any suggestion that a complainant is at fault when these crimes and
violations are committed, or should have acted in a different manner to avoid such crimes
or violations;
• Describe the incident to as few Weill Cornell representatives as practicable and not be
required to unnecessarily repeat a description of the incident;
• Be protected from retaliation by Weill Cornell, any student, the accused and/or the
respondent, and/or their friends, family and acquaintances within the jurisdiction of Weill
Cornell;
• Access to at least one level of appeal of a determination;
• Be accompanied by an adviser of choice who may assist and advise a complainant,
accused, or respondent throughout the judicial or conduct process including during all
meetings and hearings related to such process; and
• Exercise civil rights and practice of religion without interference by the investigative,
criminal justice, or judicial or conduct process of Weill Cornell.
Complaint Procedures
Weill Cornell’s Office of Institutional Equity has been designated to investigate and seek
resolution of complaints regarding prohibited acts involving medical and graduate students
affiliated with Weill Cornell, and can be contacted at:
• Brittney Blakeney, Director, Office of Institutional Equity (Title IX Coordinator):
• Alexander Rodriguez, Equity and Title IX Investigator: [email protected]
• Carolyn Kumah-Marques, Equity & Title IX Investigator: [email protected]
Any Weill Cornell student who suspects they have experienced sexual harassment, or another
form of sexual misconduct should report the incident to the Title IX Coordinator or the Office of
Institutional Equity. If the reporting person wants to discuss the incident, receive support
services, or seek a formal remedy for an instance of sexual harassment or sexual misconduct, the
Title IX Coordinator will provide assistance. If a supervisor, administrator, or faculty member
receives a complaint or inquiry about sexual harassment or sexual misconduct, it is imperative
that the Title IX Coordinator be contacted to provide advice on procedures for addressing sexual
harassment or sexual misconduct cases. These discussions will help ensure the effective handling
of the complaint and reestablish a working or learning environment free of harassment by taking
immediate and appropriate action.
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For a complete description of Title IX complaint procedures, please see:
https://medicaleducation.weill.cornell.edu/sites/default/files/sexual_misconduct_policy.pdf
Bias and Hate Related Crimes
Hate/Bias-Related Crime Prevention Statement for Weill Cornell
Weill Cornell will take active steps to create an educational environment that supports diversity,
equity, inclusion and belonging, and will provide support to individuals who report bias-related
acts or hate crimes.
New York State law requires Weill Cornell to inform students about hate crimes and how hate
crimes (also known as bias-related crimes) can be prevented on campus. A hate crime is defined
by New York State Penal Law Section 485 as any criminal activity/offense or attempted criminal
offense in which the perpetrator intentionally selects the person against who the offense is
committed or intended to be committed in whole or in substantial part because of a belief or
perception regarding personal characteristics, such as their age, color, race, creed, religion,
religious practice, ancestry or ethnicity, gender, gender identity or expression, sexual orientation,
disability, immigration of citizenship status, socioeconomic status, height, weight, marital status,
national origin or other protected category, regardless of whether the belief or perception is
correct.
A bias incident is defined as an action taken against a person or group of individuals that one
could reasonably and prudently conclude is motivated, in whole or in part, by the alleged
offender’s bias against an individual’s actual or perceived aspect of diversity, including age,
ancestry or citizenship status, marital status, national origin, color, creed, disability, gender,
gender identity or expression, sexual orientation, socioeconomic status, veteran status, weight, or
any combination of these characteristics
Bias-related behavior includes any action that discriminates against, ridicules, humiliates, or
otherwise creates a hostile environment for an individual or group protected under law or this
policy.
Penalties for Hate/Bias-Related Crime
Penalties for bias-related crimes are very serious and range from fines to imprisonment for
lengthy periods, depending on the nature of the underlying criminal offense, the use of violence or
previous convictions of the offender. Hate/bias crime incidents that rise to a felony level are
reported to the district attorney. Non-felony hate/bias crime incidents will be adjudicated through
the Standards of Conduct stated in the Student Handbook. Sanctions imposed by Weill Cornell
for individuals found responsible for hate/bias-related incidents may include suspension,
expulsion, or other measures depending on the severity of the crime.
Reporting a Hate/Bias-Related Crime Incident
An individual who believes that she or he has been a target of a bias/hate-related crime is
encouraged to immediately report the incident to the NYPD, NYPH Security, the Associate Dean
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for Student Affairs, the Senior Associate Dean for Education, or the Director, Office of
Institutional Equity. To facilitate the assessment of hate/bias-related incidents and follow-up, the
Office of Institutional Equity will provide appropriate assistance. The incident will be reviewed
and investigated, and a determination will be made as to how the allegation will be handled.
Availability of Counseling and Other Support Services
Counseling and personal support is available to victims of hate/bias-related crime through:
• The Student Affairs Office at 110 Olin Hall.
• Weill Cornell Student Mental Health Program, 230 East 69th St., Suite 2BB
(Between 2nd and 3rd Ave.), 646-962-6942, studentmentalhealth@med.cornell.edu
• The Witness Aid Services Unit, Victims Assistance Center located at 100 Centre Street,
Room 231. The Center is open Monday through Friday, 8:30 a.m. to 6:30 p.m. The staff
can be reached at 212-335-9040.
• NYP/WCM Victim Intervention Program: 525 East 68
th
Street, 212-746-9414,
https://www.nyp.org/social-work/victim-intervention-program
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Academics & Advising
Longitudinal Career Advising Policy
Longitudinal Career Advising encompasses an Early Career Advisor Program and a Specialty
Advisor Program.
Students are assigned an Early Career Advisor at the start of medical school. Under the direction
of the Co-Directors of the Longitudinal Advising Program, Early Career Advisors are charged
with supporting students’ transition both personally and professionally to their new identities as
medical students and future physicians. The advisors are given an orientation to the program with
roadmaps of milestones and common stress points in order to provide specific guidance and
resources based on individual student needs.
Early Career Advisors serve as a support for professional development and might assist the
student in a variety of areas, from career guidance, to finding and utilizing mentor relationships,
to challenges they may be experiencing, personally or academically. Early Career Advisors have
no responsibility for final assessment or course grades, and they are not members of the
Promotions and Graduation Committee. If the advisor learns of personal health or other
confidential issues that are negatively impacting the student, the advisor may recommend that the
student speak with the Associate Dean of Student Affairs. Centrally organized appointments
between the student and the advisor are ensured at least once a semester.
Towards the end of the Phase 2 curriculum (mid-third year) students are assigned, based on
preferences, a dedicated Specialty Advisor, who will provide individualized specialty-specific
guidance on career planning from career choice through matching to a residency program.
Specialty advisors counsel their students about training and careers in the specialty, provide their
students with an assessment of the student’s relative competitiveness for residency matching into
the specialty, advise about a student’s plan of study for the Phase 3 curriculum, and provide
advice, support and advocacy throughout the residency application and rank list process.
Should an issue arise, the Assistant Dean of Academic Advising and the co-director of the
Longitudinal Advising Program are available. They also hold regular, monthly office hours.
Students should bring any request for an alternate advisor to the co-directors of the Longitudinal
Advising Program.
To ensure that students are well-informed, there are a series of Class Meetings held throughout all
four years of the curriculum. The schedule is posted on the online course management system.
Required meetings, where attendance is monitored, are indicated on the schedule and consist of
essential academic and career advising information. During Phase 1 (the first 18 months) of the
curriculum, the class meetings are integrated into the courses and are part of the curriculum.
Subsequently, Class Meetings are scheduled to minimize course conflicts.
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Fourth Year Plan of Study and Career Advising Policy
At the end of the second semester of the third year, each third-year student meets with the
Associate Dean ofAcademic Affairs) for a career advising meeting that includes a discussion of
the specialties being considered by the student, the student’s academic record, the student’s
relative competitiveness for these specialties, and Phase 3 scheduling considerations. Third-year
students are assigned, based on preference, an official career advisor and will be required to
complete a Fourth Year Plan of Study.
This Plan of Study summarizes the student’s academic performance to date and outlines the
student’s proposed coursework for the fourth year, including career-appropriate intramural and
“audition” away-elective courses, elective courses outside the primary specialty, the required sub-
internship, and remaining graduation course requirements.
Each student is required to have a 1:1 meeting with his/her career advisor who reviews and
approves the Fourth Year Plan of Study. The Plan of Study is then reviewed and approved by the
Assistant Dean for Academic Advising and the Associate Dean ofAcademic Affairs for career
specialty appropriateness, electives within and outside a student’s specialty, and for overall
graduation requirements.
Please see the Career Planning Specialty Guide for additional specialty-specific advice and
graduates’ residency program placement by specialty over the previous few years.
Medical School Performance Evaluation Policy
The Medical School Performance Evaluation (MSPE), also known as the “Dean’s Letter” is a
narrative compilation of the medical student’s academic performance. It is provided as one
component of the student’s application to residency programs and/or other post-graduate
programs. The earliest date that the MSPE may be released is October 1 of the student’s final year
in medical school.
Sections include:
Identifying Information
Noteworthy Characteristics
(Service and Leadership, Research and Scholarship, Honors and Awards)
Academic History
Professional Performance
Academic Progress, Foundational Sciences
Academic Progress, Clinical Clerkships (in chronological order)
Academic Progress, Area of Concentration (for MD students)
Academic Progress, MD-PhD Research (for Tri-Institutional MD-PhD students)
Summary Paragraph
The MSPE is written in a collaborative manner between the student and the Associate Dean of
Academic Affairs and/or his/her designees. The Associate Dean of Student Affairs is not involved
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in the writing or compilation of the MSPE since this individual’s office is responsible for assisting
students with confidential medical and personal issues. If a student has concerns about issues such
as confidential or sensitive information being reflected in the MSPE, the student may make a
request to the Associate Dean of Student Affairs for an alternate MSPE writer. The MSPE writing
process begins in the spring semester prior to the student’s final year of medical school and
ordinarily the request should take place during this time frame. The Associate Dean of Student
Affairs then informs the Associate Dean of Academic Affairs that an alternate writer is needed.
