STUDENT HANDBOOK 2021-2022 - University of Mississippi Medical Center
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STUDENT
HANDBOOK
2021-2022
UNIVERSITY OF MISSISSIPPI SCHOOL OF MEDICINECONTENTS
PURPOSE OF STUDENT HANDBOOK.............................................................................................................. 4
HISTORY AND GOVERNANCE ........................................................................................................................ 4
STATEMENT OF PURPOSE .............................................................................................................................. 4
SCHOOL OF MEDICINE MISSION .................................................................................................................. 5
VISION STATEMENT ....................................................................................................................................... 5
FACILITIES ..................................................................................................................................................... 5
The University Hospitals and Health System; Jackson Medical Mall; Affiliated Hospitals
ADMINISTRATION ......................................................................................................................................... 6
EQUAL OPPORTUNITY STATEMENT ................................................................................................................ 6
DIVERSITY AND INCLUSION STATEMENT ....................................................................................................... 6
PROCEDURE ON RELIGIOUS DIVERSITY ........................................................................................................ 7
EDUCATIONAL PROGRAM OBJECTIVES ......................................................................................................... 7
PROGRAM ..................................................................................................................................................... 9
TECHNICAL STANDARDS: ADMISSION, RETENTION, PROMOTION AND CERTIFICATION .............................. 10
Observation; Communication; Motor; Intellectual, Conceptual, Integrative, and
Quantitative Abilities; Behavioral and Social Attributes
PROFESSIONALISM ..................................................................................................................................... 11
A COVENANT FOR MEDICAL EDUCATION .................................................................................................... 11
MEDICAL STUDENT PROFESSIONALISM CODE ............................................................................................ 12
PROFESSIONAL APPEARANCE GUIDELINES ................................................................................................ 13
POLICY AND PROCEDURE ON PROFESSIONAL BEHAVIOR .......................................................................... 15
CODE OF HONORABLE AND PROFESSIONAL CONDUCT ............................................................................. 16
POLICY ON GRADING, PROGRESSION AND ACADEMIC STATUS .................................................................. 16
ACADEMIC ACHIEVEMENT POLICY AND PROCEDURE ................................................................................. 19
POLICY REGARDING PERSONAL BELONGINGS DURING EXAMS ................................................................. 20
ATTENDANCE POLICY .................................................................................................................................. 21
POLICY ON STUDENT DUTY HOURS ............................................................................................................. 21
COURSE SYLLABI ......................................................................................................................................... 22
PODCASTING GUIDELINES .......................................................................................................................... 22
EVALUATION................................................................................................................................................ 22
REGISTRATION ............................................................................................................................................ 22
Tuition and Fees, Refunds
1STUDENT SERVICES ..................................................................................................................................... 23
THE ROWLAND MEDICAL LIBRARY .............................................................................................................. 23
STUDENT FINANCIAL AID ............................................................................................................................. 23
ORGANIZATIONS FOR STUDENTS ................................................................................................................ 24
Honor Societies, Professional Organizations, Student Council, Associated Student Body
INTRAMURALS ............................................................................................................................................ 25
FOOD AND NUTRITION SERVICES: Cafeterias; Fast Foods ........................................................................... 25
STUDENT UNION ......................................................................................................................................... 25
MEDICAL CENTER BOOKSTORE ................................................................................................................... 25
Textbooks; Reference and Review Books; Textbooks and Special Equipment; Medical Supplies;
Office Supplies and School Apparel
TECHNOLOGY REQUIREMENTS: Required Laptops ..................................................................................... 26
MEDICAL STUDENT LOUNGES ..................................................................................................................... 27
POSTAL SERVICE ......................................................................................................................................... 27
MAILBOXES ................................................................................................................................................. 27
LOCKERS ..................................................................................................................................................... 27
PICTURE IDENTIFICATION ............................................................................................................................ 27
COMMUNICATIONS AND MARKETING ........................................................................................................ 27
POSTING OF NOTICES ................................................................................................................................. 27
CAMPUS POLICE ......................................................................................................................................... 27
CAMPUS SECURITY ACT OF 1992 ................................................................................................................ 28
PARKING ..................................................................................................................................................... 28
Violations; Bicycles, Motorcycles
FACULTY ADVISEMENT ................................................................................................................................ 28
COUNSELING SERVICES .............................................................................................................................. 29
ACADEMIC SUPPORT .................................................................................................................................. 29
TUTORING SERVICES ................................................................................................................................... 29
STUDENT COUNSELING AND WELLNESS CENTER........................................................................................ 29
STUDENT ASSISTANCE PROGRAM................................................................................................................ 29
INTERNATIONAL TRAVEL .............................................................................................................................. 30
STUDENT DISABILITY INSURANCE ............................................................................................................... 30
ACADEMIC ACCOMMODATIONS ................................................................................................................. 30
MEDICAL INSURANCE REQUIREMENT ........................................................................................................ 31
2STUDENT AND EMPLOYEE HEALTH .............................................................................................................. 31
Services, Non-Involvement of Providers of Student Health Services in Student Assessment
IMMUNIZATION REQUIREMENT ................................................................................................................. 32
DRUG PROGRAM ........................................................................................................................................ 33
LEGAL SANCTIONS UNDER LOCAL, STATE OR FEDERAL LAW ........................................................................ 33