The alternate writer is then assigned by the Associate Dean of Academic Affairs and will have
access to the student’s full academic record.
The Identifying Information section includes the student’s legal name, graduating Class year,
birthplace, academic honors in college and prior to medical school, and information about gap
years.
The Noteworthy Characteristics section includes a bulleted list of noteworthy characteristics and
achievements under the following headings: Service and Leadership, Research and Scholarship,
and Honors and Awards (if applicable), including selection to the Alpha Omega Alpha Honor
Society or the Gold Humanism Honor Society.The Academic History section includes date of
matriculation to medical school, date of expected graduation from medical school, and dates of
research extensions, LOAs, gaps or breaks, including dual degree, repetition of any course or
clerkship or receipt of any adverse action by the medical school or other relevant institution.
Failed courses are represented on the student transcript and in the pertinent Academic Progress
section of the MSPE.
The Professionalism Performance section includes WCMC’s definition of professionalism and
what is assessed in students. Egregious breaches of standards of conduct and/or recurring lapses
in professionalism (including three (3) or more formally issued Professionalism Reports) will be
reported based on an assessment by the MSPE Committee (see below).
The Academic Progress, Foundational Sciences section includes narrative information related to
overall, rather than course-specific performance. If a foundational science course was failed and
required repetition, that information is included.
The Academic Progress, Clinical section includes the grading system used for specific clerkships,
and the final course grade as well as a narrative of overall performance for each of the core
clinical clerkships taken through June of Year 3. Clerkships are listed in chronological order
taken, including any repeated courses.
The Academic Progress, Area of Concentration (AOC) section includes a description of the Area
of Concentration, the title of the Scholarly Project, the name of the mentor(s), and performance to
date, if available. Tri-Institutional MD-PhD students are exempt from the AOC requirement.
The Academic Progress, MD-PhD Research section pertains to Tri-Institutional MD-PhD
students. This section includes the name of the institution from which the PhD degree has been
conferred, the laboratory in which the student worked, and a description of the student’s research
accomplishments, including publications, presentations and awards. Narrative information
regarding overall performance from the student’s thesis mentor and/or other mentors is included.
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The Summary Paragraph is an overall assessment of the student’s performance while in medical
school. During the COVID pandemic, any descriptors such as “outstanding,” “excellent,” “very
good,” and “good” that were used in prior MSPEs were no longer included given the use of
Satisfactory/Fail grading for the majority of the clerkships. We have continued the policy of not
including a descriptor in the final summary paragraph.
MSPE Committee Members
Voting members include the Associate Dean of Curricular Affairs, the Associate Dean of
Admissions, the Assistant Dean of the Clinical Curriculum, the Assistant Dean of the
Foundational Curriculum, the Assistant Dean of Diversity and Student Life and the Director of
the Tri-Institutional MD-PhD Program.
The Associate Dean of Academic Affairs and Associate Dean of Student Affairs are ex-officio,
non-voting members.
Students will have the opportunity to review the final draft of the MSPE for accuracy prior to its
release for residency applications. The Office of Academic Affairs notifies students to review the
draft. Requests for content change in the course narrative must be directed to the respective course
director. Any other requests for change should be directed to the Associate Dean of Academic
Affairs. If there is further concern by the student, the student may discuss this with the Senior
Associate Dean, Education, or his/her designee, who will adjudicate the final decision about
content. Changes, if approved, will be reflected in the MSPE.
Honors Designation
Honors in Research
The goal of the designation, M.D. with Honors in Research is to recognize excellence in
biomedical research by medical students at the Medical College. In order to obtain the honors
designation, the student must successfully complete a clinical or laboratory research project
undertaken at Weill Cornell or one of its affiliated medical centers and supervised by a member of
the Medical College or respective faculty. If the laboratory or research project was part of an
ECR that was approved to be conducted at a non-affiliated institution it will also be considered.
The project, which must have approval by the chairperson of the participating department and the
faculty supervisor, as described below, may be undertaken at any time during the student's tenure
in the Medical College. The student's time commitment to the research may vary from elective
periods undertaken during the academic years, to research performed during summer vacations, to
satisfy the requirement for the Area of Concentration scholarly project or to full-time involvement
in research undertaken during a one- or two-year Extended Curriculum for Research (ECR). The
honors designation will be based on a SINGLE submitted manuscript. It is NOT an aggregate
award.
Awarding of the degree of M.D. with Honors in Research will be based upon the quality of one
manuscript written by the student. The submission should be a scientific paper of quality suitable
for publication in a major scientific journal. NOTE: If the student wishes their submission to
represent the output of multiple projects, they must be synthesized into a single coherent paper
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suitable for publication on its own. Papers are ordinarily submitted to the Office of Academic
Affairs early in early January of the year of the expected degree by the due date set by the Office
of Curriculum and Educational Development. The faculty supervisor of the sponsoring
department must endorse the report and submit a supporting letter. The Office Curriculum and
Educational Development of will then forward the paper and supporting documents to the
chairperson of the Honors in Research Committee. The paper will be reviewed by the Honors in
Research committee, which is appointed by the Dean. This committee will award the honors
designation. This committee will have final authority in recommending students to the Dean for
the degree of M.D. with Honors in Research. The determination of the Student Research
Committee in recommending students to the Dean for this award is final and not subject to appeal.
If awarded, the student's diploma and transcript will indicate that the student achieved an “M.D.
with Honors in Research.”
All M.D. students are eligible to apply. M.D.-Ph.D. students are also eligible as long as the
submitted research was performed during medical school (not while in graduate school for their
Ph.D.) and is an independent project that is not included in the Ph.D. dissertation.
Honors in Service
The designation of M.D. with Honors in Service encourages students with an interest in and
commitment to community service to develop their interest and abilities in service to the
community and to recognize excellence in their achievement. The Honors designation (M.D. with
Honors in Service) will appear on the student’s diploma and transcript.
Students eligible for the Honors in Service designation are exceptional in their dedication to
community service and the responsibility they accept to further this activity. Their projects
require special individual efforts and their accomplishments stand out among their peers. Their
work represents exceptional efforts to address real needs in partnership with persons and groups
in the community. In addition, their process involves strategic implementation of effort or
resources, followed by reflection on outcomes and subsequent adjustments. They take a scholarly
approach to their work and demonstrate innovation and initiative. These outstanding projects may
serve as the foundation of a scholarly and productive career in health research, administration, or
public policy. Such students are invited to apply for the Honors in Service designation.
The requirement for the designation of M.D. with Honors in Service has three components:
• a time and commitment component; and
• an original scholarly research paper component; and
• a letter of recommendation from an involved faculty member who can attest to the
student’s efforts and accomplishments in service
The time and commitment components are based on the student’s activity as a student leader
and/or volunteer in the Community Service Program, and require support from the student’s
faculty leader. In a brief statement, the student must address:
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• that they served leadership-level responsibility for a program for at least one full year
• the nature and duration of their role(s)
• how their leadership in the program contributed to measurably improved outcomes.
The original scholarly paper addresses the following:
• a detailed description of the community service project /program, including its
organizational structure
• a description of the problem or need that is addressed by the project /program
• a description of the recipients of the services
• a critical appraisal/reappraisal of recipient needs, led by the specific student, that generates
either:
o substantive enhancement of program/project or
o termination of the program (if needs were durably and definitively met)
• a discussion of meaningful challenges/barriers that arose during the project, from the
perspective of resources, systems factors, ethics, or otherwise, and how those challenges
were addressed
• a description of one or more potentially implementable actions / interventions that would
enhance the program’s sustainability, decrease the future need for the program, or
otherwise improve the program.
• a reflection on how this service has affected the student and their career goals.
The Honors in Service Committee, appointed by the Dean, includes the Assistant Dean (Diversity
& Student Life), the Associate Dean (Student Affairs & Student Life), the Community Service
Program Coordinator, among other members. The Committee will evaluate applications to
determine whether they meet the designation’s criteria.
Students in the graduating class will receive notification of the call for applications. The student
seeking the Honors in Service designation first submits a brief statement demonstrating the time
and commitment component Student submitters meeting standards for this initial application are
invited by the Committee to submit their original scholarly paper, which is then reviewed by the
Committee as the scholarly research component for eligibility for the M.D. with Honors in
Service. Students reaching stage two of this process will also be asked to submit the second part
of their application to a faculty member who can attest to the student’s scholarly paper and write a
letter of recommendation on the student’s behalf.
The Committee will make recommendations to the Dean regarding those students who have met
the requirements for receiving the designation M.D. with Honors in Service at Commencement.
The decision of the Committee is final.
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Academic Counseling and Student Academic Advising Policy
Introduction and Rationale
Some students may have difficulty adjusting to the academic demands of medical school.
Students may struggle for a number of reasons: limited or no prior knowledge of the course
material; a non-science undergraduate major with minimal preparation in the basic sciences;
difficulty understanding how knowledge is structured in a particular subject area; difficulty
identifying relationships between major concepts; sense of being lost in the details; having
problems imposing meaningful organization of the material; test anxiety; poor test-taking
strategies; time demands, especially during clinical service; or ineffective study skills.
When students view themselves to be in academic difficulty, it is suggested that they first contact
course faculty and/or the Associate Dean of Academic Affairs or the Associate Dean of Student
Affairs for specific advice. In addition, various types of academic assistance are available
(including peer tutoring) through the Office of Academic Affairsand through the course director
of the Step Study courses.
This policy outlines the criteria and processes for academic support and peer tutoring services
available to students who are struggling academically at any stage of their training at WCMC.
Identifying and Referring Students in Academic Difficulty
Students may recognize themselves as being in “academic difficulty” and make a self-referral to
the OAA. Course directors, members of the Student Evaluation Committees, and any of the
Medical Education Deans may also identify struggling learners and refer these students.
Criteria for referral may include the following: course average greater than 1.5 standard deviation
below the class mean in a foundational course; remediation of a unit in a foundational course;
inadequate clinical performance during foundational courses; failure or near-failure of a USMLE
exam; or a Marginal grade in a clerkship due to failure of an NBME subject exam (includes at
risk for failure low passing score) or poor clinical skills.
The Assistant Dean of Academic Achievement may also directly reach out to those students
whose clinical performance and/or medical knowledge (as revealed by low exam scores), suggest
academic challenges.
Intake/Evaluation
Once a referral is made, the Assistant Dean of Academic Achievement will schedule an initial
appointment with the student to assess academic needs and may provide some basic study, test-
taking, and time-management strategies, as appropriate. The student may subsequently request
additional appointments to further enhance those skills.
In addition, the Assistant Dean may determine that a student academic advisor (i.e., a peer tutor)
might be of further help and offer to match the student with an appropriate advisor.
Students identified as having difficulty with clinical skills (e.g., history-taking, physical
examination, patient communication, oral and written communication) may also be assigned a
student academic advisor and may be referred to the Clinical Skills Center for additional help.
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Students offered the opportunity to work with a student academic advisor are under no obligation
to accept assistance.
Students may also be referred to the Associate Dean ofStudent Affairs and Student Life and/or the
Assistant Dean of Diversity and Student Life if the student may benefit from non-academic
support or may need evaluation for academic accommodations.
Responsibilities of a Student Who Has Accepted a Student Academic Advisor
The academic advisee (i.e., tutored student) is responsible for contacting the assigned student
academic advisor (i.e., student tutor) via email to set up the initial tutoring session. The academic
advisee should identify the specific content areas and/or skills to focus on during the initial
session with the tutor.
The academic advisee is expected to show a commitment to the learning process by coming
prepared to each session (e.g., bringing any assignments, questions, or materials agreed upon by
the student academic advisor and advisee).
Academic advisees anticipating arriving late for a session or needing to cancel/reschedule must
contact the student academic advisor as soon as possible.
Students are under no obligation to continue these sessions or to continue meeting with the same
student academic advisor. Students who wish to discontinue the advising sessions or be matched
with another student academic advisor should contact the Assistant Dean of Academic
Achievement.
Within 24 hours following an advising session, the student is required to complete a brief
summary (electronically) about the session experience.
Responsibilities of the Student Academic Advisor (Student Tutor)
Student academic advisors (i.e., peer tutors) are typically fourth-year students or MD/PhD
students currently conducting research. These students are chosen for their outstanding academic
performance in the subject and for their strong interest in teaching. They have a good
understanding of effective study habits, test-taking strategies, and time-management skills.
If student academic advisors anticipate arriving late for a session or need to cancel/reschedule,
they are expected to contact their advisee as soon as possible.
Student academic advisors are expected to contact the Assistant Dean of Academic Achievement
with any concerns regarding the advisee’s progress or any unprofessional behavior.
The academic advisor is required to complete a brief summary (electronically) about the session
experience and to submit accurate timesheets that document the length of the tutoring session.
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Outcome Measurements and Need for Additional Tutoring
After a predetermined number of tutoring sessions, the Assistant Dean of Academic Achievement
may review the student’s progress to determine if further sessions are recommended and, if so,
whether the same student academic advisor should (or can) continue with the student. The
progress review will focus on (1) the student’s self-assessment of session results (e.g.,
strengthening time-management skills; confidence in material), as well as quality of the advising);
(2) the student academic advisor’s assessment; and (3) input from the course/clerkship leadership
or test scores, if available.
Confidentiality and Academic Standing
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99)
is a Federal law that protects the privacy of student education records. Students may self-refer to
the Office of Academic Affairs at any point during medical school and confidentiality will be
maintained during all interactions.
Student academic advisors are expected to maintain all of their interactions with advisees as
confidential and may share information about tutoring sessions only with the Assistant Dean for
Academic Achievement. They may reach out to course leadership for advice on specific content
areas on which to focus but without reference to any specific student.
Student Academic Advising sessions or any other contact with the OAA are not recorded on the
student’s transcript.
The Assistant Dean of Academic Achievement may provide information to student advancement
committees to help those committees devise suitable recommendations to assist the student in
making academic progress but has no vote in student advancement decisions.
Liability and Property Insurance
Weill Cornell Medical College provides general liability insurance for students while they are
acting within the scope of their duties in an academic program of approved medical instruction.
(A student may elect to purchase separate insurance coverage at personal expense, but this is not
required.)
Coverage afforded by the University's professional liability policy covers students for on-site and
approved off-site locations. Approved off-site locations would include rotations at affiliated
hospitals and clinics. Student rotations at a non-affiliated off-site location must be approved by
the Office of Academic Affairs, prior to the commencement of the rotation.
Note that the insurance afforded to a student does not apply to damage to property owned by the
student. It is advised that students obtain personal property coverage (which may be available as
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part of a homeowner's or renter's policy) for equipment, instruments and other property owned by
a student and utilized during didactic and clinical instruction.
Personal Computer and Property Insurance Available through WCMC
The policy is provided to all residents at no cost, off campus students may enroll on their own.
The Housing Office provides personal property insurance for residents of Olin Hall, Lasdon
House, Stahl, Southtown, Riverwalk, 77th Street, The House at Cornell Tech, and Memorial
Sloan Kettering residences. It provides up to $3,000 of coverage for your personal property—such
as your cell phone, laptop, TV, books, clothes and other valuables—in the event of fire, water,
theft and any accidental damages.* How to Enroll: You don’t need to take any action to enroll in
the basic plan with $3,000 of coverage. However, if you would like to purchase additional
coverage, you can enroll online through our insurance agency.
How to File a Claim: Complete a Proof of Loss Form and submit it to the insurance agency. The
form and claim submission instructions are available on their website.
*For full plan details, as well as exclusions and limitations, please refer to plan details on
the insurance agency website.
Inquiries about insurance coverage and may be referred to the Office of Risk Management &
Insurance at (646) 962-7682 or via email to Joyce Bowes, Director, Risk Management &
Insurance, [email protected] and Jennifer Chavis, Associate Director, Risk Management
& Insurance, [email protected]
Any incident, either actual or alleged, which you have knowledge of must be reported
immediately to the Office of Student Affairs at (212) 746-1058.
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Student Records
It is the policy of the Medical College to protect information contained in student records from
unauthorized disclosure and to comply with the provisions of the Family Education Rights and
Privacy Act of 1974 (FERPA) and regulations thereunder. The policy extends to students the right
to inspect and review their education records and provides students the
right to request that their
record be amended if the student believes that the record contains inaccurate or misleading
information or if it violates the student’s privacy rights.
The policy is contained in Cornell Policy 4.5, Access to Student Information.
https://policy.cornell.edu/sites/default/files/vol4_5.pdf. Students should also review the Weill
Cornell statement on FERPA, which can be found here:
https://studentservices.weill.cornell.edu/sites/default/files/general/wcm_ferpa_statement_1.pdf
The Student Record Privacy Statement: Annual Notification Under FERPA can be found at
https://courses.cornell.edu/content.php?catoid=55&navoid=22444
Student Inspection and Review Education Records
A student may inspect and review their own education records after submitting a written request
to the Office of the Registrar. The request must identify the education record(s) desired. An
appropriate staff person will make the needed arrangement for access promptly, and notify the
student of the time and place where the education records may be inspected.
The Medical College does not permit a student to inspect the following education records:
• Records of instructional, supervisory, and administrative personnel which are the in the
sole possession of the maker and are not accessible or revealed to any other person except
a temporary substitute.
• Financial records of a student’s parents.
• Letters of recommendation with respect to which a student has waived right of access.
• Records connected with an application to attend the Medical School if that application was
denied or the applicant never attended the Medical School.
• Portions of education records that contain information about other students.
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The Medical College reserves the right to refuse to permit a student to inspect records excluded
from the FERPA definition of education records, including medical and police records.
Process for Inspecting Records and Amendment of Records
When a student requests access to his/her education record in the Registrar’s office, the Registrar
makes the student record on file in the Registrar’s office available within 5 business days from the
request. Additional information, if requested, will be provided as soon as is feasible and within 45
days as permitted by FERPA. A student may inspect records only in the presence of a designated
administrator.
Students are able to review grades and grade narratives as soon as they are posted on the online
student information system (LEARN) or the online course scheduling and administration system
(OASIS). WCMC encourages grade submission for all courses and clerkships as soon as
possible, and requires that grades must be submitted and available to students no later than six
weeks from the end of a course or clerkship. Students are able to review more granular course
components directly with course directors.
A student may request that his or her academic record be amended on the grounds that the
information contained therein is inaccurate or misleading. The Registrar, in consultation with
appropriate faculty or staff, will decide whether to amend the record as required within a
reasonable amount of time. If the Registrar or maker of the record refuses to make the
requested
change, then, the Registrar shall inform the student of the decision and of the
student’s right to a
hearing. Upon request of the student, the Senior Associate Dean (Education) will promptly
appoint a member of the faculty or administrative staff not having a direct interest in the matter to
investigate the matter and hold a hearing. Any such hearing will be held upon five (5) days
written notice to the student and those persons called to testify; and, will afford the student a full
opportunity to present evidence relevant to the
issues. A student, at his or her own expense, may
be accompanied or represented by an attorney or an advisor.
Additional information regarding the hearing procedures is provided to the student when
notified of the right to a hearing.