TOBACCO PRODUCT USE ............................................................................................................................ 33
FIREARMS POLICY ....................................................................................................................................... 33
UMMC SAFETY PRECAUTIONS .................................................................................................................... 34
Personnel, Equipment, Teaching Laboratories, Behavior Risk
POLICY ON REPORTING OBLIGATIONS FOR STUDENTS WITH BLOOD BORNE DISEASES............................. 34
MISTREATMENT POLICY .............................................................................................................................. 35
General Mistreatment; Discrimination; Sexual Misconduct
CONFIDENTIALITY ....................................................................................................................................... 37
ACCEPTABLE USE POLICY ............................................................................................................................ 37
User Responsibilities, Internet Access, Code of Conduct
PUBLIC WIRELESS ACCESS POLICY AND PROCEDURE................................................................................. 39
EMAIL POLICY ............................................................................................................................................. 41
PROCEDURE REGARDING SOCIAL MEDIA ................................................................................................... 43
FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT OF 1974 ........................................................................ 44
Student Access to Records; Release of Information; Accuracy of Educational Records
EMERGENCY PROCEDURES ........................................................................................................................ 45
Fire; Tornadoes or Severe Weather; Suspicious Persons
LOST AND FOUND ....................................................................................................................................... 45
COMPLAINTS............................................................................................................................................... 45
MEDICAL CENTER PROPERTY ...................................................................................................................... 46
MEDICAL CENTER TELEPHONE SYSTEM DIALING INSTRUCTIONS ............................................................... 46
EMERGENCY NUMBERS .............................................................................................................................. 47
UMMC CAMPUS MAP.................................................................................................................................. 48
3PURPOSE OF STUDENT HANDBOOK and through him to the constitutional Mississippi
Board of Trustees of State Institutions of Higher
The School of Medicine Student Handbook and Learning, which governs all eight state institutions
the University of Mississippi Medical Center of higher learning. All final authority for the
Bulletin are the primary sources of information operation of the institutions under its control lies
about the School of Medicine and the Medical with this board.
Center. It is the responsibility of each medical
student to be familiar with each document.
STATEMENT OF PURPOSE
Copies of the student handbook and the bulletin
are provided to students during their orientation The 1950 Mississippi Legislature enlarged and
to medical school and posted on the School of strengthened health professions education in
Medicine’s website. General information, rules, Mississippi by enacting bills to establish and
regulations and responsibilities pertaining to construct the Medical Center in Jackson as part of
medical students, included in these documents, the University of Mississippi. The Medical Center
are discussed during orientation. unites the interrelated activities of education in
the health sciences and accepts responsibility for
School of Medicine and Medical Center policies teaching, research, service and leadership in this
are subject to revision at any time without prior field. Its programs embrace training for physicians,
notice. Medical students are notified of any dentists, nurses and related members of the
relevant changes in policy made effective during health team; graduate study in the biomedical
the course of the academic year. sciences; and the delivery of health care in the
As members of the academic community, medical teaching hospitals and clinics.
students have a voice in the formulation and The parent campus, the University of Mississippi,
application of policies and procedures and are chartered in 1844, has five areas of focus in its
responsible for adhering to the standards of current Statement of Purpose. One of these is
scholarship and conduct essential to the health. “The University will continue to provide
educational mission of and community life at the professional education of those who deliver
the Medical Center. and administer human health services and
those who perform research aimed at improving
HISTORY AND GOVERNANCE the efficiency, the effectiveness, quality, and
The Medical Center in Jackson is the health availability of health care."
sciences campus of the University of Mississippi. Within this framework, the Medical Center’s
The Medical Center opened in 1955, but its principal and continuing purpose is to accomplish
beginnings go back to 1903 when a special act the interrelated goals of health professional
of the Board of Trustees created the School of education for Mississippi: to teach in a superior
Medicine. Except for the 1909-10 sessions when manner the art and science of health care to
clinical training was provided at the Charity students of exceptional promise and talent; to
Hospital in Vicksburg, the School of Medicine provide high-quality treatment for all patients
operated continuously as a two-year school on the using the disciplines and specialties of modern
Oxford campus for more than half a century. In health care; to lead the way to discoveries which
the summer of 1955, the school was moved to the will raise the health level of Mississippians and,
state capital at Jackson and expanded to include indeed, all mankind; to foster dedication to
the third and fourth years of medical training. lifelong learning; to respond to community needs
The first class was graduated in June 1957. through continuing education and outreach
The Medical Center functions as a separately programs that extend beyond the campus; and to
funded, semi-autonomous unit responsible to recruit and retain the caliber of faculty necessary
the chancellor of the University of Mississippi, to meet these goals. The Medical Center fosters
4and protects an intellectual, emotional and
challenging learning environment conducive to
FACILITIES
educational excellence in the health sciences, The Medical Center occupies a 164-acre tract of
productive scientific investigation and exemplary University-owned land in the heart of the capital
patient care, and moves toward the ultimate city. The original eight-story building is now the
goal of improved health and well-being for the nucleus of a major academic health sciences
citizens of Mississippi, the region, the nation and complex, more than quadruple in size since its
the world. opening in 1955. The Schools of Medicine, Nursing,
Health Related Professions, Pharmacy, Dentistry
Medical Center graduates are expected to and Population Health all have their own
possess and to demonstrate the skills and buildings on campus. The dental education
knowledge necessary to practice their disciplines building and a major classroom addition were
as competent health professionals. The Medical completed in 1977; a clinical sciences expansion
Center regularly uses appropriate external to the medical school was occupied in 1978;
and internal measurement tools to assess the and the Verner Smith Holmes Learning Resource
institution’s effectiveness in training health Center was occupied in 1982. An ambulatory
professionals for Mississippi and to evaluate its care center – the University Physicians Pavilion
programs for patient care,research, continuing – was completed in 1987, and an addition to
education and outreach. the learning resource center was completed in
The expeditious growth of the Medical Center 1990. The Arthur C. Guyton Laboratory Research
into a major academic health sciences center Building opened in 1993 and was expanded in
reflects the deep commitment of the State of 2008. The Translational Research Center was
Mississippi, the Mississippi Board of Trustees opened in 2017 along with the new School of
of State Institutions of Higher Learning and the Medicine Education Building. In addition to
administration and faculty of the University of academic, research and patient care areas, other
Mississippi Medical Center to the continuing campus facilities include an alumni house and
fulfillment of this statement of purpose. the Norman C. Nelson Student Union. The Medical
Center’s graduate programs in the health sciences
SCHOOL OF MEDICINE MISSION previously operated under the auspices of the
Graduate School of the University of Mississippi;
The University of Mississippi School of Medicine is
the Medical Center’s School of Graduate Studies
committed to training skilled and compassionate
in the Health Sciences was established in 2001.