After conclusion of the investigation and hearing, the faculty or staff member who conducted the
investigation shall submit a written report and recommendation to the Senior Associate Dean
(Education) The Senior Associate Dean (Education) will notify the student in writing as to
whether or not the record will be amended.
• If, as a result of the hearing, the school still decides not to amend the record, the
eligible student has the right to insert a statement in the record setting forth his or her
views. That statement must remain with the contested part of the eligible student's
record for as long as the record is maintained. If the record is to be amended, the Senior
Associate Dean (Education) shall instruct that the record be
amended accordingly and
inform the student of the amendment in writing.
Of note: FERPA permits a student to request that inaccurate or misleading information in
educational records be amended. However, these procedures may not be used to challenge a
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grade, opinion or a substantive comment made by the Medical College about the student and
does not override accepted standards and procedures for making academic assessments. The
Medical College has separate procedures, permitting students to review grades, evaluations and
the Medical Student Performance Evaluation (MSPE).
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Information Technology
Guidelines for Use of Computers, Network Systems and
Electronic Communications
The Medical College’s computers, network systems equipment, data, and software are a critical
portion of the Medical College’s infrastructure and are to be treated accordingly.
Students and faculty are responsible for their actions when using the Medical College’s
computers, electronic communications and network systems, whether or not their transgressions
are intentional, accidental and/or can be corrected.
Users of Medical College computers and network systems shall respect:
• the privacy of other users' information, whether or not the information is securely
protected;
• the ownership and intellectual property rights of proprietary and commercial software,
including not using unauthorized copies of software even where the software may not be
copy protected;
• the finite capacity of a computer system and limitations of use so as not to interfere
unreasonably with the activity of other users;
• procedures (posted in computer facilities and/or online) established to manage use of the
computer system;
• the rights of others not to be harassed, intimidated, or otherwise receive intrusive or
inflammatory information through the computer system; and
• the Medical College’s policies regarding the use of computers as specified by the
Information Technologies and Services (ITS).
Maintaining Security of High-Risk Data in Email
ITS would like to remind you about the importance of safeguarding high risk data (formerly
known as confidential data), as defined within ITS policy 11.03 – Data Classification, within our
organization. It is extremely important to make sure you use encryption (see Safer Alternatives to
Email) if you need to send any of the following high risk data elements over email:
1. Patient billing or medical records
2. Student records
3. Financial data, including Payment or Credit Card information
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4. Employment records
5. Research data involving human subjects
6. Social Security Numbers
Encryption is required if you are sending the above elements to email addresses not ending with
@med.cornell.edu, @nyp.org, @mskcc.org, @rockefeller.edu, or @hss.edu.
Please be sure to check the email addresses you are sending high risk data to. If you send
high risk data to an external address without encryption, the email may be blocked and you
will receive a notification from ITS Security reminding you to use encryption to securely
send high risk data.
Safer Alternatives to Email:
• For Provider-Patient Communication: Use the Weill Cornell Connect messaging
feature, which provides encrypted communication between providers who are using Epic
and their patients.
(https://myconnectnyc.org/mychart/Authentication/Login?mode=stdfile&option=faq)
• Use #encrypt to send high risk data: If you have a valid business reason to send high
risk data outside of WCM and our affiliates, add #encrypt to the message subject to
encrypt the contents of the message, including attachments.
• Use the File Transfer Service to send large attachments containing high risk data: If
you have a valid business reason to send large attachments (greater than 25 MB) which
contain high risk data, please use the File Transfer Service. This service will encrypt the
attachments. It can be accessed at https://transfer.weill.cornell.edu.
Questions? Concerns? Please visit https://its.weill.cornell.edu/policies for more information on
our policies. We will be actively updating you on changes to our policies so that you are informed
about how to protect the high-risk data you are responsible for.
If you have any questions, comments, or concerns about this information, please contact the ITS
Service Desk at (212) 746-4878, or [email protected].
IT Policies
WCMC adheres to many IT policies disseminated by Cornell University.
https://www.dfa.cornell.edu/policy-library
WCMC IT policies are medical center-specific supplements to University policy, and in some
cases may be more stringent than those used at the University. WCMC faculty, staff, students, and
affiliates are expected to be aware of and adhere to these policies.
Please check this page frequently for changes, updates, and new policy postings.
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https://its.weill.cornell.edu/policies
WCMC IT Security Policies
• 11.01 - Responsible Use of Information Technology Resources
•
• 11.03 - Data Classification
• 11.04 - Guest Wireless Network
• 11.05 - Security and Privacy Incident Response Plan
• 11.06 - Device Encryption
• 11.07 - Copyright Infringement Policy
• 11.08 - Use of Email
• 11.09 - Data Loss Prevention
• 11.11 - Requirements for Securing Information Systems
• 11.12 - Restricting Network Access for Insecure Systems
• 11.13 - Directory
• 11.14 - Email Security
• 11.15 - Password Policy and Guidelines
• 11.16 - Domain Name Policy
• 11.17 - Identity and Access Management
• 11.18 - Secure Data Export Policy
• 11.19 - Security Compliance Workforce Training and Education
WCMC Confidential Data Policies
• 12.1 - Integrity Policy
• 12.2 - Physical Security
• 12.3 - Authentication and Authorization
• 12.4 - Administrative Security
• 12.5 - PCI Policy
WCMC IT Operations Policies
• 15.5 - Information Technology Disaster Recovery Policy
ITS Service Policies
• Backup Policy
• Billing Policy
• Broadcast Email Policy
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• Cloud Document Storage: Box
• Cloud Document Storage: OneDrive
• Devices: Computers Policy
• Devices: Mobile Policy
• Devices: Network-Attached Storage Policy
• IP Address Policy
• Microsoft Campus Agreement & Licensing
• Network Policy
• Research Data Storage Core (RDSC) Policy
• Web Site Faculty Listings
Any IT policy questions should be sent to Brian Tschinkel, Chief Information Security
Officer. Brian can be reached at [email protected]rnell.edu or 646-962-2768.
Copyright Infringement
Copyright infringement is the act of exercising, without permission or legal authority, one or
more of the exclusive rights granted to the copyright owner under section 106 of the Copyright
Act (Title 17 of the United States Code).
These rights include the right to reproduce, distribute, display, or perform a copyrighted work and
to make derivative copies. In the file-sharing context, downloading or uploading substantial parts
of a copyrighted work without authority, including unauthorized peer-to-peer file sharing,
constitutes an infringement, and may subject students to civil and criminal penalties. Additionally,
copyright infringement, including copying and distributing digital forms of original works such as
music, television, movies, instructors’ manuals, textbooks, software, and video games, for which
you do not own the copyright or have permission of the copyright holder also violates federal law.
In general, anyone found liable for civil copyright infringement may be ordered to pay either
actual damages or “statutory” damages affixed at not less than $750 and not more than $30,000
per work infringed. For “willful” infringement, a court may award up to $150,000 per work
infringed. A court can, in its discretion, also assess court costs and attorneys’ fees. For details, see
Title 17, United States Code, Sections 504 and 505.
Willful copyright infringement can also result in criminal penalties, including imprisonment of up
to five years and fines.
At the Medical College, the unauthorized distribution of copyright materials is also a violation of
the standards of conduct and may result in disciplinary action up to and including expulsion.
For additional information on the Medical College Copyright Infringement Policy, please visit
https://its.weill.cornell.edu/policies/1107-copyright-infringement-policy. A paper copy of this
policy is available upon request.
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Required IT Security Training
Students are required to complete two mandatory IT security requirements within 45 days of
starting at the Medical College.
The first course is the ITS Phishing Awareness Training Course and tests your ability to identify,
analyze, and detect suspicious email messages. The course can be completed by going to http://sf-
lms.weill.cornell.edu.
The second course is ITS High Risk Attestation and asks you to answer a series of statements to
assess how you interact with High Risk data at the Medical College. The attestation can be
completed by going to http://attest.weill.cornell.edu.
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Libraries
SAMUEL J. WOOD LIBRARY
http://library.weill.cornell.edu
Inside the Library
Hours: Please visit http://library.weill.cornell.edu for current information.
Phone: (646) 962-2570
Email: infodesk@med.cornell.edu
SMARTDesk
The SMARTDesk offers a convenient walk-in IT and library reference service for employees and students
at Weill Cornell. While you can come to the SMARTDesk for virtually any IT or library-related issue, the
most common reasons to visit are:
• Tagging and setting up your mobile device to access Weill Cornell services
• Resolving issues with your laptop or mobile device
• WCMC account help, such as password or login issues
• Learning how to use ITS-provided software
• Check out a laptop
• Create a printing (PaperCut) account
• Request a literature search by an information specialist, receive answers to reference questions, or
request a one-on-one consultation.
For IT SMARTDesk services, available Monday-Friday from 9am-5pm, appointments are required.
Schedule an appointment using this link.
Computers and Wireless
• Desktops - Both Mac and PC computers are available to users. All computers are fully networked
and have Microsoft Office suite, Adobe, and EndNote. All computers print to the library's laser
printers.
• Computer labs - Desktop computers have additional scientific software installed for student
access, including Cytoscape, Lumira, PyMol, Schrodinger Suite, RStudio, SAS, and STATA.
• Bioinformatics workstation - A high-performance computer available to students by appointment.
The workstation includes access to Anaconda, Bioconductor, Cytoscape, FlowJo, GeneSpring,
GraphPad Prism, Ingenuity Pathway Analysis, Jupyter Notebooks, Python, PyMol, Schrodinger
Suite, RStudio, SAS, SeqGeq, and STATA.
• Wireless networks - ITS tagged laptops use WCMC. For non-tagged devices, students should use
the Apollo network
. For limited guest access (no access to library resources), use WCMCGuest.
• Laptop checkout - Check out a laptop from the SMARTDesk for 3-hour use inside or outside the
Library.
Printing, Photocopying & Scanning
• The printers/copiers are operated by using a PaperCut account. You can create an account at
https://print.weill.cornell.edu.