physicians to provide high-quality and equitable
The School of Population Health was established
health care particularly to the state’s residents,
in 2017.
including diverse and underserved populations.
The school prepares learners to provide excellent The University Hospitals and
care through programs of innovative education, Health System
state-of-the-art research and comprehensive clinical
The University Hospitals and Health System (UHHS)
practice.
are the teaching hospitals for all Medical Center
Approved by the Executive Faculty, April 28, 2011. education programs and a 772- bed diagnostic and
Updated by the Executive Faculty, August 20, 2018. treatment referral center for the entire state. The
hospital system includes the ambulatory services
VISION STATEMENT at the Jackson Medical Mall, faculty practice in
the University of Mississippi Pavilion; the Blair E.
A healthier Mississippi and beyond through
Batson Hospital for Children, which includes the
education, patient care and discovery.
Kathy and Joe Sanderson Tower, the Mississippi
Approved by the Executive Faculty, August 20, 2018. Children’s Cancer Clinic and the Children’s
5Rehabilitation Center; the Winfred L. Wiser Haynes, associate dean for admissions (601) 984-
Hospital for Women and Infants; the Wallace Conerly 5010; Dr. Kathryn Schneider, assistant dean for
Hospital for Critical Care; University Hospital; and admissions (601) 815-8418; and Dr. Patrick Smith,
the Holmes County Hospital and Clinics. associate dean for faculty affairs (601) 984-5003.
Jackson Medical Mall Thad Cochran
Center
EQUAL OPPORTUNITY IN
Some UHHS clinics are located at the Jackson EDUCATION AND EMPLOYMENT
Medical Mall Thad Cochran Center. Services at the
mall include immunization; hypertension counseling
POLICY STATEMEMENT
and treatment; tuberculosis screening; diabetes The University of Mississippi Medical Center
education and research; and STD screening and provides equal opportunity in any employment
counseling. The Departments of Family Medicine, practice, education program, or education activity
Medicine, Pediatrics, and Ob-Gyn collaborate in a to all qualified persons. The Medical Center
primary care clinic. Other mall tenants are the Hinds complies with all applicable laws regarding equal
County Health Department and the City of Jackson opportunity and affirmative action and does not
Department of Human Services. unlawfully discriminate against any employee,
student, or applicant based upon race, color,
Affiliated Hospitals gender, sex, sexual orientation, gender identity or
The G.V. (Sonny) Montgomery VA Medical Center of expression, religion, creed, national origin, age,
Jackson, with 376 general patient beds and a 120- disability, veteran status, marital status, socio-
bed nursing home, is the principal teaching affiliate economic status, culture, or genetic information.
for Medical Center educational programs. Inquiries or complaints may be referred to the
Office of the Director, Employee Relations, 2500
ADMINISTRATION North State Street, Jackson, MS 39216-4505.
The University answers to the Board of Trustees
through the University’s administrative head, DIVERSITY AND INCLUSION
Chancellor Glenn Boyce, whose office is on the
Oxford campus. The chief executive officer at the
STATEMENT
semiautonomous Medical Center is Dr. LouAnn The University of Mississippi Medical Center
Woodward, vice chancellor for health affairs and (UMMC) School of Medicine (SOM), part of
dean of the School of Medicine. Executive leadership Mississippi’s only academic health science
of the School of Medicine includes: Dr. Loretta campus, is committed to the education and
Jackson-Williams, vice dean (601) 984-5006; Dr. training of compassionate, considerate, and
Michael R. McMullan, associate dean for student competent physicians who provide quality health
affairs (601) 984-5012; Dr. Lyssa Weatherly, assistant care aimed at achieving health equity within the
dean for student affairs (601) 984-5610; Dr. Sharon state. We believe that the inclusivity of different
P. Douglas, associate dean for coordination of edu- dimensions of diversity is integral to our missions
cation at the G.V. (Sonny) Montgomery VA Medical and we remain committed to fostering a climate
Center (601) 362- 4471 (Ext. 1860); Dr. Jimmy of respect, belonging, and excellence in the
Stewart, associate dean for graduate medical educa- academic learning environment.
tion (601) 984-5770; Dr. J. Marc Majure, assistant To become culturally responsive to our patients
dean for graduate medical education (601) 984-1113; and create a diverse workforce reflective of our
Dr. David R. Norris, assistant dean for academic affairs state’s population, we concentrate recruitment
(601) 984-5006; Dr. Brad Ingram, assistant dean and retention efforts on groups traditionally
for graduate medical education (601) 984-5210; underrepresented in medicine which include:
Dr. Arthur Calimaran, assistant dean for graduate Black/African American, Hispanic/Latino, rural,
medical education (601) 984-5900; Dr. Demondes educationally and/or economically disadvantaged
6students. We utilize pipeline and outreach utilize technology to improve patient care and
recruitment programming that provides pre- health outcomes. These goals support our mission
application counseling, academic preparation, of creating a healthier Mississippi.
pre-matriculation, and professional development. Approved by the Executive Faculty, January 24, 2011;
These efforts are sustained through long-standing Updated by the Executive Faculty, September 16, 2019.
partnerships and engagement with school districts
and higher education institutions throughout the
state and region. PROCEDURE ON RELIGIOUS
Holistic admissions offers accepted and DIVERSITY*
matriculating students a rich educational Medical Students are not required to participate
experience and brings forth new ideals and in any procedure or service for which they have
diverse perspectives in the learning environment. religious objection.
Academic support and counseling services
Students must attend all required educational
are strong contributors of student retention.
sessions whether or not they have religious
Students are also afforded opportunities to:
objection to the material discussed and are
receive generous scholarship awards; participate
responsible for the educational content of the
in service-learning and community engagement
session.
activities; hold leadership positions within their
class and the University’s student governing Students may not refuse to provide care to
body; be inducted into honor societies; become a patient based on religion, gender, sexual
members of local chapters of national professional orientation, race, patient diagnosis, or any other
organizations; and attend national meetings. patient personal characteristic.
Student-elected diversity representatives are It is required that students communicate with the
tasked with ensuring the interests of all groups course or clerkship director at the beginning of
within the class are represented, promoting the course or clerkship when they are aware that
multi-cultural programs and opportunities, procedures to which they object may occur.
and addressing incidences of discrimination or
complaints about cultural sensitivity or inclusion. EDUCATIONAL PROGRAM
The School of Medicine recognizes the educational
benefits of diversity among students as well as
OBJECTIVES
basic science and clinical faculty, staff, and senior The educational program of the School of Medicine
administrators. As has been demonstrated in the is designed to achieve the multiple goals of
literature, a diverse faculty is better equipped dissemination of knowledge through teaching,
to promote an academic learning environment application of knowledge through clinical practice,
that prepares culturally-competent physicians and creation of new knowledge through scientific
who are aware of and committed to addressing research. The specific educational program
health disparities and care for patients who are objectives set forth below reflect the essential
from different backgrounds. As such, the SOM requirements for physicians to act in an ethical and
targets the recruitment, retention, and promotion altruistic fashion while providing competent medical
of African Americans and women among faculty care and fulfilling their obligations to their patients.
and senior administrators. These efforts include I. Graduates must demonstrate sufficient
support for early and mid-career faculty in knowledge of the structure and function of the
professional development. human body to recognize alterations from the
Our comprehensive academic program is normal. They must recognize the various causes
designed to create a physician workforce to of such abnormalities and their pathogenesis.
address health disparities, develop lifelong At the completion of the medical school
learners, contribute to biomedical research, and curriculum, students must be able to:
7• Demonstrate knowledge of the normal • Utilize knowledge of the most frequent
structure and function of the human body and manifestations of common disorders.
each of its major organ systems. • Reason deductively in solving clinical
• Demonstrate an understanding of the problems.
molecular, biochemical and cellular • Construct appropriate diagnostic and
mechanisms which help maintain the body’s therapeutic plans/strategies for patients with
homeostasis. common conditions, both acute and chronic,
• Synthesize the various causes (genetic, including medical, surgical and psychiatric
developmental, metabolic, toxic, conditions, and those requiring short- and
microbiologic, autoimmune, neoplastic, long-term rehabilitation.
degenerative, and traumatic) of diseases and • Identify patients with immediately life-
the ways in which they impact on the body threatening conditions, i.e., infectious, cardiac,
(pathogenesis). pulmonary, allergic, neurologic or psychiatric
• Demonstrate knowledge of the altered diseases regardless of etiology, and to
structure and function (pathology and institute appropriate initial therapy.
pathophysiology) of the body and its major • Recognize and outline initial management for
organ systems that are seen in various patients with conditions requiring critical care.
diseases and conditions.
• Apply knowledge about how to relieve pain
• Apply principles of epidemiological sciences and ameliorate suffering of patients.
in establishing the causation of disease and
efficacy of traditional and nontraditional • Communicate effectively, both orally and in
therapies. writing, with patients and their families.
II. Graduates must utilize the necessary diagnostic III. Graduates must demonstrate those
and interventional skills to accurately evaluate, characteristics, attitudes and values that are
diagnose and plan treatment appropriate for needed to provide ethical and beneficent
each patient. At the completion of the medical medical care for all patients. At the completion
school curriculum, students must be able to: of the medical school curriculum, students
must be able to:
• Obtain an accurate medical history that covers
all essential aspects of the patient’s history, • Apply knowledge of theories and principles
including issues related to age, gender, ethnic that govern ethical decision making, and
and socioeconomic status. of the major ethical questions in medicine,
particularly those at the beginning and end
• Perform both a complete and an organ system of life and those that surface from the rapid
specific examination, including one for mental expansion of technology.
status.