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• Black and White - 10 cents per page. Color - 50 cents per page. Scanning to email is free. Students
have a weekly allotment of $20 credited to their print account by the College.
Affiliated Locations
WCM faculty and students also have onsite access to the Hospital for Special Surgery Kim Barrett Library,
the Memorial Sloan Kettering Cancer Center Library, and the Rockefeller University Library.
• Hospital for Special Surgery Library
535 East 70th St. 8th Floor, Main Building
Phone: 212.606.1210
https://www.hss.edu/academic-kimbarrett-library.asp
• Memorial Sloan Kettering Cancer Center Library
1275 York Avenue
Phone: 212-639-7439
http://library.mskcc.org/
• Rockefeller University Library
Welch Hall 1230 York Ave.
Phone: 212 327-8904
https://www.rockefeller.edu/markus-library/
Services
• Interlibrary Loan (ILL) - If we do not own a book or journal article, ILL will obtain it free of
charge from another library. Requests usually arrive within 3 business days.
• Request a consultation - We provide one-on-one consultations in areas such as PubMed
searching, evidence-based practice, preparing to publish, and reference management software.
• eCommons: Weill Cornell's Institutional Repository - A free, open access platform, available to
the WCM/NYP community. Increasing visibility via eCommons will facilitate discovery via
Google Scholar, leading to higher citation counts. Persistent links ensure a stable online location
(URL) for your work, allowing you link to your work & ensuring reliable access to your work.
• Scientific Software Hub - Several scientific software licenses are partially or fully subsidized by
the library.
• Myra Mahon Patient Resource Center – Librarians and staff are available to help connect
patients, family members, caregivers, and prospective patients to quality health information
resources.
• Notary Public Service - The Library offers a free Notary Public service, available by
appointment; please call (646) 962-2570.
• WCM Samuel J. Wood Library's Subject Guides – Curated by our information professionals,
our Subject Guides have helpful tools and resources on a wide variety of clinical specialties as
well as topics such as EndNote, Preparing to Publish, Evidence-Based Medicine, and Antiracism,
Diversity and Inclusion in Medicine.
Electronic Resources
The Library offers access to a wide variety of databases for your research and clinical information needs,
including access to over 100,000 eBooks and 20,000 eJournals. Access all of our resources by visiting the
Library's website: http://library.weill.cornell.edu
.
OneSearch
• Access full text articles, chapters, e-books, and our physical collection.
• Access all WCM content, as well as RU and MSKCC physical offerings.
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Popular eResources
The following databases can be found by searching the E-Resources tab in the search bar on the library
homepage:
• PubMed
- Access to millions of citations and abstracts covering the field of biomedicine.
• UpToDate - An online resource designed to answer clinical questions that arise in daily practice.
Covers symptoms, diagnosis, treatment and more options for thousands of conditions.
• AccessMedicine - Suite of resources for clinical practice and education; sub-sites include
Pharmacy, Surgery, Anesthesiology, Emergency Medicine, Pediatrics, and Physiotherapy.
•
Aquifer (Pediatrics, Family Medicine
)- Virtual patient case sessions; includes WISE-MD, CLIPP,
and fmCases.
•
USMLE Easy
- Prepare yourself for the USMLE.
• Scopus - Abstract and citation database of peer reviewed literature, including scientific journals,
books and conference proceedings, covering research topics across all scientific and technical
disciplines, ranging from medicine and social sciences to arts and humanities.
• Micromedex - One of the largest online reference databases about drug information, toxicology,
diseases, acute care and alternative medicine. Drug dosing and medication management for all
FDA-approved medications.
• PsycINFO - Covers literature in psychology and related behavioral and social sciences, including
psychiatry and sociology. This database includes journals, books, reviews, and dissertations.
• Ovid - A suite of biomedical databases including Embase, MEDLINE, and HAPI.
• ClinicalKey - Supports healthcare professionals and students with the latest evidence across
specialties in a variety of formats, including full-text, reference books and journals, point-of-care
monographs, drug information, videos, practice guidelines, customized patient education
handouts and more.
• Cochrane Library - A collection of databases that contain different types of high-quality,
independent evidence to inform healthcare decision-making. At its core is the collection of
Cochrane Reviews, a database of systematic reviews and meta-analyses which summarize and
interpret the results of medical research.
Remote Access
Connect off-campus to library e-resources via EZproxy by going directly to the library’s website. When
you click on a library resource while off-campus, EZproxy recognizes that you are outside of the WCM
network and prompts you to log in. Select Weill Cornell Medicine then enter your CWID and password.
Your EZproxy session will remain active for two hours within the same browser and you will be able to
switch from one electronic resource to another without having to login again. You can log out of EZproxy
by quitting your browser. For additional information, visit the EZProxy FAQ page
. For step-by-step
instructions, watch our video tutorial, “How to Access Full Text from Off-Campus.”
Bibliographic Management Tools
These tools allow you to keep track of references, incorporate citations into papers, create bibliographies,
and annotate PDFs.
• EndNote Desktop Client – Available to install on WCM ITS-tagged devices. On both Macs and
PCs, download through the WCM App Store.
• EndNote Web – Freely available to all members of the WCM community. Users must be on the
WCMC network to create their account at http://myendnoteweb.com
.
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• Sciwheel - A browser- based platform where Weill Cornell affiliates can collect, manage, cite,
write, and discuss scientific literature privately and via shared projects with peers.
Register
through the link on the library's eResources tab. (Must be done for the first time inside the WCMC
network.)
MEDICAL CENTER ARCHIVES
OF NEWYORK-PRESBYTERIAN/WEILL CORNELL MEDICINE
http://weill.cornell.edu/archives
About Us
Phone: (212) 746-6072
Email: email-archives@med.cornell.edu
Mailing Address: 1300 York Avenue, Box # 34, New York NY 10065-4805
The Medical Center Archives faculty collect, organize, and preserve the historical records and papers of
NewYork-Presbyterian Hospital, Weill Cornell Medicine, affiliated and predecessor institutions, and noted
associates affiliated with the medical center dating back to 1771, and make these materials available for
use by students, faculty, staff, and the public.
Services
The Medical Center Archives is open for onsite research on the 25
th
floor of the Baker Building in
NewYork-Presbyterian Hospital by appointment, 9:30-12:30 and 1:30-4:30, Monday through Friday.
Remote reference services are also available via email, telephone, or postal mail.
Resources
Information about the institutional records preserved in the Medical Center Archives is available at
https://library.weill.cornell.edu/archives/institutional-archives
.
Information about the personal papers and manuscripts preserved in the Medical Center Archives is
available at https://library.weill.cornell.edu/archives/personal-papers-and-manuscripts
.
Electronic Resources
Discover historical information and thousands of digitized historic images and publications from the
Medical Center Archives through several links:
• Image Database: http://library.weill.cornell.edu/archives/image-collections
• Digital Historical Publications Database: http://library.weill.cornell.edu/digital-historical-
publications
• History of the Institutions: https://library.weill.cornell.edu/archives/history-institutions
• Archives Blog: https://library.weill.cornell.edu/archives/archives-blog
History of Medicine
The Medical Center Archives coordinates educational initiatives connected to the history of medicine each
year, including:
1. Tours about the history of the medical center, which are open to faculty, staff, and students. Registration links
for virtual tours are shared via the Weill Cornell Medicine Community and News listservs on a regular basis.
Groups hoping to coordinate an onsite tour can contact the Medical Center Archives directly to coordinate.
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2. The Heberden Society history of medicine lecture series. The series program is posted at the beginning of
each academic year via the Weill Cornell Medicine Community and News listservs, and on the Medical
Center Archives website: https://library.weill.cornell.edu/archives
. Lectures are free and open to the public.
Please contact email-archi[email protected]ell.edu if you would like to be added to the Heberden Society
listserv.
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Class Officers and Representatives
& Student Organizations
Students contribute to their Weill Cornell community and communities beyond WCM through their
engagement in student representation and student organizations. As a general principle, participation in
these activities – whether at a leadership level or as a volunteer contributor – should serve to enhance the
student’s educational experience, not detract from it. If at any point academic or personal responsibilities
need to take priority, the student should consider adjusting their participation in the activity; in such cases,
it may be advisable to seek support from a fellow student and guidance from the Deans of Student Life and
Diversity and Student Affairs.
The following areas of student activity will be reviewed:
• Class Council
• Medical Student Executive Committee (MSEC)
• Curricular Representatives
• Student Organizations
Class Council
At the beginning of the school year, each medical school class holds elections to select the class council.
The Class Council consists of the following roles:
President
This officer strives to be aware of the major issues important to the entire class, as well as those involving
only a few students. This person acts as the primary liaison between the class and the faculty. The Class
President is also a voting member on MSEC (see below).
Vice President
The Vice President assists the president in all matters pertaining to the class. Additionally, this person
works with the Office of Admissions to plan Revisit for accepted students of the incoming class and serves
as a primary point of contact for the incoming class.
Secretary
The Secretary takes minutes at all Class Council meetings and other class-wide administrative meetings,
books rooms for student events, and sends out information to the class on behalf of Class Council. The
Secretary is also one of the point people for the management of the Olin and Lasdon gym schedules and
assists in the planning of class events.
Treasurer
This officer oversees the class budget, conducts financial planning for class activities, and helps with
organizing class functions. Filing reimbursements for class-related expenses also fall under the
responsibilities of treasurer.
Social Chair
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The Social Chair’s main responsibility is to facilitate community and engagement within the class and
among other classes. This entails organizing events in line with the class's interests with attention to
the class budget.
Community Service Rep
This position organizes and manages community service and outreach activities for the school. This
student works closely with the Community Service Coordinator, school administration and community
organizations. This officer should be familiar with the concept of service learning and how service informs
the practice of medicine.
Alumni & Financial Aid Rep
The Alumni & Financial Aid Representative is the liaison between the class and the WCM Alumni
Association. The main responsibilities include attending the quarterly Alumni Association board meetings,
attending other meetings relevant to Financial Aid, and providing updates to MSEC and the Alumni
Association.
Technology Rep
The Tech Rep is the liaison between the class and the school’s technology services (ITS). The main
responsibilities include regular meetings with ITS, reporting and following up with any class-wide
technology related concerns, and updating the students on relevant changes from ITS.
Medical Student Executive Committee (MSEC)
MSEC is an elected group of five students per class that meets once a month during the school
year. MSEC represents all medical students in all years and works to fund and organize school-
wide student events and activities, as well as advocate for student needs. With annual budget
provisions, the MSEC is a major source of funding for student organizations. This funding
provides for special events like concerts, lectures, invited speakers, student-centered activities
such as the Winter Formal, and joint events with the graduate school.
MSEC Officers are selected from the MSEC Committee. These roles include:
President
The President serves as the highest-ranking member of MSEC and is internally elected by current
and former MSEC representatives. The President acts as the primary link between the
administration and the entire medical student body by regularly advising the Deans, sitting on
most committees related to medical education and students, and nominating other students to
committees. Finally, the President oversees all MSEC operations, which include running MSEC
elections and conducting monthly public meetings.
Vice President
The Vice President is internally elected by current and former MSEC representatives. The Vice
President works closely with the MSEC President in acting as a liaison between the student body
and faculty. The Winter Formal and Conversations on Tap are the programs in which the Vice
President serves as the primary student representative.
Student Services
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The Student Services Representative interfaces directly with the staff of four distinct offices that
work to improve the overall student experience at WCM. These include the offices of Financial
Aid and Student Accounting, the Registrar, and Housing and Security. The Student Services Rep
works with these offices to communicate on behalf of students, as well as to disseminate
important information and updates from these offices to the student body.
Treasurer
The treasurer oversees two funds. The first fund, which comes from the Dean's Discretionary
Fund, supports student organizations and MSEC-related activities. The second fund sponsors
students to attend conferences meeting certain criteria (see Attendance Standards). The treasurer
is responsible for allocating the funds to students and groups each semester, handling
reimbursements, and maintaining a balanced budget. The treasurer also sits on several
committees, including the Student Life Committee (SLC) and Continuous Quality Improvement
(CQI) committee.
Diversity
The Diversity Representative works with the Assistant Dean of Diversity and Student Life to
discuss needs/concerns/ideas that the entire student body has about diversity, inclusiveness and
belonging on campus related to race/ethnicity, sexual orientation, gender identity and women in
medicine. The Diversity Rep can direct their scope and focus to particular issues warranting more
attention. The Diversity Rep is also an integral liaison for the Anti-Racism Task Force and works
with curricular Deans directly to discuss student concerns. The Rep can also choose to collaborate
with the Admissions Deans to participate in recruitment and admissions initiatives and ensure that
the selection process is equitable.
Secretary
The role of secretary is twofold. The first is to take minutes at monthly MSEC meetings. The
second is to help oversee student organizations. This involves maintaining the Student Groups
calendar on Outlook, updating the Canvas Student Hotspot, and collecting data on student
engagement with organizations and their events. The secretary also sits on select committees,
including Continuous Quality Improvement (CQI) committee, Information Technology Systems
(ITS), and Student Life Committee (SLC).
Wellness
The Wellness Representative, in collaboration with the volunteer-based Be Well Collective (a
student council made up of students from all classes), as well as the Assistant Dean of Student
Affairs & Student Life and the Student Life Manager, works to identify health and well-being
needs of the student body, and develop interventions and programming. This may include, but is
not limited to, events that aim to build community, activities focused on cultivation of personal
thriving skills, and educational programming relevant to health and well-being. The Wellness
Representative sits on the Continuous Quality Improvement (CQI) committee.
Curricular Representatives
The Class Council President holds an election for four students to serve as Curricular
Representatives for the class (elections are typically held each semester with some representatives
choosing to remain in their position throughout the pre-clinical curriculum and others joining for
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a semester). The four curricular representatives act as liaisons between students and curriculum
leaders, soliciting and sharing class feedback and concerns on curricular/course-related matters at
monthly meetings with faculty.
Student Organizations
Student organizations include Diversity Organizations, Academic Interest Groups, Special
Interest and Recreational Groups, Policy and Advocacy Groups, Community Service
Organizations and Pipeline Programs. All are student-run and many receive some level of funding
through MSEC and the medical college. The groups reflect our student body’s diversity, interests,
and commitment to the community around us.
Visit the Student Groups & Community Service page for more information. All student
organizations are listed and described in detail on the student “Hotspot”. This can be found at
https://login.weill.cornell.edu/ds/canvas/.
Governance of Medical Student Organizations and Groups
This section will review the following subtopics:
1. General Overview
2. Types of Student Groups
3. Establishing New Organizations and Groups
4. Funding
5. General Student Leadership and Oversight
6. Student Leadership and Oversight within a Student Group
7. Faculty Oversight
8. Central Medical Education Oversight
9. Activity Status and Termination
10. Process for Approval of Expanded Privileges
11. Expedited Review Process
General Overview
Weill Cornell Medicine encourages students to participate in a wide range of activities and
initiatives. Student groups address a range of interests and functions, including community service,
diversity and identity, policy and advocacy, academic and other special interests, and wellness and
recreation. Students are invited to formulate proposals to establish new groups that fill needs not
currently met by active groups. As a general principle, student groups are meant to be largely
student-run with some groups requiring more significant faculty oversight. Groups are meant to be
open to all students without restriction.
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Types of Student Groups
Overview: Student groups have different levels of complexity and liability risk and thus require
different levels of safeguards and oversight. As a general rule, groups that involve interaction with
persons who are not WCM students (e.g., patients, clients, the general public, students from other
institutions, or minors) or wish to engage in external fund-raising or maintain a public web/media
presence involve a higher level of oversight. Such “externally-facing” groups typically require a
Faculty Leader who provides direct or facilitated oversight with student leaders. Service groups
and pipeline programs will all require a Faculty Leader; other types of groups, including some
Academic Interest Groups, Special Interest and Recreation Groups, and Policy and Advocacy
groups, may also warrant a Faculty Leader if they engage in higher-risk (externally facing)
activities, as described above. Groups not requiring a Faculty Leader are recommended to have a
Faculty Advisor, who can provide advice and general guidance to student leaders. Most Academic
Interest Groups, Policy and Advocacy groups, Diversity Organizations and Special Interest and
Recreational Groups will be in this category. The type of oversight is determined during the group’s
approval process in conjunction with the Office of Student Life and other relevant offices. For a
full description of general categorization of groups and the Faculty Leader and Advisor roles, visit
the Student Groups & Community Service webpage.
Establishing New Organizations and Groups
Chartering of New Groups: Students wishing to organize and establish a new group must first
complete the charter application that addresses areas such as the proposed name of the group, the
names, contact information and role descriptions of the student leaders, needs assessment/overlap
with existing groups, the goals and expected activities, required resources (e.g., space, equipment,
etc.), sources of funding, and proposed Faculty Leaders or Advisors. In addition, the organizers
must attest that they have read the governance policy and will adhere to it along with the other
relevant policies of WCM. A Student Life staff representative will review the application. In this
stage of the process, the proposed group’s purpose, goals, and level of risk are assessed. Approval
from various WCM entities that may be relevant to the group’s proposed activities – entities
including, but are not limited to, the offices of Risk Management, External Affairs, Patient Billing
and Compliance, Affiliations, Legal Counsel and/or clinical departments – are sought at this stage,
prior to group approval. The application then is reviewed by the vetting dean, who is either in the
Student Affairs and Student Life office or the Diversity and Student Life office.
For groups that either require a Faculty Leader or groups that would be aided by having a Faculty
Advisor (see Overview section above), the vetting dean will need to communicate with the proposed
faculty member(s) prior to approving the charter. The roles and responsibilities of the Faculty
Leader or Faculty Advisor position is presented to the faculty member; a meeting with the vetting
dean may occur at this stage if warranted (necessary for most groups requiring a Faculty Leader);
and the faculty member then signs a memorandum of understanding (MOU) form. Once the faculty
member is approved for a leader or advisor role, unless revisions or clarifications are needed, the
charter application will be approved and the group permitted to operate. Newly formed groups
should not participate as a group or proceed with any group functions until they have been officially
approved and received a New Group Approval letter from the Office of Student Life.
MSEC leadership will be informed of all groups whose charters have been approved and such
groups will be eligible to seek MSEC funding at the start of the following semester. New student
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groups should not seek funding from MSEC until they are approved. MSEC will not provide
funding to new groups if they have not received documentation that the new group has been
approved.
Proposals submitted during a semester will not generally be approved until the end of that semester;
the student can then apply for MSEC funding at the start of the subsequent semester. Students
wishing to have a new group approved by the start of the following semester (in order to be eligible
for MSEC funding) must submit their proposals by November 1 (for January approval/funding-
eligibility) and by July 1 (for September approval/funding-eligibility).
Funding
The principal funding sources for student groups are “internal,” i.e., primarily allocated by MSEC
and/or special funds earmarked for a specific project by the Dean’s Office, and “external,” i.e.,
primarily allocated by external granting agencies, both private (including WCM alumni) and
government sources. Students who want to request funding from an external source must consult
with and obtain approval for funds solicitation through the Office of External Affairs, both at the
time of initial establishment/chartering of the group (once approved) and then subsequently during
the lifetime of the group’s activities. The Faculty Leader or Faculty Advisor and the Office of
Student Life must be consulted before students seek such funding.
Funds for student groups are managed through the Office of Student Life and the finance offices of
the Office of Medical Education.