• Demonstrate honesty and integrity in all
• Perform routine technical procedures interactions with patients, families, colleagues
including, at a minimum, venipuncture, and others with whom physicians must
inserting an intravenous catheter, airway interact in their professional lives.
management, inserting a nasogastric tube,
inserting a Foley catheter and suturing simple • Advocate the interests of one’s patients over
lacerations. one’s own interests at all times.
• Interpret results of commonly used diagnostic • Analyze the threats to medical professionalism
tests and procedures, i.e., laboratory, posed by the conflicts of interest inherent
roentgenographic, electrocardiographic. in various financial and organizational
arrangements for the practice of medicine.
8• Evaluate and accept limitations in one’s • Establish and maintain a climate of mutual
knowledge and clinical skills, and commit to respect, dignity, diversity, ethical integrity and
continuously improve one’s knowledge and trust among health professionals.
abilities. • Communicate effectively, both orally and
IV. Graduates must employ systematic approaches in writing, with colleagues and health care
for promoting, maintaining and improving team members with whom physicians must
the health of individuals and population. At exchange information in carrying out their
the completion of the medical school curriculum, responsibilities.
students must be able to: • Provide compassionate and nonjudgmental
• Identify the important non-biological treatment of all patients, and respect for the
determinants of poor health and of the privacy and dignity of all patients.
economic, psychological, social and cultural • Demonstrate an understanding of, and respect
factors that contribute to the development for, the roles of other health care professionals,
and/or continuation of maladies. and of the need to collaborate and work with
• Apply knowledge of the epidemiology others in caring for individual patients and in
of common maladies within a defined promoting the health of defined populations.
population and the systematic approaches VI. Graduates must demonstrate the qualities
useful in reducing the incidence and VI. required to sustain lifelong personal and
prevalence of those maladies. VI. professional growth. At the completion of the
• Identify factors that place individuals at risk VI. medical school curriculum, students must be
for disease or injury, to select appropriate VI. able to:
tests for detecting patients at risk for specific • Engage in lifelong learning to stay abreast of
diseases or in the early stage of disease, relevant scientific advances.
and to determine strategies for responding • Assess self-awareness of knowledge, skills,
appropriately. and emotional limitations to engage in
• Retrieve from electronic databases and other appropriate help-seeking behaviors.
resources, manage and utilize biomedical • Demonstrate leadership skills that enhance
information for solving problems and make team functioning and the learning
decisions that are relevant to the care of environment.
individuals and populations.
• Develop an understanding of skills and
• Demonstrate knowledge of various strategies to maintain work life integration.
approaches to the organization, financing and
delivery of health care. Updated by the School of Medicine Curriculum
Committee, November, 2019.
• Provide care to patients who are unable to
pay and to advocate for access to health care
for members of traditionally underserved PROGRAM
populations. The School of Medicine offers a course of study
leading to the degree of Doctor of Medicine. A
V. Graduates must demonstrate the ability to combined M.D./Ph.D. program also is offered.
engage in an interprofessional team in a The four-year program leading to the degree of
manner that optimizes safe, effective patient- Doctor of Medicine is accredited by the Liaison
and population-centered care. At the completion Committee on Medical Education. Consult the
of the medical school curriculum, students must University of Mississippi Medical Center Bulletin
be able to: for requirements and details.
9TECHNICAL STANDARDS: and are responsible for the educational content of
the session. In addition, students may not refuse
ADMISSION, RETENTION, PROMOTION to provide care to a patient based on religion,
AND CERTIFICATION FOR THE DEGREE gender, sexual orientation, race, patient diagnosis
or any other patient personal characteristic. It is
OF DOCTOR OF MEDICINE required that students communicate with the
Because the M.D. degree awarded to a senior course or clerkship director at the beginning
medical student signifies the holder is prepared of the course or clerkship when they are aware
for entry into the practice of medicine within that procedures to which they object may occur.
postgraduate training programs, graduates must The student must be able to observe a patient
have the knowledge and skills to function in a accurately at a distance and close at hand.
broad variety of clinical situations and to render a Observation necessitates the functional use of the
wide spectrum of patient care. senses of vision, hearing and somatic sensation.
It is enhanced by the functional use of the sense
If they are to function in this manner, medical
of smell.
students must have somatic sensation, the
functional use of the senses of vision and hearing, Communication
and equilibrium. They must have sufficient A medical student should be able to speak, to hear
exteroceptive sense (touch, pain and temperature), and to observe patients in a sensitive manner. A
sufficient proprioceptive sense (position, pressure, medical student should be able to elicit informa-
movement, stereognosis and vibratory) and tion; describe changes in the patient’s mood,
sufficient motor function to perform the activities activity and posture; and perceive nonverbal
described in the sections that follow. Students communication. The student also must be able to
also must be able to consistently, quickly and communicate effectively in oral and written form
accurately integrate all information received by
with all members of the health care team.
whatever sense(s), have the intellectual ability to
learn, integrate, analyze and synthesize data, and Motor
demonstrate the appropriate behavioral and social A student should have sufficient motor function
skills for patient interaction. to obtain information from patients by palpation,
Technological compensation can be made for some auscultation, percussion and other diagnostic
handicaps in certain of these areas, but the student maneuvers; to do basic laboratory tests; to carry
should be able to perform in a largely independent out diagnostic procedures; to read electrocardio-
manner. grams and radiographs; and to conduct anatomical
dissections in the basic sciences and clinical years.