General Student Leadership and Oversight
Medical Student Executive Council (MSEC): MSEC does not provide direct oversight of student
groups nor issue charters to groups. However, it does play a central role in the allocation of funds
to newly-formed and previously established groups. The Office of Student Life will provide the
MSEC leadership with access to the Charters of new groups as well as data collected from the
annual activity status update survey to assist MSEC in making its funding allocation decisions.
Student Leadership and Oversight Within a Student Group
Overview: Students are expected to play a critical role in the leadership of each student group
including establishing the group’s goals, policies/by-laws and operations, strategic planning,
securing funding and resources needed for operating, welcoming new members and overseeing the
activities of student members. Student leaders are expected to liaise with Faculty Leaders, Faculty
Advisors, overseeing deans, and offices of central medical education as described below. Student
leaders are responsible for ensuring that the group follows the provisos of its charter, any policies
and regulations of WCM and local, state, and federal laws and regulatory bodies.
Types of Leadership Roles: Each group may define the roles and the role’s title using their own
processes based on the group’s unwritten traditions and/or established by-laws. The authority,
duties and responsibilities of the role should be clearly delineated in the charter and any
modifications to the roles should be noted in the annual activity status update survey.
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Selection and Term of Student Leaders: Student groups may choose their leaders using their own
processes based on the group’s unwritten traditions and/or established by-laws for eligibility and
selection, provided that the selection process is fair and equitable and leadership roles are open to
all eligible student members. Each group may establish the term lengths of its leadership roles.
Removal of Student Leaders: Ordinarily student co-leaders will discuss issues related to a
problematic student leader and come to a resolution for removal. If no resolution is possible,
student leaders should confer with the group’s Faculty Leader or Advisor, or (if none exist) with
overseeing dean from the Student Affairs and Student Life Office. The student leadership and the
Faculty Leader/Advisor and/or the overseeing dean then meet with the student leaders to achieve
an amicable resolution that may include removal of the problematic student from a leadership
role. Medical education deans may suspend any student from a leadership role on an emergent
basis should the need arise until further investigation/resolution of issue.
Faculty Oversight
Overview: Because of differences in the complexity of student organizations and their liability risk,
groups require different levels of oversight, as described above under ‘Types of Groups’. Faculty
Leaders and Faculty Advisors are not expected to serve in the role as “chief executives” of a group,
but rather to provide oversight of student leaders who serve as the principal leaders of each group.
Faculty Leader Role: This role is specific to student-run programs/organizations that interface
with persons outside the WCM campus, i.e., “externally-facing groups” that may have higher
liability because of their interactions. The Faculty Leader may share responsibility for overseeing
the program/organization with one or more Faculty co-Leaders. The Faculty Leader will meet
with the overseeing Med Ed Dean at regular intervals, the frequency being determined by need.
Responsibilities of the Faculty Leader may evolve depending on the duration of the group’s
existence, with the Faculty Leader initially overseeing activities more closely in newly-formed
groups (i.e., "direct and frequent” oversight) and, later on, supporting the leadership (i.e.,
“facilitated oversight”) of student leaders in more established, longer-standing, or more smoothly
functioning groups.
Faculty Advisor Role: This role is specific to student-run programs/organizations that do not
interface significantly with persons outside the WCM campus community. This role may apply to
the following categories if they are not externally facing: Academic Interest Groups, Policy and
Advocacy Groups, Diversity Organizations, Special Interest and Recreational Groups. Any
student group in one of these categories in which WCM student members would interact with
persons in a patient or client relationship, minors (person < 18 years of age), external funding
agencies, or the public through a web/media presence require a Faculty Leader, as described
above, who can provide more oversight due to liability concerns. The Faculty Advisor may share
responsibility for the program/organization with one or more Faculty co-Advisors. The Faculty
Advisor will have communication with the overseeing Medical Education dean on an as needed
basis. Responsibilities of the Faculty Advisor are meant to be advisory and faciliatory to the
student leaders and the group’s operation, but by definition do not involve direct oversight.
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Visit the Student Groups & Community Service webpage for more information about faculty
oversight, and the responsibilities of the Faculty Leaders and Faculty Advisors.
Selection of and/or Removal of Faculty Leaders and Advisors:
• Nomination: Faculty Leaders and Faculty Advisors will be nominated/recommended for
the role by student organizers of a new group or current student leaders of an established
group.
• Qualifications: Faculty Leaders and Advisors should have full-time WCM faculty
appointments and have the interests and skill set needed to perform the role of the Faculty
Leader or Advisor. Rarely, exceptions may be made to this guideline on a case-by-case
basis as approved by the Office of Student Affairs Deans.
• Selection and Vetting Process for Faculty Leader or Advisor
o Student leaders meet with proposed Faculty Leader or Advisor who is given a
description of the organization and the expected role by student leaders, including
time commitment and expected term of service.
o The determination of a proposed term length is not required, but the student
leaders and/or the faculty nominee may request that this is decided between the
students and the faculty member in advance of finalizing the arrangement.
o The overseeing deans at their discretion may discuss the nominee’s suitability with
other members of medical education administration.
o The nominee receives communication from a member of the Office of Student Life
to clarify the nominee’s understanding of role and expectation.
o For Faculty Leaders, and for some Faculty Advisors, a meeting will be held with
the faculty member and the overseeing dean.
o At the discretion of the overseeing dean, the nominee and the student leaders may
be directed to reconvene to clarify and finalize the understanding of all parties
about the leadership roles.
o Assuming the nominee is suitable for the position, the overseeing dean will ask the
nominee to sign a memorandum of understanding (MOU) form, which signifies
that the nominee has been approved for the Faculty Leader/Advisor role with the
group
• Removal of Faculty Leader or Advisor
o Faculty Leaders or Advisors serve at the pleasure of student leaders.
o Student leaders who have reason for wanting to remove the Leader/Advisor will
consult with the overseeing dean (and/or Faculty co-Leaders/Advisors) to see if
resolution is possible without removal or, if removal is deemed necessary, to
ensure that due process is followed.
o The overseeing deans, at their discretion, may discuss the situation with other
members of medical education administration.
o Student leaders and overseeing dean meet with Faculty Leader/Advisor to inform
them of removal, with follow-up in writing.
o Student leaders confer with overseeing dean and/or remaining Faculty co-
Leaders/Advisors on ways to inform the relevant parties of the removal of the
individual, and on the removal of the Faculty Leader/Advisor’s name from
websites/official publications etc.
151
o The Senior Associate Dean, Education, or their designee may suspend any faculty
member from leadership/advisory role on an emergent basis should the need arise
until further investigation/resolution of issues.
Central Medical Education Oversight
Overview: The Central Medical Education Offices govern student groups in two principal ways:
1) managing student groups’ funds and expenditures (Associate Director, Medical Education
Administration and Finance Coordinator, Medical Education) and 2) assistance with
establishment of new groups and troubleshooting/advising existing groups (Coordinator of
Student Community Service and other Student Life Office representatives). Central Medical
Education, through its liaison with the general faculty, may also help to advise student leaders of
community needs that could translate into community service-learning opportunities for academic
credit and/or non-credit bearing enrichment (“Volunteer”). In addition, deans for student life and
student diversity provide oversight of student groups and organizations.
Decanal Purview and Oversight: The decanal purview of student groups is as follows: Assistant
Dean, Diversity and Student Life (Community Service Groups, Pipeline Programs, and Diversity
Organizations) and Assistant Dean, Student Affairs and Student Life (Academic Interest Groups,
Policy and Advocacy Groups, Special Interest and Recreational Groups).
The role of the deans within their purview include the following:
1. Vetting Faculty leaders/Advisors that student groups recommend
2. Consulting with the group’s leadership (students and faculty) about problematic Faculty
Leaders/Advisors or colleagues or student members.
3. Offering advice, when requested of student group leaders
4. Hearing concerns about student groups from any source (students, faculty, administrators,
staff, etc.).
5. Facilitating, when needed, the interactions of the student groups with other WCM
offices—risk management, external affairs, etc.
6. Advising and consulting reciprocally with other medical education deans and
administrators as needed.
7. Reviewing the suitability of new groups and approving those meeting standards (see
Establishing New Organizations and Groups)
8. Reviewing activity status update surveys for existing groups.
Office of Student Life: The Coordinator of Student Community Service and other Office of
Student Life representatives support student-run groups that are being established or that are on-
going with advising and troubleshooting and with interfacing with other offices at the Medical
College.
Activity Status and Termination
Change of privileges: Student groups seeking to increase their privileges (e.g., to participate in
external-facing activities if their initial charter did not include this), must apply for this change
through the Office of Student Life before planning or participating in any of these additional
152
activities. This requires an updated charter application. This will also involve discussion with the
current faculty advisor(s)/leader(s) and may require the institution of a Faculty Leader if there had
previously been a Faculty Advisor.
Continuation of Activities: Student groups are permitted to function as long as they follow all
provisos of their initial charter (or an updated charter if they have successfully applied to the Student
Life Office for increased privileges), all policies and regulations of the Medical College and are in
compliance with local, state, or federal laws or regulatory bodies.
Activity Status Determination: Each year the Office of Student Life, MSEC leadership, and student
group leaders will confirm the activity status of all groups, update student leader and faculty
advisor/leader rosters, and address any need for updated charters if student groups are anticipating
a need to increase their privileges. Student leaders may be asked to provide an annual summary of
group activities and student involvement. Groups that are inactive for more than one year will need
to re-apply for chartering.
Suspension or Termination: Student groups are chartered and operate under the aegis of Weill
Cornell Medicine and are expected to uphold the standing and reputation of the institution. A
group may be suspended or terminated permanently for violation of any provisos of its charter,
the policies or regulations of the Medical College or local, state, federal laws or regulatory bodies
or for activities that may compromise the standing of the institution in the community at large.