Observation A student should be able to execute the motor
The medical student must be able to observe and movements reasonably required to provide
participate in demonstrations and experiments general and emergency care to patients. Examples
in the basic sciences, including but not limited to of emergency treatment reasonably required of
physiologic and pharmacologic demonstrations physicians are cardiopulmonary resuscitation,
in animals; microbiologic cultures; microscopic the administration of intravenous medication,
studies of microorganisms and tissues in normal the application of pressure to stop bleeding, the
and pathologic states; and anatomical specimens. opening of obstructed airways, the suturing of
Medical students are not required to participate simple wounds and the performance of simple
in any procedure or service for which they have obstetrical maneuvers. Such actions require
religious objection. Students must attend all coordination of both gross and fine muscular
required educational sessions whether or not they movements, equilibrium and functional use of
have religious objection to the material discussed the senses of touch and vision.
10Intellectual, Conceptual, Integrative PRECEPTS
and Quantitative Abilities
Medical educators have a duty to convey the
These abilities include measurement, calculation, knowledge and skills required to deliver the
reasoning, analysis and synthesis. Problem-solving, profession’s contemporary standard of care and
the critical skill demanded of physicians, requires to instill the values and attitudes required to
all of these intellectual abilities. In addition, the preserve the medical profession’s social contract
student must be able to comprehend three- across the generations. The learning environments
dimensional relationships and to understand the conducive to conveying professional values must
spatial relationships of structures. be grounded in integrity. Students learn enduring
lessons of professionalism by observing and
Behavioral and Social Attributes
emulating role models who epitomize authentic
A student must possess the emotional health professional values and attitudes. Fundamental
required to fully use his or her intellectual to the ethic of medicine is respect for every
abilities; to exercise good judgment; to promptly individual. Mutual respect between learners, as
complete the responsibilities attendant to the novice members of the medical profession, and
diagnosis and care of patients; and to develop their teachers, as experienced and esteemed
mature, sensitive and appropriate relationships professionals, is essential for nurturing that
with patients. A student must be able to tolerate ethic. Given the inherently hierarchical nature of
physically taxing workloads and to function the teacher-student relationship, teachers have
effectively under stress. A student must be flexible, a special obligation to ensure that students are
able to adapt to changing environments, and always treated with respect.
capable of functioning in the face of uncertainties
COMMITMENTS OF FACULTY
inherent to the clinical problems of many patients.
• We pledge our utmost efforts to ensure that
all components of the educational program for
PROFESSIONALISM medical students are of the highest quality.
Professionalism is an inherent and vital part of the
• As mentors for our student colleagues, we
discipline and practice of medicine. The School pledge that we will maintain high professional
of Medicine has adopted the Medical Student standards in all of our interactions with patients,
Professionalism Code and the Covenant for colleagues, and staff.
Medical Education.
• We pledge that we will respect all students
as individuals, without regard to gender,
A COVENANT FOR MEDICAL race, national origin, religion, age, or sexual
EDUCATION orientation; we will not tolerate anyone who
manifests disrespect or who expresses biased
THE TEACHER-STUDENT RELATIONSHIP attitudes toward any student.
Preparation for a career in medicine requires the • We pledge that students will have sufficient
acquisition of a large base of knowledge. It also time to fulfill personal and family obligations,
demands the virtues that form the basis of the to enjoy recreational activities, and to obtain
doctor-patient relationship and sustain the profes- adequate rest; we will monitor time required for
sion of medicine as a moral enterprise. This covenant “call” on clinical rotations.
serves as both a commitment and a reminder to
• In nurturing both the intellectual and the
teachers and students that their conduct in fulfilling personal development of students, we pledge
their mutual obligations is the medium through to celebrate expressions of exemplary
which the profession instills its ethical values. professional attitudes and behaviors, as well as
achievement of academic excellence.
11• We pledge that we will not tolerate any abuse medical student reflects on our classmates, our
or exploitation of students. school, our families, our communities, and our
• We pledge that we will encourage any student profession. I recognize that it is an honor and a
who experiences mistreatment or who privilege to be a part of the medical profession. As
witnesses unprofessional behavior to report the a medical student in lecture, lab, small group, an
facts immediately to appropriate faculty or staff; administrator’s office, support staff’s office, clinic,
and we pledge that we will treat all such reports or the hospital, whether patients are present or
as confidential and will not tolerate reprisals or not, I will act in a professional manner.
retaliations of any kind. I pledge to uphold the following tenets of
professionalism:
COMMITMENTS OF STUDENTS
• We pledge our utmost efforts to acquire the Honesty and Integrity
knowledge, skills, attitudes, and behaviors • I will demonstrate truthfulness and fidelity
required to fulfill all educational objectives in academic and clinical activities, including
established by the faculty. examinations, evaluation, and any other
• We pledge that we will cherish the professional representation of my work.
virtues of honesty, compassion, integrity, • I will not participate in or be a party to unfair
fidelity, and dependability. advancement of academic standing.