The Assistant Deans in consultation with the Associate Dean, Education, or Senior Associate
Dean, Education, have the right to immediately suspend or terminate a group permanently for just
cause as described above, at their sole discretion.
Process for Approval of Expanded Privileges
In some situations, a group wishes to expand its privileges beyond those that were designated at
the time of initial group chartering and approval (e.g., higher risk functions such as interfacing
with external persons or organizations, working with people as patients or clients, having a social
media/web/other media presence, etc.). In such cases, student group leaders must first confer with
their Faculty Leader or Advisor (if one exists) and contact the Office of Student Life to discuss
their plans for group expansion and then proceed with re-chartering of their organization.
Expedited Review Process
Most groups will require a full review of their charter in order to be approved. To meet the fluid
needs of students and their organizations, and to facilitate rapid approval of very low-risk groups,
some group proposals may meet criteria for expedited review.
Criteria for expedited review
To be considered for an expedited review, a group proposal will meet the following inclusion
criteria.
The proposed group plans to:
153
• host activities involving only people from WCM (students, faculty, staff), which includes
the invited speakers/presenters
• host only those activities that are generally considered low risk to participants (e.g., arts
and crafts, watching movies, casual athletics, etc.)
• have no engagement with the public, including having no social media, web, or written
media presence
• seek funding only from MSEC (not from other sources)
Group activities or functions requiring full review
Any group planning, or considering, one of the following, will need to apply through a full
review:
• having a social media, web, or other media presence
• inviting external (non-WCM) speakers or collaborating with non-WCM organizations
• hosting in-person or virtual activities at other institutions outside of WCM
• hosting in-person or virtual activities that are open to/involve the non-WCM community
or general public
• hosting activities in which it is of reasonable likelihood that a participant could sustain
physical injury
• interacting with minors
• interacting with persons in a patient or client relationship
• seeking any sources of funding from inside or outside of WCM other than MSEC
The typical proposal eligible for expedited review would be a Special Interest & Recreational
Group:
• posing minimal risk to participants
• involving students, faculty, staff and resources ONLY from WCM
• and planning no involvement with the public (including a media presence, external
fundraising, etc.).
Academic Interest Groups may be eligible, but if your group would benefit from being able to
invite and host outside (non-WCM) speakers, or collaborating with outside organizations in some
way, we strongly recommend that you apply through the regular (non-expedited) process.
Faculty Oversight
Very low-risk groups that are eligible for the expedited review may choose to have a Faculty
Advisor, but they are not required to do so. If the student group leaders proposing the group wish
to officially name a Faculty Advisor, they can indicate that on the charter application document.
Requirements for approval of expanded group privileges
In some situations, a very low-risk group that was approved under expedited review may wish to
expand its privileges beyond those bestowed at the time of the initial expedited chartering (i.e.,
any of those types of activities listed above as needing a full review, such as, but not limited to,
inviting external speakers or presenters, establishing a social media/web/other media presence,
154
interfacing with the non-WCM community/general public). At such point, the approved group
must contact the Office of Student Life to discuss their plans for group expansion and then
proceed with re-chartering through a full review process.
155
Directory
DEAN OF THE MEDICAL COLLEGE
1300 York Avenue, F-104
Francis Lee, M.D. 746-6005
Interim Dean
Jennifer Moon, Ph.D. 746-6005
Administrative Director, Dean’s Office
OFFICE OF MEDICAL EDUCATION
1300 York Avenue, C-118
Yoon Kang, M.D. 962-3487
Senior Associate Dean, Education
Peter Marzuk, M.D. 962-3486
Associate Dean, Education
Salvatore Cilmi, M.D. 962-3486
Associate Dean, Academic Affairs
Michael Slade 962-6945
Assoc. Director Medical Education Administration
Rabia Hamid-Qazi 962-3487
Senior Administrative Specialist
Kristi Olson 962-4519
Program and Accreditation Manager
Sydney Gilbert Emmer 962-3488
Manager, Special Projects & Grants
James Gillespie 962-3486
Program Coordinator
OFFICE OF CURRICULUM AND
EDUCATIONAL DEVELOPMENT
1300 York Avenue
Joseph Safdieh, M.D. 746-3113
Associate Dean and Director
TBD 746-4071
Assistant Dean, Academic Achievement
Domenick Falcone, Ph.D. 746-6491
Assistant Dean, Foundational Curriculum
June Chan, M.D., 746-2916
Assistant Dean, Clinical Curriculum
Thea Ogunusi 962-9661
Foundational Curriculum Manager
Meghan Asik 962-6934
Compliance and Evaluation Manager
Leslie Bramm 962-6506
Classroom Technician
Irena Kotlika 962-6514
Foundational Curriculum Assistant
Ian Frawley 962-6507
Foundational Curriculum Assistant
Evelyn Vamyakaris 962-6177
OCED Qatar Liaison Assistant
Kimya Gittens 962-9660
AOC Program Coordinator
Albert Rosado 962-6516
Foundational Curriculum Coordinator
K
elli Ruttle 962-6517
Administrative Coordinator
Quanta Wade 962-6935
Evaluation Coordinator
Frank Perez 962-9731
CQI Coordinator
CLINICAL SKILLS CENTER
1305 York Avenue, 10
th
Floor
Yoon Kang, M.D. 962-3487/5556
Director, Clinical Skills Center
Sydney Katz, M.D. 962-5593
Associate Director, Clinical Skills Center
MacKenzi Preston, M.D. 962-5593
Assistant Director, Clinical Skills Center
Shamika Jackson 962-2617
Clinical Curriculum Manager
Anne Connolly 962-4560
Clinical Skills Coordinator
Darlene Howell 962-2642
Senior Administrative Specialist
Kevaughn Harvey 962-5593
Operations Manager, Clinical Skills Center
Imani Robinson
962-7268
Clinical Curriculum Coordinator
OFFICE OF STUDENT LIFE
AND STUDENT DIVERSITY
OH-110
Keith LaScalea, M.D. 746-1058
Associate Dean of Student Affairs and Student Life
Dana Gurvitch, M.D.
Assistant Dean of Student Affairs
and Student Life
Joshua Weaver, M.D.
Assistant Dean of Student Affairs and Student Life
*Weekends and evenings - please call: 646-962-4413
Joy Howell, M.D. 746-1057
Assistant Dean of Diversity and
Student Life
Sharon Brooks 746-7070
Student Life Manager
Rachel Kalaf 746-1062
Senior Administration Secretary
Chantel Gooding 746-1064
Diversity Coordinator
Sahira Torres 746-3390
Community Service Coordinator
156
OFFICE OF REGISTRAR
OFFICE OF FINANCE AND STUDENT RECORDS
Registrar (646-962-3470)
Financial Aid (646-962-3479)
Student Accounting (646-962-3475)
1300 York Avenue
Michele Filorimo 962-3470
Registrar
Alicia Stewart 962-3479
Director, Financial Aid
Andrea Damar, 962-3472
Director, Student Financial Services
Shira Markert 962-3470
Assistant Registrar
Latisha Rasheed 962-3470
Assistant Registrar
Brooke Rawson 962-3470
Assistant Registrar-Electives
TBD 962-3477
Manager, Financial Aid
Caitlin Marziliano 962-3478
Senior Financial Aid Counselor
Joanne Cabrera 962-3473
Accountant-Student Accounting
Amanda Higgins 962-3474
Data Analyst-Student Accounting
OFFICE OF ADMISSIONS
OH-104
Kevin Holcomb, M.D. 746-1067
Associate Dean, Admissions
Jessica Pena, M.D. 746-1067
Assistant Dean, Admissions
Thomas Nesdill 746-1067
Director, Admissions
Sheena Rumnit 746-1067
Assistant Director, Admissions
Miosoty Rivera 746-1069
Administrative Specialist
Nydia Pagan-Arocho 746-1067
Program Assistant
Melissa Gomez 746-1067
Program Assistant
Miahlee Rodriguez 746-1067
Office Assistant
TRI-INSTITUTIONAL MD-PHD C-103
PROGRAM
www.mdphd.weill.cornell.edu/
Katharine C. Hsu, M.D., Ph.D. 746-6023
Program Director
Catharine Boothroyd, Ph.D. 746-6023
Executive Director
Benjamin Levitt, Ph.D. 746-6023
Assistant Director
Hanna Silvast 746-6023
Senior Financial and Budget Specialist
Renee Horton 746-6023
Administrative Specialist
STUDENT HEALTH SERVICES
Edgar Figueroa, M.D. (646) 962-6942
Director of Student Health
Bernadette Abaya , R.N. (646) 962-6942
Nurse Administrator
Courtney Upshaw (646) 962-6942
Patient Coordinator
STUDENT MENTAL HEALTH PROGRAM
Patricia Marino, PhD.
(914) 997 8691
Director
SPIRITUAL COUNSELOR TO THE
MEDICAL COLLEGE
Reverend Curtis Hart, M.Div. 347-752-7421
LIBRARY Wood Library
Diana Delgado
Associate Director,
Information, Education &
Clinical Services
(646) 962-2550
did2005@med.cornell.edu
Nicole Milano
Head, Medical Center
Archives
(212) 746-6072
njm4001@med.cornell.edu
Sarah Ben Maamar
Associate Director, Research
Services
(646) 962-2576
sbm4003@med.cornell.edu
Terrie Wheeler
Director
(646) 962-2469
tew2004@med.cornell.edu
Michael Wood
Qatar Liaison Librarian &
Head, Resource Management
(646) 962-2471
mawood@med.cornell.edu
STUDENT HOUSING Lasdon 2-S
https://housing.weill.cornell.edu/
Kevin Rakowsky 646-962-2525
Director
Joe Vece 646-962-2525
Lisa Ryan 646-962-2525
Lasdon Desk 746-1008
Olin Desk 746-1009