• We pledge to respect all faculty members • I will be truthful in all interactions with patients,
and all students as individuals, without regard peers, and faculty.
to gender, race, national origin, religion, age, or • I will be honest in the collection, interpretation,
sexual orientation. and reporting of data pertinent to academic
• As physicians in training, we pledge that we work or patient care.
will embrace the highest standards of the • I will adhere to the highest standard of integrity
medical profession and conduct ourselves in professional relationships, including those
accordingly in all of our interactions with with industry representatives.
patients, colleagues and staff. We pledge to
Respect for Others
respect all individuals without regard to gender,
race, national origin, religion, age, or sexual • I will demonstrate the highest standards of
orientation. ethical and professional behavior in the
academic and clinical setting.
• In fulfilling our own obligations as
professionals, we also pledge to assist our • I will not discriminate against patients or their
fellow students in meeting their professional families based on race, ethnicity, religion, age,
obligations. gender, sexual orientation, disability, diagnosis,
socioeconomic status, or ability to pay.
Adapted from the Association of American Medical Colleges’
Compact Between Teachers and Learners of Medicine. • I will treat my classmates, staff, those of various
medical disciplines, and all health care team
MEDICAL STUDENT members with respect.
• I will display and expect non-discriminatory
PROFESSIONALISM CODE behavior toward and from my supervisors, my
As a student of Medicine, I am now a member peers, and staff with whom I work.
of the medical community, and as a member, I
• I will respect that faculty have devoted their
accept responsibility for my conduct and expect
time and experience to teaching medical
the highest standards of myself. I will also support
students in lectures, labs, small groups,
others in upholding these standards. I understand
simulations, clinics, and hospitals.
that the behavior and attitudes of the individual
12• I will show respect in all oral, written, and e-mail promote the student-teacher relationship and to
communications, including patient presentations, assist others in meeting professional obligations.
clinical documentation, course evaluations, and • I will seek assistance from colleagues or
challenges to grades or test questions. professionals for any problems that adversely
• I will protect patient confidentiality, discussing affect my education, quality of patient care, or
information with no one who does not have service to society.
legitimate need to know. • I will willingly assess my progress and identify
• I will uphold the dignity of our patients. areas for improvement and issues for continued
• I will show respect for others by dressing learning.
appropriately, including wearing a clean white • I will incorporate feedback into self-improvement.
coat and appropriate identification during all • I will effectively use technology to manage
anticipated patient or simulated patient contact. information for patient care and self-
The Professional Appearance Guidelines for improvement.
University Hospitals and Clinics can be found in
the Student Handbook. • I will continue to strive to become an honest,
responsible, and compassionate member of the
Reliability and Responsibility medical profession, with service to and well-
• I will maintain patient well-being as my main being of the patient as my guide.
focus and primary responsibility. Finally, as a student, I will adhere to UMMC
• I will fulfill responsibilities assigned to me with policies on professionalism, conduct, personal
careful consideration of consequences to both appearance, patient confidentiality, and
patients and colleagues, recognizing that my compliance
failure to contribute fully increases the workload
Adapted from the University of Minnesota Medical
of others and may compromise the well-being Student Professionalism Code, 2002, by the University of
of our patients. Mississippi School of Medicine Curriculum Committee,
• I will be punctual. Professionalism Subcommittee, November 2006.
• I will educate myself about the ethical standards
of my profession and the legal standards that PROFESSIONAL APPEARANCE
may apply to my patients. GUIDELINES
• I will acknowledge my strengths as well as my GENERAL GUIDELINES
limitations, offering assistance when I am able
and seeking assistance when necessary. Hair: Hair should always be clean, well-groomed,
and styled so that the face is visible. Extreme
• I will not be under the influence of alcohol or hair color or style distracts from a professional
other drugs while performing academic or appearance and is not acceptable.
clinical responsibilities.
Facial Hair: Students who wear mustaches,
Commitment to Self-Improvement beards or sideburns should keep them trimmed
• I will continue to strive for knowledge, skills, appropriately and well groomed. Those who
competence, and best practices. shave their facial hair should make every effort to
• I will prepare to the best of my ability for class, maintain a clean-shaven look.
labs, small groups, clinic, and rounds. ID Badge: UMMC policy requires ID badges at
• I will commit to participate through attendance all times while on duty. The badge should be worn
in class, labs, small groups, and clinical settings. with the name and photo clearly visible on the
front, upper torso and affixed to a collar, pocket,
• I will demonstrate willingness to share in the
lapel or displayed on a short neck strap.
learning process with peers, faculty, and staff to
13CLASSROOM DRESS GUIDELINES Shoes: Shoes should be clean, neat and always
Shirts: Collared shirts, blouses and T-shirts with closed toes. Heels should be of modest
may be worn as long as they do not contain height. Sandals, flip flops and house shoes are
inappropriate, offensive or distracting graphics not appropriate.
(e.g. political statements). Tank tops and spaghetti Accessories: Nail polish should be tasteful
straps are not appropriate. No undergarments and neat in appearance. As a health precaution,
should be exposed, with the exception of no false nails are allowed and natural fingernails
undershirts. These clothing items should not be should not extend more than one quarter-inch past
extremely oversized or excessively baggy. the fingertip. Makeup should not be distracting.
Pants: Pants should be in good condition, Hats and sunglasses should not be worn indoors.
not tattered. Jeans, cargo pants and capris are Tattoos should be covered. Earrings should not
acceptable. Pants should not be excessively exceed one-and-a-half inch in size. Nose-rings
clinging; leggings and spandex are are appropriate are permitted for cultural customs. Refrain from
if worn under a dress, shirt or skirt of appropriate excessive use of fragrant hairspray, perfume or
length. cologne
Shorts: Shorts should extend to at least mid-thigh SCRUBS GUIDELINES
in length and they should visibly extend beyond
Scrubs: Scrubs are acceptable to wear both in
any shirt/top that is worn. Athletic shorts and
the classroom and in the hospital setting. Scrubs
cutoffs are not acceptable.
should be clean; top and bottom should be of
Skirts: Skirts must be of sufficient length to reach matching color. Scrubs should not display any
an ID card placed vertically at the knee. extra logos or embellishments. Plain, neutral
Shoes: All footwear should be clean and in good T-shirts may be worn underneath, but they must
condition. Sneakers and sandals may be worn. be tucked into the pants. Clean and neat tennis
House shoes should not be worn. shoes may be worn with scrubs.
Other: Hats are appropriate as long as they do ONLINE/VIDEO ENCOUNTERS
not have inappropriate, offensive or distracting
graphics. Garments such as sweat suits, jogging In additional to professional dress, encounters
suits, camouflage or any type of pants and top that occur online or using video involve other
worn for sportswear are not appropriate. components for which attention must be given.
Consider your background to ensure you present
PROFESSIONAL DRESS GUIDELINES a neat space that is free from distracting or
(to include in person and online/video inappropriate materials (e.g., posters/murals).
encounters) Ensure that the space is appropriately secure to
Shirts: Men should wear button-down shirts exclude excessive or distracting background noise
with all buttons buttoned; however, if a tie is not and ensure an appropriate level of confidentiality
worn, the top button may be open. Women’s shirts when appropriate.
should not be low cut or excessively clinging; these
SUMMARY
tops must have sleeves. Bare shoulders are not
acceptable. These recommendations for dress are expected
to be adhered to any time the students are in the
Pants, Skirts, Dresses: These items should
classroom, hospital/clinical/online/video setting or
not be denim; neither capris nor shorts are
any time they interact with patients. Students are
appropriate. Dresses and skirts must be of
free to dress neatly and informally in the library
sufficient length to reach an ID card placed
or when on campus to study in the classroom
vertically at the knee. Men are required to wear
building.
belts with their pants.
14POLICY AND PROCEDURE ON incidents, the assistant or associate dean for
student affairs or the assistant or associate dean
PROFESSIONAL BEHAVIOR for medical education, or other assistant or
PURPOSE: associate deans in the School of Medicine will
interview and counsel the student as above
Students enrolled in the School of Medicine must and may:
develop the professional behaviors expected of a
physician. Students will be evaluated in the areas of • Discuss the incident with the Dean’s Council
attentiveness, maturity, cooperation, responsibility, and recommend that the student be placed on
personal appearance, respect (for authority, leave of absence;
peers, patients and other members of the health • Discuss the incident with the Dean’s Council
care team), communication, judgment, ethics, and recommend that the student be placed on
honesty, morality, as well as other characteristics of probation for unprofessional behavior;
professionalism important for a career in medicine. • Discuss the incident with the Dean’s Council
SCOPE: All School of Medicine Students and recommend the student repeat the
academic year; or
PROCEDURE:
• Discuss the incident with the Dean’s Council and
When a student receives a report of a concern
recommend the student be dismissed from the
related to unprofessional behavior, the assistant or
School of Medicine. These recommendations
associate dean for student affairs, the assistant dean
will be presented to the dean of the School
for academic affairs, or the vice dean for medical
of Medicine for approval. The mechanism for
education shall meet with the student to discuss
appeal is outlined in the School of Medicine
the incident. Following the initial meeting with the
Student Handbook. A student who returns
assistant or associate dean for student affairs, the
after a suspension, dismissal or withdrawal for
assistant dean for academic affairs, or the vice dean
unprofessional behavior will automatically be
for medical education, the following actions will be
on academic probation for at least one academic
taken:
quarter. A student dismissed from the School
1. If the incident is considered minor: of Medicine for unprofessional behavior may
• The initial interview and counseling session, appeal for readmission to advanced standing.
as well as further monitoring of a student’s MECHANISM FOR APPEAL:
performance in the area of concern, may suffice.
Following a decision for remediation or dismissal
• Other assistant or associate deans in the School rendered by deliberation of both the dean and
of Medicine may be asked to participate in executive faculty, the vice dean for medical
counseling and meeting with the students. The education or the assistant dean for academic affairs
counseling session will be documented in the shall notify the student within five working days of
student’s file in the office of the assistant or the decision. From the time of sending the notice,
associate dean for student affairs or the office the student shall have an additional ten working
of the assistant or associate dean for medical days to notify the vice dean for medical education of
education, but the report will not carry forth his/her intent to appeal the decision. If no response
to future evaluations if the behavior does is received from the student after this ten-day time
not recur and if there are no other reports of period has passed, the decision will be final, and
unprofessional behavior. the right to appeal shall have been waived. Only an
• If the reported incident, upon investigation, is email or letter shall represent the decision of the
found to be frivolous and not valid, this fact will dean and executive faculty.
be clearly documented in the student’s file. An appeal committee shall be assembled by
2. If the incident is of serious concern or if there the Office of Medical Education and composed
has been a pattern (greater than two) of minor of five faculty members who currently serve as
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